GRADE 1 to 12 School TOPAS IMPACT SCHOOL Grade Level 3 - DIAMOND

DAILY LESSON LOG Teacher MRS. ROSARIO L. LLORIN Subject: ENGLISH

Date Quarter 1 – WEEK 5

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content The learner should be able to
Standard identify and produce the initial and
final sounds in CVC words.
B. Performance
The learner should be able to
Standard identify and articulate the initial
and final sounds in a given CVC
word.
The learner should be able to
identify and produce the initial
and final sounds in CVC words.
The learner should be able to
identify and articulate the initial
and final sounds in a given CVC
word.
The learner should be able to identify
and produce the initial and final sounds
in CVC words.
The learner should be able to identify
and articulate the initial and final
sounds in a given CVC word.
The learner should be able to
identify and produce the initial
and final sounds in CVC words.
The learner should be able to
identify and articulate the initial
and final sounds in a given CVC
word.
The learner should be
able to identify and
produce the initial and
final sounds in CVC
words.
The learner should be
able to identify and
articulate the initial and
final sounds in a given
CVC word.

C. Learning Review reading and writing short Review reading and writing short Review reading and writing short e, a, i, Review reading and writing short Review reading and
e, a, i, o, and u words in CVC e, a, i, o, and u words in CVC o, and u words in CVC pattern e, a, i, o, and u words in CVC writing short e, a, i, o,
pattern pattern pattern and u words in CVC
Competency/ read words with short [a, e, i, o, u ] pattern
read words with short [a, e, i, o, sounds, phrases, and read words with short [a, e, i, o,
Objectives u ] sounds, phrases, and u ] sounds, phrases, and read words with short
read words with short [a, e, i, o, u ] sentences (e.g. children, feet, sentences (e.g. children, feet, teeth). sentences (e.g. children, feet, [a, e, i, o, u ] sounds,
sounds, phrases, and sentences teeth). teeth). phrases, and sentences
(e.g. children, feet, teeth). (e.g. children, feet,
Write the LC
code for each. EN3PWR-Ia-b-7 teeth).
EN3PWR-Ia-b-7
EN3PWR-Ia-b-7 EN3PWR-Ia-b-7

EN3PWR-Ia-b-7
II. CONTENT

CVC Pattern CVC Pattern CVC Pattern CVC Pattern CVC Pattern

III. LEARNING
RESOURCES

A. References K-12 MELC- p.182 K-12 MELC- p.182 K-12 MELC- p.182 K-12 MELC- p.182 K-12 MELC- p.182

1. Teacher’s
Guide

pages

2. Learner’s
Materials pages

3. Textbook
pages

4. Additional SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES

Materials from
Learning
Resource (LR)
portal

B. Other Audio-visual presentations, Audio-visual presentations, Audio-visual presentations, pictures, Audio-visual presentations,
Learning pictures, laptop pictures, laptop laptop pictures, laptop
Resource

III.
PROCEDURES

A. Reviewing Weekly Summative Test/

previous lesson
or presenting the Learning Task 1 : Pick the correct Use the following words in a Learning Task : On a sheet of paper, Learning Task : Copy and Weekly Progress Check
new lesson word that describes each picture. sentence. complete the puzzle by writing the circle the CVC word/s in each
Write the correct answers in your correct CVC word as described in the sentence.
notebook.
 given clues. 1. The contestant ran fast. Choose the correct
2. Juvy and Haryl pat each picture that will match
1. tap the word in the box.
others back.
2. cab 1. aluminum container vehicle for
frozen foods ____ _____ _____
3. lap 1. pot
2. the part of the fish ____ ____ __ 3. Mother used ten eggs to
4. pan make a leche flan.
3. mist during night time to early
5. sat morning _____ _____ _____ 4. Yuki’s son helped us carry
the box.
4. short sleep ___ ____ _____ 5. They throw their waste in the
bin. A B C D
5. warm embrace from others
CVC is the acronym for Consonant-
Vowel-Consonant spelling pattern. ____ _____ ____ 2. tip
The alphabet is divided into two
groups: the vowels and the
consonants. The letters that belong
to:

a. Vowels are A E I O U.

b. Consonants are B C D F G H J K
A B C D
L M N P Q R S T V W X Y Z.

3. tug
The alphabet is used to make a
word with a CVC pattern.

Examples : A B C D

ran - r is a consonant 4. gap

 a is a vowel

n is a consonant

A B C D
Other Examples : cat pet Jim toy
sun

5. gem

A B C D

B. Establishing a What are CVC words, and why are What are CVC words, and why How do you feel when you successfully Can you think of a sentence
purpose for the they important in learning to read are they important in learning read a CVC word on your own? using a CVC word to describe
and write? to read and write? something you enjoy doing?
lesson
Can you think of any CVC words Can you think of any CVC
that you already know? words that you already know?

C. Presenting The short vowel sound /a/ or / æ / is

examples/ pronounced as /ah/. This can be
instances of the produced by opening the mouth The short vowel sound /e/ is The CVC spelling pattern with short The CVC spelling pattern with
new lesson wide enough to release the air from pronounced as /eh/. This can vowel sound /o/ is pro-nounced as /oh/. short vowel sound /u/ is
the lungs. be produced by opening the This can be produced by opening the pronounced as /uh/. The sound
mouth slightly wide enough to mouth like the letter O and releasing of short vowel /u/ is like the
release the air from the lungs. the air from the lungs. sound when someone punches
the stomach. This can be
produced by slightly opening
the mouth and releasing the air
from the vocal chords.

Examples: bar cap fat ham

Examples : sob hop ton not hog


Read the phrases with short /a/
sound.
on the mat the fat cat the bat Pam’s
ram
apply the wax an apple jam my pal
the sad lad
in the tan van had a nap far cab the
ham
Examples : bet ten red keg
Read the CVC words with short
/e/ sound.
Examples: but sun rub cud
Read the phrases with short /o/ sound.
Read the phrases with short /e/ pop in the air Baguio’s fog the hog over
the hot bog in the vacant lot Bob’s son Read the CVC words with short
sound.
can hop /u/ sound.
on the web has a red bed
inside the den the hen Ben’s
friends the jet the pet to the
pen Meg’s vet
Read the sentences with short /o/
Read the sentences with
sound.
short /e/ sound.
The hog can hop over the hot bog. Don Read the phrases with short /u/
The hen led the chicks to the
and Jon lob the ball. sound.
pen. The pet is on the web.
Bob’s son loves Baguio’s fog. Ralph
Ben’s friends are in the den.
lost his job
Ted gets the jet. in the tub /much fun /his gut
lug their bags/with the pup the
cup /has a bug /Mum and Jun
The short vowel sound /i/ is
pronounced as /ih/. This can be Read the sentences with
produced by opening the short /u/ sound
mouth as if you are smiling and
releasing the air from the lungs.
 Tom had much fun with the
pup.

Mum and Jun lug their bags.

The cub takes a bath in the tub.

The cup has a bug.

Examples : rib tip sit wig

Read the CVC words with short

/i/ sound.

Read the phrases with short /i/

sound.

in the bin /the fig /the pig wears

a wig

the kid/ Sid loves Sarah’s kit

sits on the chair

Read the sentences with

 short /i/ sound.

The fig is in the bin.

The kid sits on the chair.

The pit is filled with wig.

Sarah’s kit has no pin in it.

D. Discussing
new
Match the pictures in column A to Match the pictures in column A Write the name of each picture. Write the name of each picture.
concepts and the words in column B. to the words in column B.
practicing new

skills #1
A B A B
E. Discussing
new concepts 1. ____________
1. __________
and
practicing new
skills #2
1. A. cab 1. A. mix
B. fan B. tin

2.
2. ____________
____________
2. C. pan 2. C. pet
 D. map D. zip

3. E. leg 3. _____________
3. E. hat 3. ____________

F. bag F. hen

4. 4. _____________
4. G. jet 4. ____________

H. pig

5. I. bed 5.
5. G. jam
_____________
J. kid
H. man
5. _____________

6. I. sat 6.

J. bat

7.
7.

8.

8.
 9.
9.

10.

10.

F. Developing
mastery (leads to
Formative Use each word in a meaningful Write the name of each picture Use each word in a meaningful Use each word in a meaningful
Assessment 3) sentence. and use it in a meaningful sentence. sentence.
sentence.

1. rag 2. fat 3. dad

4. can 5. mat
1. _______________
1. 1. ( cop ) _______________
________________

2. _______________
2.
______________
2. ( pot )_______________

3. _______________
3.
______________
3. ( cot )_____________
 4.
4. ______________ 4. ( top )__________
_______________

5. ( hop )_________
5. _____________ 5.
________________

G. Finding
practical
application of Underline the CVC word in each Box the CVC word in each Choose the correct cvc word to Write the correct cvc word to
concepts and sentence. sentence. complete each sentence. complete each sentence.
skills in daily
living
1. Eggs and ham are yummy! 1. We fed the birds yesterday. 1. The huntsmen rode fast, chasing mug fun tub mud jug
after the ( box, fox, log )
2. They loaded up the van with 2. May I use your pen?
sacks of flour. 2. He's ( got, lot, cot ) a headache and
3. She broke her hip in the fall. a slight fever. 1. I love soaking in a hot
3. She felt a tap on her shoulder. ______.
4. The X-ray showed a crack in 3. Put another ( fog, log, dog )on the
4. Tony just received a very sad one rib. fire. 2. The ______was still half full.
news.
5. She threw the letter in the 4. The teacher gave the student a( nod, 3. She sipped some lukewarm
5. He wiped his boots dry with an wastepaper bin. rod, sob ) of approval. coffee from her ______.
old rag.
5. Your ( mom, fog, hot ) showed me 4. My new shoes got ruined in
your baby pictures. the _______.

5. We had lots of _____ at the

fair today.
 H. Making CVC word patterns are fundamental
generalizations in the early stages of reading and
language development. "CVC"
and abstractions stands for Consonant-Vowel-
about the lesson Consonant, and CVC words are
three-letter words that follow a
specific pattern: a consonant,
followed by a vowel, and then
another consonant.
CVC word patterns are
fundamental in the early stages
of reading and language
development. "CVC" stands for
Consonant-Vowel-Consonant,
and CVC words are three-letter
words that follow a specific
pattern: a consonant, followed
by a vowel, and then another
consonant.
CVC word patterns are fundamental in
the early stages of reading and
language development. "CVC" stands
for Consonant-Vowel-Consonant, and
CVC words are three-letter words that
follow a specific pattern: a consonant,
followed by a vowel, and then another
consonant.
CVC word patterns are
fundamental in the early stages
of reading and language
development. "CVC" stands for
Consonant-Vowel-Consonant,
and CVC words are three-letter
words that follow a specific
pattern: a consonant, followed
by a vowel, and then another
consonant

I. Evaluating Write the missing words to complete Write the missing words to
learning each sentence. complete each sentence.
Write the missing words to
complete each sentence.
Write the name of each picture.
jog / fog / hog / dog / jog mug / rug / bug / jug

mat / cat / bat / hat / sat

1. ____ _____ _____

1. The _____ picked up the

1. The ____ and the _____went _______, _______, and
for a ____in the _____. ______.

1. The _____and the _____

2. ____ ____ ____
_____on the ____. The cat has pop / cop / top / mop / gum / tum / mum
a ____.

man / pan / can / fan / van

3. ____ ____ ____

2. The ____with the _____were

on _____ of the balloon when
it went _____! 2. _____ made the
2.The big ____ blew over the _____bigger than her ______.
___, ____, ____, and the
_____.
4. _____ ______ hot / pot / dot
_____ sun / fun / run / nun

map / cap / nap

5. ______ ______ _____

3. The _____ with the red ____ is 3. The n_n had a f__ r_n in the
very _____. _un.

3. The boy in the ______

followed the ______. The girl
had a ____.

bag / gag / mag / rag

4. The ____ ____ and the
____are in the _____.

sad / mad / bad / dad

5. ____ was ____ as Tim was

____. Mom was _____.

jam / ram / dam / ham

6. The ___ went up the

____to get the ____ and the
____.

men / ten / hen / den

7. ____ ____ chased the

____into the _____.

wet / pet / met / vet

8. My ____ got ____ when it

_____the ______.

gig / pig / wig / big

 9. The ____ wore a ____ for
his ____ ______.

Ned / Ted / fed / red

10. ____ _____Ted. T_d's

bowl is ______.

J. Additional
activities for
application or Write five CVC words ( vowel a ) Write five CVC words ( vowels Write five CVC words ( vowel o) Write five CVC words ( vowel
remediation e and I ) u)

1. __________ 1. __________
1. __________ 1. __________
2. __________ 2. __________
2. __________ 2. __________
 3. _________ 3. _________ 3. _________ 3. _________

4. _________ 4. _________ 4. _________ 4. _________

5. _________ 5. _________ 5. _________ 5. _________

IV. REMARKS

V. REFLECTION

A..No. of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
___ of Learners who earned
learners who above above 80% above earned 80% above
80% above
earned 80% in
the evaluation

B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who
additional activities for remediation additional activities for activities for remediation additional activities for require additional
who require remediation remediation activities for remediation
additional
activities for
remediation who
scored below
80%

C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial
lessons work?

No. of learners ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who
who have lesson up the lesson lesson up the lesson caught up the lesson
caught up with

the lesson

D. No. of ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
learners who require remediation to require remediation require remediation to require remediation continue to require
continue to remediation
require
remediation
E. Which of my Strategies used that work well:
teaching
strategies ___ Group collaboration
worked well?
___ Games
Why
___ Solving Puzzles/Jigsaw
did these work?
___ 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
Strategies used that work well:
___ Group collaboration
___ 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
Strategies used that work well:
___ Group collaboration
___ 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
Strategies used that work well: Strategies used that
work well:
___ Group collaboration
___ Group collaboration
___ Games
___ Games
___ Solving Puzzles/Jigsaw
___ Solving
___ Answering preliminary Puzzles/Jigsaw
activities/exercises ___ Answering
preliminary
___ Carousel
activities/exercises
___ Diads
___ Carousel
___ Think-Pair-Share (TPS)
___ Diads
___ Rereading of Paragraphs/
___ Think-Pair-Share
Poems/Stories
(TPS)
___ Differentiated Instruction
___ Rereading of
___ Role Playing/Drama Paragraphs/
___ Discovery Method Poems/Stories
___ Lecture Method ___ Differentiated
Instruction
Why?
___ Role Playing/Drama
___ Complete IMs
___ Discovery Method
___ Availability of Materials
___ Lecture Method
___ Pupils’ eagerness to learn
Why?
___ Group member’s
 doing their tasks Cooperation in doing their tasks Cooperation in ___ Complete IMs

doing their tasks doing their tasks ___ Availability of

Materials

___ Pupils’ eagerness to

learn

___ Group member’s

Cooperation in

doing their tasks

F. What __ Bullying among pupils
difficulties did I
encounter which __ Pupils’ behavior/attitude
my principal or
__ Colorful IMs
supervisor can
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’
behavior/attitude
__ Colorful IMs
__ Colorful IMs
__ Unavailable Technology
__ Unavailable
Equipment (AVR/LCD) Technology
__ Science/ Computer/ Equipment
(AVR/LCD)
Internet Lab
__ Science/ Computer/
__ Additional Clerical works
Internet Lab

__ Additional Clerical
works

G. What Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
innovation or
localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books
use/discover from
which I wish to views of the locality views of the locality views of the locality views of the locality
share with other __ Recycling of plastics to be used
teachers? as Instructional Materials
__ local poetical composition
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
views of the locality
__ Recycling of plastics
to be used as
Instructional Materials
__ local poetical
composition