English 1 - Q3 - W7 DLL

School: Grade Level: I
GRADES 1 to 12 Teacher: Ma’am NINA SHERRY L. CLEMENTE Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: DECEMBER 11 – 15, 2017 (WEEK 7) Quarter: 3RD QUARTER
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner… The learner… The learner… The learner… The learner…
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
A. Content Standards useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful useful strategies for purposeful
literacy learning literacy learning literacy learning literacy learning literacy learning
The learner… The learner… The learner… The learner… The learner…
uses strategies independently in uses strategies independently in uses strategies independently in uses strategies independently in uses strategies independently
B. Performance Standards accomplishing literacy-related tasks accomplishing literacy-related tasks accomplishing literacy-related tasks accomplishing literacy-related tasks in accomplishing literacy-
related tasks
EN1LC-IIIa-j- 1
Listen to short stories/poems and
EN1PA-IIIa-e-2.2
Relate story events to one’s
Recognize rhyming words in nursery
experience. EN1V-IIIa-e-5
EN1LC-IIIa-j- 1.1 Listen to short rhymes, poems, songs heard
C. Learning Competencies/ EN1OL-IIIb-c 1.3.3 Use words that are related to self,
stories/poems and relate story EN1OL-IVd- 1.3.4
Objectives Write the LC for Talk about one’s personal family, school, community, and
events to one’s experience Talk about topics of interest (likes
each experiences pertaining to the concepts such as the names for
and dislikes)
family, one’s pets, and personal colors, shapes, and numbers.
experiences
II. CONTENT Relating events to one’s Rhyming words

Naming words Naming words
Experience
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources

IV. PROCEDURES
SING A SONG
Introduces the poem “All things
bright and beautiful”. Introduces the song “I’m a little tea
A. Reviewing previous lesson Teacher introduces the first stanza Introduces the first stanza of the pot”.
or presenting the new lesson of the song, “Da Coconut Nut” in song “Da coconut nut “. - Show and talk about their
class. favorite things to their Ask pupils to share their favorite
seatmates. songs in a class
Teacher shows an actual coconut

fruit or posts a picture of it on the Teacher:
board. Today, you will listen a second part Teacher: Teacher:
B. Establishing a purpose for
of a story and to relate the events Today, you are expected to Today, you are expected to use the
the lesson
of the story. recognize the rhyming in the poems. naming words
Activating Prior Knowledge
Ask: if they have seen or tasted a Show new pictures and at the right
Teacher posts her/his favorite food.
coconut. side are the name words
C. Presenting Teachers reads again the poem,” All
Posts new picture of a community
examples/instances of the Pupils will think also their favorite things bright and Beautiful”.
Let pupils to list some food with on the board.
new lesson food and share it in a class.
coconut ingredients.
Let pupils identify the picture
Show the cover page of the big

book” Si pilong patago-tago”.
Introduce the author and the
Teacher asks the pupils to recall the Call volunteer to match the picture
illustrator. Teacher reread again the poem, this
events of the story that they heard. to its picture name on the board.
time allow pupils to read the poem
Ask: What do you think is the story together.
Guide pupils in matching the
D. Discussing new concept all about?
Ask some questions from the first picture to its name words
and practicing new skills #1
part of the story.
Rising of motive questions. Points out the rhyming words in the
Teacher asks pupils to share about
poem.
Encourage pupils to answer the the people they see in their
Encourage pupils to ask questions
question correctly community
about what they want to know in
the story.
The teacher reads the story to the Teacher will continue to read the Let pupils identify the rhyming The teacher reads all the words on
E. Discussing new concepts pupils from pages 1 to 13 using second part of the story using words in the poem. the board.
and practicing new skills #2 predictive questions, to make predictive questions, to make
reading interactive. reading interactive. Write the rhyming words on the Guide pupils as they read the words
board. correctly
Pause at some parts of the story to Pause at some parts of the story to Stanza
ask questions. ask questions. Rhyming words
1beautiful-full; small-all
2sings-wings
3by-sky
4sun-everyone
5tell-well
Read the story again together with
the pupils.
Read the story again together with
Ask comprehension questions
the pupils.
about the story.
Where did Mother and Pilo go to
Ask comprehension questions about
buy pants? Call 4 volunteer
the story.
–What did Pilo do when they were Each pupil will holding a word of
Who are Mother, Father, and Ate
at the store? Teacher will read all the listed person, place, things and animals.
F. Developing mastery (Leads Bebeng looking for?
–What happened when Pilo came rhyming words in the board.
to formative assessment) –What does Pilo like to do?
out of the clothes rack? Give a word that pupils will identify,
–In what places did he hide?
–What did he feel when he couldn’t Asks pupils to read the rhyming whether it is a name of persons,
–What did Pilo suddenly say to
find Mother? words together places, things or animals
Mother, Father, and Ate Bebeng?
–If you were Pilo, what would you
–Do you also like to hide?
feel if you can’t find your mother?
–Where do you hide?
What would you do?
–What happens when you hide?
–Are you like Pilo? Do you also love
to hide? Or have you been lost
before?
G. Finding Call pupils to answer the questions

practical/ posted on the board. Following directions Divide the class into 5 groups. Each
application of concepts and group will recite the poem every
skills in daily living (please refer to LM on page 42) (Please refer to LM on page 45). stanza
Asks questions about the second

part of the story. Teacher posts a list of words on the
H. Making generalizations what is the story all about? board.
What are words that have the same
and abstractions about the Teacher writes the new words on
ending sounds.
lesson what lesson did you learn from the the board.
story? Pupils will identify if the word is a
Rhyming Words
Teacher unlocks the meaning of the name of person, thing, place or
new words in the story. animal
I.Evaluating Learning Direction: Fill in the blank reads Direction: Draw a happy face or a Direction: Read each set of words. Direction: put an X in the box next
each sentence and answer each sad face inside the circle to show Circle the rhyming words in each to the picture that does not belong
question. how you feel about each picture. row. to the group.
(please refer to LM on page 44)

(please refer to LM on page 43) (please refer to Lm on page 46) (please refer to LM on page 47)
Pupils think of their most
J. Additional activities for
Who are the characters in the story? Pupils bring two of their favorite unforgettable weekend with their
application or remediation Give 5 words that rhymes
things to class families.
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
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
E. Which of my teaching
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
strategies worked well? Why
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
did these work?
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
doing their tasks in doing their tasks in Cooperation in
doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
F. What difficulties did I __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
encounter which my principal Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
or supervisor can help me __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
solve? Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
G. What innovation or
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
localized materials did I
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
use/discover which I wish to
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
share with other teachers?
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
doing their tasks in doing their tasks in Cooperation in
doing their tasks doing their tasks doing their tasks

English 1 - Q3 - W7 DLL

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School: Grade Level: I

GRADES 1 to 12 Teacher: Ma’am NINA SHERRY L. CLEMENTE Learning Area: ENGLISH

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT Relating events to one’s Rhyming words

1. Teacher’s Guide pages

B. Other Learning Resources

Teacher shows an actual coconut

Activating Prior Knowledge

Show the cover page of the big

G. Finding Call pupils to answer the questions

Asks questions about the second

(please refer to LM on page 44)

B.No. of learners who require

C. Did the remedial lessons

D. No. of learners who

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