School: Sapad Elementary School Grade Level: 4

GRADES 1 to 12 Teacher: Aslia D. Cadal Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: November 25-28 (WEEK 1) Quarter: 1st QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learners demonstrates understand of indefinite pronouns, focusing on their identification, classification, and correct usage in sentences. Learners will gain a strong
understanding of these important grammatical elements, enhancing their writing and communication skills.

B. Performance Standards: The learners transfer learning by: outline the expected levels of understanding and application of indefinite pronouns, They provide a framework for assessing learners
progress throughout the unit.

C. Learning Competencies/Objectives:
(Write the LC Code for each EN4G-IVF-22:
Use simple
Sentence:
Simple subject and simple pronouns

II. CONTENT Introduction to Indefinite Singular and Plural Indefinite Indefinite Pronouns in Context Review and Assessment Recognize Common
Pronouns Pronouns Action Words in Retelling
Stories and Conversations

III. LEARNING RESOURCES Varying materials throughout the week keeps children engaged and supports their learning. Include a mix of concrete and manipulative materials, along with paper-based
activities. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES/ ACTIVITIES

A. Reviewing Previous Lesson/ What’s New What’s More Independent Activity 1 For the short review,
Have a short review of yesterday’s Learners will be able to identify and correct conduct a quiz or other
 Presenting New Lesson Today, we are going to talk discussion.
about indefinite pronouns do
you know what indefinite Ask the learner’s, “What was our
pronouns is? An indefinite last topic yesterday?
pronouns does not refer to
any person, amount, or thing.

Direction: Look at the

following pictures. Read the
sentences. Identify the
errors in the use of indefinite pronouns in
indefinite pronouns.
sentences.
Ask learners what strategies do you use to
identify errors in the way indefinite pronouns
are used.

assessment to evaluate
student understanding
and provide feedback.

Ask learners:
1. What is the pictures
all about?
2. Does it show that
different images are
different from each
other?

Divide the class into group of

6 members.
Instructions: The group will Say, I have here a magic mic; I will
do task 1. be playing the song. The song. As I
point the mic to your group, you
have to sing that certain part of
the song. Are you ready, learners?

B. Establishing Purpose of the Let’s put your group's work Remember yesterday when we Say, You are correct. Indefinite pronouns don’t Ask learners if they know
Lesson up on the wall near you. were working in groups? We refer to a specific person, place, or thing. how to play the
Then, you can all read what didn't quite finish, so I'm going to "Message Relay Game."
 your team wrote. Everyone give you 20 minutes to get your
read the parts where you all work all done! After that, you'll
wrote the same thing! Then, get to show everyone what you
each person can read the did!
special parts they wrote just
Guide them, and for
by themselves. "I have these special cards with
general instructions, tell
your group names on them.
students to arrange the
When I hold up the card with your
directions in playing
group's name, the leader will
message relay. Provide
come up here and get the papers I
logical connectors as
collected yesterday. Who's ready They can be singular, plural, or not?
clues or guides.
to share their awesome work? Hold your answers for a while, as we are going
Check learners answers. to play four pictures, one word. Each of the
Check learners output.
items shows singular indefinite pronouns and
plural indefinite pronouns.
Ask learners to group
themselves into 6
members. Learners will
play message relay;
learners will relay the
following messages or
lines.

C. Presenting Examples/Instances Ask: After distributing the papers, post

of the New Lesson the cards in the blackboard. Let
1. Based on your learners do the task for 20
outputs, which is/are minutes.
more dominant,
singular indefinite
pronouns or plural
indefinite pronouns?
2. Do you think it is
simpler the plural
indefinite pronouns
or the singular
indefinite pronouns,
and why or why not?

Process learners answers.

D. Discussing New Concepts and Check students answers:
Practicing New Skills Instruct each group to choose
1. Both their report
2. Few
3. Many
4. Several
5. All
6. Any
7. Most
8. Anyone
Proceed to task 5.3 “Create Me”
9. Anything
10. Everybody Check the learners answers.
11. Everyone
12. Nobody Read and discuss the topic on pages 203-207.
13. None
14. Some
15. Lots

E. Developing Mastery Give a 5 items “Matching Ask the students, “Do

Type Activity “ you agree or disagree
Match the line in Column B. with the indefinite
pronouns? Why or why
not? Process learners
answers.
F. Finding Practical Application of
concepts and skills in daily
living

Instruct learners to complete

Task 4 on page 302. Complete the statement,
“A indefinite pronoun is
a word that replaces a
noun or noun phrase
because?
G. Making Generalizations and
Application

Let's see if you really got

those tricky pronoun
rules! Turn to page 307
and 308, and you'll find
Task 6 and Task 7.
They're all about those
special words called
'indefinite pronouns.' I'll
give you 20 minutes to
figure them out.
Once you're done, let's
see how you did! We'll
check your answers
together.
H. Evaluating Learning Let’s divide the class into four
groups. Each group will work
on Task 3. We’ll collect your
 work when you’re finished. If
you don’t have time to
complete the task today,
don’t worry! You can finish it
tomorrow.

I. Additional Activities

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who required
additional activities for remediation.
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
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve.
G. What innovation or localized
materials did I used/discover which I
wish to share with other teachers?