Jan 6

School EXODUS ELEMENTARY SCHOOL Grade: THREE
Teacher ROSEMARIE T. DADULLA Learning Area: ESP

Daily Lesson Date / Time: JANUARY 6-10, 2020 Quarter: THIRD
Log
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I OBJECTIVES
A. Content Standard Naipamamalas ang pag-unawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ng pagsunod sa
mga tuntunin at batas na may kaugnayan sa kalikasan at pamayanan.
B. Performance Standard Naipamamalas ang pagiging masunurin sa mga itinakdang alituntunin ,patakaran at batas para sa malinis ,ligtas at maayos na
pamayanan
C. Learning Competency Nakapagpananatili ng ligtas na pamayanan sa pamamagitan ng paggiging handa sa sakuna o kalamidad Ikatlong Panahunang Pagsusulit
ESP3PPP – IIIi - 18
II CONTENT Laging Handa
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG ph. 20 ng 76
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from

Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Ano-anong mga kalamidad ang Ano-anong mga kalamidad o sakuna ang naranasan Ano- ano ang pwedeng
or presenting the new lesson nararanasan ng ating bansa. (Pagpapakita mo? mapagkunan ng iba’t-ibang
ng mga larawan ng kalamidad) impormasyon ukol sa mga
sakuna?
B. Establishing a purpose for Maaaring gawin ito sa pamamagitan ng Pagbasa ng kwento. Ano-ano ang mga
the lesson maikling talakayan. kinakailangan ihanda sa
Pagsumikapang maipalabas sa mga Mungkahing Kuwento: oras ng kalamidad?
mag-aaral ang kanilang kakayahan sa Sa isang liblib bayan ng Luklukan ay
pagtuklas ng sagot sa paglalaro nagkakagulo na ang mga tao. May balitang
ng Halo Letra. kumakalat na may darating na isang
napakalakas na bagyo na may kasamang
malakas na hangin at ulan. Maraming
nagsasabi na ito ay isang storm surge o
tinatawag nilang daluyong tulad ng nangyari sa
mga lalawigan ng Samar at Leyte.
Dahil sa balitang ito, agad na tinawag ng
Punong Bayan ang kanyang Disaster Rangers
upang pag-usapan ang tamang paghahanda
upang maiwasan ang malaking pinsala na
puwedeng idulot ng bagsik ng isang daluyong.
Ngunit marami pang puwedeng mangyari
maliban sa daluyong. Kaya muli silang nagplano
ng mga dapat gawin bilang paghahanda sa
anumang lindol, tsunami, sunog, landslide, at
pagbaha.
Inatasan ng Punong Bayan ang mga Disaster
Rangers upang tulungang maghanda ang mga
mamamayan sa posibleng pagdating ng ibat
ibang sakuna.
Disaster Rangers Red – tagapagbalita upang
makaligtas sa baha
Disaster Rangers Blue – tagapagbalita upang
makaligtas sa landslide
Disaster Rangers Yellow – tagapagbalita upang
makaligtas sa tsunami
Disaster Rangers Green – tagapagbalita upang
makaligtas sa lindol
Disaster Rangers Black – tagapagbalita upang
makaligtas sa dulot ng bagyo
Disaster Rangers White – tagapagbalita upang
makaligtas sa sunog
Disaster Rangers – mga tagapagtanggol o
tagapagligtas na tumutulong upang maging
handa ang mga tao sa sakuna, kalamidad, o di-
inaasahang pangyayari.
C. Presenting Ipasuri ang larawan. Ipaayos ang mga letra Pangkatin sa anim ang klase.Atasan ang bawat Pagbasa ng maikling kwento
Examples/instances of new upang makabuo ng salita tungkol sa mga pangkat na maging kasapi ng Disaster Rangers: sa isapuso.
lesson sakuna. Gamitin ang mga gabay sa ilalim Red, Blue, Yellow, Green, Black, at White.
ng larawan. Ipasulat sa kuwaderno ang
hinihinging mga kasagutan.
(Sagot: lindol, baha, bagyo,sunog,
tsunami, landslide).
D. Discussing new concepts Magkaroon ng malayang Ipagawa ang Gawaing 1. Pagtatanong tungkol sa
and practicing new skills #1 talakayan tungkol sa mga binasang kwento.
kasagutan ng mga bata. Pagnilayan ang mga
kabutihang magagawa ng
pagiging laging handa sa
panahon ng sakuna o
kalamidad.
E. Discussing new concepts

and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Laging handa, iyan ang dapat isapuso at Magpagawa ng isang Disaster Presentation na kung
applications of concepts and isaisip para makaiwas sa kapahamakan saan ay darating ang mga Rangers na tutulong para
skills maging handa sa panahon ng kalamidad at sakuna.
Magbigay ng 10 hanggang 15 minuto paghahanda
para sa presentasyon ng bawat pangkat.
* Ilagom ang mahahalagang
pangyayari sa ipinakita.
H. Making generalizations and Maging handa sa anumang sakuna para sa Pagpakita nang maayos na pagkaganap at Ipasulat sa loob ng bawat
abstractions about the lesson kaligtasan. kinakitaan ng pagpapahalaga sa pagtulong sa oras puso ang kanilang
ng sakuna, kalamidad, o pangyayaring hindi kabutihang nagawa sa
inaasahan. pagiging laging handa bilang
isang bata, bilang bahagi ng
pamayanan o bansa. Sa
ilalim naman ng mga puso
na nasa loob ng kahon,
ipasulat ang Mithiin para sa
kaligtasan.
I. Evaluating Learning Ano ang iyong gagawin sa tuwing may Rubriks Gumawa ng poster tungkol
kalamidad. sa kaligtasan sa isang
sakuna.
J. Additional activities for Ilista ang mga bagayna dapat gawin sa Maging handa tayo sa sakuna upang hindi Ang pagtuturo sa lahat ng
application or remediation tuwing may kalamidad. mapahamak. komunidad kung ano ang
dapat gawin sa panahon ng
sakuna ay nakatutulong ng
malaki para sa ligtas na
pamumuhay
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% on the formative
assessment
B. No. of Learners who
require additional activities for
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?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Teacher ROSEMARIE T. DADULLA Learning Area: MOTHER TONGUE
Log
I OBJECTIVES
A. Content Standard
B. Performance Standard Study Skills Vocabulary and Concept Composing

Development
C. Learning Competency Arrange 7 -10 words with the same beginning Identifies and use hyperbole in Write reactions and personal
letter in alphabetical order. sentences. opinions to news reports and
MT3SS – IIIg – h -9.3 MT3VCD – IIIf –h -3.6 issues. Third Quarterly Examinations
MT3C – IIIa –I – 2.6
II CONTENT Arranging 7 -10 words with the same beginning Hyperbole Writing reactions and personal
letter in alphabetical order. opinions to news reports and
issues.
A. References
1. Teacher’s Guide Pages 321 -322 309 - 310 325 - 326
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson

or presenting the new lesson
B. Establishing a purpose for Passing the Ball Unlocking of Difficulties: Do you have telephone at
the lesson - vision home?
-prejudice In what ways will telephones be
- What kind of world do you want to of help to us?
live in? Why?
C. Presenting Post pictures with different things found into it. New World Read the essay while the
Examples/instances of new pupils listen.
lesson “ Communicating with
Others”
D. Discussing new concepts - What are the tihngs found in the picture? What is the poem all about? How did people communicate
and practicing new skills #1 In order to attain freedom , what are in the old times?
needed? - How do people communicate
these days?
F. Developing mastery -stands in fields of gold
(Leads to Formative - claim the mountain snow
Assessment) - gather in the long grass
G. Finding Practical Cite a situation wherein the class can give word LM Activity 1.
applications of concepts and beginning with the letter that teacher gave.
skills
H. Making generalizations and How do we arrnge the words? What is hyperbole?
abstractions about the lesson
I. Evaluating Learning Arrange the following words ( Teachers will LM Activity 2.
provide it).
J. Additional activities for Write three sentences on a piece of
application or remediation paper expressed in hyperbole.
V. REMARKS
VI. REFLECTION

assessment
B. No. of Learners who require
additional activities for
remediation
have caught up with the lesson.
D. No. of learners who continue
to require remediation
did these work?
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Teacher ROSEMARIE T. DADULLA Learning Area: AP
Log
I OBJECTIVES
A. Content Standard Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakakilanlang kultural ng kinabibilangang rehiyon.
B. Performance Standard Nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon
C. Learning Competency Nakagagawa ng isang payak na mapang kultural Natutukoy ang mga gusaling
na nagpapakilala ng kultura ng iba’t ibang pangkutura / makasaysayang pook
lalawigan sa rehiyon. ng iba’t ibang lalawigan sa Lingguhang Pagtataya Ikatlong Panahunang Pagsusulit
AP3PKR – IIIi - 10 kinabibilangang kultura ng rehiyon.
AP3PKR – IIIi - 10
II CONTENT Mapang Kultural ng mga Lalawigan sa Aking Gusaling Pangkultura /
Rehiyon Makasaysayang Pook sa
Kinabibilangang Rehiyon
A. References
1. Teacher’s Guide Pages CG ph. 37 ng 120
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Maglaro ng charades tungol sa kultura ng isang Ano nga ang mapang kultural?
or presenting the new lesson lalawigan.
Ano ang mga makikita dito?
B. Establishing a purpose for Paano mo ipinakikilala ang iyong lalawigan sa Bukod sa mga kinalakihang kultura ,
the lesson ibang tao? ano pa ang nagsisilbing
pagkakakilanlan ng isang rehiyon.
C. Presenting Ilahad ang arain gamit ang “ Alamin Mo”.sa Magpakita ng larawan ng mga
Examples/instances of new Kagamitan sa Mag-aaral “. gusali sa rehiyon.
lesson
D. Discussing new concepts Ano ang nakikita nila sa cultural map? Ano –anong gusali ang
and practicing new skills #1 Ano ano ang mga mahahalagang impormasyon nagpapakilala sa rehiyon ?
na makikita sa cultural map?
E. Discussing new concepts Basahin ang Tuklasin Mo.
(Leads to Formative
Assessment)
G. Finding Practical Ipagawa ang Gawain A. Ipagawa ang Gawain B sa KM.
applications of concepts and
skills
H. Making generalizations and Bigyang diin ang kaisipan sa Tandaan Mo sa Paano mo natukoy ang kultura ng
abstractions about the lesson KM. isang lalawigan?
I. Evaluating Learning Pasagutan ang “ Natutuhan Ko ‘ sa KM. Maglaan ng sasagutan ang guro
para sa pagtatasa ng nalalaman ng
bata.
J. Additional activities for Magsulat ng sariling saloobin tungkol sa kutura Kasunduan:
application or remediation ng sariling lalawigan.Bigyang diin kung paano
Ipagmaalaki ang sariling kultura ng
pahahalagahan at pagyayamanin ang sariling
ating rehiyon.
kultura.
V. REMARKS
VI. REFLECTION

assessment
remediation
did these work?
solve?
teachers?
Teacher ROSEMARIE T. DADULLA Learning Area: FILIPINO
Daily Lesson
Date / Time: JANUARY 6-10, 2020 Quarter: THIRD
Log
I OBJECTIVES WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
A. Content Standard Nauunawaan ang ugnayan ng simbolo at mga Naipamamalas ang kasiyahan at Nauunawaan na may iba’t
tunog. tatas sa pagsasalita sa ibang dahilan ng pagsulat.
pagpapahyag ng sariling ideya/
kaisipan, karanasan, at damdamin.
B. Performance Standard Nababasa ang usapan ,tula, talata , kuwento Naipahahayag ang ideya/kaisipan Nakasusulat nang may
nang may tamang bilis, diin , tono , antala, at /damdamin /reaksyon nang may wastong baybay ,bantas at
ekspresyon. wastong tono, diin , bilis, antala, at mekaniks ng pagsulat
intonasyon.
C. Learning Competency Nababasa ang mga salitang klaster at may Nagagamit nang wasto ang pang- Nagagamit ang Malaki at maliit
diptonggo ukol na tungkol kay ,tungkol sa , na letra at mga bantas sa
F3KP – IIIi –j -11 ayon kay ,at ayon sa. pagsulat ng mga salitang
F3WG – IIIi –j -7 hiram.
Nakasusulat nang may
wastong baybay, bantas,gamit
ng Malaki at maliit na letra
upang maipahayag ang
ideya,damdamin o reaksyon sa
isang paksa / isyu.
F3KM – IIIi -3.2
II CONTENT Mga Salitang Klaster at Diptonggo Wastong Gamit ng Tungkol Pagsulat ng Salitang Hiram at
sa ,Tungkol Kay, Ayon Kay at Ayon Talata
sa.
A. References
1. Teacher’s Guide Pages 228 - 229 229 - 230 230 - 231
2. Learner’s Materials pages 124 - 125 125 - 126 126 - 127

3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Mga sitwasyong may Sanhi at Bunga. Mga sitwasyong may Sanhi at Sabihin ang
or presenting the new lesson Bunga. pamagat,tagpuan,tauhan,
suliranin ,solusyon ng
nakaraang kwento.
B. Establishing a purpose for Dugtungan: Ipakita ang mga salitang tungkol sa , Pasulatin ang mga bata ng
the lesson Sabihin: Pinayagan si Marc na sumama sa field tungkol kay , ayon kay at ayon sa. limang salitang may salitang
trip Pasulatin ang mga bata ng katutubo,salitang hiram.
pangungusap gamit ang mga ito. Mga salitang dinaglat
natutuhan sa naunang aralin.
C. Presenting Ipabasa ang kwentong “ Sakay Na” KM. Ipabasa ang kwentong “Sobre” KM. Ipabasa ang “ Putting Sobre”.
Examples/instances of new
lesson
D. Discussing new concepts Bakit “ Sakay Na” ang pamagat ng kuwento? Ano ang laman ng sobre? Paano binibigkas ang hiram na
and practicing new skills #1 Sino ang sumulat ng liham? salita?
Kanino ito ipinadala? Paano isinusulat ang hiram na
Ano ang ibinalita niya? salita?
E. Discussing new concepts Paano ginagamit ang salitang Paano isinusulat ang talata?
and practicing new skills #2 tungkol sa ,tungkol kay , ayon kay,at
ayon sa.
F. Developing mastery Pumili ng 2 diptonggo at 2 salitang may klaster at Dagdagan ang laman ng sulat ni Paano isinusulat ang “
(Leads to Formative gamitin ito sa pangungusap. Maricel. pangungusap”?
Assessment) Sumulat ng pangungusap gamit ang
pang-ukol na natutuhan sa aralin.
G. Finding Practical Pagmamalaki ng bawat isa. Pagmamalaki ng bawat isa. Pagmamalaki ng bawat isa
skills
H. Making generalizations and Ano ang kaster? Diptonggo? Ano ang pang-ukol? Paano isinusulat ang salitang
abstractions about the lesson hiram?
I. Evaluating Learning Sumulat ng isang talata na may 3 hanggang 5 Gamit ang mga pang-ukol na Sumipi ng 2 salitang hiram sa
pangungusap tungkol sa paraan na gagawin mo natutuhan isalaysay sa 2 nakaraang kuwento.
upang maipagmalaki ang bansang Pilipinas. pangungusap ang mga natutuhan
Bilugan ang mga salitang diptonggo at guhitan mo sa “ Sakay Na”.
ang salitang may klaster.
J. Additional activities for Maglista ng halimbawa ng diptonggo at salitang Pangyayari noong nakaraang Kasunduan
application or remediation may klaster. Pasko.Sumulat ng mga Ipagmalaki an gating sariling
pangungusap gamit ang pang-ukol. wika.
V. REMARKS
VI. REFLECTION
assessment
remediation
did these work?
solve?
teachers?
Teacher ROSEMARIE T. DADULA Learning Area: ENGLISH
Log
I OBJECTIVES
A. Content Standard Understand the value of listening to the text or

information heard.
B. Performance Standard Listening Comprehension Weekly Test
C. Learning Competency Determine whether a story is realistic or fantasy. Identify adjectives.

EN3LC – IIIg – h – 3.15 EN3G – IIIf –g -5
II CONTENT Real or Fantasy Adjectives
A. References
1. Teacher’s Guide Pages CG p. 45 of 170
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Realisitc or fantasy
or presenting the new lesson
B. Establishing a purpose for Have you seen the movie “ Spiderman “.? Adjectives song.
the lesson
C. Presenting Show the comic strip Garfield by Jim Davis. Show a pictures of a car. Ask
Examples/instances of new questions about it.
lesson
Garfield, the coffee
you brewed for me
did not taste good.
But Jon, that

coffee was my
special pet brew.
D. Discussing new concepts Who are the characters in comic strip? What did the words do in our
and practicing new skills #1 What did Garfield do to Jon one day?Did he like lesson?.
it?
E. Discussing new concepts Looking at the picture, what do you think is the
and practicing new skills #2 taste of the coffee Garfield had brewed?
F. Developing mastery Creating an Organizer
(Leads to Formative Construct a T –graph.
Assessment)
G. Finding Practical I will read the phrase ,raise the Rif it is realistic Group Actitvity
applications of concepts and and F if it is fantasy.
skills
H. Making generalizations and When do we say a story is realistic or fantasy? What is an adjectives?
I. Evaluating Learning Based on Elementary Lesson Guide 3.p ( Teachers ‘ discretion ).
J. Additional activities for Write five things that can happen in real life.Write Study adjectives at home.
application or remediation five fantasies that cant happen in real life.
V. REMARKS
VI. REFLECTION
assessment
remediation
did these work?
solve?
teachers?
Teacher ROSEMARIE T. DADULLA Learning Area: SCIENCE
Log
I OBJECTIVES
D. Content Standard Motion of Objects
E. Performance Standard Observe,describe,and investigate the position and movement of things around them.
F. Learning Competency Describe the movement of an objects as fast or Describe the act of stretching and
slow./ forward and backward compressing objects.
S3FE – IIIe –f -3 S3FE – IIIe –f -3
II CONTENT Different Movements of an Object Acts of Stretching and Compressing
Objects
A. References
1. Teacher’s Guide Pages CG p.20 of 64. 188 -189
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson How did you move the car in yesterday’s activity. How to make an object move
or presenting the new lesson forward and backward?
How to make an object move fast
and slow?
B. Establishing a purpose for Who among you have watch a track and field Show rubber band to the class.
the lesson competition? What can you do to a rubber band?
How was it? Where do we usually use rubber
How can one win a game? bands?
C. Presenting Divide the class into groups with five members
Examples/instances of new each.
lesson
D. Discussing new concepts Which of the two cars move faster?Why? What happened to the rubber band
and practicing new skills #1 after releasing?
E. Discussing new concepts What direction did it go?
(Leads to Formative
Assessment)
G. Finding Practical Group report.
skills
H. Making generalizations and Fordce can speed up or slow down the Objects that can be stretched and
abstractions about the lesson movement of an object.An increase in the compressed are elastic.
amount of force exerted on a moving object
makes it moves faster.On the other hand,a
decrease in the amount of the exerted force
makes the object move slower.
I. Evaluating Learning Describe the movement of blade of an electric Draw down five objects can be
fan. stretched and compressed.
J. Additional activities for Cut pictures of objects that can moves fast or List down five objects that can be
application or remediation slow. stretched and compressed found at
home.
V. REMARKS
VI. REFLECTION

assessment
remediation
did these work?
solve?
teachers?
Daily Lesson Teacher ROSEMARIE T. DADULLA Learning Area: MATHEMATICS
Log
I OBJECTIVES
G. Content Standard Demonstrates understanding of continuous and repeating patterns and mathematical sentences involving multiplication and
division of whole numbers.
H. Performance Standard Is able to apply knowledge of continuous and repeating patterns and number sentences involving multiplication or division
of whole numbers in various situations.
I. Learning Competency Determines the missing term/s in a given Finds the missing value in a number
combination of continuous and repeating pattern. sentence involving multiplication or
M3AL – IIIi -4 division of whole numbers. Summative Test
M3AL – IIIj - 12
II CONTENT Determining the Missing Term in a Pattern. Finding the Missing Value in a
Number Sentence.
A. References
1. Teacher’s Guide Pages 326 -327 330 -331
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Write the missing number. 1. If 3 and 7 is 10 , what is 10 -3__
or presenting the new lesson 1. 1 +2 = ___ 2. If you subtract 4 from 8 and then
2. ___ - 3 =8 add 3 to the difference , what is the
answer?
B. Establishing a purpose for Present the illustration on the board. Starfish live in the ocean.Most
the lesson starfish have 5 “arms”that make
them look like stars.Suppose 3
starfish are on the beach.You want
to know the number of arms the 3
starfish have.
C. Presenting Have the pupils study the given pattern. Post the problem on the board in
Examples/instances of new TG.
lesson
D. Discussing new concepts What kind of pattern is given? How many pupils are there?
and practicing new skills #1 How many items did they borrow?
F. Developing mastery Answer Activity 1 and 2 in the LM. Activity 2 in the LM.
(Leads to Formative
Assessment)
G. Finding Practical Let pupils answer Activity 3 in pairs. Activity 3.
skills
H. Making generalizations and How can you identify the missing term /s in a How can you find the missing value
abstractions about the lesson given pattern of shapes ,figures or numbers? in a number sentence involving
multiplication and division?
I. Evaluating Learning Do individually and answer Activity 4 in the LM. Do Activity 4 in the LM.
J. Additional activities for Answer Activity 5 in the LM. Answer at home Activity in LM.
application or remediation
V. REMARKS
VI. REFLECTION
assessment
remediation
did these work?
solve?
teachers?
Daily Lesson Teacher ROSEMARIE T. DADULLA Learning Area: MAPEH
Log
I OBJECTIVES
A. Content Standard Demonstrates understandings of movement in Demonstrates understanding of

relation to time ,force and flow. factors that affect the choice of
health information and products.
B. Performance Standard Performs movements accurately involving Demonstrates critical thinking as a
time,force and flow. wise consumer.
C. Learning Competency Performs conditioning and flexibility exercises Identify consumer responsibilities Summative Test
that will improve body mechanics. H3CH – IIIh -9-10
PE3PF – IIIa – h -16
II CONTENT Indigenous Game: Tumbang Preso Consumer Responsibilities
A. References
1. Teacher’s Guide Pages 317 -318 436 -437
3. Text book pages

Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Checking of Attendance Form 3 groups and ask each group
or presenting the new lesson Warm - up Activities to role play a situation about
consumer right.
B. Establishing a purpose for What games do Filipinos usually play? What should you do as a consumer
the lesson before you use a product or service?
C. Presenting Present a picture of creative game called Crazy Brainstorm about the word “
Examples/instances of new Can. responsibility” and a “ consumer”.
lesson
D. Discussing new concepts How would you like to play this game? - What are the five things to
and practicing new skills #1 remember concerning consumer as
a person?
(Leads to Formative
Assessment)
G. Finding Practical Activity 2 : Tumbang Preso Role Play about consumer
applications of concepts and responsibilities:
skills Reflective Strategy:
As a consumer ,how vast you know
your responsibility in our country?
H. Making generalizations and What indigenous game did you played today? What are consumer responsibilities?
I. Evaluating Learning Rubriks Do Let’s Check on LM.
J. Additional activities for Research a game that is like tumbang preso in Agreement:
application or remediation way of playing the game. Make or be a wise consumer.
V. REMARKS
VI. REFLECTION

assessment
remediation
did these work?
solve?
teachers?

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School EXODUS ELEMENTARY SCHOOL Grade: THREE

Teacher ROSEMARIE T. DADULLA Learning Area: ESP

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

1. Teacher’s Guide Pages CG ph. 20 ng 76

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

E. Discussing new concepts

A. No. of learners who earned

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Performance Standard Study Skills Vocabulary and Concept Composing

1. Teacher’s Guide Pages 321 -322 309 - 310 325 - 326

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

A. Reviewing previous lesson

A. No. of learners who earned

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher’s Guide Pages CG ph. 37 ng 120

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

A. No. of learners who earned

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1. Teacher’s Guide Pages 228 - 229 229 - 230 230 - 231

2. Learner’s Materials pages 124 - 125 125 - 126 126 - 127

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard Understand the value of listening to the text or

C. Learning Competency Determine whether a story is realistic or fantasy. Identify adjectives.

II CONTENT Real or Fantasy Adjectives

III. LEARNING RESOURCES

1. Teacher’s Guide Pages CG p. 45 of 170

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

But Jon, that

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

D. Content Standard Motion of Objects

1. Teacher’s Guide Pages CG p.20 of 64. 188 -189

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

A. No. of learners who earned

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher’s Guide Pages 326 -327 330 -331

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard Demonstrates understandings of movement in Demonstrates understanding of

III. LEARNING RESOURCES

1. Teacher’s Guide Pages 317 -318 436 -437

2. Learner’s Materials pages

3. Text book pages

4. Additional Materials from

A. No. of learners who earned

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