Sample Daily Lesson Log

with Formative Assessment

Grade 3 English

24 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 3 English

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

a. Content Standard: Learner demonstrates understanding of sentences and paragraphs in expressing ideas.
b. Performance Standard: Learner composes a three- to five-sentence paragraph.
c. Learning Competencies:

EN3G-Ie-2.4 EN3G-Ia-1.1 EN3WC-Ia-j7 EN3WC-Ia-j7 EN3WC-Ia-j7

Use nouns (e.g., names Distinguish sentences Write descriptive Write descriptive Write descriptive
of people, animals, from nonsentences paragraphs paragraphs paragraphs
places, things, events)
EN3G-Id-1.6 EN3G-Id-1.6 EN3G-Id-1.6
in simple sentences
Use appropriate Use appropriate Use appropriate
EN3G-IIIfg-5.3.1 punctuation marks (e.g., punctuation marks (e.g., punctuation marks
Use descriptive period, comma, question period, comma, question (e.g., period, comma,
adjectives mark, exclamation point) mark, exclamation point) question mark,
exclamation point)

II. ASSESSMENT⁵

Assessment Method/s: Analyzing learners’ products: descriptive paragraphs and self-assessment activity.
Assessment Criteria:

Knowledge: Learners know and understand that: Skills: Learners are able to:
1. a paragraph is a group of sentences based on a common idea; 1. link three to five sentences about a common idea in a paragraph;

2. a descriptive paragraph gives details about the topic 2. write correctly constructed sentences;
of a paragraph; and
3. use periods and capital letters correctly;
3. adjectives are words used to describe things or people.
4. spell familiar words correctly; and
5. use adjectives to match the nouns and describe the topic.

III. CONTENT

Features of paragraphs Nouns and adjectives Simple sentence Formative assessment Giving feedback
structure
Nouns and adjectives Simple sentence Descriptive paragraphs Descriptive paragraphs
structure Paragraphs
Simple sentence Self-assessment
structure Punctuation Spelling
Vocabulary
Spelling Vocabulary
Vocabulary

IV. LEARNING RESOURCES

a. References:
b. Other Resources:

Short descriptive story Flash cards with Flash cards with Same short descriptive Self-assessment
of your choice nouns and adjectives nouns and adjectives story of your choice sentence starters
Chart showing the of people and toys of places and pets
Another short
assessment criteria6
Worksheet with descriptive story of
Flash cards showing pictures to match your choice
nouns and adjectives nouns and adjectives
from story (enough
sets for groups of four
learners)
5
Include only the formal formative assessment here.
6
The assessment criteria will remain visible in the class all week for easy reference
by the teacher and learners. The Teaching, Learning, and Assessment Process 25
 Sample Daily Lesson Log with Formative Assessment - Grade 3 English (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES

1 1 1 1 1
Explain the standards Revisit nouns and Ask learners to read Revisit features Revisit assessment
and competencies. adjectives from a to the class one of their of a paragraph: activity. Give the class
previous lesson. Let sentences from the general feedback on
2
learners copy them previous day. - a collection of what was done well
Assessment: Introduce into their personal sentences about a and some common
and explain the 2
dictionaries or topic areas for improvement.
assessment criteria. Assessment (I)⁷: - revise punctuation
spelling books.
Display it on a chart. Revisit the assessment 2
2 criteria. Use simple 2 Pass out individual
3 Model simple sentence Slowly reread the work and mill around
peer assessment where
Read a descriptive structure using nouns descriptive story from while learners read
learners give a thumbs
story. Talk about the and adjectives. Day 1. Ask learners their feedback.
up sign if a sentence
paragraphs and explain to put their hands up
is correct or thumbs
how each is focused 3 3
down down if it is not. when they think a
on a main idea. Show Emphasize subject, Assessment (F):
Give feedback on how paragraph has ended
how a paragraph verb, and predicate Ask learners to
to improve an incorrect and a new paragraph
starts and finishes in agreement. complete a simple
sentence. is starting. Ask them
sentences in a group self-assessment
4 why they think that.
together, with a space 3 activity by completing
Revise and model Establish that a
in between or indented. Introduce new the following sentence
correct punctuation: paragraph talks
Reread the story and vocabulary on topics beginnings:
capital at start and about one main idea.
stop at the end of of interest (places and
period at end.
each paragraph. pets) to learners. 3 One thing I did well
5 Assessment Activity in my descriptive
4
Introduce new 4 (F): Revisit assessment paragraph was. . .
Identify nouns and
vocabulary on topics Learners copy words criteria. Remind
adjectives in the stories Something I need to
of interest (people and into their spelling learners they have to
either orally as a whole practice is. . .
toys) to the learners. books and personal demonstrate all of the
class or using a printed
dictionaries. assessment criteria. Next time I will. . .
worksheet. 6
Learners copy words 5 4 4
5
into their spelling Play flash card games Explain the assessment Finish with some
In pairs play flash
books and personal with new vocabulary. activity— games to consolidate
card games matching
dictionaries.
adjectives with nouns. 6 “Write a short paragraph new vocabulary.
Place all cards face up. 7 Learners make up a of three to five 5
Take turns to select a Play flash card games new game using the sentences describing Read a different
noun and matching with new vocabulary. flash cards. one of the following: descriptive story for the
adjective. Read the your best friend, your learners’ enjoyment.
8 7
adjective and noun and pet, your favorite place,
Model composing oral Learners write simple
decide if the adjective or your favorite toy.”
sentences using the sentences using the
matches the noun. If so,
new vocabulary. new adjectives and 5
player keeps the pair. If
Learners practice nouns. Let them try to Ask learners to reread
not, return cards to
in pairs. group the sentences in their paragraphs. Check
the game. Player with
paragraphs. spelling, punctuation,
most cards wins. 9
sentence construction,
Learners complete
6 nouns, and matching
worksheets on
Revise simple adjectives.
matching nouns
sentence structure.
and adjectives.

7
Note the differentiation between informal formative assessment [Assessment (I)] where you are milling around, talking to learners, and giving informal feedback
as opposed to the formal formative assessment [Assessment (F)] where a formal assessment activity is undertaken by learners. During all learning activities
mill around and give feedback and assistance to individual learners.

26 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 3 English (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES (Continued)

7 10 8 6
Learners write simple Revisit and remind Assessment (I): Teacher Learners submit
sentences using the learners about the mills around class paragraphs for teacher
identified adjectives assessment criteria. and gives all learners assessment.
and nouns. informal oral feedback
11 7
on their sentences.
Learners write simple Mark paragraphs using
Link feedback to the
sentences using the the assessment criteria
assessment criteria.
new adjectives and and possibly a rubric.
nouns. Give brief individual
written feedback on
learners’ work.

VI. REMARKS

VII. REFLECTION

Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week.
What worked? What else needs to be done to help them learn?

The Teaching, Learning, and Assessment Process 27

 Sample Daily Lesson Log
with Formative Assessment
Grade 4 Mathematics

28 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 4 Mathematics

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

a. Content Standard: Learner demonstrates understanding of the concepts of time, perimeter, area, and volume.
b. Performance Standard: Learner is able to apply the concepts of time, perimeter, area, and volume to mathematical
problems and real-life situations.
c. Learning Competencies:

M4ME-IVb58 M4ME-IVb58 M4ME-IVb58 M4ME-IVb58 M4ME-IVc60

Find the area Find the area Find the area of triangles, Find the area Solve routine and
of triangles, of triangles, parallelograms, and of triangles, nonroutine problems
parallelograms, and parallelograms, trapezoids using sq cm parallelograms, involving squares,
trapezoids using sq. cm and trapezoids using and sq m and trapezoids using rectangles, triangles,
and sq. m sq. cm and sq. m sq. cm and sq. m parallelograms,
M4ME-IVc59
and trapezoids
M4ME-IVc59 Estimate the area M4ME-IVc59
Estimate the of triangles, Estimate the M4ME-IVd61
area of triangles, parallelograms, area of triangles, Create problems
parallelograms, and trapezoids parallelograms, and (with reasonable
and trapezoids trapezoids answers) involving
M4ME-IVc60
perimeter and area
Solve routine and M4ME-IVc60
involving squares,
nonroutine problems Solve routine and
rectangles, triangles,
involving squares, nonroutine problems
parallelograms,
rectangles, triangles, involving squares,
and trapezoids
parallelograms, rectangles, triangles,
and trapezoids parallelograms,
and trapezoids

II. ASSESSMENT

Assessment Method/s: Observation: Learners’ measurement skills

Analysis of learners’ products: Drawings of garden beds and estimated and calculated areas

Assessment Criteria:

Knowledge: Learners know and understand that: Skills: Learners are able to:
1. area measures the amount of space inside the boundary 1. estimate areas of triangles, parallelograms,
of a flat (two-dimensional) object; and trapezoids in sq. cm or sq. m;
2. area is measured in square units (e.g., sq. cm or sq. m); and 2. calculate areas of triangles, parallelograms, and
trapezoids in sq. cm or sq. m using formula;
3. aormulae and a combination of formulae are used
for calculating areas of triangles, parallelograms, 3. apply the area formulae to solve real-life problems;
and trapezoids.
a. Construct labelled drawings of triangles, parallelograms,
and trapezoids to represent garden beds
b. Estimate the area of each garden bed and the total area
c. Calculate the area in sq. m of each garden bed
4. calculate the total area of their garden.

III. CONTENT

Concept of area Concept of area Estimation of areas in Formative assessment Real-life applications
real life (F)—estimation of areas of triangles,
Units of measurement Area of triangles
and calculation of parallelograms, and
Areas of parallelograms
Revision of areas of Derive formulae for areas of triangles, trapezoids
and trapezoids
squares/rectangles areas of parallelograms parallelograms, and
Review and remediation
and trapezoids trapezoids
Area of triangles

The Teaching, Learning, and Assessment Process 29

 Sample Daily Lesson Log with Formative Assessment - Grade 4 Mathematics (Continued)

Monday Tuesday Wednesday Thursday Friday

IV. LEARNING RESOURCES

Refer to page 102 of the Refer to page 101 of the Refer to page 102 of the Refer to the Learners can pose their
Mathematics Curriculum Mathematics Curriculum Mathematics Curriculum assessment activity own real-life problems
Guide and select Guide and select Guide and select written on board or on areas of triangles,
resources available resources available resources available presented electronically. parallelograms, and
at your school. at your school. at your school. trapezoids.

a. References:
b. Other Resources:

Chart showing the Cutouts of a variety of

assessment criteria8 triangles of different
kinds and sizes

V. PROCEDURES

1 1 1 1 1
Assessment: Review Revise formula for Discuss situations in Assessment (F): Give the whole class
the assessment criteria calculating area of a real life when it is Explain the following feedback about what
and explain what is triangle. important to make assessment activity. was done well and
expected this week. estimates of area (e.g., Remind learners about highlight areas of need
2
if buying floor coverings, the assessment criteria. from the assessment
2 Assessment (I): working out materials activity.
Revisit the concept of Learners practice to build a flat roof or “Design a garden
area and the units of estimating and which includes at 2
ceiling, working out the
measurement, sq. cm calculating the area of least one bed which Learners make up their
size of a pig pen).
and sq. m. actual sized triangles in is a triangle, one a own “real life” problems
sq. cm. Mill around and 2 parallelogram, and one involving area and solve
3 Model how to set out them.
give oral feedback and a trapezoid. Draw your
Find square and problems on area of
assistance. garden on squared
rectangular shapes in 3
a parallelogram or paper. Label each
the classroom (e.g., 3 Return work to
trapezoid on the board. triangle, trapezoid,
exercise book, desk, Think-pair-share: individuals and give
and parallelogram in
window). Ask learners Learners write what 3 feedback while learners
your drawing with the
to estimate and write they understand about Assessment (I)9: are working on their
name of the shape and
down the area of each area, share with a Learners practice real-life problems.
length of each side in
shape. Remind them of partner, then with a estimating and
meters. Estimate and 4
formulae for areas of group of four. When calculating areas of
calculate the area of Work with small
squares and rectangles. they report back to parallelograms and
each garden bed and groups of learners who
Small groups are then class, confirm or correct trapezoids. Correct
the total area of your had difficulty on the
allocated one of the their understandings. answers, give oral
garden. (Observe and assessment activity to
objects. They use rulers feedback, and
4 ask learners how they address areas of need.
or tape measures to reinforce the process
Distribute a worksheet are calculating their
measure the length and of segmenting up the
with one large estimates.)
breadth and calculate shape, calculating
parallelogram and
the actual areas of each. separate areas, and Collect written work
trapezoid. Learners
Feedback answers to adding answers for and mark them
estimate the area of
class. Compare with total area. according to the
each shape and record
estimations and give assessment criteria.
it in sq. cm.
reasons why answers Give marks and
may vary. feedback accordingly.

8
The assessment criteria will remain visible in the class all week for easy reference by the teacher and learners.
9
Note the differentiation between informal formative assessment [Assessment (I)] where you are milling around, talking to learners, and giving informal feedback
as opposed to the formal formative assessment [Assessment (F)] where a formal assessment activity is undertaken by learners. During all learning activities mill
around and give feedback and assistance to individual learners.

30 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 4 Mathematics (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES

4 5 4
Select activities from Pose the problem: Compare estimates
Teacher Guides to “Using the information with actual areas.
derive formula for you already know Check if estimates
areas of triangles. about areas of squares, are more accurate.
rectangles, and
5
triangles, see if there is
Learners practice
a way of working out
calculating areas of
the area of a
triangles.
parallelogram and
6 trapezoid.” Learners
Give this problem- work in pairs or small
solving activity: “Use a groups to solve the
sheet of paper, pencil, problem. Have them
ruler, and scissors to share and discuss
prove that the area of results.
a triangle is half the
6
area of a square or a
Establish that three
rectangle.”
separate area
calculations are
required for each
(two triangles plus a
rectangle or a square)
and then answers are
to be added to get
the total area.

VI. REMARKS

VII. REFLECTION

Reflect on your teaching and assess your teaching of this topic. Think about your learners’ progress this week.
What worked? What else needs to be done to help all of them to master these competencies?

The Teaching, Learning, and Assessment Process 31

 Sample Daily Lesson Log
with Formative Assessment
Grade 7 Science
 Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standard: Learner demonstrates understanding of the relation of geographical location of the Philippines to its environment.
b. Performance Standard: Learner analyzes the advantage of the location of the Philippines in relation to climate, weather, and seasons.
c. Learning Competencies:

S7ES-IVa-1 Demonstrate S7ES-IVa-1 Demonstrate S7ES-IVa-2 Describe S7ES-IVb-3 Recognize

how places on Earth how places on Earth the location of the that soil, water, rocks,
may be located using a may be located using a Philippines with respect coal, and other fossil
coordinate system coordinate system to the continents and fuels are Earth materials
oceans of the world that people use as
resources
(Lesson focuses on
water resources only.)

II. ASSESSMENT
Assessment Method/s: Observation; talking to learners (Question and Answer); analyzing learners’ products
Assessment Criteria:

Knowledge: Learners know and understand that: Skills: Learners are able to:
1. latitudes are lines that run from west to east and 1. locate the Philippines using latitude and longitude;
longitudes are lines that go from north to south. These
help people describe the location of any place on Earth; 2. locate the Philippines with respect to surrounding
landmasses and bodies of water; and
2. the Philippines can also be located by knowing the
continents and oceans surrounding it; 3. design a procedure to show how a certain factor affects
the amount of water that can be stored underground or
3. the characteristics of our environment are determined by released by a watershed to rivers, lakes, and other bodies
the location of the Philippines on the planet; of water.
4. the health of a watershed determines abundance or
scarcity of water; and
5. the quality and quantity of water resources determine
the diversity of life in the environment.

III. CONTENT

The Philippine The Philippine Natural resources in Natural resources in

Environment: Location Environment: Location the Philippines—water the Philippines—water
of the Philippines using of the Philippines with resources resources, focused
a coordinate system respect to landmasses on watersheds
and bodies of water and biodiversity)

IV. LEARNING RESOURCES

Globes Globes Globe or world map Pictures of water

resources (including
watersheds), especially
those found in
the community

a. References:
Science Grade 7 http://www.industcards.
Quarter 4 Learning co m/hydro-philippines.
Material and Teacher’s htm (Hydroelectric power
Guide: Earth and Space plants in the Philippines)

b. Other Resources:

The Teaching, Learning, and Assessment Process 33

 Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES

1 1 1 1 1
Introduce the standards Using a globe, review Review the standards Introduce the standards Revisit and display
and competencies. the lesson on longitude and competencies. and competencies. investigation
and latitude. Provide an overview questions and relevant
2 2
of what learners will assessment criteria.
Assessment (F)10: 2 Groups use the globe
learn from this lesson,
Provide an overview Assessment (F): Have a or world map and 2
emphasizing a specific
of what learners will competition or quiz on locate landmasses Assessment (I): Remind
resource at a time.
learn in this last quarter. locating places using (continents) and oceans. the class that learners
Display and discuss the longitude and latitude Have them tag these 2 work in small groups to
assessment criteria.11 coordinates.13 with different colors In small groups do the investigations
Do the pretest.12 of Post-its®. learners brainstorm on (with more than one
3
the water resources group investigating
3 Learners approximate 3
that are found in the each factor) and answer
Show a globe. the location of places in Assessment (F): community. Then the guide questions.
Encourage learners to the Philippines (Manila, Learners answer report back to class
identify what they can Cebu, Baguio City, or questions in the 3
and discuss.
find on a globe. With other places they like). Activity Sheet. (F) Learners record their
their fingers, let them Learners share outputs 3 findings and present
4
trace (not just point to) with the whole class. Investigation questions: them to the whole
Learners relate the
the equator, northern Where does water in class. Teacher and
location with the climate 4
hemisphere, and rivers, lakes, and wells peers provide feedback.
of the place, using a Learners practice
southern hemisphere. come from? If we have
table of data containing how to locate places 4
abundant rainfall to
4 climatic information either by using latitude Learners compare the
feed watersheds, why
Explain the concepts (monthly temperatures, and longitude, or result of two groups
do we experience
of longitude and rainfall, etc.). by identifying the who did the same
drought sometimes
latitude. Guide learners landmasses and investigation activity.
5 and flooding at
to differentiate lines bodies of water that other times?
Learners identify and 5
of longitude and lines surround it.
list countries which Learners summarize
of latitude. The four factors to
are at latitude 0. They 5 findings across groups
be investigated are
5 compare the climate Ask: “What is the use and answer the activity
vegetation cover, slope
Give a globe to each of those places using of knowing where the questions.
of the area, kind of soil,
group. Learners practice the table of climatic Philippines is located?” and amount of rainfall. 6
locating places in data or research on Learners record and
With learners’
terms of longitude and relevant climatic share responses. Introduce investigation
participation, list
latitude. data on the internet. questions. Recall what
concepts on the board
a fair test means.
6 relevant to the activity
Review the
Learners make a on water resources.
components of an
general statement investigation discussed
on how places can in Quarter 1.
be located.

10
Note the differentiation between informal formative assessment (IF) where you are milling around, talking to learners, and giving informal feedback as opposed
to the formal formative assessment (F) where a formal assessment activity is undertaken by learners. During all learning activities mill around and give feedback
and assistance to individual learners.
11
Keep the assessment criteria visible on a chart in the classroom throughout the learning period. Refer to them throughout lessons as appropriate.
12
Results of the pretest give you information about learners’ understanding of the topic and will be used to guide your teaching. Hence there is no need to give
feedback to learners on this assessment.

13
Record results of the quiz or competition in a class checklist. Give feedback to learners and assist learners who had difficulty.

34 Classroom Assessment Resource Book

 Sample Daily Lesson Log with Formative Assessment - Grade 7 Science (Continued)

Monday Tuesday Wednesday Thursday Friday

V. PROCEDURES (CONTINUED)

6 4 7
Learners make a Assessment (I)14: In Groups make a
hypothesis on the small groups learners concept map to relate
relationship between select one of the above the watershed with
location of places in factors to investigate. biodiversity. They
terms of latitude and They design a fair test to display and discuss the
the climate in these answer the investigation concept map.
places. Test the questions. Make sure
8
hypothesis by checking that the design of the
Assessment (F):
other places on similar investigation includes
Learners make a
latitudes (e.g., those on a control setup and an
written report of
the Tropic of Cancer experimental setup.
the investigation
-23.5 degrees north of
Learners show their for submission the
the equator).
designs to the teacher following day.15
7 and receive oral Teacher collects the
Learners answer the feedback. reports and assesses
questions in Activity 1- learners according to
Part 1 (F). 5 the assessment criteria.
Groups prepare the A rubric may also
8
materials and setup for be useful.
Discuss the answers
the investigation activity
and provide feedback.
the next day.

VI. REMARKS

VII. REFLECTION

Reflect on your teaching and assess your teaching of this topic. Think about your learners’ progress this week.
What worked? What else needs to be done to help all of them master these competencies?

14
This assessment is focused on the scientific inquiry process as well as the content.
15
If there is not enough time, this could be completed in the next lesson or as a homework activity.

The Teaching, Learning, and Assessment Process 35