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
DBOW, MELCs
Guide pages

2. Learner’s
SLM
Material pages
3. Textbook pages module
4. Additional
Materials from
Learning Resource
B. Other Learning
Powerpoint
Resources
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 A. Basahin ang kuwento.
examples/instances
of new lesson
 TALASALITAAN
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?
D. Discussing new 3. Ano ang paboritong pagkain ng bata sa kuwento?
concepts and 4. Ano ang sunod na ginawa niya pagtapos niyang kumain?
practicing new skills 5. Magbigay ng salita na mayroong magkatabing katinig
(#1)
Klay blusa mantsa tsokolate sambit
prito plato kubyertos klase 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
E. Discussing new Ang mga salitang ito ay papantigin upang mailiban ang mga salitang walang klaster
concepts and
practicing new skills Ano nga ba ang klaster?
(#2)
Ang Klaster ay tinatawag ding Kambal-Katinig
Ang Klaster ay ang magkasunod na ponemang katinig sa isang pantig.

Ito ay maaaring makita sa iba’t-ibang posiyon tulad ng mga sumusunod:

Unahan – prito
Gitna – eskwela
Hulihan – kard

Kailangang buuhin ng mga mag-aaral ang bawat ngalan ng mga nasa larawan. Maaari silang pumili ng
pagpipilian sa kahon.

ts tr pl kw wt

1. _ _ inelas 2. _ _ ak

3. iska _ _ 4. ero _ _ ano

 5. _ _ arto

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. _ _ ay 2. man _ _ a 3. _ _ us
F. Developing
Mastery (Leads to
Formative
Assessment 3)

4. _ _ utas 5. _ _ en

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.
G. Finding 3. Ikaw ang pinili sa ating klase.
practical application 4. Kanino ang tsinelas na dilaw?
of concepts 5. Sobra ang sukli ni Nanay.

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 )

I. Evaluating PAGTATAYA
Learning 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 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:
Sumulat ng limang pangunguusap na may salitang may klaster.
1.
J. Additional 2.
activities for 3.
application or 4.
remediation
5.

V. Reflections
A. Number of
___ of Learners who earned 75% above
learners earned 75% 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? No. of
___Yes ___No
learners who have
____ of Learners who caught up the lesson
caught up with the
lesson
D. Number of
learners who ___ of Learners who continue to require remediation
continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
E. Which of my
___ Think-Pair-Share (TPS)
teaching strategies
___ Rereading of Paragraphs/Poems/Stories
worked? Why did
___ Differentiated Instruction
this work?
___ 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
F. What difficulties
__ Pupils’ behavior/attitude
did I encounter
__ Colorful IMs
which my principal
__ Unavailable Technology Equipment (AVR/LCD)
or supervisor can
__ Science/ Computer/ Internet Lab
help me?
__ Additional Clerical works
G. What
Planned Innovations:
innovation or
__ Localized Videos
localized materials
__ Making big books from views of the locality
did I use/discover
__ Recycling of plastics to be used as Instructional Materials
which I wish to share
__ local poetical composition
with other teachers?