SCHOOL STA.

M0NICA ELEMENTARY SCHOOL GRADE LEVEL III

GRADE 3 TEACHER IRENE R. MALLARI LEARNING AREA MOTHER TONGUE BASED
DAILY LESSON LOG TEACHING DATES AND TIME JANUARY 08-12, 2018 QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
B.Establishing a purpose for the lesson
Oral Language ( OL ) Vocabulary and Concept Development Fluency GA
Recognizes appropriate ways of speaking that Identifies and Using Personification, Hyperbole Reads grade level texts with appropriate Uses the correct form of the verb when
vary according to purposes, audience, and and Idiomatic Expressions in intonation, expression, and punctuation cues writing about an event, an interesting
subject matter. Sentences when experience,
applicable.
MT3OL-IIIh-i-13.1 MT3VCD-IIIf-h-3.6 MT3F-IIIh-i-1.6 MT3G-IIIh-i-1.5.5
Our Transportation Identifying and Using Personification, Reading Grade Level Text with Appropriate Using the Correct Form of the Verb that Weekly Test
Recognizing Appropriate Ways of Speaking Hyperbole and Idiomatic Expressions in Intonation, Expression, Expression and Agrees with the Subject
that vary According to Purposes, Audience Sentences Punctuation Cues when Applicable
and Subject Matter
268-269 269-271 273-274
Tarpapel, laptop Laptop, tarpapel Laptop, tarpapel Laptop, tarpapel, pictures
“Glenda is so thirsty that she could drink a Help the class understand the following words: Pre-reading Activities Tell whether the statement is wants to
river dry.” This hostages – captives (through context) Unlocking of Word Difficulties inform, to instruct or to entertain or to
sentence is a figure of speech called undoubtedly – no doubt (use of affixes) Unlock the following words using context or persuade?
___________. priority – most important (through illustrations picture clues
from least to most popular global rural areas metropolis
important objects in their bag)
How do you get to school? How do you feel when you see an evacuees Show pictures of different means of Spelling
 Do you ride on a jeepney? Bus? car? lined up for relief goods transportation.  Have the class spell the following words
 What do the cars, jeepney, bicycle do? taken up previously
popular global rural areas metropolis
Let the pupils recall the meaning of the
above words. One or two may use it in
simple sentence for enrichment activity.

Ask:
Which from among these pictures are found
in your community?
o Which from among these means of
transportation have you experienced

C.Presenting examples/instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing
new skills #2
F.Developing mastery
(Leads to formative assessment)
Show the class these pictures.
Introduce also the following means of
transportation which may not be
familiar to the children. ( Include those that
may not be familiar according to the
context of the pupils. )
Listen to the teacher read the following dialog.
 Who rode on a plane?
 Where did he go?
 Who was with him?
 How did he feel during his ride?
 To whom did he tell his experience?
 Have you ever ride on a plane too?
 In what way airplanes help us?
Listening to a news article
President Aquino gave a priority on bringing
190 hostages into safety. Shortly, after he
arrived
in Zamboanga to supervise the effort to retake
those parts of the city held by the Moro
National
Liberation Front (MNLF) force led by
Commander Malik, he declared, “there is a thin
line that can’t be
crossed, putting peoples’ lives at risk … when
that line is crossed, I will be forced to not only
show,
but use the full force of the state.”
 What is the news all about?
 Why is the war in Zamboanga a tragedy?
 What is one of the best things that happened
in Zamboanga despite the war?
 What was the president’s priority?
 What group is responsible for the war?
Identifying idioms and identifying author’s
purpose)
 What does President Aquino mean when he
said, “there is a thin line that
cannot be crossed”?
 What is meant by “when that line is crossed”?
 Do these phrases give direct meaning?
 Why do you think authors use phrases like
these?
Explain to the class that these phrases are
examples of idiomatic
expressions.
riding? How did you feel riding on it?
o Are you happy with the existing means of
transportation in the Philippines?
Why? Why not?
The pupils read the article texts with
appropriate intonation, expression and
punctuation cues when applicable.
Transportation In The Philippines p. 272
Answering comprehension questions:
1. What are the different means of
transportation found in the Philippines?
2. How is each means of transport beneficial
to the people?
3. Who among you were able to ride in LRT
and MRT? How would you describe it?
4. If you will be given a chance to invent
your own means of transportation, what
would it be? Why?
Ask:
What do you think is the purpose of the
author in writing this article?
1. Was the author able to put across his
ideas? Why? How?
2. When do you know that an author wants
to inform, to instruct or to entertain or to
persuade?
Have you ever travelled to other places?
Can you tell something about it?
Call two to three pupils to give a very short
sharing.
Explain to the class what they are expected
to do.
The following guide questions are given for
the composing activity.
Think of one unforgettable trip that you
had.
Ask:
 Where did you go?
 What was your means of transportation?
 What was the memorable incident you
have had during the trip?
 Why was it memorable to you?
 How do you feel about it?
Remind the class the mechanics of writing
before they start the task.
Ask:
1. What form of verb must be used in
writing your paragraph?

G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and abstractions
about the lesson
I.Evaluating Learning
J.Additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
C.Did the remedial lessons work?No. of
learners who have caught up with the
lesson
D.No. of learners who continue to require
remediation
E.Which of my teaching strategies worked
well? Why did these work?
F.What difficulties did I encounter which my
principal or supervisor can help me solve?
Have the class read and act out the dialog.
Form dyads. Let each pair read and act the
dialog.
How would you talk?
Why is it important to talk clearly and with
proper expression and intonation?
What have you learned today?
Pupils are evaluated according to the clarity,
expression and intonation of reading and
acting out the dialog.
Which means of transportation that is not so
familiar in your classmates that you have ride
to? Write your own riding experience in your
notebook.
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Guided Activity:
Refer to Learners’ Materials Activity 1 p. 270
Idiomatic expressions are words/phrase that
does not give a reader
a direct meaning but another/deeper meaning.
Refer to LM, Activity 2, p. 271
Write 5 examples of idiomatic expressions. Use
it in a sentence. Write it on your notebook.
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Refer to Learners’ Material Activity 3 p. 273
What have you learned today?
Refer to LM Activity 4, p. 274
Write a short article giving an information to
the readers.
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
2. Why would it be in the past form?
Write something about your unforgettable
trip and your reactions towards your
experience.
What have you learned today?
Pupils are evaluated according to their
output.
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology

G.What innovation or localized material did
I use/discover which I wish to sharewith
other teachers?
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
The lesson have successfully delivered due to: The lesson have successfully delivered due to:
The lesson have successfully delivered due The lesson have successfully delivered due
to: to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs
___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson
___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets
___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets
___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well:
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Lecture Method
Why? Why?
Why? Why?
___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in
___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks
doing their tasks doing their tasks
 PAARALAN STA. M0NICA ELEMENTARY SCHOOL ANTAS III
GRADE 3 GURO IRENE R. MALLARI ASIGNATURA ARALING PANLIPUNAN
PANG-ARAW-ARAW NA TALA SA PETSA/ORAS JANUARY 08-12, 2018 MARKAHAN IKATLO
PAGTUTURO

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasasnayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
KAGAMITANG PANTURO
A.Mga pahina sa gabay ng guro
1.Mga Pahina sa Kagamitang Pang Mag-
aaral
2.Learner’s Materials Pages
3.Mga Pahina sa Teksbuk
4.Karagdagang Kagamitan Mula sa Portal ng
Leraning Resource
B.Iba Pang Kagamitang Panturo
III.PAMAMARAAN
A.Balik-aral sa nakaraang aralin at/o
pagsisimula sa bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa layunin
ng aralin
D.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang sa Kabihasaan
(Tungo sa formative assessment)
G.Paglalapat ng aralin sa pang-araw-araw na
buhay
Naipapamalas ang pagunawa at pagpapahalaga sa pagkakakilanlang kultural ng kinabibilangang rehiyon
Nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon
Natutukoy ang mga katawagan sa iba’t ibang layon sa kinabibilanagng rehiyon (e.g. paggalang, paglalambing, pagturing)
340-343
Laptop, tarpapel
Balik-aral:
Kaugalian, Paniniwala, Tradisyon ng iba't-
ibang Lalawigan sa kinbibilangang Rehiyon
Itanong sa mga bata kung ano ang tawag
nila sa nkakatanda nilang kapatid na babae
o lalaki?
Ipabasa ang Panimula, Alamin Mo at
Tuklasin Mo sa KM pp. 340-341
Talakayin ang binasa ng mga bata.
Pasagutan ang mga tanong sa Km p. 343
AP3PKR-IIIi10
ARALIN 10. Mga Katawagan sa Iba-Ibang Layon ng Aming Rehiyon Panlingguhang Pagtataya
343 344-345 345
Laptop, aklat Laptop, ltarpapel Laptop, laklat
Tatlong Katawagan sa Iba-Ibang layon Balikan ang ginawa sa Gawain B Magbigay ng halimbawa ng mga
kahapon. katawagan sa paggalang at pagbati sa
nakakatanda.
Magbigay ng halimbawa ng bawat Itanong sa mga bata kung ano ang ibig Pumalakpak ng isa kung ang sasabihin
katawagan sa iba-ibang layon. sabihin ng pahintulot at paumanhin. Ano ng guro ay paumanhin, pumalakpak
ang pagkakaiba nito? naman ng dalawa kung ang sasabihin
ng guro ay pahintulot.
Pangkatang Gawain Ipabasang muli ang Tuklasin Mo sa KM Pagpapakita ng mga halimbawa ng
Gawin Mo pangungusap na paggalang,
Gawain A Km. p.343 pagpapasalamat, paghingi ng
paumanhin o pahintulot, pagturing o
palambing.
Pangkatang Pag-uulat Talakayin at ipaliwanag ang binasa sa Talakayin ang kaibahan ng bawat
mga bata. paggalang na ito sa mga bata.
Talakayin ang mga sagot o datus na iniulat
ng bawat pangkat.
Pangkatang Gawain B Pangkatang Gawain C Pangkatang Gawain.
KM p. 344 Km p. 344 Pangkat 1- Sumulat ng 5 pangungusap
na katawagan sa paggalang.
Pangkat 2- Sumulat ng 5 pangungusap
na katawagan sa paghingi ng paumahin.
Pangkat 3- Sumulat ng 5 pangungusap
na katawagan sa paghingi ng pahintulot.
Pangkat 4- Sumulat ng 5 pangungusap

H. Paglalahat ng Aralin
I.Pagtataya ng Aralin
J.Karagdagang gawain para sa takdang-aralin
at remediation
IV.MGA TALA
V.PAGNINILAY
A.Bilang ng mag-aaral n nakakuha ng 80% sa
pagtataya
B.Bilang ng mag-aaral na nagangailangan ng
iba pang gawain para sa remediation
C.Nakatulong ba ang remedial?Bilang ng
magpaaral na nakaunawa sa aralin
D.Bilang ng mga mag-aaral na magpapatuloy
sa remediation
E.Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito nakatulong?
F.Anung suliranin ang aking naranasan na
nasolusyunan sa tulong ng aking punungguro
at superbisor?
G.Anong kagamitang panturo ang aking
naidibuho na nais kong ibahagi sa mga
kapwa ko guro?
Ano ang tatlong katawagan sa iba-ibang
layon?
-Mga magagalang na pananalita na
ginagamit sa pakikipag-usap sa
nakakatanda
-Hal. Magandang umaga po.
-Mga pananalitang ginagamit sa paghingi
ng paumanhin
-Ha. Patawad po
-Ayon sa paghingi ng pahintulot
Hal. Puwede po ba……..
Isulat kung magalang na pagbati,
kung paghingi ng pahintulot at kung
paghingi ng paumanhin.
_____1. Maari po bang tumuloy sa loob?
_____2. Magandang hapon po.
_____3. Pasensya na po nagkamali ako.
_____4. Puwede po bang tumawad?
_____5. Magandang gabi po sa inyo.
Sumulat ng 2 halimbawa ng katawagan sa
iba-ibang layon.
Interactive
PAARALAN
na katawagan sa pagpapasalamat.
Ano ang natutuhan mo sa araling ito? Ano ang natutuhan mo sa aralin Ano ang natutuhan mo sa aralin
ngayon? ngayon?
Isulat ang OO o Hindi. Ipagawa ang Natutuhan Ko A sa LM p. Ipagawa ang Natutuhan Ko B sa LM p.
____1. Binabati ko ng magalang ang aking 345 345
mga guro tueing nasasalubong ko sila.
_____2Humihingi ako ng pahintulot kung
pupunta sa palikuran.
_____3. Humihingi ako ng paumanhin kung
ako ay nagkamali.
_____4. Nakikiusap ako nang magalang
kung kinakailangan.
_____5. Humihingi ako ng paumanhin sa
guro kapag nahuhuli sa pagpasok sa klase.
Magbigay nang halimbawa ng mga Gumawa ng isang komik strip na
magagalang na pananalita ayon sa iba- nagpapakita ng usapang na may
ibang layon. paghingi ng paumanhin. Isulat ito sa
inyong kuwaderno.
Collaborative Discussion Collaborative
STA. M0NICA ELEMENTARY SCHOOL ANTAS III
 GRADE III
PANG-ARAW-ARAW NA TALA SA PAGTUTURO
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasasnayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
KAGAMITANG PANTURO
A.Mga pahina sa gabay ng guro
1.Mga Pahina sa Kagamitang Pang Mag-aaral
2.Learner’s Materials Pages
3.Mga Pahina sa Teksbuk
4.Karagdagang Kagamitan Mula sa Portal ng
Leraning Resource
B.Iba Pang Kagamitang Panturo
III.PAMAMARAAN
A.Balik-aral sa nakaraang aralin at/o
pagsisimula sa bagong aralin
B.Paghahabi sa layunin ng aralin
C.Pag-uugnay ng mga halimbawa sa layunin
ng aralin
D.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang sa Kabihasaan
(Tungo sa formative assessment)
G.Paglalapat ng aralin sa pang-araw-
araw na buhay
H. Paglalahat ng Aralin
GURO IRENE R. MALLARI ASIGNATURA ESP
ORAS JANUARY 08-12, 2018 MARKAHAN IKATLO
LUNES MARTES MIYERKULES HUWEBES BIYERNES
Naipamamalas ang pagunawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ng pagsunod sa mga tuntunin at batas na may kaugnayan sa
kalikasan at pamayanan
Naipagmamalaki ang mga magagandang kaugaliang Pilipino sa iba’t ibang pagkakataon
Naipamamalas ang pagiging masunurin sa mga itinakdang alituntunin, patakaran at batas para sa malinis, ligtas at maayos na pamayanan
Nakasusunod sa mga tuntuning may kinalaman sa kaligtasan tulad ng mga babala at batas trapiko
EsP3PPP- IIIh – 17.1
Aralin 8: Kaya Nating Sumunod
178-179 180 181-182 183-185 183-185
Laptop, aklat Laptop, aklat Laptop, aklat Laptop, aklat Laptop, aklat
Paano natin pangangalagaan ang gating Bakit mahalagang tumawid sa tamang tawiran. Ano ang mga babalang ipinakita ninyo sa Paano nakatutulong ang pagsunod sa mga Paano nakatutulong ang pagsunod sa
kapaligiran? dula-dulaan kahapon na dapat sundin? alituntunin para sa ating kaligtasan? mga alituntunin para sa ating
kaligtasan?
Ipabasa ang panimula ng aralin sa KM p. 176 Anong babala ang karaniwang nakikita sa Mapanganib ba o banta ba sa buhay ang Ano ang ibig sabihin ng salitang desisiyon? Ano ang ibig sabihin ng salitang
kalsada sa komunidad? hindi pagsunod sa mga babala sa Nasubukan nyo na bang magdesisiyon na desisiyon?
kalsada? mag isa? Nasubukan nyo na bang magdesisiyon
na mag isa?
Alamin Natin Pangkatang Gawain Isapuso Natin KM p.180 Ipakita ang larawan na nasa LM p. 183 Ipakita ang larawan na nasa LM p. 183
KM p. 178 KM p. 180 Pangkatang Gawain - Ano-anong bagay ang makikita ninyo rito? - Ano-anong bagay ang makikita ninyo
rito?
Pagsasagot sa mga tanong Pangkatang pagtatanghal ng dula-dulaan Pangkatang pag-uulat Itanong: Itanong:
KM p. 179 Alin sa mga nakalarawan ditto at dapat Alin sa mga nakalarawan ditto at dapat
mong tahakin upang ikaw ay maging ligtas? mong tahakin upang ikaw ay maging
ligtas?
Pangkatang Gawain Talakayin ang mga ipinakita sa dula-dulaan. Talakayin ang mga naiulat nila. Kumpletuhin ang nasa kahon bilang Kumpletuhin ang nasa kahon bilang
Magtala ng mga babala sa kalsada patunay sa mga bagay na napili ninyong patunay sa mga bagay na napili ninyong
gawin o sundin bilang isang mabuting anak gawin o sundin bilang isang mabuting
at mag-aaral. anak at mag-aaral.
Pag-uulat ng bawat pangkat at Kailangan ba talagang sundin ang
pagproseso ng mga paliwanag ng mga batas trapiko? Bakit?
bawat pangkat.
Bakit mahalagang sundin ang mga Ipatala ang maaring epekto ng di- Ipagawa ang Gawain 2 sa KM . p. Ipagawa ang Subukin Natin sa LM Ipagawa ang Subukin Natin sa
babala sa kalsada? pagsunod sa babala sa kalsada. 181 p. 184-185 LM p. 184-185
Tandaan Natin Ipabasa ang Tandaan Natin sa p. 182 Ipabasa muli ang Tandaan natin Ang tamang pagsunod sa Ang tamang pagsunod sa
Unang talata KM p.182 Ikalawang Talata. KM p. 182 anumang alituntunin at patakaran anumang alituntunin at
 ay malaking tulong sa pamahalaan
para sa kaligtasang
pampamayanan at maging sa
pambansa o pandaigdigang
pagkakaisa.
patakaran ay malaking tulong sa
pamahalaan para sa kaligtasang
pampamayanan at maging sa
pambansa o pandaigdigang
pagkakaisa.

I.Pagtataya ng Aralin Pagtataya Pagtataya Ipabasa ang mga ginawang aral Ipagawa ang Gawain 2 sa LM p. Ipagawa ang Gawain 2 sa LM p.
Isulat ang Tama o Mali. Gumamit ng rubriks sa pag-iiskor ng sa pagsunod sa Batas 185 185
___1. Tumawid s atamang tawiran. kakayahan ng mga bata sa dula- Pantrapiko.
___2. Igalang ang mga babala sa dulaan.
kalsada.
___3. Tumawid kung walang
nakakaitang pulis.
___4. Huwag pansinin ang mga
babala sa kalsada.
___5. Sumunod sa batas pantrapiko.

J.Karagdagang gawain para sa Itala ang mga babala na makikita sa Pumili ng isang babala sa kalsada na Gumuhit ng 5 simbolong
takdang-aralin at remediation kalsada sa inyong kuwaderno. madalas mong sinusunod. Ipaliwanag pambatas trapiko na nakikita mo
kung bakit mo ito sinusunod. Isulat sa kalsada. Isulat kung ano ang
ang inyong sagot sa inyong ibig sabihin nito. Isulat ang inyong
kuwaderno. sagot sa kuwaderno.
IV.MGA TALA
V.PAGNINILAY
A.Bilang ng mag-aaral n nakakuha ng
80% sa pagtataya

B.Bilang ng mag-aaral na nagangailangan

ng iba pang gawain para sa remediation
C.Nakatulong ba ang remedial?Bilang ng
magpaaral na nakaunawa sa aralin
D.Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
F.Anung suliranin ang aking naranasan na
nasolusyunan sa tulong n g aking
punungguro at superbisor?
G.Anong kagamitang panturo ang aking
naidibuho na nais kong ibahagi sa mga
kapwa ko guro?
 PAARALAN STA. M0NICA ELEMENTARY SCHOOL ANTAS III
GRADE 3 GURO IRENE R. MALLARI ASIGNATURA FILIPINO
PANG-ARAW-ARAW NA TALA SA PETSA/ORAS JANUARY 08-12, 2018 MARKAHAN IKATLO
PAGTUTURO

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
II.NILALAMAN
KAGAMITANG PANTURO
A.Mga pahina sa gabay ng guro
1.Mga Pahina sa Kagamitang Pang Mag-
aaral
2.Learner’s Materials Pages
3.Mga Pahina sa Teksbuk
4.Karagdagang Kagamitan Mula sa Portal
ng Leraning Resource
B.Iba Pang Kagamitang Panturo
III.PAMAMARAAN
A.Balik-aral sa nakaraang aralin at/o
pagsisimula sa bagong aralin
Naipamamalas ang kakayahan sa Naisasagawa ang mapanuring Naipamamalas ang kakayahan at Naipamamalas ang iba’t ibang
mapanuring pakikinig at pag-unawa sa pagbasa upang mapalawak ang tatas sa pagsasalita sa kasanayan upang mauunawaan
napakinggan talasalitaan pagpapahayag ng sariling ideya, ang iba’t ibang teksto
kaisipan, karanasan at damdamin
Nakikinig at nakatutugon nang angkop Nababasa ang usapan, tula, talata, Naipahahayag ang
at wasto kuwento nang may tamang bilis, diin, ideya/kaisipan/damdamin/reaksyon
tono, antala at ekspresyon nang may wastong tono, diin, bilis,
antala at intonasyon
Naisasalaysay muli ang napakinggang Napag-uugnay ang sanhi at bunga ng Nagagamit nang wasto ang mga Nagagamit ang mga nakalarawang
teksto ayon sa kronolohikal na mga pangyayari sa binasang teksto pang-abay na naglalarawan ng isang balangkas sa pagtatala ng
pagkakasunod- sunod F3PB-IIIh-6.2 kilos o gawi impormasyon o datos na
F3PN-IIIh-6.3 F3WG-IIIh-6 kailangan
F3EP-IIIh-6
Pagsasalaysay Muli ng Sanhi at Bunga Pang-abay Paggamit ng Balangkas sa Panlingguhang Pagtataya
Napakinggang Teksto Pagtatala ng Impormasyon
118-119 120-121 121-122
Laptop, aklat Laptop, tarpapel, aklat Laptop, tarpapel, aklat Laptop, tarpapel, aklat
Ipaayos sa pagkakasunod-sunod ang Balik aral tungkol sa ginawang Balik aralan ang tungkol sa pandiwa. Ano ang pang-abay?
bawat salita. timeline ng mga bata.
Anim mani
Ano mesa
Ana mata
Anito maya
Antok multo

B.Paghahabi sa layunin ng aralin Maghanda ng mga papel na nakasulat ang Itanong sa mga bata ang dahilan kung Itanong: Ano-ano ang ginagawa mo sa Magparinig ng isang balita sa mga
bawat letra na bumubuo sa salitang bakit nagiging makalat sa loob ng bahay? bata.
Filipino. silidaralan. Ipagawa sa mga bata sa pamamagitan ng Ano-ano ang mahahalagang detalye
Bigyan ng hudyat ang mga pangkat upang Itanong din sa kanila ang magiging bunga pagkilos ang sagot sa tanong. na napakinggan?

C.Pag-uugnay ng mga halimbawa sa layunin
ng aralin
D.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F.Paglinang sa Kabihasaan
(Tungo sa formative assessment)
G.Paglalapat ng aralin sa pang-araw-araw
na buhay
H. Paglalahat ng Aralin
isaayos ang papel at mabuo ang
inaasahang salita.
Ano ang nabuong salita?
Ipasulat sa paligid nito ang nalalaman nila
sa salitang Filipino.
Ano ang gagawin mo kung hindi mo
maintindihan ang wikang ginagamit ng
kausap
mo?
Ipakita ang larawan ng isang tagak.
Pag-usapan ito.
Ipagawa sa mga bata ang tunog na
nagagawa nito.
Basahin nang malakas sa mga bata.
“Si Gandang Tagak”
Itanong:
Tungkol saan ang napakinggang kuwento?
Sino ang pangunahing tauhan sa kuwento?
Ilarawan siya.
Alisin sa pisara ang natapos na timeline.
Magpagawa sa mga bata ng sariling
timeline ng napakinggang kuwento
Ano ang natutuhan mo sa aralin?
kung hindi lilinisin ang mga kalat na ito.
Ano ang pumapasok sa isipan sa salitang
ilog?
Bakit dapat mapanatiling malinis ang
ating mga ilog?
Ipabasa ang kuwento ni “Mariang Tilapya”
sa Alamin Natin, p. 111.
Itanong:
Ano ang pamagat ng kuwento?
Sino ang may-akda nito?
Saan naganap ang kuwento?
Sino-sino ang tauhan?
Ilarawan ang bawat isa.
Ano ang unang pangyayari sa kuwento?
Ano ang sumunod na pangyayari?
Ano ang huling pangyayari sa kuwento?
Ipagawa nang pangkatan. Bigyan ang
bawat pangkat ng organizer.
Ano ang sanhi? Ano ang bunga?
Ang sanhi ay ang dahilan ng kilos o
pangyayaring naganap.
Itanong habang isinasagawa ng ibang
bata ang kilos.
Paano isinagawa ang kilos?
Ano ang problema ni Mariang Tilapya?
Nabigyan ba ito ng solusyon?
Paano?
Ipabasang muli ang kuwentong “Si
Mariang Tilapya” sa p. 111.
Itanong: Ano-ano ang salitang kilos na
ginamit sa kuwentong binasa?
Ipatala ang mga sagot sa pisara.
Paano ito isinagawa sa kuwento?
Ipabasa ang mga itinalang salita.
Alin sa mga ito ang nagsasabi ng kilos?
Naglalarawan ng kilos?
Ipahanap sa kuwento ang sasagot sa:
Anong salita ang naglalarawan kung
paano
- naglakad si Rosa?
- hinanap ni Rosa ang munting tinig?
- nagising si Rosa?
- napangiti si Rosa?
Ipabasa ang mga salitang isinagot sa
mga tanong na ibinigay.
Ano ang ginagawa ng mga salitang ito sa
pangungusap? Sa pandiwa?
Ano ang tawag sa mga salitang ito?
Ano ang pang-abay?
Ang pang-abay ay salitang naglalarawan
sa kilos o gawi.
Paano mo ito natandaan?
Pangkat-pangkatin ang klase.
Ipagawa ang nakasulat sa activity
sheet na matatanggap.
Punan ang hinihingi ng graphic
organizer batay sa kuwentong
“Mariang Tilapya.”
Pag uulat ng bawat pangkat.
Bigyang-halaga ang ginawa ng bawat
pangkat.
Ano ang kahalagahan ng paggamit ng
nakalarawang balangkas sa pagtatala
ng mga
impormasyong kailangan?
Ipagawa ang Linangin Natin, 121.
Ipatala ang mahahalagang
impormasyon na makukuha dito.
Pag-uulat ng sagot sa natapos na
gawain.
Ano ang natutuhan mo sa aralin?
Ang nakalarawang balangkas ay
ginagamit sa pagtatala ng
 Ang bunga naman ay ang epekto ng kilos impormasyon o datos na
o pangyayaring naganap. kailangan
I.Pagtataya ng Aralin Ano-ano ang pangyayari sa kuwento? Ipagawa ang Linangin Natin p. 119. Ipagawa ang pagsasanay sa Gabayan ang mga bata sa
Isulat ang mga pangayayari gamit ang Matapos ang nakalaang oras, ipaulat Linangin Natin, p. 120. paggawa ng Pagyamanin Natin, p.
organizer . sa bawat pangkat ang sagot sa Isunod ang pag-uulat sa natapos na 122
natapos na gawain.
gawain. Ano-anong pang-abay ang ginamit sa
Ano-ano ang kilos na naganap sa kuwento?
kuwento?
Ano ang dahilan ng bawat pagkilos?
Ano ang naging sanhi nito?
J.Karagdagang gawain para sa takdang- Gumawa ng timeline ng isang Ipagawa ang Pagyamanin Natin, p. Pasagutan ang pagsasanay sa
aralin at remediation napakinggang kuwento. 119. Pagyamanin Natin, p. 121.
Ipakita ito sa kaklase at Pag-uulat ng sagot sa natapos na Ipasuri ang mga larawan. Pagawain
gawain. ang mga bata ng isang pangungusap
namaglalarawan ng kilos sa larawan.
IV.MGA TALA
V.PAGNINILAY
A.Bilang ng mag-aaral n nakakuha ng 80%
sa pagtataya
B.Bilang ng mag-aaral na nagangailangan
ng iba pang gawain para sa remediation
C.Nakatulong ba ang remedial?Bilang ng
magpaaral na nakaunawa sa aralin
D.Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E.Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito nakatulong?
F.Anung suliranin ang aking naranasan na
nasolusyunan sa tulong ng aking
punungguro at superbisor?
G.Anong kagamitang panturo an g aking
naidibuho na nais kong ibahagi sa mga
kapwa ko guro?

PAARALAN STA. M0NICA ELEMENTARY SCHOOL ANTAS III

 GRADE 3
PANG-ARAW-ARAW NA TALA SA
PAGTUTURO
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource/Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
GURO IRENE R. MALLARI ASIGNATURA ENGLISH
PETSA/ORAS JANUARY 08-12, 2018 MARKAHAN THIRD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Listening Comprehension
Literature: “A Brave Little Girl” Determine whether a story is realistic or Decode/Write words with digraph ai Decode/Write words with digraph ai
fantasy as in pail as in pail
Appreciate the bravery of Trina in saving EN3LC-IIIg-h-3.15
his brothers from fire Decode/Write words with digraph ai as Use personal pronouns Use personal pronouns
in pail
Lesson 26 Determine whether a story is Personal Pronouns Personal Pronouns Summative Test
The Brave Little Girl realistic or fantasy
290 291 293 294-295
Laptop, book Laptop, tarpapel Laptop, tarpapel Laptop, tarpapel
Unlocking Vocabulary and Concept Tell whether the following is realistic or Review personal pronouns Recall the lessons presented on
Development fantasy. pronouns by reading the activity-
a.grabbed – took a seized by or as if 1. Super Inday and the Magic Bibe. sentences on Day 3
sudden motion or grasp 2………..
b. rescuers – savers
c. brave – courageous, fearless, not
afraid
Have you heard about stories of people Show me a “thumbs up” sign if it is Who is your bestfriend? Let the pupils recall the different
who saved lives? Who are they? realistic and “stamp your right foot” if it personal pronouns.
is a fantasy.
1. A frog playing ball.
2. School children riding in a tricycle
going to school
Today, we shall read a story about “A Let us recall our story about “The Post the personal pronouns on the
Brave Little Girl”. What do you want to Brave Little Girl” Post the table below board when deemed necessary.

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
know about the story?
List at least three questions that the
pupils will give and let them have
guesses about the questions.
Our Our What Really
Questions Guesses Happened
Discussion Questions:
1. What is the story all about?
2. Who is the main character in the
story?
3. What can you say about Trina as the
oldest sister?
4. Why was Trina’s parent not around at
the time the house got burned?
5. What did Trina do when she saw that
their house was on fire?
Let us go back to our chart earlier. Let us
fill out the third column
“What Really Happened”
What have you learned today?
Is the story of “The Brave Little Girl” Name of Gender Pronoun
realistic or fantasy? Why do you say Character
Mateo Male He
so? Are the characters in our story
Realistic or a fantasy? Why do you Mother Female She
say so? I have changed the ending of
Grandma Female She
our story with this paragraph. Let us
read. Children Female/ They
Male
Rocky Male He
Trina could not just stare at their burning
house while she knew her two other My friends Female/ We
brothers were there. She turned as swift and I Male
as she could and lo! An aluminum basin
dropped where she stood and said
“Come Trina, we will help your
brothers”.
Trina hopped on to the basin and flew
fast to their burning house. The people
were in panic that no one ever noticed
Trina and the flying basin. After a
couple of minutes, Trina was back riding
in the flying basin with her two brothers
free from any burn.
Recall the sentences given. Make Recall the sentences given. Make
Say: I will be distributing sentence strips of those sentences. sentence strips of those sentences.
letter cards with the “R” and Allow pupils to read them. Allow pupils to read them.
“F” and we will be playing a
game. Raise your “R” letter card if it is
realistic and “F” letter card if it is
a fantasy
Read words and phrases with digraph ai
as in pail
Allow pupils to determine which of the Allow pupils to do LM Activity 261. Allow pupils to do LM Activity 263 A.
event-pictures are real or a fantasy.
Reiterate the difference of what’s real
and what’s fantasy.
Let the pupils understand that the
characters, setting or events are
realistic if they are real and can happen
 in real life. On the other hand, they are
a fantasy if they are make-believe and
are products of one’s imagination.
I. Evaluating learning Refer the class to LM Activity 259. Refer the class to LM Activity 260. Allow pupils to do LM Activity 262. Allow pupils to do LM Activity 263 B.
Guide them and lead them to the
correct answer. After answering, let
pupils read the sentences and explain
the answers.
J. Additional activities for application or Write your own bravery stories. List atleast 5 words with digraph ai. Allow pupils to do LM Activity 263 C.
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?

GRADE 3 School STA. M0NICA ELEMENTARY SCHOOL Grade Level III

Teacher IRENE R. MALLARI Learning Area SCIENCE

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B.Performance Standard
C.Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource/Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances of the
new lesson
Teaching Date and Time
MONDAY
sources and uses of light, sound, heat
and electricity
apply the knowledge of the sources
and uses of light, sound, heat, and
electricity.
describe sources of light and sound,
heat and electricity
S3FE-IIIg-h-4
Sources of Electricity
160-161
144-145
pictures or actual examples of
different batteries, Manila paper
computer , electric fan, television,
cellphone, toy car, flashlight, radio
Give some uses of sounds.
What supplies electricity?
Refer to LM, Activity
Let the pupils do activity 1 in the LM
(Group activity).
2. They will write in Manila paper the
answer in tabular form similar in
Activity 1.
3. Post on the board the Manila paper
of each group.
4. After the groups have done the
activity, one representative in each
JANUARY 08-12, 2018 Quarter 3RD Quarter
TUESDAY WEDNESDAY THURSDAY FRIDAY
sources and uses of light, sound, heat sources and uses of light, sound, sources and uses of light, sound, heat
and electricity heat and electricity and electricity
apply the knowledge of the sources apply the knowledge of the sources apply the knowledge of the sources
and uses of light, sound, heat, and and uses of light, sound, heat, and and uses of light, sound, heat, and
electricity. electricity. electricity.
describe sources of light and sound, enumerate uses of light, sound, heat enumerate uses of light, sound, heat
heat and electricity and electricity and electricity
S3FE-IIIg-h-4 S3FE-IIIi-j-3 S3FE-IIIi-j-3
Sources of Electricity Uses of Electricity Uses of Electricity Weekly Test
160-161
144-145 146-147 146-147
pictures or actual examples of different electrical devices, pocket chart electrical devices, pocket chart
batteries, Manila paper
computer , electric fan, television,
cellphone, toy car, flashlight, radio
Give some uses of sounds. What are the different sources of What are the different sources of
electricity? electricity?
What supplies electricity? Look around you and name the Look around you and name the
equipment/devices that use electricity equipment/devices that use electricity
in the classroom. What do these in the classroom. What do these
equipment/devices do when switched equipment/devices do when switched
on? on?
Refer to LM, Activity
Let the pupils do activity 2 in the LM Let the pupils do activity 2 in the LM
Let the pupils do activity 1 in the LM (Group activity). (Group activity).
(Group activity).
2. They will write in Manila paper the
answer in tabular form similar in
Activity 1.
3. Post on the board the Manila paper
of each group.
4. After the groups have done the
activity, one representative in each

D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Assignment/ Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work? No.
group will report their answers.
5. Come up with the common answers
of the pupils. Everybody should agree
to the answers given by the whole
class.
What are the sources of electricity in
your home? (Battery, electric power
station, generator)
Show different batteries. Ask the class
to tell where the batteries shown are
used. Tell that batteries are sources of
electricity when both terminals
(positive and negative terminals) are
connected. Show a battery used in
flashlight to point the positive and
negative terminals.
Explain how power plant produces
electricity.
Instruct the pupils to list five (5)
electrical equipment that can be found
in their home.
Electricity may come from batteries
and an electric power station.
 Electrical devices or equipment in the
homes may operate using battery or
electricity from power stations. Some
electrical equipment operates by using
both sources.
group will report their answers.
5. Come up with the common answers
of the pupils. Everybody should agree
to the answers given by the whole
class.
What are the sources of electricity in What are the sources of electricity in What are the sources of electricity in
your home? (Battery, electric power your home? ( battery, electric power your home? ( battery, electric power
station, generator) station, generator). station, generator).
Show different batteries. Ask the class
to tell where the batteries shown are
used. Tell that batteries are sources of
electricity when both terminals
(positive and negative terminals) are
connected. Show a battery used in
flashlight to point the positive and
negative terminals.
Explain how power plant produces
electricity.
Instruct the pupils to list five (5) List five (5) electrical devices that List five (5) electrical devices that may
electrical equipment that can be found may come from batteries. come from electric power station.
in their home.
Electricity may come from batteries describe the uses of electricity.  Electricity is used to produce light,
and an electric power station. heat, motion, and sound.
 Electrical devices or equipment in the  Electricity is very important in the
homes may operate using battery or home and in all places to help people
electricity from power stations. Some in doing daily life activities.
electrical equipment operates by using
both sources.
List down 3 electrical List down another 3 electrical
equipment/devices and describe the equipment/ devices and describe the
use of the device. use of the device.
Instruct the pupils to research on the Read about safety measures in using
different power plants in the electricity.
Philippines.
of learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?

SCHOOL STA. M0NICA ELEMENTARY SCHOOL GRADE LEVEL III

GRADE 3 TEACHER IRENE R. MALLARI LEARNING AREA MAPEH
DAILY LESSON LOG TEACHING DATES AND TIME JANUARY 08-12, 2018 QUARTER 3RD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the basic demonstrates understanding of shapes, Demonstrates understanding of demonstrates understanding of factors
concepts of dynamics colors and principle repetition and movement in relation to time, force and that affect the choice of health
emphasis through printmaking (stencils) flow information and products
B. Performance Standards creatively interprets with body movements
the dynamic levels to enhance poetry,
chants, drama, and musical stories
C. Learning Competencies/ Objectives applies the concepts of dynamic levels
( Write the LC code for each) to enhance poetry, chants, drama, and
musical stories
MU1DY-IIIg-h-5
Application of Dynamics
II. CONTENT Varied dynamics
( Subject Matter)
III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages 81-83
B. Other Learning Resources Laptop
IV. PROCEDURES
A. Reviewing past lesson or Presenting the Call a pupil to recite the poem assignment.
new lesson Let the whole
class read it using variations in dynamics.
B. Establishing a purpose of the new lesson Show pictures of animals creating soft,
medium, or loud
sounds.
C. Presenting Examples/ instances of the Identify the pictures and mimic their
new lesson sounds.
Let the children create different animal
sounds and
apply the proper dynamics.
Recite the poem “Creations”
D. Discussing new concepts and practicing What can you say about the poem?
new skills no.1. (It’s a beautiful poem.)
 What is it all about? (It’s all about
creation.)
 What are the creations mentioned in the
poem?
(Heaven, earth, man, flowers, sun, stars,
moon, grass, trees,
manipulates a stencil with an adequate
skill to produce a clean print for a
message, slogan or logo for a T-shirt,
poster bag
creates a print for a shirt, bag or a
poster using stencils with abstract
designs that conveys a message and
can be replicated
A3PR-IIIh
Printmaking
Slogan or Logo Making
195-197
bond paper, crayons or pastels, water
Recall the past lesson about print
making. Let the pupils
explain briefly how found objects
created beautiful prints and
artworks.
Present to the class a sample of a
slogan and a logo
related to environmental awareness and
let them say something
about it.
Present the theme “Save Mother Earth”
for slogan or logo
making.
Ask:
What particular word, icon, or symbol
comes into your
mind which is related to the word
environment?
Discuss and explain how to write a
slogan or create a
Logo
Refer to THINK ABOUT THIS, LM
Performs movements accurately demonstrates critical thinking skills as
involving time, force, and flow. a wise consumer
performs conditioning and flexibility identifies reliable sources of health
exercises that will improve body information
mechanics H3CH-IIIj-11
PE3PF-IIIa-h-16
TUMBANG PRESO CHALLENGE Information: Good for Me and You Weekly Test
TUMBANG PRESO Sources of reliable sources of health
information.
438-439
372-375 506-509
empty cans (if cones are not available), Pictures, strips of papers
whistle
What are the three level in dribbling the What are the consumer
ball? responsibilities?
Warm up activities “When you want to get information
about health, where do you go?”
Present a picture of creative game What do you think are the most reliable
called Crazy Can. sources of health-related
Let the pupils describe and analyze the information? Why?
picture below.
a. Can you guess why the game is Discuss the different sources of
called Crazy Can? reliable health information. Bring and
b. Have you experienced playing this show samples of printed materials.
game?
c. How would you like to play this
game?
 birds and land)
 How do we take good care of God’s
creation? ( by
protecting and using them properly)
 What have you noticed when we recite the
poem?
(There are parts that are soft and there are
parts which are
loud.)
 What element of music was used to make
the poem more
beautiful and meaningful? (dynamics)
E. Discussing new concepts and practicing What particular symbol or words did you
new skills no.2 use in your slogan or
logo for t-shirts, bags and/or posters?
What shapes and colors did you use in
your slogan or logo?
What message/s would you like to
convey in your slogan or
logo?
F. Developing Mastery
(Leads to Formative Assessment 3.)

G. Finding practical application of concepts (Group Activity) Art Activity Refer to LM Activity 1 and 2 Activity 1: Buddy Buddy Do Activities 1-3 on LM
and skills in daily living Group A. Pupils do the acting of a spider p. 196 Crazy Can
based on the story Activity 2. Tumbang Preso
of the song “ Ang Diutay nga Damang”
( The Little Spider)
Group B. The pupils will sing the song
observing proper dynamics.

H. Making Generalization and abstraction
about the lesson
Dynamics can be used in reading poems, How will you make a slogan or logo
chants, drama, attractive?
and musical stories. In making a slogan or logo, you should
consider the
symbols or icons appropriate to the
message you want to tell or
relay. Colors are also important to make
your slogan or logo
attractive.
Tumbang Preso is a game that calls for What are the different sources of
agility, accuracy reliable information?
and speed. To do this, you need to Why should we believe them?
walk, run and dodge in
in varying directions and speeds to
avoid being tagged by
the “IT”. Your honesty, sportsmanship
and self discipline
are tested.

I. Evaluating learning Let the group tell the story of the” Little Evaluate the pupils artwork based on Answer the following questions: Do Let's Check on LM
Spider” through a the rubric found
song, “Ang Diutay na Damang”. Use varied in the LM. QUESTIONS YES NO
dynamics in Refer to BE PROUD on LM page ____. 1. I executed the skills correctly in
singing the song. Other pupils will do the Tumbang Preso in terms of:
acting or a. Walking
dramatize the story. b. Running
c. Moving in slow and fast movement in
varying directions
d. Throwing slippers
 e. Escaping from “IT”
2. I applied the proper values in the
games.

J. Additional activities for application and Choose a poem, chant, or musical story Cut out a logo from a magazine or Ask the pupils learn about other
remediation and apply the changes in newspaper and paste indigenous games in their locality.
dynamics. it in your notebook. Write a sentence Tell them to ask about the rules and
about it. materials of the games and write these
in their
P.E. notebooks.
V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below 80%
( needs remediation)
C. No. of learners who have caught up with the
lesson
D. No of learner who continue to require
remediation
E. Which of my teaching strategies work well?
Why?
F. What difficulties did I encounter which my
principal /supervisor can help me sove?
G. What innovation or localized materials did I
use/discover which I wish to share w/other
teacher?

SCHOOL STA. M0NICA ELEMENTARY SCHOOL GRADE LEVEL III

Grades 3 TEACHER IRENE R. MALLARI LEARNING AREA MATHEMATICS
Daily Lesson Log TEACHING DATE AND TIME JANUARY 08-12, 2018 QUARTER 3rd Quarter

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards demonstrates understanding of lines, Demonstrates understanding of continuous and repeating patterns and mathematical sentences involving multiplication and
symmetrical designs, and tessellation using division of whole numbers.
square, triangle and other shapes that can
tessellate.
B. Performance Standards is able to recognize and represent lines in Is able to apply knowledge of continuous and repeating patterns and number sentences involving multiplication or division of
real objects and designs or drawings, whole numbers in various situations.
complete symmetrical designs, and create
patterns of designs using square, triangle
and other shapes that can tessellate.
C. Learning Competencies/ Objectives
( Write the LC code for each)
II. CONTENT
( Subject Matter)
III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
3. Other Learning Resources
IV. PROCEDURES
A. Reviewing past lesson or
Presenting the new lesson
B. Establishing a purpose of the new
lesso
C. Presenting Examples/ instances of
the new lesson
tessellates the plane using triangles,
squares and other shapes that can
tessellate.
M3GE-IIIh-8.3
Tessellating a Plane Figure
Box, cut-outs of small
square/rectangle/triangle shapes, pieces of
bond paper, cartolina, paste/glue, scissors,
pencil, eraser, ruler, shape patterns, or
sketch pad, pictures of tiles in the house.
Answer the following:
How many sides has a triangle?
How about a square? a rectangle?
How many corners has a triangle?
How about a square? a rectangle?
Compare the triangle, rectangle, and
square according to the
number of sides and corners.
Give the pupils strips of art paper. Tell the
pupils to form a figure out of the given
strips.
-Ask: What figure did you form?
Provide 1/8 cartolina and cut-outs of small
squares of the same size
but with different colors. Call a pupil to
paste or glue the cut-outs of squares on the
card board without gaps.
-Ask: How many squares did you use?
Determines the missing term/s in a given combination of continuous and repeating pattern.
M3GE-IIIi-4
Determining the Missing Terms Weekly Test
Illustrations of the different patterns,
worksheets
Write the missing number. Using Triangles. Squares and other Checking of assignment
1) 1 + 2 = ___ Shapes that can be Tessellated Review
2) __ - 3 = 8 How did you make your own pattern?
3) 4 x __ = 10
4) 24 ÷ 6 = ___
Present the illustration on the board. Post on the board repeating patterns.
Call on a volunteer to determine the
next term for the continuous and
repeating pattern given.
What did the children do with the stars?
What can you say about the
arrangement of the stars?
Have pupils study the given patterns. 1. Show to the class the given Analyze the worksheet .What are the
Say: Look at the given set of shapes. pattern below: missing letters?
How are the shapes arranged?
What do they form? What shape should
be put on the line? Why?

D. Discussing new concepts and
practicing new skills no.1.
E. Discussing new concepts and
practicing new skills no.2
F. Developing Mastery
(Leads to Formative Assessment 3.)
Provide another cardboard or 1/8 cartolina
and cut-outs of small
squares and triangles of the same size but
with different colors. Call a
pupil to paste or glue the cut-out triangles
and do the same with the
cut-out squares.
-Ask, How many triangles did you use?
These are examples of repeating
patterns. Repeating patterns are
sequences of shapes or numbers that
repeat constantly and regularly.
One can predict the next term or missing
term by looking at the
regularity of the shapes or figures or
numbers repeated.
. For skill building, let the pupils

What are the symbols that repeat?
 How many times does each
symbol repeat for
each pattern. Underline the
repeating pattern and identify the
next three terms in the pattern.
Show another continuous and Ask questions how the pupils can
repeating pattern, and explain to the determine the missing numbers.
class how to determine the next or
missing term/s in a repeating pattern.
Consider the following guide questions:
What are the shapes, numbers, or
signs that repeat?
What attribute is changing?
How is it changing?
Underline the part of the pattern that
repeats.
Example:
What are the shapes, numbers, or
signs that repeat?
________________________triangles
What attribute is changing?
____________size
How is it changing?
__________________big, small…
Underline the part of the pattern that
repeats
Give the pupils more examples Discuss how they come up with their
and exercises for practice. Discuss answers
the results with them.
draw and create their own pattern
with attributes of their choice.
G. Finding practical application of
concepts and skills in daily living
H. Making Generalization and
abstraction about the lesson
Group Activity:
Divide the class into 4 groups and let
them work on the following activities.
Give each group a short bond paper,
one small cut-out square or triangle,
pencil and crayons.
Groups 1 and 2: Ask the pupils to draw
and cover the whole bond
paper with squares using the cut-out
squares. Make sure that there will be
no gaps between squares. Let them
color the design they have made.
Groups 3 and 4: Ask the pupils to draw
and cover the whole bond
paper with triangles using the cut-out
triangles. Make sure that there
will be no gaps between triangles. Let
them color the design they
have made.
Each group will talk about their design.
What have you observed about the
pattern made? Does it have any gap or
overlap?
Group the class by fours. Provide a Give more exercises and let them
worksheet for each group. Let answer them using their illustration
them identify and write the missing boards.
term/s in the given pattern.
A. Look at the pattern, then draw the
next shape.
Explain your answer______
B. What are the next three shapes
in this pattern? Draw them.
Explain your answer______
C. …………
D…………
How can you identify the missing How is pattern represented and Let them state ways of
term/s in a given pattern of shapes, describedw can you find the determining missing term/s in
figures or numbers? missing number/s in a given
the pattern.
pattern or
sequence?
 I. Evaluating learning Ask the pupils to answer the activities Refer to Lm p. 279 Activity 1 Refer to Lm p. 281 Activity 4
in the LM, Activity 1 p. 275

J. Additional activities for Ask the pupils to answer Activity 4 278 Refer to Lm p. 280 Activity 2 Draw you own simple patterns. Refer to Lm p. 281 Activity 5
application and remediation in the LM.

V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below
80% ( needs remediation)

C. No. of learners who have caught up

with the lesson

D. No of learner who continue to require

remediation
E. Which of my teaching strategies work
well? Why?
F. What difficulties did I encounter
which my principal /supervisor can help
me solve?
G. What innovation or localized
materials did I use/discover which I wish
to share w/other teacher?