School: Grade Level: IV

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates: (Week 5) Quarter: 4th Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. CONTENT STANDARDS OL – The learner demonstrates V - The learner demonstrates an RC –The learner demonstrates SS – The learner demonstrates G – The learner
understanding of verbal cues for understanding that word understanding of various an understanding of library demonstrates a command of
clear expression of ideas meaning can be derived from linguistics nodes to comprehend skills to research on a variety of the conventions of standard
LC – the learner demonstrates an different sources various texts topics English grammar and usage
understanding of the elements of The learner demonstrates an ORF – The learner demonstrates when writing or speaking
literary and informational texts understanding that words are an understanding that English is WC – the learner
for comprehension composed of different parts and stress-timed language to achieve demonstrates an
their meaning changes accuracy and automaticity understanding of the
depending on context importance of using varied
A – The learner demonstrates an sources of information to
understanding of verbal and support writing
nonverbal elements of
communication to respond back

B. PERFOMANCE STANDARDS OL – The learner efficiently V – The learner uses different RC – The learner uses knowledge SS – The learner uses library G – The learner speaks and
delivers oral presentations resources to find word meaning of text types to correctly skills to gather appropriate and writes using good command
LC – The learner identifies story The learner uses strategies to distinguish literary from relevant information of the conventions of
perspectives and text elements decode the meaning of words informational text standard
A – The learner uses ORF- The learner reads aloud WC- The learner uses varied
paralanguage and nonverbal cues text with accuracy, automaticity, sources of information to
to respond appropriately and prosody support writing

C. LEARNING COMPETENCIES/ LC – Draw conclusion in V- Identify meaning of word RC- Make inferences and draw SS- Interpret a map G – Use prepositional
OBJECTIVES (Write the LC Code informational text heard with suffixes –ful and -less conclusions based on EN4G-IVe-5.4 phrases in sentences
for each) EN4LC-IVe-33 EN4V-IVe-43 informational text EN4G-IVe-7.2
OL – State conclusion to A-Express interest in text EN4RC-IVe-44 WC-Write 5 – 6 sentence
informational text reading available print ORF- Read grade-level texts with paragraph about a given
EN4OL-IVe-24 materials(informational) 118 words correct words per topic (Writing)
EN4A-IVe-34 minute EN4F-IVe-1.13 EN4WC-IVe-38
II. CONTENT
-Drawing Conclusion in -Identifying Meaning of Word -Making Inferences and Drawing -Interpreting a Map - Using Prepositional
Informational Text heard With Suffixes –ful and –less Conclusions Based on Phrases in Sentences
-Stating Conclusion to -Expressing Interest in Text Informational Text -Writing 5-6 Sentence
Informational Text Reading Available Print -Reading Grade-Level Texts with Paragraph About a Given
materials 118 Words Correct Words per Topic (Writing)
Minute
 LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages TG pp. 390-392 TG pp 394-395 TG pp. 390-392 TG pp. TG pp. 396-397
2. Learner’s Materials Pages LM pp. LM pp. 376-378 LM pp. 380 LM p. 345, 348, LM pp 379-380
3. Textbook Pages Reading for Meaning 4 tx pp. Reading for Meaning 4 tx pp. 75- Reading for Meaning 4 tx pp.
196-206 82 196-206
4. Additional Materials from http://www.poetry4kids.com/ http://www.poetry4kids.com/
Learning classic-27html#.VSuq6fDRi4A classic-27html#.VSuq6fDRi4A
Resource (LR) Portal
B. Other Learning Resources Pictures, Chart, PPTx, foldables Pictures, Chart, PPT, task cards, Pictures, Chart, PPTx, foldables Pictures, Chart, PPTx, foldables Chart, PPTx, foldables
foldables
III. PROCEDURES
A. Reviewing the previous lesson Dictation of sentences using Cite some situations wherein the Dictation of sentences with Show a Philippine Map to
or presenting the new lesson prepositions. pupils can draw conclusion. suffixes –less and -ful pupils. Give map to each pupil.

Map reading
Ask questions about it.

B. Establishing a purpose for the Pre-Listening Activities Let the pupils read the following Pre-reading Activities Ask: Do you know how to read Let the pupils answer LM p.
lesson Unlocking of difficulties sentences taken from the poem. Unlocking of difficulties 378.
Swallowed, catch, absurd The old woman was so powerful Swallowed, catch, absurd Underline the prepositional
that she could swallow a lot of phrases in each sentence.
animals.
The old woman was careless to
have swallowed a fly.
The old woman is beautiful.
She had a sleepless night when
she swallowed a fly. a map?
Let the pupils study the Do you want to know how to
underlined words in the interpret a map?
sentence. This is a map showing the
Pacific Ring of Fire.
C. Presenting examples/instances Motivation Show to class an array of suffixes Motivation Show sentences taken from
of the new lesson What will happen if you on LM p. 376. Study them. What will happen if you the sentences they had
accidentally swallowed a fly? Explain to pupils how they are accidentally swallowed a fly? answered.
Motive Question formed. Motive Question The old woman drives away
What happened to the old What happened to the old the flies around the table.
woman who swallowed a fly? woman who swallowed a fly? While waiting, she heard the
Let the pupils listen to the Let the pupils read THERE screech of the car from the
poem the teacher will read, WAS AN OLD LADY WHO garage.
THERE WAS AN OLD LADY WHO SWALLOWED A FLY on TG pp. This is the world map. Her son told the family that
SWALLOWED A FLY on TG pp. 391-392 What places are in the east/? they saw a beggar along the
391-392 west? North?south? road.
Tell: A prepositional phrase
is made up of a preposition
and a noun or pronoun
which is called object of the
preposition.
D. Discussing new concepts and What do you think will be the What is the root word of the What do you think will be the Tell: More often, a
practicing new skills #1 next animal the old woman will word powerful? next animal the old woman will preposition is not
swallow? What syllable was added at the swallow? immediately followed by its
What is the next after the cat? end of the root word? What is the next after the cat? object. A determiner, such
Can you swallow a dog? What do What does the suffix ful- mean? Can you swallow a dog? What do as the, a, and an, comes
you think will be the next What is the meaning of the you think will be the next before a noun, as well as
animal? word? animal? adjectives that describe the
What do you think will happen In what way does a suffix change What do you think will happen noun.
next? the meaning of the word? next? Ask questions about the map. Therefore, a
What happened at the end of What does the suffix less- mean What happened at the end of prepositional phrase has
the story? in the word careless? the story? two basic parts: a
Why did the old woman die after What is the root word? Why did the old woman die after preposition and a noun or a
she swallowed a horse? Let the pupils notice the suffix she swallowed a horse? pronoun. Its object may be
Let the pupils know about used in the examples on LM p. Let the pupils know about accompanied by a
drawing conclusions. It is a 376 drawing conclusions. It is a determiner and an adjective
reasonable judgement you form reasonable judgment you form or adjectives.
based on details you listen or based on details you read. We can also write a
read. To draw conclusions from the paragraph using the
selection/text, look for prepositional phrase about a
supporting details and combine certain topic.
details with what you know.
E. Discussing new concepts and Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills #2 Listen to this informational text. Let the pupils/group answer Try Read the paragraph and answer Let the group interpret and Let each group write a
Mrs. Samson went back to her and Learn on LM p. 377 the questions. answer the questions. paragraph compose of 5-6
desk and sat down. After Circle the words with the suffixes Ryann stepped on the edge of sentences about a certain
switching on the machine, she less- and ful-. the board. He curled his toes over topic using prepositional
put her fingers on the keyboard. the edge, as if for safety. He phrases.
The menu flashed on the screen. wanted to hold his nose, but he I – flowers
 She would finish the report now. knew he couldn’t. He felt fear as II – hobbies
Where was Mrs. Samson? he looked down in the water. He III- favorites
What was she doing? wasn’t sure he could do it, but IV - pets
Story clues: he’d try.
Where was Ryann? What was
he going to do?
Story clues:

Ask questions about it.

F. Developing mastery Independent Practice Independent Practice Independent Practice Independent Practice Independent Practice
(Leads to Formative Assessment Let the pupils listen to this. Let the pupils answer Find Out Read the passage. Then draw Let the pupils answer the Pick out the prepositional
3) Sarah waited nervously. She and Learn on LM p. 377 (1-10) conclusion or make inference questions. phrases and write them on
knew the nurse would call her Match the words in column A about the passage. your paper.
next. She looked at the models of with their correct meaning in Samuel woke up and saw 1.Put up a TECHNO
healthy teeth. She hoped her own column B. the sun shining in the sky. He grandfather clock in your
teeth would be healthy. packed his swimsuit, a towel, a home today!
Where was Sarah? beach ball and his sandals in his 2. Let it stand by the main
What does the story tell? bag. Then he went to the kitchen door of your spacious room.
What I already know? and made sandwiches for lunch. 3. This clock with amazing
Conclusion or inference_____ Samuel is likely going to _____ features wakes you up on
What bodies of water are in the the dot.
north? 4. Don’t miss it. This clock
What countries are in the west? sale will last only within a
week.
G. Finding practical application of Listen to this. Let the pupils write sentences Analyze the situation. what shall you do if your place Where do we use
concepts and skills in daily living Lewis wanted to wear his using suffixes less- and ful-. If you were in this situation, is in the Pacific Ring of Fire? prepositions in our daily
new jeans but they were dirty. He Use the Think-Pair and Share what shall you do. Solicit pupil’s answers. living?
put all his dirty clothes in a pile. strategy. Tony called Danny last Are they helpful to us?
Then he picked them up and put Hope Tuesday after school and told him In what ways?
them in the machine. He read the that he would be available to
directions on the box of soap, Care work on his school project after
poured some into the machine, dinner. After dinner, Tony rode
and pressed the start button. meaning his bike over to Danny’s house.
How did Lewis solve the When Tony arrived he rang the
problem? Cite evidences. bell, but there was no answer.
Tony got back on his bike and
went home.
What conclusion did Tony
make?
H. Making generalizations of Drawing conclusions is a A suffix is a word ending. It is a Drawing conclusions is a In interpreting directions using A prepositional phrase is
concepts and skills in daily living reasonable judgment you form group of letters you can add to reasonable judgment you form map, do the following: made up of a preposition, an
 based on details you listen/read. the end of a root word. based on details you listen/read.  Read and understand object of the preposition,
To draw conclusion from a Adding suffixes to words can To draw conclusion from a the directions carefully and all the words in
selection, look for supporting change or add to their meanings, selection, look for supporting  Take note of the between.
details and combine details with but most importantly, they show details and combine details with important words. A prepositional phrase that
what you know. how a word will be used in a what you know. functions like an adjective is
Ask yourself the following sentence and what part of Ask yourself the following called an adjectival, one that
questions: speech the word is. questions: functions like an adverb is
-What is the selection about? -What is the selection about? called an adverbial.
-What do you know about the -What do you know about the
selection based on your own selection based on your own
experience? experience?
-What conclusion can you draw? -What conclusion can you draw?
I. Evaluating learning Directions: Listen to the passage Directions: Let the pupils do Do Directions: Read the passage. Directions: Using the map, Directions: Study the
the teacher will read. Answer the and Learn on LM p. 378 A. ( 1- Then draw a conclusion or make write the directions in going to following sentences.
questions afterwards. 10 ) an inference about the passage. three different places. Take Underline the prepositional
Jose Abad wants to lower city Add the suffix –less or –ful to the 1.My sister and I went to the note of the starting point. phrases.
taxes and offer financial word inside the parenthesis to circus. We saw the funny clowns. 1. Ronald’s Gym 1.I traveled for hours in a
incentives to bring in new make the sentence correct. We watched the lion act. We ate 2. Bookstore train.
business. He also wants to a lot of treats and popcorn. This 3. Toy Store 2. Classes don’t begin until
recognize city departments to story is about___________ See LM p. 348 Monday morning.
save money and to improve the a.eating treats of popcorn 3. I have been thinking
quality of services offered to b. clows about you a great deal this
Manila citizens. Jose Abad would c. lions summer.
make a great mayor, and I think d. going to the circus 4. We eat and study by bells.
everyone should vote for him. 2.Mary is standing on the 5. My room is on the
1.From this passage, you can sidewalk. Then she sees a northeast corner with two
infer that____________ butterfly. She gets a net. She windows and a view.
a.Jose Abad would be an awful chases a butterfly._________ Make a 5-6 sentence
mayor. a.Mary will try to catch a moth. paragraph using
b.He believes that city taxes are b. Mary will try to catch a spider. prepositional phrases.
too low. c. Mary will try to catch a
c.He will work to improve the city butterfly.
when he becomes a mayor. d. Mary will run and play.
2. From the same passage, it is
impossible to conclude that
a. the city is doing well under the
current mayor.
b. The city has been
experiencing financial crisis.
c. He believes that everyone will
vote for him.
J. Additional activities for Construct sentences using
application or remediation suffixes –less and -ful
IV. REMARKS
V. 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 learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?