School: Dapdap Elementary School Grade Level: III

GRADES 1 to 12 Teacher: Genesis A. Padero Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: APRIL 8 – 12, 2024 (WEEK 2) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Developing Reading and Writing Developing Reading and Writing Developing Reading and Writing Developing Reading and Writing
Performance Standard Listening Comprehension Reading Comprehension Vocabulary Development Study Skills
Learning Literature:
The Future  Memorize a poem by stanza.  Answer alternative questions.  Identify the rhyme patterns of
 Admire the beauty of nature.  Relay a message accurately.  Read words, phrases, poem with poems.
 Identify good and bad ways to  Read words and phrases, with – –ough (sounded as /Ʌf/ and /ɒ/).  Write sentences with –ough Summative Test
care for our environment. ough (sounded as /Ʌf/ and /ɒ/). (sounded as /Ʌf/ and /ɒ/).
 Read a poem interpretatively.
II CONTENT Unit 4: Week 2 (Lesson 29) Unit 4: Week 2 (Lesson 29) Unit 4: Week 2 (Lesson 29) Unit 4: Week 2 (Lesson 29)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages Copy of “The Future”  Enlarged posters of polluted and  Copy of “What Should I do” LM-Activity 288
non-polluted areas
LM-Activity 281  Message strips for the game LM-Activity
 Pictures of polluted and  Copy of “Mother Earth”
beautiful places
 Sentence strips for the LM-Activity
engagement activity
3. Text book pages
4. Additional Materials from Video clips from the internet Downloaded Materials Downloaded Materials Downloaded Materials
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Presentation: Say: Let us read the poem “The
presenting the new lesson Unlocking of key words in the Show posters of polluted and non- Ask pupils to read the poem Future”. Read the poem with your
story using pictures and context polluted environments. “What Should I Do.” pupils.
Say: Observe the last word in each
line of stanza 1. What can you say
about the words: cars and bars?
(They rhyme.)
B. Establishing a purpose for the Post a picture of our Introduce Message Relay game. What does the future hold for us? A
lesson environment (rich with water Smog-filled skies and poison cars, B
and natural resources). And broken land with useless dusts C
Say: Describe the picture. Share And nature’s beauty behind bars B
to the class your experience the
 last time you visited a place like
this.
C. Presenting Post another picture of our Modeling/Teaching: Say: Rhyming words follow patterns.
Examples/instances of new environment (show waters and  Read the poem. Ask pupils to write the questions Let us look at the last word of line 1.
lesson natural resources that are about in the second stanza (us) Let us label it A. What is the last
to disappear) word in line 2? (cars). Does it rhyme
Ask: What can you do to prevent with “us”? (no). So, let‟s give a
this? Find out as you read the different label for it. Let‟s label it B.
poem. Does the last word in line 3 rhyme
with “us”? (no) Let‟s label it C. Does
the last word in line 4 rhyme with
“dusts”? (no). Does it rhyme with
cars? (yes). So, let us label it B. We
give the lines with rhyming words
the same label.
Say: So, the rhyme pattern of stanza
1 is A-B-C-B.
D. Discussing new concepts and Say: Listen as I read aloud the Identify the rhyme pattern of stanzas
practicing new skills #1 poem. (After modeling it, allow Ask pupils to read the poem with Discuss alternative interrogatives 2 and 3
the pupils to read the poem by proper expression and intonation. and how they differ to Yes-No Original File Submitted and
groups and individually for Let the pupils answer the questions Interrogatives. Formatted by DepEd Club Member -
practice.) about the poem. visit depedclub.com for more
Refer to LM - Activity 284.
E. Discussing new concepts and Allow pupils to recall –ough words
practicing new skills #2 Present key words with –ough Vocabulary building and reading of and phrases introduced in Day 2 and
(sounded as /Ʌf/ and /ɒ/). words with ough (sounded as /Ʌf/ 3. Let pupils write two sentences
 Read words and phrases with – and /ɒ/) about the picture – Refer to LM -
ough (sounded as /Ʌf/ and /ɒ). Activity 291.
Tell pupils that the boy has the
alternative to choose which of the
two sets of food he will take. Pupils
should also use at least a word with
–ough like enough.
F. Developing mastery Ask pupils to read the poem “
(Leads to Formative Assessment) What should I do” for practice on
the –ough- words.
G. Finding Practical applications Ask the following questions. Unlock the key words through Answer LM Activities on pages Identify the rhyme pattern of stanzas
of concepts and skills 1. What could happen to our sentence strips, pictures, and 286-287 4 and 5
environment in the future as demonstrations then allow pupils
said in stanza 1? to read the words on the LM -
2. What was the author worried Activity 287
about?
3. What is the poem about?
 4. What is the poem trying to
tell you?
5. How can you help maintain
the beauty of our environment?
H. Making generalizations and What is a rhyming word?
abstractions about the lesson
I. Evaluating Learning Let them practice reading the
A. Tell pupils to say YES if the words and phrases. Fill in the blanks with choices for
statement tells a good habit and alternative questions.
NO if it doesn‟t.  Write 3 alternative questions.
1. Andy throws garbage into the
river. YES NO
2. Children work hand and hand
in planting trees. YES NO
3. Grade 3 pupils help in
cleaning the backyard . YES NO
4. Rodel and his friend manage
the recycling
activities in the class. YES NO
5. Ben destroys plants in the
garden. . YES NO
B. Do the group activities.
Refer to LM - Activity 285.
J. Additional activities for
application or remediation
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?

Prepared by:
Genesis A. Padero Noted by:
Teacher Anna Lisa C. Bacani
School Head