School CAVINTI DISTRICT Grade Level 3

DAILY LESSON LOG Teacher Learning Area English

Teaching Dates and Time WEEK 5 Quarter Second Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A .Content Standard
B .Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III.LEARNING RESOURCES
Demonstrates understanding
of the elements of literary and
expository texts for creative
interpretation.
Uses information derived from
texts in presenting varied oral
and written activities.
Sequence3events
EN3RC-II0-2.10
Sequencing 3 events
Demonstrates understanding of grammatical structures of Demonstrates understanding of processes in sight word
English to be able to communicate effectively in oral and recognition or phonic analysis to read and understand words.
written forms.
Shows proficiency in constructing grammatically correct Uses word recognition techniques to read and understand words
sentences in varied theme-based oral and written activities. that contain complex letter combinations, affixes and contractions
through theme-based activities.
Distinguish sentences from Distinguish sentences from Readwordswithlongisound Readwordswithlongisound
non-sentences. non-sentences. EN3PWR- IIId-24 EN3PWR- IIId-24
EN3G-Ia-1.1 EN3G-Ia-1.1
Differentiate Between a Differentiate Between a Reading of Words with Reading of Words with Long
Phrase and a Sentence. Phrase and a Sentence Long /i/ /i/

A. References
1. Teacher’s Guide pages Pages 181-183 Pages 180- 188 Pages 185- 188 Pages 183-185 Pages 183-185
2. Learner’s Materials pages Page 170 Pages 174-175 Pages 174-175 Pages 167 Pages 171-173
3. Textbook pages
4. Additional Materials from Word/Phrase Cards Pictures, Word cards Work sheet/ Activity cards Flashcards Flashcards
Learning Resource Copy of the Story; Teaching Chart Pictures Pictures
(LR)portal Fast Forward Activity 159 Activity 158- A-B-C Activity 158- D
B. Other Learning Resource Pictures Phrase and sentence Phrase and sentence strips Teaching Chart Teaching Chart
Teacher Chart strips

IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
Unlock key words through
pictures and word/context clues.
Show the pictures one at a time,
Say: Can you still remember
the story “Fast Forward”? What
happened to Slick, the
Grasshopper
Let the pupils give details about
Review the story Read the level 1 of Dolch Basic Read words with short i.
“Fast Forward”? Sight words.
Give sentences and phrase Start with a flashcard drill of flashcard drill of long I words.
 lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V.REMARKS
in random order.
What do you do so that you will
not be late in going to
school?
Read the story “Fast Forward”.
Post Reading
Discussion Questions.
Ask what is happening in each
picture. Say: . Look at each
picture. Tell what is happening
in the picture.
Allow pupils to arrange the
pictures of the events in order.
Group the pupils with 10
members each. Let each group
show three scenes from the
story “Fast Forward” through a
tableau. Let one member retell
the story using the three scenes
formed. Make sure that the
scenes are presented in the
correct order.
How do we sequence a story?
Answer pages 64 – 65 LM
Unlocking of keywords
the story. They may answer in
phrases or in complete
sentences. Write their answers
on the board putting phrases in
one column and sentences in
another column.
Let the pupils read their answer
on the board.
Say: Read number one in
column A. Read number one in
column B. Which is longer? A1
or B1?Which tells a complete
thought? Let’s read B1 again.
What else do you notice about
B1?
Explain the difference between
a phrase and a sentence.
Write the word sentence on the
board and have children read it.
Write the word phrase on the
board and have children read it.
Ask the pupils to give
examples.
What is the difference between a phrase and a sentence?
Read the group of words. Write
P if is a phrase, S if it is a
sentence
Reading of group of phrase and
sentence.
from the story
Read the phrase and sentence
strips
What have you noticed in
column A?column B?
Let the pupils be able to tell
the difference between a
phrase and a sentence.
Give examples of sentence
and a phrase.
Match A with column B to form
a sentence. Write the
sentences correctly. Use
capital letters and punctuation
marks if needed
Answer page 69 of LM
Reading of group of phrase
and sentence
long I words.
Read the teaching chart.
Have the children read aloud
the words in A, by columns.
Then call on the whole class,
small groups, and individual
children to read a column of
words at a time.
Emphasize to the pupils the
the difference between short i
and long “i”
Pair off. Take turns with your
partner reading
words and phrases.
Name the picture.
Answer page 66 - 68 of LM
Reading of group of phrase and
sentence with long i.
show pictures of child, bike,
light and slide
Let the pupils tell the name of
each picture.
Read the teaching chart. Let the
pupils read it properly.
Read a story with long i.
Read the sentences about a box. Draw
one thing in the box. Draw a line under
the sentence that tells what you drew.
There is a kite in the box.
There is a bike in the box.
There is a slide in the box.
There is a ride in the box.
There is a child in the box.
What a big box it is!
Answer page 62 of LM
Reading of group of phrase and
sentence with long i.
VI.REFLECTION
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?