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School Fortune Elementary School Grade Level & Section II - Maasikaso

GRADES 1 to 12
Teacher Charina P. Fabillar Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates and March 1-3, 2023 (WEEK 3)
Time 12:40-1:40pm Quarter Third Quarter

WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE 1. Identify the texts as made-up or real
2. Differentiate made-up and real
3. Select whether the texts are made-up or real
A. Content Standard Demonstrates understanding of English vocabulary used in both oral and written language in a given context
B. Performance Standard Proficiency uses English vocabulary in varied and creative oral and written activities
C. Learning Competency
Write the l-code for each. Module No.3 - Recognizing the Difference Between “made up”and “real” (EN2LCIII-f-g-3.15)

II. CONTENT Third Quarter Module 3

Subject Matter Recognizing the Difference
Between “made up” and “real”
LEARNING RESOURCES
A. References
1. Teacher’s Guide K-12 Curriculum Guide, MELCs, English DBOW, E-libro
pages
2. Learner’s Material Maribel S. Pastrana
pages Third Quarter Module 3
Recognizing the Difference
B etween “made up”and “real”
3. Textbook pages pp.1-10
4. Additional https://lrmds.deped.gov.ph/
Materials from https://sites.google.com/depedmarikina.ph/elibroproject
Learning Resource
portal
B. Other Materials PowerPoint, pictures, flashcards, cartolina
III. PROCEDURE GUIDED CONCEPT EXPLORATION EXPERIENTIAL AND INTERACTIVE LEARNER’S OUTPUT
ENGAGEMENT
A. Daily Routine The teacher will conduct the Preliminary Activities;
 Prayer/video prayer
 Checking of attendance
 Doing simple exercise/video exercise: Do the
energizer:
 Reminders of the healthy protocols inside the
class
  Setting of classroom policies

B. Review In your previous lessons, you have learned to create Word

Clines, and identify Synonyms and Antonyms.
Can you give examples of Word Clines?
Activity:
Look at the pair of words and identify if it is synonyms and
antonyms. Write S if it is synonyms and A if antonyms.
______1. pretty – beautiful
______2. tall – short
______3. dark – bright
______4. neat – clean
______5. smart – intelligent
C. Establishing the 1. Diagnostic Assessment Strategy:
purpose for the lesson Which picture happens and which does not in real life?
Encircle the picture that is real and box the picture that is
made up.

2. Motivation:

What can you see in the picture? ________________

Where can you see a star? __________________
Can you wish upon a star? __________________

3. Motive Questions: Before reading. Let us find out.

What are the wishes in the poem?
4. Reading:
Read:
“Wish Upon a Star”
by: Maribel S. Pastrana
 5. Post Reading Activity
Answer the questions.
1. What does the author see? _______________
2. What is the first wish? ____________________
3. What is the second wish? ________________
4. What is the third wish? ___________________
5. What is the fourth wish? __________________
D. Presenting  Real/reality refers to things happen in real life
example/instances of situations.
the new lesson Example:
Ana is watching tv.

 Made up/fantasy refers to things that do not

happen in real life situations.
Example:
The fairy granted three wishes to the little girl.

Which is real? Which is made up?

E. Discussing new Activity 1

concepts and Encircle the pictures that are made up and check those
practicing new skill #1 that are real.

F. Discussing new Formative Assessment

concepts and
practicing new skill #2 Sort the picture to its proper column.
 Real Made Up

Group the learners according to their correct number of

responses
Group 1: 0-2 Group 2: 3-4 Group 3: 5
G. Developing Mastery Remediation (Group 1)
(Lead to Formative
Assessment) Activity: Draw a red line to connect the pictures that are
real to the correct chair and blue line if the pictures are
made up.
Reinforcement (Group 2)
Shade the appropriate box that corresponds to the given
phrases.

1.

2.

3.

4.

5.

Enhancement (Group 3)

Draw a if the sentence is real and if made up. Put

your answer on the space provided.
 ______1. The mother is cooking.
______2. Ana is reading her favorite book.
______3. The cat and dog are talking to each other.
______4. Family Garcia is praying before they eat.
______5. The clock is smiling at me

H. Finding practical Can you give situations that can happen in real life?
application of concepts
and skill in daily living
I. Generalization Fill in the blanks
_______ - happens in real life.
_______ - does not happen in real life
J. Evaluating Learning Post Test
A. Color the pictures that are REAL and encircle
those that are MADE UP.

B. Encircle the correct answer for each picture.

1. real made up

2. real made up

3. real made up

4. real made up

5. real made up

K. Additional activities for Additional Activity

application or Draw or cut out 5 pictures for each category. Be
 Remediation creative. Do this on a sheet of paper.

IV. Remarks
V. Reflection
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required remediation.
C. Did the remedial work?
No. of learners who
have caught up.
D. No. of learner who
continue to require
 remediation.
E. Which of my teaching
strategies work well

F. What difficulty did I

encounter which my
principal and
supervisor help me
solve?
G. What innovation or
localized materials did I
use?
*MELCs or Most Essential Learning competencies are also called Enduring competencies are those that remain with learners long after a test is completed (Reeves,2002) or are
useful beyond a single test or unit of study (Many and Horrell, 2014). They also refer to learning competencies that are essential in many professions and in everyday life.

Teaching Principle: I believe that learners learn best when there is a variety in the way the lesson is presented to them. In this lesson, I used explicit instruction, a
game, a story and interactive discussion as the lesson unfolds. Vygotsky’s scaffolding was used in the formative assessments to slowly increase the level of difficulty as
the learners master the target competency in this lesson. Jerome Brunner’s spiral progression of ideas was utilized as well as the learners were exposed to various
experiences to master the concept presented. Pictures appropriate for the learners were presented side by side with the text to improve their vocabulary and
strengthen word/picture association. The lesson included visual, auditory, tactile and kinesthetic stimulation. Lastly, values like respect for others and those with
disabilities, care for one’s belongings, and love for books and reading were highlighted in this lesson.

Prepared by:

Charina P. Fabillar
Teacher I

Checked by: Noted by:

Fevy B. Paraiso SHERLY ANN D. HERNANDEZ

Master Teacher I School Principal I