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Paaralan (School) SAN PABLO ELEMENTARY SCHOOL Baitang/Antas (Grade Level) GRADE -III
GRADES 1 TO 12 Guro (Teacher) REGINA T. MENDOZA Asignatura (Learning Area) FILIPINO

DAILY LESSON LOG Petsa/Oras (Teaching Date & Time) August 12-16, 2019 Markahan (Quarter) IKALAWANG MARKAHAN
I.LAYUNIN LUNES MARTES MIYERKULES HUWEBES BIYERNES

A.Pamantayan Pangninilaman Nagagamit ang mga pahiwatig upang Nasasagot ang mga tanong batay Nagagamit ang pangngalan sa Nagagamit ang
malaman ang kahulugan ng mga salita sa tekstong binasa pagsasalaysay tungkol sa magkakasalungat na salita
tulad ng paggamit ng kasinkahulugan at Naiuugnay ang sarilin tao,bagay,lugar at pangyayari
kasalungat na salita
B.Pamantayang Pagganap Nagagamit ang mga pahiwatig upang Nasasagot ang mga tanong batay Nagagamit ang pangngalan sa Nagagamit ang
tulad ng paggamit ng kasinkahulugan at Naiuugnay ang sariling tao,bagay,lugar at pangyayari
C.Mga kasanayan sa pagkatuto F3pt-iiC-1.5 F3PB-IIa-1 F3WG-IIa-c-2 F3PT-IIa-1
(Isulat ang code sa bawat kasanayan) Nagagamit ang mga pahiwatig upang Nasasagot ang mga tanong batay Nagagamit ang pangngalan sa Nagagamit ang
malaman ang kahulugan ng mga salita sa tekstong binasa pagsasalaysay tungkol sa magkakasalungat na salita PANLINGGUHANG
tulad ng paggamit ng kasinkahulugan at Naiuugnay ang sariling karanasan tao,bagay,lugar at pangyayari PAGTATAYA
kasalungat na salita sa binasang teksto
II.NILALAMAN Nagagamit ang mga pahiwatig upang Nasasagot ang mga tanong batay Nagagamit ang pangngalan sa Nagagamit ang
tulad ng paggamit ng kasinkahulugan at Naiuugnay ang sariling tao,bagay,lugar at pangyayari
Subject Matter
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa gabay sa pagtuturo Pp 77-79 P 80 Pp 81-82 Pp 82-83
2.Mga pahina sa kagamitang pang mag- Pp 40-41 Pp 42-43 Pp 43-44 P 44
aaral.
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa LRDMS Character map larawan cards Character map
B.Iba pang kagamitang panturo Chart/flascards chart chart Semantic map
IV.PAMAMARAAN
A.Balik-aral sa nakaraang aralin o pasimula Iguhit ninyo ang lugar na nais ninyong Sinu-sino ang mga katulong ninyo Bigyan ang mga bata ng card na Gawin ang mga kilos na may
sa bagong aralin tirhan sa pamayanan? may pantangi at pambalana kasabay na musika at pabilis ng
(Drill/Review/Unlocking of difficulties) pabilis
1.Paghahabi sa layunin ng aralin Linangin ang salitang baryo at lungsod Ipakilos sa mga bata ang kanilang Sabihin sa kanila ng pasenyas na Basahin muli ang kwento sa
sagot hanapin ang kanilang pangkat Alamin Natin p.42
(Motivation)
2.Pag-uugnay ng mga halimbawa sa bagong Ano ang naaalala ninyo sa salitang Ano ang nararamdaman mo kung Tingnan ang larawan ng iba't-ibang Gawin ang character map
aralin baryo?Lungsod? baguhan ka o dayo sa isang lugar lugar sa pamayanan
(Presentation)
3.Pagtalakay ng bagong konsepto at Basahin ng malakas ang kwento Ganito rin ba ang mararamdaman Talakayin ang paksa Ano ang katangian ng bawat
paglalahad ng bagong kasanayan "Magkaibang Mundo" mo kung naguhan ka o dayo sa Sino-sino ang bianggit na katulong katulong sa pamayanan na
(Modeling) isang lugar? ng pamayanan? binanggit?
No.1
4.Pagtalakay ng bagong konsepto at Sino ang dalawang bata sa kwento? Sino-sinong katulong sa Isulat ang mga salita sa bawat Isulat ang kabaligtaran ng mga
paglalahad ng bagong kasanayan pamayanan ang nabanggit? kolum. katangiang isinulat
No.2
(Guided practice)
5.Paglilinang sa kabihasan Gamitin ang character map sa bawat Ano ang ginagawa ng bawat isa? Ano ang tawag natin sa mga Pangkatang gawain
(Tungo sa formative Assessment) tauhan salitang ito?
(Independent practice)
6.Paglalapat ng aralin sa pang araw-araw na Alin-alin ang mga salitang Ano ang mangyayari kung wala ang Tukoy ba ang tiyak nilang ngalan? Gamitin sa sariling
buhay magkasingkahulugan at isa sa kanila? pangungusap ang mga salita
(Application/Valuing) magkasalungat?
Paglalahat ng aralin Magbigay ng mga salitang Paano mo sila pahahalagahan? Ano ang pangngalang Kailan nagiging magkasalungat
(Generalization) magkasalungat at magkasinkahulugan pambalana?pantangi? ang salita?
Pagtataya ng aralin Ibigay ang kasingkahulugan at Gawin ang Pagyamanin Natin p.43 Gawin ang Pagyamanin natin p. 44 Gawin ang Linangin Natin p.44
kasalungat ng mga ss. na salita
Karagdagang gawain para sa takdang aralin Maghanda ng tatlong tanong… Iguhit ang inyong sarili sampung Sumulat ng limang halimbawa ng Gawin ang Pagyamanin Natin
(assignment) taon magmula ngayon bilang… pangngalang pantangi at p. 44
pambalana
V.Mga Tala
VI.Pagninilay
A.Bilang ng mag-aaral na nakakuha ng 80% ___ Bilang ng mag-aaral na nakakuha ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
sa pagtataya ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa
pagtataya
B.bilang ng mag-aaral na nangangailangan ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
ng iba pang gawaing remediation nangangailangan ng iba pang gawaing nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang
remediation gawaing remediation gawaing remediation gawaing remediation gawaing remediation
C.Nakakatulong ba ang remedia?Bilang mag ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi
aaral na nakakaunawa sa aralin ___ Bilang mag aaral na nakakaunawa ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na
sa aralin nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin
D.Bilang ng mag-aaral na magpapatuloy sa ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation.
E.. Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive  ___Metacognitive
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples:
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and Self assessments, note taking
vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and and studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: vocabulary assignments. vocabulary assignments.
share, quick-writes, and anticipatory pair-share, quick-writes, and Think-pair-share, quick-writes, and ___Bridging: Examples:
 ___Bridging: Examples:
charts. anticipatory charts. anticipatory charts. Think-pair-share, quick-writes,
Think-pair-share, quick-writes,
and anticipatory charts.
and anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: 
peer teaching, and projects. Examples: Compare and
learning, peer teaching, and learning, peer teaching, and contrast, jigsaw learning, peer
 ___Schema-Building:
projects. projects. teaching, and projects. Examples: Compare and
___Contextualization: contrast, jigsaw learning, peer
Examples: Demonstrations, media, ___Contextualization: teaching, and projects.
manipulatives, repetition, and local ___Contextualization: ___Contextualization: Examples: Demonstrations,

opportunities. Examples: Demonstrations, media, Examples: Demonstrations, media, media, manipulatives, repetition,
manipulatives, repetition, and local manipulatives, repetition, and local and local opportunities.  ___Contextualization:
___Text Representation: opportunities. opportunities.  Examples: Demonstrations,
Examples: Student created drawings, ___Text Representation: ___Text Representation: media, manipulatives,
videos, and games. ___Text Representation: Examples: Student created Examples: Student created repetition, and local
Examples: Student created drawings, videos, and games. drawings, videos, and games. opportunities.
___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples: Speaking 
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: ___Text Representation:
language you want students to use, and ___Modeling: Examples: language you want students to use, Speaking slowly and clearly,
providing samples of student work. Speaking slowly and clearly, and providing samples of student modeling the language you want  Examples: Student created
modeling the language you want work. students to use, and providing drawings, videos, and games.
Other Techniques and Strategies students to use, and providing Other Techniques and Strategies samples of student work.  ___Modeling: Examples:
used: samples of student work. used: Speaking slowly and clearly,
___ Explicit Teaching ___ Explicit Teaching Other Techniques and modeling the language you
___ Group collaboration Other Techniques and Strategies ___ Group collaboration Strategies used: want students to use, and
___Gamification/Learning throuh play used: ___ Gamification/Learning throuh ___ Explicit Teaching providing samples of student
___ Answering preliminary ___ Explicit Teaching play ___ Group collaboration work.
activities/exercises ___ Group collaboration ___ Answering preliminary ___Gamification/Learning
___ Carousel ___Gamification/Learning throuh activities/exercises throuh play Other Techniques and
___ Diads play ___ Carousel ___ Answering preliminary Strategies used:
___ Rereading of Paragraphs/ ___ Answering preliminary ___ Diads activities/exercises ___ Explicit Teaching
Poems/Stories activities/exercises ___ Rereading of Paragraphs/ ___ Carousel ___ Group collaboration
___ Differentiated Instruction ___ Carousel Poems/Stories ___ Diads ___Gamification/Learning
___ Role Playing/Drama ___ Diads ___ Differentiated Instruction ___ Rereading of Paragraphs/ throuh play
___ Discovery Method ___ Rereading of Paragraphs/ ___ Role Playing/Drama Poems/Stories ___ Answering preliminary
___ Lecture Method Poems/Stories ___ Discovery Method ___ Differentiated Instruction activities/exercises
Why? ___ Differentiated Instruction ___ Lecture Method ___ Role Playing/Drama ___ Carousel
___ Complete IMs ___ Role Playing/Drama Why? ___ Discovery Method ___ Diads
___ Availability of Materials ___ Discovery Method ___ Complete IMs ___ Lecture Method ___ Rereading of Paragraphs/
___ Pupils’ eagerness to learn ___ Lecture Method ___ Availability of Materials Why? Poems/Stories
___ Group member’s Why? ___ Pupils’ eagerness to learn ___ Complete IMs ___ Differentiated Instruction
collaboration/cooperation ___ Complete IMs ___ Group member’s ___ Availability of Materials ___ Role Playing/Drama
in doing their tasks ___ Availability of Materials collaboration/cooperation ___ Pupils’ eagerness to learn ___ Discovery Method
___ Audio Visual Presentation ___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s ___ Lecture Method
of the lesson ___ Group member’s ___ Audio Visual Presentation collaboration/cooperation Why?
collaboration/cooperation of the lesson in doing their tasks ___ Complete IMs
in doing their tasks ___ Audio Visual Presentation ___ Availability of Materials
___ Audio Visual Presentation of the lesson ___ Pupils’ eagerness to learn
of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I encounter which my
principal or supervisor can help me solve? __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
use/discover which I wish to share with other __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized
teachers? Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
School: SAN PABLO ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: REGINA T. MENDOZA Learning Area: MATH
DAILY LESSON LOG Teaching Dates and Time: August 12-16, 2019 Quarter: 2nd QUARTER
I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
multiplication and division of whole multiplication and division of whole multiplication and division of whole multiplication and division of whole multiplication and division of whole
numbers including money numbers including money numbers including money numbers including money numbers including money
B.Performance Standards Is able to apply multiplication and Is able to apply multiplication and Is able to apply multiplication and Is able to apply multiplication and Is able to apply multiplication and
division of whole nos. including division of whole nos. including division of whole nos. including division of whole nos. including division of whole nos. including
money in mathematical problems money in mathematical problems money in mathematical problems money in mathematical problems money in mathematical problems
and real life situations and real life situations and real life situations and real life situations and real life situations
C.Learning M3NS-IIa-41.2 M3NS-IIa-41.2 M3NS-IIa-41.2 M3NS-IIa-41.2 M3NS-IIa-41.2
Competencies/Objectives Visualize the multiplication of the Visualize the multiplication of the Visualize the multiplication of the Visualize the multiplication of the Visualize the multiplication of the
Write the LC code for each numbers 8 and 9 numbers 6 and 7 numbers 6 and 7 numbers 8 and 9 numbers 8 and 9
II.CONTENT Visualizing multiplication of the Visualizing multiplication of the Visualizing multiplication of the Visualizing multiplication of the Visualizing multiplication of the
numbers 8 and 9 numbers 6 and 7 numbers 6 and 7 numbers 8 and 9 numbers 8 and 9
III.LEARNING RESOURCES
A.References
1.Teacher's Guide pages Pp 123-125 Pp 119-122 Pp 119-122 Pp 123-125 Pp 123-125
2.Learner's materials pages Pp 124-128 Pp 120-123 Pp 120-123 Pp 124-128 Pp 124-128
3.Textbook pages
4.Additional Materials from learning Flash cards of multiplication Multiplication sentence Multiplication sentence Flash cards of multiplication Flash cards of multiplication
resources(LR)portal
B.Other Learning Resources chart chart chart chart chart
IV.PROCEDURES
A.Reviewing previous lesson or Use the flascards of multiplication Use the flascards of multiplication Use the flascards of multiplication Use the flascards of multiplication Use the flascards of multiplication
presenting the new lesson tables tables from 1-5 tables from 1-5 tables tables
B.Establishing a purpose for the Show a picture of a girl What are the things that you need What are the things that you need Show a picture of a girl Show a picture of a girl
lesson during art activities? during art activities?
C.Presenting examples/Instances of Read the story problem Read the story problem Read the story problem Read the story problem Read the story problem
the new lesson How are you going to solve the How many crayond are there? How many crayond are there? How are you going to solve the How are you going to solve the
problem? problem? problem?
D.Discussing new concepts ang Let's illustrate How many groups of crayons are How many groups of crayons are Let's illustrate Let's illustrate
practicing new skills # 1 Repeated addition sentence there? there? Repeated addition sentence Repeated addition sentence
E.Discussing new concepts and Show another set of boxes What if you will add 2 more brown What if you will add 2 more brown Show another set of boxes Show another set of boxes
practicing new skills #2 How many boxes are there? crayons… crayons… How many boxes are there? How many boxes are there?
F.Developing mastery Group activirty Divide the class into four groups Divide the class into four groups Group activirty Group activirty
(Leads to formative assessment 3)
G.Finding practical applications of Let us answer activity 2 What did your group do in What did your group do in Let us answer activity 2 Let us answer activity 2
concepts and skills in daily living visualizing multiplication of the nos. visualizing multiplication of the nos.
6 and 7? 6 and 7?
H.Making generalizations and What is multiplication?What is What is multiplication?How do we What is multiplication?How do we What is multiplication?What is What is multiplication?What is
abstractions about the lesson multiplicand?Multiplier? get the product? get the product? multiplicand?Multiplier? multiplicand?Multiplier?
I.Evaluating learning Answer activity 4,LM Answer activity 4 in the LM Answer activity 4 in the LM Answer activity 4,LM Answer activity 4,LM
individually individually
J.Additional activities for application Answer activity 5 in the LM Let pupils do activity 5 in the LM Let pupils do activity 5 in the LM Answer activity 5 in the LM Answer activity 5 in the LM
or remediation
V.REMARKS
VI.REFLECTION
A.No.of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above ___ of Learners who earned 80% above above
abov
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 remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
C.Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
caught up with the lesson. lesson lesson lesson lesson lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___Tactile,concrete experiences in ___Tactile,concrete experiences in ___Tactile,concrete experiences in ___Tactile,concrete experiences ___Tactile,concrete experiences
math: Using three dimensional math: Using three dimensional math: Using three dimensional in math: Using three dimensional in math: Using three dimensional
objects in math instruction such as objects in math instruction such as objects in math instruction such as objects in math instruction such as objects in math instruction such as
geometrical shapes, coins, or blocks geometrical shapes, coins, or blocks geometrical shapes, coins, or blocks geometrical shapes, coins, or blocks geometrical shapes, coins, or blocks
used to form various geometrical used to form various geometrical used to form various geometrical used to form various geometrical used to form various geometrical
shapes. shapes. shapes. shapes. shapes.
___Think-alouds: using explicit ___Think-alouds: using explicit ___Think-alouds: using explicit ___Think-alouds: using explicit ___Think-alouds: using explicit
explanations of the steps of problem explanations of the steps of problem explanations of the steps of problem explanations of the steps of problem explanations of the steps of problem
solving through teacher modeling solving through teacher modeling solving through teacher modeling solving through teacher modeling solving through teacher modeling
metacognitive thought. Ex: Reading metacognitive thought. Ex: Reading metacognitive thought. Ex: Reading metacognitive thought. Ex: Reading metacognitive thought. Ex: Reading
a story aloud and stopping at points a story aloud and stopping at points a story aloud and stopping at points a story aloud and stopping at points a story aloud and stopping at points
to think aloud about reading to think aloud about reading to think aloud about reading to think aloud about reading to think aloud about reading
strategies/processes or, in math, strategies/processes or, in math, strategies/processes or, in math, strategies/processes or, in math, strategies/processes or, in math,
demonstrating the thought process demonstrating the thought process demonstrating the thought process demonstrating the thought process demonstrating the thought process
used in problem solving. used in problem solving. used in problem solving. used in problem solving. used in problem solving.
___Model-lead-test strategy ___Model-lead-test strategy ___Model-lead-test strategy ___Model-lead-test strategy
instruction (MLT): 3 stage process ___Model-lead-test strategy instruction (MLT): 3 stage process instruction (MLT): 3 stage process instruction (MLT): 3 stage process
for teaching students to instruction (MLT): 3 stage process for teaching students to for teaching students to for teaching students to
independently use learning for teaching students to independently use learning independently use learning independently use learning
strategies: 1) teacher models correct independently use learning strategies: 1) teacher models correct strategies: 1) teacher models correct strategies: 1) teacher models correct
use of strategy; 2) teacher leads strategies: 1) teacher models correct use of strategy; 2) teacher leads use of strategy; 2) teacher leads use of strategy; 2) teacher leads
students to practice correct use; 3) use of strategy; 2) teacher leads students to practice correct use; 3) students to practice correct use; 3) students to practice correct use; 3)
teacher tests’ students’ independent students to practice correct use; 3) teacher tests’ students’ independent teacher tests’ students’ independent teacher tests’ students’ independent
use of it. teacher tests’ students’ independent use of it. use of it. use of it.
___Graphic organizers: visual use of it. ___Graphic organizers: visual ___Graphic organizers: visual ___Graphic organizers: visual
displays to organize information into ___Graphic organizers: visual displays to organize information into displays to organize information into displays to organize information into
things like trees, flowcharts, webs, displays to organize information into things like trees, flowcharts, webs, things like trees, flowcharts, webs, things like trees, flowcharts, webs,
etc. etc. etc. etc.
things like trees, flowcharts, webs,
Other Techniques and Strategies etc. Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
used: used: used: used:
___ Repetition Other Techniques and Strategies ___ Repetition ___ Repitition ___ Repitition
___Math Games used: ___Math Games ___Math Games ___Math Games
___Manipulative Tools ___ Repetition ___Manipulative Tools ___Manipulative Tools ___Manipulative Tools
___Pair Work ___Math Games ___Pair Work ___Pair Work ___Pair Work
___ Explicit Teaching ___Manipulative Tools ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___Pair Work ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Carousel ___ Explicit Teaching ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Group collaboration ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Diads ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Differentiated Instruction ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? ___ Discovery Method Why? Why? Why?
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials Why? ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks ___ Group member’s in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson in doing their tasks of the lesson of the lesson of the lesson
of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
wish to share with other teachers? Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials
School: SAN PABLO ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 REGINA T. MENDOZA
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: August 12-16, 2019 Quarter: 2nd QUARTER

A.Content Standards Literature:Chocolate Milk for Danny Decode words with digraph /ch/ Read words with digraph /ch/ (final) Read words with digraph /ch/ (final) Monitor and self-correct one's
Appreciate how the character had (initial)as in chin (1st half) as in catch (1st half) as in catch (1st half) comprehension using scanning and
been truthful to her mother Monitor and self-correct one's Monitor and self-correct one's skimming
comprehension using scanning (2nd comprehension using scanning (2nd
half) half)
B.Performance Standards Literature:Chocolate Milk for Danny Decode words with digraph /ch/ Read words with digraph /ch/ (final) Read words with digraph /ch/ (final) Monitor and self-correct one's
half half)
C.Learning EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22
Competencies/Objectives Literature:Chocolate Milk for Danny Decode Read words with digraph /ch/ (final)
Write the LC code for each Appreciate how the character had words with digraph /ch/ (initial)as in Read words with digraph /ch/ (final) as in catch (1st half) Monitor and self-correct one's
been truthful to her mother chin (1st half) as in catch (1st half) Monitor and self-correct one's comprehension using scanning and
Monitor and self-correct one's comprehension using scanning (2nd skimming
comprehension using scanning (2nd half)
half
II.CONTENT Literature:Chocolate Milk for Danny Decode words with digraph /ch/ Read words with digraph /ch/ (final) Read words with digraph /ch/ (final) Monitor and self-correct one's
half half)
A.References
1.Teacher's Guide pages Pp 125-127 127-129 129-131 131-132 P132
2.Learner's materials pages Pp 108-120 121-144 121-144 121-144 Pp 121-144
3.Textbook pages
4.Additional Materials from learning Chocolate Milk for Danny.pictures 6 framed story board Photo of milk cartoon or realia Picture of birthday party Recipe for egg sandwich
resources(LR)portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or Unlock the meaning of the following Remember the story we had Oral reading of words with digraph What did we learn yesterday? What did we learn yesterday?
presenting the new lesson words yesterday? /ch/(initial)
B.Establishing a purpose for the Show a picture of a slice bread Write the word chocolate on the Introduce words with final digraph Show picture of a birthday party Show picture of a birthday party
lesson board and underline "ch" /ch/
C.Presenting examples/Instances of Show a picture of a loaf bread What are the underlined letters? Work with your seatmate.Read each (1st Half) (1st Half)
the new lesson word with your partner.. What do you see in the picture? What do you see in the picture?
D.Discussing new concepts ang What do you want to buy from the What is the sound of ch in the word Refer to LM-activity 111A Paper ang pen activity Paper ang pen activity
practicing new skills # 1 market? chocolate?
E.Discussing new concepts and Read aloud the story How does ch sound in the following Refer to LM-activity 111B Acting out Acting out
practicing new skills #2 Chocolate milk for Danny words
F.Developing mastery What is the title of the story? Refer to LM-activity 107 Let us know the imformation in the… (2nd Half) (2nd Half)
(Leads to formative assessment 3) Answer the ff. questions Answer the ff. questions
G.Finding practical applications of What did Danny want to buy? (2nd Half) What is the name of the chocolate Did you enjoy listening to the story? Did you enjoy listening to the story?
concepts and skills in daily living Look at the pictures drink?
What do you see in the pictures?
H.Making generalizations and In what other ways can you show What is the sound of ch? What minerals can we get from this What lesson did you learn from the What lesson did you learn from the
abstractions about the lesson that you are telling the truth? drink? story? story?
I.Evaluating learning Pair and share Refer to LM-activity 109 Divide the class into three groups Refer to LM-activity 115 Refer to LM-activity 116
Share with a partner… Refer to LM-activity 112
J.Additional activities for application Refer to LM-activity 106 Refer to LM-activity 110 Refer to LM-activity 113 Write an example of recipe
or remediation
V.REMARKS
VI.REFLECTION
A.No.of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above above above
E.Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did ___Metacognitive ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
these work? Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and studying techniques, and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: ___Bridging: Examples: Think-
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
Think-pair-share, quick-writes, pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
and anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw  ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and
projects. projects.
projects. projects. projects.
___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations,  ___Contextualization:  ___Contextualization:  ___Contextualization:
media, manipulatives, media, manipulatives,  Examples: Demonstrations,  Examples: Demonstrations,  Examples: Demonstrations,
repetition, and local repetition, and local media, manipulatives, media, manipulatives, media, manipulatives,
opportunities. opportunities. repetition, and local repetition, and local repetition, and local
___Text Representation: ___Text Representation: opportunities. opportunities. opportunities.
Examples: Student created Examples: Student created  ___Text Representation:  ___Text Representation:  ___Text Representation:
drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples: Examples: Student created  Examples: Student created  Examples: Student created
Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
modeling the language you want modeling the language you want
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples:
students to use, and providing students to use, and providing Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly,
samples of student work. samples of student work. modeling the language you want modeling the language you want modeling the language you want
Other Techniques and Other Techniques and students to use, and providing students to use, and providing students to use, and providing
Strategies used: Strategies used: samples of student work. samples of student work. samples of student work.
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
___ Gamification/Learning ___Gamification/Learning used: used: used:
throuh play throuh play ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Group collaboration ___ Group collaboration ___ Group collaboration
activities/exercises activities/exercises ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning
___ Carousel ___ Carousel throuh play throuh play throuh play
___ Diads ___ Diads ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ activities/exercises activities/exercises activities/exercises
Poems/Stories Poems/Stories ___ Carousel ___ Carousel ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Discovery Method ___ Discovery Method Poems/Stories Poems/Stories Poems/Stories
___ Lecture Method ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
Why? Why? ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? Why? Why?
___ Group member’s ___ Group member’s ___ Complete IMs ___ Complete IMs ___ Complete IMs
collaboration/cooperation collaboration/cooperation ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Group member’s
of the lesson of the lesson collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover
which I wish to share with other __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
teachers? Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
PAARALAN SAN PABLO ELEMENTARY SCHOOL PANGKAT/SEKSYON III
GRADE 3 GURO REGINA T. MENDOZA ASIGNATURA EDUKASYON SA PAGPAPAKATAO

DAILY LESSON LOG
PETSA AT ORAS NG PAGTUTURURO August 12-16, 2019 MARKAHAN IKALAWANG MARKAHAN
I.LAYUNIN LUNES MARTES MIYERKULES HUWEBES BIYERNES

A.Pamantayan Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa sa Naipapamalas ang pag-unawa Naipapamalas ang pag-unawa sa
Pangninilaman kahalagahan ng pakikipagkapwa tao kahalagahan ng pakikipagkapwa tao kahalagahan ng pakikipagkapwa tao sa kahalagahan ng kahalagahan ng pakikipagkapwa
pakikipagkapwa tao tao
B.Pamantayang Naisasabuhay nang palagian ang mga Naisasabuhay nang palagian ang mga Naisasabuhay nang palagian ang Naisasabuhay nang palagian Naisasabuhay nang palagian ang
Pagganap makabuluhang gawain tungo sa makabuluhang gawain tungo sa mga makabuluhang gawain tungo sa ang mga makabuluhang mga makabuluhang gawain tungo
kabutihan kabutihan kabutihan gawain tungo sa kabutihan sa kabutihan
C.Mga kasanayan sa pagkatuto ESP3P-IIa-b-14 ESP3P-IIa-b-14 ESP3P-IIa-b-14 ESP3P-IIa-b-14 ESP3P-IIa-b-14
(Isulat ang code sa bawat Nakapagpapadama ng malasakit sa Nakapagpapadama ng malasakit sa Nakapagpapadama ng malasakit sa Nakapagpapadama ng Nakapagpapadama ng malasakit
kasanayan) kapwa na may karamdaman sa kapwa na may karamdaman sa kapwa na may karamdaman sa malasakit sa kapwa na may sa kapwa na may karamdaman sa
pamamagitan ng mga simpleng pamamagitan ng mga simpleng gawain pamamagitan ng mga simpleng karamdaman sa pamamagitan pamamagitan ng mga simpleng
gawain gawain ng mga simpleng gawain gawain
II.NILALAMAN Nakapagpapakita ng mga kaugaliang Nakapagpapakita ng mga kaugaliang Nakapagpapakita ng mga kaugaliang Nakapagpapakita ng mga Nakapagpapakita ng mga
Pilipino tulad ng pagmamano at Pilipino tulad ng pagmamano at Pilipino tulad ng pagmamano at kaugaliang Pilipino tulad ng kaugaliang Pilipino tulad ng
paggamit ng po at opo paggamit ng po at opo paggamit ng po at opo pagmamano at paggamit ng po pagmamano at paggamit ng po at
at opo opo
Subject Matter
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa gabay sa Pp 50-55 Pp 50-55 Pp 50-55 Pp 50-55 Pp 50-55
pagtuturo
2.Mga pahina sa kagamitang pang Pp 132-139 Pp 132-139 Pp 132-139 Pp 132-139 Pp 132-139
mag-aaral.
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula Ginupit na hugis bituin Kwaderno larawan Semantic map Venn diagram
sa LRDMS
B.Iba pang kagamitang panturo powerpoint Metacards chart Graphic organizer chart
IV.PAMAMARAAN
A.Balik-aral sa nakaraang aralin o Ano-ano ang magagalang na salita? Ano ang ipinapakita ng mga Ang gawain sa Isapuso Natin ay.. Ang gawain sa Isapuso Natin ay.. PANLINGGUHANG PAGTATAYA
pasimula sa bagong aralin pangungusap na nasa kahon?
(Drill/Review/Unlocking of
difficulties)
1.Paghahabi sa layunin ng aralin Saan ginagamit ang po at opo? Sa inyong palagay,nararapat ba ninyo Sumulat ng isang liham na humihingi Sumulat ng isang liham na
itong gamitin?Bakit? ng paumanhin humihingi ng paumanhin
(Motivation)
2.Pag-uugnay ng mga halimbawa Kumain ka nab a?Nag-aral ka ba Napag-alaman natin na may mga Bigyang diin ang Isabuhay Natin Bigyang diin ang Isabuhay Natin
sa bagong aralin kagabi? kaugaliang Pilipino…
(Presentation)
3.Pagtalakay ng bagong konsepto Magsagawa ng survey sa klase Sa ISAGAWA NATIN ,maipapakita ng Basahin at ipaliwanag ang mga ss. Basahin at ipaliwanag ang mga
at paglalahad ng bagong mga mag-aaral… ss.
kasanayan(Modeling)No.1
4.Pagtalakay ng bagong konsepto Maglagay ng mga kahong may Hikayatin ang bawat bahagi ng pangkat Magkaroon ng malayang talakayan Magkaroon ng malayang
at paglalahad ng bagong nakasulat na pangungusap.. na makapagbigay ng kani-kanilang tungkol sa kasagutan talakayan tungkol sa kasagutan
kasanayan No.2 (Guided practice) kuro-kuro…
5.Paglilinang sa kabihasan Bigyan ng mga ginupit na bituin ang Pangkatang Gawain Gumawa ng Thank You Card Gumawa ng Thank You Card
(Tungo sa formative Assessment) mga mag-aral
(Independent practice)
6.Paglalapat ng aralin sa pang Hikayatin sialang maglagay ng bituin Gamitin ang teoryang interactive Paano ninyo maipapakita ng inyong Paano ninyo maipapakita ng
araw-araw na buhay sa kahon.. learning pagmamahal sa inyong pamilya at inyong pagmamahal sa inyong
(Application/Valuing) kaibigan? pamilya at kaibigan?
Paglalahat ng aralin Magkaroon ng tally sheet batay sa Magsagawa ng munting dula-dulaan Ano ang natutunan ninyo sa aralin? Ano ang natutunan ninyo sa
(Generalization) sagot ng mag-aral aralin?
Pagtataya ng aralin Bakit ninyo ginagawa o sinasalita ang Isulat sa meta card ang dalawang Sagutin ang Subukin Natin Sagutin ang Subukin Natin
mga nakasulat sa kahon? ugaling Pilipino..
Karagdagang gawain para sa Bakit hindi ninyo ito ginagawa o Magkaroon ng follow up na gawain… Ano-ano ang magagalang na salita?
takdang aralin sinasalita?
(assignment)
V.Mga Tala
VI.Pagninilay
A.Bilang ng mag-aaral na ___ Bilang ng mag-aaral na nakakuha ___ Bilang ng mag-aaral na nakakuha ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya ng 80% sa pagtataya ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya
B.bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang gawaing nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang
gawaing remediation gawaing remediation remediation gawaing remediation gawaing remediation gawaing remediation
C.Nakakatulong ba ang ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi
remedia?Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na nakakaunawa ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na
nakakaunawa sa aralin nakakaunawa sa aralin sa aralin nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin
D.Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation.
worked well? Why did these work? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Examples: Self assessments,
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and note taking and studying
vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and techniques, and vocabulary
___Bridging: Examples: Think-pair- ___Bridging: Examples: ___Bridging: Examples: Think-pair- vocabulary assignments. assignments.
share, quick-writes, and anticipatory Think-pair-share, quick-writes, and share, quick-writes, and anticipatory
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
charts. anticipatory charts. charts.
pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw  
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects.
 ___Schema-Building:  ___Schema-Building: Examples:
___Contextualization: Examples: Compare and Compare and contrast, jigsaw
___Contextualization: ___Contextualization: Examples: Demonstrations, media, contrast, jigsaw learning, peer learning, peer teaching, and
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local teaching, and projects. projects.
manipulatives, repetition, and local manipulatives, repetition, and local opportunities.
 
opportunities. opportunities.
___Text Representation:  ___Contextualization:  ___Contextualization:
___Text Representation: 
Examples: Student created drawings, Examples: 
Demonstrations, Examples: Demonstrations,
Examples: Student created drawings, ___Text Representation: videos, and games. media, manipulatives, repetition, media, manipulatives, repetition,
videos, and games. Examples: Student created drawings, and local opportunities. and local opportunities.
videos, and games. ___Modeling: Examples: Speaking  
___Modeling: Examples: Speaking slowly and clearly, modeling the  ___Text Representation:  ___Text Representation:
slowly and clearly, modeling the ___Modeling: Examples: Speaking language you want students to use,
language you want students to use, slowly and clearly, modeling the and providing samples of student  Examples: Student created  Examples: Student created
and providing samples of student work. language you want students to use, and work. drawings, videos, and games. drawings, videos, and games.
providing samples of student work.  ___Modeling: Examples:  ___Modeling: Examples:
Other Techniques and Strategies Other Techniques and Strategies Speaking slowly and clearly, Speaking slowly and clearly,
used: used: modeling the language you want modeling the language you want
___ Explicit Teaching Other Techniques and Strategies ___ Explicit Teaching students to use, and providing students to use, and providing
___ Group collaboration used: ___ Group collaboration samples of student work. samples of student work.
___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play
___ Answering preliminary ___ Group collaboration ___ Answering preliminary Other Techniques and Other Techniques and
activities/exercises ___ Gamification/Learning throuh play activities/exercises Strategies used: Strategies used:
___ Carousel ___ Answering preliminary ___ Carousel ___ Explicit Teaching ___ Explicit Teaching
___ Diads activities/exercises ___ Diads ___ Group collaboration ___ Group collaboration
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction ___Gamification/Learning throuh ___Gamification/Learning throuh
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama play play
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Answering preliminary ___ Answering preliminary
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method activities/exercises activities/exercises
Why? ___ Discovery Method Why? ___ Carousel ___ Carousel
___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Diads ___ Diads
___ Availability of Materials Why? ___ Availability of Materials ___ Differentiated Instruction ___ Differentiated Instruction
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Role Playing/Drama
___ Group member’s ___ Availability of Materials ___ Group member’s ___ Discovery Method ___ Discovery Method
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation ___ Lecture Method ___ Lecture Method
in doing their tasks ___ Group member’s in doing their tasks Why? Why?
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation ___ Complete IMs ___ Complete IMs
of the lesson in doing their tasks of the lesson ___ Availability of Materials ___ Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
of the lesson ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F. What difficulties did I encounter
which my principal or supervisor __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
can help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials as Instructional Materials
Paaralan (School) SAN PABLO ELEMENTARY SCHOOL Baitang/Antas (Grade Level) GRADE III
Guro (Teacher) REGINA T. MENDOZA Asignatura (Learning Area) MTB-MLE
Petsa/Oras (Teaching Date & Time) August 12-16, 2019 Markahan (Quarter) Ikalawang Markahan

A.Content Standards Participate actively during class Identify interrogative pronouns in the Identify the important story elements dentify the important story elements Get information from published
sharing by making comments and sentences such as setting,character,and plot announcements
asking questions using complete
sentences/paragraph
B.Performance Standards Participate actively during class Identify interrogative pronouns in the Identify the important story elements Identify the important story elements Get information from published
sharing by making comments and sentences such as setting,character,and plo announcements
sentences/paragraphs
C.Learning MT3OL-Iia-6.2.2 MT3G-IIa-b-2.2.3 MT3LC-IIa-b-4.5 MT3LC-IIa-b-4.5 MT3SS-IIa-c4.4
Competencies/Objectives Participate actively during class Identify interrogative pronouns in the Identify the important story elements Identify the important story elements Get information from published
Write the LC code for each sharing by making comments and sentences such as setting,character,and plot announcements
sentences/paragraphs
II.CONTENT CommunityCare of each CommunityCare of each CommunityCare of each CommunityCare of each CommunityCare of each
home,sorroundings,and family home,sorroundings,and family home,sorroundings,and family home,sorroundings,and family home,sorroundings,and family
safety) safety) safety) safety) safety)
A.References
1.Teacher's Guide pages Pp 134-135 Pp 135-137 Pp 137-139 Pp 140-142 Pp 142-143
2.Learner's materials pages Pp 113-114 Pp 115-117 Pp 118-121 Pp 122 P 123
3.Textbook pages
4.Additional Materials from learning pictures Paints/brooms Graphic organizer Chart Semantic map
resources(LRDMS)portal
B.Other Learning Resources Plants,pots Chart/story story Flashcards chart
IV.PROCEDURES
A.Reviewing previous lesson or What words do we use to begin our Point out the meaning of the Understand the meaning of words Understand the meaning of words What did we learn yesterday
presenting the new lesson questions? underlined words through pictures through pictures
B.Establishing a purpose for the Do simple activity Have you ever experienced Read the story to the pupils for Read the story to the pupils for Do you know what an
lesson Refer to LM spending days away from your modelling modelling announcement is?
family?
C.Presenting examples/Instances of Show a big picture of a house.Why In our story for today… What are the elements of the story? What are the elements of the story? Read the announcement
the new lesson do we need to clean our house? Listen to the story
D.Discussing new concepts ang How do you help to make your Who went for a vacation? Discussion of the text/other activities Discussion of the text/other activities What is the announcement about?
practicing new skills # 1 home clean and safe?
E.Discussing new concepts and Differentiated group activity Where did they spend their Who are the characters in the story? Who are the characters in the story? Who are initiating the activity?
practicing new skills #2 vacation?
F.Developing mastery What materials do you need to Why do you think is the story Where did the story happen? Where did the story happen? Whom is the announcement
(Leads to formative assessment 3) clean the house? entitled? What important events… What important events… addressed to?
G.Finding practical applications of How will you clean… What are these question words What was the problem in the story? What was the problem in the story? How can an announcement be
concepts and skills in daily living called? Give the solution Give the solution effective?
H.Making generalizations and Why is it important to help keep your The question words What are the elements of the story? What are the elements of the story? What is an announcement?
abstractions about the lesson own home clean?safe? who,what,where..
I.Evaluating learning Make sentences… Refer to LM activity 1 Refer to LM-activity 2 Refer to LM-activity 2 Write an announcement for a
spelling bee …
J.Additional activities for application Draw your dream house LM activity 2 Using the graphic organizer.. Using the graphic organizer.. Refer to LM
or remediation
V.REMARKS
VI.REFLECTION
A.No.of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above ___ of Learners who earned 80% above above
above
worked well? Why did these work? ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: ___Bridging: Examples: Think-
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
Think-pair-share, quick-writes, and pair-share, quick-writes, and
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples:   
Compare and contrast, jigsaw Compare and contrast, jigsaw  ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:
learning, peer teaching, and projects. learning, peer teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.
___Contextualization:   
___Contextualization: Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:  ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
manipulatives, repetition, and local opportunities.  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
___Text Representation: opportunities. opportunities. opportunities.
Examples: Student 
created  
___Text Representation: drawings, videos, and games.  ___Text Representation:  ___Text Representation:  ___Text Representation:
Examples: Student created  Examples: Student 
created Examples: Student 
created Examples: Student created
drawings, videos, and games. ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking language you want students to use,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
slowly and clearly, modeling the
language you want students to use, and providing samples of student language you want students to use, language you want students to use, language you want students to use,
and providing samples of student work. and providing samples of student and providing samples of student and providing samples of student
work. work. work. work.
Other Techniques and Strategies
used: Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
Other Techniques and Strategies ___ Explicit Teaching used: used: used:
used: ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Explicit Teaching ___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Group collaboration play ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh
___ Gamification/Learning throuh ___ Answering preliminary play play play
play activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Carousel activities/exercises activities/exercises activities/exercises
activities/exercises ___ Diads ___ Carousel ___ Carousel ___ Carousel
___ Carousel ___ Differentiated Instruction ___ Diads ___ Diads ___ Diads
___ Diads ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Discovery Method Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Complete IMs Why? Why? Why?
Why? ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn collaboration/cooperation ___ Group member’s ___ Group member’s ___ Group member’s
___ Group member’s in doing their tasks collaboration/cooperation collaboration/cooperation collaboration/cooperation
collaboration/cooperation ___ Audio Visual Presentation in doing their tasks in doing their tasks in doing their tasks
in doing their tasks of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson of the lesson of the lesson
of the lesson
F. What difficulties did I encounter
which my principal or supervisor can __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials
School SAN PABLO ELEMENTARY SCHOOL Grade: 3
Teacher REGINA T. MENDOZA Learning Area: SCIENCE
Date / Time: August 12-16, 2019 Quarter: SECOND

A.Content Standards Parts and fuctions of the sense organs Parts and fuctions of the sense organs Parts and fuctions of the sense Parts and fuctions of the sense Parts and fuctions of the sense
of the human body of the human body organs of the human body organs of the human body organs of the human body
B.Performance Standards Practice healthful habits to protect the Practice healthful habits to protect the Practice healthful habits to protect Practice healthful habits to protect Practice healthful habits to protect
sense organs sense organs the sense organs the sense organs the sense organs
C.Learning S3LT-IIa-b-1 S3LT-IIa-b-1 S3LT-IIa-b-2 S3LT-IIa-b-2 S3LT-IIa-b-2
Competencies/Objectives Identify the parts of the eyes Identify proper ways of caring the eyes Identify the parts of the ears Identify proper ways of caring the Identify proper ways of caring the
Write the LC code for each ears ears
II.CONTENT Living Things:Human/Sense organs Living Things:Human/Sense organs LivingThings:Human/Sense LivingThings:Human/Sense LivingThings:Human/Sense
organs organs organs
A.References
1.Teacher's Guide pages Pp 48 Pp 48-49 Pp 50-52 Pp 50-52 Pp 50-52
2.Learner's materials pages Pp 42-45 Pp 42-45 Pp 46-51 Pp 46-51 Pp 46-51
3.Textbook pages
4.Additional Materials from learning Picture of th eye chart Picture of the ears powerpoint powerpoint
resources(LRDMS)portal
B.Other Learning Resources poster powerpoint Semantic map chart chart
IV.PROCEDURES
A.Reviewing previous lesson or Stand and get a partner How do we able to see objects? What are the parts of the eyes? What is the work of each part of What is the work of each part of
presenting the new lesson the ears? the ears?
B.Establishing a purpose for the Look at the eyes of your partner How would you feel if you have poor Look at the ears of your partner? Do activity 4 Do activity 4
lesson eyesight?
C.Presenting examples/Instances of Draw the parts that you see Pupils do activity 2 Draw the parts that you see Why do you think the pinna.. Why do you think the pinna..
the new lesson
D.Discussing new concepts ang Compare your labeled parts Which pictures do not show proper ways Do the activity 3 What happens to the eardrum What happens to the eardrum
practicing new skills # 1 What are the parts of the eyes? of caring the eyes? Using the enlarged picture of the when sound reaches it? when sound reaches it?
ears..
E.Discussing new concepts and What are the inner parts of the eyes? Why do we have to avoid these What are the parts of the ears? What happens to amplified sound What happens to amplified sound
practicing new skills #2 practices? from.. from..
F.Developing mastery Answer the ff. questions Why are these practices good to do? What are the parts that you Perform activity 5 Perform activity 5
(Leads to formative assessment 3) cannot see?
G.Finding practical applications of Identify the parts of the eyes Why shoul we need to take care of our If we don't have an ears,what will What are the properways of What are the properways of caring
concepts and skills in daily living eyes? happen? caring the ears? the ears?
H.Making generalizations and What are the parts of the eyes? What are the proper ways of taking care What are the parts of the ears? What other ways do you do to What other ways do you do to take
abstractions about the lesson of the eyes? take good care of your ears? good care of your ears?
I.Evaluating learning Draw the eyes and label the parts Write the proper ways of caring the Identify the parts of the ears List down the proper ways of List down the proper ways of
eyes? caring the ears caring the ears
J.Additional activities for application What is the work o of each part? Match column A with column B Draw the ears and label the parts Put a chech on the box if it Put a chech on the box if it shows..
or remediation shows..
V.REMARKS
VI.REFLECTION
A.No.of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above
B.No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for additional activities for remediation
remediation remediation
work?No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
caught up with the lesson. lesson lesson the lesson the lesson the lesson
D.No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation remediation remediation require remediation require remediation require remediation
worked well? Why did these work? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, Examples: Self assessments, Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and note taking and studying note taking and studying taking and studying techniques, and
vocabulary assignments. vocabulary assignments. techniques, and vocabulary techniques, and vocabulary vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: assignments. assignments.  ___Bridging: Examples: Think-
share, quick-writes, and anticipatory Think-pair-share, quick-writes, and ___Bridging: Examples: Think-
 ___Bridging: Examples: Think- pair-share, quick-writes, and
charts. anticipatory charts. pair-share, quick-writes, and
pair-share, quick-writes, and anticipatory charts.
anticipatory charts.
anticipatory charts. 
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, ___Schema-Building:   ___Schema-Building: Examples:
peer teaching, and projects. peer teaching, and projects. Examples: Compare 
and ___Schema-Building: Compare and contrast, jigsaw
contrast, jigsaw learning, peer Examples: Compare and learning, peer teaching, and
teaching, and projects. contrast, jigsaw learning, peer projects.
___Contextualization: ___Contextualization: teaching, and projects. 
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:   ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
 ___Contextualization:
opportunities. opportunities. media, manipulatives, repetition,  Examples: Demonstrations,
and local opportunities.  Examples: Demonstrations, media, manipulatives, repetition,
___Text Representation: media, manipulatives, repetition, and local opportunities.
Examples: Student created drawings, ___Text Representation: ___Text Representation: and local opportunities. 
videos, and games. Examples: Student created drawings, Examples: Student created   ___Text Representation:
videos, and games. drawings, videos, and games.  ___Text Representation:  Examples: Student created
___Modeling: Examples: Speaking  Examples: Student created drawings, videos, and games.
slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: drawings, videos, and games.  ___Modeling: Examples:
language you want students to use, and slowly and clearly, modeling the Speaking slowly and clearly,
 ___Modeling: Examples: Speaking slowly and clearly,
providing samples of student work. language you want students to use, and modeling the language you want
Speaking slowly and clearly, modeling the language you want
providing samples of student work. students to use, and providing
modeling the language you want students to use, and providing
Other Techniques and Strategies samples of student work.
students to use, and providing samples of student work.
used:
samples of student work.
___ Explicit Teaching Other Techniques and Strategies Other Techniques and
Other Techniques and Strategies
___ Group collaboration used: Strategies used:
used:
___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching Other Techniques and ___ Explicit Teaching
___ Answering preliminary ___ Group collaboration ___ Group collaboration Strategies used: ___ Group collaboration
activities/exercises ___ Gamification/Learning throuh play ___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh
___ Carousel ___ Answering preliminary play ___ Group collaboration play
___ Diads activities/exercises ___ Answering preliminary ___Gamification/Learning throuh ___ Answering preliminary
___ Differentiated Instruction ___ Carousel activities/exercises play activities/exercises
___ Role Playing/Drama ___ Diads ___ Carousel ___ Answering preliminary ___ Carousel
___ Discovery Method ___ Differentiated Instruction ___ Diads activities/exercises ___ Diads
___ Lecture Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
Why? ___ Discovery Method ___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Complete IMs ___ Lecture Method ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
___ Availability of Materials Why? ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
___ Pupils’ eagerness to learn ___ Complete IMs Why? ___ Discovery Method Why?
___ Group member’s ___ Availability of Materials ___ Complete IMs ___ Lecture Method ___ Complete IMs
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of Materials Why? ___ Availability of Materials
in doing their tasks ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn
___ Audio Visual Presentation collaboration/cooperation ___ Group member’s ___ Availability of Materials ___ Group member’s
of the lesson in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation
___ Audio Visual Presentation in doing their tasks ___ Group member’s in doing their tasks
of the lesson ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
of the lesson in doing their tasks of the lesson
of the lesson
F.What difficulties did I encounter

which my principal or supervisor can __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used
Instructional Materials Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials
GRADE 1 to 12 School SAN PABLO ELEMENTARY SCHOOL Grade Level THREE ( 3 )
DAILY LESSON LOG Teacher REGINA T. MENDOZA Learning Area MAPEH
Teaching Dates and Time August 12-16, 2019 Quarter SECOND
Monday Tuesday Wednesday Thursday Friday

I.OBJECTIVES Music Arts PE Health
A.Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates an understanding of the Demonstrate understanding on the
Pamantayang Pangnilalaman the basic concepts of melody lines,texture,shapes and balance of locations,directions,levels,pathways nature and the prevention of diseases lesson learned
size,contrast of texture through drawing and planes
B.Performance Standards Sings the melody of a song with Creates an artwork of people in the Performs movements accurately Consistently practices healthy habits to Pupils should be able to write the
Pamantayan sa Pagganap accurate pitch province/region on the spot sketching of involving prevent and control diseases correct answer to the questions
plants,trees and buildings and geometric locations,directions,levels,pathways
line designs and planes
C.Learning Competeny MU3ME-IIa-I A3PL-IIc PE3BM-IIa-b-17 H3PH-IIa-9 Follow directions given
Mga Kasanayan sa Pagkatuto Identify the pitch of a tone Identify supplementary colors in the Define personal space Describe a healthy person and
High-higher,moderately high- color wheel unhealthy person
higher…
II.CONTENT/Nilalaman Melody/Pitch Elements:Color/Shape/Harmony/painting Locations,personal space,general Common childhood diseases Weekly Test
space.directions,levels,pathway and
planes
A. References
1.Teacher’s Guide Pages Pp 31-35 Pp 154-155 Pp 252-258 Pp 387-390
2.Learner’s Materials Pages Pp 37-41 Pp 141-144 Pp 294-304 Pp 447-452
3.Textbook Pages
4. Additional Materials from LR Musical chart Pencil,bond paper,brush,news paper Cassette recorder/CD Player Picture/chart
Portal
B.Other Learning Resources Pictures/meta strips Water color,oil pastel,rags Time signature markers
A.Review Clap the rhythmic pattern Name several complementary colors Warm-up activities Do you know healthy people? Short review
Balik-aral
B.Establishing Purpose Use the Kodaly hand signs Go on a nature walk.Identify the different Show to the class the different position Write the names or draw the faces of Prepare pupils for the test.
Pagganyak/Motivation complementary colors your healthy idols
c.Presenting Examples Sing the song What is harmony? Ask the class to demonstrate the What makes these people your healthy Give direction and examples
Paglalahad movement idols?
D.Discussing New Concepts Read the lyrics with correct Discuss the activities Discuss briefly the concept of personal Discuss to the class the components of Answering the test
and predicting new skills Q1 rhythm space and non-locomotor movements each aspect
Pagtatalakay
E.Discussing New Concepts Discuss the topic Art activity If you bend your body what direction Do activity 1
and Predicting New Skills Q2 have you observe?
Guided Practice
F. Developing Mastery( Leads Match the so-fa syllables written What did you paint? What movements you can do while Identify activities under
to Formative Assessment) on the meta strips staying in place? physical,mental..
Paglinang sa Kabihasnan
(Independent Practice)
G. Finding practical application Do the activity 2 in the LM Is color harmony present in your What is personal space? Contrast healthy and unhealthy…
of concepts and skills in daily artwork?
living. Application/Paglalapat
H.Making generalization and What is melody? How did you show color harmony in your What is non-locomotor movements? Write promises that you intend to keep
Abstraction about the lesson painting/artwork and willing to commit..
Paglalahat/Generalization
I.Evaluating Learning Listen to the tones.Identify if the Refer to Be Proud,LM Complete the following sentences Answer activity 3 Checking and recording of test
Pagtataya given tone is low,moderate… results.
Evaluation/Assessment
Additional activities for Study the song "Twinkle Twinkle Bring to class any kind of fruit Practice the different movements Identify ways of a healthy lifestyle..
application or remediation Little Star" learned
V.REMARKS
VI..REFLECTION ( Pagninilay)
A.No. of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation above above above
B.No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for additional activities for activities for remediation activities for remediation activities for remediation
remediation remediation
C.Didthe remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners who have the lesson lesson lesson lesson
caught up
D.No.of learners who continue ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
to require remediation require remediation remediation require remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did
 ___Metacognitive  ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
these work? Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
assessments, note taking and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
studying techniques, and vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
vocabulary assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: ___Bridging: Examples: Think-
 ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory Think-pair-share, quick-writes, and pair-share, quick-writes, and
share, quick-writes, and anticipatory
charts. anticipatory charts. anticipatory charts.
charts.
 
___Bridging: Examples: Think- ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
pair-share, quick-writes, and Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw
 ___Schema-Building: Examples:
anticipatory charts. peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and
Compare and contrast, jigsaw learning,
projects.
 peer teaching, and projects.
___Contextualization:
 ___Schema-Building:  Examples: Demonstrations, media, ___Contextualization:
Examples: Compare and
 ___Contextualization: manipulatives, repetition, and local Examples: Demonstrations, media, ___Contextualization:
contrast, jigsaw learning, peer opportunities. manipulatives, repetition, and local Examples: Demonstrations,
 Examples: Demonstrations, media,
teaching, and projects. opportunities. media, manipulatives, repetition,
manipulatives, repetition, and local
 opportunities. ___Text Representation: and local opportunities.
 ___Contextualization:  Examples: Student created drawings,
 Examples: Demonstrations, videos, and games. ___Text Representation: ___Text Representation:
 ___Text Representation: Examples: Student created drawings, Examples: Student created
media, manipulatives, repetition,
 Examples: Student created drawings, ___Modeling: Examples: Speaking videos, and games. drawings, videos, and games.
and local opportunities.
videos, and games. slowly and clearly, modeling the
 language you want students to use, and ___Modeling: Examples: Speaking ___Modeling: Examples:
 ___Modeling: Examples: Speaking
 ___Text Representation: slowly and clearly, modeling the providing samples of student work. slowly and clearly, modeling the Speaking slowly and clearly,
 Examples: Student created language you want students to use, and language you want students to use, and modeling the language you want
drawings, videos, and games. providing samples of student work. Other Techniques and Strategies providing samples of student work. students to use, and providing
 ___Modeling: Examples: used: samples of student work.
Speaking slowly and clearly, Other Techniques and Strategies ___ Explicit Teaching
modeling the language you want used: ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
students to use, and providing ___ Explicit Teaching ___Gamification/Learning throuh play used: used:
samples of student work. ___ Group collaboration ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh play activities/exercises ___ Group collaboration ___ Group collaboration
Other Techniques and ___ Answering preliminary ___ Carousel ___ Gamification/Learning throuh play ___Gamification/Learning throuh
Strategies used: activities/exercises ___ Diads ___ Answering preliminary play
___ Explicit Teaching ___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary
___ Group collaboration ___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises
___Gamification/Learning throuh ___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel
play ___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads
___ Answering preliminary ___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction
activities/exercises ___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama
___ Carousel Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method
___ Diads ___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method
___ Differentiated Instruction ___ Availability of Materials ___ Group member’s ___ Complete IMs Why?
___ Role Playing/Drama ___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs
___ Discovery Method ___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Lecture Method collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
Why? in doing their tasks of the lesson collaboration/cooperation ___ Group member’s
___ Complete IMs ___ Audio Visual Presentation in doing their tasks collaboration/cooperation
___ Availability of Materials of the lesson ___ Audio Visual Presentation in doing their tasks
___ Pupils’ eagerness to learn of the lesson ___ Audio Visual Presentation
___ Group member’s of the lesson
collaboration/cooperation
in doing their tasks
of the lesson
F. What difficulties did I

encounter which my principal or __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
supervisor can help me solve? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
materials did I use/discover __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
which I wish to share with other Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
used as Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
PANG-ARAW-ARAW NA TALA SA PAGTUTURO SA ARALING PANLIPUNAN
GRADE 3 Paaralan SAN PABLO ELEMENTARY SCHOOL Antas Baitang 3
Pang-araw-araw na Tala Purok SILANGANG HAGONOY Markahan Ikalawang Markahan
Sa Pagtuturo - DLL Guro REGINA T. MENDOZA Petsa/Oras
Lunes: AGOSTO 12 Martes: AGOSTO 13 Miyerkules: AGOSTO 14 Huwebes: AGOSTO 15 Biyernes: AGOSTO 16
I. LAYUNIN
A. PAMANTAYANG PANGNILALAMAN Ang mga mag-aaral ay naipamamalas ang pang-unawa at pagpapahalaga ng iba’t ibang kwento ang mga sagisag na naglalarawan ng sariling lalawigan at mga karatig
lalawigan sa kinabibilangang rehiyon.
B. PAMANTAYAN SA PAGGANAP Ang mga mag-aaral ay nakapagpapamalas ng pagmamalaki sa iba’t ibang kwento at sagisag na naglalarawan ng sariling lalawigan at mga karatig lalawigan sa
kinabibilangang rehiyon.
C. MGA KASANAYAN SA PAGKATUTO Natutukoy ang mga mahahalagang pangyayari sa pinagmulan ng iyong lalawigan at mga Naisasalaysay ang pinag-mulan -Naisasagawa nang maayos ang
karatig lalawigan ng sariling lalawigan at karatig gawaing inihanda ng guro para
na lalawigan sa pamamagitan sa mga mag-aaral
ng malikha-ing pamamahayag -Natutuhan ang mga binalikang
at iba pang sining aralin
D. CODE AP3KLR-IIa-b-1
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro LM Pahina 98-106 LM Pahina 98-106 LM Pahina 98-106 LM Pahina 98-106
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
B. Iba pang kagamitang Panturo Power Point Presentation Larawan/mapa ng rehiyon Mapa ng rehiyon, manila Power Point Presentation
Manila paper, Pentel Pen Power Point Presentation paper,pentel pen,
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o Paano nakatutulong ang Ano-anong lalawigan ang Magkakatulad ba ng Pagtatapat-tapatin
pagsisimula ng bagong aralin mabuting pangangasiwa sa bumubuo sa Rehiyong iyong pagkakaroon ng pinagmulan Alin ang pinagmulan ng iyong
likas na yaman sa pag-unald kinabibilangan? ang lalawigan ng BUlacan at lalawigan at mga karatig nito?
ng lalawigan? Paano nagkaroon ng Tarlac? Saan nagmula ang (Lalawigan at salitang
pangalan ang Pampanga? kanilang pangalan? pinagmulan)
Nueva Ecija?
B. Paghahabi sa layunin ng aralin Ano ang pagkakaunawa n’yo Ano-ano pa ang mga karatig Pagpapakita ng mapa ng Pagpapakita ng mapa ng
sa salitang “pinagmulan”? lalawigan sa rehiyong iyong rehiyon rehiyon.
kinabibilangan? Anong lalawigan ang nawawala Ano-anong mga lalawigan ang
ang pangalan sa mapa ng bumubuo sa rehiyong iyong
rehiyon? kinabibilangan?
C. Pag-uugnay ng mga halimbawa sa Ano ang pinagmulan ng Pagpapakita ng larawan/ May nabalitaan ba kayo Paano nabuo ang rehiyon ng
bagong aralin pangalan ng iyong barangay? mapa ng lalawigan ng Tarlac, tungkol sa pinagmulan ng ibang lalawigang iyong
Alamin natin ang pinagmulan Zambales, Bulacan? lalawigan? kinabibilangan?
ng ibang lalawigan Ano anong lalawigan ang
nasa larawan/mapa?
Alam nyo ba ang pinagmulan
ng kanilang pangalan?
D. Pagtatalakay ng bagong konsepto at Pagtatalakay sa teksto Pagtatalakay sa aralin Talakayin ang pinagmulan ng: Mula sa mga natutuhan sa
paglalahad ng bagong kasanayan#1  Paano nabuo ang  Lalawigan ng Tarlac  Lalawigan ng nakaraang aralin. Bumuo ng
Rehiyon?  Lalawigan ng Zambales maikling kwento tungkol sa
 Pinagmulan ng Bulacan  Lalawigan ng Aurora inyong lalawigan batay sa
Lalawigan ng  Lalawigan ng Bataan patnubay na tanong:
Pampanga -Ano ang pinagmulan ng
 Lalawigan ng Nueva Pagsagot sa ilang tanong pangalan ng iyong lalawigan?
Ecija -Ano ang mahalagang
Pagsagot sa ilang tanong sa pangyayari sa iyong lalawigan?
lalawigan -Ano ang katangiang ipinakita
ng mga tao rito?
-Maipagmamalaki mo ba ito?
Bakit?
E. Pagtatalakay ng bagong konsepto at Pagsasagawa ng Gawain A Isagawa ang Gawain B Pangkatang Gawain Ipagawa ang Gawain C
paglalahad ng bagong kasanayan#2 LM p.105 LM p.106 Punan ng mga detalye ang tsart LM p. 106
Indibidwal na Gawain Pangkatang Gawain batay sa mga pangayayari sa Pangakatang Gawain
pinagmulan ng mga lalawigang
tinatalakay
F. Paglinang sa Kabihasnan Presentasyon ng Gawain Pagpapakita ng Gawain Presentasyon ng Gawain Pagpapakita ng Gawain Pagpapakita ng Gawa
(Tungo sa Formative Assessment) - Pag-uulat (Performance Task)
G. Paglalapat ng aralin sa pang-araw- Masasabi ba ninyong Ilarawan ang iyong lalawigan Paano mo pahahalagahan ang Bilang mag-aaral, Paano mo
araw na buhay makatotohanan ang Anong pangyayari sa pinagmulan at kasaysayan ng maipapakita ang iyong
pinagmulan ng lalawigan ng kasalukuyan ang may iyong lalawigan? pagmamalaki sa pinagmulan o
Pampanga? ng Nueva Ecija? kaugnayan pa rin sa kanyang sa kasaysayan ng iyong
pinagmulan? lalawigan?
H. Paglalahat ng Aralin Paano nabuo ang mga Saan nagmula ang pangalan Paano nabuo ang mga Magbigay ng ilang detalye
lalawigan sa rehiyon? ng lalawiganng Bulacan at lalawigan sa Bataan, Aurora at tungkol sa pinagmulan o
Saan nagmula ang pangalang Tarlac? Zambales? kasaysayan ng iyong lalawigan
Pampanga at Nueva Ecija? o karatig nito
I. Pagtataya ng Aralin Pagbibigay ng 5 tanong mula Pagbibigay ng marka sa Pagbibigay ng 5 tanong mula sa Pagbibigay marka sa output
sa tinalakay output gamit ang rubrics tinalakay gamit ang rubrics.
J. Karagdagang Gawain para sa takdang Magsaliksik tungkol sa Paghambingin ang Magsaliksik sa pinagmulan ng Magsaliksik sa internet o mga
aralin at remediation pinagmulan/kasaysayan ng pinagmulan ng pangalan ng alinmang lalawigang tinalakay. libro kung ano’ng tiyak na batas
iyong lalawigan Tarlac at Bulacan Humanda sa pag-uulat ang bumuo sa mga lalawigan
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ng ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
nangangailangan ng iba pang Gawain nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang
para sa remediation gawaing remediation gawaing remediation gawaing remediation gawaing remediation gawaing remediation
C. Nakatulong ba ang remedial? Bilang ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi ___Oo ___ Hindi
ng mag-aaral na nakaunawa sa aralin ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na ___ Bilang mag aaral na
nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin nakakaunawa sa aralin
D. Bilang ng mag-aaral na magpapatuloy ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na ___ Bilang ng mag-aaral na
sa remediation? magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation. magpapatuloy sa remediation.
E. Alin sa mga istratehiyang pagtuturo Malayang Talakayan Malayang Talakayan Paggamit ng Powerpoint ACES Teaching Approach
nakatulong ng lubos? Paano ito -pagbibigay gawain Tanong-sagot presentation Natututo ang mag-aaral na
nakatulong? Pangkatang Gawain -Madaling naunawaan ang magbahagi ng kanilang ideya
-naging aktibo ang mga mag- aralin
aaral
F. Anong suliranin ang aking naranasan
na solusyunan sa tulong ng aking
punongguro at superbisor?
G. Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?
Inihandi ni: Binigyang pansin:

REGINA T. MENDOZA ALEJANDRA G. PEREZ
Guro Punong Guro

Q2 W1

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Q2 W1

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Paaralan (School) SAN PABLO ELEMENTARY SCHOOL Baitang/Antas (Grade Level) GRADE -III

GRADES 1 TO 12 Guro (Teacher) REGINA T. MENDOZA Asignatura (Learning Area) FILIPINO

I.LAYUNIN LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

GRADE 3 GURO REGINA T. MENDOZA ASIGNATURA EDUKASYON SA PAGPAPAKATAO

I.LAYUNIN LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

F.What difficulties did I encounter

Monday Tuesday Wednesday Thursday Friday

F. What difficulties did I

Inihandi ni: Binigyang pansin:

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