School: COGON ELEMENTARY Grade Level: III

GRADES 1 to 12 SCHOOL
DAILY LESSON LOG Teacher: CRISTILE ANN T. GESMAN Learning MTB
Area:
Teaching Dates WEEK 7 Quarter: 2ND
and Time: QUARTER
Subject: MTB Grade Level: 3
Date: Session:Wk 7 Day 1
Possesses expanding language skills and cultural awareness necessary to
Content Standard participate successfully in oral communication in different contexts.

Has expanding oral language to name and describe people, places, and
Performance Standard concrete objects and communicate personalexperiences, ideas, thoughts,
actions, and feelings in different contexts.

Learning Competency

I. Objectives
Knowledge: Name the different activities in their communities
Speaks clearly and comprehensively by using standard language and
Psychomotor: appropriate grammatical forms, pitch MT3OL-IIh-i- 12.1

Show confidence in one’s work.

Affective:

II. CONTENT
Important Places In The Community
A. Subject Matter
TM pp.203-204
B. Reference
picture showcasing activities in the different places in the community.
C. Learning Materials
Chart of dialogue

III. PROCEDURE
A. Pre-assessment (to be done orally)
A. Preparation
(Refer to LM, p. 170, Let’s Try This)

Motivation:

How do you spend your weekends?

What are the things that you can do on weekends?

Reading of the Dialogue

B. PRESENTATION
Abstraction Present the dialogue and call selected pupils to read the dialogue to the
class.

Celia : Hello, Lorna, good morning.

Lorna : Hi, Celia. How was your weekend?

Celia : I had a wonderful time last Saturday! I spent my weekend at my

grandparent’s house in the barrio.

Lorna : You spent the week in the barrio? Isn’t it boring? I’m sure there’s no
video games and internet there.

Celia : There’s none but it was fun. I rode on a carabao on the way to the
 river for a picnic with my cousins. Have you tried swimming in the river? The
water is so cool!

Lorna : It’s the same as swimming in a pool. But I sure would love to try
riding a carabao.

Celia : Of course not, besides, its free. We had boiled bananas and coconut
jam for snacks.

Lorna : You really look like you enjoyed your weekend.Celia : Yes, I did.
How about you?Lorna : I stayed home and helped my mother clean our
house. Celia : That’s good. Our weekends were very productive.

Comprehension Questions:

1. Who are the characters in the dialogue?

2. What were they talking about in the dialogue?

3. How did each one spend their weekend?

4. How did Celia feel about her weekend? Explain.

5. How did Lorna feel about her weekend as well? Explain.

Have pupils share their activities over the weekend. Use the
C. PRACTICE following questions as their guide in sharing their experiences.

What did you do this weekend?

Where did you go?

Who was your companion?

How did you feel?

When do you plan to do it again?

D. APPLICATION Group Activity:Group the class into 6.

Give each group a picture showcasing activities in the different places in

the community. Let each group create its own story out of the picture
and ask each group to share it in the class.

(Samples pictures to present: town/barangay fiesta activity, school

program, church activities, all saints ‘day, Christmas celebration, etc.)

Note: Include other activities that are celebrated in your community.

E. GENERALIZATION
What are the different activities did we talk about?

IV. EVALUATION Think of an activity in your community that you‘ve participated and talk about
it.
 Think of an activity in your community that you can’t forget and write
V. ASSIGNMENT something about it.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Session:Q2 Wk 7 Day 2
Demonstrates expanding knowledge and understanding of language
Content Standard grammar and usage when speaking and/or writing.

Speaks and writes correctly and effectively for different purposes using the
Performance Standard grammar of the language.

Learning Competency

I. Objectives
Knowledge: Recognizes singular and plural indefinite pronouns in sentences
Uses singular and plural indefinite pronouns in sentences. MT3G-IIg-h-
Psychomotor: 1.3.3

Responds to a story through, dramatization, songs or art activities.

MT3RC-IIf-g- 11.1

Shows love for reading by listening attentively during story reading and
Affective: making comments or reactions. MT3A-IIa-i- 4.2

II. CONTENT
. Singular and Plural Indefinite Pronouns
A. Subject Matter

TG pp.205- 208
B. Reference LM. Pp.171
. charts of activities
C. Learning Materials

III. PROCEDURE
A. Listening to a narrative or informational text
B. Preparation
1. Activities

 Unlocking of difficult words

Say: Before I’ll read to you a short story, let us try to unlock some difficult
words used in the story for better understanding of the selection.

Say: Choose the correct word in the box that gives the same meaning of
the underlined word. Read the sentences.

. The children were so excited when they heard the bell ring.

. They keep running and playing at the school playground.

. The boy’s wound was bleeding.

. A grade VI pupil witnessed the incident.

. Ana’s forehead was swollen, too.

flowing of blood

recreational area
 inflamed

saw

eager

. Motivation

. Have you observed the different places in your school? What are those
places? Who stay in those areas?

(Show different pictures of people and different places in the school. Have
the pupils match the picture of the person to the place where he/she stays
in the school.

The teacher should prepare the pictures ahead of time: nurse - clinic;
principal – office; teacher – classroom; playground – pupils; etc.)

Motive question

In what place in your school do you take someone who gets hurt?

Let’s find out by listening to the story.

2. Listening Activities

Say: I will read to you a story. Listen carefully so that you can answer the
questions after.

One Recess Time

The school bell rang. Everybody in the Grade III class of Mr. Bernard
Jaime prepared for recess. Some brought out their packed snacks and
started eating on their desks. Others went straight to the canteen to buy
their food. There were few boys and girls who went to the playground and
started running around.

Suddenly, they saw Eric and Dennis running towards their classroom. “Sir
Jaime! Sir Jaime!” called Eric.

Mr. Jaime went out of the classroom to meet the two boys. “What’s the
problem, kids?” asked Mr. Jaime.

“Sir, Jerry and Ana bumped each other while running! Jerry’s forehead is
bleeding!” said Dennis. Somebody carried Jerry and brought

him there,” added Eric, pointing to the school clinic.

Fortunately, that day, a group of medical team from the division office was
visiting the school. The nurse immediately cleaned Jerry’s wound. The
doctor had it stitched. Ana’s swollen forehead was given first aid. A cold
compress was placed on the bump.

“Did anyone see what happened? asked the school principal to some
children he met in the clinic. A Grade VI pupil who said that the two pupils
were both running very fast from opposite directions and did not notice
each other until they bumped. Ana’s forehead hit Jerry’s right eyebrow
 which left an almost inch-long cut that caused the bleeding.

When the bell rang, everyone returned to their room. All sat quietly and
waited for Mr. Jaime. When the teacher returned, he told everybody that
the two were already fine. “Recess is not a time for playing. Always be
careful to avoid accidents,” the teacher reminded the children.

Comprehension Check

Ask the following:

. Why were the pupils in the classroom excited when they heard the bell
ring?

. What did they do next?

. Where did they go?

. Why did Eric and Dennis go to Mr. Jaime?

. What did they tell him?

. What happened to Gerry and Ana?

. Where were they brought to after the incident?

. Who attended to the wounded pupils?

. What did they do to Gerry and Ana?

. What should you do to avoid accidents or being hurt while playing?

B. Grammar awareness1. Introduction

B. PRESENTATION
Abstraction Show the children each of the following words written in cue cards while
asking them if they heard each word in the story read – both, someone,
few, others, some, everyone, anyone, everybody.(LM p.171)

Make them remember that this is a part of their past lessons on indefinite
pronouns.

Ask: What do we call these terms?

Which of these are singular indefinite pronouns?

Which are plural indefinite pronouns?

C. PRACTICE
Have the pupils use these pronouns in a sentence.

D. . GENERALIZATION What are indefinite pronouns?

Indefinite pronouns are used to refer to people or things without saying

exactly who or what they are. An indefinite pronoun may be singular or
plural. We use pronouns ending in –body or –one for people, and
 pronouns ending in –thing for things.

Examples:

somebody everybody both few

someone no one most some

anything nothing all

E. APPLICATION (Note to the teacher: Have the list of the indefinite pronouns be written in
cue cards for each group)

Differentiated Activity: Group the class into 4 and let each group do the
assigned activity.

Groups 1 – Classify the given list of indefinite pronouns into singular or

plural. (chart and cue cards)

everyone neither both all some

someone others most few nobody

Groups 2 – Classify the list of pronouns according to what they refer to –

person, place or thing. (hart and cue cards) nothing nobody
something

someone anywhere everybody

whatever anything nowhere

whoever someone whichever

Group 3 – Complete each given sentence by supplying the appropriate

indefinite pronoun. (Note to the teacher: Sentences should have been
written in a manila paper or cartolina)

Everything has been prepared for the program.

I opened the door but there is nobody in there.

Each pupil was given a set of school supplies.

I’ll take this one and you take the other.

There is nothing I can do if you will not cooperate.

Nowhere in this planet can we find such creature.

Group 4 – Complete the short paragraph by filling in the correct indefinite

pronoun.

(Note to the teacher: The paragraph should be written in a manila paper

or cartolina.)

(Everyone) in the classroom was busy writing when he hears sounds of

drums and trumpets coming from the road. Only (few) of the girls rose from
their seats but (most) of the boys immediately went near the door to see
where the sounds come from. (Others) stopped their work and everyone’s
attention was disrupted. So, Mrs. Reyes told her pupils to watch the
parade for as long as no one will go out from the classroom.(
Everybody )was happy and excited of what he has seen.
 . Presentation of outputs follows.

. Ask:

. How do you find our activity?

. Did everyone cooperate?

. What do we call these words?

. When do we use them?

. Make your own sentences using the indefinite pronouns you found in
IV. EVALUATION your activity.

everyone

anything

few

Each

whatever

nowhere

whichever

neither

. Choose one of the following activities and seek the help of your parents
V. ASSIGNMENT or elders to go about your choice.

Think of a song with indefinite pronouns. Write it in your notebook and be

ready to sing it in class.

With a partner, write a dialogue or a simple script with indefinite pronouns

about any topic. Act it out in the class.

Draw any scene in school. Write something about your drawing. Use
indefinite pronouns.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Session:Q2 Wk 7 Day 3
Demonstrates understanding of grade level literary and
Content Standard informational texts.

Comprehends and appreciates grade level narrative and

Performance Standard informational texts.

Learning Competency

I. Objectives
Knowledge: Note details of the story
Gives the summary of a story MT3LC-IIh-i- 2.5
Psychomotor:
Reads grade level texts with appropriate intonation, expression,
and punctuation cues when applicable. MT3F-Ih-i- 1.6

Listenes attentively and react positively during story discussion

Affective:

II. CONTENT
Giving Summary of the Story(A Trip to School)
A. Subject Matter

TG pp.209 -212
B. Reference LM pp. 172 - 176
Charts of graphic organizer
C. Learning Materials Stories

III. PROCEDURE
A. Review
C. Preparation Note to the teacher: Spare 10 minutes for the assignment given to
the pupils yesterday. Ask for at least 3 volunteers to read their
assignment in the class. Have the assignment be collected and
checked)
B. Reading a text by the pupils
1. Pre-reading Activities
Motivation
Can you tell some of the places in your school?
Do you ever had the chance to visit these places?
Motive question
What are the different places in school Marco had visited?
Let’s find out by reading the selection.

2. During Reading
B. PRESENTATION
Read the story “ A Trip to School “ with appropriate speed,
intonation and expression.(See LM.p172-173 for Sinugbuanong
Binisaya version of the story and questions)
 Post Reading

Answer the following questions.

. At the start, how did Marco feel with his new school?

. Where was the first place they visited? Who did they meet in that
place?

. What were the other classrooms and buildings they visited?

. Other than the classrooms and buildings, what were other

places they saw around the school?

5.Do we have these places too, in our school?

6.What was the feeling of Marco after the tour?

7.What did he do and tell to his teacher?

8.Was the trip really wonderful?

9.Why do you say so?

10.Which place in the school do you think will Marco like to go

often?

Why do you say so?

11.What is your favorite place in your school?

12. Why do you like that place?

Group Activity:
C. PRACTICE
Divide the class into 4 groups. Have each group summarize the
story by highlighting its important parts using the different graphic
organizers below.

event1

event4 title event2

event3

Group 1.
 event 1
event2

Title
event3
event4
Group 2.

Group 3

event2 event3

event1 event3
title
Group 4

event1

event4
title event2

event3

Have pupils present their group work to the class one after the
other.

Ask:1.Compare your work from the work of other groups. Were

there differences and similarities? What are they?

2.How did each group come up with the answers?

3.With your accomplished graphic organizer, were you able to get

the significant details of the story?

4. If you are to write your graphic organizer in a paragraph form,

does it still give you a clear understanding of the story?

. What happened to the structure or length of the story when you

 have rewritten it using graphic organizer? Did the length
change?

. What do we call this process?

Say: We call this process summarization. The graphic organizer

you have just accomplished is one form of summarizing a story or
text.

D. GENERALIZATION What is a summary?

Summary is condensed version of a larger reading material.

The process of gathering the main idea of an article or narrative is
called summarization.(see LM p.175)

E. APPLICATION Direksiyon: Base sa inyong gigama sa group work sa estoryang

“Trip to School” pagsulat og summary niini.

IV. EVALUATION Direksiyon:

Paminaw sa estoryang “Panahon Sa Recess” ug sulati sa mga
detalye ang detalye ang graphic organizer. Isulat kini sa papel.

Ulohan sa estorya: ___________________________

Tawo o mga tawo sa estorya:___________________
Nahimutangan______________________________
Mga Panghitabo ( Ihan-ay)

una:
____________________________________________

ikaduha:
____________________________________________

Ikatulo:
____________________________________________

Ikaupat:
____________________________________________

Katapusan sa Estorya:

____________________________________________
Base sa gibuhat sa application pagsulat og summary sa estorya
V. ASSIGNMENT nga”Panahon sa Recess” in paragraph form.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Session:Q2Wk7 Day 4

Content Standard
Demonstrates expanding knowledge and skills to listen, read, and write for
specific purposes.

Has expanding knowledge and skills to listen, read, and write for specific
Performance Standard purposes.

Learning Competency

I. Objectives
Knowledge: Identifies information from a table

MT3SS-IIg-i- 12.2

Discusses information from a table MT3SS-IIg-i- 12.2

Psychomotor:
Recognize the value of studying .
Affective:

II. CONTENT

A. Subject Matter Identifying and discussing information from the table

TG p.214 -215
B. Reference LM p.178 -179

C. Learning Materials charts of tables of data

III. PROCEDURE

D. Preparation A. Checking of assignments:

Ask four pupils toread their work infront of the class.

B. Review the important points to remember in making a summary of a story.

(see LM p.175)

C. Ask the pupils about their score everytime the test is given. Know their
score.

Ask:

Did you pass? Why/Why not?

What should be done in order to pass the exam all the time.?
Why studying is important to you as pupils?

Present the table below. Have pupils analyze the table.

B. PRESENTATION
Pupils Filipino English Math

Dante de Jesus 33 33 30
 Danilo E. Agustin 32 37 35

Rovi Mae I. Zacarias 35 40 38

Ryan G. De la Cruz 37 35 39

Antonio G. Navez 38 38 38

Answer the following questions using the data from the table.
C. PRACTICE
. Who got a perfect score in the quiz?

. In what subject did a pupil get a perfect score?

. What is the lowest score in English?

. Who got the same scores in all the subjects?

. If you get the average of each student in all subjects, who got the highest
average?

What do we mean by “table” here?

What did we do to the data in the table?

D. GENERALIZATION Table – refers to any data which is presented in orderly rows and or down the
page often close with borders.

E. APPLICATION Group activities:

Group the children into four.
Each group will make their own table showing the following.
Group 1- Ages of their group members
Group 2- Favorite subject in grade 3
Group 4- Number of family members
Let each group present their group and discuss the information given from
their table .

Study the table and answer the questions that follows.

IV. EVALUATION Paboritong lugar nga suroyanan
Bata Mall Dagat Parke Umahan
Lito * *
Peter * * *
Lisa *
Oyo * * *
Tita * *
Ask.
1.Unsa ka bahin ang table?
2.Pila ka buok bata ang napangutan –an sa ilang paboritong suruyanan?
3.Kinsa kanila ang kina daghanan og paboritong lugar?
4.Kinsay kina dyotayang lugar nga gusto?
5.Kinsa ang pulopareha rag gidaghanon?
V. ASSIGNMENT Make a sample table and write something about it.Do it in your notebook.

VI. REFLECTION
Subject: MTB Grade Level: 3
Date: Session: Q2 Wk 7 Day 5

Content Standard

Performance Standard

Learning Competency

I. Objectives
Knowledge: Recall their learnings within the week.
Answer the test questions correctly.
Psychomotor:
Appreciate the value of taking the test with honesty.
Affective:

II. CONTENT
Weekly Test
A. Subject Matter

B. Reference
Test papers
C. Learning Materials

III. PROCEDURE
A. 1.Conduct a simple recall the topics included in the test.
E. Preparation 2. Let the children prepare all the materials to be used during the test.
Motive Questions: 3. Give general direction in taking the test.
4. Distribution of test papers.
5. Explain the direction on how to answer the questions.

Test Proper:
B. PRESENTATION
I. Isulat og unsa kabahin ang kalihukan nga gipakita sa hulagway.(2pts each)

1__________________

2___________________
 _3_____________________

II.Pilia ang insaktong indefinite pronoun ang hustong gamiton sa pahayag.

matag –usa bisan kinsa gamay tanan uban

1.Kitang tanan nahibalona apan pahibaloa pa ang (uban) sa nahitabo.

2.(Matag usa) nga ania karon akong giimbitar sa among pista sa baryo.
3.Moadto ang (tanan)wala dyoy mabilin kanato.
4.Puslan man nga gamay ray nianhi ( bisag kinsa) na lay paapila sa parada.

III. Tan-awa ang table og tubaga ang mga pangutana.

Paboritong Dula
basket ball *********
tumba lata ****
piko **
tago-tago *******

1.Unsa kabahin ang table.

2.Unsa ang pinaka paboritong dula?
3.Unsa nga dula nga dili kaayo ganahan?
4.Unsa nga dula ang nisunod sa kinadaghanan?

C. PRACTICE
D. APPLICATION

E. GENERALIZATION

IV. EVALUATION

V. ASSIGNMENT

VI. REFLECTION