School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises, and remedial activities may be done to develop content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives supports the
learning of content and competencies and enables children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards:
B. Performance Standards:
C. Learning Competencies/Objectives:
Write the LC Code for each
D. Most Essential Learning Competencies
(MELC)
E. Enabling Competencies
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Lists the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the
Learning Resource (LR) portal
B. Other Learning Resources
Page 1 of 5
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned about their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or The selection is considered the At the beginning of this lesson, the Watching the Video: Coordinating conjunction joins (Indicate here also the activities to
Presenting the New Lesson oldest literary piece believed to teacher will ask the students a Makato and the Cowrie Shell (A words, phrases, and clauses of be done for the day)
have been written 3000 years series of questions to determine Thai Folktale) equal rank
before Christ their level of understanding It can be a continuation of your
regarding the elements that make assessment for the week; it can be
up a story. for reading remediation; or you
What are the parts of a can focus on students whom you
story? think did not fully understand the
What types of graphic melc taught, thus giving them
organizers can we use to additional exercises to do.
show the elements,
parts, or a story?
B. Establishing a Purpose for the Lesson Discover the similarities between The students should know the To discover Thai traditions and Language recall:
Egyptians and Filipinos in terms elements of a story: characters, beliefs as well as the diversity of Language form and
of culture, beliefs, respect, love for setting, problem, and solution. culture which shape you as a function
family, and reverence for God as Filipino
depicted in this selection
C. Presenting Examples/Instances of the Reading the story “The Two The students should know how to Reading the Selection: Makato Understand what a
Lesson Brothers” use a story map to organize and the Cowrie Shell Coordinating
elements of a story. Conjunction is.
Learn the seven words
that makeup
FANBOYS.
D. Discussing New Concepts and Describe the three characters Listen to a YouTube Clip that is What could be the reason why How to use Coordinating
Practicing New Skills #1 through a Venn diagram about the elements in a story. Parts Makato left his place? Conjunctions properly
of a Story Song
Page 2 of 5
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned about their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Using the plot organizer Once the clip is over review the Enumerate what those changes in Activity 11. Work with
Practicing New Skills #2 enumerate the events in the story elements. Have the students Makato's life after meeting the Coordinates
by filling in the rectangles. engage in a brief discussion to king.
Explain your work to the class define each element. (Check for
understanding with each):
Characters: the people in the story
(who)
Setting: where and when the story
takes place (where, when)
Problem: What went/is wrong
within the story (what)
Solution: how the problem is
fixed/solved (how)
F. Developing Mastery Using the problem-solution chart, The students will participate in Using Venn Diagram Activity 12. Combine/fuse
(Leads to Formative Assessment 3) identify the problems and provide collaborative conversations in compare yourself with
solutions to these based on the small groups to develop a story Makato
selection map of their own. Each student
will receive their story map but
will collaborate with the group to
come up with the elements of their
story.
G. Finding Practical Applications of If you were Bata, would you The student will be given a short Determine which of those traits Activity 13. Supply the parts
Concepts and Skills in Daily Living believe your wife's explanation? book. The student will identify all would you like to improve in your
story elements within the book life
and display them on a story map.
Page 3 of 5
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
V. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned about their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and What problems are faced by the The students will share their Summarizing and tracing the Therefore, when you want to link
Abstractions about the Lesson two brothers? Are these problems stories with the original group that significant events of the story by and join words, phrases, and
happening in today’s world? developed the story maps and completing the graphic organizer clauses of equal rank
discuss the similarities and
differences between their writings.
They will review the elements that
they should have in common (the
story elements from the map).
I. Evaluating Learning Activity 31. Drawing Out… The students will participate in Using the graphic organizer Draw Activity: Word pool
What? collaborative conversations in out the values and traits of the
small groups to develop a story character that enable him to
map. become a successful and better
person
J. Additional Activities for Application or
Remediation
VI. REMARKS
Page 4 of 5
School: Grade Level:
GRADES 1 to 12 Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and Time: Quarter:
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what
VII. REFLECTION help your instructional supervisors can provide for you so that when you meet them, you can ask them relevant questions.
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 works
well? Why did these work?
F. What difficulties did I encounter that my
principal or supervisor can help me
solve?
G. What innovations or localized materials
did I use/discover that I wish to share
with other teachers?
PREPARED AND SUBMITTED BY: CHECKED BY: NOTED:
NAME OF TEACHER NAME OF MASTER TEACHER ASSIGNED MINA GRACIA T. OSINA
DESIGNATION DESIGNATION HEAD TEACHER VI
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