School: CANUMAY WEST ELEMENTARY SCHOOL Grade: THREE

Daily
Teacher: JOSEPH REY B. AMBELON Subject: FILIPINO
Lesson
Date: May 8, 2023 Grading: 4th Grading Period
Log
I. Objectives(s):
A. Content Standards:
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
B. Performance Standards:
Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napapalawak ang talasalitaan.
C. Learning Competencies/Objectives:
Napagsasama ang mga katinig, patinig upang makabuo ng salitang klaster
(Hal. blusa, gripo, plato) (F3KP-IIIh-j-11)

II. Content:
Pagbibigay ng Hinuha
III. Learning Resources
A. References
1. Teacher’s Guide pages DBOW, MELCs

2. Learner’s Material pages SLM

3. Textbook pages module
4. Additional Materials from
Learning Resource
B. Other Learning Resources Powerpoint
IV. Procedures
BALIKAN
Drill: Pag- awit ng “Alpabasa”

BALIK-ARAL:
PANUTO: Sabihin ang “WOW” kapag nakita ang Patinig at “YEY” naman kung ito ay
nagpapakita ng Katinig.

A. Reviewing previous lesson or

presenting new lesson
1. YEY 2. WOW 3. YEY 4. WOW 5. YEY 6. YEY 7. WOW

PATINIG KATINIG
a, e, i, o, u b,c, d, f, g, h, j, k l, m, n, p, q,
r, s, t, v, x, y, z

B. Establishing purpose for the

lesson

1. Ano kaya ang kaganapan sa larawan?

2. Saan galing ang mga bata?
3. Ano kaya ang maaaring ginawa nila?
4. Tungkol saan ang mga nasa isip ng mga bata sa larawan?

OBJECTIVE 6. Used differentiated, developmentally appropriate learning experiences to

address learners’ gender, needs, strengths, interests and experiences. (PPST 3.1.2)
C. Presenting examples/instances A. Basahin ang kuwento.
of new lesson

TALASALITAAN

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)
Blusa – tawag sa unipormeng pang-itaas ng mga babaeng mag-aaral.
Mantsa – maduming bakas sa isang damiti.
Kubyertos – tawag sa kutsara’t tinidor
Krayola – tawag sa pangkulay
Sambit – sabi o tinuran ng isang tao.
PAGKATAPOS NG ESKWELA
“Uwian na!” Sigaw ng mga mag-aaral matapos tumunog ang bell. Nagmamadali
ang lahat, kasama na riito si Klay.
Pag-uwi, dali-daling nagbihis si Klay ngunit sa kaniyang blusa ay mayroon siyang
nakitang mantsa ng tsokolate. Agad niya itong sinabi sa kanyang nanay. “Huwag kang
mag-alala anak lalabhan ko na agad ito upang matanggal ang mantsa.” Sambit ng
kaniyang ina.
Pagkatapos maglaba ay may dalang isang plato ang ina ni Klay. At ng makita ni
Klay ang laman nito siya ay napasigaw sa tuwa. “Ang paborito kong pritong manok!” At
mabilis niya itong kinain. “Napakasarap talaga nitong prito. Maraming salamat nanay!”
Dagdag pa niya.
Matapos ang masarap na hapunan hinugasan niya ang mga ginamit na plato, baso, at
mga kubyertos. At ito ay nag iwan na lamang ng ngiti sa mukha ng kaniyang nanay.
OBJECTIVE 2. Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. (PPST 1.4.2)
OBJECTIVE 6. Used differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences. (PPST 3.1.2)
PAGTALAKAY SA TEKSTO
Itanong sa mga bata ang kanilang mga nailistang mga pangyayari sa talatang
pinakinggan.
1. Sino ang bata sa kuwento?
2. Bakit nagmamadali ang mga bata?
3. Ano ang paboritong pagkain ng bata sa kuwento?
4. Ano ang sunod na ginawa niya pagtapos niyang kumain?
5. Magbigay ng salita na mayroong magkatabing katinig
Klay blusa mantsa tsokolate sambit
prito plato kubyertos ngiti mukha
OBJECTIVE 3 Applied a range of teaching strategies to develop critical and creative
thinking, as well as other higher order thinking skills. ( PPST 1.5.2
Alam niyo ba na ang mga salitang inyong nakita sa kuwento na may magkatabing katinig
ay maaaring isa sa tinatawag nating Klaster.
Ang Klaster ay tinatawag ding Kambal-Katinig. Ito ay ang magkasunod na ponemang
katinig sa isang pantig.
Ito ay maaaring makita sa iba’t-ibang posisyon tulad ng sumusunod:
Unahan - trabaho
Gitna - eskwela
Hulihan - kard
OBJECTIVE 2. Used a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. (PPST 1.4.2)
OBJECTIVE 5 Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning focused environments. ( PPST 2.6.2 )
A. Isulat sa iyong sagutang papel ang wastong kambal katinig upang mabuo ang pangalan
ng larawan.
1. _ _ eg 2. _ _ inelas 3. _ _ us
4. _ _ utas 5. _ _ ak
 OBJECTIVE 4. Managed classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments. (PPST 2.3.2)
Bilugan ang salita na may kambal-katinig sa bawat
pangungusap.
1. Malakas ang preno ng aking bisikleta.
2. Hilaw pa ang mga prutas sa kusina.
3. Ikaw ang pinili sa ating klase.
4. Kanino ang tsinelas na dilaw?
G. Finding practical application of
5. Sobra ang sukli ni Nanay.
concepts
OBJECTIVE 1 Applied knowledge and content within and across curriculum area (AP)
( PPST 1.1.2 )
OBJECTIVE 4. Managed classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments. (PPST 2.3.2)

PAGLALAHAT

Ang ________ ay ang magkasunod na ponemang katinig sa isang pantig.

H. Making generalizations and
Maaaring makita ang klaster sa iba’t ibang posisyon tulad ng unahan _______, at hulihan.
abstraction about the lesson

OBJECTIVE 3 Applied a range of teaching strategies to develop critical and creative

thinking, as well as other higher order thinking skills. ( PPST 1.5.2 )

PAGTATAYA
Basahin ang mga pangungusap. Isulat sa patlang ang kambal-katinig.

____1. Natunaw ang bloke ng yelo.

____2. Ayaw niya isuot ang sumbrero.
____3. Presko ang simoy ng hangin dito.
____4. Buksan mo ang gripo sa banyo.
____5. Mabagal ang daloy ng trapiko kanina.

OBJECTIVE 4. Managed classroom structure to engage learners, individually or in

groups, in meaningful exploration, discovery and hands-on activities within a range of
I. Evaluating Learning
physical learning environments. (PPST 2.3.2)

OBJECTIVE 6. Used differentiated, developmentally appropriate learning experiences to

address learners’ gender, needs, strengths, interests and experiences. (PPST 3.1.2)

OBJECTIVE 7. Planned, managed and implemented developmentally sequenced teaching

and learning processes to meet curriculum requirements and varied teaching contexts.
(PPST 4.1.2)

OBJECTIVE 10. Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements. (PPST 5.1.2)
Karagdagang-Gawain:
Gumupit o gumuhit ng larawan ng mga sumsunod na salitang may klaster at ilagay ito sa
inyong kwaderno.

J. Additional activities for 1. Trak

application or remediation 2. Tren
3. Dyaket
4. Dragon
5. Trono
V. Reflections
A. Number of learners earned 75% ___ of Learners who earned 75% above
in the evaluation
B. Number of learners who require ___ of Learners who require additional activities for remediation
additional activities for remediation
C. Did the remedial lesson worked?
___Yes ___No
No. of learners who have caught up
____ of Learners who caught up the lesson
with the lesson
D. Number of learners who continue ___ of Learners who continue to require remediation
to require remediation
E. Which of my teaching strategies Strategies used that work well:
worked? Why did this work? ___ Group collaboration

F. What difficulties did I
encounter which my principal or
supervisor can help me?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method - Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition