GRADE 1 to 12 School TUBIGON EAST CENTRAL ELEM SCHOOL Grade Level I-ROSE

DAILY LESSON Teacher EMMA R. MULAT Learning Area Mother Tongue

LOG Teaching Dates and Time Jan. 30-Feb. 3, 8:30-9:20 Quarter/Week Fourth / Week 32

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES 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,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard
The learner demonstrates
knowledge of the alphabet and
decoding to read, write and spell
words correctly.
The learner demonstrates the ability
to formulate ideas into sentences or
longer texts using developmental
and conventional spelling.
The learner demonstrates positive
attitudes towards language, literacy
and literature.
The learner manifests beginning
oral language skills to
communicate in different contexts.
The learner demonstrates
awareness of language grammar
and usage when speaking and/or
writing.
The learner demonstrates
knowledge of the alphabet and
decoding to read, write and spell
words correctly.
The learner demonstrates the
ability to read grade one level text
with sufficient accuracy, speed,
and expression to support
comprehension.
The learner demonstrates
knowledge of the alphabet and
decoding to read, write and spell
words correctly.
The learner demonstrates
understanding of grade level
narrative and informational texts.
The learner demonstrates the ability
to read grade one level text with
sufficient accuracy, speed, and
expression to support
comprehension.
The learner demonstrates
knowledge of the alphabet and
decoding to read, write and spell
words correctly.
The learner manifests beginning
oral language skills to
communicate in different contexts
The learner demonstrates the
ability to read grade one level text
with sufficient accuracy, speed,
and expression to support
comprehension.

B. Performance Standard
The learner applies grade level
phonics and word analysis skills in
reading. Writing and spelling.
The learner uses basic knowledge
and skills to write clear, coherent
sentences, and simple paragraphs
based on a variety of stimulus
materials.
The learner values reading and
writing as communicative activities.
The learner uses beginning oral
language skills to communicate
personal experiences, ideas, and
feelings in different contexts.
The learner speaks and/or writes
correctly for different purposes
using the basic grammar of the
language.
The learner applies grade level
phonics and word analysis skills in
reading. Writing and spelling.
The learner reads with sufficient
speed, accuracy, and proper
expression in reading grade level
text.
The learner applies grade level
phonics and word analysis skills in
reading, writing and spelling.
The learner uses literary and
narrative texts to develop
comprehension and appreciation
of grade level appropriate reading
materials.
The learner demonstrates the ability
to read grade one level text with
sufficient accuracy, speed, and
expression to support
comprehension.
The learner demonstrates
knowledge of the alphabet and
decoding to read, write and spell
words correctly.
The learner uses beginning oral
language skills to communicate
personal experiences, ideas, and
feelings in different contexts.
The learner reads with sufficient
speed, accuracy, and proper
expression in reading grade level
text.

C. Learning MT1PWR-IVa-i-3.2.1 MT1OL-IVa-i-1.3 MT1F-III-IVa-i-1.4 MT1F-III-IVa-i-1.4 MT1OL-IVa-i-1.3

Competency/Objectives Write phrases and simple sentences Talk about familiar objects using Read Grade I level texts with an Read Grade I level texts with an Talk about familiar objects using
Write the LC code for each. correctly. descriptive words. accuracy rate of 95-100% accuracy rate of 95-100% descriptive words.

MT1C-IVa-i-2.1 MT1OL-IVa-i-6.2 MT1PWR-IVa-i-7.2.1 MT1F-III-IVa-i-1.3 MT1F-III-IVa-i-1.3

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 Write sentences or longer texts with
proper punctuation, spacing, and
capitalization.
MT1ATR-IVa-i-4.1
Show interest in texts by browsing/
reading available print materials.
Participate actively in class
discussions on familiar topics.
MT1GA-IVa-d-2.4
Identify describing words that refer
to shapes and sizes in sentences.
MT1PWR-IVa-8.1
Observe proper mechanics
(punctuation, capitalization, proper
spacing between words, indention,
and format) when copying/writing
words, phrases, and sentences.
Read phrases, sentences, and/or
short stories
MT1RC-IVb-c-8.1
Sequence events in a text read.
Read Grade I level words, phrases,
sentences, and short
paragraph/story with proper
expression
MT1PWR-IVa-8.1
Observe proper mechanics
(punctuation, capitalization, proper
spacing between words, indention,
and format) when copying/writing
words, phrases, and sentences.
Read Grade I level words,
phrases, sentences, and short
paragraph/story with proper
expression
MT1F-III-IVa-i-1.4
Read Grade I level texts with an
accuracy rate of 95-100%

II. CONTENT 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.

Respeto ug Kalooy Para sa Uban (Respect and Kindness For Others)

IV. LEARNING RESOURCES

A. References
1. Teachers Guide pages K-12 Curriculum Guide p. 66-67 K-12 Curriculum Guide p. 66-67 K-12 Curriculum Guide p. 66-67 K-12 Curriculum Guide p. 66-67 K-12 Curriculum Guide p. 66-67
BASA PILIPINAS Teachers Guide BASA PILIPINAS Teachers Guide BASA PILIPINAS Teachers Guide BASA PILIPINAS Teachers Guide BASA PILIPINAS Teachers
pp.38-40 pp.40-42 pp.42-46 pp.47-49 Guide pp. 49-52

2. Learners Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource
(LR)portal
B. Other Learning Resource Copy of Read Aloud Lingin Nga Flashcards with adjectives Copies of Levelled Reader Ang Copies of Levelled Reader Ang Copies of Levelled Reader Ang
Itlog Chart on shapes Nawagtang Nga Sipa Nawagtang Nga Sipa Nawagtang Nga Sipa
Phrases on cut-out strips
Events written on papers

V. PROCEDURES 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 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 in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Unsa man ang atong gibasa nga Unsa gani to ang porma ni Lingin? Bashon nato ang mosunod nga Magbasa kita aning mga pulong. Magbasa kita aning mga pulong.
presenting the new lesson estorya niadtong niaging semana? Unsa man ang gidak-on ni Lingin? mga pulong. (sight words) (sight words)

Nagduwa, pangita, Makita,

lolo, gipatiran, sipa, sige,

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B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Atong balikon og hisgot aang
maong sugilanon karon ug himoan
kini nato og mga kapahayag.
Nakhinumdum pa ba kamo sa
Character Profile nga atong gihimo?
Kinsa man kadto ang atong
gihimoan og character profile?
Idibuho si Lingin.
Paghimo og mga kapahayag bahin
ni Lingin sama sa:
Hitsura sa karakter
Gibuhat sa karakter
Asa Makita ang karakter
Atong susihon kining mga
kapahayag.
Si Lingin kay lingin nga itlog.
Puti iyang kolor.
Si Lingin galigid-ligid sa dalan.
Unsa man ang inyong tan-aw sa
mga kapahayag nga nahimo?
Nisunod ba kini sa saktong paagi sa
pagsulat sa kapahayag?
Kini ba nagsulti ba bahin sa atong
karakter sa estorya?
Nahisibo ba kini sa atong gihimo
nga character profile?
Tun-an nato karon ang mga
pungway nga naghisgot bahin sa
mga porma ug gidak-on.
Unsa man ang pungway?
Kinsay makahatag og pananglitan
sa pungway?
Lingin nga itlog si Lingin.
Gamay si Lingin.
Unsa man ang pungway niining
maong kapahayag?
Unsa man ni nga kalse sa
pungway?
Tan-awa karon kining mga
pungway.
nagpatas-anay silag patid, unsay
dako gamay
nahitabo sa sipa?
Kanus-a gigamit kining mga
pulong?
Nganong gitawag man sila og
pungway?
kahoy, balay, amping
Magbasa kita karon og lain napud
nga sugilanon.
Sa dili pa kita magsugod pagbasa
aning sugilanon, basahon una
nato kining mga pulongan.
Nagduwa og sipa
Dayong mihangad
Nagdungan og siyagit
Kusog mopatid
Si Carmen
Unay inyong nakita sa hulagway?
Mahal Kong__________,
Gusto ko ikawng imbitahon sa
Bahin sa unsa kaha ang estorya?
Hinumdumi ang atong buhaton
samtang nagbasa niining maong
libro.
Unsay gibuhat ni Carmen ug Lolo?
Sa ilang pagduwa, samtang
kinahanglan makita sa imong
giimbitar?
Diin nila pangitaa ang sipa?
Kinsay nakakita sa sipa?
Diin diay kini?
Unsay gibuhat ni Carmen?
Unsay problema ni Cramen
pagkahuman niya og kuha sa
sipa?
Karon magsulay ta paghimo og Magbasa kita ug mag spelling
sulat para imbitahon ang imong karon sa mga pullong nga ato
higala sa usa ka imong adlawng nang nadungo o nakat-onan.
natawhan.
Nakadawat naba kamao og sulay Unsa man ang inyong
og usa ka imbitasyon? nahinumduman sa estroyang
Unsa man ang anaa sa maong Ang nawagtang nga Sipa?
imbitasyon?
Subaya kining maong sumbanan sa Pagporma og mga pulong.
paghimo sa imbitasyon. Gamita kining mga mosunod nga
silaba.
______(Petsa)
ral, ko pa, git, siya,si,na, mo, ran,
hoy, ta, ka
akong _____________ inig ka
____.
Magduwa ta og ___________.
Imong higala,
____________
Mga bata sa inyong pagsulat sa Gamit ang inyong mga pulong
imbitasyon, unsa mang mga nga nabuhat, pagsulat kamo og 3
importanteng impormasyon nga ka kapahayag gamit ang maong
mga pulong.
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F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Pagsulat kamo og kapahayag sibo
sa imong suod nga higala.
Unsa ang saktong paagi sa
pagsulat og mga pulongan?
Unsa ang saktong paagi sa
pagsulat og mga kapahayag?
Pagdibuho og butang sa
kapahayag.
1. Usa ka dako nga rektangulo nga
adunay gamay nga lingin sa ubos.
Atong awiton karon ang Kumusta
ka
Unsa man ang gihulagway sa
atong gihisgutang mga pulong?
Unsa ang pungway?
Sunod-sunoron ang mga
panghitabo sa sugilanon. Gamita
ang mga numero nga 1 hangtod
sa 5.
__nawala ang sipa. Nagsige og
pangita si Lolo ug Carmen kon
hain ang sipa.
__mihanagad si Carmen, nakita
niya ang sipa sa ibabaw sa kahoy.
__nangayo og tabang si Carmen
kay naglisod siya og kanaog.
__misaka sa kahoy si Carmen.
__nagduwa si Lolo ug Carmen og
sipa.
Kinsa ang paborito nimong
kadula? Unsa ang inyong
paboritong dula?
Bahin sa un sang estorya nga
atong gibasa karon?
Nabasa ba nimo og tarong ang
mga kapahayag ug mga
pulongan?
Itandi ang inyong nabuhat nga (Spelling) Isulat ang pulong nga
imbitasyon sa binuhat sa imong akong litokon.
classmate.
Susiha ninyo kon kompleto bas a
mga importanteng impormasyon
ang maong sulat.
Unsa man ang angay nimo buhaton
kon makadawat ka og usa ka
imbitasyon?
Nasunod ba nimo ang saktong Giunsa man ninyo pagporma sa
patakaran sa paghimo sa usa ka mga pulong?
sulat?
Nasulat ba ninyo ang saktong
spelling?

Unsa ang saktong paagi sa

pagsulat og mga pulongan?

I. Evaluating learning Pagdibuho og mga butang base sa Karon magspelling kita sa mga Ipasa ang inyong mga nahimong
kapahayag. pulong nga inyong nadungog sa mga sulat imbitasyon.
estorya.
*Pagdibuho og gamay nga
trayangulo nga adunay lingin sa
tunga.

J. Additional activities for application

or remediation
VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so 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 who scored below

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 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?

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