School GERATAG ELEMENTARY SCHOOL Grade Level THREE

GRADES 1 to 12
DAILY LESSON LOG Teacher JENNICA LANANG Learning Area ENGLISH
Teaching Dates and Time OCT. 21-25, 2024 Quarter SECOND/4

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards Demonstrate understanding of processes in sight word recognition or phonic analysis to read and understand words

Use word recognition techniques to read and understand words that contain complex letter combinations, affixes and contractions
B. Performance Standards
through theme-based activities
Read words with initial and final consonant blends Read words with initial Read words with initial Read words with initial
(l blends) and final consonant and final consonant and final consonant
C. Learning Competencies / Objectives EN3PWR-IIa-b-22 blends blends blends
Write the LC code for each (r blends) (s blends) (l, r, s blends)
EN3PWR-IIa-b-22 EN3PWR-IIa-b-22 EN3PWR-IIa-b-22

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in
a week or two.
Words with Initial Consonant l blends Words with Initial Words with Initial Reading Words with
II. CONTENT Consonant r blends Consonant s blends Initial Consonant
Blends (bl, cr, pl, tr,
etc.)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References CG page 57 CG page 57 CG page 57 CG page 57
1. Teacher’s Guide pages TG pp. 90, 93 TG pp. 112-113 TG pp. 127-129
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource CO_Q2_English 3_Module 3
(LP) portal
B. Other Learning Resources https://i.pinimg.com/originals/46/8c/ https://www.google.com/ https://
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These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
Choose the correct tense of the verb that will complete each Look for l blends in the Write the missing 1. Here is a rhyme. If you’re
sentence. puzzle consonant blend. happy and you know it, clap
1. He ________ the streets alone last night. your hands!
A. walks What is the word with
B. walked beginning /l/
C. will walk blends.
2. Mother ______ the animals every morning. 2. Itsy Bitsy spider went out
A. feeds the water spout.
B. fed Down came the rain and
C. will feed washed the spider out.
3. Lea and Rosa __________ (study) together tomorrow. What is the word with
A. Reviewing previous lesson or presenting A. study beginning /s/
the new lesson B. studied blends.
C. will study 3. Look at the pictures with
4. Rico ____________ his classmates the importance of having words below. Which word is
a clean environment next week. with beginning /r/ blend?
A. tells
B. told
C. will tell
5. Anne _________ her teeth every day.
A.brushes
B. brushed
C. will brush

B. Establishing a purpose for the lesson Decode each word using the following code. Unscramble the letter to Sing with action the action Sing and Dance
form a word. song Sing the song IF You’re
EencyWeency Spider Happy and you Know it.
 Have the pupils read the words decoded in the activity. Have the pupils read the What is the song about? Read the rhyme.
blue words decoded in the Show a picture of spoider. 1. If you’re happy and you
clock activity. What is on the picture? know it, clap your hands!
flag tree Spell it. 2. If you’re happy and you
glass crab What is the consonant know it, stomp your feet!
C. Presenting examples/ instances of the
plate drum blend in the word spider? If you’re happy and you
new lesson frog know it, you’re a friend!
truck 4. If you’re happy and you
know it, let us play!
5. If you’re happy and you
know it, stand and sit!
What can you notice about these words? What can you notice about Present the Teaching Chart What is the word with initial
How are the words written? these words? for the s-blends. After consonant blends like l, r, or
Introduce consonant blend. How are the words initial reading and s in each line?
These words have the /l/ blend. written? vocabulary study, provide Blended letters of two are
D. Discussing new concepts and practicing These words have the /r/ practice in reading the said together to produce
new skills #1 blend. words, through flashcard sound. You don’t separate
drills, or teaching charts these letters when you
S-blends family: sc, sk, sl, divide words into syllables.
sn, sp, st, sw, spl, str, scr,
sm, spr.
PICK and MATCH Game PICK and MATCH Game Say the name of each Identify word or words with
Have the pupils match the words they decode into the Have the pupils match the picture. Choose the correct initial consonant blend in
pictures to be presented. words they decode into s blend. each sentence.
Have them read other l-blend words the pictures to be 1. Father got a blue clock for
free.
presented.
2. The boys counted twenty
E. Discussing new concepts and practicing Have them read other l- fruits.
blend words 3. Maria and Nadia sleep on
new skills #2
their brown mat.
4. Snails move slowly.
5. The twins Victor and
Hector blow their candles.
 Supply the missing l-blend. Fill in the boxes with the Read the poem and identify
correct r blend. the words with initial
consonant blends.
This is Me!
Jena Mae B. Gayta
I live once in a place, clean
and free.
In our home, everything’s
with glee,
F. Developing mastery
Father dares, mother cares,
(Leads to Formative Assessment 3) Brother, sister, everyone
shares.
Oh, happiness in the past
Now, Mother Earth’s in
downcast.
Teachers in school, I miss.
Classmates and friends as
my bliss.

Read the short story below. Answer the questions and pick the Read the short story below. Game: BINGO Choose and write the correct
l-blend words used in the story. Answer the questions and Prepare a 3x3 grid on a blended word for each
There was a boy with a black hair. His name is Blake. He pick the r-blend words used chalkboard like the one sentence.
looked at the clock and wore his blue gloves. He went to in the story. shown below. 1. I wash my face and
the school and had a plan. His plan was to be good! Way __________ my teeth to
to go, Sam! Clap, clap, clap!. keep myself clean.
a. bath b. wipe c. brush
2. Every after meal, I
___________ a glass of
water.
a. drink b. eat c. wipe
Prepare list of words and 3. In our backyard, I can see
G. Finding practical application of concepts let the pupils write 9 s- green ________ and colorful
and skills in daily living blend words on the grid. __________ .
Have the words written in a. spoon, fork b. roof, floor c.
flashcards and pick them grass, flowers
one by one. 4. My mother always
The pupils who completed reminds me to wear my
the pattern below is the ___________ when I go
winners. outside our house.
a. slippers b. mask c.
umbrella
5. My sister told me that she
would buy ___________ for
our snacks later.
a. juice b. bread c. biscuits
H. Making generalizations and abstractions What initial consonant blended words did we study? What initial consonant What initial consonant What is consonant blend?
 blended words did we blended words did we
about the lesson study? study?
Read the words with l=blends in column A and match it with Read the words with Match the picture to its Read and answer the
the pictures in Column B. l=blends in column A and initial s blend following questions
A B match it with the pictures in carefully.
Column B. 1. Which is a set of words
1. cloud A B with initial consonant
2. fly blends?
3. globe a. bread, class, snail
4. glue b. draw, watch, play
5. plane c. flower, cake, birthday
2. Which phrase tells about
the picture on the right?
a. a pair of clean slippers
b. water in the glass
c. a dry leaf

I. Evaluating learning

3. Which sentence has a

word with initial consonant
blend?
a. I can’t sing.
b. Tell me how it works.
c. I would like to draw.
4-5. Read this rhyme.
How many words with initial
consonant blends are in the
rhyme?
Sweep the floor, dust no
more.
Close the door, and stay
indoor.
a. 2 b. 3 c. 4
 Look for l blends in the puzzle Read and check the box if
you read the phrases, the
sentences and the rhyme
correctly.
1. twenty black face
masks
J. Additional activities for application or 2. green grass near the
remediation garden
3. Why is the sky blue?
4. I see a brown snail on
the plant’s leaf.
5. Eat balanced meals
every day to keep you
strong and healthy.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them you can ask them relevant questions.

A. No of learners who earned 80% in the

evaluation
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: Checked by: Noted:

JENNICA LANANG CINDY C. CATALAN IMELDA D. DELA CRUZ, PhD

Adviser Master Teacher I P-III