School CANAN ES Grade Level ONE

Grades 1-12 Teacher ANNALIZA I. HITEROZA Learning Area ENGLISH

Daily Lesson Log Teaching Date and Time WEEK 21 Quarter 3rd Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
Recognize rhyming words in
nursery rhymes, poems, and
songs heard
(EN I PA-IIIa-3-2.2)
Rhyming Words
pp. 10-12
p. 1
1. Lyrics of the song Hello,
How Do You Do?
2. Microphone (real or made
of paper mache)
3. Pictures and labels
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Use words that are related to Use/Respond appropriately to Recognize sentences and Listen to short stories/poems
self, family, school, polite expressions phrases (EN I G-IIIa -1.1) and note important details
community, and concepts (EN I OL-IIIa-e-1.5) Recognize similarities in the pertaining to character, setting
such as the names for colors, Greetings way sentences are and/or events
shapes, and numbers (EN I OL-IIIa-e-1.5.1) formed/structured in MT, (EN I OL-IIIa-j-1.1)
(EN I V-IIIa-e-5) Leave takings Filipino, and English
(EN I OL-IIIa-e-1.5.2)
Song: Finger Family Song Polite Expressions: Greetings Sentences and Phrases Story: Polite Cora
and Leave Takings
pp. 12-15 pp. 15-18 pp. 19-21 pp. 21-23
p. 2 p. 3 p. 4 p. 5
Lyrics of Hello, How Do Poem Clap Your Hands Poem Clap Your Hands
You Do? and Finger Family
Song

IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Introduce the song Hello,
How Do You Do?
Divides the class into small
groups with 4-6 members.
Each group forms a circle.
Members of the group pass
Checking of homework.
Teacher gives the pupils 1-2
minutes to discuss their work.
Teacher calls 3-5 pupils to
show their work in class.
Pupils also share who in their
family helped them do their
Teacher sings a songs, Hello,
How Do You Do? and
Finger Family Song with
the pupils.
Teacher shows pictures of a
situation when greetings and
leave takings are used.
Teacher introduces the poem Teacher introduces the poem
Clap Your Hands in the Clap Your Hands in the
class. class.
Teacher reads while pointing Teacher reads while pointing
at the words of poem. Pupils at the words of poem. Pupils
recite while doing the actions recite while doing the actions
in the poem. in the poem.

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
around a special microphone
and introduce themselves to
their group mates. Teacher
moves around the room as the
pupils do the activity.
-My name is (teachers
name). Whats your name?
Teacher reads the song How
Do You Do? while pointing
at the words.
Pupils will identify the
rhyming words in the song.
Teacher shows pictures of
rhyming words in class.
She/He then reads the names
of the picture. Pupils say the
name of the pictures after the
teacher reads each one.
Say:
All- ball
Teacher asks the pupils to cut
and paste pictures of rhyming
words from old newspapers
and magazines on their
notebooks.
Refer to LM, page 1.
Encircle the rhyming words of
the word listed.
1. Boy ( lot, toy, ball)
homework.
Introduce the action song
Finger Family Song in the
class.
Pupils sing while doing the
actions of the song.
Teacher shows pictures of
family and separate pictures
of each member of the family.
Teacher will post the picture
of the family first before
posting the other pictures.
She/He also puts labels under
each picture. Pupils then say
who are in the pictures.
Draw you family and tell
something about it.
Divide the class into 5 groups.
Assign a stanza of the Finger
Family Song to each group.
Refer to LM, page 2.
Remind the class to review at
home the things they have
learned.
Teacher posts the greetings in
English for each picture on a phrase on the board. Pupils
the board and reads them to
the class.
Pupils say each greeting.
Teacher introduces leave
takings to the class.
Teacher posts the leave
takings in English for each
picture on the board and reads
them to the class. Pupils then
say each leave taking.
Teacher asks pupils to
practice saying greetings and
leave takings by groups/pairs.
Teacher posts a list of
greetings and leave takings
for pupils to copy in their
notebooks.
Refer to LM, page 3.
Pupils will choose a greeting
and leave taking and draw a
situation using the chosen
greetings or leave takings.
Teacher posts a sentence and
Grade 1 pupil receiving a
study the examples.
Teacher reads the examples
and explains the difference
between a sentence and a
phrase.
Teacher posts a table on the
board. Pupils read the
sentences in the table and
study each one. Teacher
explains that sentences in
Mother Tongue, Filipino, and
English have similarities and
differences.
Teacher reads sample
sentences and phrases posted
on the board.
Pupils will say whether what
the teacher reads is a
sentence or a phrase.
Refer to LM, page 4.
Remind them to review the
lessons at home.
Teacher shows a picture of a
ribbon from her teacher.
Pupils will study the picture.
Teacher uses pictures to tell
the story Polite Cora. Pupils
listen and answer the teachers
questions about the story.
Teacher asks the following
questions about the story. (See
TG page 23)
Do the following action.
1. Cora smiling brightly.
When do we say Good
Morning?
Refer to LM, page 5.
Remind them to review the
lessons at home.
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
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
School Grade Level ONE
Teacher Learning Area ENGLISH
Teaching Date and Time WEEK 22 Quarter 3rd Quarter
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Use words that are related to Talk about the stories heard: when and where it took place the Use appropriate expressions Recognize simple sentences,
self, family, school, characters and some important details of the story in expressing gratitude and similarities and differences in
community, and concepts (EN I OL-IIIa-j-1.3.1) apology (EN I OL-IIIc-1.5.3) the way sentences are
such as the names for colors, Listen to short stories/poems and give the correct sequence of formed/structured in MT,
Filipino, and English
shapes, and numbers the events (EN I OL-IIIa-j-1.1)
( EN I V-IIIa-e-5) (EN I G-IIIb.1.4)
Listen to short stories/poems
and give the correct
sequence of three events
(EN I OL-IIIa-j-1.1)
Read aloud Story: Sampung Magkakaibigan (Ten Friends) Polite Expressions: Thank Simple Sentences
Author: Kristine Canon You and Im Sorry
Illustrator: Ruben de Jesus
pp. 34-37 pp. 37-39 pp. 40-42 pp. 43-44 pp. 45-47
p. 6-7 p. 8 p. 9 p. 10 p. 11
1. Lyrics of Ten Little 1. Lyrics of Ten Little 1. Lyrics of the Rainbow 1. Lyrics of the Thank You 1. Lyrics of the Thank You
Fingers Fingers Song 2. Pictures 2. Pictures (fiesta, cat, red
2. Microphone (real or made 2. Sampung Magkakaibigan 2. Picture of a rainbow apple, blue bag)
of paper mache) (Ten Friends) by Kristine 3. Microphone (real or made
3. Pictures Canon of paper mache)
3. Pictures 4. Pictures
Introduce the song Ten Little Sing the song Ten Little Introduce the Rainbow Sing the song Thank You Sing the song Thank You to
Fingers to the class. Fingers with the pupils while Song in class. to the class. the class.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Pupils will sing the song and
do the actions.
Divide the class into small
groups with 3-5 members.
Each group will form a circle
and pass around a special
microphone and introduce
themselves to their group
mates.
-Hi, Im _______. Im ___
years old. How old are you?
Teacher shows the cover of
the read aloud book Ten
Friends in class. Pupils then
recall information about the
book.
Refer to LM, page 6.
Teacher reads the story in
chunks. Pupils will listen and
answer a few questions about
the story.
Teacher asks a few questions
about the story.
Teacher posts three pictures
on the board showing events
of the story. Pupils arrange
the pictures accordingly.
doing the action for the song.
Teacher will asks the pupils to
share the story they heard
from their family members.
They will talk about the
characters, setting, and events
of the story with their
seatmates.
Teacher asks the pupils to
retell any part of the story
they heard.
-Hello everyone! My favorite
Teacher reads pages 14-19 of
the story.
Teacher explains the meaning
of the difficult words in the
story using gestures, facial
expressions, pictures, etc.
Pupils will answer few
questions about the story.
Teacher writes the new words
on the board.
Teacher posts three pictures
on the board showing events
of the story. Pupils arrange
the pictures according to the
events in the story.
Pupils will talk about the
characters, setting, and events
of the story they heard from
their families in the class.
Divide the class into small
groups with 3-5 members.
Each group will form a circle
and pass around a special
microphone and introduce
themselves to their group
mates.
color/s is/are ______.
Teacher shows the pages of
the book that were read to the
pupils yesterday. Pupils retell
the events of the story using
the pictures.
Teacher reads pages 20-29 of
the story. She/ He will explain
the meaning of the difficult
words in the story.
Pupils will answer a few
questions about the story.
Teacher writes the new words
on the board.
Teacher will read the
questions about the story
written on the board. Then the
pupils will answer the
teachers questions.
Teacher shows the pupils two
pictures.
The first picture shows a
little girl receiving a gift
from her mother. The other
picture shows a little boy
bumping into his classmate.
Pupils will describe the
picture and say the
appropriate expressions for
those situations.
Teacher asks the class to act
out situations when Thank
You and Im Sorry are the sentences and asks the
used.
Pupils discuss with their
seatmates the situation they
will act out.
Pupils will copy the
expressions Thank You
and Im Sorry in their poster. Pupils then give
notebooks.
Teacher divides the class into
small groups with 3-5
members. Each group will
form a circle and pass around a
special microphone and
introduce themselves to their
group mates.
-Hi, Im _____.Im _____
years old. My favorite color/s
is/are ______. How about you?
Cal 3-5 pupils to introduce
themselves in front of the
class.
Teacher brings out the picture
of a fiesta and posts it on the
board.
Teacher shows the class a list
of sentences and phrases about
the poster to the class.
After reading the sentences
and phrases, teacher encircles
pupils some question about it.
(refer to TG, page 46)
Teacher calls 3-5 pupils to
introduce themselves in front
of the class.
Teacher shows pupils pictures
of people and things from the
examples of simple sentences
using the pictures.
I. Evaluating learning Refer to LM, page 7. Refer to LM, page 8. Refer to LM, page 9. Refer to LM, page 8. Refer to LM, page 8.
Ask the pupils to tell their Pupils will copy new words Draw some pictures. The first Make a Thank You card. Asks their family members to
families about the story they written on the board in their picture shows an event in the help them to write two
heard. Pupils then ask their notebooks. Review the words story when they think Karlo sentences in their notebooks.
J. Additional activities for
families to tell them a story in at home. was unpleasant to his friends.
application or remediation
return. Remind them to The second picture shows an
remember the characters and event when Karlo is nice to
the events of the story. his friends.
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
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
School Grade Level ONE
Teacher Learning Area ENGLISH
Teaching Date and Time WEEK 23 Quarter 3rd QUARTER
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Use words that are related to self, family, school, community, Listen to short stories/poems Listen to short stories/poems Use appropriate expressions
and concepts, shapes, and numbers (EN I V-IIIa-e-5) and infer the characters and infer the characters for asking permission
Talk about stories heard: Listen to short stories/poems feelings and traits feelings and traits (EN I )L-IIId-1.5.4)
when and where it took place, and infer the characters (EN I OL-IIIa-j-1.1) (EN I OL-IIIa-j-1.1)
the characters, and some feelings and traits Recognize simple sentences
important details of the story (EN I OL-IIIa-j-1.1) and identify action words in
(EN I OL-IIIa-j-1.3.3) Give the number of syllables sentences
of given words (EN I G-IIIb-1.4)
(EN I PA-IIIa-b-3.1)
Places in the Community Read Aloud Story: The Tale of Lady Cabbage Polite Expressions: Asking for
Permission
pp. 56-58 pp. 58-61 pp. 61-64 pp. 65-66 pp. 67-69
p. 12 p. 13 p. 14-15 p. 16 P. 17
1. Lyrics of the London 1. Lyrics of the London 1. Lyrics of the Jack and Jill 1. Lyrics of the Jack and 1. Lyrics of the Jack and Jill
Bridge Bridge 2. Story: The Tale of Lady Jill 2. pictures of places in their
2. Microphone (real or made 2. Real vegetables/pictures of Cabbage 2. Pictures and book of the community
of paper mache) real vegetables and labels story entitled The Tale of 3. Pictures about Polite
3. Pictures and Labels Lady Cabbage expressions (asking
permission)
Introduce the song London Sing the song London Introduce the song Jack and Sing the song Jack and Jill Sing the song Jack and Jill
Bridge to the class. Bridge with the pupils. Jill to the class. with the pupils while with the pupils while pointing
pointing at the lyrics. at the lyrics.
Pupils will sing on their own Divide the class into groups Show the pictures of the Ask the pupils to show and Post the pictures of place in
and then by pairs. with 3 members. Each group vegetables discussed talk about the pictures of their community. Then they

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Divide the class into small
groups with 3-5 members.
Each group will form a circle
and pass around a special
microphone and introduce
themselves to their group
mates.
-Hi! Im ______. I live in
_____. Where do you live?
Teacher posts some pictures
of different places in their
community. The labels for
each picture are posted on the
right side of the board.
Pupils will identify the places
and say a simple description
of the place.
Teacher will write pupils
description on the board.
Where do you go to study?
Match the names/labels to the
correct picture.
Refer to LM, page 12.
Ask their family to tell a story
of a place in our
province/town/village. After
listening to the story, make a
comic strip that shows a story
forms a circle. Show their
comic strip to their group
mates and talk about it.
Show a real vegetables or
pictures of real vegetables
mentioned in the story.
Pupils may touch or look at
vegetables. Tell the class the
English names of each
vegetable. Post the name of
the vegetables on the board.
Pupils will listen to the
teacher as she/he reads the
names of the vegetables.
Ask the pupils to count the
number of syllables in the
vegetables names.
Show me an angry face.
Pupils will read the names of
vegetables as they clap. Then,
they will tell the number of
syllables of vegetables
names.
Refer to LM, page 13.
Remind them to review the
words they learned.
yesterday.
Pupils choose the vegetable
they like to eat among the
ones posted on the board.
They will tell their seatmates
why they like to eat that
vegetable.
-I like ______ because ____.
Show the cover of the book
then the pupils say the title of
the book in Filipino.
Teacher reads the story in
class. Pupils then listen and
answer a few questions about
the story. (refer to TG, pages
63-64)
Refer to LM, page 14.
Write the new word on the
board.
Ask, what will happen to
Lade Cabbage after Farmer
Tong cuts her head?
Refer to LM, page 15.
Ask the pupils to cut a picture
of a cabbage from old
periodicals and paste it on
their notebook. They will
draw on the picture they
Lady Cabbage to their
seatmates.
After 5 minutes, pupils post
their picture on the board.
Teacher calls 2-3 pupils to
talk about their work in front
of the class.
Teacher uses pupils pictures
and the book to discuss the
story. Pupils will answer the
teachers question.
Post a list of sentences about
Lady Cabbage.
Pupils will say if the
statement in the list of
sentences is true or false.
Draw a happy face or sad
face beside the sentences.
Ask them of what they think
about todays lesson.
Refer to LM, page 16.
Remind them to review the
lessons at home.
will choose the places that they
always visit and talk about it in
the class.
Post some pictures on the
board showing different
situations.
Pupils will study the pictures
and listen to the teacher as s/he
reads the situation for each
picture.
They will say the polite
expression in Mother Tongue
or Filipino for each situation.
Teacher will explain that they
are learning polite expressions
in English.
Pictures with polite
expressions are posted on the
board. Teacher will post the
polite expression under each
picture.
Show more examples using
pictures to help them practice.
Show the pictures then the
pupils will tell the polite
expressions.
Refer to LM, page 17.
Remind them to review the
lessons at home.
 of a place. pasted to make it look like
Lady Cabbage.
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
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Teaching Date and Time WEEK 24
Use appropriate expressions
for asking permission
(EN I OL-IIId-1.5.4)
Polite Expressions for Asking
Permission
pp. 78-80
p. 18
1. Lyrics of the Down at the
Station
2. Map of the Province
3. Sample statement posted on
the board
Introduce the song Down at
the Station to the class.
Pupils will sing along while
they pass around three balls.
The pupils who hold the balls
when the song stops will be
called to share information
School Grade Level ONE
Teacher Learning Area ENGLISH
Quarter 3rd QUARTER
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Listen to short stories/poems and identify cause and/or effect of Recognize telling and asking Use words that are related to
events (EN I OL-IIa-j-1.1) sentences (EN I G-IIIc-1.3) self, family, school,
Identify the action words in community, and concepts,
telling and asking sentences shapes, and numbers
(EN I V-IIIa-e-5)
Give the number of syllables
of the given words
(EN I PA-IIIa-b-3.1)
Read Aloud Story: The Tale of Lady Cabbage Telling an Asking Sentences Places in the Community
pp. 80-82 pp. 82-86 pp. 86-88 pp. 89-91
p. 19 p. 20-21 p. 23 p. 24
1. Lyrics of the Down at the Lyrics of the Old Lyrics of the Old 1. Lyrics of the Old
Station MacDonald Had a Farm MacDonald Had a Farm MacDonald Had a Farm
2. Map of the Province 2. Pictures and labels
3. Sample statement posted on
the board
4. Pictures (refer to TG, page
81)
Sing the song Down at the Introduce the song Old Sing the song Old Introduce the song Old
Station to the class. Pupils MacDonald Had a Farm to MacDonald Had a Farm in MacDonald Had a Farm to
will sing along while they the class. Pupils will sing and the class. Pupils will sing and the class. Pupils will sing and
pass around three balls. The dance while they pass around dance while they pass around dance while they pass around 3
pupils who hold the balls 3 balls. Those pupils holding 3 balls. Those pupils holding balls. Those pupils holding the
when the song stops will be the balls at the end of the song the balls at the end of the balls at the end of the song will
called to share information will be the sharers for the day. song will be the sharers for be the sharers for the day.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
later.
Ask the pupils to think about
the places they want to visit
and the reason of it. Give
them 5 minutes to think about
it.
After 5 minutes, pupils will
share their thoughts in front of
the class.
Example: I want to visit
Boracay because I love to
swim.
Ask them to recall the
expression to use when asking
permission. Then, pupils will
share the expression with the
class.
Divide the class into 8 groups.
Assign a situation wherein the
pupils need to use the polite
expression when asking
permission.
Pupils act out the situation
and say the appropriate
expression.
Teacher will give another
situation then the pupils will
tell the appropriate expression
in asking permission.
Let them tell the expression to
use when asking permission.
Refer to LM, page 18.
Ask them to think of
later.
Ask them to share their
homework with their
seatmates.
Call at least 3 pupils to come
in front and about their
homework.
-I want to ____ (play, watch
television, etc.) this weekend.
May I ______ this weekend?
Post 3 related pictures on the
board. Pupils will identify the
connection between the
pictures.
Explain the concept of cause
and effect to them.
Show them the picture then
pupils will answer teachers
questions.
What happen to the bridge
made of clay?
After looking at the pictures,
ask if the pictures are
connected and how.
Refer to LM, page 19.
Remind them to review the
Pupils form 3 groups. Each
group represents a farm
animal in the song. All pupils
will sing the song but only the
sound of animal assigned to
them.
Ask them to think of the
places they want to visit. Ask
them what they like about
these places. Give them 5
minutes to think.
Example: I want to visit
Boracay because I love to
swim.
Tell them that they are going
to reread The Tale of Lade
Cabbage. Teacher will
highlight the events of the
story that show cause and
effect.
Pupils will listen to the
teacher and answer the
questions about the story.
Post pictures of the events in
the story. Pupils will arrange
pictures based on the story.
If you eat vegetables, what
will happen to your body?
Pupils will identify the cause
and effect of the events.
Refer to LM, page 21.
Post picture on the board.
the day.
Ask them to bring out their
drawing.
Pupils will show their
drawings and talk about them
with their seatmates.
Afterwards, sharers for the
day show their work in front
of the class.
Show two lists of sentences.
The first is a list of telling
sentences, and the other is a
list of asking sentences.
Let them identify which are
telling sentences and which
are asking sentences.
Show a new list of sentences.
Pupils will say if the
sentences in the list are
telling or asking sentences.
Do the action.
1.Jump
Ask them to identify the
action words in sentences.
Refer to LM, page 23.
Remind them to review the
Ask them to think of the places
they want to visit. Ask them
what they like about these
places. Give them 5 minutes to
think.
The sharers for the day will go
in front to share their thoughts.
Example: I want to visit
Boracay because I love to
swim.
Show pictures in the
community while the labels for
each picture are posted on the
right side of the board.
Show some pictures of the
places that are not found in
their town/village but may be
seen in other
towns/cities/provinces. And
the labels for each picture are
posted on the right side of the
board.
Let them identify the places
and say a simple description of
one place.
How many syllables?
1.papaya
Count the number of syllables
in the words below. (refer to
TG, page 91)
Refer to LM, page 24.
Remind them to review the
application or remediation something they want to do lessons at home. Then, ask them to draw a lessons at home. lessons at home.
this weekend. Then they will picture showing the effect of
ask permission from their the scenario shown in the first
parents to allow them to do an picture. (refer to TG, page 86)
activity.
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
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
Teaching Date and Time WEEK 25
Listen to short stories/poems
and identify the speaker in the
story or poem
(EN I OL-IIIa-e-5)
Read Aloud Story: Ang
Kamatis ni Peles (Peles
Tomatoes)
pp. 100-102
p. 25
1. Lyrics of the Shape Song
2. Real microphones or ones
made of paper mache
3. Real/ picture of tomato
Introduce the Shape Song to
the class. Sing the song in
pairs or as a class.
Divide the class into small
groups. Ask them to show
and tell about their favorite
objects in their bags.
They will describe the color
School Grade Level ONE
Teacher Learning Area ENGLISH
Quarter 3RD QUARTER
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Listen to short stories/poems Listen to short stories/poems Use appropriate expressions Recognize telling and asking
and identify the speaker in the and identify the speaker in the for offering help sentences(EN I G-IIIc-e-1.3)
story or poem story or poem (EN I OL-IIIe-1.5.5) Identify the action words in
(EN I OL-IIIa-e-5) (EN I OL-IIIa-e-5) sentences
Give the number of syllables
of given words
(EN I PA-IIIa-b-3.1)
Read Aloud Story: Ang Read Aloud Story: Ang Polite Expressions for Telling and Asking Sentences
Kamatis ni Peles (Peles Kamatis ni Peles (Peles Offering Help Counting Syllables
Tomatoes) Tomatoes)
pp. 103-105 pp. 106-109 pp. 109-111 pp. 112-113
p. 26 p. 27 p. 28 p. 29
1. Lyrics of the Shape Song Lyrics of the Shape Song 1. Lyrics of Baa Baa Black Lyrics of Baa Baa Black
2. Baskets Sheep Sheep
3. Round/Square/Rectangular 2. Pictures of Kundiman
objects and Tinikling Dance
3. Picture of marketplace
Sing the Shape song with Sing the Shape Song to the Introduce the song Baa Baa Recite the lyrics of the song
the pupils. pupils. Pupils will sing the Black Sheep to the class. Baa Baa Black Sheep with
song in pairs or as a class. the pupils.
Pupils will sing the song in Ask them to share the news Show pictures showing the Explain that a sheep belongs to
pairs or as a class. they heard last night to their Kundiman and the the same family of goats and
seatmates. Tinikling Dance in class. the wool from a sheep is used
to make crafts in other
countries.
Put some objects of different Call 3-5 pupils to share their Explain something about the Ask them to show and tell their
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% in the evaluation
B. No. of Learners who
require additional activities
and shape of their favorite
objects.
-My favorite thing is my
notebook. The shape of my
notebook is rectangle. The
color of my notebook is
violet.
Show a real tomato/picture of
tomato in class. They will
examine the tomato. Teacher
will ask questions about the
tomato.
Read the pages 2-7 of the
story in class.
Pupils will answer few
questions about the story.
Write the new words on the
board.
Ask Who is impressed with
the healthy plants?.
Refer to LM, page 25.
Draw a square object, a round
object, and a rectangular
object in their notebooks.
shapes in the classroom.
Divide the class into groups
with four members. Each
group needs to collect objects
and put them in their baskets.
Teacher will tell the pupils the
objects they need to collect.
Check the basket and the
pupils will say the name of
the things their group put in
their basket.
Ask them to recall the events
of the story they heard
yesterday. Read pages 8-15 of
the story in class.
Pupils will answer few
questions about the story.
Write the new words on the
board.
Ask Was Peles close to
tears? Was he happy or sad
when he confided to Hugo?.
Refer to LM, page 26.
Listen to the news on the
radio or watch it on the
television.
news in front of the class.
Ask them to recall the events
of the story they heard
yesterday.
Read pages 16-27 of the story
in class.
Pupils will answer few
questions about the story.
Explain the meaning of the
difficult words in the story.
Write the new words on the
board
Post picture on the board.
Read some lines of the
characters in the story. Pupils
then identify the speaker of
the given line.
Refer to LM, page 27.
Remind them to review the
lessons at home.
pictures.
Pupils will think of the art
form seen in their village,
town, or province.
Show a picture of a
marketplace. Let them
observe it.
Let them enumerate the
things they see. Ask them
what they will do if they are
in the situation.
Ask them to look for a
partner and practice saying
the expressions when
offering help.
Ask When someone offers -Identify the asking and telling
you help, what do you say?
What if you do not want their
help?
Refer to LM, page 28.
Find out the crafts made in
their
neighbourhood/village/town.
Draw two pictures of those
crafts in their notebooks.
homework.
-I found that we make baskets
here in our province.
Ask them to recall the polite
expressions they learned
yesterday. Pupils will listen as
the teacher reads the sentences
and let them identify the
asking and telling sentences.
Once they have identified the
sentences, the teacher will read
them correctly using the right
intonation.
Pupils will follow after the
teacher read the sentences.
Model the correct way of
saying the sentences.
sentences.
-Let them count the number of
syllables in the given words.
Refer to LM, page 29.
Ask them to review the topics
they discussed this week.
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Teaching Date and Time WEEK 26
Recognize names of persons,
places, things, and animals
(EN I G-IIIf-h-2.1)
Naming Words
pp. 120-122
p. 31
1. Poem of A Family
Fingerplay
2. Real microphones or the
ones made of paper mache
3. Pictures
Introduce the poem A
Family Fingerplay to the
class.
Pupils will recite the poem
while doing the actions.
Divide the class into 5-7
groups. Each group will form
a circle and pass around a
School Grade Level ONE
Teacher Learning Area ENGLISH
Quarter 3rd QUARTER
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Talk about stories heard when Listen to short stories/poems Listen to short stories/poems Recognize names of persons,
and where it took place, the and predict possible ending of and predict possible ending places, things, and animals
characters and some important a story read of a story read (EN I G-IIIf-h-2.1)
details of the story (EN I OL-IIIa-j-1.1) (EN I OL-IIIa-j-1.1)
(EN I OL-IIIa-j-1.3.1)
Read Aloud Story: Ang Nursery Rhyme: Humpty Nursery Rhyme: Humpty Naming Words
Kamatis ni Peles (Peless Dumpty Dumpty
Tomatoes)
pp. 123-125 pp. 125-127 pp. 127-128 pp. 129-130
pp. 33 & 35 pp. 37-38 p. 39 p. 41
1. Poem of A Family 1. Poem of A Family 1. Poem: Barney Song 1. Lyrics of Barney Song
Fingerplay Fingerplay 2. Pictures of Humpty 2. Pictures
2. Story: Ang Kamatis ni 2. Some pictures of the events Dumpty
Peles (Peless Tomatoes) in Humpty Dumpty
Recite the poem A Family Recite the poem A Family Introduce the Barney Song Sing the Barney Song to the
Fingerplay with the pupils. Fingerplay with the pupils. to the class. class.
Divide the class into small Ask them to bring out their Pupils will sing and act out Pupils will sing and act out the
groups with 3 members. homework and show it to their the actions. parts of the song.
Pupils will show the feature of seat mates.
their fathers and talk about it
to their group mates.
Call some pupils to share their Show and tell the feature of Divide the class into groups Ask them to share their
work in front of the class. their mother. with 3-4 members. They will homework with their
My father is___________. My mother is___________. tell their group mates the seatmates.

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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
special microphone and share
something about their family.
Example: There are seven of
us in the family. There is my
father, my mother, my
brother, my sister, my
grandfather, my grandmother,
and me. How about you?
Post pictures of people,
places, things, and animals on
the board. The names of the
pictures are posted on the
right side of the board.
Match the names to the
pictures.
Read all the words on the
board then arrange it
according to person, place,
thing, and animal.
Complete the table according
to the four categories namely:
person, place, thing, and
animal.
Refer to LM, page 31.
Draw or cut and paste a
picture of their fathers and
make a short feature in their
notebooks.
His favorite color is _______.
His favorite food is _______.
His favorite place is _______.
His favorite shape is _______.
Divide the class into groups
with 3 members. Ask them to
retell the story Peles
Tomatoes.
Each member will retell only
a part of the story.
Ask some questions after the
pupils retell the story.
Refer to LM, page 33.
Ask questions about the story.
Refer to LM, page 35.
Interview their mothers and
write feature about her in their
notebooks.
Her favorite color is _______.
Her favorite food is _______.
Her favorite place is _______.
Her favorite shape is ______.
Show pictures of the events in
the nursery rhyme Humpty
Dumpty. Post the words of game they usually play with
the rhyme under each picture.
Let them look at the pictures
and listen to the lines of the
rhyme.
Predict the ending of the
story.
Refer to LM, page 37.
Ask What is the possible
ending of the story?.
Refer to LM, page 38.
Think of the game they
always play with their
brothers/sisters. They have to
remember the rules or
mechanics of the game.
game that they usually play
with their brothers or sisters.
They may teach their
classmates how to play the
group identify if the word the
their brothers or sisters.
Show pictures of Humpty
Dumpty and reads the lines
of the rhyme in class.
Show and tell their drawings
to their seatmates.
They will talk about the
possible ending to the rhyme.
Post a picture showing the
ending of the rhyme. Recite
the rhyme together with the
pupils.
Refer to LM, page 39.
Interview their
grandparents/parents and ask
them about their favorite
song.
Example: My grandparents are
Jose and Maria. Their favorite
song is Kundiman. It is a
Filipino traditional love song.
Divide the class into small
groups with 4 members. Each
teacher says is a name of a
person, place, thing, or animal.
Post a table showing the
answer. Read the words and
the pupils will repeat after the
teacher.
Let them read alone the words
posted on the board and tell if
it is a name of person, place,
thing, or animal.
Give another word and tell if it
is a name of person, place,
thing, or animal.
Let them give a word then tell
if it is a name of person, place,
thing, or animal.
Refer to LM, page 41.
Ask them to review the topics
they discussed this week.
below 80%
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Teaching Date and Time WEEK 27
Listen to short stories/poems
and predict possible ending of
a story read
(EN I OL-IIIa-j-1.1)
Read Aloud Story: Si Pilong
Patago-tago (Pilo is Hiding)
pp. 138-140
pp. 42-43
1. Lyrics of Da Coconut
Nut
2. Story: Si Pilong Patago-
tago (Pilo is Hiding)
3. Picture of a drupe
Introduce the first stanza of
the song Da Coconut Nut.
Pupils will sing while dancing
to the tune of the song.
Show an actual drupe or post
a picture of it on the board.
Ask them if they have seen
and tasted a coconut.
List some food with coconut
ingredients. They will also
talk about their favorite dish
School Grade Level ONE
Teacher Learning Area ENGLISH
Quarter 3RD GRADING
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Listen to short stories/poems Identify rhyming words in Recognize names of persons, Use words that are related to
and predict possible ending of poems, songs, nursery places, things, and animals self, family, school,
a story read rhymes, chants ( EN I G-IIIf-h-2.1) community, and concepts such
(EN I OL-IIIa-j-1.1) (EN I PA-If-j-6) State possible actions/actions as the names for colors,
words that persons or animals shapes, and numbers
can do (EN I V-IIIa-e-5)
Read Aloud Story: Si Pilong Rhyming Words Naming Words Community Helpers
Patago-tago (Pilo is Hiding)
pp. 141-143 pp. 144-145 pp. 146-147 pp. 148-150
pp. 44-45 p. 46 p. 47 p. 48
1. Lyrics of Da Coconut Poem: All Things Bright and Lyrics: Im a Little Tea Pot 1. Lyrics: Im a Little Tea
Nut Beautiful Pot
2. Story: Si Pilong Patago- 2. Picture of a community
tago (Pilo is Hiding)
Sing the first stanza of the Introduce the poem All Introduce the song Im a Sing the song Im a Little Tea
song Da Coconut Nut to the Things Bright and Beautiful Little Tea Pot to the class. Pot with the pupils.
class. to the class.
Pupils will sing along while Ask them to bring out their Let them sing and do the Tell the class about their most
dancing to the tune of the favorite things. actions for the song. unforgettable weekend with
song. their family.
Post a picture of your favorite Show and tell about their Play your favorite song then Let them share their own
food. Then tell them about it. favorite things. ask them to share their experiences with their
Pupils will think about their -My favorite things are _____. favorite song in class. Let classmates.
 with a coconut ingredient. favorite food and talk about it. I like them because _____. them sing their favorite songs -My most unforgettable
Example: Bukayo to their seatmates and explain experience is ____. We went
(sweetened coconut meat) has why they like it. to _____. I was with ______. It
a coconut in it. It is my was so much fun.
favorite dessert.
Show the cover of the book. Ask them to recall the events Read again the poem All Post a list of words on the Post a picture of a community
Pupils will recall and say the of the story that they heard. Things Bright and Beautiful. board. Let them listen as on the board. Let them study
D. Discussing new concepts title of the story. Supply teacher reads each one. They the picture and identify the
and practicing new skills #1 information such as the name will say if the word is a name things they see in it.
of the author and illustrator. of person, thing, place, or
animal.
Read the story and stop Read the story on pages 14- Let them point out the Ask them to give actions that
E. Discussing new concepts reading on page 13. Ask some 29. Ask some question while rhyming words in the poem. the animals or persons
and practicing new skills #2 question while reading it. reading it. mentioned in the previous
activity.
Explain the meaning of the Explain the meaning of the Clap their hands when they Read the words: ice cream, Ask them to share about the
F. Developing mastery
new words in the story. Then new words in the story. Then hear rhyming words then tell Melissa, post office, table, people they see in their
(Leads to Formative
write it on the board. write it on the board. the rhyming words they heard. mouse, Karlo, classroom, community.
Assessment 3)
ball.
G. Finding practical Refer to LM, page 42. Refer to LM, page 44. Let them copy the rhyming What animal can do? Draw their unforgettable
application of concepts and words on their notebooks. experience in the school.
skills in daily living
H. Making generalizations Ask the seven questions about Review the words that they Give rhyming words they Ask them to say an action Show set of pictures and let
and abstractions about the the story. (refer to TG, page encountered and ask questions heard in the poem. words. them identify the people in the
lesson 140) about the story. picture.
I. Evaluating learning Refer to LM, page 43. Refer to LM, page 45. Refer to LM, page 46. Refer to LM, page 47. Refer to LM, page 48.
Remind them to review the Bring two of their favorite Remind them to review the Think of their most Ask them to review the topics
J. Additional activities for
lessons at home. things to class. lessons at home. unforgettable weekend with they discussed this week.
application or remediation
their families.
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
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
Teaching Date and Time WEEK 28
Listen to short stories/poems
and discuss, illustrate,
dramatize specific events (EN
I OL-IIIa-j-1.1)
Read Aloud Story: Si Pilong
Patago-tago (Pilo is Hiding)
pp. 158-159
p. 49
1. Poem: Little Miss Muffet
2. Story: Si Pilong Patago-
tago (Pilo is Hiding)
Introduce the poem Little
Miss Muffet to the class.
Pupils will recite the poem.
Ask them to talk about their
pets. If they do not have any
pet, let them talk about what
animals they would like to
take care of.
Pupils will share their
School Grade Level ONE
Teacher Learning Area ENGLISH
Quarter 3RD QUARTER
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Listen to short stories/poems Listen to short stories/poems Use words that are related to Recognize names of persons,
and discuss, illustrate, and discuss, illustrate, self, family, school, places, things, and animals
dramatize specific events (EN dramatize specific events (EN community, and concepts (EN I G-IIIf-h-2.1)
I OL-IIIa-j-1.1) I OL-IIIa-j-1.1) such as the names for colors, Identify action words in
shapes, and numbers (EN I sentences and tell whether the
V-IIIa-e-5) action is in the present, past, or
Relate ones future
activities/responsibilities at
home (EN I PL-IIIc-1.17.1)
Read Aloud Story:Si Pilong Read Aloud Story:Si Pilong Community Helpers Naming Words
Patago-tago (Pilo is Hiding) Patago-tago (Pilo is Hiding)
pp. 160-161 pp. 162-163 pp. 164-165 pp. 166-167
p. 50 p. 51 p. 52 pp. 53-54
1. Poem: Little Miss Muffet 1. Lyrics of Itsy Bitsy 1. Lyrics of Itsy Bitsy 1. Lyrics of Itsy Bitsy Spider
2. Story: Si Pilong Patago- Spider Spider 2. Pictures of community
tago (Pilo is Hiding) 2. Story: Si Pilong Patago- 2. Pictures of community helpers
tago (Pilo is Hiding) helpers
Recite the poem Little Miss Introduce the song Itsy Bitsy Sing the song Itsy Bitsy Sing the song Itsy Bitsy
Muffet to the class. Spider to the class. Spider with the class. Spider with the class.
Divide the class into groups. Pupils will sing and do actions Divide the class into groups Post the same pictures of
Each group will form a small for the song. with 3 members. Each triad community helpers discussed
circle. will form a circle. They will yesterday.
talk about their parents jobs
to their group mates.
Pupils will show and tell their Ask the pupils to answer some Tell about their parents jobs Post 5 sentences on the board
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% in the evaluation
B. No. of Learners who
require additional activities
experiences and feelings
about having or not having
pet.
Example: I have pet cat. His
name is Kobe. He loves to eat
fish.
Tell the class that they will
listen to the story Si Pilong
Patago-tago again.
Teacher rereads pages 2-17 of
the book as the pupils listen to
the story.
Ask some questions about the
story.
Review the words learned in
the text.
Ask them some questions
about the story.
Refer to LM, page 49.
Draw places where they think
it is best to hide.
drawings to their group mates.
Ask them to recall the events
of the story they heard
yesterday.
Reread pages 18-19 as the
pupils listen to the story.
Ask some questions about the
story.
Review the words learned in
the text.
Discuss the events of the
story. Ask them to fill up the
poster by looking at the events
and details in the story.(refer
to TG, page 161)
Refer to LM, page 50.
Remind them to review the
lessons at home.
questions. (refer to TG, page
162)
Pupils will share their answers
with their seatmates and
classmates.
Divide the class into six
groups. Each group does a
different activity related to the
story. (refer to TG, pages 162-
163)
Call each group to present
their performances or drawing
to their classmates.
Act out.
1. Happy
Ask What are the events in
the story you have heard?.
Refer to LM, page 51.
Ask their parents about their
jobs and their responsibilities
in their jobs.
and responsibilities.
Example: My father is a
fisherman. He catches fish.
My mother is a vendor. She
sells fish in the market.
Show pictures of community
helpers. Pupils will identify
each community helper and
tell what they do for the
community.
Explain that everyone has an
important role to play in our
community. Even young
people like them can help the
community.
Pupils will identify each
community helper and tell
what they do for the
community.
They will talk about their
responsibilities at home.
Let them tell some
community helper and they
will tell what they do for the
community.
Refer to LM, page 52.
Remind them to review the
lessons at home.
and let them identify the names
in the sentences. Then, they
will say if those are names of a
person, a place, a thing, or an
animal. (refer to TG, page 166)
Ask them to identify the action
words in the sentences and let
them ay if the action word is in
the present, past or future
tense. Teacher will underline
the action words in the
sentences.
Let them too work in triad.
They will complete a table by
giving 3 names of persons,
places, things, and animals.
And ask them to think of
actions that the persons and
animals in their table can do.
Refer to LM, page 53.
Put pictures on the table and
tell the names of the pictures.
What do call the words in the
word list?
Eat
pray
Refer to LM, page 54.
Ask them to review the topics
they discussed this week.
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons
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
encountered 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?

Grades 1-12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Teaching Date and Time WEEK 29
Recognize names of persons,
places, things, and animals
(EN I G-IIIf-h-2.1)
Identify action words in
sentences and whether the
action is in the present, past,
or future
Naming Words
pp. 176-177
pp. 55-56
1. Lyrics of Sit Down,
Youre Rocking the Boat
2. Real microphones or the
ones made of paper mache
Introduce the round song Sit
Down, Youre Rocking the
Boat to the class.
Divide the class into 7 groups.
Each group will form a circle.
They will share their
experiences of doing a chore
they do not like.
School
Teacher
The learner demonstrates understanding of useful strategies for purposely literacy learning
The learner uses strategies independently in accomplishing literacy-related tasks
Listen to short stories/poems
and identify the problem and
solution (EN I OL-IIIa-j-1.1)
Community Helpers
Read Aloud Story: MA ME
ME MUMU
pp. 178-180
p. 57
1. Lyrics of Sit Down,
Youre Rocking the Boat
2. Story: MA ME ME
MUMU
Introduce the round song Sit
Down, Youre Rocking the
Boat to the class. Pupils will
sing by group.
Ask them to form a triad with
their seatmates. They will
share with their group mates
their experiences when
somebody helped them.
Grade Level ONE
Learning Area ENGLISH
Quarter 3RD QUARTER
Listen to short stories/poems Listen to short stories/poems Talk about stories heard, when
and identify the problem and and identify the problem and and where they took place, the
solution (EN I OL-IIIa-j-1.1) solution (EN I OL-IIIa-j-1.1) characters, and some important
details of the story (EN I OL-
IIIa-j-1.3.1)
Read Aloud Story: MA ME Read Aloud Story: MA ME Read Aloud Story: MA ME
ME MUMU ME MUMU ME MUMU
pp. 180-183 pp. 183-184 pp. 185-186
pp. 58-59 pp. 61 & 63 p. 65
1. Lyrics of Jack and Jill 1. Lyrics of Jack and Jill 1. Lyrics of Sit Down, Youre
2. Story: MA ME ME 2. Pictures Rocking the Boat and Jack
MUMU and Jill
2. Small lamp
Introduce the song Jack and Sing the song Jack and Jill Sing the songs song Sit
Jill to the class. to the class. Pupils will sing Down, Youre Rocking the
and do actions for the song. Boat and Jack and Jill with
the pupils.
Pupils will sing and do actions Ask them to bring out their Ask them to form big circle
for the song. homework. Let them post and sit on the floor. In the
their pictures on board. Help middle of the circle is a small
them to group the same lamp.
pictures together.

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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
Call some pupils to share their
experiences of doing chore
they do not like.
Post an empty table on the
board. Pupils will say the
names of the things they drew
on their worksheets and
complete the table on the
board.
They will say the names of
the things they drew on their
worksheets and complete the
table on the board.
Refer to LM, page 55.
Write in past form.
1.wash
Read the examples under each
group. Ask them to recall the
actions that persons and
animals can do in the table.
Refer to LM, page 56.
Remind them to review the
lessons at home.
. Teacher will share the things
that s/he is afraid of. Pupils
will enumerate the things that
they are afraid of.
Show the book in the class.
And prepares them to listen to
the story.
Reread pages 2-13 of the story
in the class.
Pupils will answer a few
questions about the story.
Who are the community
helpers you see in your
community?
Ask What did the little girl
do?
Refer to LM, page 57.
Think and recall good acts
they did for their families,
friends, or classmates.
Ask them to share their stories
about their good deed with
their seatmates. Call some
pupils to share their stories in
class.
Ask them to recall the events
of the story they heard
yesterday.
Reread pages 14-27 of the
story in class.
Ask some question about the
story.
Refer to LM, page 58.
Ask them the 6 questions
about the story. ( refer to TG,
page 182.)
Refer to LM, page 59.
Draw the picture of a monster
in the story they like best on a
piece of paper.
Ask them to count the Pupils will bring out their
pictures. The monster with notebooks and get ready to
the most number of pictures share.
is considered the most
popular. Ask them to share
their reasons for choosing the
monster.
Divide the class into 4 Let them share the stories they
groups. Each group will get a heard.
different set of pictures
showing the events of the
story.
Pupils will use the pictures to
retell the events of the story
assigned to their group.
Each group will come to the Ask some questions about the
front and retell the story. story.
Refer to LM, page 61. What is the moral lesson of the
story heard?
Ask Will you retell some Ask them the place, characters,
events in the story? and some important details of
the story.
Refer to LM, page 63. Refer to LM, page 65.
Ask their Ask them to review the topics
parents/grandparents to tell they discussed this week.
them a story about a monster.
lessons
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
encountered 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?