GRADES 1 to 12 School Tag-ibo Elementary School Grade Level IV

DAILY LESSON LOG Teacher Mrs. Maricar M. Ontoy Learning Area English
Teaching Dates and Time August 1-5,2016 Quarter 1st

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
I. OBJECTIVES and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning
of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards  Demonstrates an Demonstrates an Demonstrates an understanding Demonstrates an Demonstrates an
understanding of text types understanding of library skills of English grammar and usage in understanding of English understanding of the
to construct feedback to research on a variety of speaking or writing grammar and usage in importance of using varied
 Demonstrates an topics speaking or writing sources of information to
understanding that word support writing
meaning changes based on
context
B. Performance Standards  Identifies story Uses library skills to gather Uses the classes of words aptly Uses the classes of words aptly Uses varied sources of
perspective and text appropriate and relevant in oral and written discourse in oral and written discourse information to support
elements information writing
 Uses strategies to
decode the meaning
of words in context
C. Learning Competencies/ Objectives K – Infer feelings and K – Read with accuracy K – Identify collective K – Supply the sentences K – Realize that
Write the LC Code for each traits of characters words, phrases, poems, nouns in sentences with appropriate destroying the
based on the story and stories with S – Use collective nouns collective nouns environment brings bad
heard (EN4LC-Ih-2.8) diphthongs (EN4SS-Ih- (EN4G-Ih-3.9) S – Use collective nouns result
S – Use context clues 13) A – Demonstrate respect (EN4G-Ih-3.9) S – Write different
(exemplification) to S – Locate information for the ideas , feelings, A – Demonstrate respect forms of simple
determine the meaning using print and non print and culture of the author for the ideas , feelings, composition
of unfamiliar words resources (ENSS-Ih-6) of the text listened to and culture of the author (note/letters) as a
( definition) A – Read aloud grade (EN4LC-Ig-22) of the text listened to response to
(EN4V-Ih-13.9) level texts fluently (EN4LC-Ig-22) notes/letters
A – Express one’s descriptive paragraph
ideas and feelings (EN4WC-Ih-22)
clearly (EN4LC-Ih-10) A – Realize that bad
things can be changed
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Context Clues Diphthongs oy, ow, Collective Nouns Collective Nouns Writing notes/letters
(exemplification) and oi descriptive paragraph
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages 82-84 86-87 87-88 87-88 85-86
2. Learner’s Materials pages 75 76-77 78-85 78-85 75
3. Textbook pages
4. Additional Materials from
 Learning Resource (LR) portal
B. Other Learning Resources story chart chart pictures paper, pen
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Ask: What are the Listen as the teacher Present the poem Checking of assignment What story did you
presenting the new lesson problems reads the paragraph. entitled, The Flies and the about collective nouns listen last Monday?
encountered by the Notice how she Ants. Ask: “Have you seen
mouse in reaching the pronounces the words in a group of flies? Have you
seashore? boldface. Refer to LM, also seen a group of ants?
Ask: Have you been to Find Out and Learn
a beautiful place?
B. Establishing a purpose for the lesson You are going to listen This morning we will Show a picture of ants We will learn more Today you will do
to the story Ema the learn to pronounce the and flies. Refer to LM, about collective nouns engagement activities
Enchantress and the words with diphthongs Think and Tell about the story you’ve
Three Bats oy, ow and oi. listen.
C. Presenting examples/instances of Refer to LM, Think and Refer to LM, Read and Reading of the story. Refer to Learn Some Group Activity.
the new lesson Tell Learn Refer to LM, Read and More page 82
Learn
D. Discussing new concepts and Unlocking/Vocabulary Questions: 1. Why is it Group I - Draw Ema the
important to be united in times Enchantress’ garden.
practicing new skills #1 and Concept
of emergency? 2. What could Group 2: Make a “wanted”
Development have happened if the ants did poster for the three brats.
not cooperate with the King? Describe what each of them
3. Are you cooperative? How do did to Ema’s garden.
you show it? Group 3: Write an open letter
about taking care of the
environment.
E. Discussing new concepts and Present the story Ema Refer to LM, Try and Use collective nouns to
practicing new skills #2 the Enchantress and Learn describe the pictures on
the Three Bats pages 82-83.
F. Developing mastery Comprehension check Read the phrases with Read the examples of Complete the puzzle on Group presentation of
(Leads to Formative Assessment 3) sounds oy, ow and oi collective nouns on page talk about it. their outputs.
orally. 80.

G. Finding practical applications of Ask. If you will be the Can you think of other Use collective nouns in a Think of collective nouns Why is it very
concepts and skills in daily living enchantress, how will words with diphthongs dialogue orally. you can in describing important to take good
you teach lesson to we usually use in our your environment. care of our
the bad kids? daily conversation? environment?
H. Making generalization and What lessons can we What is a diphthong? What is a collective What is a collective What lessons did you
abstractions about the lesson get from the story? noun? Give examples. noun? Give examples. get from the story?
I. Evaluating learning Refer to TG page 86 Read aloud the Which sentence has Supply the missing Refer to LM, Try and
sentences with words collective noun? letters to complete the Learn page 75
Tell how each character having the sounds oy, Refer to LM, Do and words in Try and Learn • Complete the oval
 feels. ow and oi. Learn A page 85. diagram to show
1. “You are such bad important elements of
children! You never do Refer to LM, Learn Some the story.
any good!”
J. Additional activities for application Draw ways of caring Can you think of other Use the collective nouns Use five collective nouns Write a short
or remediation the environment. words with diphthongs? inside the box to in sentences. Do this on paragraph about how
Write these in your complete the paragraph. sheet of paper. to take care of the
notebook. Refer to Do and Learn environment.
page 81
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

remediation who scored below 80%.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why

did these work?

F. What difficulties did I encounter which my principal or

supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph