GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH

(Pang-araw-araw na Teaching Dates and WEEK 1 Quarter QUARTER 2
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Get the main idea Note important details Identify the Story Identify and use SUMMATIVE TEST
and supporting from a selection Elements compound words in #1
details from text listened to. sentences.
listened to.
Demonstrates Demonstrate Demonstrate Demonstrates
understanding of understanding of understanding of understanding that
Content Standards the elements of various linguistic nodes writing styles to word meaning can be
informational text to comprehend various comprehend the derived from different
for comprehension. texts author’s message. sources.
Recalls details, Use linguistic cues to Use literal information Uses different
sequence of events appropriately construct from texts to aptly infer resources to find word
b. Performance Standards and shares ideas on meaning from a variety and predict outcomes. meaning.
text listened to. of text for a variety of
purposes.
c. Learning Competencies/ EN4LC-IIa-1 EN4RC-IIa-1 EN4RC-IIa-1 EN4V-IIa-1
Objectives. Write the LC
Code for each
II.CONTENT Poems: “I like bugs”
III.LEARNING Big Book Story “The Pictures of some Flashcards, chart, story, Flashcards, chart
RESOURCES Grouchy Ladybug”, animals/insects pictures
assorted pictures of
insects e.g. ladybug,
insect, etc.
A. References
1.Teacher’s Guide pages P113-115 116-119 119-122 122-124
2.Learner’s Materials P98-106 P99-101 P101-111 P 111-112
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal
Audio-visual Audio-visual Audio-visual
B. Other Learning presentation presentation presentation
Resources
IV.PROCEDURES
A. Review previous lesson
or presenting the new
lesson.
B. Establishing the purpose
to 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
(Leads to Formative
Assessment 3
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Present a picture Review of yesterday’s Retell the story Post the following
Refer on LM98 lesson about the bugs. yesterday. compound words.
Present a picture of a Post the paragraph Refer LM P 112
whale taken from the story
The Grouchy Ladybug.
Look at the bugs in Look at the Whale in Based on the Ask: What can you say
the picture? Can you the picture. Name the paragraph: about the compound
name them? body parts of the whale When and where the words that I posted on
Refer to LM98 from the picture. story happen? Describe the board?
it.
What do you call this
part of the story?
Teaching/Modeling Unlocking of difficulties Find out and learn Present the following
Refer to TG113 Refer to TG 116 Refer to TG p 107 sentences on the
board.
Refer to TG 122
Copy the concept Copy the concept map, Introduce the Teaching Introduce the Teaching
map, then write the then write the main Chart Chart
main idea of the idea of the poem Refer to TG P 120 Refer to TG P 123
poem “I Like Bugs”. “Insect Bodies” and
provide other
supporting details
found in the poem.
Find Out and Learn Ladybug circle of Identify the elements in Try and Learn
LMp.99 friends: the story “Buddy and Refer to LM p112
Draw faces that will the Cat”
show one who is
grouchy and one who is
friendly; and say
something about it.
Do and Learn LM Find out and Learn Do and Learn A.
p.100 Refer to TG p 107 LM p 113
How can you tell a Do all stories need an How do we identify
bug from other elements? Why? compound words on
living things? sentences?
I. Evaluating learning Directions: Read the Directions: Read the Directions: Write a Directions: Identify the
poem below. Identify story “The Grouchy short story following compound words used
the main idea and Ladybug” and answer the three story in the poem.
the supporting the following question: elements. Animal Homes
details. 1, What is the story Setting: (Author: Unknown)
about? ________________ A spider live in a
Where is the 2. What happened Characters: cobweb.
Caterpillar? when the two ladybugs _____________ A dog in the dog
landed on the same Plot: __________________ house.
Where is the leaf? Why? Beginning: A worm in the tunnel
caterpillar hiding 3. Why did the grouchy ___________
today? ladybug fly away? Middle:
We looked under the 4. If you were the _____________
table. grouchy ladybug, what Ending: While horses stay in
We looked on the would have you done? _____________ a barnyard.
chair. 5. Why did the ladybug No bedroom, nor
We looked out the want to fight? bed
window. Just a cozy place to
But he was not
there.

Where is caterpillar
hiding today?
We looked in the
fishbowl.
We looked in the
sink.
We looked in the
flowers.
What did we see?
A beautiful butterfly
looking at me?

Main Idea:
Supporting Details:

J. Additional activities for Draw and color a Answer the questions Identify the compound
application or remediation bug which you think on Find out and learn words used in the
 the author of the Refer to TG p 111 poem.
poem will like. “In the Beehive” Refer
Explain why? on LM p 114

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and WEEK 2 Quarter QUARTER 2
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES NATIONAL To arrange 8-10 words Answer wh-questions based Identify the Identify word with
HEROES DAY with different beginning on news reports/ selections different elements affixes
letters in alphabetical listened to/read. of a story.
order.
Demonstrates Demonstrates Demonstrates Demonstrates
understanding of understanding of verbal and understanding of understanding of verbal
Content Standards library skills to research non-verbal cues for texts types to and non- verbal cues
on a variety of topics. effective oral presentation construct feedback. for effective oral
presentations.
Uses library skills to Efficiently delivers oral Identify story Efficiently delivers oral
b. Performance Standards gather appropriate and presentations perspective and presentations.
relevant information. text elements.
c. Learning Competencies/ EN4SS-IIa-1 EN4LC-Iib-3 EN4LC-Ib-2 EN4OL-IIb
Objectives. Write the LC
Code for each
II.CONTENT Different beginning Song “If All the Little Story “ a Jar of Affixes
letters in alphabetical Raindrops” Lollipops’
order.
III.LEARNING Big book Newspapers Story Charts, paper strips
RESOURCES book,pictures,flash
cards, paper strips
A. References
1.Teacher’s Guide pages 124-125 127-129 129-132 132-133
2.Learner’s Materials 116-118 120-123 124-128 128-129
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal

B. Other Learning
Resources
IV.PROCEDURES
A. Review previous lesson Call some pupils to How do we alphabetize the What are the wh- What are we going to
or presenting the new read the selection words? questions? do if there’s a typhoon?
lesson. Refer to LM p115
B. Establishing the purpose Let the pupils read the Do you listen to the newsDo you prepare for
to the lesson. following words reports? a typhoon? Why?
individually, by pairs or What kind of news do you Why not?
by groups. listen to? Why? What happens
Try and Learn Refer to during a typhoon?
LM p. 115 Why?
C. Presenting examples/ Present the word box. Listen to the news report. Let the pupils Have children read the
instances of the new Refer to LM, Listen and complete the KWl following sentences.
lesson Yellow Learn p. 120. chart Refer to TG 132.
Jacket
Ladybugs What What What I Learned
Strolling I I
Tiny Know Want
Creep to
Arrange the following Know
words in alphabetical About
order. a
typho
on
 Say: This a story
about typhoon that
hit the city in 2013.
What happened
during the typhoon
in Tacloban?
D. Discussing new Teaching / Modelling Present the telephone Interactive reading Ask pupils to read the
concepts and practicing Teacher Chart conversation in LM p.121 of the story a jar of highlighted words in
new skills # 1 TG p125 Lollipops. Refer to the sentence. Refer to
Lm p.124-125 TG p 132.
Say: can you separate
these words into parts?
How many parts will
you have? What are
these parts?
E. Discussing new Answer the questions in LM
concepts and practicing Talk About It.
new skills # 2
F. Developing Mastery Group the pupils into 3. -What things should you Do the “Talk About Give the root words of
(Leads to Formative Each group will arrange remember when listening to It”.Refer to LM the following.
Assessment 3 the given words in a news report? p.126. 1. beautiful
alphabetical order. -What question should you 2. unlike
Do and Learn ask yourself to check you 3. playful
Refer to LM p 118 got the important details 4.disregard
from the news report? 5. respectful
G. Finding practical Write the affixes for the
applications of concepts following words.
and skills in daily living 1. guard
2. rain
3.fold
4. make
5. use
H. Making generalizations What are the things to If you are to re-tell or What will you What is affix?
and abstractions about the be remember an restate information to do during
lesson Alphabetizing list of someone, what details typhoon?
words/names. should you include?
Directions: Arrange the Directions: Read the news Directions: Change the underlined
I. Evaluating learning following words in report and note the Interview your words to new words
alphabetical order. important details by school principal. with affixes. Rewrite the
answering the wh- What they do sentence with the new
 Telephone Wire questions.Refer to LM p.123 before, during and words form.
Church tower after a typhoon. 1. The story of the
Elephant flying monkey is not
Snail believable.
Chimp 2. The story teller also
look not sure of his
details.
3. Many believe it was
not true.
4. The story teller
looked without hope
because no one
believed him.
5. But some admired
him because he was
without fear to try and
tell the story.
Do Learn Some More Do Learn Some More Refer to LM.Do and
J. Additional activities for Refer on LM p 119. Refer on LM p.124 Learn p.129.
application or remediation

V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:

I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.

GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and WEEK 3 Quarter 2ND QUARTER
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Use pronouns that Classify related words, Note details by asking/ Identify the important
agree with its ideas, concepts answering questions story elements such as SUMMATIVE TEST
antecedents. according to certain about a story/ poem setting, character, and #2
 characteristics and listened to plot
similarities.
a. Content Standards Demonstrate Demonstrate demonstrate Demonstrate
understanding of understanding of text understanding of text understanding of text
English Grammar element to comprehend types to construct types to construct
and usage in various texts feedback feedback
speaking or writing.
b. Performance Standards Use the classes of Use knowledge of text Identifies story Identifies story
words aptly in types correctly perspective and text perspective and text
various oral written distinguish literary from elements. elements
discourse informal texts
c. Learning Competencies/ EN4G-Ii-9 EN4RC-IIc-3 EN4LC-IIc-3 EN4LC-IIc-3
Objectives. Write the LC
Code for each
II.CONTENT
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pages P33-134 P134-135 P137-140 P140-143
2.Learner’s Materials P130-131 P132-135 P136-138 P140-144
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURES
A.Review previous lesson What is affix? What shapes of things Refer to LM p 136 Sing Have you ever been
or presenting the new do you see around? and Learn caught in the rain?
lesson. Name the object and What did you do? What
it’s shape. will you do if it rains
and you have no
umbrella or rain coat?
B. Establishing the purpose Do you know where Let us read a poem and Ask children to look at What did the animals in
to the lesson. bugs live? What do name some shapes of the sky (if possible, the story do when they
you call their things that are given. bring the class outdoor were caught in the
homes? for a clear view of he rain?
clouds in the sky, if not,
have children look out
 the window.) have them
sing the cloud song as
they watch the clouds.
“What shapes of clouds
do you see in the sky?
Name them.”
* “What shapes did the
little cloud form
according to the
poem?”
“Listen as I read to you
the poem Little Clod by
Eric Carle.”
C. Presenting examples/ LM pp. 129 “Bugs at Refer to LM p132 Read and Refer to LM pp. 137-138 Refer to LM pp. 140-
instances of the new Home” Learn 142 Read and Learn
The Shape of Things Little Cloud
lesson
What is a circle? What is The clouds drifted slowly The following questions
round? across the sky. can be asked during
A quarter rolling on the Little Cloud trailed behind. the reading of the
ground. The clouds pushed upward
A wheel s a circle, so is the and away.
story:
moon Little Cloud pushed 1. Where do you
A bottle cap or a big balloon. downward and touched the think the ant is
tops of the houses and trees. going to hide?
What is a square, with sides The clouds moved out of 2. What do you think
the same? sight
The wooden board for a Little Cloud changed into a will happen next?
checker game. giant cloud. 3. Do you think
A slice of cheese, a TV Little clouds changed into a there will be
screen sheep. enough space?
A table napkin to keep you Sheep and clouds sometimes
clean. look alike.

What is a rectangle, straight Little cloud changed into an

or tall? airplane.
The door that stands within Little cloud often saw
your wall. airplanes flying through the
A dollar bill, a loaf of bread, clouds.
The mattress lying on your
bed. Little clouds changed into
sharks.
What is a triangle, with sides Little Cloud once saw a shark
of three? through the waves of the
A piece of pie for you and ocean.
me.
A musical triangle, ding, Little clouds changed into
 ding, ding, two trees.
A slice of pizza with Little Clouds liked the way
everything! trees never moved and
stayed in one place.
These are the shapes seen
everywhere: Little clouds changed into
A triangle, rectangle, circle, rabbit. Little cloud loved to
square. watch rabbits dash across
If you look closely where the meadows.
you’ve been,
You’ll surely see the shapes Then Little Cloud changes
you’re in! into a hat.
Because .….
1. What shapes are Little cloud changed into a
mentioned in the clown and needed a hat.
poem? The other clouds drifted
2. What are the objects back.
that have the shapes They huddled close together.
mentioned in the “little Cloud, Little Cloud,”
poem? they called.
3. What shape do you
like most? Why? “Come Back.”
4. Are shapes of things Little Cloud drifted towards
important? Why? Or the clouds.
why not? Then all the clouds changed
into one big cloud and . . .
Rained!
D. Discussing new -According to the Refer to LM p133 Try Direction: Answer the Discussion Questions:
concepts and practicing selection, what do and Learn questions about the
new skills # 1 you call the home of Complete the chart poem. What is the story
a tick? An ant? A below. Write your about?
bee? answer on a separate What is the poem
-do you need these sheet of paper about? Why did the butterfly,
homes? Why? Why the mouse, and
not? Things Things What different shapes sparrow stay under the
mention that can did Little Cloud form? mushroom?
ed in be
the added How did the animals fit
poem to the in the mushroom? What
list did they do?

*classifying.… Is
 arranging or sorting
thing according to their
similarities and
characteristics.
E. Discussing new Refer to LM p134 Do Direction: Answer the Discussion Questions:
concepts and practicing and Learn A questions about the What did the rabbit
new skills # 2 Direction: Read the poem. want from the animals?
mother following paragraphs. Why?
Classify the underlined What happened when
words into two groups. Little Cloud joined the Why was the fox
Give a name to each other clouds? chasing the rabbit?
group.
How did the animals
A.Mario, Jean, and help he rabbit escape
Carla are from the fox.
the same class in
grade 4. Luis and
Lando, his twin
brothers are their
friends who are
also in grade 4.
They play soccer
after class hours.
Lanie, a Grade 6
pupil from
section B, also
joins them in the
game together
with her Grade 4
brother, Paul.
Name of Name of
Group Group

F. Developing Mastery Copy one stanza of Refer to LM p134 Do Direction: Answer the Discussion Questions:
(Leads to Formative the poem “Bugs at and Learn B questions about the
Assessment 3 Homes” on a B. Teacher Paula gave poem. What can you say
separate sheet of Charlie ten packs of about the animals in
paper. seeds. There were How was rain formed the story? What are
 -Circle the personal seeds of according to the poem? their character traits?
pronouns in the jackfruit,petsay,
stanza. mango, potato, guava, How was the mushroom
-connect the raddish, kangkong, atis, able to shelter all the
personal pronoun chico, and watermelon. animals during the
with the noun it Help Charlie classify. rain?
refers to or replaces. Name of Name of What happens to a
Group Group mushroom during the
rain?

G. Finding practical Identify the correct Direction: Classify the Direction: Answer the Discussion Questions:
applications of concepts personal pronoun in following words into questions about the
and skills in daily living each given pronoun. three columns. Write poem. What lesson did you
the words under the learn from the story?
1. Animals correct heading. Write Based on lesson in
2. Family the answer on a Science, how is rain What would you do if
3. Bee separate sheet of formed? you were one of the
4. Jill paper. animals in the story?
5. Jim and Jill Why?
Classmates
teacher mother
Medicine sala desk
books ambulance
bedroom clothes
doctor divan
H. Making generalizations What are *what is classifying? How do you note What are the elements
and abstractions about the antecedents? *how do we classify details? of the story?
lesson Give some personal words?
pronouns that agree
with their
antecedents in
number and
gender?
I.Evaluating learning Direction: Fill in the Direction: Read the Direction: Read the A. Direction: Identify
blanks with a words in each row. poem “Little Cloud” the story elements
personal pronoun to Three of the words again. Write five Wh- below.
complete the idea of belong to one group. questions that you can 1. ________refer to
the sentence. Identify the words that ask to check if you can the persons,
 Answers will be does not belong. Write remember details from animals or things
written on a your answer on a the poem. Write the who play the role
separate sheet of separate sheet of pad answers beside the in the story.
paper. paper. questions you have 2. ________refer to
1. Bread car written. the place where
Like people, candy soup the story
animals have 2. Blue rainbow happened.
homes. (He, She, green red 3. ________
They) ________ live in 3. Arm three four B. For no. 4-5. What are
special places where fifteen the elements of the
(he, it, they) 4. Plane house bus story?
________ can be safe. bike
These homes are 5. Tree plant ant
close to where (she, flower
it, they) ________ get
food. A mother bird
lives on a nest
where (she, he,
it)________ keeps her
babies while father
birds searching for
food. A spider spins
a web for home. (it,
she, they) ________
trap food in this
web, too.
J. Additional activities for Direction: Fill in the Direction: List the
application or remediation blanks with the things that you can find
correct pronoun that at home. Then, classify
will complete the them in the following
story. Write your categories. Write your
answer on your answers on a separate
notebook. sheet of paper.
Bedr Kitc bath
Johnny Bee lives oom hen roo
in a hive together m
with a swarm of
bees. ________work
togeher to keep the
hives safe and full of
honey except for
Jhonny Bee.
________always hides
when ________ is
time to work. His
sister, Jenny Bee
often tells him that
the swarm needs his
help. ________ tells
Jhonny what to do to
help but ________
never listens.
________flies away
with his friends to
play.
One day, Jhonny
Bee flew away very
early.________
wanted to escape
work.________ looked
at where Jenny Bee
was. ________ was
still asleep. He went
with his friends.
________ played far
away from the hive.
It was getting dark
when ________
returned to the hive.
Where was the hive?
________ was not on
a tree!
A man walked
away from he tree.
________ was
carrying with him
the beehive with all
the bees in a net.
The swarm of bees
lost the fight to
 protect their hive.
________needed the
help of Jhonny and
his friends but
________ were far
away.
V.REMARKS M.L: M.L: M.L: M.L: M.L:
I.D: I.D: I.D: I.D: I.D:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.

GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and WEEK 4 Quarter QUARTER 2
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Show EO: Show appreciation Use the present form of EO: Appreciate the SUMMATIVE TEST
appreciation for of the many uses of the verb that agrees message of the poem #3
being able to create bamboo. with the subject. O: Write a two point
things through IO: Use context clues to sentence outline.
origami or paper get the meaning of
folding. difficult words.
IO: Follow a set of
three – to five – step
directions.
Demonstrates Demonstrates Demonstrates Demonstrates
understanding of understanding that command of the understanding of
Content Standards the elements of words are composed of conventions of writing as a process.
informational texts different parts and their standard English
for comprehension. meaning changes Grammar and usage
depending on context. when writing or
speaking.
Recalls details, Uses strategies to Speaks and writes Uses a variety
sequence of events, decode the meaning of using good command strategies to write
b. Performance Standards and shares ideas on words. of the conventions of informational and
texts listened to. standard English. literary compositions.
c. Learning Competencies/ EN4LC-IId-4 EN4V-IId-3 EN4G-IId-4 EN4WC-IId-4
Objectives. Write the LC
Code for each
II.CONTENT Present Form of Using context clues in Present form of the Sentence Outline
Verbs; Giving Three getting the difficult verb
– to 0 Five step meaning of a word.
directions
III.LEARNING Chart, Pictures, Big Chart, paper strips, Chart, strip of paper Pictures, chart
RESOURCES books, bond paper picture of a bamboo with some sentences.
A. References
1.Teacher’s Guide pages P148 - 150 150 -152 152-153 154-155
2.Learner’s Materials 153 157 - 159 154 - 156
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal
Audio-visual Audio-visual
B. Other Learning presentation – presentation – “The
Resources making a paper Bamboo Tree”

IV.PROCEDURES
A. Review previous lesson
or presenting the new
lesson.
B. Establishing the purpose
to 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
(Leads to Formative
Assessment 3
G. Finding practical
applications of concepts
and skills in daily living
butterfly
Sing the song with Review of yesterday’s Review of yesterday’s Present a short
action “Fly Fly Fly lesson about making lesson about context paragraph on the board
The Butterfly” paper art works. clues. Refer to LM p 154
Flash the different Find out and Learn
words LM p. 157
And Unlock some
difficult words Refer TG
p 151
Unlock some difficult Ask the pupils if they illustrations Refer to LM Let the pupils identify
words in the song have a bamboo p 153 the topic on the given
using pictures. furniture at home. Ask: How many details.
Demonstrate how to What are the many bamboos are there in
fold and unfold uses of bamboo? column A? Column B?
pieces of papers to Accomplish the KWL What do bamboos do?
make some paper Chart. What words tell what
folded art work. persons do?
How do we make
paper butterflies?
Display samples of Read and Learn LM p. Post the chart on TG p Present the short
folded art work; 153 153 paragraph on the
butterflies, fans, board.
caps, etc. Refer to TG 154
Ask: What kinds of
objects do you see?
How are they made?
Post the chart on Talk about it Study the chart Refer to Ask: What is the topic
how to make a LM p 153 LM p 157 of each paragraph?
paper butterfly What sentences say
Refer to TG 149-150 about the topic?
What are the steps Why bamboos Do and Learn Letter B Write About It A. LM p.
in making a paper important? p. 158 156
butterfly?
Why we should How do bamboos help How can we compare
always follow the especially to the topics from subtopics?
steps or the farmers?
 direction?
Relate to our daily
living.
H. Making generalizations How can you make a What is the most When do we use the s- What is an Outline?
and abstractions about the perfect paper important use/s of form and the base form What are it’s two
lesson butterfly? bamboo? of the verb? parts?

I. Evaluating learning Directions: Make Directions: Using Directions: Choose the Directions: Using the
your own Paper art context clues find the correct form of the verb template below, Write a
work, Follow the meaning of the in the parenthesis to two- level sentence
steps and give 5 underlined word/s. complete the sentence. outline about “The
uses or its finction/s. 1. The Bamboo is a Write your answer on Bamboos”.
Giant among of the your paper.
grass family. I. _____________________
a. long b. tall c. Animal Beads A. ___________________
short A bat (sleep, sleeps) B. ___________________
2. Pupils name are in a cave. C.
arranged in The bird (rests, rest) ___________________
Chronological Order. in a tree.
a. broken b. out of Rabbits (stay, stays) II.
order in a tunnel ______________________
c. in order underground and A.____________________
3. Gab was sent to jail fish (sleep, sleeps) in B. ___________________
for stealing a money. the sea. C.___________________
a. prison house
b. hospital
c. hotel
4. Listen carefully to
acquire more
knowledge.
a. lost
b. gain
c. trouble
5. Shane knows the
answer on a given
question, but she is
reluctant to give her
answer.
a. a. ready b. excited
c. not willing
J. Additional activities for Make your own Study in advance about Answer Do And Learn
application or remediation paper art work. verbs. letter C LM p. 159
Explain why you
choose that
artwork?
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.
 GRADE 1 to 12 School Grade Level IV
DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and WEEK 5 Quarter QUARTER 2
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Appreciate the EO: Show admiration Use possessive Use the pronouns that Outline a paragraph
beauty of nature. for the friendship pronouns agree in gender with with an explicitly given
IO: Relate story between the fish and their antecedents. main idea.
events to one’s the frog despite their
experience. differences.
IO: Use prefix and root
word as clues to get
meanings of words.
Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
understanding of understanding that understanding of understanding of understanding of the
Content Standards the elements of word meaning changes English grammar and English grammar and importance of using
informational texts based on the context. usage in speaking or usage in speaking or varied sources of
for comprehension. writing writing information to support
writing.
Recalls details, Uses strategies to Uses the classes of Uses the classes of Uses varied sources of
sequence of events, decode the meaning of words aptly in various words aptly in various information to support
b. Performance Standards and shares ideas on the word in context. oral and written oral and written writing
 texts listened to. discourse. discourse.
c. Learning Competencies/ EN4LC-IIe-5 EN4V-IIe-4 EN4G-IIe-5 EN4G-IIe-5 EN4WC-IIe-5
Objectives. Write the LC
Code for each
II.CONTENT Story Events Prefixes and root word Possessive pronouns Pronouns that agrees in Outlining a paragraph
as clues gender with their
antecedents
III.LEARNING Chart, Pictures Flashcards, Chart, Chart, flashcards Pictures, chart, Chart
RESOURCES paper strips, flashcards
A. References
1.Teacher’s Guide pages P157 -159 159-162 164-164 164-165 165
2.Learner’s Materials 164 - 169 170 - 173 173 - 175 176 - 177
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal
Audio-visual
B. Other Learning presentation –
Resources Butterfly Cycle
IV.PROCEDURES
A. Review previous lesson Present the picture Review of yesterday’s Review of yesterday’s Review of yesterday’s Recall how to write a
or presenting the new to unlock the lesson. lesson about prefixes lesson about sentence outline.
lesson. following words. Reading of some words and root word. possessive pronouns.
Refer to TG p. 157 through flashcards. Present a short Post a sentence on the
conversation on the board.
board about “the fish Refer to TG p. 164.
and frog” Find out and Learn LM
p. 173

B. Establishing the purpose
to the lesson.
Post a picture of Unlocking of difficult Ask: “Who had wings? Let the pupils identify What are the parts of a
butterfly. words Four Legs? Who owns and understand the two-level sentence
Ask: what can you Refer to TG p 159 - 160 the wings? the legs? pronouns and its outline?
say about the TG p. 163 antecedents.
picture? Have you
seen butterflies in Present the Teaching
your garden? What Chart Refer to TG p.
do they do there? 165

C. Presenting examples/ Describe using KWL Read and Learn Teaching/ Modelling Do and Learn A In writing the topic is
instances of the new Chart. Find out and Learn TG p 163 LM p. 174 written in Roman
lesson LM p 168 Numeral, and the
subtopics are in Capital
Letters.
D. Discussing new Post the story Refer Do and Learn A LM Try and Learn Ex. 1 LM Do and Learn B Write About It LM p.
concepts and practicing on TG p. 158 p.168 p. 170 LM p. 175 176
new skills # 1
E. Discussing new Teaching Chart TG p
concepts and practicing 162
new skills # 2
F. Developing Mastery Answer the Do and Learn B, LM p Try and Learn Ex. 2 LM Learn Some More LM p. Write About It B. LM p.
(Leads to Formative Comprehension 169 p. 171 174 177
Assessment 3 Question TG P 158.
G. Finding practical What are we going If you were a fish, If you were a fish, how Why is/ are pronouns
applications of concepts to do for the would you feel bad would you feel that should always agree
and skills in daily living butterflies to live a because your friend your friend will surprise with their antecedents
little bit longer? doesn’t remember you? to visit you? in number and gender?

H. Making generalizations Why butterfly is / How do get / know the What is the difference What is / are How to outline a
and abstractions about the are important? Why meaning of the words? between Singular antecedents? paragraph?
lesson we should take good Possessive Pronouns
care our and plural Possessive
environment? pronouns?
I. Evaluating learning Directions: Draw Directions: Complete Directions: Choose the Directions: Read the Direction: Read the
and explain the the table below using possessive pronoun paragraph. In each paragraph. Write an
possible ending. prefix in- or im-, and that best completes sentence, underline the outline using the
write their meaning. each sentence. Write antecedent and box the following format.
Prefix New Meanin your answer on your pronoun that refers to
word g paper. it. A HONEY BEE
1. active
A honey bee is
2. (My, Mine)
perfect The children were busy any bee member of the
3. bother planted a in school one Monday genus Apis, primarily
possible
4.
mango tree in morning. Mary and Paul distinguished by the
material (our, ours) studied their spelling production and storage
5. direct
backyard. Jaren’s words. Josie played with of honey and the
brother trims her guitar. Anthony construction of
(its, it’s) talked to his judo coach perennial, colonial
branches every about the upcoming nests from wax.
week. They take tournament. Suddenly, The best known
they heard a loud bang! honey bee is the
 Everyone in the room Western honey bee
turned to where the which has been
sound came from. domesticated for honey
production and crop
pollination.

A HONEY BEE
I. _____________________
A.___________________
B. ___________________
C. ___________________
II. ____________________
A. __________________
B. __________________
J. Additional activities for Make your own Study in advance about Answer Do And Learn Find some information / Write an outline about
application or remediation paper art work. verbs. letter C LM p. 159 a selection about a Wild your research for wild
Explain why you Cat. (about 1 -2 cat.
choose that paragraph)
artwork?
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.

GRADE 1 to 12 School Grade Level FOUR

DAILY LESSON LOG Teacher Subject ENGLISH IV
(Pang-araw-araw na Teaching Dates and WEEK 6 Quarter 2ND
Tala ng Pagtuturo) Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Infer traits of Use suffixes and root words Use the correct time Write a short paragraph
characters from what to get the meaning of expression to indicate an based on a two-level
 they do or say in a
words. action in the present. sentence outline.
story listened to.
Demonstrates
Demonstrates Demonstrate command of
understanding that words Demonstrates
a. Content Standards understanding of text the conventions of standard Summative
are of different parts and understanding of writing
types to construct English grammar and usage Test
their meaning changes as a process.
feedback. when writing or speaking.
depending on context.
Speaks and writes using
Identifies story Uses a variety of strategies
b. Performance Uses strategies to decode good command of the
perspective and text to write informational and
Standards the meaning of words. conventions of standard
elements. literary composition.
English.
c. Learning
Competencies/
EN4LC-IIf-6 EN4V-IIIf-6 EN4G-IIf-6 EN4WC-IIf-6
Objectives. Write the LC
Code for each
Writing a paragraph based
Story “The Tomatoes of Time Expressions in the
II.CONTENT Suffixes on a two level sentence
Peles” Present
outline
big book story “The Chart, flashcards,story
III.LEARNING
Tomatoes of Peles”, book, picture of a whale chart, flashcards chart
RESOURCES
picture of tomato shark
A. References
Teacher’s Guide pages 167-168 169-170 171-172 172-173
Learner’s Materials 178-185 185-187
pages
Additional Resources
Audio-visual
from Learning Audio-visual presentation Audio-visual presentation Audio-visual presentation
presentation
Resources (LR) Portal
B. Other Learning
Resources
IV.PROCEDURES
Say: There are many things
Recall the two level
A Review previous Review of the past that we do everyday. Let us
sentence outline they have
lesson or presenting lesson. Do the drill. Refer to TG read the sentences from
done. What are the parts
the new lesson. Present picture of a p.169 our story yesterday.
of the sentce outline?
tomato Refer to TG on p.171
 Solve the word puzzle. Say: What time do the Say: Here is an outline.
B. Establishing the Choose the word from the words in the chart tell? Have the pupils read the
purpose to the lesson. box to finish the puzzle. These are called time two point sentence outline
Refer to LM Read and Learn expressions. These time they made
on p.178 expressions are in the Ask: What is the topic of
present tense. What other the outline? What sentence
time expression do you states the topic? What are
know that indicates the the sub-topics? What
present time? sentences state the
Unlocking of difficult
subtopics?
words.
The teacher will write on
Refer to TG p.167
the board the time 1. The bay of Sorsogon
expressions that the pupils is home to large whale
will give. Possible answers: sharks.
now,today,every time A. They freely feed, grow
and play everyday.
B. There’s a young
whale who loves to play
hide and seek
C. It hides very well.
Do you have a garden Do you remember the Read the selection below. Based on the outline,
C. Presenting at home? What plants news about Kabang? What Give the time expressions what is the topic
examples/ instances of grow in your garden? did he do to save the that denote the present sentence? What does it
the new lesson Read the story about children? tense. Refer to LM, Read express?
“The Tomatoes of Show picture of a whale and Learn on p.185.
Peles”. shark.

Say:”This is a whale shark.

Do you know that a whale
shark is the biggest fish in
the world? That is why it is
called a whale shark
because of its size.”

Say: “Today, I will read to

you a story entitled Bing,
the Little Whale Shark.
This story was written by
Jomiko Tejido.”
 Ask: What did Bing and the
other whale sharks do to
save their community?
Read the story aloud while
D. Discussing new showing the pages of the
concepts and practicing book. The teacher may stop
new skills # 1 at certain parts and ask the
children what they think
happen next. Refer to LM on
p.179.
Do the Talk about it. Refer
to LM on p.180.
Based on the story Do the Find Out and
E. Discussing new “The Tomatoes of Learn. Refer to LM on. P
concepts and Peles”, what did 181.
.practicing new skills # Peles feel when the Answer the Do and
2 seeds dis not sprout? Learn and Try and
What dis Hugo say Learn. Refer to LM on
was his secret for pp. 182-183.
growing healthy
tomatoes? Dis Peles
Let us write a paragraph
What are the time based on our outline.
expressions you noted from What is the topic
the selection? These are sentence? What about the
the time expressions that subtopics? Model how to
refer to actions in the write a paragraph.
present tense.
Note: The teacher will add
the time expressions
Answer the Do and Learn. The bay of Sorsogon is
Refer to LM on p. 186 home to large whale
sharks. They freely feed
and grow every day. Young
whale sharks play here.
 follow Hugo’s
advice? Why?
Read the sentences Read the sentences Have the pupils read the
F. Developing Mastery taken from the story. carefully and write the paragraph. Note how the
(Leads to Formative Notice the underlined correct time expressions. paragraph is written. Here
Assessment 3 words. Give the meaning is another outline. Let us
of the words. 1. Fish and frogs are write a short paragraph
friends. They play in the about the bamboo. What
1. The sea became pond___________. is our topic sentence?
peaceful once more. Based on the outline
2. The whales were 2. __________, they meet at above, what are the
helpless against the the pond. details? Ask the pupils to
visitors. read the topic sentence.
3. And_______ the tadpole What do you think is the
How did you find the discovers that he has two paragraph about?
meaning of the word? legs.
I. The bamboo is the giant
In the first 4. _________ the fish did not of the grass family.
sentence, the believe that the tadpole A. It can grow as big as
word peaceful is from has legs. trees.
the word peace. The B. It can grow in lowlands
suffix –ful is added at 5. __________ they quarrel. or in rolling hills.
the end. The new word In the end, agree that C. There are different kind
formed is peaceful which “fish are fish and frogs of bamboos.
means “full of peace”. are frogs”.
In the second Say: You will be looking at
sentence, the word the model paragraph.
helpless has a suffix – Have the pupils read it.
less which means Ask them to identify the
without. What do you topic sentence and the
think is the meaning of sentences that give the
the word helpless? details.

Form new words by Bamboos are the giant

adding the suffix –less to grass family. They can
the words outside the grow as big as tree. They
circle. Give the meaning can grow in the lowlands
of the newly formed or in rolling hills. There
words. are different kinds of
Care- bamboos.
 Fruit- -less
child-

Tooth-
What words were you
able to form?
What is the meaning of
the newly formed
words?

Complete the chart. Make your own paragraph

G. Finding practical Write down the words based on the following
applications of asked for. Use the suffix – outline.
concepts and skills in less or –full.
daily living Refer to LM on p. 184. I. Different movements of
frog.
A. dives into the water
B. swims in the pond.
C. hops on land
D. leaps for food
H. Making What are the words that
How do we write a
generalizations and What trait did Peles indicate the time
What is suffix? paragraph based on a two
abstractions about the show in the story? expressions in the
level sentence outline?
lesson present tense?
Directions: Answer the Directions: Change the Directions: Answer the Directions: Write a short
I Evaluating learning following questions. words inside the following questions paragraph based on this.
parentheses by using using sentences with
1. What happened to correct suffixes to complete verbs and time Taking care of fish.
the seeds that Peles the meaning of the expressions. A. Keep the aquarium
planted? sentences. clean
2. What dis Peles feel 1. What do you do every B. Feed the fish daily
when he saw his plants 1. Ryan loves being morning? C. Keep it away from cats.
growing? outdoor. He likes to sleep in
3. Why did Hugo praise his tent. He loves star 2. What does your
him? gazing. However, tonight family usually do on
4. What lesson did you the sky is_________(no weekends?
learned from the story? stars).
 2. The plants in the yard 3. What do you do
are ______(no flowers). The before going to school?
trees are______(no fruit).
3. It is ______(full of beauty) 4. Where does your
day. Angelo is going to see family spend the
his grandparents. He will summer vacation?
help them harvest mangoes
today.
4. She has a________(full of 5. What do you do in
power) to manage all school everyday?
things.
5. Dan is_________(full of
hope) to see his friend
again.
J. Additional activities
for application or
remediation
V.REMARKS M.L. M.L. M.L. M.L.
P.L. P.L. P.L. P.L.

VI.REFLECTION

A. Number of pupils
who earned 80% in the
evaluation
B. Number of learners
who require additional
activities for
remediation who score
below 80%
C. Did the remedial
lesson work? No. of
learners who got
caught up in the lesson
D. Number of learners
who continue to require
remediation
E. Which of my
teaching strategy
worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. what innovation or
localized materials did I
used to discover which
I wish to share with the
teachers.

GRADE 1 to 12 School Grade Level FOUR

DAILY LESSON LOG Teacher Subject ENGLISH IV
(Pang-araw-araw na Teaching Dates and Time WEEK 7 Quarter 2ND
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES Write a paragraph
Retell the best liked Identify and use simile in a Use the past form the
about a personal
part of the story sentence. regular verbs.
experience.
a. Content Standards Demonstrates Demonstrates Demonstrates Demonstrates SUMMATIVE TEST
understanding of verbal understanding that word understanding of verbal understanding of
cues for clear meaning changes based on cues for clear expression writing as process.
 expression of ideas context. of ideas.

Uses a variety
Actively creates and Uses strategies to decode Actively creates and
b. Performance strategies to write
participates in oral the meaning of words in participates in oral
Standards information as
theme- based activities context. theme-based activities.
literary compositions.

c. Learning
Competencies/ EN4OL-IIg-7 EN4V-IIg6 EN4g-IIf-6 EN4WC-IIg-7
Objectives. Write the
LC Code for each
Story “ How thw
Past Form of the Regular
II.CONTENT Jellyfish Lost His Simile Writing a Paragraph
Verbs
Bone”
Big book story “How
the Jellyfish Lost His
III.LEARNING
Bone”,flashcard,paper chart, flashcards chart,flashcards chart
RESOURCES
strip,chart,picture of
jellyfish
A. References
Teacher’s Guide pages 175-177 177-179 179 180-181
Learner’s Materials 188-191 191-193 193-195 195-196
pages
Additional Resources
Audio-visual Audio-visual
from Learning Audio-visual presentation Audio-visual presentation
presentation presentation
Resources (LR) Portal
B. Other Learning
Resources
IV.PROCEDURES
Show and Tell: Look for Retell the story “How the Say: Let’s recite and read Message Relay:
B Review previous something inside Jellyfish Lost His Bone”. the poem “In the Forest” Say: All groups have
lesson or presenting your bag and be a piece of paper with
the new lesson. ready to tell about it. lines from the poem
I’m holding a__________. “In tbe Foresr”. Each
I like this group will have
beacause_____. seven members. All
number 1 will get a
Drill: Teacher models in piece of paper in the
reading the words bowl. The first group
 with consonant
who can whisper the
blends. Refer to TG
correct wins.
on p. 175.
Read the conversation. Where did you
B. Establishing the Read and Learn on LM spend your vacation?
purpose to the lesson. p.193. How was your
vacation? How do
you describe your
vacation? Who were
A. Pre Listening your companions?
Unlocking of Unlocking of Difficulties. What did you do
Difficulties.Refer to Refer to TG on p.177 there? What would
TG on p.176 you like to do if you
could return to be
there again?

Note: All answers

should be written on
the board.
Say: Have you seen a
C. Presenting jellyfish? How does it
examples/ instances of look? Here is a picture
the new lesson of a jellyfish. Who can What comes to your ming
describe it? Why do when you hear the word
Teaching/Modeling-Refer Read the
you think a jellyfish forest?
to LM, Talk About It” on paragraph. Refer
doesn’t have bones?
p. 194. to LM on p. 195.
What are our treasures in
In the selection that I the forest?
will read, find out why
jellyfish doesn’t have
bones.
Listening ( Read Aloud During Reading Give some examples of Take a look at the
D. Discussing new by the teacher). Refer Teacher models in reading similar words. Let the paragraph.
concepts and practicing to LM, Read and Learn the poem. Refer to LM, pupils give the past form What is the first
new skills # 1 on pp.188-189. Read and Learn on p. 191. of the words and ask sentence?
them in sentences. What do we call
Sentences should be that sentence?(Topic
written on the board and sentence)
processed. What sentence
support the first

Engagement Activity: Say: Recall your activities
E. Discussing new Group 1 and 2: Choral
concepts and Reading of the poem.
.practicing new skills # The group will choose
2 a leader to lead the
Retell the story using group.
pictures. Refer to LM Group 3 and 4:
on p.190. Drawing a forest
The group will draw a
forest.
Discussion Questions:
Refer to LM, Talk About It
on p. 191-192.
sentence?
How did we organize
a paragraph?
Notice how the first
sentence was
written.
What punctuation
mark is seen after a
sentence?
How did we write
the title of a
paragraph?
How did we write
the first sentence of
the paragraph?
(Indent)
How did we start the
first sentence? (first
word of the
sentence is
capitalize)
What did we write
after asentence?
(period)
Group the pupils into
yesterday of using any four. Each group will
of the words inside the write a paragraph
box. Refer to TG on about their first day
p.179. of school following
the guide questions.
Refer on TG. Guided
activity on p. 181.
 Give the possible Teacher asks them to Complete the sentence Write a paragraph
F. Developing Mastery endings. Refer to LM on read this part of the by writing the past about first time at a
(Leads to Formative p.190. poem. form of the verb. Refer restaurant follow the
Assessment 3 Tall trees growing on a on LM p.194 guide questions.
mountain top 1. Describe your
To me like a queenly feeling in the
crown I see sentence.
Wild animals running so 2. Who were your
swiftly companions?
As lively children full of 3. What did you eat?
glee 4. Who paid for your
Wild Animals are food?
treasure to me 5. What would you
like to happen when
Ask: you eat at a
What is compared to tall restaurant next
trees? (queenly crown) time?
What is used in
comparing them (like)
What is compared to
wild animals? (lively
children full of glee)
What is used in
comparing them? (as)
What compared to wild
animals and plants?
(treasures)
Why do we consider
animals and plants
treasure?
Did we use like or as in
comparing?
Answer the following Do the Try and Learn Complete the story
G. Finding practical questions. Exercise 1 on LM p. 192. using the verbs found in
applications of 1. Why did the king call the box.
concepts and skills in the brave fish?
daily living 2. Did the brave fish called
called shouted
follow the king’s order? laughed stopped
Why? cleaned
3. What happened
 when the brave fish One day, Mother and
found the monkey? Mario_____ the house.
4. What can you say Mother _____ because she
about the monkey’s saw a snake. Mario _____
trick? father because he was
5. If you were the brave afraid of it. Father _____at
fish, would you believe them because it wasn’t
the monkey? Why? real. It was only a toy. All
of them_____ working.
H. Making How do we write a
generalizations and Why jellyfish doesn’t paragraph?
What is simile? What are regular verbs?
abstractions about the have bones? What are the tips in
lesson writing a paragraph?
Answer the following Match column A with From the list Write a
I Evaluating learning questions. column B to complete the below, pick out the paragraph about
sentence. Write the letter of five misspelled verb in your experiences
1. What did the king do the correct answer. the past tense. Then during summer
to the brave fish?Why? write the correct vacation. Use the
2. If you were the A spelling on the right following questions.
king/fish what would 1. Marie swams____ side of each number.
you do? 2. He is as tall_____. 1. What was your
3. Why did the jellyfish 3. Rica slept______. 1. prepared danced experience?
lost his bones? 4. Richard is as thin_____. mised Describe your
4. Do you like the 5. Peter eats______ 2. cleand helped feelings.
ending of the story? washed 2. Where did it
How would you like to B. 3. pushed sleepd happen?
end the story? a. like a dog roasted 3. When did it
5. What lesson this b. as hard as stone 4. runed happen?
story give? c. as a giant climbed walked 4. Who were your
d. like a log 5. buidt asked companions?
e. as a stick swam 5. What did you do?
f. like a fish 6. What would you
like to happen next
time?
Write sentences using the
J. Additional activities following similes.
for application or 1. as red as gumamela
remediation 2. as fast as horse
3. as busy as a bee
4. like an old man
 5. like an angel
V.REMARKS M.L. M.L. M.L. M.L.
P.L. P.L. P.L. P.L.

VI.REFLECTION
A. Number of pupils
who earned 80% in the
evaluation
B. Number of learners
who require additional
activities for
remediation who score
below 80%
C. Did the remedial
lesson work? No. of
learners who got
caught up in the lesson
D. Number of learners
who continue to require
remediation
E. Which of my
teaching strategy
worked well? Why did
this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. what innovation or
localized materials did I
used to discover which
I wish to share with the
teachers.
 GRADE 1 to 12
DAILY LESSON LOG School Grade FOUR
(Pang-araw-araw na Tala
ng Pagtuturo) Teacher Learning Area: ENGLISH

Week/Teaching Date WEEK 8 Quarter: SECOND

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EO: Appreciate the value EO: Admire Green Use the past form of Compose slogan a. Browse and read more
of telling the truth. Bird's love for his lady irregular verbs. from a given stories b. Use
IO: Sequence events in love stimulus. dictionary in getting the
a story heard. EO: a. Read a story meaning of words
Act out a well liked part with appropraite
of a story heard. intonation and
expression.
I. OBJECTIVES b. Read words with
consonant blends /br/
and /gr/
c. Infer the feelings and
traits of the characters
from a story read.
d. Identify and use a
simile and a metaphor.

A. Content Standards The learner The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of the understanding that command of the understanding of understanding of library
elements of English is stress-timed conventions of writing as a skills/dictionary to
informational text for language to achieve standard English process. research on a variety of
comprehension. accuracy and grammar and usage topics.
automaticity/demonstr when writing or
ates understanding speaking.
that word meaning
changes based on
context.
 The learner reads The learner uses a
The learner speaks The learner uses
The learner recalls aloud text with variety strategies
and writes using good library/dictionary skills
B. Performance details, sequence of accuracy and to write
command of the to gather appropriate
Standards events and shares ideas automaticity/uses informational and
conventions of and relevant
on texts listened to. strategies to decode literary
standard English. information.
the meaning of words. compositions.

C. Learning
Competencies/Objective
s EN4LC-IIh-i-8 EN4F-IIh-8 EN4G-IIh-i-8 EN4WC-IIh-8 EN4SS-IIf-6

Write the LC code for

each EN4V-IIh-7

Sequence events in a Identify and use a Past form of irregular Use dictionary in getting
II. CONTENT story heard simile and verbs Compose slogan the

metaphor meaning of words

III. LEARNING
RESOURCES

A. References

1. Teacher's Guide
pages 184-186 186-187 188-189 189-190 190
 2. Learner's Materials
pages 200 201-204 205-207 207-208 208-209

3. Textbook
pages

4. Additional Materials
from Learning

Resource (LR)portal

B. Other Learning
Resources

IV.
PROCEDURE
S

A. Reviewing What comes to Do you have a

Read the Dialog
previous lesson or Oral Language Drill your mind when dctionary?

presenting the you think of

Read and Learn
new lesson see TG p. 184 see TG p. 186 slogan?

see LM p. 205

Did you know how

Pre-Listening Unlocking of Difficulties Skilss Development to write What is the use of the
 B. Establishing a
purpose for the lesson Unlocking of Difficulties see TG p. 186-187 see TG p. 188 slogan? dictionary?

see TG p. 184

C. Presenting What do you usually do Motivation/Motive Read and Study the Read the following Bring out your
examples/instances of when you Questions Table product slogans dictionary.

the new that have become

lesson have a problem? see TG p. 187 see LM p. 205 very popular. Browse the dictionary.

Notice how the words

see TG p. 189 are arranged.

During Listening: Let's

read a story on, Guided Practice

D. Discussing new The King of the Forest

concepts and practi- and His During Reading see TG p. 188 Discussin Skilss Development

cing new Three Advisers. What did Try and Learn

skills #1 King Lion do The Green Bird Exercise 1 and 2 see TG p. 189 see TG p. 190

when he had a
poroblem? See TG p. 185 see LM p. 201-202 see LM p. 206

Engagement
activity/Group Activity

E. Discussing new see TG p. 158 Post Reading Independent Practice Guiede Practice Guided Practice
concepts and practi-

cing new Try and Learn

skills #2 Try and Learn Engagement Activity Exercise 3 see TG p. 189 see TG p. 190

see LM p. 200 see TG p. 187 see LM p. 207

Group Presentation

F. Developing Independent
mastery Discussion Discussion Read again the Table Practice Try and Learn

(Leads to Formative
Assessment 3) see TG p. 185-186 Talk About It see LM p. 205 Wtire About It see LM p. 208

see LM p. 202-203 see LM p. 208

Skills Development

G. Finding practical What do you feel when

applications of someone see TG p. 187

concepts and skills doesn't tell you the

in daily living truth? Read and Learn

see LM p. 203

What do you notice

about

H. Making What is the message of What is simile? the spelling of the

generalizations and abs- the story? Metaphor? past form of What is slogan? Hwat is dictionary?

tractions about
the lesson irregular verbs? Remember see LM p. 209
 Remember see LM p.
206 see LM p. 206

Group activity-Do and

Learn

see LM p. 204 Enrichment Activity

I. Evaluating Formative
see TG p. 189
learning Formative Assessment Independent Practice Assessment Lern Some More

Activity Output Learn Some More Activity Output see LM p. 209

see LM p. 204

Write atleast two

sentences using

J. Additional activities for any of the similes and Make a poster to

application metaphor illustrate your Enrichment/Assignment

or
remediation inside the box. slogan see TG p. 190

see TG p. 187 see TG p. 190

V. REMARKS

VI.
REFLECTION

A. No. of learners who

earned 80% in

the evaluation

B. No. of learners who

require addi-

tional activities for

remediation

C. Did the remedial lessons

work?

No. of learners who 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
orlocalized mate-

riald did I used/discover

which I wish

to share with other

teachers?

GRADE 1 to 12 School Grade Level IV

DAILY LESSON LOG Teacher Subject ENGLISH
(Pang-araw-araw na Teaching Dates and Time WEEK 9 Quarter QUARTER 2
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES EO: Sequence the EO: To realize the many Use the past form of Identify and use Express ideas through
events in the story uses of the coconut regular and irregular personification. writing a news report
listened to. tree. verbs. from the facts
IO: Connect events IO: Read words with presented.
in a story heard to a consonant blends pr
personal and gr.
 experience.
Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
understanding of understanding that understanding of understanding of understanding of the
Content Standards the elements of word meaning changes English grammar and English grammar and importance of using
informational texts based on the context. usage in speaking or usage in speaking or varied sources of
for comprehension. writing writing information to support
writing.
Recalls details, Uses strategies to Uses the classes of Uses the classes of Uses varied sources of
sequence of events, decode the meaning of words aptly in various words aptly in various information to support
b. Performance Standards and shares ideas on the word in context. oral and written oral and written writing
texts listened to. discourse. discourse.
c. Learning Competencies/ EN4OL-IIi-8 EN4F-IIi-9 EN4G-IIh-i-9 EN4G-IIh-i-9 EN4WC-IIi-9
Objectives. Write the LC
Code for each
II.CONTENT Story Events Consonant Blend Past form of Regular Personifications Writing news report
and Irregular verb
III.LEARNING RESOURCES Chart, Pictures Flashcards, Chart, Chart, flashcards Pictures, chart, Chart
paper strips, flashcards
A. References
1.Teacher’s Guide pages P192-194 194-196 196 196-197 198-199
2.Learner’s Materials 210-211 212-215 214-216 217-219 219-221
pages
3.Textbook pages
4.Additional Resources
from Learning Resources
(LR) Portal
Audio-visual
B. Other Learning presentation
Resources
IV.PROCEDURES
A.Review previous lesson Unlocking of Review of yesterday’s Review of yesterday’s Review of yesterday’s Recall the lesson
or presenting the new Difficulties Refer to lesson. lesson about the lesson about past tense yesterday.
lesson. TG p. 192 Reading of Consonant coconut tree and its of the verb.
Blend through many uses. Post a sentence on the
flashcards. board.

B. Establishing the purpose Show a picture of a Unlocking of difficult Present a poem, give Let the pupils identify What TV programs give
to the lesson. tortoise. words the past tense of and understand the us news? Where can we
Ask: What do you Refer to TG p 195 underlined word. past form of the verb. read news?
notice about its

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
(Leads to Formative
Assessment 3
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
shell? Are tortoise’s
shells not smooth?
Ask: Why are Present a picture. Let the pupils read the Read and Learn: Teacher assigns a good
tortoise shells not Ask: Why do we poem after putting in Read the poem and reader to read this
smooth? consider the coconut the past tense of the understand. LM p. 217 news. LM p. 219
tree a tree of life? verb.
Refer to LM p. 214
Post the story and Read and Learn What are the Talk about it. Discussion: TG p. 198
read. Refer on TG p. LM p 212-213 underlined words in the Answer the following
193 stanza one, two up to questions.
three?
Discuss the Talk about it Which are regular
Underline the part of a Let the pupils write a
happenings in the LM p. 213 verbs? Irregular verbs?poem which news they listened and
story. personified. read it.
Group Activity: Do Try and Learn Let each group work on Try and Learn LM p. 218 Ask the following
Refer to TM p. 210 Refer to LM p. 214 this. questions in TG p. 199
Complete my diary. LM
p. 215
What lesson did you How will you protect Give an examples of Give an examples of a Group Activity: write
learn from the the tree of life? past tense of the verb personification. about it. LM p. 220
story? How would and use it in the
you apply it to the sentence.
real situations?
What will you do in What are the uses of How do we form the What
is How do we express our
sequencing events? the coconut tree? past tense of regular Personification?
ideas in writing news?
and irregular verbs? What are the questions
that we need to
consider in a news
report?
Refer to LM. P 211, Directions: Draw a Directions: Give the Do Learn Some More A. Direction: Write a news
Do and Learn; Learn coconut tree and label past form of the words LM p. 218 report in your paper.
Some More each part? inside the parenthesis. Use the facts below. LM
Write it on your paper. p. 221
LM p. 216
Study in advance about Answer: Write about it. Answer Learn Some
verbs. LM p. 216 More B.
LM p. 219
V.REMARKS M.L.: M.L.: M.L.: M.L.: M.L.:
I.D.: I.D.: I.D.: I.D.: I.D.:
VI.REFLECTION
A. Number of pupils who
earned 80% in the
evaluation
B. Number of learners who
require additional activities
for remediation who score
below 80%
C. Did the remedial lesson
work? No. of learners who
got caught up in the lesson
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategy worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. what innovation or
localized materials did I
used to discover which I
wish to share with the
teachers.