School: SUAL CENTRALSCHOOL Grade Level: 3

GRADES 1 to 12 Teacher: CHRISTIAN JOHN C TIONGSON Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: OCTOBER 2-6, 2023 Quarter: 1st Quarter – WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Learners should expand their vocabulary Learners should expand their vocabulary Learners should expand their vocabulary Learners should expand their vocabulary Learners should expand their
by learning and using a variety of two- by learning and using a variety of two- by learning and using a variety of two- by learning and using a variety of two- vocabulary by learning and
syllable words in spoken and written syllable words in spoken and written syllable words in spoken and written syllable words in spoken and written using a variety of two-syllable
language. This includes both common, language. This includes both common, language. This includes both common, language. This includes both common, words in spoken and written
everyday words and words with more everyday words and words with more everyday words and words with more everyday words and words with more language. This includes both
specific or academic meanings. specific or academic meanings. specific or academic meanings. specific or academic meanings. common, everyday words and
words with more specific or
academic meanings.
B. Performance The learner can understand and use a The learner can understand and use a The learner can understand and use a The learner can understand and use a The learner can understand
Objective wide range of common two-syllable wide range of common two-syllable wide range of common two-syllable wide range of common two-syllable and use a wide range of
words in context. words in context. words in context. words in context. common two-syllable words in
context.
C. Learning The learner should be able to read The learner should be able to read The learner should be able to
Competencies The learner should be able to read The learner should be able to read words, words, phrases and sentences words, phrases and sentences read words, phrases and
(Write the LC code for words, phrases and sentences phrases and sentences composed of 2- composed of 2-syllable words. composed of 2-syllable words. sentences composed of 2-
each) composed of 2-syllable words. syllable words. syllable words.
I.CONTENT Two-Syllable Words Two-Syllable Words
(Subject Matter) Two-Syllable Words Two-Syllable Words
II.LEARNING RESOURCES K-12 MELC- p.132 K-12 MELC- p.132 K-12 MELC- p.132 K-12 MELC- p.132 K-12 MELC- p.132
A. References
1. Teachers Guide
pages
2. Learners Material
Pages
3. Textbook pages
4. Additional Materials SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES SLM/ADM/PIVOT MODULES
from LRDMS
B. Other Learning Audio-visual presentations, pictures, Audio-visual presentations, pictures, Audio-visual presentations, pictures, Audio-visual presentations, pictures,
Resources laptop laptop laptop laptop
III.PROCEDURES
A. Reviewing past lesson Choose the correct two-syllable word Direction: Choose from the box below a Directions: Read the following words. If Choose the correct syllabication of the Weekly Summative Test/
or Presenting the new from the box to complete two-syllable word that describes each the word has two syllables clap your two -syllable words below. Weekly Progress Check
lesson (Drill/Review/ each sentence. Write your answer in the picture. Write the correct answers in your hands twice if not do not clap. 1. herself
space provided. notebook. A. hers-elf B. he-rself
Unlocking of
1. Mother went to the __________ to 1. party C. her-self
Difficulties) buy foods. 2. pretzel
2. She cooked fried eggs and fried rice 3. family 2. tennis
for ___________. 4. holiday A. ten-nis B. te-nnis
C. tenn-is
odor open colors
breakfast market coffin mitten ribbon
basket tunnel
B. Establishing a Read the story. Direction: Read the story. Encircle the Read the Story ; A Fantastic Nut Read the poem below. Find all the two-
purpose of the new The Poor Boy and an Old Man words with two syllables. Ask the following questions syllable words used in the poem.
lesson (Motivation) Ask the following questions:
 1. Who is the small boy in our story?
________________________________
___________________________
2. Who did he meet in the forest?
________________________________
___________________________
C. Presenting Examples/ Guided Practice
instances of the new Now let’s read these words from the
lesson/ Presentation) story.
prob-lem cros-sing hung-ry
thirs-ty wa-ter hap-py
co-ver him-self a-head
How many syllables does each word
have?
Each word has two syllables.
Some two-syllable words have short
vowel sounds. They may use any of the
short sounds like:
/a/ - ladders, market, happy
/e/ - pencil, person, letter
/i/ - kitten, river, missing
/o/ - brother, hopping, color
/u/ - butter, under, thunder
Now, it’s your turn to read the following
phrases correctly.
big problem very happy
crossing forest wound cover
hungry old man boy himself
thirsty deer house ahead
clear water quickly run
D. Discussing new Activity 1
concepts and Read each sentence and underline the
practicing new skills two-syllable words with
no.1. (Modeling)
short vowel sounds.
1. The boy is hungry.
2. The old man is very happy.
1. Who is Mr. Livingston, and what does
"The Little Rabbit's Adventure" he tell Jeb about the nut?
2. What is Jeb's reaction when Mr.
Livingston offers him the nut?
3. What does Jeb do after receiving the
nut?
4. What happens to the nut after Jeb
plants it?
5. What does Jeb offer to the red plant?
What are the two syllable words in the
story?
To read the long words easily, use Two-syllable words are words that consist Two-syllable words are words that
syllabication. Syllabication is to divide the of two distinct syllables or parts, each consist of two distinct syllables or parts,
words into small parts called syllables. A typically containing a vowel sound. each typically containing a vowel sound.
two-syllable word with short vowel sound
Let the pupils read the following 2
refers to a word divided into two syllables
and one or both syllable has a vowel syllable words.
sound.  Apple
Examples: bas + ket = basket ten + nis =  able
tennis
 about
Read the two-syllable words with short
 acre
vowel sounds.
 after
 airplane
 April
 apron
 bitter
Read the phrases with two—syllable  belong
words with short vowel sound.  brilliant
 bowling
his mitten pretty lady
the puppet contest public servant  baboon
in the basket the red ribbon  bamboo
 bicycle
Read the following sentences with two-
syllable words with short vowel sounds.
The kitten lost his mitten.
The public joins the puppet contest.
The red ribbon is in the basket
DIRECTIONS: Find and underline the two DIRECTIONS: Encircle the two syllable
syllable word in each sentence. Break it word/s in each sentence.
down into two parts. Write one part on
each line. 1. The bee is going from flower to
1. That was a super meal. flower.
_______ ________ 2. The baby chewed the cookie up and
2. Does John have a sense of humor? swallowed it.
 3. He is helpful. _______ ________
E. Discussing new Write a sentence using each two-syllable DIRECTIONS: Read each sentence. Find Write a sentence using each two-
concepts and word. the two syllable word. Draw a slash Choose the two-syllable word that fits syllable word.
practicing new skills 1. turtle between the syllables. Follow the each sentence. Write your answers in
no.2 (Guided 2. mushroom your notebook.
example. 1. ribbon
Practice) 3. blender velvet button rabbit cotton candle
4. rabbit EXAMPLE: 2. pilot
5. sister Look at that spi/der! 3. camel
1. Can you donate a can of food? _______1.The ______ hid in a burrow. 4. follow
2. Ann will sing a solo in the show. _______2.The actress wore a ____ dress 5. ready
3. Please set the table for lunch _______3. The____lighted the dark room.
F. Developing Mastery Choose the correct two-syllable word for Write in your notebook the correct DIRECTIONS: Divide each word by
(Leads to Formative every sentence. Circle the letter of your DIRECTIONS: Divide each word into two syllabication of the two-syllable words putting a lash (/) symbol between each
Assessment 3.) answer. syllables. Write one syllable in each box. below. syllable.
(Independent 1. The man wearing a blue shirt is my
Practice) 1. window ____________
_______________. 1. refill
2. plastic ____________
A. father B. mother C. grandmother 2. subway
3. herself ____________
2. I wear gloves to protect my 3. kitten
4. shelter ____________
_______________. 4. siren
5. tennis ____________
A. arms B. head C. fingers 5. tiger
G. Finding practical DIRECTIONS: Divide each word by I. Choose one task from the given below. Match the syllables in column A to the Write the appropriate syllable to form a
application of putting a lash (/) symbol between each A. Draw 3 objects whose names are syllables in column B to form a word. word.
concepts and skills in syllable. words with short vowel a, e, i, o and u
daily living sound in CVC pattern. Label each A B 1. ______ bot
(Application/Valuing)
1. clover object. 2. hon______
2. hopeless B. Copy the poem in a sheet of paper, 1. pump a. gic 3. ______ per
3. enjoy then underline the 5 two-syllable words 2. tur b. ner 4. hu______
4. mistake with short vowel sounds. 3. bas c. ber 5. ______ ject
5. invite 4. din d. kin
H. Making Give some examples of two-syllable How can you improve your reading? Remember that some two-syllable words Remember that some two-syllable
Generalizations and words with short vowel sounds. Remember that some two-syllable words have short vowel sounds. Making oneself words have short vowel sounds. Making
abstraction about the have short vowel sounds. familiar with these words is good for oneself familiar with these words is good
lesson Making oneself familiar with these words improving one’s reading. for improving one’s reading.
(Generalization)
is good for improving one’s reading. Some two-syllable words with short vowel Some two-syllable words with short
sounds are the following: under, butter, vowel sounds are the following: refill,
pencil, drama, kitten, little, ladder, purple. subway, kitten, siren, tiger, project.
 I. Evaluating learning Directions: Write YES if the word has two Choose the correct syllabication of each Directions: Write YES if the word has
syllables and NO if not. word below. two syllables and NO if not.

________ 1. tender 1. penguin ( pen-guin, peng-uin , pe- ________ 1. beautiful

________ 2. evil nguin ) ________ 2. event
________ 3. hop 2. scooters ( sco-oters, scoot-ers, scoo- ________ 3. courage
________ 4. calendar ters ) ________ 4. cartoon
________ 5. paper 3. raccoon ( rac-coon, rac-coon, racc- ________ 5. coconut
oon )
4. donut ( don-ut, do-nut, d-onut )
5. happy ( hap-py, ha-ppy, happ-y )

J. Additional activities for DIRECTIONS: Divide each word into two
application and syllables.
remediation Write the first syllable on the first line.
(Assignment)
Write the second syllable on the second
line.
1. little _______ ________
2. puppet _______ ________
3. temper ________ ________
4. number ________ _______
5. farmer ________ ________
Directions: Choose the correct word in Read each word and write the syllables Choose the correct syllabication of each
the box to complete each sentence. on the lines. word below.
1. atlas ________ _________
lady nervous away perfect bacon 1. given ( gi-ven, giv-en, give-n )
2. forest ________ _________
3. zipper ________ _________ 2. popcorn ( popco-rn, pop-corn, popc-
4. muffin ________ _________ orn )
1. She got a _______ score in the test. 5. pencil ________ _________ 3. master ( mas-ter, mast-er, maste-r )
2. Do you feel____ during exams? 4. castle ( cast-le, cas-tle, castl-e )
3. An apple a day keeps the doctor ____. 5. summer ( sum-mer, summ-er, su-
4. We had _____ and eggs for breakfast. mmer )
5. The old _____ climbed up the stairs
with difficulty.

IV.REMARKS

V. REFLECTION
A. No. of learners who earned
80%
B . No. of learners who scored
below 80% (needs remediation)
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___ of Learners who earned 80% above ___ of Learners who earned
80% above
___ of Learners who require additional ___ of Learners who require
activities for remediation additional activities for
remediation

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

D. No of learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who
to require remediation remediation remediation remediation remediation continue to require
remediation
E. Which of my teaching
strategies works well? Why?
F. What difficulties did I
encounter that my principal
/supervisor can help me solve?
G. What innovation or localized
materials did I use/discover that I
wish to share w/other teachers?
Prepared by:

CHRISTIAN JOHN C. TIONGSON

Teacher III Checked By:

MARY JEAN P. SORIANO

Principal II