Lesson Exemplar Co4 English Sy 2023 2024

Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
MALICBOY EAST ELEMENTARY SCHOOL
Quarter 4th Quarter Grade Level Three

DAILY Week Four Learning Area English
LEARNING Date April 15, 2024 Time 8:30 - 9:20
PLAN
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of pictographs
B. Performance Standards The learner is able to interpret simple representations of data
using a pictograph
C. Most Essential Learning Interpret a pictograph EN3RC-Ive-g-1.2
Competencies
(MELC)
D. Enabling Competencies 1. Interpret simple graphs, tables, and pictographs

(If available, write the attached enabling
competencies)
II. CONTENT Pictographs

III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages MELC p. 133
PIVOT IV-A BOW MELC GUIDELINES p. 137
b. Learner’s Material Pages PIVOT IV-A BOW Module p. 26-29
c. Textbook Pages p. 222-225
d. Additional Material from
Learning Resources
B. List of Learning Resources for powerpoint presentation, pictures, pictographs, cut outs,
Development and Engagement illustration board/whiteboard, color and markers.
Activities
IV. PROCEDURES
A. Introduction A. Preliminary Activities
1. Review (Reviewing previous lesson)
Choose the appropriate adverb of manner that will
complete the sentence.
1. He ________________ ran to catch the bus.

2. The cat was injured ______________.
3. My mother speaks _____________ to my
brother.
4. She dressed ______________ for the party.
5. He ______________ wrapped the birthday gift.
(gently, softly, nicely, badly, quickly)
Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

Cellphone #: (0921) 759 6736
Email Address: 108967@deped.gov.ph
Facebook Page: https://www.facebook.com/DepEdTayoMalicboyEastES
Region IV-A
2. Motivation (Establishing a purpose for the lesson)

Show a picture of a garden (Bukid Amara).
Ask:
 Where can we find the place?
 Who among of you here were able to go in
this place?
 Would you like to go in this place?
Why? (Analysis)
 How can we maintain the cleanliness of this
place?
 What can we find in the garden?
 Do you want to stay in the garden?
B. Development B. Developmental Activities
1. Presenting examples/instances of the new lesson
I have a daughter and nieces who love to go to the
garden.
Ask:
 Do you like to know their name?
(Let the pupils see their picture)
Do you like to hear a story about them?

Cellphone #: (0921) 759 6736
Region IV-A
One afternoon, Caitlin, Faith, and Janiya were

roaming around the garden in Bukid Amara Lucban
Quezon. They were amazed by the insects that they
found in the garden. There were colorful butterflies,
dragonflies, bees and grasshopper. They wanted to
find out how many of each kind of insects and how
many are there in all.
Comprehension check-up.
1. Who went to the garden?
2. When did Caitlin, Faith and Janiya go to the
garden?
3. Where can we find the garden?
4. Why do you think they love to go to the garden?
5. What was their problem?
6. Do you like to help them?
2. Discussing new concepts and practicing new skills

#1
Now let us help Caitlin, Faith and Janiya make a
pictograph out of the insect in the garden.
(Let the pupils make a pictograph by sorting the

insects on the table)
Today let us know how to interpret the data in the

pictograph
Name of Insect Number of Insect

Butterfly
Bee
Dragonfly
Grasshopper

Cellphone #: (0921) 759 6736
Region IV-A
Based on the table, Ask some questions.

Ask:
1. How many kinds of insects are there?
2. How many insects are there in all?
3. Which insect has the most number?
4. Which insect has the least number?
5. How many more butterflies than bees are there?
6. How did you get the answer?
7. How many more butterflies than dragonflies?
8. What do you think is the best title of the
pictograph?
9. How can we interpret a pictograph?
3. Discussing new concepts and practicing new

skills # 2
I have here another example
Ask:
1. What is the title of the pictograph?
2. How many of each kind are there?
3. How many users are there in all?
4. Which traditional plant have the most number
of user?
5. Which has the least number?
6. How many more user of Yerba Buena than
Lagundi are there?
7. How many more user of Sambong than Tsaang
Gubat are there?
8. What is a pictograph?
9. How can we interpret a pictograph?

Cellphone #: (0921) 759 6736
Region IV-A
10. What are the parts of a pictograph?

C. Engagement 4. Developing mastery leads to formative assessment
GROUP ACTIVITY
Group the pupils into 4 groups. Give set of
worksheets for them to work on. Each group will
have a leader and a reporter.
Standards of Grouping
Pupils will be scored by the following:

Correct Answer 20
Cooperation 15
Well-behaved 15
Total 50
The leader will come in front to get the materials.
Read the instruction first before answering.
Reminder: The activity is good for 10 minutes.

After 10 minutes you have to post your work on the
board.
Group 1
Arrange and paste the vegetables that are usually
harvested in our community according to its kind
and interpret the pictograph by answering the
questions below.
Group 2

Cellphone #: (0921) 759 6736
Region IV-A
Read the story then interpret the data by

answering the questions.
Group 3
Make a pictograph out of the given pictures then
answer the question to interpret the data.

Cellphone #: (0921) 759 6736
Region IV-A
Group 4
Interpret the data given in the pictograph by
answering the questions.
5. Finding practical application of concept s and

skills
GROUP ACTIVITY
Presentation of output
6. Making generalization and abstraction about the

lesson
Ask:
Did you enjoy the activities?
What is a pictograph?
How are we going to interpret the pictograph?
D. Assimilation C. Evaluating learning
Direction: Interpret the data presented in the

pictograph. Encircle the letter of the correct answer.

Cellphone #: (0921) 759 6736
Region IV-A
1. What is the title of the pictograph?

A. Favorite Pet
B. Grade 3 Rizal Learners’ Favorite Pet
C. Favorite Pet in the House
2. How many of each kind of animals are there?
A. There are 4 fishes, 12 dogs, 6 birds and 10 cats
B. There are 2 fishes, 6 dogs, 3 birds, and 5 cats
C. There are 6 fishes, 10 dogs, 4 birds and 12 cats
3. How many animals are there in all?
A. 28 B. 30 C. 32 D. 34
4. Which kind of animals has the most number
A. Fish B. Dog C. Bird D. Cat
5. If there are 34 learners in Grade 3-Rizal class, how
many pupils did not identify their favorite pet?
A. 1 B. 2 C. 3 D. 4
D. Assignment (Additional activities for application or

remediation)
Answer Learning Task 4 in your Module page 20-21.
Write your answer in your notebook.
V. REMARKS

Cellphone #: (0921) 759 6736
Region IV-A
The lesson has successfully delivered due to:

___ pupils’ eagerness to learn
___ complete/varied Ims
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
VI. REFLECTION
A. No. of Learners who earned 80% ___ # of learners who earned 80% above
on the formative assessment
B. No. of learners who require ___# of learners who require additional activities for remediation
additional activities for
remediation
C. Did the remedial lessons work? ___ Yes ___ No

No. of learners who caught up the ___ # of Learners who caught up the lesson
lesson
D. No. of learners who continue to ___ # learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:

worked well? Why did these ___ Group collaboration
work?
___ 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
___ Complete Ims

Cellphone #: (0921) 759 6736
Region IV-A
___ Availability of Materials

___ Pupils’ eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I encounter ___ Bullying among pupils
which my principal or supervisor ___ Pupils’ behavior/attitude
can help me solve?
___ Colorful Ims
___ Unavailable Technology Equipment
___ Science/Computer/Internet Lab
___ Additional clerical works
G. What innovation or localized Planned Innovation:
materials did I use/discover which ___ Localized videos
I wish to share with other
___ Making big books from views of the locality
teachers?
___ Recycling to be used as Instructional Materials
___ Local poetical composition
Prepared by:
ISABEL C. SALVADOR
T-I
Checked by:
MA. VENIA L. GRIMALDO
Principal I

Cellphone #: (0921) 759 6736
Region IV-A
ANNOTATION
1. Applied knowledge of content within and across curriculum teaching areas.
As a proficient teacher I know the subject matter I teach and the ways I integrate my topics to other
subjects. First, I examined concepts from other curriculum learning areas that could be potentially integrated
to the current lesson. Then, I determined the learners’ knowledge and skills necessary to serve as basis for
the level of integration to the subject matter.
Math
Art – Arranging the pictures
Science – Different kinds of insects
 So, right at the preliminary activities, from Drill, I used the previous lesson during the second
quarter in Art about shape and primary and secondary colors.
 I also used previous discussion in Physical Education about Non-Locomotor skills.
 In the motivation part, learners are asked to tell the taste of a pizza and how they identify its taste, in
these I am able to connect their knowledge about the previous lesson in Science about sense organ.
 Integration in Edukasyon sa Pagpapakatao can also be seen by asking questions that will lead to a
value about sharing and fairness.
 Learners prior knowledge about shapes, primary and secondary color were used throughout the
lesson until the evaluation.
2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy
skills.
In my lesson, I know and do use a range of teaching strategies to enhance learner achievement in
literacy and numeracy skills since I believe that learners learn best and achieve more when their literacy

Cellphone #: (0921) 759 6736
Region IV-A
and numeracy basics are well established. I consider numeracy and literacy skills as interconnected skills
and equally important in every instruction so I crafted my instruction to develop these skills.
In discussing the topic, I utilize a situation about dividing and sharing a pizza. Using this as a
springboard, I am able to engage the class to discuss and note details.
Activity-based learning which is meaningful and fun was also considered in presenting my lesson.
Pupils are asked to do some hands-on experiments or activities such as dividing a pizza into equal
parts through a role play. Children are active learners rather than passive recipients of information
so it is important the they are provided with the opportunity to explore for learning to become
joyful and long-lasting.
I believe that I demonstrate understanding of literacy and numeracy skills as reflected on my
instructional activities. In most of the activities, children are required to read and write fractions in
symbol and in words. Reading and writing fractions in symbols and in words develop learners’
capability in numbers and how to spell correctly.
It can also be observed that I used metacards and fraction in words in strip of papers, working
together to develop learners literacy and numeracy, as well as to extend their ways of learning by
seeing (providing them with enough visuals aids (pictures/images), drawing (making models),
writing (in symbols and words), and games (matching game/memory challenge). It is clear, I guess,
that my instructional intention is to instill among my learners that literacy and numeracy skills go
together.
3. Applied a range of teaching strategies to develop critical and creative thinking skills, as well as
other higher order thinking skills.
More than making my learners remember what I teach, I try to do and apply various classroom
activities that give my pupils opportunities to analyze, explore and create new concepts, because I feel that
learners become productive when the activities I give encourage them to think beyond and without
restrictions. We need to remember that our instruction should apply a range of strategies to develop creative,
critical and higher-order thinking skills. Our learners are thinking and creative individuals so my role then, I
believe, is to unleash the creativity in each of my learners.
 I demonstrate guided inquiry in my instruction, engaging my learners through problem-based

activities. I encourage them to do a bit of experiment (hands-on activity by role playing how to
divide a pizza into equal parts) – having my pupils learn through asking questions and investigating.
 Learning by doing – pupils are taking control of their exploration.
 Divergent, open-ended questions that may have multiple answers were used in my learning
instruction like:
 Gusto nyo rin bang maging katulad ng bata sa binasa ninyong sitwasyon? Bakit?
 Ano kayang mangyayari kung palagi kang manlalamang sa kapwa?

Cellphone #: (0921) 759 6736
Region IV-A
These questions require learners to answer by analyzing, symthesizing, and evaluating. Effective
questioning can be used as an important classroom tool to develop critical, creative and higher order
thinking skills.
 In the evaluation, I apply the multimodal assessment tool which requires learners to analyze and
evaluate for they are given situation that has multiple correct answers. Higher order thinking skills
will be developed in this kind of assessment.
 At post activity (in evaluating learning and Additional activities for application or remediation) I
ask my pupils to create (make their own model of fraction that show equal to one and more than
one) and write the corresponding fraction in symbol and in words. As a teacher, it shows that I allow
my pupils to take control of their own learning. This strategy allow them to infer, make decisions and
formulate ideas.
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
I know that classroom structures help my learners discover new concepts during activities so I
structure my classroom in a way that will suit the meaningful activities to encourage active participation
among my learners.
o Before starting the lesson, I set clear expectation on how learners should participate in the discussion
and how they will perform the individual and group activity. Pamantayan sa Pakikinig at
pagsasagawa ng pangkatang gawain is clearly explained.
o To maximize the use of school facility, I set up my classroom in a way that it facilitates learning
while considering our own safety and the welfare of the learners under my care.
o I restructure the chair arrangement, this time, the U-shape or horseshoe chair formation were use as it
encourages participation among learners.
o I make use of the available floor space for the learners to be able to perform group activities.
o In the conduct of group activity, I check on the learners from time to time, assisting them whenever
they need help.
o Since there isn’t so much space inside, I allow the other group to go out of the classroom to occupy
the hallway
I always spend time making my classroom safe and conducive to learning by making sure that the
materials, equipment and devices are appropriate for teaching and learning.
5. Managed learner behavior constructively by applying positive and non-violent discipline to

ensure learning-focused environment.

Cellphone #: (0921) 759 6736
Region IV-A
Learners difficult behavior can create barriers to learning so as a teacher I know and should identify
and analyze the roots of behavioral and learning difficulties of my learners and should implement strategies
that are positive and non-violent to engage them in teaching learning process.
 Class rules were posted on the wall of our classroom so that learners will always be reminded and it
was establish on the first meeting, first day.
 To encourage positive behavior and motivate learners to feel good about themselves and the
decisions they make, I, as their teacher, usually give them positive comments for every correct
answer they made or good behavior they shown to inspire them. I don’t want my pupils to feel
embarrass and get depress. I use praise.
 I am also fund of giving rewards though this strategy is not good enough but to me it still works to
make my learners strive harder and behave well, some artistic reward were given to pupils to
encourage them to do well.
6. Use differentiated, developmentally appropriate learning experiences to address learners’ gender,

needs, strengths, interests and experiences.
As teachers, we are expected to meet the needs and strengths of learners with different backgrounds
in order to provide effective and developmentally-appropriate instruction. We also need to take into account
various factors to highly engage learners in daily classroom instruction.
 In one of the activity in my lesson, I group the learners into 3 groups.

Group 1: ISULAT MO!
Learners will write the fraction in symbol-these are compose of learners who love
numbers. They are those who possess Logical-mathematical Intelligence.
Group 2: BAYBAYIN MO!
These group will write the fraction in words-these are compose of learners who are able
to use words well, these are individuals typically very good in reading and writing as well as
spelling. They have Linguistic-Verbal Intelligence.
Group 3: IMODELO MO!
In these group, learners will make a model of fraction and write the corresponding
symbol and words- these are group of learners who have this thing called Visual-Spatial
Intelligence. They enjoy drawing, visual arts, recognize pattern easily and read and write for
enjoyment.
I use the flexible grouping wherein learners are grouped according to their achievement level
(readiness) and interest.
 In my lesson delivery, I provided activities that can suit to children’s learning style such as visual
and kinesthetic and through words. I made enough visual that aid learning and children were allowed
to interact with the materials. There are individual activities and activities that allow them to work in
small groups.

Cellphone #: (0921) 759 6736
Region IV-A

Cellphone #: (0921) 759 6736

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Republic of the Philippines

Quarter 4th Quarter Grade Level Three

D. Enabling Competencies 1. Interpret simple graphs, tables, and pictographs

II. CONTENT Pictographs

1. He ________________ ran to catch the bus.

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

2. Motivation (Establishing a purpose for the lesson)

Do you like to hear a story about them?

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

One afternoon, Caitlin, Faith, and Janiya were

2. Discussing new concepts and practicing new skills

(Let the pupils make a pictograph by sorting the

Today let us know how to interpret the data in the

Name of Insect Number of Insect

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

Based on the table, Ask some questions.

3. Discussing new concepts and practicing new

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

10. What are the parts of a pictograph?

Pupils will be scored by the following:

The leader will come in front to get the materials.

Read the instruction first before answering.

Reminder: The activity is good for 10 minutes.

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

Read the story then interpret the data by

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

5. Finding practical application of concept s and

6. Making generalization and abstraction about the

D. Assimilation C. Evaluating learning

Direction: Interpret the data presented in the

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

1. What is the title of the pictograph?

D. Assignment (Additional activities for application or

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

The lesson has successfully delivered due to:

C. Did the remedial lessons work? ___ Yes ___ No

E. Which of my teaching strategies Strategies used that work well:

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

___ Availability of Materials

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

1. Applied knowledge of content within and across curriculum teaching areas.

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

 I demonstrate guided inquiry in my instruction, engaging my learners through problem-based

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

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

5. Managed learner behavior constructively by applying positive and non-violent discipline to

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

6. Use differentiated, developmentally appropriate learning experiences to address learners’ gender,

 In one of the activity in my lesson, I group the learners into 3 groups.

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

Address: Sitio Magsaysay, Barangay Silangang Malicboy, Pagbilao, Quezon 4302

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C. Did the remedial lessons work? _ Yes _ No