Republic of the Philippines

Department of Education
Region IX
Schools Division of Zamboanga Sibugay
Buug District
VILLACASTOR ELEMENTARY SCHOOL
CUSTOMIZED DAILY LESSON LOG
Name of Teacher: MERIAM P. HERGA Quarter: 2_Lesson 2_ Date: October 7-12,2024
Grade Level/Section: IV-FREYA Subject: ENGLISH
Remarks
Learner’s
Objectives Content Procedures/Activities (to be presented in bullet form) Performance
Date (Reference is (Reference is Lesson (Reference is Lesson Exemplar) Content (Observations
Lesson Exemplar) Exemplar) (Reflection on the on student
content covered) participation
and
understanding
October Listening and Reading Noting important
7,2024 details of a A. Activating Prior
1. Note important story/literary text Knowledge
details of a (story grammar)
story/literary text
(story grammar)
through;
1.1 Identifying the
sequential type of
plot
1.2. Identifying the
author’s point of view
(first person, second
person, third person)
1.3. Inferring setting,
theme, and genre
2. Sequence at least 6
events of a B. Establishing Lesson Purpose
story/literary text.
Establishing Reason for the Lesson
3. Differentiate
fantasy from reality. Show the illustration below. Tell the pupils that this is a cover
4. Applying the of a story book entitled “The Giving Tree” by Shel Silverstein.
important story Ask pupils the following questions to elicit predictions.
elements to one’s a. Why would a tree be called “The Giving Tree”?
schema through b. Based on the illustration, what could the story be about?
relating to one’s What makes you say that?
experiences (make
connections)

2. Unlocking Content Area Vocabulary

Have pupils infer the meaning of the highlighted words by analyzing the context
clues. Use the worksheet provided. Below is the word list.
a. Author’s point of view
b. Sequential plot
c. Make predictions
d. Denotative meaning
e. Connotative meaning
f. Onomatopoeia
g. Alliteration
October C. Developing and Deepening Understanding
8,2024 1. Explicitation

Show the story grammar

and ask pupils how it
can help in
understanding a literary
text. Present the
definition of the story
grammar parts through
the guide questions that
can be asked to talk
about each part. The
questions may also be
elicited from the pupils.

Explain about setting, plot, author’s point of view, genre,

See pp.3-4 , LE in English week 2

2. Worked Example
Guide the class in reading Shel Silverstein’s “The Giving Tree.” Silent reading
and oral reading strategies can be explored.
See pp.5, LE in English week 2

Activity 2. Story Grammar: The Giving Tree. Pupils work in small groups to
complete the story grammar. Below are the expected answers.
 See pp.7, LE in English week 2

October DAY 3
9,2024 3. Lesson Activity
Activity 3. Story Grammar.
The Northwind and the Sun. Pupils work in small roups to analyze the story. A
worksheet with the guide questions below may be provided.

The Northwind and the Sun

See p.8-9 of LE wk ,2.

D. Making Generalizations
 Learners’ Takeaways
Have pupils note their generalization about the lesson content by filling up
the blanks in the concept chart below.

Reflection on Learning
Ask the following questions to pupils:
How helpful was the story grammar in understanding the important details
in the story?

Was accomplishing the activities in the difficult? What help do you need to o the
activities better?

October A. Evaluating Learning

10,2024
Have pupils work on a reading portfolio which may include the following
parts:
Part 1. Title page which includes the title of your portfolio, your name,
your subject rea and your teacher’s name.

Part 2. The copy of the literary or narrative text that you have read.

Part 3. The graphic organizer which you designed for the story grammar
of the literary or narrative text that you have read.

Part 4. The chart that you have designed shows the application of the
tools needed for deeper understanding of the literary or narrative text that
you have read.

Part 5. The chart that you designed shows the text devices used in the
literary or narrative text that you have read.
 Part 6. The reflection part where the importance of learning to
comprehend a literary or narrative text is written in a 5-sentence
paragraph.

Prepared by:

MERIAM P. HERGA
Name of Teacher

Checked by: FAITH S. SARDUAL

School Head