DLL - ENGLISH 3 - Q1 - W1 Ok
DLL - ENGLISH 3 - Q1 - W1 Ok
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 Distinguish sentences from Identifies sentences. Read words with short o sounds Draw and write sentences
based on the stories to be non-sentences EN3G-Ia-b-1 in CVC pattern and phrases and about one’s drawing.
heard. EN3G-Ia-1.1 sentences containing these EN3WC-Ia-j-4
EN3LC-Ia-j-2 words.
EN3PW-
II CONTENT Literature: Crow and the Sentences from Non- Sentences Short O Sounds in CVC pattern Drawing and Writing
Pitcher 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, projector
cartolina,activity sheets aker
IV. PROCEDURES
A. Reviewing previous lesson Unlocking/Vocabulary & Can you still remember the Sentences from Non- Sentences Short-O Sounds in CVC
or presenting the new lesson Concept Development story “The Crow and the Sentences ( Mix and Match ) pattern.
(crow, beak, pitcher, Pitcher?” What happened
narrow, thirsty, water) to the crow?
B. Establishing a purpose for What do you do when you Read number one in column Show some pictures.Let the What is the name of the fox in Play a game “mandala”.
the lesson feel thirsty? A. Read pupils make a sentences out the sentences you learned Pupils will draw a thing that
number one in column B. of the pictures presented. yesterday? will match their character.
Which tells more Let them share it to the
about the crow? class
C. Presenting Read the story aloud. Stop Present the following phrase Show a powerpoint video Present videos about Short –O Show some illustration to
Examples/instances of new at indicated point, to ask cards and have children read about sentences. sounds in CVC pattern. the class and ask questions.
lesson the children what they think them. - baby sleeping on the crib
will Explain that Sox is the name - apples fall down the trees
happen next in the story. of a town. - car moving fast
Say: Look at the sentence. - Mother baking a cake.
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 new concepts . At the beginning of the What is differences between - What is sentences? - What letter did the word - How do you know the
and practicing new skills #1 story, what did the thirsty two columns? sounds? events in the pictures?
crow do? - What is the sound of the
2. Where did he find water? letter?
3. Could he drink right
away? Why not?
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Group the pupils into three. Divide the class into small Divide the class into three. Give them activity sheet to Group the pupils into three.
applications of concepts and groups. Each group will Provide an activity that will perform in group activity Provide drawings to
skills combine phrases to make enhance the pupils’ grammar. regarding short-o sounds in CVC them .Let them form a
sentences. Each group should pattern. sentences out of the
write two sentences. The drawing.
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 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 Refer the pupils to LM – Put a check if the ff.is a Name the following pictures. Post some drawing. Ask
the Writing to Learn Activity 3 , page 3 for another sentence and cross mark (X) ( Teachers’ discretion ) them to make a simple
activity. guided practice exercise. if it is not. writings about the drawing.
1. Thelma is a cute girl.
2. saw a two big house.
3-5etc.
J. Additional activities for Draw the favorite part of Provide assignment to them. Cut- out pictures and make a Draw or cut out pictures with Study your lesson well.
application or remediation the story. sentences out of it. short o sounds in CVC
pattern.Make a sentences out
of it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
80% on the formative 80% above above above above 80% above
assessment
B. No. of Learners who require ___ 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 remediation additional activities for
remediation
remediation remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No __Yes ___No
work? No. of learners who ____ of Learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught
have caught up with the caught up the lesson up the lesson up the lesson the lesson up the lesson
lesson.
D. No. of learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
continue to require to require remediation require remediation require remediation require remediation to require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ 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 Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of 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 learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
in doing their tasks doing their tasks doing their tasks doing their tasks in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
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
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
as Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did I ___Metacognitive ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
use/discover which I wish to Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
share with other teachers? assessments, note taking and taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and
studying techniques, and and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and
vocabulary assignments. ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- vocabulary assignments.
___Bridging: Examples: Think- pair-share, quick-writes, and pair-share, quick-writes, and share, quick-writes, and ___Bridging: Examples: Think-
pair-share, quick-writes, and anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: anticipatory charts.
___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building:
Examples: Compare and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and
contrast, jigsaw learning, peer projects. projects. projects. contrast, jigsaw learning, peer
teaching, and projects. ___Contextualization: ___Contextualization: teaching, and projects.
Examples: Demonstrations, ___Contextualization: Examples: Demonstrations, media,
___Contextualization: media, manipulatives, repetition, manipulatives, repetition, and local ___Contextualization:
and local opportunities. Examples: Demonstrations, opportunities.
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations,
___Text Representation: ___Text Representation:
media, manipulatives, and local opportunities. media, manipulatives,
Examples: Student created Examples: Student created
repetition, and local drawings, videos, and games. drawings, videos, and games. repetition, and local
opportunities. ___Modeling: Examples: ___Text Representation: ___Modeling: Examples: Speaking opportunities.
Speaking slowly and clearly, slowly and clearly, modeling the
Examples: Student created
___Text Representation: modeling the language you want language you want students to use, ___Text Representation:
drawings, videos, and games.
students to use, and providing and providing samples of student
Examples: Student created samples of student work. ___Modeling: Examples: work. Examples: Student created
drawings, videos, and games. Speaking slowly and clearly, drawings, videos, and games.
Other Techniques and Strategies Other Techniques and Strategies
___Modeling: Examples: used: modeling the language you want used: ___Modeling: Examples:
Speaking slowly and clearly, ___ Explicit Teaching students to use, and providing ___ Explicit Teaching Speaking slowly and clearly,
modeling the language you ___ Group collaboration samples of student work. ___ Group collaboration modeling the language you
want students to use, and ___Gamification/Learning throuh ___Gamification/Learning throuh want students to use, and
providing samples of student play Other Techniques and Strategies play providing samples of student
work. ___ Answering preliminary used: ___ Answering preliminary work.
activities/exercises ___ Explicit Teaching activities/exercises
Other Techniques and ___ Carousel ___ Group collaboration ___ Carousel Other Techniques and
Strategies used: ___ Diads ___Gamification/Learning throuh ___ Diads Strategies used:
___ Explicit Teaching ___ Differentiated Instruction play ___ Differentiated Instruction ___ Explicit Teaching
___ Group collaboration ___ Role Playing/Drama ___ Answering preliminary ___ Role Playing/Drama ___ Group collaboration
___Gamification/Learning ___ Discovery Method activities/exercises ___ Discovery Method ___Gamification/Learning
throuh play ___ Lecture Method ___ Carousel ___ Lecture Method throuh play
___ Answering preliminary Why? ___ Diads Why? ___ Answering preliminary
activities/exercises ___ Complete IMs ___ Differentiated Instruction ___ Complete IMs activities/exercises
___ Carousel ___ Availability of Materials ___ Role Playing/Drama ___ Availability of Materials ___ Carousel
___ Diads ___ Pupils’ eagerness to learn ___ Discovery Method ___ Pupils’ eagerness to learn ___ Diads
___ Differentiated Instruction ___ Group member’s ___ Lecture Method ___ Group member’s ___ Differentiated Instruction
___ Role Playing/Drama collaboration/cooperation Why? collaboration/cooperation ___ Role Playing/Drama
___ Discovery Method in doing their tasks ___ Complete IMs in doing their tasks ___ Discovery Method
___ Lecture Method ___ Audio Visual Presentation ___ Availability of Materials ___ Audio Visual Presentation ___ Lecture Method
Why? of the lesson ___ Pupils’ eagerness to learn of the lesson Why?
___ Complete IMs ___ Group member’s ___ Complete IMs
___ Availability of Materials collaboration/cooperation ___ Availability of Materials
___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn
___ Group member’s ___ Audio Visual Presentation ___ Group member’s
collaboration/cooperation of the lesson collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson