School: Grade Level: I

GRADES 1 to 12
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates: (WEEK 7) Quarter: 4TH Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVE (Listening Comprehension) (Listening Comprehension) (Grammar) (Grammar)
The learner Demonstrates The learner Demonstrates The learner demonstrates The learner demonstrates
A. Content Standard understanding of story understanding of story understanding of concepts of understanding of concepts of verbs,
elements and text structures elements and text structures verbs, pronouns, and pronouns, and prepositions in
for effective oral expression for effective oral expression prepositions in meaningful meaningful messages
messages
(Listening Comprehension) (Listening Comprehension) (Grammar) (Grammar)
The learner Correctly identifies The learner Correctly identifies The learner Constructs The learner Constructs
B. Performance Standard elements of literary and elements of literary and grammatically correct-simple grammatically correct-simple
informational texts to aid informational texts to aid sentences in theme-based sentences in theme-based
meaning getting meaning getting conversations using verbs, conversations using verbs,
pronouns, and prepositions pronouns, and prepositions
EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2 EN1OL-IVf-1.17.2
Ask simple questios Ask simple questions Ask simple questions Ask simple questions
C. Learning • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one- • EN1LC-IVg-h-3.6 Follow one-to-
Competencies/ to-two step directions to-two step directions to-two step directions two step directions
Objectives • EN1LC- IVa-j-3.12 Listen to • EN1LC- IVa-j-3.12 Listen to • EN1LC- IVa-j-3.12 Listen to • EN1G-IVf-j-5 Adjectives: Recognize
narrative and informational narrative and informational text narrative and informational describing words for people, objects,
text or poem and give one’s or poem and give one’s text or poem and give one’s things, and places (color, shape, size,
reaction to an event or issue reaction to an event or issue reaction to an event or issue height, weight, length, distance, etc.)
-

II. CONTENT: Asking Simple Questions Asking Simple Questions Asking Simple Questions Following One-to-Two-Steps
Directions
SUBJECT MATTER

LEARNING RESOURCES:

A. References
1. Mga pahina sa Gabay
ng Guro Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4 Basa Pilipinas Grade I Quarter 4
English Teachers Guide English Teachers Guide English Teachers Guide English Teachers Guide

2. Mga pahina sa
Kagamitang Pang-mag-
aaral
 3. Mga pahina sa Teksbuk
4.
KaragdagangKagamitanm
ula sa portal ng Learning
Resource
B. Other Learning Resources

III PROCEDURES: Recall the story, “Nina in the Let pupils reteel the first half of Answer the questions. Circle Recall the story, “Tutulili.”
REVIEW / DRILL (Reviewing Town of Daldalina.” Then let the story, “Tutulili,” in your answer.
past lesson) them answer this; MotherTonge. 1. Who are the characters in
the story?
A. Mother, Empoy
B. Lulu, Mother and Empoy
C. Lili and Empoy
2. Where do Lili live?
A. Mother’s ear
B. Empoy’s ear
C. At Empoy’s house
3. Who usually cleans your
ears?
A. Mother
B. Grandmother
C. Sister
4. Do you want your ears
always clean? Why?
A. Yes. to avoid from infection.
B. No. It is so much hurt while
cleaning.
C. Maybe
MOTIVATION (Establishing a Teacher and pupils recite the Teacher introduces the poem, Teacher introduces the poem, Teacher and pupils recite the poem,
purpose of the lesson) poem, “Clap Your Hands.” “At the Zoo,” in class. Pupils “Wee Willie Winkie,” in class. “Clap Your Hands.” Pupils do the
Pupils do the action while recite the poem and then think Pupils recite the poem and then action while reciting the poem.
reciting the poem. of simple questions about the think of simple questions about
poem. the poem. “Clap Your Hands”
“Clap Your Hands” Clap your hands
Clap your hands “At the Zoo” “Wee Willie Winkie” Touch your toes
Touch your toes By: William Makepeace Wee Willie Winkie runs Turn around
Turn around Thackeray through the town, Put your finger on your
Put your finger on your nose First I saw the white bear, Upstairs and downstairs, in nose
Flap your arms then I saw the black; his nightgown; Flap your arms
Jump up high Then I saw the camel with a Rapping at the window, Jump up high
Wiggle your fingers hump upon his back; crying through the lock, Wiggle your fingers
And reach for the sky. Then I saw the grey wolf, “Are the children in their And reach for the sky.
with mutton in his maw; beds?
 Then I saw the wombat Now it’s eight o’clock.”
waddle in the straw;
Then I saw the elephant a-
waving of his trunk;
Then I saw the monkeys-
mercy, how unpleasantly
they

PRESENTATION (Presenting Teacher posts a picture on the Teacher posts a picture on the Teacher posts a picture on the Teacher posts a picture on the
examples/ Instances of the board, and asks questions board, and asks questions board, and asks questions board, and asks questions about it.
new lesson) about it. Pupils pretend to be about it. Pupils pretend to be about it. Pupils pretend to be Pupils pretend to be reporters and
reporters and think of simple reporters and think of simple reporters and think of simple think of simple questions to ask the
questions to ask the person in questions to ask the person in questions to ask the person in person in the picture.
the picture. the picture. the picture.

Teacher says: I have a picture

Teacher says: What do you see in
on the board. Do you know who
Teacher says: What do you see the picture? Do you know who is in
is in the picture? That’s right. Teacher says: What do you see
in the picture? Do you know the picture? That’s right. She is a
The person in the picture is a in the picture? Do you know
who is in the picture? That’s cook. How do you think does she
fire fighter. How do you know who is in the picture? That’s
right. He is a police officer. How help to keep us healthy? If you were
that she is a fire fighter? If you right. He is a meat inspector.
do you know that he is a police a reporter, what are the questions
were a reporter, what are the How do you think does he help
officer? If you were a reporter, that you will ask her?
questions that you will ask her? to keep us healthy? If you were
what are the questions that you
a reporter, what are the Think of questions you want to ask
will ask him?
questions that you will ask the cook.
him?

Think of questions you want to

ask the meat inspector.
DISCUSSION # 1(Discussing Teacher shows the cover of the Reading the second part of the 1. Retelling the second part of Teacher gives description of a
new concepts and practicing book in class and asks questions story, “Tutulili.” the story. picture and asks pupils to draw the
new skills) about it. Pupils study the cover The teacher will read the Teacher asks pupils to retell the picture. Pupils draw their picture in
and answer questions about it. second half of the story to the second part of the story. their notebooks.
Teacher says: Today, we are class. 2. Reading of the last part of
going to read a new story. Let’s (It is during the reading activity the story.
look at the book. What do you when teacher unlock difficult (It is during the reading activity
see on the cover? What do you words through gestures, when teacher unlock difficult
think is the thing shown in the pictures or facial expressions.) words through gestures,
picture? Have you seen pictures or facial expressions.)
something like it before?

Where in the cover is the title of

the book? Can you point at it?
What is the title of the book?
Very good! The title of the book
is Tutulili. Why do you think it’s
entitled Tutulili? Do you know
what a “tutuli” is?
The teacher will read the first Teacher asks pupils to work in pairs
half of the story to the class. and do the same activity.
(It is during the reading activity Teacher says: On the board, I have
when teacher unlock difficult posted a mystery picture. What do
words through gestures, you think it is? Who would like to
pictures or facial expressions.) guess? Do you really want to know
what it is? Then, you will have to
draw it. You will draw the mystery
picture based on the description that
I will read. Listen carefully especially
for the adjectives that I will use.
Okay, are you ready?

Directions:

Draw a big circle.

Draw two small triangles on top of
the circle. One on the right part and
one on the left part.
Draw two circles inside the big circle.
Draw another circle in the middle of
the circle.
Draw three lines on the right side of
the circle, and another three lines on
the left side of the circle.
Draw a line under the small circle in
the middle of the big circle.

Teacher says: Are you done with

your picture? What were you able to
draw? Show your work to your
seatmate. Is your picture the same
as your seatmate’s drawing? Do you
think it is the same as the mystery
picture? Let’s find out.
 Teacher says: What is the mystery
picture? That’s right. It is a cat. How
were you able to draw the picture?
What did you do? Can you recall the
instructions I gave you earlier? Let’s
read them.
DISCUSSION # 2(Discussing new Talk about the story. Talk about the story. Teacher asks questions about the Teacher posts the instructions on the
concepts and practicing new 1. Who is Lili? What does she look Teacher says: story. Pupils answer the teacher’s board and reads them.
skills) like? Where does she live? Who is 1.What does Lili do when Epoy questions. Ask: What are the adjectives that were
Epoy? takes a bath? Why does she do Questions: used in the instructions?
that? Who tries very hard to clean Tell the pupils also that the key to follow
2. What does Epoy do when Epoy’s ears? 1. Who are the characters in the one-to-two-stp direction is through
mother insists to clean his ears? 2. story? attentive listening.
What does Epoy tell his mother? What is Lili’s most favorite time? 2. What are they like?
Where is Lili? That’s right. She is Why does she like the evening? 3. Where do they live?
still inside Epoy’s ear. What Where do mother’s stories bring 4. Why was Lili happy living in
happens to Lili when Epoy wails? Lili? What brings Lili to sleep? Epoy’s ear?
Was Epoy’s mother able to clean 5. Why do you think Epoy does not
his ears? want to have his ears cleaned?
6. What happened when Epoy
3. What does Epoy feel when he didn’t have his ears cleaned?
sees his elder brother’s ears being 7. What did Epoy and his mother
cleaned? What does Lili feel when do?
Epoy is frightened? What does 8. What happened to Lili?
Lilido after? 9. Why does Lili need to leave
Epoy’s ear?
10. Are you like Epoy? Do you have
your ears cleaned?
11. Who usually cleans your ears?

DEVELOPING MASTERY Let pupils do what you tell them to Following one-to-two-steps Pupils read the story through Let the pupils do these activities on
(Formative Assessment) do regarding the difficult words direction. round-robin-technique. following directons.
learned from the story. 1. corner (draw)
(Following one-to-two-steps 2. reach (gesture)
direction) 3. tickle (actual)
1. Moan when you see dirty wax 4. snore (gesture)
 coming out from your ears.
2. Remove something from your
ear.
3. Struggle when you don’t want
your ears be cleaned.

VALUES FORMATION/ When mother asks you to clean Your ear doesn’t smells good Why do you think it is important to If your teacher told you to keep your
INTEGRATION:(Finding practical your ears by herself, what are you because of the earwax, what will have your ears cleaned? things in your bag, what are you suppose
Applicationsof concepts and skills suppose to do? you do then? to do?
in daily living )
GENERALIZATION:(Abstraction If you are directed to do what is What is a tutuli? How do you take care of your ears? How are one-to-two-step directions be
about the lesson ought to be done, will you follow? Is it good to have stinky ears? easily followed?

IV.EVALUATION: Answer the following questions Answer the questions. Circle your Following one-to-two-step Follow one-to-two step directions to
(Evaluating learning) from the first half of the story. answer. direction. complete the story.
Write your answer in the box. 1. Who are the characters in the If you are satisfied with the story
1. Who is inside Epoy’s ear? story? draw a happy face.
A. Lili B. Lulu A. Mother, Empoy
B. Lulu, Mother and Empoy If you are not satisfied with what
2. What does she say? Write C. Lili and Empoy you hear, draw a sad face
the answer in the speech balloon. 2. Where do Lili live?
A. Mother’s ear
B. Empoy’s ear
C. At Empoy’s house
3. Who usually cleans your ears?
A. Mother
B. Grandmother
C. Sister
4. Do you want your ears always
clean? Why?
A. Yes. to avoid from infection.
B. No. It is so much hurt while
 cleaning.
C. Maybe
V.ASSIGNMENT/AGREEMENT: Teacher asks pupils to retell the Answer the question and write it in Review on the adjectives
(Additional activities for first part of the story to their your notebook.
remediation/ application) families. Is it important to have clean ears?

VI. REMARKS:

VII. REFLECTION:
No. Of learners who earned
80% on the formative assessment

No. Of learners who require

additional activities for
remediation
Did the remedial lesson work?
No. of learners who caught up
with the lesson
No. of learners who
continue to require remediation
Which of my teaching strategies
work well? Why did this work?

What difficulties did I encounter

which my Principal/ Supervisor
can help me solve?

What innovation or localized

materials did I used/ discover
which I wish to share with other
teachers?