School: LUCPON SOUTH ELEMENTARY SCHOOL Grade Level: III

GRADES 1 to 10 Teacher: GENY A. ZARATE Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1 QUARTER
ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Continuation of Beginning Literacy Quarterly and Weekly Articulation
B. Performance Standard Listening Comprehension Able to make a simple Phonics and Word Recognition and Able to make a simple
sentences. Spelling sentences.
C. Learning Competency/s Activate prior knowledge Draw and write Read words with short o sounds in Draw and write sentences
based on the stories sentences about one’s CVC pattern and phrases and about one’s drawing.
read /heard. drawing. sentences containing these words. EN3WC-Ia-j-4
EN3LC –Ia-j-2 EN3WC-Ia-j-4 EN3F – Ib –d- 19
Literature : Belling the
Cat.
II CONTENT Activating Prior Drawing and Writing Short o (-od, -og, -om, -on) Drawing and Writing
Knowledge based on the Sentences Sentences
Stories Read /Heard.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Pictures, copy of the Pictures, laptop, Pictures, , laptop, projector, video Pictures, laptop, projector
Learning Resources stories, laptop, projector, projector
video
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson (mouse, mice, fool, collar) Short-O Sounds in CVC Checking of Assignment Short-O Sounds in CVC Administer
or presenting the new lesson pattern. pattern. Summative
Test
B. Establishing a purpose for What are you afraid of? Play a game “mandala”. Present pictures of the new words Play a game “mandala”.
the lesson Why? Pupils will draw a thing being studied. You can also use real Pupils will draw a thing
that will match their and action to unlock their meanings. that will match their
character. Let them Be sure to consult a dictionary for character. Let them share
share it to the class the meaning and pronunciation of it to the class
the words
C. Presenting Using DRTA ( Directed Show some illustration A Log in the Bog in the Fog Show some illustration to
Examples/instances of new Reading and Thinking to the class and ask the class and ask
lesson Ability).Story of Belling questions. questions.
the Cat. - baby sleeping on the - baby sleeping on the crib
 crib - apples fall down the trees
- apples fall down the - car moving fast
trees - Mother baking a cake.
- car moving fast
- Mother baking a cake.
D. Discussing new concepts Who wanted to put the - How do you know the - What are common sounds did you - How do you know the
and practicing new skills #1 bell on Pat’s collar? Why? events in the pictures? heard today? events in the pictures?
Why do you think no one Original File Submitted
wanted to bell the cat? and Formatted by
What was wrong with the DepEd Club Member -
plan? visit depedclub.com for
more
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Group the pupils into Group the pupils into Refer the pupils to LM Activity 19 A Group the pupils into
applications of concepts and three: three. Provide drawings & B pages 26-27 three. Provide drawings to
skills Make a plan .How they to them .Let them form them .Let them form a
can put a bell on the cat. a sentences out of the sentences out of the
drawing. drawing.
H. Making generalizations -What did you learned What did you learned What did you learned today? What did you learned
and abstractions about the today? today? today?
lesson
I. Evaluating Learning Draw one part of the Post some drawing. Ask Divide the class into dyads or triads Post some drawing. Ask
story that excite you them to make a simple and have each group work on LM – them to make a simple
most. Assess the pupils writings about the Activity 20, pages 28- 30. writings about the
based on their drawings. drawing. drawing.
Use rubrics.
J. Additional activities for What makes a good plan? Study your lesson well. Cut pictures with short o sounds of Study your lesson well.
application or remediation Write at least three og, op, od, and ob.
sentences to answer the
questions.
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: Approved by:

GENY A. ZARATE
JOANN M. MEDRANA
TEACHER
PRINCIPAL II
 School: Grade Level: III
GRADES 1 to 10 Teacher: Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1 QUARTER
ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Demonstrates Demonstrates understanding Demonstrates Demonstrates understanding of the
Standard understanding of the of lines, texture, shapes and understanding of body importance of nutritional guidelines and
basic concepts of depth, contrast (size, texture) shapes and body actions balanced diet in good nutrition and
rhythm. through drawing. in preparation for various health.
movement activities.
B. Performance Perform simple Creates an artwork of people Performs body shapes and Consistently demonstrates good decision- SUMMATIVE
Standard ostinato in the province/region. actions properly. making skills in making food choices. TEST
patterns/simple
rhythmic
accompaniments on
classroom
instruments and
other sound sources
to a given song.
C. Learning Maintain a steady Distinguishes the size of 1. Describe the proper Identify nutritional problems-
Competency/s beat when chanting, persons in the drawing,to way of bending and undernutritio
walking, tapping, indicate its distance from the stretching to improve - Describe the characteristics, signs and
clapping and/or viewer. flexibility symptoms, and effects of the
playing musical 2.Execute correct bending various forms of malnutrition -
instruments and stretching to improve undernutrition, specifically protein-
MU3RH-Ib-h-2 body posture energy
3.Enjoy a pair activity for malnutrition.
fitness and fun H3N-Icd-13/ H3N-Ief-14
PE3BM-Ia-b-1
II CONTENT Moving with the Beat Sizes of Persons in the LET’S MOVE AND BE Form of malnutrition: Undernutrition
Drawing FLEXIBLE! a. Protein-Energy Malnutrition (PEM)

III. LEARNING
RESOURCES
A. References Music Time Teacher’s TGs and LMs Gr. 2, DepEd (2013). K to 12 Health curriculum
Manual Enhancing Skills through guide. Pasig: DepEd.
(Lower Primary) p. MAPE Friedman, D.P., Stine, CC., & Whalen, S.
 143 (2005). Lifetime health.
(Upper Primary) p. NY: Holt, Rinehart & Winston.
136 National Nutrition Council (2013).
Nutrition is key. Retrieved from
http://www.nnc.gov.ph/home/item/112-
nutrition-is-key.
UNICEF (2009). Nutrition in emergencies.
Retrieved from
http://www.unicef.org/nutrition/training/
1. Teacher’s Guide 6-8 CG p.22 of 93 216-222 355-357
Pages
2. Learner’s 7-12 238-245 414-416
Materials pages
3. Text book pages
4. Additional CD/CD Player Activity card, pictures, Pencil and crayons
Materials from chart of rhythmic flashcards
Learning Resources patterns
improvised rhythmic
instruments
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing 1. Drill Sizes of Persons A. Routinary Activities: 1. Say: We will play a Word Association
previous lesson or a. Tonal Drill ( s – so , 1. Checking of attendance game. I will write a word and call
presenting the new m – mi ) and PE uniform a pupil who will quickly give a related
lesson b. Rhythmic Drill (appropriate attire for word.
2. Review physical activities) .
Sing “Ang Alaga Kong 2. Warm-up activities
Pusa” while tapping
the steady
beat of the song.

B. Establishing a B. Lesson Proper What did you notice if you are Ask your pupils to recall 2. Write “Malnutrition” on the board and
purpose for the 1. Motivation far apart from the objects you the different body shapes call a pupil who will give a word
lesson Show the cla What is looking at? and actions and perform related to “malnutrition” as fast as
the man doing? these. possible. Call about five children. If
(the man is building a there are doubts about the relationship of
house/fixing the roof) the words, ask the pupil to
What do we call the explain how the word is related
man who builds a Original File Submitted and Formatted by
house? DepEd Club Member - visit
What is his depedclub.com for more
occupation?
 (carpenter)
What does a
carpenter do? (A
carpenter builds
houses.)
Aside from houses,
what other things
does he do?
(He makes tables,
cabinets, and
chairs)ss a picture of a
carpenter.

C. Presenting “Mang Kiko” (chant) Show pictures of a person Ask the pupils to sing the Activity 1: A Story of Two Children
Examples/instance Do the following with different sizes? song Magtanim ay Di Biro 1. Tell the pupils that they are going to
s of new lesson activities: with actions read two stories about
a. Clap/tap the beat malnutrition.
of “Mang Kiko”. 2. Let the pupils read the stories silently.
b. Clap/tap the beat 3. Ask the pupils to answer the questions
while chanting. orally after each story.
c. Do other
movements such as
walking and
marching at different
speeds while chanting
to
show and feel the
steady beat.
D. Discussing new What is the chant all What are the different sizes of (Note to teacher: Do the 4. Let the pupils recall the nutrients they
concepts and about? persons into its positions? warm–up activities here) learned in Grade 2.
practicing new (It is about a Have a guessing game.
skills #1 carpenter making a (The procedure Divide the class into small groups. Tell the
chair.) should be delivered in groups to guess the name of
What did you do to MTB) the nutrient after you will write its first
show the pulse of letter on the board. Let the groups
“Mang Kiko”? Activity 1: Ready take turns in answering.
(We tapped, clapped, Get Set Go Write the beginning letters of the
marched, and nutrients:
walked.) Directions: Group P: Protein
We used different the class into four C: Carbohydrates
movements while columns. Ask the pupils to D: Fats
chanting to show the do the following V: Vitamins
pulse. These positions.The pupils must M: Minerals
 movements can be wait for the teacher’s Go Once the pupils have identifies the
fast or slow. signal and freeze for five correct word, complete the word
How were you able to seconds. on the board and ask the pupils to read it
maintain the pulse Groups who did the aloud.
while positions correctly will
singing/chanting? move 1 step forward until
(by continuously a group reaches the finish
moving to the regular line. (Note to the teacher:
beat up to the end of Use the following
the song) commands).

E. Discussing new What body parts are used 5. Recall with the pupils the functions of
concepts and in bending and the food nutrients:
practicing new stretching? Which is the body-building nutrient?
skills #2 How did you do it? Which are the energy-giving nutrients?
Which are the body regulating nutrients?
Once the correct answer have been given,
write the functions on the
board and let the class read it aloud.
6. Ask: What does M lack in her diet?
What does K lack in his diet?
7. Write the phrase “Protein-energy
malnutrition” on the board and tell
the pupils that it is a kind of
undernutrition where there is lack of
bodybuilding
and energy-giving nutrients in the diet.

F. Developing
mastery
(Leads to
Formative
Assessment)
G. Finding Practical Group the class into Art Activity Travelogue What did you learned today?
applications of 5. Let the pupils
concepts and skills practice steady beats Directions: Group pupils
using the song “Colors into three big groups or
at School”. Ask the small groups with 3
pupils to do the members each.Ask them
following: to perform the activity
written on the activity
cards. As the teacher
claps each group will
 transfer to the next base
in a counter-clockwise
manner.
H. Making What is steady beat? - What makes a person seems Bending and stretching
generalizations (Steady Beat is the so small or big in the picture? are movements that
and abstractions pulse we feel in improve flexibility. The
about the lesson music. It can be slow proper way of doing these
or movements can prevent
fast.) injury.
We use movements
to show the pulse in A flexible person can do
music like many movements safely
marching, tapping, and assume good posture
clapping, walking, and at all times.
playing musical
instrument.

I. Evaluating See page TG-page 8 Use rubrics to assess their See page TG-page 222 Let the pupils answer Let’s Check on LM
Learning Put a check in the performance.
correct box.
J. Additional Bring improvised Cut a pictures of different A.Practice the different Divide the class into small groups and
activities for musical instruments sizes of people. exercises learned. assign to bring different kinds of food rich
application or for the next lesson. B. List down five walking in vitamins.
remediation movements using body
shapes.
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: Approved by:

GENY A. ZARATE
JOANN M. MEDRANA
TEACHER
PRINCIPAL II
 School: Grade Level: III
GRADES 1 to 10 Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1 QUARTER
ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Demonstrates understanding of whole numbers up to 10 000.
B. Performance Standard Is able to recognize, represent, compare ,and order whole numbers up to 10 000.
C. Learning Competency/s Give the place value Read and write numbers Rounds numbers to the Rounds numbers to the
and value of numbers up to 10 000 in symbols nearest ten. nearest hundreds.
up to 10 000. and in words. M3NS – Ib-15.1 M3NS – Ib-15.1
M3NS- Ia-10.3 M3NS – Ia-9.3
II CONTENT Giving the place value Reading and Writing Rounding numbers to the Rounding numbers to the
and value of numbers Numbers up to 10 000. nearest ten. nearest hundreds.
up to 10 000.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG p.7 of 18. CG p.7 of 18. CG p.7 of 18. CG p.7 of 18.
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Videos, laptop Projector, charts Projector, charts Projector, charts
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Place Value and Value Write the missing Sing a song “ Ten Little Skip counting 1 -100. Adminester
presenting the new lesson numbers in shapes Indians” Summative
below. Test
B. Establishing a purpose for the Mix and Match Mix and Match How do we round –off How do we round –off
lesson numbers? numbers?

C. Presenting Examples/instances of Show powerpoint or Post the problem on the Show a video how to PowerPoint about rounding –
new lesson video clips about board. round numbers in nearest off numbers to the nearest
place value and value. tens. hundreds.
D. Discussing new concepts and - What are the place Guide pupils in working - What is the video all What do we do in numbers?
practicing new skills #1 value? on Activity 1 in LM. about?

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of Divide them into Guide pupils in doing Give them activity sheets Give them activity sheets to
concepts and skills three. Activity 2 in the LM. to perform. perform.

H. Making generalizations and What are the place How do we write What can we do if the What can we do if the numbers
abstractions about the lesson values in a 5–digit numbers from 1001 to numbers are nearest to 0 are nearest to 0 -4, and 5-9?
number? 10 000 in symbols? In -4 ,and 5-9? How do we round-off numbers
words? How do we round-off to the nearest hundreds?
numbers to the nearest Original File Submitted and
tens? Formatted by DepEd Club
Member - visit depedclub.com
for more
I. Evaluating Learning Give an activity. Have pupils work on Round off the ff. numbers Round off the ff. numbers to
Activity 3. to the nearest tens. the nearest hundreds.
1. 125 1. 679
2. 2374 2. 2135
3. 15353 3. 67821
4. 658 4. 4527
5. 53 5. 100

J. Additional activities for Write the place value Give Activity 4 in LM. Provide them an Provide them an assignment to
application or remediation and value of each assignment to do at do at home.
number. home.
1. 23098
2. 67129
3. 87390
4-5.etc.
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: Approved by:

GENY A. ZARATE
JOANN M. MEDRANA
TEACHER
PRINCIPAL II
 School: Grade Level: III
GRADES 1 to 10 Teacher: Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: AUGUST 5 - 9, 2024 (WEEK 2) Quarter: 1 QUARTER
ST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Demonstrate understanding of ways of sorting materials and describing them as solid, liquid, or gas based on their observable properties.
B. Performance Standard Be able to group common objects found at home and in school according to solids, liquids, and gas.
C. Learning Competency/s Compare and classify Classify solids Describe different objects Describe different objects based on their
solids according to according to based on their characteristics.
size. texture. characteristics. S3MT-Ia-b-1
S3MT-Ia-b-1 S3MT-Ia-b-1 S3MT-Ia-b-1
II CONTENT Comparing and Solids According Characteristics of Liquids How Liquids Flow
Classifying Solids to Texture

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages CG p. 17 of 64
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials Growing with Growing with Growing with Science and Growing with Science and Health
from Learning Resources Science and Health Science and Health Health
B. Other Learning Resources charts charts Laptop, videos, PowerPoint Laptop, videos, PowerPoint
IV. PROCEDURES
A. Reviewing previous Ask the pupils to Describe what Show liquids and let them identify the Adminester
lesson or presenting the copy the table on characteristics is being characteristics of the liquids. Summative
new lesson the board on their presented on the ff. pictures. Test
paper.
B. Establishing a purpose Show these two Pick five solids on Aside from solids, what else Prepare different shapes of the container.
for the lesson pictures to the class. your bag. has its own characteristics? Place the containers on the table.
Observe what the teacher will do. Pour the
liquid in each container. What happen to the
 shape of the liquids?
C. Presenting Show a ruler and Show real objects Videos about the lesson.
Examples/instances of new meter stick. of solids.
lesson Compare the two.

D. Discussing new concepts What are the solids - What - What are physical What happened to the different liquids when
and practicing new skills #1 written on your characteristics is characteristics is being in poured from one container to another
chart. been observed liquid? container?
How are they similar from the ff. Do they flow the same way? Why?
to the other. objects?

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Draw five objects Give them activity Group the pupils and give Carla bought one condensed and one
applications of concepts with different sizes. sheets to perform. them activity. evaporated milk to be used in baking .Which
and skills of the two milks flows fast and which flow
slow? Why?
H. Making generalizations How do you Solids have What is liquid? Liquids have the ability to flow.
and abstractions about the compare and classify different textures. Original File Submitted and Formatted by
lesson solids? DepEd Club Member - visit depedclub.com
for more
I. Evaluating Learning Prepare five objects. Group solids Fill in the boxes below. Put a check mark on the column that best
according to their IN the Canteen describe each.
texture. Liquids Slow Fast Very Fast
Softdrinks
Cooking oil
shampoo
J. Additional activities for List down objects List down names Cut three pictures of liquids. Bring pictures of different liquids. Be ready
application or remediation found at home. Find of solid objects Paste them on a short bond to present to the class. Describe how each
the exact found at home paper. Under each picture, liquid flows.
measurement. Make garden. write a short description
a chart. about the liquid.

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: Approved by:

GENY A. ZARATE
JOANN M. MEDRANA
TEACHER
PRINCIPAL II