School: KABULAKAN INTEGRATED SCHOOL Grade Level: 4

GRADES 1 to 12 Learning
DAILY LESSON Teacher: MRS. ALICIA D. TERENCIO Area: ARALING PAN.
LOG Teaching Dates
and Time: OCTOBER 14-18, 2024 (WEEK 3) Quarter: 2ND QUARTER

ENGLISH/QUARTER 2/ GRADE 4

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 1. Note important details of a story.

Competencies 2. Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and
and Objectives target audience. (Using text types: narrative).
3. Use appropriate non-verbal cues for clarity of context, purpose, and meaning (facial expressions and gestures).

D. Content Expressing ideas appropriately for one’s purpose, context, and audience

E. Integration Cultural Diversity

II. LEARNING RESOURCES

Choi, Y. (2003). The Name Jar. Random House Children's Books. (Publication date: October 14, 2003). Retrieved from
https://anyflip.com/iege/ysgk
Kairos Torch. (n.d.). Names and Their Meanings. https://www.mykairos.org/docs/kt/names_meanings.pdf
Miller, G. (2023, March 24). Tone vs. Mood Lesson Activity. Book Units Teacher. https://bookunitsteacher.com/wp/?p=3093
Read Aloud Storytime. (2020, August 4). The Name Jar by Yangsook Choi | Children's Books Read Aloud | Storytime With Ms. Becky. [Video].
YouTube. https://www.youtube.com/watch?v=HOKU2reywe0
Storytime Now! (2018, December 29). The Name Jar - Storytime Now! [Video]. YouTube. https://www.youtube.com/watch?v=f1b5kCvVBo8
Super Fun Reading. (2019, June 25). The Name Jar | Read Aloud Storytime | Children's Books Read Aloud. [Video]. YouTube.
https://www.youtube.com/watch?v=UJlAmHKHr90

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Susy's Channel. (2016, September 8). The Name Jar - Best App For Story Books - iPhone/iPad. [Video]. YouTube.
https://www.youtube.com/watch?v=2nYjGy_ZUG8

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge Short Review
Have students recall the elements of a story. Use a familiar story and ask students
to fill details in the story grammar template below.

B. Establishing 1. Lesson Purpose Possible answers for

Lesson Purpose Begin the lesson by asking the students what "culture" means to them. Take importance of understanding
out the Culture Kit Sheet and ask them to identify the artifacts and from what and respecting different
country each one belongs. cultures:

Here are the artifacts that may be used.  When we respect other
 Philippines - Filipino, lechon, Juan cultures, we help preserve
 Japan - Kanji, sushi, Naruto their traditions and stories.

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  Spain - Spanish, Arroz con Caldo, Maria This is important because
 USA - English, pancake, John every culture has a valuable
 South Korea - Korean, kimchi, Lee history to share.
 When we respect other
Discuss with the class the importance of understanding and respecting different cultures, we promote peace
cultures. Ask: “How do we show respect for other cultures?” and harmony.
 When we respect other
Introduce the idea that NOT laughing at another culture is respectful. cultures, we learn to be
Ask: “Can you show me other gestures that show courtesy here in the kind.
Philippines and abroad?”  When we respect other
cultures, we learn to love
Go back to the pictures in the Culture Kit and tell the class that one’s name our own.
may also show one’s culture. Add that for the Filipinos, their names may be
taken from another country and they are fine with it. This is also part of our Possible answers on how to
culture. Say that that some countries like Japan and Korea have names that respect other cultures.
truly mark their own culture. When they go to a different country, their names  Do not laugh at it even if it
sound different. Conclude with this line: “Today’s lesson will be a story about a sounds and looks funny to
name of a person from a different culture. Find out what her experiences are for you.
having this name.”  Read about another culture
if you have visitors or
Introduce the book, "The Name Jar" by Yangsook Choi and friends coming from that
explain that it is a story about a young girl who moves to a culture.
new country and experiences challenges related to her  Learn some courteous
name and cultural identity. greetings from another
culture.
Show the front and back covers of the text. Ask the children  Visit places to experience
in what cover can they read the title and the author. Ask another culture
them to read the title and the author.

2. Unlocking Content Vocabulary

a. Choose four to six words that are essential to understanding the events
and/or characters of the narrative. When possible, choose words that build
background knowledge for events or topics explored in the story.
b. Explicitly teach the words using student-friendly definitions.
c. Give students a chance to discuss and practice the new words.

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d. Provide a turn and talk prompt.
 Question. Pose a question or prompt for students to discuss and tell
them how much time they will have. A one to two-minute discussion
is most productive.
 Turn. Have students turn to a specific partner.
 Talk. Set a timer for the allotted time, and have students begin
discussing the assigned question or prompt.
e. Have students find the target vocabulary words and meanings on their
hand-outs.
f. Below are the words:
 character: A symbol used for writing or printing that has a specific
meaning
Show visual of Korean characters and discuss how they are similar
and different to letters in English.
 pronounce: To say a word or name out loud, making each sound
correctly
Show the word “do brey dien” written on a card. Talk about how it is
a term that means hello in Russian.
Provide a turn and talk prompt: How do you pronounce your name? Is
it different in different languages?
 picture: To imagine or remember something in your mind Model a
gesture.
Provide a turn and talk prompt: Think of someone who is special to
you and picture them in your mind. What do they look like? Tell your
partner the details.
 master: A person who has become very skilled at doing something
Provide a turn and talk prompt: Think about the meaning of master.
In the story we will read, the main character was given her name by
a “Name Master.” What do you think that is?
 souvenir: Something special that you keep to remind you of a special
place, person, or experience
Show a visual/object that is important to her and explain why.

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C. Developing and 1. Explicitation
Deepening Ask students to predict what the text is about. Use related concepts below to
Understanding help them fill out the prediction part of the graphic organizer.
Title: "The Name Jar"
Author: Yangsook Choi
Genre: Fiction

Have students observe the cover image and note any

clues or elements that suggest what the story might be
about. Other images from the story can also be shown to
help students make predictions. Access the storybook
pages here: https://anyflip.com/iege/ysgk

Using the Guide Questions below:

a. What do you think the story is about based on the title, author, and
cover image?
b. Where and when do you think the story takes place? Why?
c. Who might be the main character in the story? Describe them briefly.
d. What challenges or problems do you think the main character will face?
e. What themes or life lessons do you expect the story to explore? (e.g.,
identity, diversity, friendship)
f. How do you think the story will end?

DAY 2
2. Worked Example
The teacher may start reading the book, stopping at different parts of the story Link for Read Aloud that the
to ask students questions about what they notice and what they think the teacher can play.
character, Unhie, feels while she is in the classroom with her new class. They https://www.youtube.com/wat ch?
may answer the questions below when teacher pauses the video they watched v=HOKU2reywe0
and listened to.
a. How does Unhei feel about going to her new school for the first day? Have
you ever felt that way?
b. What does Unhei’s grandmother give her and why is it important to her?
c. What happens to Unhei on the bus? Does anyone help Unhei? What could
you have done to help Unhei if you had been on that bus? (Answers might
include: talking with or befriending the targeted student, confiding in an

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 adult, talking with the student who is being mean, causing a distraction
to help stop the harassment or speaking up in the moment and saying,
“STOP!”)
d. What does Unhei say in her new classroom when they ask her name?
Why does she do that?
e. What happens when Unhei tells her mother that she wants a new name?
f. What does Mr. Kim say Unhei’s name means?
g. What is in the jar on Unhei’s desk? Why do her classmates do that?
h. What are some of the ways that Joey helps Unhei? What does Unhei show
to Joey? Is Joey being respectful when he tries to say Unhei’s name?
(Answer is Yes. Let your students know that we all make mistakes
sometimes, but that it is very important to say someone’s name
respectfully and correctly.)
i. Rosie points out that “We didn’t get to choose our names when we were
born.” Talk to your students about how many people do not use the name
they were given at birth. Share an example. This can be because of
nicknames, gender identity or personal preference.
j. What happens to the name jar?
k. What name does Unhei pick? Why does she keep her given name, Unhei?
Are her classmates respectful in saying her name?
l. What is Joey’s Korean nickname? What does it mean?
m. Unhei knows two languages. Do any of you speak two or more languages?
Can you give a sentence using another language that you know? Is sign
language a language? Do you know how to communicate using it?

After answering the comprehension questions using meaning- centered

approach, the teacher may now fill out the story map together with the
learners to gauge recall and understanding of story events.

DAY 3
3. Lesson Activity
Bubble Letter Name Project
a. Show the video How to Draw Bubble Letters. Access here:
https://www.youtube.com/watch?v=UJl AmHKHr90
b. Give each student a 4.5” x 12” piece of paper and a pencil.

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 c. Have each student choose the name that they want to draw in bubble
letters. We all have many names that we go by in different settings, so it is
wise to have students illustrate the name they want to be called at school.
d. Have students create their bubble letter names in pencil.
e. Once they have letters that they like, have students outline over the pencil
in black permanent pen. After outlining, they will want to erase any
remaining pencil marks.
f. Students can also decorate their letters with colored pencils or markers.

Sharing Names
a. Give students an opportunity to share their work with each other and talk
about their names. Students could present their names to the whole
class, to small groups or in pairs. They can even give the meaning of their
names to their classmates. Teacher can help locate the meaning of their
names.
b. Ask students to share one thing they like about their picture. Then, ask
the other students to give an appreciation of the picture.
c. Display all of the students’ names in your classroom walls.
d. You can locate the meaning of names in this site.
https://www.mykairos.org/docs/kt/nam es_meanings.pdf

Happy Name Song

Use this link in singing the song.
https://www.youtube.com/watch?v=AP0 qonF8qXs

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Ask students to summarize the story using the graphic organizer model below.
Somebody Who is the main character?
Wanted What did the character want to happen?
But What was the problem? What stopped the character from getting what
he/she wanted?
So How did the character try to solve the problem?
Then What was the final solution?
Finally How did the story end?

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 2. Reflection on Learning
In the story, Rose says that they
didn’t get to choose their names when
they were born and all the kids
thought about this. After hearing
this, what would you say to Eunhie
about her Korean name?

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

A. Evaluating Formative Assessment

Learning Read the following passages from "The Name Jar" and answer the questions that
follow each one. Choose the best words to describe the tone and mood of each
passage.

1. Why did the author, Yangsook Choi, write "The Name Jar"?
a. To share a fictional story about a girl named Unhei.
b. To entertain readers with a mystery.
c. To explore themes of identity, diversity, and acceptance.

2. What is one key message or lesson the author wanted the readers to learn from
"The Name Jar"?
a. How to have a new name
b. The importance of having a new name that will be accepted by many
c. The value of understanding and accepting people from different
backgrounds

3. What do you think the author hoped to achieve by telling the story of Unhei and
her name jar?
a. To teach children how to have a new name that suits their character
b. To help children make a new name that will be accepted by ma

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 c. To encourage readers to think about the challenges of fitting in and the
value of being true to oneself

4. In "The Name Jar," Unhei encounters various characters, experiences and

different emotions. What is the author's purpose in showing these emotions and
interactions?
a. To show the readers the reality of life
b. To expose readers to the negative side of life
c. To help readers understand the characters' feelings and the importance of
cultural acceptance

5. The author uses Unhei's journey to a new school to explore the theme of identity.
What is the purpose of highlighting this theme in the story?
a. To show that Unhei never changes her name
b. To make the story longer and more complicated
c. To prompt readers to think about what makes each person unique and
special

A. 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
engagement and other related
materials used
stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored/lesson
others exemplar.

B. 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

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 consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
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?

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