School: Grade and Section: IV -

Teacher: Subject: ENGLISH

DAILY LESSON LOG FOR IN-PERSON CLASSES Teaching Dates: OCTOBER 14 – 18, 2024 (WEEK 4) Quarter: SECOND QUARTER

MATATAG CURRICULUM MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literary and informational texts,
A.Content Standards 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.
The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration, description, time
B. Performance Standards 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.
1. Use tone and mood appropriately for one’s purpose, context, and target audience: informal
C.Learning Competencies 2. Use appropriate non-verbal cues for clarity of context, purpose, and meaning.
and Objectives a. using facial expressions
b. using gestures
Recognizing tone and mood in interpreting meaning
D.Content
Using facial expressions and gestures in expressing meaning
E. Integration
LEARNING CONTENT NON-VERBAL CUES NON-VERBAL CUES NON-VERBAL CUES NON-VERBAL CUES WEEKLY ASSESSMENT
II. LEARNING RESOURCES
Violeta, M. (2024). Lesson Violeta, M. (2024). Lesson Violeta, M. (2024). Lesson Violeta, M. (2024). Lesson
Exemplar for English Violeta, M. (2024). Lesson Exemplar for English Exemplar for English Exemplar for English
Philippine Normal Exemplar for English Philippine Normal Philippine Normal Philippine Normal
University Research Philippine Normal University University Research University Research University Research
Institute for Teacher Research Institute for Institute for Teacher Institute for Teacher Institute for Teacher
Quality SiMMER National Teacher Quality SiMMER Quality SiMMER National Quality SiMMER National Quality SiMMER National
Research Centre National Research Centre Research Centre Research Centre Research Centre
a. References
Department of Education. Department of Education. Department of Education. Department of Education. Department of Education.
(2023). MATATAG (2023). MATATAG (2023). MATATAG (2023). MATATAG (2023). MATATAG
Curriculum Phase 1 SY Curriculum Phase 1 SY Curriculum Phase 1 SY Curriculum Phase 1 SY Curriculum Phase 1 SY
2024-2025. Retrieved 2024-2025. Retrieved from 2024-2025. Retrieved 2024-2025. Retrieved 2024-2025. Retrieved
from https://www.deped.gov.ph/m from from from
https://www.deped.gov.ph/ atatagcurriculumk147/ https://www.deped.gov.ph/ https://www.deped.gov.ph/ https://www.deped.gov.ph/
matatagcurriculumk147/ matatagcurriculumk147/ matatagcurriculumk147/ matatagcurriculumk147/
III. TEACHING AND LEARNING PROCEDURE
a. Activating Prior Directions: Show/think of Why do you think we need How did using the Directions: Give the
Knowledge ways on how to to understand non-verbal appropriate tone, mood, meaning of the following
 say/express the following cues? facial expressions, and non-verbal cues.
ideas without using words: gestures helped in
You want to say “yes”. conveying what we mean
You are sad. to say?
You want to stop
someone.
You are bored.
You are happy.
You disagree.
You approve of
something.
You feel cold.
Can you think of other Can you compare the two
examples of non-verbal images?
b. Establishing Lesson
cues, particularly gesture
Purpose
and facial expression?
vs.
c. Developing Non-verbal cues are Non-verbal cues are Non-verbal cues are Non-verbal cues are
Understanding of the signals that we use to signals that we use to signals that we use to signals that we use to
Lesson communicate without the communicate without the communicate without the communicate without the
use of language/words. use of language/words. use of language/words. use of language/words.
These include gestures These include gestures and These include gestures These include gestures
and facial expression. facial expression. Non- and facial expression. and facial expression.
Non-verbal cues are verbal cues are useful in Non-verbal cues are Non-verbal cues are
useful in clarifying clarifying messages, useful in clarifying useful in clarifying
messages, communicating communicating one’s messages, communicating messages, communicating
one’s mood/attitude, and mood/attitude, and one’s mood/attitude, and one’s mood/attitude, and
interpreting mixed signals. interpreting mixed signals. interpreting mixed signals. interpreting mixed signals.
Tone refers to the author's Tone refers to the author's Tone refers to the author's Tone refers to the author's
attitude or feelings toward attitude or feelings toward attitude or feelings toward attitude or feelings toward
the subject matter or the the subject matter or the the subject matter or the the subject matter or the
reader. It can be reader. It can be expressed reader. It can be reader. It can be
expressed through the through the author's choice expressed through the expressed through the
author's choice of words, of words, descriptions, and author's choice of words, author's choice of words,
descriptions, and the the overall writing style. descriptions, and the descriptions, and the
overall writing style. Mood is the emotional overall writing style. overall writing style.
Mood is the emotional atmosphere or feeling that Mood is the emotional Mood is the emotional
atmosphere or feeling that the text evokes in the atmosphere or feeling that atmosphere or feeling that
the text evokes in the reader. It is often created the text evokes in the the text evokes in the
reader. It is often created through the author's tone, reader. It is often created reader. It is often created
 through the author's tone, setting, and the events in through the author's tone, through the author's tone,
setting, and the events in the story. setting, and the events in setting, and the events in
the story. the story. the story.
d. Deepening Directions: Identify the Directions: Below is a list Instructions: I. Activity: Role Playing
Understanding of the mood by choosing from of words that describe 1. The teacher will group II. Objective(s): Use tone
Lesson the given options. mood. Find their meaning in the class into five groups. and non-verbal cues in
(1) “Eunhei was nervous the dictionary. Look for 2. Present different expressing intended
and excited to start her words that are related in scenarios using scenario meaning.
new school." meaning. The words can cards and have students III. Materials Needed:
A. Calm also be used to describe discuss how they would IV. Instructions: Work in
B. Worried mood. communicate in each small groups to plan and
C. Relieved situation. perform role playing based
D. Content on scenarios given.
(2) “The kids on the bus Scenario 1: Planning a 1. The goal of the activity
made fun of Eunhei’s Surprise Party for a is to practice how you
name.” Friend would communicate in
A. Hurtful You and your friends are different informal
B. Amusing planning a surprise scenarios, focusing on
C. Friendly birthday party for a close using the appropriate tone
D. Exciting friend. Some of the group and mood.
(3) Eunhei decided to not wants to keep it simple, 2. Briefly review the
introduce herself to her while others want to make concepts of tone (the
class until she picked an it more elaborate. attitude conveyed by the
American name. Discussion Focus: How speaker) and mood (the
A. Uncertain do you communicate with emotional atmosphere
B. Confident the group to make sure created by the
C. Excited everyone's ideas are communication).
D. Determined heard and considered 3. Discuss all the
(4) Eunhei told her mom without causing conflict? scenarios given. The
she feels she needs to What tone and mood teacher will assign one
have an American name should you use to that the group must
to belong and not be maintain excitement while perform.
different. being respectful of
A. Insecure everyone's suggestions? Scenario 1: Comforting
B. Happy Scenario 2: Asking a a Friend Who Failed a
C. Carefree Teacher for an Test
D. Satisfied Extension on an Your friend is feeling down
(5) "I already got a Korean Assignment because they just received
name. Mr. Kim helped me You forgot about an a failing grade on an
choose." assignment and now important test. They are
A. Anxious you're worried you won't usually a good student,
B. Satisfied finish it on time. You need and this failure has really
C. Insecure to ask your teacher for an upset them.
D. Happy extension, but you're not ▪ What words of
Answers: 1. B 2. A 3. A 4. sure how to approach encouragement and
A 5. B them. support can you offer?
Discussion Focus: How ▪ How can you show
do you communicate with empathy and
your teacher in a understanding without
respectful and polite way? looking down on the
What tone should you use person?
to explain your situation? ▪ How would you keep a
What mood should be friendly tone to make your
conveyed to show friend feel better?
responsibility and Scenario 2: Inviting
understanding of the Someone to a Casual
situation? Gathering
Scenario 3: Giving You are planning a casual
Feedback to a Friend get-together at your house
Who Didn't Perform Well this weekend and you
in a Game want to invite a classmate
Your friend didn't do well who you have recently
in a game or activity and become friends with.
seems upset about it. You ▪ What language would
want to give them you use to keep the
feedback without making invitation relaxed and
them feel worse. friendly?
Discussion Focus: How ▪ How would you show
do you communicate your excitement without being
feedback in a way that too pushy?
encourages your friend ▪ How would you provide
and helps them improve? the details (time, place,
What tone should you use etc.) in a casual yet clear
to be supportive? How can manner?
you create a positive Scenario 3: Apologizing
mood during the for a Minor Mistake
conversation? You accidentally hot
Scenario 4: Resolving a chocolate on your friend's
Disagreement in a favorite book. It’s not
Group Project severely damaged, but
You and your group she was pretty fond of it.
members have a ▪How would you apologize
disagreement on how to informally?
approach a project. Some ▪ What kind of tone would
members feel strongly help you seem sincere but
about their ideas, and the not overly dramatic?
discussion has become ▪ How might you offer to
tense. make up for the mistake in
Discussion Focus: How a friendly way?
do you communicate your Scenario 4: Sharing
point of view and work Exciting News You just
towards a compromise? found out that you won
What tone should you use free cake in your school
to keep the conversation canteen, and you want to
productive? How can you share the news with your
help create a calm and best friend.
cooperative mood in the ▪ How can you convey
group? your excitement and
Scenario 5: Inviting a happiness informally?
New Student to Join a ▪ What words and phrases
Group Activity would you use to match
A new student has joined the enthusiastic mood?
your class and is sitting ▪ How would you keep the
alone during a group conversation lively and
activity. You want to invite engaging?
them to join your group, Scenario 5: Asking for
but you don't want them to Help with Homework
feel pressured or You are struggling with a
uncomfortable. math assignment and you
Discussion Focus: How need some help from a
do you communicate in a classmate who
friendly and welcoming understands the material
way? What tone should well.
you use to make the new ▪ How would you ask for
student feel included? help in a way that’s
What mood should you informal and friendly?
create to make them feel ▪ What tone would you
comfortable in the group? use to show that you’re
genuinely interested in
learning and not just
 looking for easy answers?
▪ How can you express
gratitude in advance while
keeping the mood light?
How can a speaker’s What gestures or body When someone speaks in Why is it important to pay
facial expressions help language would you expect a calm and gentle tone, attention to both tone of
you understand the tone to see from someone who is what facial expressions voice and nonverbal cues
e. Making Generalizations of what they are saying? speaking in an excited and gestures would match (like gestures and facial
tone? that mood? expressions) when
interpreting someone’s
message?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Directions: Identify the Directions: Give the Directions: Answer the Directions: Answer the
a. Evaluating Learning meaning of the given non- meaning of the following following questions: following questions:
verbal cues. non-verbal cues. 1. What was challenging 1. What was challenging
about adapting your tone about adapting your tone
and mood for different and mood for different
scenarios? scenarios?
1. b 2. c 3. b 4. a 1. 2. How did the feedback 2. How did the feedback
from your peers help you from your peers help you
improve your improve your
communication strategy? communication strategy?

3. Why is it important to 3. Why is it important to

2. adjust your tone and adjust your tone and mood
mood in informal in informal
communication? communication?

3.

4.
 5.

Note observations on any of the following

Effective Practices Problems Encountered
areas:
strategies explored

b. Teacher’s Remarks materials used

learner engagement/ interaction

others
Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?

Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
c. Teacher’s Reflection
What did my students learn?

How did they learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?