Republic of the Philippines

Department of Education
Region III
Schools Division of Angeles City
Pulungbulu Elementary School
DAILY LESSON LOG
QUARTER 1– WEEK 1
Grade 3

GRADE 1 to 12 School PULUNGBULU ELEMENTARY SCHOOL Grade Level 3

DAILY LESSON LOG Teacher CATHERINE KATE F. MANIO Subject: ENGLISH

Date JULY 29 – AUGUST 2, 2024 Quarter 1 – WEEK 1

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Listening Comprehension Grammar Grammar Phonics and Word Recognition HOMEROOM GUIDANCE
Standard

B. To activate prior knowledge Demonstrate right use of To identify the sentences. Knowing the correct spelling
Performance grammar/ sentences. of the words.

Standard

C. Learning Activate prior knowledge based Distinguish sentences from Identifies sentences. Read words with short o
on the stories to be heard. non-sentences sounds in CVC pattern and
phrases and sentences
Competency/ EN3LC-Ia-j-2.2 containing these words.

Objectives

Write the LC
code for each.
II. CONTENT Literature: Crow and the Sentences from Non- Sentences Short O Sounds in CVC
Pitcher Sentences pattern

III. LEARNING
RESOURCES
A. References K-12 MELC- p.132 K-12 MELC- p.132 K-12 MELC- p.132 K-12 MELC- p.132

1. Teacher’s
Guide

pages

2. Learner’s
Materials
pages

3. Textbook
pages

4. Additional BEAM ENG1 Module 3A – Sounds BEAM ENG1 Module 3A –

Materials like Science. English (Learner’s Sounds like Science. English
from Material). Grade 2. 2013. pp. 2-15. (Learner’s Material). Grade 2.
Learning Let’s Begin Reading in English 2. 2013. pp. 2-15. Let’s Begin
Resource (LR) 2013. pp 275-276. Reading in English 2. 2013. pp
portal 275-276.

B. Other Pictures, copy of story Charts,powerpoint,strips of Videos,powerpoint,laptop,speaker Pictures, laptop, projector

Learning cartolina,activity sheets
Resource

III.
PROCEDURES

A. Reviewing Unlocking/Vocabulary & Can you still remember the Sentences from Non- Sentences Sentences
previous Concept Development story “The Crow and the
lesson or Pitcher?” What happened ( Mix and Match )
presenting (crow, beak, pitcher, narrow,
the new thirsty, water) to the crow?
lesson

B. What do you do when you feel Read number one in column Show some pictures.Let the pupils What is the name of the fox in
Establishing a thirsty? A. Read make a sentences out of the the sentences you learned
purpose for pictures presented. yesterday?
number one in column B.
Which tells more
the about the crow?

lesson

C. Presenting Read the story aloud. Stop at Present the following phrase Show a powerpoint video about Present videos about Short –O
examples/ indicated point, to ask the cards and have children sentences. sounds in CVC pattern.
instances of children what they think will read them.
the new
lesson happen next in the story. Explain that Sox is the name
of a town.

Say: Look at the sentence.

Does it give a complete
thought?

Yes, it does. But there is

something wrong with the
sentence. Can you tell?

What should we do to make

it correct?

(Make the word “the” begin

with a capital letter. Add a
period at the end of the

sentence.)

D. Discussing 1. At the beginning of the story, What is differences between - What is sentences? - What letter did the word
new what did the thirsty crow do? two columns? sounds?

concepts and 2. Where did he find water? - What is the sound of the
practicing letter?
new 3. Could he drink right away?
Why not?
skills #1

E. Discussing
new concepts
and
practicing
new skills #2

F. Developing
mastery
(leads to
Formative
Assessment 3)

G. Finding Group the pupils into three. Divide the class into small Divide the class into three.Provide Give them activity sheet to
practical groups. Each group will an activity that will enhance the perform in group activity
application of combine phrases to make pupils’ grammar. regarding short-o sounds in
concepts and CVC pattern.
skills in daily sentences. Each group
living should write two sentences.
The sentences should make
sense.

Each sentence should begin

with a capital letter and end
with a period.

The big pot is so hot.

The water is so hot.

Two cops go to Sox.

The crow and the fox go to

Sox.

Two cops are in the lot.

The crow and the fox are in

the lot.

Have groups present their

outputs. Guide the class in
giving feedback on whether
thesentences formed make
sense.

H.Making What lesson did you learn? What is sentences? How do we read words?
generalization
s

and
abstractions
about the
lesson
 I. Evaluating Look at each pictures. Check Directions: Use different kinds of Measure My Learning
learning (/) if the sound it makes is sentences based on the given
loud or soft. situations. Write your answer in Connect the musical
your notebook. instruments to the sound it
1. You request your classmate to makes. p 13 of LM
let you borrow her
notebook. What will you say?
You:
___________________________________
_________________
2. What will you say if you
suddenly see your friend
accidentally tripped on a wet floor?
You:
___________________________________
_________________
3. Introduce yourself.
You:
___________________________________
_________________
4. You want to ask how much is
the price of the banana
cue. What will you say?
You:
___________________________________
______________

J. Additional Assignment: Complete the Agreement: Think of other animals Encircle the musical
activities for following story. to take the place in the story. Be instrument that makes loud
application or able to mimic its sound. sound.
remediation Hello. I’m ___________. I ride
in a ___ in going to school.

IV. REMARKS

V.
REFLECTION

A..No. of ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
___ of Learners who earned
learners who 80% above above 80% above 80% above
80% above
earned 80% in
the evaluation

B.No. of ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for
learners remediation remediation remediation remediation remediation

who require
additional
activities for
remediation
who scored
below 80%

C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial
lessons work?

No. of ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught
learners who the lesson up the lesson lesson up the lesson up the lesson
have caught
up with

the lesson

D. No. of ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
learners who require remediation continue to require require remediation to require remediation to require remediation
continue to remediation
require
remediation

E. Which of Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work
my teaching well: well: well:
strategies ___ Group collaboration ___ Group collaboration
worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why ___ Games ___ Games
___ Games ___ Games ___ Games
did these ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads
___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Paragraphs/
 Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories

___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction

___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama

___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method

___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method

Why? Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs

___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials

___ Pupils’ eagerness to learn ___ Pupils’ eagerness to ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
learn
___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s
Cooperation in ___ Group member’s in Cooperation in Cooperation in
Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
doing their tasks

F. What __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
difficulties did
I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my
principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
supervisor
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)

__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/

Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab

__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or
localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did
I use/discover __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
which I wish
views of the locality views of the locality views of the locality views of the locality views of the locality
to share with
 other __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
teachers? used as Instructional Materials be used as Instructional as Instructional Materials used as Instructional Materials used as Instructional Materials
Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical
composition

Prepared: Checked: Noted:

CATHERINE KATE F. MANIO JESSINDA M. TOLENTINO HELEN T. CAHUOGAN

Teacher II MT - 1 PRINCIPAL II