School: AMADO M.

PITOGO MEMORIAL SCHOOL Grade Level: IV

GRADES 1 to 12 Teacher: NAHIDA T. H. ALI Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 26 – MARCH 1, 2024 (WEEK 5) 8:00-8:40 AM Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LC- The learner demonstrates an V- The learner demonstrates an G – The learner demonstrates an SS – The learner demonstrates an
understanding of the elements of understanding that word meaning understanding of English grammar and understanding of library skills to
literary and informational texts can be derived from different usage in speaking and writing research on a variety of topics
for comprehension sources WC – The learner demonstrates an
A. CONTENT STANDARDS OL – The learner demonstrates RC – The learner demonstrates an understanding of the importance of
an understanding of verbal cues understanding of text elements to using varied sources of information to
for clear expression of ideas comprehend various texts support writing.
A – The learner demonstrates an ORF –The learner demonstrates an
understanding of nonverbal cues understanding that English is stress-
to communicate with others timed language to achieve accuracy
and automaticity

LC – The learner recalls details, V – The learner uses different G – The learner uses the classes of SS – The learner uses library skills to
B. PERFORMANCE STANDARDS sequence of events, and shares sources to find word meaning words aptly oral or written discourse gather appropriate and relevant
ideas on texts listened to RC – The learner uses knowledge of WC – The learner uses a variety of information
OL – The learner actively creates text types to correctly distinguish strategies to write informational and
and participates in oral theme- literary from informational texts literary compositions
based activities ORF – The learner reads aloud text
CATCH UP FRIDAY
A - The learner uses paralanguage with accuracy, automaticity, and
and nonverbal cues to respond prosody
appropriately
C. Learning Competencies/ Objectives. LC – Identify elements of V – Identify multiple meaning of G – Identify and use the correct order SS – Use graphic organizers to
Write the LC Code for each informational text (feature story) words of adjectives in a series in sentences organize information obtained from
EN4LC-IIId-27 EN4V-IIID-37 EN4G-IIId-15 various sources in preparation for
OL – Use appropriate expression RC- Identify various text types WC – Write/compose clear and reporting, etc.
to talk about issues/current according to structure (description) coherent sentences using the correct EN4SS-IIId-12
events EN4RC-IIIc-36 order of adjectives
EN4OL-IIId-16 ORF – Read grade-level texts with EN4WC-IIId-12
A – Show interest in reading a appropriate speed, accuracy, and
feature story expression
EN4A-IIId-30 EN4F-IIId-15
II.CONTENT Elements of informational texts Multiple meaning of words Correct order of adjectives Graphic organizers
III.LEARNING RESOURCES Chart, Pictures, PPTx, foldables, Flashcards, Chart, paper strips, Pictures, chart, flashcards, PPTx, Chart, PPTx, foldables, pictures
stories PPTx, dictionary stories, foldables
A. References Teachers Guide
1.Teacher’s Guide pages TG pp TG pp. 228 - 229 TG pp. 242-244 TG pp.
2.Learner’s Materials pages LM pp. LM pp. 242 LM pp. 255-257 LM pp.
Modern Teachers 2012 Skill Builders for Efficient Reading 4
B. Other Learning Resources November issue tx. Pp. 139-143
IV.PROCEDURES
A. Review previous lesson or presenting Have you read a newspaper or Tell: Words may have multiple Let the pupils recite the poem Show different pictures to pupils.
the new lesson. any school paper? meanings. The meaning attached to My Family Let the pupils use a series of
What are the parts of the the word will depend on how this This is mother, kind and dear, adjectives in describing those
newspaper that you have read? word is used in meaningful context. This is father standing near pictures.
The pupils will identify the parts Let the pupils study the following. This is brother, see how tall,
of the newspaper or the school Able – a. having enough power or This is sister not so tall,
paper. skill This is baby, sweet and small.
There is a specific section about b. skillful; talented Say: Who are the members of the
opinions. What do you call that ______Jose is an able pupil family?What can you say about
part? ______Are you able to swim. mother? Father? Brother? Sister?
Let the pupils know about that Baby?
part which is the feature page. How do you show tour love to your
family?
B. Establishing the purpose to the lesson. Show a newspaper or school Explain the meaning of the two Get anything from your bag or in the Let the teacher show an example of
paper to pupils. Browse the words. room and describe the object. Use a graphic organizer. Describe it.
feature page which has the Show again examples. several adjectives. Describe its Where do we use the graphic
feature articles. Cabin – a. a small house number, or quantity, kind or quality, organizer?
b. a room on a ship color.
c. the place where Pencil
passengers are seated in an airplane How many? Two
______The captain’s cabin in the What kind? Long
steamer is big. What color? Yellow
______the boys built a cabin in the Two long yellow pencils
woods. That is the series of adjectives.

C. Presenting examples/ instances of the Informational text are literary Explain about the multiple meaning Do pick and tell Let the pupils know this: Graphic
new lesson nonfiction, personal essays, of words. Pick out a picture from the box. organizers are charts or visuals
opinion pieces, speeches, etc. Wrong – a.not correct, inaccurate Describe the number, the kind, or which are used to represent what
Tell: Today our informational text b. something that is unjust or bad quality of the objects in the picture. we think of. They can help us
will be about feature articles.. c. to do a wrong to; to treat unjustly Let the teacher show different understand what we read. In
What are the parts of a feature? d. out of order pictures then the pupils will make sequencing events, we use
( introduction, body, conclusion) ____This clock shows the wrong sentences out of the picture shown organizers like the storyboards,
Let the pupils listen to the time. Use the correct series flowcharts, story train, chain of
feature article the teacher will ____Something is wrong with this Number, kind, color events chart and sequence charts
read TEXTING:ITS lock.
CONSEQUENCES TO LEARNERS’ ____He apologized for the wrong he
SPELLING ABILITY did to her.
( see attached sheet )
D. Discussing new concepts and practicing Ask questions about the feature Discussion about the multiple Let the pupils do the activity on Try Let the pupils read the selection.
new skills # 1 article listened to. meaning of words. and learn exercise I LM pp. 256 Mother has some hens.
1.What is the tile of the feature Fit – a. well-suited; proper; right Sometimes she gives them corn to
article? b. to be right in shape or size eat. Sometimes she gives them
2.How did the writer begin his c.in good health palay. Baby likes to see them pick
article? ____He is fit again after his long up the palay. When she is bigger,
 3.What are the facts included in illness. she will feed the hens.
the feature article heard? ____These shoes fit very well. One day, Mother was working
4.What kind of feature article is in the yard. She was cleaning the
it? yard with a broom. Mother heard
the hens in the garden. They were
hungry. Mother said, “I did not feed
my hens. I did not give them their
palay.” Then, she went into the
house, She came out with a basket.
The hens had palay to eat and they
were happy.

E. Discussing new concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice
new skills # 2 Let the pupils listen to the article By group do the ff: Do Exercise 2 on LM pp. 256 Let the pupils answer LM p. 53 Story
the teacher will read ROAD Group I –reach C
SAFETY AMONG CHILDREN (see a. To arrive at THE BUNDLE OF STICKS
attached sheet) Use chain
1.What is the title of the feature b. To get in touch with
article?
2.How did the writer begin his c. To go as far as
feature article?
d. To extent or distance
3.Read the body of the feature
article. a person or thing can stretch
4. What is the feature all about? e. To stretch out or extend
5.How did the writer end his
article? ____The sound of music reached
my ears
_____The kichen was out of the
baby”s reach.
_____Can you reach to that top
shelf?
F. Developing Mastery (Leads to Independent Practice Independent Practice Independent Practice Independent Practice
Formative
UseAssessment
the graphic3)organizer for the Let the pupils listen again to Each pupil will answer this. Let the pupils do Do and Learn on LM
Paragraph or article the teacher another feature article. Power- a.strength;force pp. 257 letter A
Will show on chart EDUCATION:KEY TO BETTER LIFE b. the ability to do or act
(see attached sheet) c. a person, group, or thing having
Let the teacher ask questions great strength, influence
about the feature article. d. authority; control
e. physical force or energy used to
do work
_____The new dam produces
electric power.
_____The president has the power
to grant pardons.
_____The United States and Russia
are great powers.

G. Finding practical applications of In our everyday life, there are The dictionary helps you learn three We can use adjectives in describing We can use graphic organizers in
concepts and skills in daily living many stories that we can write. important facts about words: how persons that we meet, places that we doing our presentations in
to spell it, how to pronounce it and have been to, and things that we use. seminars, meetings, reporting in
what it means. school.
H. Making generalizations and Feature articles are windows into Words have multiple meanings. Adjectives are words that describe Graphic organizers are charts or
abstractions about the lesson the human experience, giving nouns or pronouns. They tell about visuals which are used to represent
more detail and description than the kind, color, or number of a noun what we think of. They can help us
a hard news story, which typically or pronoun. understand what we read. In
relies on the style of writing. Adjectives tell about the number, kind. sequencing events, we use
Features focus on an event or Color of a person, animal, or thing. organizers like the storyboards,
individual, giving the reader a When several adjectives are used in flowcharts, story train, chain of
chance to more fully understand one sentence, the order of adjectives events chart and sequence charts
some interesting dimension of is as follows: a number, kind or
that subject. Writing a feature quality, and color.
article can be a highly creative
and fun activity, but it does take
hard work and planning to write
an effective and engaging article.
I. Evaluating learning Directions: Listen to the feature Directions: Choose the correct letter Directions: Underline the correct Directions: Arrange the following
article the teacher will read. of the best answer. answer. events using a graphic organizer.
CHRISTMAS: A NATIONAL FIESTA Public- a. of or having to do with Let the pupils do letter B on LM p. 257 With a wild cry, Princess Mitzi leapt
(see attached sheet ) people as a whole and Write about it on Lm p. 257 into the fire.
1.What is the title of the feature b. for the use of all the people A circle of leaping flames appeared
article? c. generally known in the center of the stage.
2.Which country has the longest d. having to do with the activities of The lights went out and the
time for celebrating Christmas? people in the government audience cheered and stamped
3.During Christmas season, how ______Rizal Park is a public park. their feet.
did the Filipino celebrate it? ______The news was made public The audience could see the frenzied
4.How did the writer end up his at once. dance of death through the
feature article? _____Officials are elected to hold encircling walls of flame.
public office.
Remain- a. to stay;continue in a
 place;stay after others are gone
b. to continue or keep on
______The weather remained
warm.
______A few leaves remain on the
tree.

V.REMARKS

VI.REFLECTION

A. No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above above
earned 80% in the
above
evaluation

B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
require additional additional activities for additional activities for remediation activities for remediation additional activities for remediation activities for remediation
activities for remediation
remediation who
scored below 80%

C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. of ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
learners who have the lesson lesson lesson lesson lesson
caught up with the
lesson

D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation

E. Which of my teaching 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:
strategies worked ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
well? Why did these ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
work?
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ 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 ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve?
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
I use/discover which I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
wish to share with
__ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as
other teachers? used as Instructional Materials as Instructional Materials Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures

Prepared by: NAHIDA T. H. ALI Noted by: ANDREW B. ABRAGAN

Teacher School Head