School
Teacher
Daily Lesson Log Week/Teaching Date
Time
WEEK MONDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of grammatical
structures of English to be
able to communicate
effectively in oral and written
forms.
B. Performance Standards The learner shows proficiency
in constructing grammatically
correct sentences in varied
theme-based oral and written
activities.
C. Learning Competencies Compare and contrast
information heard.
D. Learning Objectives At the end of the lesson, the
learner should be able to:
a. define compare and
contrast;
b. use graphic organizers to
compare and contrast;
c. analyze and evaluate
information by comparing and
contrasting two different
things
Comparison and Contrast of
II. CONTENT
Information
( Subject Matter)
Grade
Learning Area
March 11-15, 2023
TUESDAY
The learner demonstrates
understanding of grammatical
structures of English to be
able to communicate
effectively in oral and written
forms.
The learner shows proficiency
in constructing grammatically
correct sentences in varied
theme-based oral and written
activities.
Compare and contrast
information heard.
At the end of the lesson, the
learner should be able to:
a. define compare and
contrast;
b. use graphic organizers to
compare and contrast;
c. analyze and evaluate
information by comparing and
contrasting two different
things
Comparison and Contrast of
Information
3
ENGLISH
Quarter
WEDNESDAY
The learner demonstrates
understanding of grammatical
structures of English to be
able to communicate
effectively in oral and written
forms.
The learner shows proficiency
in constructing grammatically
correct sentences in varied
theme-based oral and written
activities.
Compare and contrast
information heard.
At the end of the lesson, the
learner should be able to:
a. define compare and
contrast;
b. use graphic organizers to
compare and contrast;
c. analyze and evaluate
information by comparing and
contrasting two different
things
Comparison and Contrast of
Information
3 – WEEK 7
THURSDAY FRIDAY
The learner demonstrates
understanding of grammatical
structures of English to be
able to communicate
effectively in oral and written
forms.
The learner shows proficiency
in constructing grammatically
correct sentences in varied
theme-based oral and written
activities.
Compare and contrast
information heard.
At the end of the lesson, the
learner should be able to:
a. define compare and
contrast;
b. use graphic organizers to
compare and contrast;
c. analyze and evaluate
information by comparing and
contrasting two different
things
Comparison and Contrast of
Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages SLM pp. 27-29 SLM pp. 27-29 SLM pp. 27-29 SLM pp. 27-29
3. Textbook pages
4. Additional Materials from
Learning Resource LR
portal
B. Other Learning Resources
IV. PROCEDURE

A. Drill/Reviewing previous Read the selection below. Directions: Watch the story of Directions: Tell whether the Directions: Read the story Catch Up Friday
Lesson or presenting new Mount Mayon and Mount THE ANT AND THE statement is contrasting or below. Answers the questions.
lesson Taal GRASSHOPPER. comparing.
Fill in the chart and give their
Mount Mayon and Mount similarities and differences.
Taal are two of the most
active volcanoes in the
country. Mount Mayon is
known for its perfect cone-
shaped structure. It is
located in the Bicol Region.
Meanwhile, Mount Taal is
considered as the world’s
smallest volcano. It is
situated in the
CALABARZON Region. The
two volcanoes may differ in
sizes, but once they erupt,
both may be destructive.
How did the author present
information about the two
volcanoes?
Mount Mayon and Mount
Taal are compared and
contrasted in
the given selection. Their
similarities are presented,
while their differences are
also discussed. They are

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
compared and contrasted in
terms of their size and shape,
location, and status.
At the end of the lesson, the
learner is expected to:
compare and contrast
information.
Another way of presenting
and understanding details in
an informative text is through
comparison and contrast.
Through this strategy, two or
more persons, places, things,
events, or topics are
compared and contrasted.
At the end of the lesson, the
learner is expected to:
compare and contrast
information.
Another way of presenting
and understanding details in
an informative text is through
comparison and contrast.
Through this strategy, two or
more persons, places, things,
events, or topics are
compared and contrasted.
At the end of the lesson, the
learner is expected to:
compare and contrast
information.
Another way of presenting
and understanding details in
an informative text is through
comparison and contrast.
Through this strategy, two or
more persons, places, things,
events, or topics are
compared and contrasted.
At the end of the lesson, the
learner is expected to:
compare and contrast
information.
Another way of presenting
and understanding details in
an informative text is through
comparison and contrast.
Through this strategy, two or
more persons, places, things,
events, or topics are
compared and contrasted.
D. Discussing new concepts
and practicing new skills.#1
Directions: Read the selection
below. Then, answer the
questions that follow. Write the
letters of your answers in your
notebook.
The Cardinal and the
Cedar Waxwing are two
common birds. Both have
crests on their heads. But
these birds have some
differences. Male Cardinal
is bright red,
while the Waxwing is brown.
The Cedar Waxwing often
migrates from one place to
another. On the other
hand, the Cardinal stays in
one place year after year.
_______1. What are Cardinal
and Cedar Waxwing?
A. horses B. birds C. snakes
_______2. What do they have
Directions: Encircle the
objects/persons being
compared or contrasted in
each sentence.
1. SM South Mall is smaller than
Mall of Asia.
2. Rdie loves singing while
Lailanie loves reading.
3. Sampaguita and Ilang-Ilang
have a good smell.
4. Catanduanes and Albay
are both in Bicol Region.
5. Sarah Geronimo and
Morisette Amon are both
singers.
Group Activity: DIRECTIONS: Liam and Marco
have both written short
Directions: Using a Venn descriptions of their gardens.
Diagram, compare and contrast
Read each description. Then
the following topics.
fill out the Venn Diagram
Group 1: Facebook and below to compare the two
Instagram gardens.
Group 2: Mammals and Reptiles
Group 3: Leopard and Tiger
Group 4: Enchanted Kingdom
and Disneyland
 on their heads?

A. crests B. pearls C. crowns

_______3. Based on the

selection, how do the two
differ in terms of color?

A. Male Cardinal is bright red

while Waxwing is brown.
B. Male Cardinal is brown
while Waxwing is bright red.
C. Male Cardinal is bright
brown while Waxwing is red.

_______4. How is their length of

stay in one place described?

A. Waxwing stays in one place

year after year while
Cardinal migrates from one
place to another.
B. Waxwing and Cardinal both
stay in one place year after
year.
C. Cardinal stays in one place
year after year while
Waxwing migrates from one
place to another.
E. Discussing new concepts Directions: Read the two Directions: Complete the table Directions: Compare and DIRECTIONS: Read each
and practicing new skills stories. As you read, think below. contrast the characters of Elsa sentence. Does it compare or
#2. about how the stories are and Ana in “Frozen”. Use the contrast? Underline the clue
alike, and how they are Venn Diagram. words.
different. Write your answer on the line.
1. Carrots are similar to
Fox and Bear radishes. Both are root
Fox saw the field being vegetables.
planted with corn. He went 2. Your hair is the same color
to visit Bear, and as mine.
suggested that they share 3. I like math, but I prefer
the field. Fox said he would literature.
have the tops of 4. I eat a lot of vegetables,
the crop, and Bear would and I eat a lot of fruit too.
have the roots. When the 5. I scheduled leave for today;
crop was grown, however, I ended up working
Bear did not like having six hours.
only the roots of the corn
plants. But it was what
they had agreed. The next
year, Fox saw the field
being planted with
turnips. He went to visit
Bear. He said that, to be
fair, this year Bear would
have the tops of the crop,
and Fox would have the
roots. When the
crops were grown, Bear
was unhappy again. He
had only the bitter tops,
while bear had the nice
sweet turnips. But it was
what they had agreed.
However, Bear never
agreed to share the field
with Fox again.

Camel and Pig

Camel said being tall was
best, and Pig said being
short was best. Camel
said if he was wrong, he
would give up his hump. Pig
said if he was
wrong, he would give up his
curly tail. They came to a
garden inside a
low wall. Camel reached
his long neck over the wall
and ate his fill. Pig
 could not even see over
the wall. Then they came to
a garden inside a
high wall, with a covered
gate. Pig went through the
gate and ate his fill.
Camel was too tall to go
through the gate. They
thought about all this,
and decided that Camel
would keep his hump, and
Pig would keep his
curly tail, because, as Pig
said, “Tall is good when tall
is needed; of short,
the same is true.

Read each detail,

and select the best answer.
1. The characters are animals.
A. “Fox and Bear” only C. Both
stories
B. “Camel and Pig” only D.
Neither story
2. Someone learns a lesson.
A. “Fox and Bear” only C. Both
stories
B. “Camel and Pig” only D.
Neither story
3. One character is smarter
than another.
A. “Fox and Bear” only C. Both
stories
B. “Camel and Pig” only D.
Neither story
4. The characters disagree
about something in the
beginning.
A. “Fox and Bear” only C. Both
stories

F. Developing Mastery
(Lead to Formative Assessment
3)
G. Finding practical
application of concepts
and skills in daily living
B. “Camel and Pig” only D.
Neither story
5. The characters agree about
something in the beginning.
A. “Fox and Bear” only C. Both
stories
B. “Camel and Pig” only D.
Neither story
Directions: Complete the table
below.
Directions: Read and
understand the paragraph
below.
Sydney and Susie are students
in Las Piñas Elementary School.
They both love to read books.
Sydney has long hair while
Susie has short hair. Susie loves
to wear skirts while Sydney
loves to wear a dress.
After their class, they love to
go to the garden, and they
Directions: Read both
paragraphs. Then compare
and contrast them.
DIRECTIONS: Read each
sentence. Does it compare or
contrast?
Underline the clue words.
Write your answer on the line.
1. Joe and Aaron have similar
temperaments.
2. Our dogs are both the same
breed.
3. I ate early, but Jim hasn't
eaten yet.
Directions: Read the DIRECTIONS: Jimmy and
paragraph. Then compare Evelyn have both written
and contrast the owl and bat. about their recent
birthday parties. Read both
paragraphs. Then compare
and contrast them by writing
the things that they did on the
lines below beneath their
names. If they did anything
that was the same, write it
in the middle.
Directions: Read about
Chester and Doogie, the two Directions: Read the selection
cat burglars. Compare and below.
contrast the two cats using the
bubble map below.
Chester and Doogie are
cat burglars. Chester is a
brown, thin cat who is very
lazy. He likes to lie on
the beach. Chester always
steals the best, sunny
 pick roses.
Fill out the table below:
H. Making Generalizations In comparing and contrasting
and Abstraction about the texts listened to, let us
Lesson. remember the following
details: To compare is to find
out how they are the same.
To contrast is to tell how they
are different.
I. Evaluating Learning Directions: Put a check on
each blank if the sentences
are comparing and cross (x) if
the sentences are contrasting.
_____1. Rojo and Zandro are
both tall.
_____2. A dog is a mammal
while a parrot is a bird.
_____3. Gumamela and
Sampaguita are both flowers.
_____4. Martha and Sarah are
both intelligent students.
_____5. A dove symbolizes
peace while tiger symbolizes
strength.
4. I eat only whole foods, and I
exercise.
5. This story resembles another
one I have read.
In comparing and contrasting
texts listened to, let us
remember the following
details: To compare is to find
out how they are the same.
To contrast is to tell how they
are different.
Directions: Tell whether the
statement is contrasting or
comparing.
1. Jollibee and Mcdo are both
fast food.
2. Eyes are for seeing as the
nose is for smelling.
3. Catanduanes is a province,
while Las Pinas is a city.
4. Teaching is for the teacher,
as cooking is for the chef.
spots to lie in the sand!
Doogie is a fat, orange
cat. He steals food from
garbage cans. Doogie’s
favorite food is fish. Chester
and Doogie are both
very sneaky!
In comparing and contrasting In comparing and contrasting
texts listened to, let us texts listened to, let us
remember the following remember the following
details: To compare is to find details: To compare is to find
out how they are the same. out how they are the same.
To contrast is to tell how they To contrast is to tell how they
are different. are different.
Using a Venn
Diagram ,compare and
contrast You Tube and Tiktok.
 5. The doctors and the
teachers are both community
helpers.

J. Additional Activities for
Application or Remediation
Directions: Using a Venn
Diagaram, compare and contrast
Andres Bonifacio and Dr. Jose
Rizal.
DIRECTIONS: Read each Directions: Compare and Directions: Think about two of
sentence. Does it compare or contrast the characters by the people in your family.
contrast? Underline the clue filling in the Venn diagram. Write a paragraph that
words. Write your answer on Write two ideas in each both compares and contrasts
the line. section. the two family members.
1. I was early, but Ken was
late. _____________ ____________________________
2. Both Joe and I run ____________________________
marathons. ___________ ____________________________
3. I like to study whereas my ____________________________
brother does not.
_____________
4. I want to get a pet. My
partner, on the other hand, is
allergic to
pet dander. ___________
5. Both tulips and daffodils
bloom in early spring. __

V. REMARKS

VI. REFLECTION
A.No. of learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned 80%
in the evaluation above 80% above above above
above
B.No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for additional activities for
remediation who scored below remediation remediation remediation remediation remediation

80%

C.Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
up with the lesson the lesson the lesson the lesson the lesson the lesson
D.No. of learners who continue to ___ of Learners who continue to
require remediation require remediation
E.Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? __Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
F.What difficulties did I encounter __Comprehension
which my principal or supervisor __Lack of Interest of pupils
can help me solve?
G.What innovation or localized Planned Innovations:
materials did I use/discover which I __Fashcards
wish to share with other teachers? __Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Prepared by:
Teacher I
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Approved:
Principal IV
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
Checked & Noted:
Master Teacher 1
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Comprehension
__Lack of Interest of pupils
Planned Innovations:
__Fashcards
__Pictures
__Learning Activity Sheets
__Math Module
__Tarpapel
__Drill Cards
__Powerpoint Presentation