ENGLISH 3 and 4

SCHOOL: KALINISAN MORITY SCHOOL SUBJECT: ENGLISH
DAILY LESSON LOG TEACHER: ROMARICO S. TARDIO QUARTER: 4 ( Week 6 )

DATE: February 18, 2019 GRADE: III & IV
I. OBJECTIVES GRADE III GRADE IV

A. Content Standard Oral Language Demonstrates an understanding of the elements of
literary and informational texts for comprehension
B. Performance Engage in a variety of ways to share information. recalls details, sequence of events, and shares ideas on
Standard EN3OL – Iva – j-5 texts listened to
C. Learning Literature: I Will Plant a Garden Green EN4LC-IVf-34

Competency/Objectives -Give conclusions to realistic fiction listened to
Write the LC code for -Admire the little girl’s smart way of solving the problem
each.
II. CONTENT Story “The Five Foolish Fishermen”
III. LEARNING RESOURCES
A. References 400-402
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Unlocking of Difficulties
(foolish, fell into the sea, basket full of fish)
4. Additional Materials Call five pupils in front.
from Learning Resource Ask: Will you count yourselves? How many are you?
(LR) portal
B. Other Learning Present the story “The Five Foolish Fishermen”
Resources
IV. PROCEDURE The teacher will read the story while the pupils listen.
A. Reviewing previous Show pictures of flower and vegetable gardens. Comprehension Check
lesson or presenting the Do you like to have your own garden? What do we Answer the questions based from the story.
new lesson do when we have a garden? What makes a garden
green?
What did the ‘I’ want to do in the poem?
B. Establishing a purpose Read the poem aloud. Read the poem again for Read the story by group, pair, individual
for the lesson fluency, correct intonation, appropriate rhythm,
and pacing. Let them read by groups, rows and
boys and girls.
Refer to LM - Activity 309.
C. Presenting Count your group members? How many are you? How do
examples/ instances of What did the ‘I’ want to do in the poem? you count your members?
the new lesson What does the ‘I’ mean by a garden green?
Why do you think will he dig holes in a row?
What will the ‘I’ drop in the holes?
What will the ‘I’ do with the plants that grow?
Who do you think is the ‘I’ in the poem?
Which of the following sentences happened last?
______ He watched the plants grow.
______ He dug holes in a straight row.
______ He dropped seeds in each hole.
D. Discussing new Do you enjoy reading the story? What did you learn from
concepts and practicing the story?
new skills #1
E. Discussing new Original File Submitted and Formatted by DepEd Draw your own conclusion about the story heard. One to
concepts and practicing Club Member - visit depedclub.com for more two sentences.
new skills #2 _______________________________________________
_______________________________________________
_______________.
F. Developing mastery Group Actvity.
(leads to Formative
Assessment # 3)
G. Finding practical What is the title of the story?
application of concepts
and skills in daily living
H. Making LM - Activity 310 for the Draw and Tell activity
generalizations
and abstractions about
the lesson
I. Evaluating learning Draw your dream garden in your life.
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 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?


A. Content Standard Reading Comprehensions demonstrates an understanding of the elements of
literary and informational texts for comprehension
B. Performance Interpret pictographs. recalls details, sequence of events, and shares ideas on
Standard EN3RC – Ive – g -1.2 texts listened to
C. Learning Interpreting Pictographs EN4OL-IVf-25
Competency/Objectives -State one’s conclusion to realistic fiction listened to
Write the LC code for -Participate in group activity
each.
II. CONTENT Story “The Five Foolish Fishermen”
pages
pages
3. Textbook pages Phonics Drill:
Reading words with r-controlled vowels –ur as in fur
4. Additional Materials Show a picture of a fish
from Learning Resource
(LR) portal
B. Other Learning Reading of the story by the teacher/pupils.

Resources
IV. PROCEDURE Did you understand the content of the poem? Let’s have
some Cooperative Group Activities
A. Reviewing previous Do you like vegetables? Divide the pupils into 4 group. Give each group a task to
lesson or presenting the perform
new lesson Group 1- Draw it
Group 2- Act it out
Group 3- Write it
See TG p.403
B. Establishing a purpose Show a graph about vegetables. Group Presentation/Discussion

for the lesson
C. Presenting - What did the graph shows? What is the importance of participating in group
examples/ instances of - What vegetables is likely by Miguel? activities?
the new lesson
D. Discussing new What did you learn from the story?
concepts and practicing
new skills #1
E. Discussing new Mark’s Vegetable Garden Write 2-3 sentences showing your conclusion about the
concepts and practicing What is the pictograph about? story “The Five Foolish Fishermen”
new skills #2 What is meant by the given legend?
How many string beans did Mark plant?
How many ampalaya did Mark plant?
How many patola did Mark plant?
How many squash did mark plant?
F. Developing mastery Group Activity:
(leads to Formative Break the class into three groups and give them
Assessment # 3) different sets of activity about a pictograph.
Group 1 – Eggplant Garden

Group 2 - Tomato Garden
Group 3 – Okra Garden
G. Finding practical What is pictograph?
H. Making Let them make a pictograph of their favorite
generalizations vegetable and write 1- 2 sentences about it.
and abstractions about Refer to LM - Activity 311.
the lesson
I. Evaluating learning Make a pictograph of your favorite plants.
for application or
remediation
V. REMARKS
VI. REFLECTION
B. No. of learners
scored below 80%
did these work?
solve?
teachers?


A. Content Standard Developing Reading and Writing demonstrates an understanding of library skills to
research on a variety of topics
B. Performance Spelling uses library skills to gather appropriate and relevant

Standard information
C. Learning Read and spell irregularly – spelled words. EN4RC-IVf-45

Competency/Objectives EN3S – Ivd –f -5 Give conclusions to realistic fiction read
Write the LC code for EN4SS-IVf-19
each. Interpret bar and line graphs
II. CONTENT Reading and spelling irregularly – spelled words. Distinguish Fact From Opinion
Interpreting Bar and Line Graphs

pages
pages
3. Textbook pages Phonics Drill:
Reading words with r-controlled vowels –ur as in fur
4. Additional Materials
(LR) portal
B. Other Learning Say: Here are some sentences from the story. Ask: Which
Resources are opinions? What makes them opinion? Which are
facts? What makes them facts?
IV. PROCEDURE Present the Teaching Chart TG.p.404
A. Reviewing previous Refer to LM Try and Learn p. 381-382

lesson or presenting the
new lesson
B. Establishing a purpose What will you do to make your garden green? Refer to LM Do and Learn p. 383
for the lesson What will you plant in your garden?
How can you help take care of your environment?
C. Presenting Show a video or powerpoint about irregularly –

examples/ instances of spelled words.
the new lesson
D. Discussing new - How do words become spelled irregularly? What is the difference between fact and opinion?
concepts and practicing How do you interpret bar graph and line graph?
new skills #1
E. Discussing new Refer to LM Learn Some More p.384
new skills #2
F. Developing mastery
(leads to Formative
Assessment # 3)
G. Finding practical LM - Activity 312 for the Pass the Baton activity.
H. Making What is irregularly –spelled words?
generalizations
the lesson
I. Evaluating learning LM - Activity 313.
J. Additional activities Make a research about irregularly –spelled words.

for application or
remediation
V. REMARKS
VI. REFLECTION
B. No. of learners
scored below 80%
did these work?
solve?
teachers?


A. Content Standard Developing Reading and Writing demonstrates an understanding of English grammar and
usage in speaking or writing
Changing the statement into a good questions.
B. Performance Read grade 3 level test uses the classes of words aptly in oral and written
Standard using tag questions discourse
EN3F – Ivd – f -5
C. Learning Reading grade 3 level test EN4G-IVf-22
Competency/Objectives using tag questions Use simple sentence: Simple subject and simple
Write the LC code for predicate
each.
II. CONTENT Simple Sentences with Simple Subject and Simple
Predicate
pages
pages
3. Textbook pages Review: Underline the subject once and the predicate
twice. Refer to TGp.405
(LR) portal
B. Other Learning Study the following sentences. These are examples of
Resources simple sentences.
IV. PROCEDURE Irregularly spelled -words Present the Teaching Chart TG. p.406
A. Reviewing previous Post the following sentence on the board. Refer to LM Read and Learn p.386-387
lesson or presenting the The boy is good, isn’t he?
new lesson Ask: What do you call this sentence? Do
you have any idea what this is?
B. Establishing a purpose Powerpoint of “ Tag Questions”. Refer to LM Do and Learn p.387
for the lesson
C. Presenting - How do we change statements , into tag

examples/ instances of questions?
the new lesson
D. Discussing new What is a simple sentence?
new skills #1
E. Discussing new Underline the simple subject and encircle the simple
concepts and practicing predicate.
new skills #2 1. The girl is wrong.
2. The fisherman catches fish in the sea.
3. Tubby is a fat cat.
4. The horse runs fast.
5. Anna loves to dance all night.
F. Developing mastery Group Activity about using tag questions.
(leads to Formative
Assessment # 3)
G. Finding practical What is tag questions?
H. Making Choose the correct tag to finish the sentence.
generalizations
and abstractions about 1. Teresa is an accountant,___?
the lesson a. isn’t he b. doesn’t he c. isn’t she
2-5.etc.
I. Evaluating learning
Answer the questions correctly.
1. You should pay your credit card bill, ____ ____?
2. They have to drive to Chicago next week, __ __?
3. Those carrots aren't very good, ____ ______?
4. You love me, ___ ____?
5. You can't play the piano, ___ ____?
6. She has to work this evening, ____ ___?
7. She had to work yesterday too, ____ ___?
8. Rob will go fishing with us this weekend, __ ___?
9. You were able to find it on the interent, __ __?
10. This quiz wasn't too hard, _____ ____?
for application or
remediation
V. REMARKS
VI. REFLECTION
B. No. of learners
scored below 80%
did these work?
solve?
teachers?

A. Content Standard Weekly Test demonstrates an understanding that words are
composed of different parts and their meaning changes
depending on context
B. Performance uses strategies to decode the meaning of words
Standard
C. Learning EN4V-IVf-44
Competency/Objectives Identify meaning of words with suffixes -er and -or
Write the LC code for
each.
II. CONTENT Suffixes –er and –or
A. References 407
pages
pages
3. Textbook pages What is a simple sentence?
(LR) portal
B. Other Learning Read the sentences taken from the story “The Five
Resources Foolish Fishermen”. Study the underlined word.
IV. PROCEDURE Present the poem “Work” Pick out the words that show
roots with suffix –er/-or.
Present the Chart.
A. Reviewing previous Refer to LM Do and Learn A.p.389
lesson or presenting the Original File Submitted and Formatted by DepEd
new lesson Club Member - visit depedclub.com for more
B. Establishing a purpose Refer to LM Do and Learn B. p.389
for the lesson
C. Presenting
examples/ instances of
the new lesson
D. Discussing new What do suffixes –er/-or do to a word?
new skills #1
E. Discussing new Read the paragraph. Add the suffix –er/-or on the space
concepts and practicing provided.
new skills #2
F. Developing mastery
(leads to Formative
Assessment # 3)
G. Finding practical
H. Making
generalizations
the lesson
I. Evaluating learning
for application or
remediation
V. REMARKS
VI. REFLECTION
B. No. of learners
scored below 80%
did these work?
solve?
teachers?

ENGLISH 3 and 4

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SCHOOL: KALINISAN MORITY SCHOOL SUBJECT: ENGLISH

DAILY LESSON LOG TEACHER: ROMARICO S. TARDIO QUARTER: 4 ( Week 6 )

I. OBJECTIVES GRADE III GRADE IV

C. Learning Literature: I Will Plant a Garden Green EN4LC-IVf-34

SCHOOL: KALINISAN MORITY SCHOOL SUBJECT: ENGLISH

I. OBJECTIVES GRADE III GRADE IV

B. Other Learning Reading of the story by the teacher/pupils.

B. Establishing a purpose Show a graph about vegetables. Group Presentation/Discussion

Group 1 – Eggplant Garden

SCHOOL: KALINISAN MORITY SCHOOL SUBJECT: ENGLISH

I. OBJECTIVES GRADE III GRADE IV

B. Performance Spelling uses library skills to gather appropriate and relevant

C. Learning Read and spell irregularly – spelled words. EN4RC-IVf-45

Interpreting Bar and Line Graphs

III. LEARNING RESOURCES

A. Reviewing previous Refer to LM Try and Learn p. 381-382

C. Presenting Show a video or powerpoint about irregularly –

J. Additional activities Make a research about irregularly –spelled words.

SCHOOL: KALINISAN MORITY SCHOOL SUBJECT: ENGLISH

I. OBJECTIVES GRADE III GRADE IV

C. Presenting - How do we change statements , into tag

I. OBJECTIVES GRADE III GRADE IV

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