School: Grade and Section:

Teacher: Learning Area:

DAILY LESSON LOG
Dates and Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES (HOLIDAY)
A. Content Standards The learner listens critically to get information from text heard
The learner demonstrates independence in using the basic language structure in oral and written communication, and reads with
B. Performance Standards
comprehension.
Describe one’s drawing about Write a short descriptive Write a short paragraph Write a diary
C. Learning
the stories/poems listened to paragraph about a character or providing another ending for a (EN3WC-Ia-j-2.2)
Competencies/Objectives
using simple and compound setting in stories listened to story listened to
(Write the LC code for each)
sentences

Simple and Compound

II. CONTENT Descriptive Paragraph Story Ending Diary
Sentences
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages Let’s Get Better in English, Teacher’s Guide pp. 258-259
2. Learner's Materials pages Let’s Get Better in English, Learner’s Material, p. 258.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Listen to the story then answer Directions: Listen to the story Directions. Listen to the teacher/
presenting the new lesson the questions that follow. that the teacher/facilitator will facilitator as he/she reads the
read but before that, you have to story. Afterward, provide an
learn some words by doing the appropriate ending to the story
activity. you just listened to. Write your
answer on a separate sheet of
A. Look at the pictures. Read the paper.
words aloud. Connect the picture
to the word that matches it.
Write your answers on a separate
sheet of paper.

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B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
1. What did the boy feel while
selling goods?
2. Did the boy ask for a meal?
What did he ask instead?
3. What happened to the young
woman?
4. How did Dr. Howard Kelly
remember the woman?
5. Who do you think paid the
hospital bill?
Read the sentences carefully.
Draw a line to separate the
subject and predicate. Using
your crayons, color the subject
with red, and the predicate with
blue.
1. My father harvests rice.
2. The pupils clean their mess
after class.
3. Nica listens attentively to her
teacher.
4. My family plants vegetables
in the garden.
5. We need to wash hands
frequently.
Look at the picture closely.
Choose from the box the
appropriate subject or predicate
to complete the sentence.
B. Choose a word from Activity
A to complete each sentence.
Write your answer on your
notebook.
1. The cat loves to drink
_____________.
2. The cat likes to play with
___________.
3. The _____________ hides
when the cat arrives.
Did you get everything right? I Write a short paragraph for When we want to express our
will know if I’ll check your another ending of the story you feelings, we write it down. Being
work. Do you have cats at have just heard. Write it in 2-3 able to organize our mind is an
home? Do you take care of your sentences. important component in writing a
cat? diary.
Note to the Teacher/Facilitator
Read the story to the learner for
DIRECTIONS: Fill out the form
him/her to listen carefully. and put a √ mark on with the
expressions /situations that
applies to your present condition.
How was the activity? Did you
find it very easy? If you do,
we’ll good job! But if you
Did you find the story
didn’t, don’t worry because
interesting? Do you like it? Did
more activities are prepared for
you understand the story? I will
you to help you understand
know if you can do the next
better the lesson.
activity.
Good luck!
C. From the story heard, answer To be able to provide an Direction: Answer each question
the questions by writing it on the appropriate ending to the story, in the graphic organizer and then
proper box provided. Write your the reader must be able to write your answer in the box.
answers in complete sentences. identify the elements of the story

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D. Discussing new concepts and
practicing new skills #1
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Do this in your notebook. first.
Try to remember the elements of
the story.
Character is the people or
animals in the story.
Setting is the time and place
where the story took place.
5. Connect all your answers in Problem an event of the story
Activity C to create a paragraph. that needs to be solved.
Conclusion is the ending of the
story.
Now, do this activity to test your
understanding about the different
elements of the story.
Combine the two simple Directions: For our activity, Direction: Write a narrative about
sentences by using and, or, but choose the elements of the story yourself.
or so to form a compound from the box below that
sentence. Write your new corresponds to the given picture
sentence on the blank. and statement or word.
 Remember that in sequencing
events of the story we arrange
the events according to how it
happened from the beginning to
the ending/conclusion of the
story.

Direction: Arrange the

scrambled sentences by writing
numbers 1-5 to make the story
complete. Write your answers on
a separate paper.
The Detective Monkeys
______They hid behind the
mango tree to see what happens
to the bananas left.
______For this, Momoy and
Mon decided to find the reason
behind it.
______Bananas have suddenly
become so rare in the Balas
village.
______Momoy and Mon
decided to tell this to their great
leader to teach him a lesson.
______Alas, after 5 hours of
waiting they caught Mongkoy,
the notorious monkey in the
village, take all the bananas and

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E. Discussing new concepts and
practicing new skills #2
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A simple sentence contains one
complete thought with a single
subject and predicate.
A compound sentence contains
two simple sentences joined by
a conjunction such as and, but,
or and so. Remember to put a
comma before the conjunction.
Examples:
1. He has a beautiful black hair.
(sense of seeing)
2. The cake tastes like a
strawberry. (sense of taste)
3. I heard the wave of the sea.
(sense of hearing)
4. The smell of rotten fruit is so
bad. (sense of smell)
5. The ice is so cold. (sense of
touch)
took it somewhere hidden.
Can you remember what a A diary is like you are writing to
conclusion is? It is how the story yourself. It is an important means
ends or the last part of the story. of self-expression. Whether you
The conclusion is important call it a diary or refer to it as a
because it is what the readers journal, having a place to write
remember most. The solution to down your thoughts, feelings, and
the problem usually leads to the experiences will help you know
conclusion of the story. It is yourself better. These are some of
therefore important to be able to the reasons why we write a diary:
identify the problem first so you It keeps our memories of the past.
can think of a solution to the It helps us share our emotions. It
problem of the story. keeps our thoughts organized It
Remember: keeps track of our
Tips in providing the ending of a accomplishments. It is like a
story friend who keeps our secrets.
• It makes sense; evoke emotion To start a diary, you need to know
like contentment, anger, sadness, first the parts of it….
or curiosity. • It shifts the
reader's perspective.
• It opens reader’s mind to new
ideas.
• It does not confuse nor cast the
whole story as a hoax.
• It brings the hero and more
importantly, the readers to some
kind of destination (even if it's a
trap).
Study this set of pictures. The
pictures tell a story.
Our task is to make a different
ending to the story. But before
we can do that, we first have to
understand the story. To better
understand the story, we have to
answer questions about it. Look
at the examples below.
• What happened in the first
picture? The boy is slicing a
vegetable.
 • What happened next? The boy
accidentally cut his finger with
the knife.
• How did the situation end? His
mother applied some medicine
on his finger to help stop the
bleeding.

Now, let us think of another

ending to the story.
• What other possibilities could
have happened after the boy cut
his finger? a. The boy cried.
b. The boy searched for the
medicine kit.
c. The boy was just fine and
continued to slice the vegetable.

Great! Indeed, there are many

possible ways how a story can
end. And we can just choose any
of those possibilities to make a
different ending to the story.
It is important to remember that
the alternative ending that we
choose should still be connected
to the story.
Are you ready for a new
activity? Get your pen now and
try this next activity prepared for
you!

Direction: Encircle the letter

which corresponds to the
possible outcome of the story.
1. Ariane woke up excited and
happy. The sun was shining. It
was a perfect day for a trip to the
beach. After a few seconds later,
a. She jumped out of the bed.
b. She rolled over and went back
to sleep.
2. Aaron knew a storm was
coming. The sky was gray. A
strong wind began to blow.

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F. Developing mastery
(Leads to Formative Assessment)
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Group I. Read the sentences
below. Write simple if the
sentence is simple, and
compound if the sentence is
compound.
Group II. Look at the drawing
Group I
A. Think of the moment you
celebrated your birthday. Share
some details about the
celebration by writing a simple
sentence about it in every petal
of the flower below.
Thunder rolled. Aaron decided
to
a. Go outside and play.
b. Stay inside with her family.
3. Dona was ready for the dance
show. She had danced her steps
over and over. Before the show,
she felt sure of herself. She
smiled as she comes to the stage.
Dona,
a. Forgot all the dance steps.
b. Did the dance well.
4. You and your friend are
walking home from school.
Suddenly, a fast-driving jeepney
runs over a kitten on the street.
a. You’ll kick the kitten aside
and walk on.
b. You’ll help the kitten and
bring it to the nearest vet.
5. Your family arrives home late
from a party. You switched the
lights on but no light comes.
a. Your mother will scream with
fright.
b. Your mother will exclaim,
“What’s the matter? What’s
wrong?”
6. The glass is full to the brim.
You put an ice cube.
a. The liquid will overflow.
b. The glass will crack.
Direction: Encircle the picture Direction: Complete the
that tells what you would rather following phrases. Using these
do if you were in the same ideas, create a diary about how
situation. The first one is done you feel, think and wish.
for you.
Group I
 from the story you have
listened to and do the activities
that follow.

B. From every petal of the

flower above, combine all your
A. Write 3 simple sentences
sentences to create a descriptive
from the picture above.
paragraph about your birthday.
B. Write 2 compound sentences
from the picture above.
Group III. Describe the picture
below. Write a paragraph about
the picture with 4-5 sentences
using simple and compound
sentences.
Group II.
A. The teacher/facilitator will
read the story, The Thirsty
Crow. Focus on the character of
the story for you to complete the
graphic organizer. Write your
answers on a separate sheet of
paper.
Direction: Listen to your
facilitator as she/he reads to you
this story and be ready to
perform the two activities
prepared for you.

A. Think of another ending of

the story listened to. Change the
B. From the graphic organizer in underlined part of the story and
Activity 2-A, connect all the show it through a drawing.
details to create a descriptive

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G. Finding practical applications of
concepts and skills in daily living
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Write S if the sentence is
simple, and C if the sentence is
compound.
_____1. The lesson is
interesting.
_____2. Rose loves reading
stories.
_____3. Walking is a good
exercise.
_____4. They left early, so they
arrive first.
_____5. I did not eat any
cookies, but there are none left.
paragraph about the character
from the story listened to.
A. Using the graphic organizer,
write the complete name of your
school at the center. Then, write
details about your school by
writing simple sentence about
the places in your school written
every heading. Do this in your
notebook.
B. From the graphic organizer
above, combine all your
sentences to create a descriptive
paragraph about your school.
B. Write something about your
drawing.
We have successfully provided Direction: Put a check √ on the
appropriate possible endings or picture that relates to your own
outcomes to the stories we have experience and then make a diary.
read in the previous activities.
This time, let’s apply this to
real-life situations. As
responsible individuals, we
should be able to determine the
possible consequences of our
actions.
A. What is likely the ending to
each of these situations?
Encircle the letter of your
answer.
1. Rosevelle lost her English
book. She looked everywhere
for it, but she couldn’t find it.
a) She stole her classmate’s
notebook.
b) She felt very happy.
c) She told the teacher about it.
2. There was so much food at the
party. There were only a few
visitors.
a) Mother gave the food to the
neighbors.
b) Mother threw away the food.
c) Mother got angry.
3. The whole family went to see
the movie. The movie house was
 full.
a) The family got angry.
b) The family decided to watch
another movie instead.
c) The family fought with each
other.
4. Father told the children to
plant trees in their backyard. He
explained the importance of
trees to his children.
a) The children understood the
importance of trees.
b) The children laughed at
Father.
c) Father scolded the children
5. It was a very hot summer day.
All the kids were in the
playground when the ice cream
vendor passed.
a) The kids shouted at the ice
cream vendor.
b) The kids bought ice cream.
c) The kids ignored the ice
cream vendor.
Adapted from Developing My English Power
Reading p. 115

B. What is a possible ending to

each of the following situations?
Write your answer on the space
provided.
1. Mother was very angry
because our room is very dirty.
2. The library was full of
students. There were no vacant
seats.
3. The streets were all flooded
because of the heavy rain. We
couldn’t get a ride home.
4. Father received a telephone
call from his brother abroad.
Father’s face looked very sad
and depressed.
5. The Grade III pupils had a
field trip. Everybody was tired

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Direction: Complete the
following statements about what
you have learned in writing a
descriptive paragraph about the
character or setting from the
story listened to. Write you
answers on a separate sheet of
paper.
on the way back home.
Adapted from Developing My English Power
Reading 3 p. 115
Directions: Match the Directions: In your own words,
appropriate endings found in write the reasons why writing a
Column B to the unfinished diary is important.
stories from Column A by
writing the letter of your choice
on the blank provided.

Write on the blank the

appropriate answer.
1. A _____________ contains
one complete thought with a
single subject and predicate.
2. A _____________ contains B. Write the steps in writing a
H. Making generalizations and paragraph to the graphic
two simple sentences joined by
abstractions about the lesson organizer below.
a conjunction.
3. ________ sentence and
___________ sentence can be
used to describe one’s drawing
about the stories/poems listened
to.

I. Evaluating Learning Write Simple on the blank if Direction: Listen to the story Direction: Listen to your DIRECTIONS: Using the diary
the sentence is simple, and that the teacher will read and teacher/guardian as he/she reads format, complete the short diary
Compound if it is compound. describe the character from the to you each story, then think of organizer.

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J. Additional activities for
application or remediation
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_________1. Fem is working
on the farm.
_________2. Cooking is one of
my hobbies.
_________3. Everybody should
stay safely at home.
_________4. Christian found
money, and he returned it to the
owner.
_________5. My mother eats
fruits and vegetables, so she
has a healthy body.
Describe each picture by
writing a simple and compound
sentence.
story listened to by writing a
descriptive paragraph. Do this in
your notebook.
Directions: Read the descriptive
paragraph about my mother.
After reading it, it is YOUR
TURN to write about your
mother or any member of the
family you would like to share
about (e.g. father, brother, etc.).
Do it in your notebook. Enjoy
its possible ending.
Write a short paragraph for
another ending of the story you
have just heard. Write it in 2-3
sentences.
Provide another ending of the
story listened to. Write it in 2-3
sentences.
Direction: Study the following DIRECTIONS: Write your
pictures. Change the third part of experiences during the vacation in
the story to create your own a diary format.
ending of the story.
 writing!
Note to the Teacher
Use the provided rubrics in
giving score to this activity.
MY TURN:
My mother is a hardworking
person. She does all the
household chores. She is very
nice and kind. She can cook very
well. She is loving and caring,
too. She takes care of me every
day and she never allows the day
to end without giving me a kiss
and a hug. She loves me and my
father. I love my mother so
much too.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored

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 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?

Strategies used that work well:

___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ 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
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?

__ Bullying among pupils

__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?

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 Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures

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