School: Grade Level: 4

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 7-11, 2024 (WEEK 2) Quarter: 2ND QUARTER

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of
Standards literary and informational texts, and composing and creating processes; and their receptive and productive skills in
order to produce age-appropriate and gender-responsive texts based on their purpose, context, and target audience.

B. Performance The learners apply comprehension of literary and informational texts and produce narrative and expository texts
Standards (enumeration, description, time order: chronology and procedural) based on their purpose, context (christenings and
weddings), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-
sensitive language.

C. Learning Learning Competency

Competencies
and Objectives Listening and Reading
1. Note important details of a story/literary text (story grammar) through;
1.1 Identifying the sequential type of plot
1.2. Identifying the author’s point of view (first person, second person, third person)
1.3. Inferring setting, theme, and genre
2. Sequence at least 6 events of a story/literary text.
3. Differentiate fantasy from reality.
4. Applying the important story elements to one’s schema through relating to one’s experiences (make connections)

D. Content Noting important details of a story/literary text (story grammar)

E. Integration

II. LEARNING RESOURCES

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Adapted from Crown Copyright 2013 A Guide to Text Types: Narrative, Non-fiction and poetry Overview of structure, language features and
key knowledge. (n.d.). https://www.thomastallisschool.com/uploads/2/2/8/7/2287089/guide_to_text_types_final-1.pdf
Education Scotland. (n.d.) Teachers’ Guide to Reading Comprehension Strategies P5–S3.
https://education.gov.scot/media/vaapuk03/lit13_teachingreadingcomprehensionfinaldraft.pdf
Lewis University. (n.d.). Narrative Elements Explained. https://lewisu.edu/writingcenter/pdf/narrative-elements-1.pdf

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Literacy Ideas. (n.d.) Identifying the Main Idea of the story: A guide for Students and Teachers. https://literacyideas.com/getting-the-main-
idea/
Narrative Text. (n.d.). https://egyankosh.ac.in/bitstream/123456789/69579/1/Unit-3.pdf
Oracion, O. and Pablo, B. (2017). Module 6.1 Curriculum and Instruction: The Teaching of English.
https://www.slideshare.net/knowellton/module-61-english
Richmond Country School System. (n.d.) Five elements of a Story.
https://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4395/Elements%20of%20a%20Story.pdf
Sirvestein, S. (n.d.). The Giving Tree By Shel Silverstein. https://www.lynnjohnston.com/wp-
content/uploads/2016/04/TheGivingTreePoem.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Selected pupils can present their

Knowledge Short Review outputs from the previous lesson.
Use the graphic organizer in the Lesson 1 Learners’ Takeaways to have the students
recall the concepts covered.

B. Establishing 1. Establishing Reason for the Lesson Refer to the Worksheet.

Lesson Purpose

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 Show the illustration below. Tell the pupils that this is a cover
of a story book entitled “The Giving Tree” by Shel Silverstein.
Ask pupils the following questions to elicit predictions.
a. Why would a tree be called “The Giving Tree”?
b. Based on the illustration, what could the story be about?
What makes you say that?

2. Unlocking Content Area Vocabulary

Have pupils infer the meaning of the highlighted words by analyzing the context
clues. Use the worksheet provided. Below is the word list.
a. Author’s point of view
b. Sequential plot
c. Make predictions
d. Denotative meaning
e. Connotative meaning
f. Onomatopoeia
g. Alliteration

C. Developing and DAY 2

Deepening 1. Explicitation Stories that were already read
Understanding Show the story grammar by the pupils in their earlier
and ask pupils how it grade levels can be used as
can help in examples to explain the story
understanding a literary elements.
text. Present the
definition of the story
grammar parts through
the guide questions that
can be asked to talk
about each part. The
questions may also be
elicited from the pupils.

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Where did the story happen?
Was a time or place mentioned in the story we read?
What type of setting does the story have?

What is the first event that happened in the story? How did the story begin?
What happened next? How did the story end?

Who is the author of the

story?
Who is narrating the story in
the story we read?
What are the pronouns used
in narrating the story?

Can the events of the story

happen in real life?
What of these events have
you seen happening in real
life?
Which events do not happen
in real life?
Is the story factual? Why say
so?

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 What message does the author
want us to know through the
story?
How did the characters grow?
What did they realize at the end of
the story?

2. Worked Example
Guide the class in reading Shel Silverstein’s “The Giving Tree.” Silent reading
and oral reading strategies can be explored.

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Activity 1. Group Comprehension Check. Pupils work in small groups to
answer the different sets of questions.

The events may be written in

words or drawn.

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Activity 2. Story Grammar: The Giving Tree. Pupils work in small groups to
complete the story grammar. Below are the expected answers.

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DAY 3 The story grammar template
3. Lesson Activity used in the first story may also
Activity 3. Story Grammar. The Northwind and the Sun. Pupils work in small be used here.
groups to analyze the story. A worksheet with the guide questions below may be
provided.

What is the title of the story/literary text?

Can this story happen in real life?
Step 1 What are the events in the story that are similar to the things happening in
real life?

Is the author talking in the story?

Step 2 Does he know everything about the events in the story? What pronouns
did the author use in narrating the story?

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 Was the location of the story mentioned?
Step 3 Where do you think did the story happen?
What tells you that it happened in that place?

Does this story use a sequential plot?

Does one event lead to another event?
Step 4 What is the conflict between the North Wind and the Sun?
How was this resolved?
Who won after they placed a bet? Why did the Sun win?

What is the message of the story?

Step 5 What are the details in the story that supports the message?
Why do you think the author needs to tell us this message?

D. Making Learners’ Takeaways

Generalizations Have pupils note their generalization about the lesson content by filling up the
blanks in the concept chart below.

Reflection on Learning
Ask the following questions to pupils:
 How helpful was the story grammar in understanding the important details
in the story?
 Was accomplishing the activities in the difficult? What help do you need to
do the activities better?

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Have pupils work on a reading portfolio which may include the following parts: The portfolio described in here
Learning Part 1. Title page which includes the title of your portfolio, your name, your subject can be given as a project, thus
area and your teacher’s name. may need some time for its
Part 2. The copy of the literary or narrative text that you have read. completion.
Part 3. The graphic organizer which you designed for the story grammar of the
literary or narrative text that you have read. Pupils compile and bind the
Part 4. The chart that you have designed shows the application of the tools needed parts of the portfolio. They can
for deeper understanding of the literary or narrative text that you have read. decorate it.
Part 5. The chart that you designed shows the text devices used in the literary or
narrative text that you have read.
Part 6. The reflection part where the importance of learning to comprehend a
literary or narrative text is written in a 5-sentence paragraph.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff.
learner engagement/
interaction
Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
▪ students consider this as an input for
What roles did my students play in my lesson? the LAC/Collab sessions.
What did my students learn? How did they learn?
▪ ways forward

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What could I have done differently?
What can I explore in the next lesson?

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