GRADE 1 School Grade Level 1

DAILY LESSON LOG Teacher Subject ENGLISH

Teaching Dates Week 2 Quarter 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Vocabulary) (Listening Comprehension) (Grammar)

The Learner demonstrates The learner Demonstrates understanding of story elements and text structures for effective oral expression The learner demonstrates understanding of
understanding of familiar English concepts of verbs, pronouns, and
words for effective communication prepositions in meaningful messages

B. Performance Standards (Listening Comprehension) (Grammar)

(Vocabulary) The learner Correctly identifies elements of literary and informational texts to aid meaning getting The learner Constructs grammatically
correct-simple sentences in theme-based
The learner uses basic vocabulary to conversations using verbs, pronouns, and
independently express ideas about prepositions
personal, home, school and
community experiences

C. Learning EN1V-IVa-e-3 • EN1OL-IIIa-j- 1.1 -EN1LC-IIIa-j- 1.1 EN1LC-IIIa-j- 1.1 EN1OL-IVa-j-1.3

Listen to short stories/poems Listen to short stories/poems Note
Competencies/Objectives Sort and classify familiar words into Listen to short stories/poems important details pertaining to: Talk about pictures presented using
(Write the LC code for basic categories (colors, shapes, a. character appropriate local terminologies with ease
b. setting
each.) foods, etc.)
c. events
and confidence
Identify the problem and solution
EN1PA-IVa-b-2.3

Distinguish rhyming words from non-

rhyming words

Identify describing words relating to

characters or settings in stories listened to

II. CONTENT VOCABULARY LISTENING COMPREHENSION LISTENING COMPREHENSION LISTENING GRAMMAR

COMPREHENSION

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material

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 pages
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Sing a Song/Recite a Poem/Play a Teacher recites the poem with the pupils. Then, the pupils Teacher recites the poem with the Teacher introduces the poem, Recite a Poem (refer to the Daily activities)
Game point out the rhyming words and non-rhyming words in pupils. Then, pupils point out the “Little Things,” in class. The poem
lesson or presenting the
the third and fourth stanzas of the poem. rhyming and non-rhyming words in is written on the board or in a
new lesson • Teacher asks pupils to sing a the fifth stanza of the poem manila paper. Pupils recite the poem
song/recite a song/play a game and point out the rhyming and non-
rhyming words in the first and
second stanzas of the poem.

B. Establishing a purpose Sharing Information Teacher posts a picture of a sari-sari store. Pupils study Teacher posts a picture on the board. Read Aloud Story: Arroz Caldo ni Sharing Information (refer to the Daily
the picture and talk about it with their seatmates. Pupils answer questions about the Lolo Waldo (Lolo Waldo’s Arroz activities)
for the lesson • Teacher asks pupils to talk about pictures and talk about it. Caldo) Pre-Reading Activities
pictures using some local
terminologies e.g arroz caldo • Teacher asks pupils to retell the
part of the story they heard and to
say the words they learned from the
previous day
What do you see in the picture? That’s
right. We see children playing under
Let’s look at the picture on the the rain. Have you experienced
Let’s look at the picture on the board. What do you see?
board. What do you see in the playing in the rain? What is it like?
That’s right. It is a picture of a sari-sari store. Do you see
picture? That’s right. It is a bowl of Who did you play with? What game
a sari-sari store in your barangay? How many sari-sari
arroz caldo. How many of you have did you play? What happened after
stores are there in your barangay? What do you see in a
eaten or tasted arroz caldo? What you played? I want you to answer the
sari-sari store? What do you usually buy from your sari-
does it taste like? What do you think questions and share your experience
sari store? I want you to think and talk to your seatmate
are its ingredients? Do you know of playing in the rain with your
about the last time you went to the sari-sari store and
how to cook arroz caldo? Who seatmates. Later, I will call some of
bought something. Later, I will call some of you to share
among your family knows how to you to share your experience with
your experience in class.
cook it? What do you think are the your classmates.
steps in cooking arroz caldo? I want
you to think and talk to your
seatmate about the time when you
first tasted or eaten arroz caldo.
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 Story: Arroz
WALDO (LOLO WALDO’S ARROZ CALDO) (pp 1-10) CALDO NI LOLO WALDO (LOLO Caldo ni Lolo Waldo (Lolo Waldo’s Arroz
examples/instances of • Teacher reads the last part of the
WALDO’S ARROZ CALDO) Caldo)
the new lesson story and asks questions about it
(pp 10-17)
Activating Prior Knowledge • Teacher unlocks the meaning of
PRE-READING ACTIVITIES new words in the story
Teacher shows the cover of the book. Pupils look at the
cover and recall details about the book like the title, Teacher shows the cover of the book. Note: This is a bridging
author, and illustrator. Pupils look at the cover and recall opportunity. Ask pupils to say the

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 I have posted some pictures on the details about the book like the title, Mother Tongue and Filipino
board. Let’s look at each one. I want author, and illustrator. translations of the words in the
you to tell me the names of the story.
objects in pictures. What are they
called in Mother Tongue? How about
in Filipino? Can you guess what they
are called in English?

D. Discussing the new Teacher asks pupils to group words DURING READING ACTIVITIES Teacher reads pages DURING READING ACTIVITIES After Reading Activities Pre-Reading Activities
based on given categories
concepts and practicing 2-9 of the book. Pupils then listen and answer a few
Teacher reads pages 10-17 of the • Teacher asks pupils to answer • Teacher asks pupils to recall information
questions about the story.
new skills #1 book. Pupils then listen and answer a questions about the story. about the book such as the author and
Teacher explains the meaning of difficult words in the few questions about the story. illustrator
story using gestures, facial expressions, pictures, etc. Teacher explains the meaning of
Teacher writes the new words on the board. difficult words in the story using
gestures, facial expressions, pictures,
passed away (page 2) means someone died. In Filipino, it etc.
means “yumao” or “pumanaw.” Teacher writes the new words on the
board.
Advice (page 5) is what someone says to help another
person. It is an opinion or a suggestion. In Filipino, we
call it “payo.”
While Reading
You can depend on (page 6) someone when you can trust
him or her. In Filipino, it means “maaasahan.”

It is surprising (page 6) when something unexpected or You use the expression my heart
uncommon happens. In Filipino, it means “nakakagulat.” skipped a beat when you become
Back in the day (page 6) means in the past. In Filipino, it suddenly happy about something. In
means “noon.” Filipino, it means “lumundag sa tuwa
ang puso ko.”
You get by (page 7) when you are able to succeed or
survive even when you are having a hard time. In Filipino,
it means “nakakaraos.” The word prepare (page 7) means
to make something ready. In Filipino, it means business (page 12) is an activity
“paghahanda.” An ingredient (page 7) is one of the things where one sells something to earn
that are used to make a food, product, etc. In Filipino, we money. In Filipino, we call it
call it “sangkap.” “negosyo.” The word rented (page
12) is the past tense of the word of
The word worry means to think about problems or feel rent. Rent means to pay so one can
afraid because you think something bad is going to use a thing or a place. In Filipino, it
happen. In Filipino, it is “nag-aalala.” means “umupa.”

E. Discussing the new Bridging: 1.Who are the people in the picture? Where do you think 1.What do you think are Lolo Waldo, Teacher reviews with the pupils the During Reading Activities • Teacher retells
they are? What makes you think they are in the yard? Tatay Sito, and the little boy feeling? new words they studied in class the story
concepts and practicing Ask pupils to think of words in How about the dog?
new skills # Mother Tongue or Filipino and 2. Who are the characters in the story? Where do they Note: If there is still time, ask pupils
group them according to given live? Why did Lolo come to live with them? 2. What was Lolo Waldo’s plan? to copy the new words in their

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 categories. Help pupils learn the 3. What do you see in the picture? What are the boy and What will Lolo Waldo do with the notebooks
English terms for those words. the dog doing? What is Lolo Waldo doing? arroz caldo? What did the little boy
4. While Tatay is away, who stays with the little boy? feel when he heard Lolo Waldo’s
What does Lolo Waldo do for the little boy? plan?
5. What do you see in the picture? What are they doing? 3. Who kept coming back to buy Lolo
6.What was Lolo Waldo’s job back in the day? Who earns Waldo’s arroz caldo? For which meals
money for their family? What does Lolo Waldo prepare do the customers buy Lolo’s arroz
for their meals? What does Lolo Waldo’s arroz caldo taste caldo?
5. What happened to their business?
like?
Where did they move and open a
bigger store? What did they put up?
7. Who came home early one day? Why was father sad? Who do you think put up the sign?
What did Lolo Waldo tell Tatay Sito?
F.Developing mastery Pair work: Teacher asks pupils to Group ActivityGroup the class into 4 then ask them to Concluding the Session After Reading Activities
practice grouping words into retell the story ( the teachers will help the pupils to speak
different categories in Filipino then translate by the teacher) • Teacher asks pupils to complete a
character map of Lolo Waldo

Presentation of each group. Teacher introduces the concept of

describing words
G.Finding practical
applications of concepts and
skills in daily living
Provides Provides Provide 3 Provides 4
2 events 3 events events events

Include Includes
details
Character
Includes names
Character
Events are
in order

Express
main Idea

H.Making generalizations Rhyming words are words where the What have you learned? Practice: Teacher asks pupils to work in
ending sounds match pairs and describe a picture
and abstraction about the
lesson
I. Evaluating learning REFER TO LM Yes or NO. REFER TO LM REFER TO LM Concluding the Session

__1. Lolo Waldo was Nico’s grandfayher.

__2.Passed away means “Yumao”.

__3.Surprising means “nakakgulat”

__4. Get by means “nakakaraos”

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 __5. Ingredients means “Sangkap”.

J. Additional activities Cut out pictures of six different foods

from old magazines and newspapers.
for application or Then, group your pictures according
remediation 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
C. Did the remedial lessons
work? No. of leraners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of the teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter
“Allwhich my principal
Things Bright and Beautiful”
or supervisor can help
By: Cecil me
Frances Alexander
solve?
All things bright and beautiful,
G. What innovations or localized
Alldidcreatures
materials great and small,
I use/discover “Little Things”
which I wish to sharewise
All things with and wonder full, By: Julia A. Carney
other teachers?
The Lord God made them all. Little drops of water,
Each little flower that opens, Little grains of sand,
Each little bird that sings, Make the mighty ocean
He made their glowing colors, And the beauteous land.
He made their tiny wings. And the little moments,
The purple-headed mountain, Humble though they be,
The river running by, Make the mighty ages
The sunset and the morning, Of eternity.
That brightens up the sky: So our little errors
The cold wind in the winter, Lead the soul away,
The pleasant summer sun, From the paths of virtue
The ripe fruits in the garden, Into sin to stray.
He made them for everyone. Little deeds of kindness,
He gave us eyes to see them, Little words of love,
And lips that we might tell, Make our earth an
How great is God Almighty, Who has made all things Eden, 5
well. Like the heaven above.