School: CULASI ELEMENTARY SCHOOL
GRADES 1 to 12 Teacher:
DAILY LESSON LOG Teaching Dates and Time:
LUNES
I. LAYUNIN
Phonological Skills
demonstrates understanding
that words are made up of
sounds and syllables.
Phonics and Word
Recognition
-demonstrates knowledge of
the alphabet and decoding
to read, write and spell
A. Content Standard words correctly.
Listening Comprehension
demonstrates understanding
of grade level narrative and
informational text.
B. Performance uses knowledge of
Standards phonological skills to
discriminate and manipulate
sound patterns.
applies grade level phonics
and word analysis skills in
reading, writing and spelling
words.
demonstrates understanding
of grade level narrative and
informational texts. uses
literary and narrative texts
to develop comprehension
and appreciation of grade
level appropriate reading
materials.
Grade Level:
MARION T. CULLAMCO
JULY 29-31, Aug. 1-2, 2019 (WEEK 9)
MARTES
Phonological Skills
demonstrates
understanding that
words are made up of
sounds and syllables.
Phonics and Word
Recognition
demonstrates knowledge
of the alphabet and
decoding to read, write
and spell words correctly.
Grammar Awareness
demonstrates awareness
of language grammar
and usage when
speaking and/or writing.
uses knowledge of
phonological skills to
discriminate and
manipulate sound
patterns.
applies grade level
phonics and word
analysis skills in reading,
writing and spelling
words.
speaks and/or writes
correctly for different
purposes using the basic
grammar of the
language.
I
MIYERKULES
Phonics and Word
Recognition
demonstrates knowledge
of the alphabet and
decoding to read, write
and spell words correctly.
applies grade level
phonics and word
analysis skills in reading,
writing and spelling
words.
Learning Area: MTB
Quarter: 1ST QUARTER
HUWEBES
Phonological Skills
demonstrates understanding
that words are made up of
sounds and syllables.
Phonics and Word
Recognition
-demonstrates knowledge of
the alphabet and decoding
to read, write and spell
words correctly.
uses knowledge of
phonological skills to
discriminate and manipulate
sound patterns.
applies grade level phonics
and word analysis skills in
reading, writing and spelling
words
BIYERNES
Phonological Skills
demonstrates
understanding that words
are made up of sounds
and syllables.
Book and Print
Knowledge
demonstrates
understanding of the
basic features of a book
and how print works, as a
prerequisite for reading.
Phonics and Word
Recognition
demonstrates knowledge
of the alphabet and
decoding to read, write
and spell words correctly.
uses knowledge of
phonological skills to
discriminate and
manipulate sound
patterns.
demonstrates knowledge
and understanding of the
organization and basic
features of print.
applies grade level
phonics and word analysis
skills in reading, writing
and spelling words.
 MT1PA-Iei-5.1 MT1PA-Iei-5.1 MT1PWRIb-j-1.1 MT1PA-Iei-5.1 MT1PA-Iei-5.1
Isolate and pronounce the Isolate and pronounce Give the name and Isolate and pronounce the Isolate and pronounce the
beginning and ending the beginning and sound of each letter beginning and ending beginning and ending
sounds of given words. ending sounds of given sounds of given words sounds of given words
MT1PWRIb-i-1.2 words MT1PWRIc-i-5.1 Blend MT1PWRIb-i-1.2 MT1BPKIg-j-3.1
Give the beginning MT1PA-ldi-3.1 specific letters to form Give the beginning Recognize that spoken
letter/sound of the name of Orally segment a two - syllables and words. letter/sound of the name of words are represented in
B. Mga Kasanayan sa
each picture. three syllable word into MT1PWRIb-i-3.1 each picture written language by
Pagkakatuto
MT1PWRIb-i-1.1 its syllabic parts. Write the upper and specific sequences of
Isulat ang code ng bawat
Give the name and sound of lower case letters legibly, MT1PWRIb-j-4.1 letters.
kasanayan
each letter. MT1PWRIb-i-2.1 observing proper Match words with pictures MT1PWRIb-i-1.2
Identify upper and lower sequence of strokes. and objects. Give the beginning
4. Confirm predictions after case letters. letter/sound of the name
listening to a story. MT1PWRIb-i-2.1 of each picture.
Identify upper and lower .
5. Recall important deatils in case letters.
a story read MT1GA-Iij-3.1 Classify
naming words into
persons, places, animals,
and things, etc.
II. NILALAMAN Mga Butang kag Tawo nga Akon Ginakalingawan o Ginakawilihan
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay pp. 130-132 pp.132-134 pp. 134-135
ng Guro Pg. 128 pp. 128-130

2. Mga Pahina sa Teksbuk

53 51 Pg. 53-56
 K to 12Curriculum
3. Karagdagang
 Two-Track Approach to Teaching Children to Read and Write Their First
Kagamitan mula sa
 Language (L1): A Guidebook for Trainers (Susan and Dennis Malone, 2010)
portal ng Learning
Resource  Activities for Early Grades of MTBMLE Program (Susan Malone, 2010)
 Language Curriculum Guide by SIL International and SIL Philippines MTBMLE Consultants
Realia or Pictures of objects/things, animals or places with their names that begin with /y/; Listneing Story: “Si Yuri Palahampang” Poem/Rhyme:
B. Iba Pang Kagamitang
“Yabi sang Balay”
Panturo
IV. PAMAMARAAN
A. Balik-aral sa nakaraang Pupils close their eyes while
aralin at/o pagsisimula you shake a tin can
ng bagong aralin containing something. Then
let them try to guess what’s
in a can.
Unlocking od Difficult Words
Aswang (through picture)
Katulon (through picture)
Show picture of children
playing and chasing one
another. Pupils will be
encouraged to talk about
the meaning and ideas that
they can get from the
pictures and illustrations
B. Paghahabi sa layunin
viewed.
ng aralin
Do you have same
experience with the children
in the picture?
What have you seen on your
way to school? What are you
supposed to do when you
reach home after playing?
What questions would you
like to ask about the story?
Today, I want you to listen to
C. Pag-uugnay ng mga the story about a boy who is
halimbawa sa bagong fond of playing and chasing
aralin with his friends after class.
Find out what happened to
him.
Read the story to the whole
class. He tells the story in a
lively and interesting
D. Pagtalakay ng bagong manner then she stops once
konsepto at in a while to ask pupils
paglalahad ng bagong comprehension questions.
kasanayan #1
Review the story heard
yesterday “Si Yuri
Palahampang”
Naming pictures/realia
that begins with /y/.
Introduce the key picture
and the key word.
yabi
What is this picture?
This is a picture of yabi.
SYLLABLE BOX
a. Point to the key word and
read it at normal speed.
BREAK-THE –WORD
A. Write the key word on the
left side under the syllable box.
Read it and then with students.
MAKE-THE-WORD
a. Write the new letter to the
right of the Break the word
column and read with the
students.
1. Review the Big Box. Review the standard in
2. Pupils find other words writing letter uppercase Y
in the Big Box. These can and lowercase y.
be words they already
learned or even better,
words they had not
learned previously.
(yabi, yaya, baya, saya,
bitay, tatay, baybay,
guya, luy-a, taya, siya,
balay, iya, sigay)
Introduce sight words
(ang, kag, sa, sang may
ko, ka,nga, si, ni, ara,
kay)to pulis.
BREAK-THE- SENTENCE SPELLING
a. Write the Sentence Making
uga, igi, suga, baga, tasa
Word (ara)
Point to it and let the pupils
read. Tell them you will use this
word to make a sentence.
MAKE-THE-SENTENCE
Write the sentence
Making word under the Big Box
but on the right side.
 Ask some focus questions:
1. What did mother expect
Yuri to do before eating?
E. Pagtalakay ng bagong 2. If you were Yuri would you
konsepto at eat your dinner before
paglalahad ng bagong washing yourself? Why or
kasanayan #2 why not? What are the
responsibilities of chidren
like you?
3. ask pupils to act out part
of the story they like most.
F. Paglinang sa
kabihasnan
(Tungo sa Formative
Assessment)
BIG BOX
a. Pupils read letters/syllables
as you point to them.
b. Pupils find the new key word
in the Big Box.
c. Pupils find the new key word
in the Big Box.
a. Pupils practice writing EXERCISES
the new letter Yy A. Match pictures with words
b. Pupils practice writing by connecting a line.
the new keyword (yabi). Refer to textbook pg. 53
c. What words mentioned b. Write the beginning and
in the story that begin ending syllable.
with Y or y? 1. ____hong
(Yani, Yuri, yabi). Refer to textbook pg. 54
Can you give other words
that begin with Y or y? c. How many syllables are
d. Name the picture. there in a word?
Write the missing letter Tell the number of syllables
Examples: ___abi for each word.
TG. pp. 132
READ
SENTENCES/POEM/RHYME
a. Write the reading
sentences/ short story on
the chalkboard.
Refer to textbook pg. 54

POEM/Rhyme: Yabi sang

Balay
G. Pag-uugnay sa pang
Refer to textbook pg. 56
araw-araw na buhay
Pupils answer simple
comprehension questions:
1. Ano ang ara kay Tatay?
2. Ngaa ara kay Tata yang
yabi sang balay?
3. Diin nagkadto si Tatay?
4. Ano nga mga tinaga ang
may pareho nga tunog sa
ulihi?
H. Paglalahat ng Aralin A. Write the missing
 syllable.
1. ____bi
Refer to textbook pg. 56-
57

B. Divide the words into

syllables. Write the total
number of syllables for
each word.
1. yabi
Refer to textbook pg. 57

C. Read the sentences

and circle the correct
answer.

I. Pagtataya ng Aralin

J. Karagdagang gawain
para sa takdang aralin
at remediation

V. MGA TALA

VI. PAGNINILAY
A. Bilang ng Mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng Mag-aaral na
nangangailangan ng
iba pang gawain para
sa remediation
C. Nakatulong ba ang
remedial? Bilang ng
mga mag-aaral na
nakaunawa sa aralin
D. Bilang ng mga mag-
aaral na
magpapatuloy sa
remediation
E. Alin sa mga Strategies used that work Strategies used that Strategies used that Strategies used that work Strategies used that work
istratehiyang well: work well: work well: well: well:
pagtuturo ang ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration

___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
nakatulong ng lubos?
___ Role Playing/Drama
Paano ito nakatulong?
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
F. Anong suliranin ang __ Bullying among pupils
aking nararanasan na __ Pupils’ behavior/attitude
nasulusyunan sa __ Colorful IMs
tulong ng punong guro __ Unavailable Technology
at superbisor? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
___ Games ___ Games
___ Solving ___ Solving
___ Games
Puzzles/Jigsaw Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw
___ Answering ___ Answering ___ Games
___ Answering preliminary
preliminary preliminary ___ Solving Puzzles/Jigsaw
activities/exercises
activities/exercises activities/exercises ___ Answering preliminary
___ Carousel
___ Carousel ___ Carousel activities/exercises
___ Diads
___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share (TPS)
___ Think-Pair-Share ___ Think-Pair-Share ___ Diads
___ Rereading of
(TPS) (TPS) ___ Think-Pair-Share (TPS)
Paragraphs/
___ Rereading of ___ Rereading of ___ Rereading of Paragraphs/
Poems/Stories
Paragraphs/ Paragraphs/ Poems/Stories
___ Differentiated
Poems/Stories Poems/Stories ___ Differentiated Instruction
Instruction
___ Differentiated ___ Differentiated ___ Role Playing/Drama
___ Role Playing/Drama
Instruction Instruction ___ Discovery Method
___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method
___ Lecture Method
___ Discovery Method ___ Discovery Method Why?
Why?
___ Lecture Method ___ Lecture Method ___ Complete IMs
___ Complete IMs
Why? Why? ___ Availability of Materials
___ Availability of
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to
Materials
___ Availability of ___ Availability of learn
___ Pupils’ eagerness to
Materials Materials ___ Group member’s
learn
___ Pupils’ eagerness to ___ Pupils’ eagerness to Cooperation in
___ Group member’s
learn learn doing their tasks
Cooperation in
___ Group member’s ___ Group member’s
doing their tasks
Cooperation in Cooperation in
doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’
behavior/attitude behavior/attitude __ Colorful IMs behavior/attitude
__ Colorful IMs __ Colorful IMs __ Unavailable Technology __ Colorful IMs
__ Unavailable __ Unavailable Equipment (AVR/LCD) __ Unavailable Technology
Technology Technology __ Science/ Computer/ Equipment (AVR/LCD)
Equipment (AVR/LCD) Equipment (AVR/LCD) Internet Lab __ Science/ Computer/
__ Science/ Computer/ __ Science/ Computer/ __ Additional Clerical works Internet Lab
Internet Lab Internet Lab Planned Innovations: __ Additional Clerical
__ Additional Clerical __ Additional Clerical __ Localized Videos works
works works __ Making big books from Planned Innovations:
Planned Innovations: Planned Innovations: views of the locality __ Localized Videos
__ Localized Videos __ Localized Videos __ Recycling of plastics to __ Making big books from
__ Making big books from __ Making big books from be used as Instructional views of the locality
views of the locality views of the locality Materials __ Recycling of plastics to
__ Recycling of plastics __ Recycling of plastics __ local poetical be used as Instructional
to be used as to be used as composition Materials
Instructional Materials Instructional Materials __ local poetical
__ local poetical __ local poetical composition
 composition composition
The lesson have The lesson have
successfully delivered successfully delivered
The lesson have
due to: due to:
successfully delivered due
The lesson have ___ pupils’ eagerness to ___ pupils’ eagerness to The lesson have
to:
successfully delivered due learn learn successfully delivered due
___ pupils’ eagerness to
to: ___ complete/varied IMs ___ complete/varied IMs to:
learn
___ pupils’ eagerness to ___ uncomplicated lesson ___ uncomplicated lesson ___ pupils’ eagerness to
___ complete/varied IMs
learn ___ worksheets ___ worksheets learn
___ uncomplicated lesson
___ complete/varied IMs ___ varied activity sheets ___ varied activity sheets ___ complete/varied IMs
___ worksheets
___ uncomplicated lesson Strategies used that Strategies used that ___ uncomplicated lesson
___ varied activity sheets
___ worksheets work well: work well: ___ worksheets
Strategies used that work
___ varied activity sheets ___ Group collaboration ___ Group collaboration ___ varied activity sheets
well:
Strategies used that work ___ Games ___ Games Strategies used that work
___ Group collaboration
well: ___ Solving ___ Solving well:
___ Games
___ Group collaboration Puzzles/Jigsaw Puzzles/Jigsaw ___ Group collaboration
___ Solving Puzzles/Jigsaw
___ Games ___ Answering ___ Answering ___ Games
___ Answering preliminary
___ Solving Puzzles/Jigsaw preliminary preliminary ___ Solving Puzzles/Jigsaw
activities/exercises
G. Anong kagamitang ___ Answering preliminary activities/exercises activities/exercises ___ Answering preliminary
___ Carousel
panturo ang aking activities/exercises ___ Carousel ___ Carousel activities/exercises
___ Diads
nadibuho na nais kong ___ Carousel ___ Diads ___ Diads ___ Carousel
___ Think-Pair-Share (TPS)
ibahagi sa kapwa ko ___ Diads ___ Think-Pair-Share ___ Think-Pair-Share ___ Diads
___ Rereading of
guro? ___ Think-Pair-Share (TPS) (TPS) (TPS) ___ Think-Pair-Share (TPS)
Paragraphs/
___ Rereading of Paragraphs/ ___ Rereading of ___ Rereading of ___ Rereading of Paragraphs/
Poems/Stories
Poems/Stories Paragraphs/ Paragraphs/ Poems/Stories
___ Differentiated
___ Differentiated Instruction Poems/Stories Poems/Stories ___ Differentiated Instruction
Instruction
___ Role Playing/Drama ___ Differentiated ___ Differentiated ___ Role Playing/Drama
___ Role Playing/Drama
___ Discovery Method Instruction Instruction ___ Discovery Method
___ Discovery Method
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method
___ Lecture Method
Why? ___ Discovery Method ___ Discovery Method Why?
Why?
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Complete IMs
___ Complete IMs
___ Availability of Materials Why? Why? ___ Availability of Materials
___ Availability of
___ Pupils’ eagerness to ___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to
Materials
learn ___ Availability of ___ Availability of learn
___ Pupils’ eagerness to
___ Group member’s Materials Materials ___ Group member’s
learn
Cooperation in ___ Pupils’ eagerness to ___ Pupils’ eagerness to Cooperation in
___ Group member’s
doing their tasks learn learn doing their tasks
Cooperation in doing
___ Group member’s ___ Group member’s
their tasks
Cooperation in doing Cooperation in doing
their tasks their tasks