School Grade Level 3

GRADES 1 to 12 DAILY
Teacher Learning Area English
LESSON LOG
Teaching Dates Quarter
and Time

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 activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
I. 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

B. Performance Standards

C. Learning Competencies / Objectives read words with long a sound read words with long i sound read words with long o sound read words with long u sound
Write the LC code for each ending in e; read phrases, ending in e; read phrases, ending in e; read phrases, ending in e; read phrases,
sentences, stories, and/or poems sentences, stories, and/or poems sentences, stories, and/or poems sentences, stories, and/or poems
consisting long a sound consisting long i sound consisting long o sound consisting long u sound
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 tacked in a week or two.
II. CONTENT
List the materials to be used in different days. These sources of learning sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as appropriate materials. Helps in learning, enhances concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately for total student well-being. Always be guided by characteristics of learning for the students
IV. PROCEDURES which you can infer from formative assessment activities. Balance the learning experiences by providing students with multiple opportunities to learn new things, practice and
reviewing, confirm their learning experiences, and their opportunities to show what they learned through various means and express themselves. Include time intervals for each step.
A. Reviewing previous lesson or presenting Begin by reviewing the short 'a' Begin by revisiting the concept of Revisit the concept of the silent Recap the silent 'e' rule and its
sound words covered last week, the silent 'e' and how it changes 'e' and its role in changing vowel impact on vowel sounds,
the new lesson emphasizing how they differ from the sound of vowels, focusing on sounds, shifting focus to the long focusing on the transition to the
the long 'a' sound. Transition into the transition from the long 'a' to 'o' sound. Use a visual chart to long 'u' sound. Use a visual chart
the new lesson by using a simple the long 'i' sound. Use a visual compare examples of the long to compare examples of long 'a',
chant or rhyme that highlights chart to compare examples of 'a', 'i', and 'o' sounds, such as 'i', 'o', and 'u' sounds, such as
words with the long 'a' sound both sounds, such as 'cake' 'cake', 'kite', and 'cone'. Introduce 'cake', 'kite', 'cone', and 'cube'.
ending in 'e', such as "cake, versus 'kite'. Introduce the new the new lesson with a group Introduce the new lesson with a
make, take." Use flashcards with lesson by engaging students in a brainstorming session, inviting fun word association game,
images to visually represent quick drawing activity where they students to list words they know where students think of words
these words, helping students illustrate a word with the long 'i' with the long 'o' sound. with the long 'u' sound.
 identify the pattern of the long 'a' sound, such as 'bike'.
sound. Transition into a group
activity where students
brainstorm additional words that
fit this pattern.
B. Establishing a purpose for the lesson 1. Word Hunt: 1. "I Spy Long I": 1. "Long O Bingo": 1. "Long U Sound Relay":
Organize a classroom word hunt Play a game where students look Create bingo cards with words Divide the class into teams and
where students search for and around the classroom and featuring the long 'o' sound, and have them race to write down
collect cards with long 'a' words identify objects or pictures that play a game to reinforce words with the long 'u' sound on
hidden around the room. could have long 'i' words (e.g., a vocabulary. the board.
2. "Sound Detective": picture of a kite). 2. "Sound Walk": 2. "Sound Exploration":
Engage students in a game 2. "Vowel Sound Charades": Take students on a sound walk Encourage students to listen for
where they listen for and raise Have students act out words with around the school, encouraging the long 'u' sound in a read-aloud
their hands when they hear the the long 'i' sound while their them to identify and note objects story, noting down any words
long 'a' sound in a list of words peers guess the word. This or signs with long 'o' words. This they hear. This activity is
read aloud. This requires no activity requires no materials and activity requires no materials and inclusive and requires no
materials, making it inclusive and fosters inclusivity. is inclusive. materials.
adaptable for any classroom
setting.
C. Presenting examples/instances of the new The long 'a' sound often appears The long 'i' sound is typically The long 'o' sound typically The long 'u' sound typically
in words where 'a' is followed by found in words where 'i' is occurs in words where 'o' is occurs in words where 'u' is
lesson a consonant and the silent 'e', followed by a consonant and a followed by a consonant and a followed by a consonant and a
such as 'cake' or 'name'. silent 'e', such as 'kite' or 'line'. silent 'e', such as 'cone' or 'hope'. silent 'e', such as 'cube' or 'tune'.
Recognizing this pattern helps Recognizing this pattern helps Understanding this pattern Understanding this pattern
students decode and pronounce students improve their reading enhances reading fluency and improves reading fluency and
new words with confidence. skills and pronunciation. comprehension. comprehension.
D. Discussing new concepts and practicing
new skills #1 Discuss how the silent 'e' Discuss the transformation of Discuss how the silent 'e' Discuss how the silent 'e'
changes the sound of the words like 'kit' to 'kite' with the changes the sound of words changes the sound of words
vowel from short to long. addition of the silent 'e'. like 'hop' to 'hope'. Engage like 'cub' to 'cube'. Engage
Engage students in a Engage students in a students in a questioning students in a questioning
questioning chain: questioning chain: chain: chain:
"What happens to the word 'cap' "How does the silent 'e' change "What happens to the word 'not' "What happens to the word 'tub'
when we add an 'e' at the end?" 'pin' to 'pine'?" when we add an 'e' at the end?" when we add an 'e' at the end?"

Activity: Activity: Activity: Activity:

"Long A Match" "Silent E Magic" "Silent E Transformation" "Silent E Magic"

Materials: Materials: Materials: Materials:

N/A N/A N/A N/A

Significance: Significance: Significance: Significance:

Reinforces understanding of the Visualizes the impact of the silent Visualizes the impact of the silent Visualizes the impact of the silent
long 'a' pattern through matching. 'e' on vowel sounds. 'e' on vowel sounds. 'e' on vowel sounds.

Instructions: Instructions: Instructions: Instructions:

1. Provide pairs of cards—one 1. Write pairs of words on the 1. Write pairs of words on the 1. Write pairs of words on the
with a picture, another with the board, such as 'kit' and 'kite'. board, such as 'not' and 'note'. board, such as 'tub' and 'tube'.
word (e.g., a picture of a cake 2. Have students pronounce 2. Have students pronounce 2. Have students pronounce
and the word 'cake'). each word and identify the sound each word and identify the sound each word and identify the sound
2. Students match the picture change. change. change.
with the correct word. 3. Discuss the role of the silent 3. Discuss the role of the silent 3. Discuss the role of the silent
 3. Discuss the sound and pattern 'e'. 'e'. 'e'.
after each match.
Rubrics: Rubrics: Rubrics:
Rubrics: - Participation in discussion - Participation in discussion - Participation in discussion
- Accuracy of matches (10pts) (10pts) (10pts) (10pts)
- Participation in discussion - Correct pronunciation (10pts) - Correct pronunciation (10pts) - Correct pronunciation (10pts)
(10pts) - Understanding of the sound - Understanding of the sound - Understanding of the sound
- Understanding of the sound change (10pts) change (10pts) change (10pts)
pattern (10pts)
Assessment Questions: Assessment Questions: Assessment Questions:
Assessment Questions: 1. What sound does the word 1. What sound does the word 1. What sound does the word
1. What sound does the word 'kite' have? 'cone' have? 'cube' have?
'cake' have? 2. How does the silent 'e' change 2. How does the silent 'e' change 2. How does the silent 'e' change
2. How does the silent 'e' change the word 'kit'? the word 'not'? the word 'tub'?
the word 'cap'? 3. Can you think of another word 3. Can you think of another word 3. Can you think of another word
3. Can you think of another word with the long 'i' sound? with the long 'o' sound? with the long 'u' sound?
with the long 'a' sound?
E. Discussing new concepts and practicing
new skills #2 Activity: Activity: Activity: Activity:
"Long A Sound Story" (pair work) "Long I Sound Collage" (pair "Long O Sound Scavenger Hunt" "Long U Sound Poster" (pair
work) (pair work) work)
Materials:
Paper, pencils Materials: Materials: Materials:
Magazines, scissors, glue, paper List of clues, paper, pencils Paper, markers, magazines
Significance:
Encourages creative thinking and Significance: Significance: Significance:
application of the long 'a' sound Encourages exploration and Encourages exploration and Encourages creativity and
in context. creativity in identifying long 'i' application of long 'o' words. application of long 'u' words.
words.
Instructions: Instructions: Instructions:
1. In pairs, students write a short Instructions: 1. In pairs, follow a list of clues to 1. In pairs, create a poster
story using at least five words 1. In pairs, search magazines for find objects or words with the showcasing words and images
with the long 'a' sound. images and words with the long long 'o' sound around the with the long 'u' sound.
2. Illustrate the story with 'i' sound. classroom or school. 2. Use magazines to find pictures
drawings. 2. Cut out and create a collage 2. Write down each item you find. or draw your own.
3. Share stories with the class. on paper. 3. Share your findings with the 3. Present your poster to the
3. Present the collage to the class. class.
class and explain the chosen
Rubrics: words.
- Use of long 'a' words (10pts) Rubrics: Rubrics:
- Creativity in story writing - Number of items found (10pts) - Variety of words/images (10pts)
(10pts) Rubrics: - Creativity in solving clues - Creativity in poster design
- Presentation skills (10pts) - Variety of words/images (10pts) (10pts) (10pts)
- Creativity in collage design - Explanation of choices (10pts) - Explanation of choices (10pts)
(10pts)
Assessment Questions: - Explanation of choices (10pts)
1. How did you use the long 'a' Assessment Questions: Assessment Questions:
sound in your story? 1. Which words or objects did 1. Which words did you find with
2. Which words did you find Assessment Questions: you find with the long 'o' sound? the long 'u' sound?
challenging and why? 1. Which words did you find with 2. How did you solve the clues? 2. How did you decide on the
3. How did you help each other the long 'i' sound? 3. What was the most interesting images for your poster?
in the pair activity? 2. How did you decide on the discovery you made? 3. What was the most interesting
 images for your collage? word you discovered?
3. What was the most interesting
word you discovered?
F. Developing mastery (Leads to Formative
Assessment 3) Activity: Activity: Activity: Activity:
"Long A Word Art" "Long I Poetry" "Long O Storytime" "Long U Storybook"

Materials: Materials: Materials: Materials:

Colored paper, markers Paper, pencils Paper, pencils Paper, pencils

Significance: Significance: Significance: Significance:

Combines art and literacy to Combines literacy and creativity Combines literacy and creativity Combines literacy and creativity
reinforce learning. to reinforce learning. to reinforce learning. to reinforce learning.

Instructions: Instructions: Instructions: Instructions:

1. Write a long 'a' word in large 1. Write a short poem using at 1. Write a short story using at 1. Write a short story using at
letters on colored paper. least five words with the long 'i' least five words with the long 'o' least five words with the long 'u'
2. Decorate the word with sound. sound. sound.
drawings that represent its 2. Illustrate the poem with 2. Illustrate the story with 2. Illustrate the story with
meaning. relevant drawings. relevant drawings. relevant drawings.
3. Share your artwork with the 3. Share the poem with the class. 3. Share the story with the class. 3. Share the story with the class.
class.
Rubrics: Rubrics: Rubrics:
Rubrics: - Use of long 'i' words (10pts) - Use of long 'o' words (10pts) - Use of long 'u' words (10pts)
- Creativity in decoration (10pts) - Creativity in poetry (10pts) - Creativity in storytelling (10pts) - Creativity in storytelling (10pts)
- Clarity of word representation - Presentation skills (10pts) - Presentation skills (10pts) - Presentation skills (10pts)
(10pts)
- Understanding of word meaning
Assessment Questions: Assessment Questions: Assessment Questions:
(10pts)
1. What words did you use in 1. What words did you use in 1. What words did you use in
your poem and why? your story and why? your story and why?
Assessment Questions: 2. How did you illustrate your 2. How did you illustrate your 2. How did you illustrate your
1. What word did you choose poem? story? story?
and why? 3. What did you learn about the 3. What did you learn about the 3. What did you learn about the
2. How does your decoration long 'i' sound through this long 'o' sound through this long 'u' sound through this
represent the word? activity? activity? activity?
3. What other words could you
decorate similarly?
G. Finding practical applications of concepts Create a "Long A Sound Journal" Encourage students to become Encourage students to create a Encourage students to create a
where students record words "Long I Word Detectives" at "Long O Sound Log" at home, "Long U Sound Diary" at home,
and skills in daily living they encounter outside of school home, identifying and recording identifying and recording words identifying and recording words
that contain the long 'a' sound. words with the long 'i' sound they with the long 'o' sound they with the long 'u' sound they
This encourages them to connect encounter in books, on TV, or in encounter in books, on TV, or in encounter in books, on TV, or in
classroom learning with real- conversations. This helps them conversations. This helps them conversations. This helps them
world experiences. connect classroom learning to connect classroom learning to connect classroom learning to
the real world. the real world. the real world.
H. Making generalizations and abstractions The long 'a' sound is often found The long 'i' sound appears in The long 'o' sound appears in The long 'u' sound appears in
in words where 'a' is followed by words where 'i' is followed by a words where 'o' is followed by a words where 'u' is followed by a
about the lesson a consonant and a silent 'e', consonant and a silent 'e', consonant and a silent 'e', consonant and a silent 'e',
helping students decode new enhancing reading and enhancing reading and enhancing reading and
words. This understanding aids pronunciation skills. This pronunciation skills. This pronunciation skills. This
in reading fluency and understanding aids in decoding understanding aids in decoding understanding aids in decoding
 vocabulary expansion. unfamiliar words. unfamiliar words. unfamiliar words.

Reading Material 1: Reading Material 1: Reading Material 1: Reading Material 1:

"The Cake Maker" - A short story "My Kite Adventure" - A story "The Lone Cone" - A story about "The Cube's Adventure" - A story
about a baker who loves to make about a child flying a kite, filled a cone-shaped hill, filled with about a magical cube, filled with
cakes, featuring numerous long with long 'i' words. long 'o' words. long 'u' words.
'a' words.
Reading Material 2: Reading Material 2: Reading Material 2:
Reading Material 2: "The Line of Time" - A poem "Hope's Rope" - A poem about a "Tune of the Moon" - A poem
"A Day at the Lake" - A poem exploring the concept of time girl named Hope and her about the moon's melody,
describing a fun day at the lake, with a focus on the long 'i' sound. adventures with a rope, emphasizing the long 'u' sound.
emphasizing the long 'a' sound. emphasizing the long 'o' sound.
I. Evaluating learning
Formative Assessment Formative Assessment Formative Assessment Formative Assessment
Questions: Questions: Questions: Questions:
1. What is the rule for the long 'a' 1. What is the rule for the long 'i' 1. What is the rule for the long 'o' 1. What is the rule for the long 'u'
sound in words? sound in words? sound in words? sound in words?
2. Can you give an example of a 2. Can you give an example of a 2. Can you give an example of a 2. Can you give an example of a
word with the long 'a' sound? word with the long 'i' sound? word with the long 'o' sound? word with the long 'u' sound?
3. How does the silent 'e' affect 3. How does the silent 'e' affect 3. How does the silent 'e' affect 3. How does the silent 'e' affect
the pronunciation of a word? the pronunciation of a word? the pronunciation of a word? the pronunciation of a word?

Simplified Questions (S.Q.): Simplified Questions (S.Q.): Simplified Questions (S.Q.): Simplified Questions (S.Q.):
1. What sound does the word 1. What sound does the word 1. What sound does the word 1. What sound does the word
'cake' have? 'kite' have? 'cone' have? 'cube' have?
2. What is a word that sounds 2. What is a word that sounds 2. What is a word that sounds 2. What is a word that sounds
like 'make'? like 'line'? like 'note'? like 'tune'?
3. How do you say 'name'? 3. How do you say 'pine'? 3. How do you say 'hope'? 3. How do you say 'tube'?

Higher Order Thinking Skills Higher Order Thinking Skills Higher Order Thinking Skills Higher Order Thinking Skills
(H.O.T.S.) Questions: (H.O.T.S.) Questions: (H.O.T.S.) Questions: (H.O.T.S.) Questions:
1. Why do you think some words 1. Why do you think some words 1. Why do you think some words 1. Why do you think some words
have a silent 'e' at the end? have a silent 'e' at the end? have a silent 'e' at the end? have a silent 'e' at the end?
(answer: (answer: (answer: (answer:
It changes the vowel to a long It changes the vowel to a long It changes the vowel to a long It changes the vowel to a long
sound.) sound.) sound.) sound.)
2. Can you create a sentence 2. Can you create a sentence 2. Can you create a sentence 2. Can you create a sentence
using two words with the long 'a' using two words with the long 'i' using two words with the long 'o' using two words with the long 'u'
sound? (answer: sound? (answer: sound? (answer: sound? (answer:
"I baked a big cake today.") "The kite flies high in the sky.") "The lone cone stood tall in the "The cube rolled down the tube.")
3. How would you explain the 3. How would you explain the field.") 3. How would you explain the
long 'a' sound rule to a friend? long 'i' sound rule to a friend? 3. How would you explain the long 'u' sound rule to a friend?
(answer: (answer: long 'o' sound rule to a friend? (answer:
"When a word has an 'a' followed "When a word has an 'i' followed (answer: "When a word has a 'u' followed
by a consonant and a silent 'e', by a consonant and a silent 'e', "When a word has an 'o' followed by a consonant and a silent 'e',
the 'a' usually makes a long the 'i' usually makes a long by a consonant and a silent 'e', the 'u' usually makes a long
sound.") sound.") the 'o' usually makes a long sound.")
sound.")
J. Additional activities for application or
remediation Assignment: Assignment: Assignment: Assignment:
"Sound Detective Journal" "Long I Picture Book" "Long O Sound Adventure" "Long U Sound Quest"
 Teaching Strategy: Teaching Strategy: Teaching Strategy: Teaching Strategy:
Project-Based Learning Project-Based Learning Project-Based Learning Project-Based Learning

Overview: Overview: Overview: Overview:

Students will keep a journal of Students will create a picture Students will write and illustrate a Students will write and illustrate a
long 'a' words they find in their book featuring words with the short adventure story featuring short quest story featuring words
environment, such as in books, long 'i' sound, complete with words with the long 'o' sound. with the long 'u' sound.
signs, or conversations. illustrations.
Assessment: Assessment:
Assessment: Assessment: Share the story with a family Share the story with a family
Write a paragraph describing the Write a brief story using the member and record their member and record their
most interesting long 'a' word you words in the book and present it reaction. reaction.
found and where you found it. to the class.

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 that you meet them, you can use the following questions:
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%.
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?