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School: Grade Level: IV

GRADES 1 to 12 Teacher: Sir BIENVINIDO C. CRUZ JR Learning Area: ENGLISH


DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 19-23, 2018 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LC- The learner demonstrates an V- The learner demonstrates an ORF –The learner demonstrates an G – The learner demonstrates an WC – The learner demonstrates an
understanding of the elements of understanding that word meaning understanding that English is stress- understanding of English grammar understanding of the importance of using
literary and informational texts can be derived from different timed language to achieve accuracy and usage in speaking and writing varied sources of information to support
for comprehension sources and automaticity writing.
A. CONTENT STANDARDS OL – The learner demonstrates SS – The learner demonstrates an A – The learner demonstrates an
an understanding of verbal cues RC – The learner demonstrates an understanding of library skills to understanding of nonverbal cues to
for clear expression of ideas understanding of text elements to research on a variety of topics communicate with others
comprehend various texts

LC – The learner recalls details, V – The learner uses different ORF – The learner reads aloud text G – The learner uses the classes of WC – The learner uses a variety of
B. PERFORMANCE STANDARDS sequence of events, and shares sources to find word meaning with accuracy, automaticity, and words aptly oral or written strategies to write informational and
ideas on texts listened to RC – The learner uses knowledge of prosody discourse literary compositions
OL – The learner actively creates text types to correctly distinguish SS – The learner uses library skills to A - The learner uses paralanguage and
and participates in oral theme- literary from informational texts gather appropriate and relevant nonverbal cues to respond appropriately
based activities information

C. Learning Competencies/ Objectives. LC – Identify elements of V – Identify multiple meaning of ORF – Read grade level text with G – Identify and use words that WC – Write/Compose an editorial
Write the LC Code for each informational text (editorial) words appropriate speed, accuracy, and show degrees of comparison of EN4WC-IIIc-28
EN4LC-IIIc-26 EN4V-IIIc-36 proper expression adjectives in sentences A – Show interest in reading an editorial
OL – Use appropriate expression RC- Identify various text types EN4F-IIIc-15 EN4G-IIIc-14 EN4A-IIIc-29
to talk about issues/current according to structure (problem and SS – Use graphic organizer to organize
events solution) EN4RC-IIIc-36 information obtained from various
EN4OL-IIIc-15 sources in preparation for reporting,
etc.
EN4SS-IIIc-12
II.CONTENT
III.LEARNING RESOURCES Chart, Pictures, PPTx, foldables, Flashcards, Chart, paper strips, Chart, flashcards, PPTx, stories Pictures, chart, flashcards, PPTx, Chart, PPTx, foldables, pictures
stories PPTx, dictionary stories, foldables
A. References
1.Teacher’s Guide pages TG pp TG pp. 228 - 229 TG pp. 57- 58 TG pp. 226-227 TG pp.
2.Learner’s Materials pages LM pp. LM pp. 242 LM pp. 50-53 LM pp. 240 - 2243 LM pp.
3.Textbook pages
4.Additional Resources from Learning
Resources (LR) Portal

Getting to Know Others 4 tx pp. 66-


B. Other Learning Resources 67
IV.PROCEDURES
A. Review previous lesson or presenting Have you read a newspaper or Ask about the editorial that had Let the teacher show an example of a Let the pupils read the consonant Have you read a newspaper?
the new lesson. any school paper? been studied. graphic organizer. Describe it. Where blends /pl/ and /fl/ What part of the newspaper do you like
What are the parts of the Ask questions about the editorial. do we use the graphic organizer? /pl/ /fl/ to read the most? Why? Why not?
newspaper that you have read? Tell: Words may have multiple Plant flag Show to pupils one of the parts of the
The pupils will identify the parts meanings. The meaning attached to Plate flow newspaper or school paper that are
of the newspaper or the school the word will depend on how this Plug flute frequently read by readers. The opinion
paper. word is used in meaningful context. Plot flower page or the editorial page.
There is a specific section about Let the pupils examine these Place flip
opinions. What do you call that sentences. Read the following phrases.
part? 1.The Heritage Village in Vigan,
Let the pupils know about that Ilocos Sur mirrors great history and
part which is the editorial page. culture.
2. We have a new mirror in the
living room.

B. Establishing the purpose to the lesson. Show a newspaper or school Explain the meaning of the two Let the pupils know this: Graphic Let the teacher show the Exercise 1 Let the pupils read an example of an
paper to pupils. Browse the words. organizers are charts or visuals which in Try and Learn LM p. 240 editorial.
opinion page which has the In the first sentence mirror means are used to represent what we think Analyze the Set A , Set B, Set C The teacher may use the editorials in the
editorial proper. reflects or something that shows of. They can help us understand what pictures. Listening lesson. This time the teacher
Let the pupils know that editorial while in the second sentence it we read. In sequencing events, we use will let the pupils read the editorial
is the opinion of the staff. Let the means a device we use to see our organizers like the storyboards, FIRST DAY IN SCHOOL
pupils know about informational image. flowcharts, story train, chain of events See attached sheets below
text and its elements. chart and sequence charts.
C. Presenting examples/ instances of the Informational text are literary Present some examples. Ask questions about the editorial
new lesson nonfiction, personal essays, People from around the city flock to 1.What is the title of the editorial?
opinion pieces, speeches, etc. the Shrine of the Lady of Manaoag 2.What kind or type of an editorial is it?
Tell: Today our informational text in Pangasinan. 3.How did the writer begin his editorial?
will be editorial. What are the The flocks of birds is seen flying in 4.Can you tell introduction?
parts of an editorial? ( that direction. 5.How about the conclusion?
introduction, body, conclusion) The word flock in the first sentence LIST OF FRUITS 6.How did the writer end up his
There are many types of editorial. is used as a verb that means to editorial?
come to. On the other hand, flock,
in the second sentence means a
group. It is used as a noun.
D. Discussing new concepts and practicing Let the pupils listen to an Let the pupils read the selection. Let the pupils read the selection. Let the pupils do Do and Learn LM Let the pupils know the parts of the
new skills # 1 editorial that offer In the early 1800s, the United Mother has some hens. Sometimes p. 241. Complete the table. editorial.
entertainment- those which are States needed room to grow. The she gives them corn to eat. Sometimes The introduction- usually the opening
written to give in a light vein, place was most people luck in the she gives them palay. Baby likes to see sentence states the problem and the
primarily to entertain readers. east. The cities were crowded. New them pick up the palay. When she is stand of the writer.
See attached sheet First Day in land was expensive. Young families bigger, she will feed the hens. The body explains the things to be
School ) couldn’t afford to buy farms. One day, Mother was working in considered or the facts about your stand.
Ask questions about that Then, as a solution, the United the yard. She was cleaning the yard The conclusion defines the solution to
informational text which is an states government purchased land with a broom. Mother heard the hens the stand the writer is trying to implicate
editorial. from France. The government also in the garden. They were hungry. in the editorial.
1.What is the title of the acquired land from Mexico. Soon Mother said, “I did not feed my hens. I There are many types of editorial.
editorial? the country stretched all the way to did not give them their palay.” Then, There are many kinds and types of an
2.What kind or type of an the Pacific Ocean. People looked to she went into the house, She came editorial.
editorial is it? the setting sun with outstretched out with a basket. The hens had palay Editorial of Interpretation- those which
3.How did the writer begin his arms and said, “Go West”! to eat and they were happy. explain or bring out the significance of an
editorial? In the selection, which is the Fill in the graphic organizer. event, situation or ides
4.Can you tell introduction? problem? Editorial of crusade and reforms – those
5.How about the conclusion? Is there a solution in the selection? FIRST which criticize certain conditions, then
6.How did the writer end up his Cite it. suggest a solution or change; or which
editorial? just give a message of reform without
NEXT necessarily pointing out a problem or a
bad condition
Editorial that offer entertainment- those
which are written to give in a light vein,
THEN primarily to entertain readers.
Editorial on special occasion- those which
are written to give meaning to occasions
such as Christmas, labor day, heroes’
birthday and other significant events
FINALLY Informative editorial- are those which
just give information , review, or
announce certain facts or events
E. Discussing new concepts and practicing Guided Practice Guided Practice Guided Practice Guided Practice Guided Practice
new skills # 2 Let the pupils listen to another Let the pupils answer LM pp. 242 Let the pupils answer LM p. 53 Story C Group I - Write the comparative Let the pupils write an editorial on
editorial the teacher will tell. Learn Some More letter A ( 1 – 5 ) THE BUNDLE OF STICKS and superlative forms of the special occasion like the birthday of
See attached sheet) THE WAY OF Let the pupils answer this Use chain of events organizer. following adjectives using –er and – Andres Bonifacio, the founder of
MOST DESKS PROBLEM: How can we make est. Katipunan.
Answer these questions: education better for kids who have Dirty -________-________ This is a group activitiy.
1.What is the title of the trouble in school? Young-_______-________
editorial? SOLUTION: Loud-________ - ________
2.What kind or type of an Wide- ________- _______
editorial is that? Deep ________- ________
3. How did the writer begin his Group II – Write the comparative
introduction? and superlative forms of the
5. Which part shows about following adjectives.
crusade and reforms? Fresh _______-________
Close _______-________
Fast _______- ________
Group III – Use less and least in the
comparative and superlative forms
of the adjectives below.
Common
Beautiful
Necessary
Skillful
helpful
F. Developing Mastery (Leads to Independent Practice Independent Practice Independent Practice Independent Practice Independent Practice
Formative Assessment 3) Let the pupils listen again to Let the pupils answer Learn Some Let the pupils use graphic organizer in Underline the correct answer. Let the pupils arrange the editorial
another editorial. See attached More in LM p. 242 letter B ( 1 – 10 ) sequencing these. 1.Of all the rivers in the country, correctly.
sheet- NEW YEAR THOUGHTS PROBLEM: What can be done to Mang Edong ‘s wife, had insisted he Pasig River is the (polluted, more The Way of Most Desks
Answer these questions: stop bullying, teasing and violence should go fishing. polluted, most polluted)
1.What is the title of the in schools? As he plunged into the woods, Edong 2.Pollution is the (serious, more Student-judges who inspected
editorial? SOLUTION: filled his lungs with the scented air. serious, most serious) every room in connection with
2.What kind or type of an Edong came upon a small quiet pool environmental problem in our “Operation Cleanliness” found out that
editorial is it? so clear that he could see the rocky country today. most of the desks had scratches and/ or
3.Is it about an editorial on bottom. 3.The smog looks(dark, darker, ink spots. One can hardly write on them
special occasions? Why? Why Edong cut across the garden patch darkest) in the morning than in the without a thick sheet of paper for a pad.
not? Etc. besides the house and took the afternoon. Outside the classrooms, some desks
narrow path towards the woods. are placed for the students to sit on.
Students really take advantage of them.
They sit on top of the desks and place
their muddy shoes on the seats instead.
When the 220 new desks for Pasig
Line will be made available for the
student’s use, will they end up the way
most desks go?
The teacher may disarranged the three
paragraphs and let the pupils write them
correctly.

G. Finding practical applications of Is the opinion of others important Many events happen in a certain order We can compare things with other Opinions are important in our daily living.
concepts and skills in daily living in our daily living? Why? Why of sequence in our daily living. things. We respect each others opinion.
not?
H. Making generalizations and There are many kinds and types A problem is something that is Graphic organizers are charts or There are many kinds and types of an
abstractions about the lesson of an editorial. difficult to deal with; something visuals which are used to represent Adjectives are words that describe editorial.
Editorial of Interpretation- those that is a source of trouble or worry. what we think of. They can help us nouns or pronouns. They tell about Editorial of Interpretation- those which
which explain or bring out the A solution is something that is used understand what we read. In the kind, color, or number of a noun explain or bring out the significance of an
significance of an event, situation or done to deal with and end a sequencing events, we use organizers or pronoun. event, situation or ides
or ides problem; something that solves a like the storyboards, flowcharts, story An adjective has three degrees of Editorial of crusade and reforms – those
Editorial of crusade and reforms – problem. train, chain of events chart and comparison, namely: positive which criticize certain conditions, then
those which criticize certain In every problem, there is possible sequence charts. degree, comparative degree, and suggest a solution or change; or which
conditions, then suggest a solution. superlative degree. just give a message of reform without
solution or change; or which just Words may have multiple necessarily pointing out a problem or a
give a message of reform without meanings. The meaning attached to bad condition
necessarily pointing out a the word will depend on how this Editorial that offer entertainment- those
problem or a bad condition word is used in meaningful context. which are written to give in a light vein,
Editorial that offer primarily to entertain readers.
entertainment- those which are Editorial on special occasion- those which
written to give in a light vein, are written to give meaning to occasions
primarily to entertain readers. such as Christmas, labor day, heroes’
Editorial on special occasion- birthday and other significant events
those which are written to give Informative editorial- are those which
meaning to occasions such as just give information , review, or
Christmas, labor day, heroes’ announce certain facts or events.
birthday and other significant
events
Informative editorial- are those
which just give information,
review, or announce certain facts
or events.
I. Evaluating learning Directions: Listen to the editorial Directions: Match the meanings of Directions: Arrange the following Directions: Underline the correct Directions: Write an editorial of
the teacher will read. Answer the the word with its uses in the events using a graphic organizer. answer. information about the waste
questions after. THE NEED FOR sentence. Write only the letter in With a wild cry, Princess Mitzi leapt 1.For me, the weather in June is management strategies you use in your
POPULATION EDUCATION the blanks provided. into the fire. (more, most) beautiful than in May. school.
Place a. area or region A circle of leaping flames appeared in 2.What is the ( more, most) popular Write in five to nine paragraphs.
b. rank the center of the stage. tourist spot in our country?
c. vacated position The lights went out and the audience 3.Smog is the (thick, thicker,
d. house cheered and stamped their feet. thickest) in that place than in the
e. position of a digit in a The audience could see the frenzied park.
numeral dance of death through the encircling 4. The children are the ( good,
______1.My brother got the second walls of flame. better, best) gifts from God to their
place in the contest. parents.
______2.Two hundred is a three- 5. Angel Locsin is ( pretty, prettier,
place number. prettiest) than Anne Curtis.
______3.A desert is a dry place
without streams and rivers.
______4.We went to his place to
look at his paintings.
______5.There was no place for a
programmer in that company.
PROBLEM: How can you read better
in school?
SOLUTION:

J. Additional activities for application or Bring newspaper to class. Bring graphic organizers in class. Bring pictures
remediation

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