School: SUAL CENTRAL SCHOOL Grade Level: III

GRADE 3
Teacher: CHRISTIAN JOHN C. TIONGSON Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and Time: WEEK 1 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Listening Comprehension Grammar Grammar Phonics and Word Recognition Writing/ Composition
B. Performance Standard To activate prior knowledge Demonstrate right use of To identify the sentences. Knowing the correct spelling of Able to make a simple
grammar/ sentences. the words. sentences.
C. Learning Competency/s: Activate prior knowledge based Distinguish sentences from Identifies sentences. Read words with short o sounds Draw and write
on the stories to be heard. non-sentences EN3G-Ia-b-1 in CVC pattern and phrases and sentences about
EN3LC-Ia-j-2 EN3G-Ia-1.1 sentences containing these one’s drawing.
words. EN3WC-Ia-j-4
EN3PW-
II CONTENT
Literature: Crow and the Pitcher Sentences from Non- Sentences Short O Sounds in CVC pattern Drawing and Writing
Sentences Sentences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG p. 36 of 170
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Internet Internet Internet Internet
Learning Resources
B. Other Learning Resources Pictures, copy of story Charts,powerpoint,strips of Videos,powerpoint,laptop,spe Pictures, laptop, projector Pictures, laptop,
cartolina,activity sheets aker
projector
IV. PROCEDURES
A. Reviewing previous lesson or Unlocking/Vocabulary & Can you still remember the Sentences from Non- Sentences Short-O Sounds in
presenting the new lesson Concept Development story “The Crow and the Sentences ( Mix and Match ) CVC pattern.
(crow, beak, pitcher, narrow, Pitcher?” What happened
thirsty, water) to the crow?
B. Establishing a purpose for the What do you do when you feel Read number one in column Show some pictures.Let the What is the name of the fox in Play a game
lesson thirsty? A. Read pupils make a sentences out the sentences you learned “mandala”. Pupils will
number one in column B. of the pictures presented. yesterday? draw a thing that will
Which tells more match their character.
about the crow? Let them share it to
 the class
C. Presenting Examples/instances Read the story aloud. Stop at Present the following phrase Show a powerpoint video Present videos about Short –O Show some
of new lesson indicated point, to ask the cards and have children read about sentences. sounds in CVC pattern. illustration to the
children what they think will them. class and ask
happen next in the story. Explain that Sox is the name questions.
of a town. - baby sleeping on
Say: Look at the sentence. the crib
Does it give a complete - apples fall down the
thought? trees
Yes, it does. But there is - car moving fast
something wrong with the - Mother baking a
sentence. Can you tell? cake.
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 new concepts and . At the beginning of the story, What is differences between - What is sentences? - What letter did the word - How do you know
practicing new skills #1 what did the thirsty crow do? two columns? sounds? the events in the
2. Where did he find water? - What is the sound of the letter? pictures?
3. Could he drink right away? Original File
Why not? Submitted and
Formatted by DepEd
Club Member - visit
depedclub.com for
more
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of Group the pupils into three. Divide the class into small Divide the class into Give them activity sheet to Group the pupils into
concepts and skills groups. Each group will three.Provide an activity that perform in group activity three. Provide
combine phrases to make will enhance the pupils’ regarding short-o sounds in CVC drawings to them .Let
sentences. Each group grammar. pattern. them form a
should write two sentences. sentences out of the
The sentences should make drawing.
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 generalizations and What lesson did you learn? What is sentences? How do we read words? What did you learned
abstractions about the lesson today?
I. Evaluating Learning LM - Activity 2 on page 3 for the Refer the pupils to LM – Put a check if the ff.is a Name the following pictures. Post some drawing.
Writing to Learn activity. Activity 3 , page 3 for sentence and cross mark (X) if ( Teachers’ discretion ) Ask them to make a
another guided practice it is not. simple writings about
exercise. 1. Thelma is a cute girl. the drawing.
2. saw a two big house.
3-5etc.
J. Additional activities for Draw the favorite part of the Provide assignment to them. Cut- out pictures and make a Draw or cut out pictures with Study your lesson
application or remediation story. sentences out of it. short o sounds in CVC well.
pattern.Make a sentences out of
it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of Learners who require
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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?