School: Grade Level: I

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: (WEEK 1) Quarter: 4TH Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3 EN1OL-IVa-j-1.3
Competency/Objective Talk about pictures presented Talk about pictures presented using Talk about pictures presented Talk about pictures Talk about pictures
using appropriate local appropriate local terminologies with ease and using appropriate local presented using presented using
terminologies with ease and confidence terminologies with ease and appropriate local appropriate local
confidence • EN1PA-IVa-b-2.3 confidence terminologies with ease terminologies with ease
• EN1PA-IVa-b-2.3 Distinguish rhyming words from non-rhyming EN1PA-IVa-b-2.3 and confidence and confidence
Distinguish rhyming words words Distinguish rhyming words from EN1PA-IVa-b-2.3 EN1PA-IVa-b-2.3
from non-rhyming words • EN1OL-IIIa-j- 1.1 non-rhyming words Distinguish rhyming words Distinguish rhyming
• EN1V-IVa-e-3 Listen to short stories/poems EN1LC-IIIa-j- 1.1 from non-rhyming words words from non-rhyming
Sort and classify familiar Listen to short stories/poems EN1LC-IIIa-j- 1.1 words
words into basic categories Listen to short Identify describing words
(colors, shapes, foods, etc.) stories/poems Note relating to characters or
important details settings in stories listened
pertaining to: to*
a. character *Basa-added objective
b. setting
c. events
Identify the problem and
solution
II. CONTENT
III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages 10-13 13-16 16-18 19-22 22-24
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource
 IV. PROCEDURES
A. Reviewing previous lesson or Sing a Song/Recite a Teacher recites the poem with the pupils. Teacher recites the poem with Teacher introduces the Recite a Poem (refer to
presenting the new lesson Poem/Play a Game Then, the pupils point out the rhyming words the pupils. Then, pupils point poem, “Little Things,” in the Daily activities)
• Teacher asks pupils to sing a and non-rhyming words in the third and fourth out the rhyming and non- class. The poem is written
song/recite a song/play a stanzas of the poem. rhyming words in the fifth on the board or in a manila
game stanza of the poem paper. Pupils recite the
poem and point out the
rhyming and non-rhyming
words in the first and
second stanzas of the
poem.
B. Establishing a purpose for Sharing Information Teacher posts a picture of a sari-sari store. Teacher posts a picture on the Read Aloud Story: Sharing Information (refer
the lesson • Teacher asks pupils to talk Pupils study the picture and talk about it with board. Pupils answer questions ArrozCaldoni Lolo Waldo to the Daily activities)
about pictures using some their seatmates. about the pictures and talk (Lolo Waldo’s ArrozCaldo)
local terminologies about it. Pre-Reading Activities
• Teacher asks pupils to
e.garrozcaldo retell the part of the story
What do you see in the picture? they heard and to say the
Let’s look at the picture on the words they learned from
That’s right. We see children
board. What do you see in the Let’s look at the picture on the board. What do the previous day
playing under the rain. Have
picture? That’s right. It is a you see? That’s right. It is a picture of a sari-
you experienced playing in the
bowl of arrozcaldo. How many sari store. Do you see a sari-sari store in your
rain? What is it like? Who did
of you have eaten or tasted barangay? How many sari-sari stores are there
you play with? What game did
arrozcaldo? What does it taste in your barangay? What do you see in a sari-
you play? What happened after
like? What do you think are its sari store? What do you usually buy from your
you played? I want you to
ingredients? Do you know how sari-sari store? I want you to think and talk to
answer the questions and share
to cook arrozcaldo? Who your seatmate about the last time you went to
your experience of playing in
among your family knows how the sari-sari store and bought something. Later,
the rain with your seatmates.
to cook it? What do you think I will call some of you to share your experience
Later, I will call some of you to
are the steps in cooking in class.
share your experience with
arrozcaldo? I want you to
your classmates.
think and talk to your
seatmate about the time
when you first tasted or eaten
arrozcaldo. Later, I will call
some of you to share your
experience in class.
C. Presenting Developing Vocabulary READ ALOUD STORY: ARROZ CALDO NI LOLO READ ALOUD STORY: ARROZ During Reading Activities Retelling of Read Aloud
examples/Instances of the WALDO (LOLO WALDO’S ARROZ CALDO) (pp 1- CALDO NI LOLO WALDO (LOLO • Teacher reads the last Story: ArrozCaldoni Lolo
new lesson 10) WALDO’S ARROZ CALDO) part of the story and asks Waldo (Lolo Waldo’s
(pp 10-17) questions about it ArrozCaldo)
Activating Prior Knowledge PRE-READING ACTIVITIES • Teacher unlocks the
Teacher shows the cover of the book. Pupils meaning of new words in
I have posted some pictures on Teacher shows the cover of the
 the board. Let’s look at each look at the cover and recall details about the book. Pupils look at the cover the story
one. I want you to tell me the book like the title, author, and illustrator. and recall details about the Note: This is a bridging
names of the objects in book like the title, author, and opportunity. Ask pupils to
pictures. What are they called illustrator. say the Mother Tongue and
in Mother Tongue? How about Filipino translations of the
in Filipino? Can you guess words in the story.
what they are called in
English?
D. Discussing new concepts and Teacher asks pupils to group DURING READING ACTIVITIES Teacher reads DURING READING ACTIVITIES After Reading Activities Pre-Reading Activities
practicing new skills # 1 words based on given pages 2-9 of the book. Pupils then listen and • Teacher asks pupils to • Teacher asks pupils to
categories answer a few questions about the story. Teacher reads pages 10-17 of answer questions about recall information about
the book. Pupils then listen and the story. the book such as the
Teacher explains the meaning of difficult words answer a few questions about author and illustrator
in the story using gestures, facial expressions, the story.
pictures, etc.
Teacher explains the meaning
Teacher writes the new words on the board. of difficult words in the story
passed away (page 2) means someone died. In using gestures, facial
Filipino, it means “yumao” or “pumanaw.” expressions, pictures, etc.
Advice (page 5) is what someone says to help Teacher writes the new words
another person. It is an opinion or a on the board.
suggestion. In Filipino, we call it “payo.”
You can depend on (page 6) someone when
While Reading
you can trust him or her. In Filipino, it means
“maaasahan.”
You use the expression my
It is surprising (page 6) when something
heart skipped a beat when you
unexpected or uncommon happens. In Filipino,
become suddenly happy about
it means “nakakagulat.” Back in the day (page
something. In Filipino, it means
6) means in the past. In Filipino, it means
“lumundagsatuwaangpusoko.”
“noon.”
You get by (page 7) when you are able to
succeed or survive even when you are having a business (page 12) is an activity
hard time. In Filipino, it means “nakakaraos.” where one sells something to
The word prepare (page 7) means to make earn money. In Filipino, we call
something ready. In Filipino, it means it “negosyo.” The word rented
“paghahanda.” An ingredient (page 7) is one of (page 12) is the past tense of
the things that are used to make a food, the word of rent. Rent means
product, etc. In Filipino, we call it “sangkap.” to pay so one can use a thing or
The word worry means to think about a place. In Filipino, it means
problems or feel afraid because you think “umupa.”
something bad is going to happen. In Filipino, it
is “nag-aalala.”
E. Discussing new concepts and Bridging: 1.Who are the people in the picture? Where do 1.What do you think are Lolo Teacher reviews with the During Reading Activities
practicing new skills # 2 Ask pupils to think of words in you think they are? What makes you think they Waldo, TataySito, and the little pupils the new words they • Teacher retells the story
 Mother Tongue or Filipino and are in the yard? boy feeling? How about the studied in class
group them according to given 2.Who are the characters in the story? Where dog? Note: If there is still time,
categories. Help pupils learn do they live? Why did Lolo come to live with 2.What was Lolo Waldo’s plan? ask pupils to copy the new
the English terms for those them? What will Lolo Waldo do with words in their notebooks
words. 3.What do you see in the picture? What are the the arrozcaldo? What did the
boy and the dog doing? What is Lolo Waldo little boy feel when he heard
doing? Lolo Waldo’s plan?
4.While Tatay is away, who stays with the little 3.Who kept coming back to buy
boy? What does Lolo Waldo do for the little Lolo Waldo’s arrozcaldo? For
boy? which meals do the customers
5. What do you see in the picture? What are buy Lolo’s arrozcaldo?
they doing? 5.What happened to their
6.What was Lolo Waldo’s job back in the day? business? Where did they move
Who earns money for their family? What does and open a bigger store? What
Lolo Waldo prepare for their meals? What does did they put up? Who do you
Lolo Waldo’s arrozcaldo taste like? think put up the sign?
7.Who came home early one day? Why was
father sad? What did Lolo Waldo tell TataySito?
F. Developing mastery Pair work: Teacher asks pupils Group ActivityGroup the class into 4 then ask Concluding the Session After Reading Activities
(leads to Formative to practice grouping words them to retell the story ( the teachers will help • Teacher asks pupils to
Assessment 3) into different categories the pupils to speak in Filipino then translate by complete a character map
the teacher) of Lolo Waldo

G. Finding practical application Presentation of each group. Teacher introduces the

of concepts and skills in daily concept of describing
living words

Provide Provides Provide 3 Provides

s2 3 events events 4 events
events Include Includes
details Character
Includes names
Characte Events
r are in
order
Express
main
Idea
H. Making generalizations and Rhyming words are words What have you learned? Practice: Teacher asks
abstractions about the where the ending sounds pupils to work in pairs and
lesson match describe a picture
I. Evaluating learning Yes or NO. Concluding the Session
__1. Lolo Waldo was Nico’s grandfayher.
__2.Passed away means “Yumao”.
__3.Surprising means “nakakgulat”
__4. Get by means “nakakaraos”
__5. Ingredients means “Sangkap”.
J. Additional activities for Cut out pictures of six
application or remediation different foods from old
magazines and newspapers.
Then, group your pictures
according to the categories
below. I wrote examples
under each column to help
you group your pictures. Don’t
forget to put a label under
each picture. Ask your parents
or other members of your
family to help you with your
homework.

V. REMARKS
VI. REFLECTION
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?