School: MANDILI I ELEMENTARY SCHOOL Grade Level: IV

GRADE FOUR Teacher: MS. MARIA KATRINA SARAH S. CRUZ Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 13 - 17, 2023 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A.Content Standards Demonstrate understanding of Demonstrate Demonstrate understanding that Demonstrates understanding of Demonstrates understanding of
various linguistic nodes to understanding of various the words are composed of English grammar and usage in writing process
comprehend various texts. linguistic nodes to different parts and their meaning speaking or writing
comprehend various changes depending on context.
texts.

B.Performance Standards Use linguistic nodes to appropriately Use linguistic nodes to Use strategies to decode the Uses the classes of words aptly Uses variety strategies to write
construct meaning from a variety of appropriately construct meaning of the words in various oral and written informational and literary
texts for a variety of purposes. meaning from a variety discourse compositions
of texts for a variety of
purposes.

C.Learning Competencies/ Realize the value of staying together Realize the value of Identify the meanings of Use the pronoun that agrees in Appreciate the different shapes
Objectives as a family especially in times of staying together as a unfamiliar words through gender, number with the of things around.
( Write the LC code for difficulties. family especially in times structural analysis. antecedent. Classify related words, ideas, and
Identify the different elements of a of difficulties. EN4V-IIb-2 EN4G-Ii-9 concepts according to certain
each)
storyto. Identify the different characteristics and similarities.
Note details from news elements of a storyto. EN4SS-IIb-2
reports/selections listened to. Note details from news
EN4LC-Iib-3 reports/selections
listened to.
EN4LC-Iib-3

Week 2:Making Difference Week 2:Making Week 2:Making Difference Week 2:Making Difference Week 2:Making Difference
Story: A Jar of Lollipops (Identify the Difference ( Identify words with affixes) (Pronouns that agree with its (Classify related words, ideas,
CONTENT Story: A Jar of Lollipops antecedent) and concepts according to certain
( Subject Matter) different elements of a story)
characteristics and similarities.)
(Identify the different
elements of a story)

II.LEARNINGRESOURCES
A.References
1.Teachers Guide pages 129-132 129-132 132-133 133-134 134-135
 2.Learners Material Pages 124-127 124-127 127-130 129-131 132-125

B. Other Learning Resources Powerpoint presentation, coloring Powerpoint Powepoint, flashcards, manila Powerpoint, chart, manila Powepoint ,Paper, pencil, ruler,
materials, manila paper, pentel pen presentation, coloring paper, pentel pen, chart paper pen, chart
materials, manila paper,
pentel pen

III. PROCEDURES

A.Reviewing past lesson or Recall: Rereading of the News Report Recall: Rereading of the “Can you remember the title of Replace the underlined word a Group the pupils in three (3).
Presenting the new lesson about Typhoon Pablo (individually News Report about the story we read yesterday? personal pronoun from the Each group will arrange the given
and/or by groups) Typhoon Pablo Retell the story.” word box. words in alphabetical order.
(individually and/or by
he it we she
groups)
they she it
he it he
1.My brother is tall.
2.The butterfly was pretty.
3.Jean and Sara are friends
4.My mom is a nurse.
5. The giraffe is tall.
B.Establishing a purpose of 1.Drills 1.Drills Say: “Today, we will learn about Say: Say: “Do you know where Unlocking of Words
the new lesson 2. Unlocking of Difficulties (Unlock the 2. Unlocking of words with affixes “un” and “less” bugs live? What do you call their Using pictures, call pupil-
words using pictures and context Difficulties (Unlock the homes?” volunteers to read the sentences.
clues. Show each picture and words using pictures and Call selected
match it with the word as the story is context clues. Show pupils to read the highlighted
read to the class. Present the each picture and words. Show the pictures of the
following match it with the word highlighted
words in flash cards or paper strips: as the story is read to words. Let pupils talk about what
journey, bus terminal, typhoon, the class. Present the they know of these things.
storm, roofless, destroyed, muddy, following Say: “Do you know what a ___ is?
lifeless, sealed, supply.) words in flash cards or Have you seen one of these?
paper strips: journey, Describe.” Refer to TG, page 135
bus terminal, typhoon,
storm, roofless,
destroyed, muddy,
lifeless, sealed, supply.)
C.Presenting Examples/ Say: Do you prepare for a typhoon? Say: Do you prepare for Have children read the following Read the poem Bugs at Home
instances of the new lesson Why? Why not? a typhoon? Why? Why sentences: and answer the questions that
1. “No, don’t pick it up, Mylene. follow. Refer to LM, Talk About What shapes of things do you see
not?
What happens during a typhoon? It’s unsafe,” warned Father. it, page 129 around?
Why? What happens during a 2. The children were unwilling to
Name the object and its shape.
 Motive Let the pupils complete the typhoon? Why? let go of the jar. Motive Question:
KWL chart. 3. All around they saw roofless
Motive Let the pupils houses and buildings destroyed by What shapes of things are given
Refer to TG complete the KWL chart. the in the poem?
typhoon. Original File Submitted and
Say: “This is a story about a typhoon Refer to TG Formatted by DepEd Club
4. Lifeless bodies of men, women,
that hit the city in 2013. What children, and animals were Member - visit depedclub.com
Say: “This is a story
happened during the typhoon in scattered for more
about a typhoon that hit
Tacloban?” along the way.
the city in 2013. What
Ask pupils to read the highlighted
happened during the
word in the sentence.
typhoon in Tacloban?”
Say: “Can you separate these
words into parts? How many parts
will you

have? What are these parts?”

unsafe = un + safe

unwilling = un + willing

roofless = roof + less

lifeless = life + less

D.Discussing new concepts Read the story A Jar of Lollipos. Read the story A Jar of Say: “What are the root words of Group the pupils into 4 groups. Read the poem carefully. Model
and practicing new skills (Interactive Reading can be used after Lollipos. (Interactive each word in the sentences?” Assign one (1) stanza of the reading of the poem. Then call
no.1. reading few paragraphs you may ask Reading can be used (clean, poem for each group. Encircle pupil-volunteers to read one
few questions to check after reading few the personal pronouns in the stanza
comprehension of pupils during the paragraphs you may ask willing, roof, life)
stanza. Then connect the
reading activity. Refer to LM for the few questions to check Refer to LM - Read and Learn,
“What happens to the meaning of personal pronoun with the noun
story of the A Jar of Lollipops. comprehension of pupils The Shape of Things by Melsh
the words when the words un- it refers to or replaces.
during the reading Goldish.
activity. Refer to LM for and
For further understanding of the
the story of the A Jar of poem ask comprehension
-less were added?”
Lollipops. questions. Referg to Tg, page 135
E. Discussing new concepts Engagement Activities Differentiated Engagement Activities Group Activity: Group presentation: Group the pupils into five groups.
and practicing new skills no.2 pupils’ activities for 7 groups. Prepare Differentiated pupils’ Assign one stanza per group. Fill
the task cards for each group. Refer activities for 7 groups. Divide the class into 5-6 groups. Group 1 : (tick/tock – he/his)
the
to TG Prepare the task cards Let each group think of at least
Group 2 : (ant/Jill – she/her) chart below. Be prepared to
for each group. Refer four (4)
present output. (Refer to LM - Try
to TG words with the affix un- and -less. Group 3 : (family of bees/Clive – and
Let them give the meaning of the their) Learn)
word
Say: “According to the poem,
and then use the words in a Group 4 : (reader of poem –
 sentence. you; author of poem – me; what things are shaped like a
Example: family circle, a square,
shirtless – without shirt or not a rectangle, a triangle? How are
Clive, Jim & Jill – they)
wearing shirt or no shirt the things in each stanza
“Pedro was shirtless because his classified?”
shirt is wet.”
unlucky – not lucky
“We were unlucky today because
we did not win any game.”
F.Developing Mastery Group presentation: Group presentation: Group presentation Identify the personal pronouns
Refer to TG p. 132 for the Discussion Refer to TG p. 132 for and their antecedents.
(Leads to Formative questions or Refer to LM, Talk about the Discussion questions Let each member of the group Read the paragraphs on LM, Do
1.Most monkeys don’t like
Assessment 3.) it. or Refer to LM, Talk present the words with affixes and and Learn. Classify the underlined
water, but they can swim well
about it. other members can read the words
when they have to.
sentences formed with affixes on
2.The teacher graded the into two groups. Give a name to
it.
students’ paper last night. She each group.
returned them during the class
today.
3.Nancy took an apple with her
to work. She ate it at lunch time.
4.A dog makes a good pet if it is
properly trained.
5.Yuri’s cat is named Maybelle
Alice. She is very independent
G. Finding practical application Pretend that you are Aling Gloria will Pretend that you are Change the underlined words to Refer to LM, Do and Learn Refer to LM, Learn Some More
of concepts and skills in daily you also share the Jar of Lollipops Aling Gloria will you also new words with affixes. Rewrite “A”
living with everybody? Why or Why not? share the Jar of Lollipops the sentence with the new word
with everybody? Why or formed. Refer to LM Try and Learn
Why not? pager 128

H. Making Generalization What is the story all about? What is the story all What happens to the meaning of -When do we use personal What do you mean by
and abstraction about the about? the words whenthe words un- and peonouns. classifying?
lesson – less were added to a root Personal pronouns are words
Classifying is arranging or sorting
word?Refer to LM“Remember” p. used in place of nouns in
things according to their
128 sentences
similarities and characteristics.
-What do we call the words
being replacedby personal
pronounced?
The words being replaced are
called antecedents
-When do we use the personal
 pronoun him, her, it and them?
Personal pronouns should agree
with their antecedents in
number
and gender.
I. Evaluating learning Choose a part of the story that you Choose a part of the Refer to LM, Do and Learn. Fill in the blanks with the correct Refer to LM Learn Some More
like best. Draw and color your work. story that you like best. pronoun that will complete the “B”
Talk about it in the class. Draw and color your story. Refer to LM, Learn Some
work. Talk about it in the More
class.
J. Additional activities for Refer to LM, Learn Some More. Refer to LM, Learn Some Write 5 words on each affixes un- Use the following personal Refer to LM, Learn Some More
application and remediation More. and –less then use it in a sentence. pronouns in a sentence: he, she, “C”
it, we, and they. Underline the
antecedents

V.REMARKS

VI.REFLECTION

A. No. of learners ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
___ of Learners who
who earned above above 80% above above
earned 80% above
80% in the
evaluation
B. No. of learners ___ of Learners who require ___ of Learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
who require additional activities for remediation require additional additional activities for additional activities for additional activities for
additional activities for remediation remediation remediation
remediation
activities for
remediation
who scored
below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial ____ of Learners who caught up the ____ of Learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
lessons work? lesson caught up the lesson the lesson the lesson the lesson
No. of learners
who have
caught up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to
who continue require remediation continue to require require remediation to require remediation require remediation
to require remediation
 remediation
E. Which of my Strategies used that work well: Strategies used that Strategies used that work well: Strategies used that work well: Strategies used that work well:
teaching ___ Group collaboration work well: ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies ___ Games ___ Group collaboration ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Games ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
worked well?
___ Answering preliminary ___ Power Point ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
Why did these activities/exercises Presentation activities/exercises activities/exercises activities/exercises
work? ___ Discussion ___ Answering ___ Discussion ___ Discussion ___ Discussion
___ Case Method preliminary ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) activities/exercises ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Discussion ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories ___ Case Method Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Think-Pair-Share ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama (TPS) ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Rereading of ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Paragraphs/ ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Poems/Stories Why? Why? Why?
___ Complete IMs ___ Differentiated ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials Instruction ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Discovery Method ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks ___ Lecture Method Cooperation in doing their tasks Cooperation in doing their Cooperation in doing their tasks
tasks
F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did I __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter __ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
which my
Equipment (AVR/LCD) __ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
principal or __ Science/ Computer/ Technology __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
supervisor can Internet Lab Equipment Internet Lab Internet Lab Internet Lab
help me solve? __ Additional Clerical works (AVR/LCD) __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized __ Making use big books from __ Making use big books __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality from views of the locality views of the locality views of the locality
materials did I
__ Recycling of plastics to be used as views of the locality __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
use/discover Instructional Materials __ Recycling of plastics as Instructional Materials used as Instructional Materials used as Instructional Materials
which I wish to __ local poetical composition to be used as __ local poetical composition __ local poetical composition __ local poetical composition
share with __Fashcards Instructional Materials __Fashcards __Fashcards __Fashcards
other teachers? __Pictures __ local poetical __Pictures __Pictures __Pictures