GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III

ESP 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards 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
B. Performance Naipamamalas ang pagiging masunurin sa mga itinakdang alituntunin, patakaran at batas para
Standards sa malinis, ligtas at maayos na pamayanan
C. Learning Nakasusunod sa mga tuntuning may kinalaman sa kaligtasan tulad ng mga babala at batas
Competencies/ trapiko pagsakay/pagbaba sa takdang lugar
Objectives
Write LC code for each EsP3PPP- IIIh – 17

II. CONTENT TRAFFIC SIGNALS AT ROAD SIGNALS

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional English DLP
Materials from
Learning Resource
(LR) portal
A. Other Learning Powerpoint, flaglets, tarpapel, Show Me Board, Metacards
Resources
IV. PROCEDURES
A. Reviewing 1. Pagbati
previous lesson or Magandang umaga mga bata
presenting the new 2. Pagdadasal
lesson 3. Pagganyak
Buuin ang kahulugan ng bawat jumbled letters na nasa itaas ng mga kulay..

B. Establishing a Pagganyak
purpose for the
lesson Sabihin:

Lahat tayo ay tumayo at magmamartsa nang sabay sabay.

Tumingin sa hawak kong flaglets na may tatlong kulay.Isa- isa kong itataas ang bawat kulay at
isagawa ang mga sumusunod.

Pula- Stop o Hinto

Yellow- Slow Down o Bagalan

Berde- Go o Diretso o Patuloy

 Itanong:

Saang lugar ninyo madalas makita ang ganitong mga kulay?

Bukod sa mga kulay na ito, anu ano pang traffic sign ang makikita ninyo sa kalsada?
C. Presenting Paglalahad
examples/instances
of the new lesson Ipakita sa pamamagitan ng powerpoint ang mga Road Sign na makikita sa kalsada.

Ilaw trapiko o Traffic Light

Pook Tawiran Tigilan ng Bus Huminto

Riles ng Tren Tawiran ng mga tao Ilaw para sa Tawiran

D. Discussing new Itanong:
concepts and
practicing new skill #1 Anu-ano ang tawag at ibig sabihin ng mga Road Sign na ito?

Ϻay ilang kulay ang ilaw trapiko?

Ano ang ibig sabihin ng bawat kulay ng ilaw?

Ano ang kahulugan ng Ped xing?

Kung ikaw ay mag- aabang ng bus, san ka dapat pumunta?

Ano ang kahulugan ng salitang STOP?

Anong marka ang iyong makikita sa riles ng tren?

Saan ka dapat tumawid kapag gusto mong lumiban sa kabilang kalsada? Ano pa ang ibang tawag dito
sa tawirang ito? Bakit dito ka dapat tumawid?

Anu- ano ang mga kulay ng dalawang ilaw na may hugis tao ang nakikita ninyo? Ano ang ibig sabihin
ng bawat- isa?

Dapat ba nating sundin ang bawat traffic signals at road signals? Bakit?

E. Discussing new Ipagawa sa mga mag- aaral ang sumusunod na gawain.

concepts and
practicing new skill #2 Hanap mo, Partner mo!

Bumuo ng dalawang pangkat.

Pangkat 1: 5 lalaki

Pangkat 2: 5 babae

Bigyan ang unang pangkat ng envelop na naglalaman ng larawan ng bawat traffic signals and road
signals at sa ikalawang pangkat naman ang envelop ng metacards na may nakasulat na kahulugan ng
bawat traffic signals and road signals.

Hayaang hanapin ng bawat- isa ang kanilang tamang kapartner batay sa hawak nilang larawan at
kahulugan nito.
F. Developing mastery Differentiated Instruction:
(Leads to Formative
Assessment) Hatiin sa 3 pangkat ang mga bata batay sa kanilang antas ng kakayahan ng pagkatuto.

Bigyan ng envelop ang bawat pangkat at ipagawa ang gawaing nakapaloob dito.

G. Finding practical Gamit ang Show Me Board, kumpletuhin ang pangungusap.

applications of
concepts and skills in Mahalagang sumunod sa mga batas trapiko
daily living upang__________________________________________________________________________
_________________________________________________________________
H. Making Bakit mahalaga sa mga tumatawid sa kalsada na malaman at maunawa ang ibat-ibang Traffic Signals
generalizations and at Road Signals sa kalsada?
abstractions about the
lesson
I. Evaluating learning
 J. Additional activities Gamit ang mga lumang karton, gumuhit ng iba’t- ibang traffic signals at road signals. Lagyan ito ng
for application or kulay at isulat ang bawat kahulugan nito.
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
AP3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Naipapamalas ang pag- unawa at pagpapahalaga sa pagkakakilanlang kultural ng
kinabibilangang rehiyon
B. Performance Nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa
Standards kinabibilangang rehiyo
C. Learning Natatalakay ang mga pagbabago at nagpapatuloy sa sariling lalawigan at kinabibilangang
Competencies/ rehiyon
Objectives
Write LC code for each AP3KLR- IIc-2

II. CONTENT GITNANG LUZON

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional ARALING PANLIPUNAN DLP
Materials from
Learning Resource
(LR) portal
B. Other Learning Powerpoint, flaglets, tarpapel, mapa
Resources
IV. PROCEDURES
D. Reviewing Balik-aral
previous lesson or Anu-ano ang mga lalawigang bumubuo sa Gitnang Luzon? Ituro at bilugan ang
presenting the new mga Ito sa mapa.
lesson

E. Establishing a 1. Pagganyak
purpose for the Pag-awit ng awiting "Rehiyon III".
lesson
Ang Gitnang Luzon katangi-tangi

Sa dibdib ng ating lahi

Siya'y nangunguna sa lahat

Kung kaunlaran ang siyang hangad

Itong rehiyong tatlo'y pagka-ibigin

Na siyang dangal ng bayan natin

 Tanghalin siyat ating awitan

Kamanyang ating ialay

(Ulitin mula simula)

2. Paglalahad
 Ano ang inilahad ng awit?

F. Presenting 1. Pagbubuod
examples/instances Anu-ano ang mga lalawigang bumubuo sa Gitnang Luzon?
of the new lesson 2. Paglalapat
Anong lalawigan ang nakasasakop sa Lungsod ng Gapan na ating tinitirhan?

D. Discussing new 1. Magbigay ng mga napuntahan mo nang lugar dito sa ating Lungsod ng Gapan.
concepts and ___________________________________________________________________________
practicing new skill #1 2. Bakit mahalaga na alam mo ang iyong pinag galingan?
___________________________________________________________________________

E. Discussing new Kung ikaw ay naligaw, ano ang gagawin mo upang makauwi?
concepts and ___________________________________________________________________________
practicing new skill #2
F. Developing mastery
(Leads to Formative
Assessment) Isulat kung anong lalawigan ang tinutukoy ng bawat pangungusap.
1. Tinaguriang "Rice Granary" of the Philippines.
2. Sinalanta ng lahar nang pumutok ang Bulkang Pinatubo.
3. Matatagpuan ang Dambana ng kagitingan.

G. Finding practical Gamit ang Show Me Board, kumpletuhin ang pangungusap.

applications of
concepts and skills in Mahalagang malaman ang ating sariling rehiyon
daily living upang__________________________________________________________________________
_________________________________________________________________
H. Making Bakit mahalaga ang pagmamahal mo sa iyong kinalakihang lugar at rehiyon?
generalizations and
abstractions about the
lesson
I. Evaluating learning Ilagay ang mga Central ng Bawat Lungsod sa Gitnang Luzon
 J. Additional activities Humanap ng mga larawan ng magagandang tanaawin buhat sa mga lalawigan sa Gitnang Luzon
for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
SCIENCE 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Sources and uses of light, sound, heat and electricity
B. Performance Apply the knowledge of the sources and uses of light, sound, heat, and electricity
Standards
C. Learning Describe the different uses of light, sound, heat, and electricity in everyday life
Competencies/
Objectives
Write LC code for each S3FE-IIIa-b-1

II. CONTENT LIGHT, SOUND, HEAT AND ELECTRICITY

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional Science DLP
Materials from
Learning Resource
(LR) portal
C. Other Learning Powerpoint, flaglets, tarpapel, Show Me Board
Resources
IV. PROCEDURES
G. Reviewing 1. What is the primary source of heat and light?
previous lesson or
presenting the new 2. Motivation:
lesson Present pictures. Let pupils identify things in the picture.
What can these things provide us?

H. Establishing a The sun is the primary source of heat and light. There are also other sources which were going to find
purpose for the out in our activity.
lesson
Activity:

Distribute activity cards: (Activity card contains pictures of the following with guide questions)

1. One cooking with firewood.

What fuel was used in cooking? (gas, firewood, charcoal)

 What can firewood provide?

2. Electric Flat Iron

Where do you use it?

Can it work by itself?

I. Presenting Based on our activity what are other things that can give us heat and light?
examples/instances
of the new lesson

D. Discussing new Can electricity also serves as a light and heat conductor?
concepts and _____________________________________________
practicing new skill #1

E. Discussing new You need to review for your test tomorrow but unluckily there's a power failure in
concepts and your place. What are you going to do to review?
practicing new skill #2 _____________________________________________

F. Developing mastery Tell whether fuel or electricity was used as source of heat and light.
(Leads to Formative 1. electric bulb -
Assessment) 2. roast a chicken with charcoal -
3. cook with firewood
4. iron clothes
5. alcohol lamp
G. Finding practical It is important to know improvised and substitute conductors of heat and light
applications of because________________________________________________________________________
concepts and skills in
daily living
 H. Making What if there is no electricity on earth, what do you think would happen?
generalizations and
abstractions about the ________________________________________________________________________
lesson
I. Evaluating learning

J. Additional activities Cut out or draw a picture that can provide us with heat and light. Indicate whether fuel
for application or or electricity was used as a source.
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
ENGLISH 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Recognize the use of interrogative pronoun
B. Performance Form correct questions with interrogative pronouns
Standards
C. Learning Homographs (e.g., read-read)
Competencies/
Objectives
Write LC code for each EN3V-IIIg-h-13.7

II. CONTENT HOMOGRAPHS

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional English DLP
Materials from
Learning Resource
(LR) portal
D. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
J.Reviewing previous Show the poem on the visualizer projector. Let the students read it. Discuss with the students
lesson or presenting what the poem is about and elicit from them the words that are homonyms. Underline them in
the new lesson the poem. Get the students to explain to you how the two words are different.

K. Establishing a Write the word ‘Homonyms’ on the whiteboard. Explain to the students that homonym
purpose for the have the same sound and can be spelled the same way but have opposite meanings. Write the
lesson homonyms from the poem below ‘Homonyms’ on the whiteboard. Get the students to provide
you with other examples of homonyms. Write the students’ answers on the whiteboard.
Example:
• lie, bear, just, board, crane
Get the students to construct sentences using each homonym that is written on the board.
Ten, let them explain the different meanings of the homonyms used.
L. Presenting Show the students the powerpoint slides. Go through the first slide and get the students to guess
examples/instances what the pictures are telling them. For instance, on the first slide, have one picture showing some
of the new lesson actors bowing on the stage while another picture next to it shows a man wearing a tuxedo with a
bow around his neck. Once the students can guess what the word is, get them to construct
a sentence for each of the pictures on the slide.

Example:
• Te actors bow after their final performance.

D. Discussing new
concepts and
practicing new skill #1
E. Discussing new
concepts and
practicing new skill #2
• He wore a bow around his neck.
Tell the students that the word used in each slide is called a homograph. Explain to the
students those homographs are words that are spelt the same way but have different
meanings and pronunciations. Get the students to think of other homographs that have not
been shown on the PowerPoint slides.
Example:
• does, entrance, minute, wind
Get the students to form pairs and write a poem on homonyms and homographs about any
topic of their choice. To help those who might be unsure of what to do, you may want to give
them a set of homonyms and homographs to choose from. Ten, encourage them to be creative
and write their poems. They can share their poems with the class during the next lesson. The
students’ work can also be pinned on the English notice board.

F. Developing mastery Put the class into groups. Tell them that they are going to play charades. Explain to them that
(Leads to Formative you have a bag with slips of paper. Tere are homonyms and homographs on each slip of paper. A
Assessment) student from each group will take turns to pick a slip of paper, read it quietly to himself and act
it out for the class. Te other students in the groups have to figure out the word and write it down
on their whiteboard. After that, get each group to reveal their answers. Award points to the
correct answers. At the end of the charades, total the points to see which group has the most
number of points.
G. Finding practical It is important to know the difference of homograph words
applications of because_________________________________________
concepts and skills in
daily living
H. Making What makes homograph words confusing? What can you do to avoid getting confused?
generalizations and
abstractions about the ________________________________________________________________________
lesson
I. Evaluating learning Explain the meanings of given homonyms and homographs
READ- READ
DOES-DOES
LIGHT-LIGHT
BAT-BAT
WATCH-WATCH
J. Additional activities Create a simple poem with homonyms in it
for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
 What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
FILIPINO 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Nakatutukoy ng ginamit na pang-ukol sa isang pangungusap;
B. Performance Nakasusulat ng isang pangungusap gamit ang pang-ukol
Standards
C. Learning Nagagamit nang wasto ang pang-ukol (laban sa, ayon sa, para sa, ukol sa, tungkol sa)
Competencies/
Objectives
Write LC code for each F3WG-IIIi-j-7 F3WG-IIIi-j-7 F3WG-IVi-j-7

II. CONTENT PANG-UKOL

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional Filipino DLP
Materials from
Learning Resource
(LR) portal
E. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
M. Reviewing Ang guro ay tatawag ng dalawang estudyante isang babae at isang lalaki upang basahin ang
previous lesson or pinag-usapan ng dalawang bata
presenting the new
lesson Ang Sabi ng PAG-ASA

Merlie: Ano ang sabi ng PAG-ASA?

Norbert: Ayon sa pag-asa, signal number 2 daw. May bagyo. Wala tayong pasok.
Merlie: Ngunit ayon kay nanay, merun daw. Hindi nya siguro narinig ang balita.
Norbert: Mabuti pa, buksan mo na ngayon ang radyo upang mapakinggan mo ang tungkol sa
bagyo.
Nakinig ang dalawa sa radyo.
Merlie: Ay oo nga, ayon sa pag-asa signal number 2 tayo.
Norbert: Para sa kabutihan natin huwag tayong lumabas ng bahay.
Merlie: Magbasa na lang tayo ng libro.

Mga bata, ano ang sabi ng PAG-ASA?

Mahusay! Alam nyo ba mga bata na ang ibig sabihin ng PAG-ASA ay Philippine Atmospheric,
Geophysical, Astronomical Services Administration. Sila yung nagbibigay sa atin ng
impormasyon kung may darating bagyo sa ating bansa. Kaya’t mga bata kung may bagyo ano
ang gagawin natin?

Magaling! Upang tayo ay di magkasakit. Ngayon kanino naman nanggaling ang balitang walang
pasok?

Tama ba ang impormasyon ng nanay ni Merlie mga bata?

Magaling, ngunit dapat nating tandaan na ang ating Nanay o magulang ay dapat nating sundin
kasi alam nila kung ano ang mas nakakabuti para sa atin. Maaring hindi narinig/alam ng nanay
 ni Merlie na walang pasok.

N. Establishing a Lagi nating tatandaan na ang pang-ukol ay pang-ugnay na nagpapakita ng kaugnayan ng

purpose for the pangngalan o pang-halip. Ito ay ginagamit natin araw-araw sa pakikipag usap sa ating pamilya,
lesson kaibigan at sa mga taong nakapalibot sa atin.

O. Presenting Ang mga ito ay tinatawag na pang-ukol. Ito ay ang pang-ugnay na nagpapakita ng kaugnayan ng
examples/instances pangngalan o panghalip sa ibang salita sa pangungusap o pinag-uukulan ng isang gawain.
of the new lesson
Ang mga karaniwang pang-ukol ay ang mga sumusunod:

• sa/sa mga - ng/sa mga

• ayon sa - ayon kay/kina
• para sa -para kay/kina
• alin-sunod sa -alinsunod kay/kina
• hinggil sa -hinggil kay/kina

Halimbawa:
Ayon kay Alden magandang binibini si Yaya Dub.

Sinong nakakakilala kay Yaya Dub?

D. Discussing new Magaling! Ngayon, sinong makapagbibigay ng halimbawa gamit ang mga pang-ukol ?
concepts and
practicing new skill #1

E. Discussing new Gamit ang mga pang ukol na tinalakay natin sa iyong sariling pangungusap
concepts and
practicing new skill #2
F. Developing mastery Bilugan ang wastong pang-ukol sa loob ng panaklong.
(Leads to Formative
Assessment) 1. Huwag na tayong lumabas (ng,sa) bahay tuwing may
bagyo.
2.( Ayon sa, Ayon kay) Rene, may parating daw na bagyo
bukas.
3. Ang binili kong Radyo ay (para kay, para kina) inay at
Itay.
4. Ang pagbabalita ng pag-asa ay (para sa, para kay)
mga mamamayan.
5. Si tatay ay bumili ng gamot (para sa, ayon sa) ubo.
G. Finding practical Mahalaga na malamang gamitin ang mga pang-ayon sa pagbuo ng pangungusap
applications of dahil_________________________________________
concepts and skills in
daily living
H. Making Saan maaaring gamitin ang mga pang-ukol?
generalizations and
abstractions about the ________________________________________________________________________
lesson
I. Evaluating learning Gamitin sa pangungusap ang mga sumusunod na pang-ukol upang bumuo ng pangungusap

1. para kay
___________________________________________
2. alinsunod sa
___________________________________________
3. ng
____________________________________________
4. sa
____________________________________________
 5. tungkol sa

J. Additional activities
for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
MATH 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Demonstrates understanding of proper and improper, similar and dissimilar and equivalent
fractions
B. Performance Able to recognize and represent proper and improper, similar and dissimilar and equivalent
Standards fractions in various forms and contexts.
C. Learning Visualizes and represents fractions that are equal to one and greater than one using regions, sets
Competencies/ and number line
Objectives
Write LC code for each M3NS-IIIa-63

II. CONTENT FRACTIONS

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional Mathematics DLP
Materials from
Learning Resource
(LR) portal
F. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
P. Reviewing 1. Drill: Fraction less than one
previous lesson or Give the fractions for the shaded parts
presenting the new
lesson

2. Review:
Part of fractions
What are the parts of fractions?
Which part of the fractions represents the number of equal parts?
Which part represents the number parts being considered?

Q. Establishing a Game pupils describes a fruit and let their classmates give the name of the fruit. Then, divide the
purpose for the fruits to showcase the fractions
lesson

R. Presenting 1. Use real object for the problem illustration

examples/instances a. show a papaya and cut it equally into half.
of the new lesson
Into how many parts is the papaya divided?
How will you write one of the equal parts?
b. Let the pupils write the fractions in figures and in words.
c. Compare the fractions.
D. Discussing new Ring the fractions equal to one.
concepts and
practicing new skill #1 a. 4 2
4 4

b. 2 3
3 3

E. Discussing new Write 5 fractions each living a value of one.

concepts and
practicing new skill #2
F. Developing mastery What are the fractions equal to one?
(Leads to Formative __________________________________________
Assessment)

G. Finding practical
applications of
concepts and skills in
daily living
Distribute fraction circles to pupils. Let them divide the circular regions by showing the
amount of cake. Consumed by each. Ask the pupils to shade the designed parts using
crayons.
a. Who consumed the least?
b. Who consumed the greatest?

H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
What shall we remember when ordering fractions less than one having one as numerators?
________________________________________________________________________
Write the fractions numerals for the following
1. five fifths _____________
2. two halves _____________
3. four fourths _____________
4. eight eighths _____________
5. six sixths _____________

J. Additional activities A group of friends was given a rice cake. Mary ate 1/2 , Rose 1/6, Carol 1/8 and Camille ¼.
for application or Who consumed the most? The least?
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
 What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
ENGLISH 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Use possessive pronouns mine, yours, his, hers, their and ours
B. Performance
Standards
C. Learning Identify commonly used possessive pronouns and use them in a sentence
Competencies/
Objectives
Write LC code for each

II. CONTENT POSSESIVE PRONOUNS

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional English DLP
Materials from
Learning Resource
(LR) portal
G. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
S. Reviewing 1. Pronunciation Drill
previous lesson or
presenting the new bake take lake
lesson cake sake fake

T. Establishing a
purpose for the
lesson A possessive or ktetic form is a word or grammatical construction used to indicate a
relationship of possession in a broad sense. This can include strict ownership, or a
number of other types of relation to a greater or lesser degree analogous to it.
a. This is my bag. This bag is mine.
b. This pair of shoes is yours.
c. This pencil is this.

U. Presenting Possessive pronouns (also called “absolute” or “strong” possessive pronouns) are mine,
examples/instances
of the new lesson yours, his, hers, its, ours, yours, and theirs. They replace a noun or noun phrase already used,
replacing it to avoid repetition: "I said that phone was mine."

Possessive adjectives (also called “weak” possessive pronouns) are my, your, his, her, its,
our, your, and their. They function as determiners in front of a noun to describe who
 something belongs to. For example: "I said that's my phone."
D. Discussing new Underline all the possessive pronouns in the following sentences.
concepts and
practicing new skill #1 1. I took my dog to a dog show.
2. His hair was longer than hers.
3. I saw that her dog was smaller than their dog.
4. Someone asked, "Is that dog yours?"
5. I replied, "Yes, he's mine.
E. Discussing new Fill in the blank with the proper possessive pronoun: mine, ours, his, hers, yours, its, theirs
concepts and
practicing new skill #2
1. I paid for my scarf, so it is _______________ .
2. Pick any of these desserts. The choice is _______________ .
3. The math book belongs to Ralph. It is _______________ .
4. All my brothers love video games. Playing them is a favorite pastime of
______________ .
5. We bought this game together, so it is _______________ .

F. Developing mastery When do we use the possessive pronoun mine, yours, his, hers, theirs, ours?
(Leads to Formative
__________________________________________
Assessment)

G. Finding practical In pairs, tell the pupils to write a dialogue using the possessive pronouns mine, yours, his,
applications of
concepts and skills in hers, theirs and ours.
daily living
H. Making Use mine, yours, her, ours, theirs in a sentence.
generalizations and
________________________________________________________________________
abstractions about the
lesson
I. Evaluating learning Read the sentences. Copy and complete each sentence by using appropriate possessive
pronouns.
1. These toys belong to him. It is _____________.
2. That hat belongs to you. It is ____________.
3. That umbrella belongs to Brenda. It is ____________.

J. Additional activities Use mine, yours, her, ours, theirs in a sentence.

for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
 continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
FILIPINO 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards Naisusulat ang tamang bantas na panapos sa pangungusap.
B. Performance
Standards
C. Learning Nakasusulat ng talata nang may wastong baybay, bantas at gamit ng malaki at maliit na letra
Competencies/
upang maipahayag ang ideya, damdamin o reaksyon sa isang paksa o isyu
Objectives
Write LC code for each F3KM-IIIi-3.2

II. CONTENT TALATA

III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional Filipino DLP
Materials from
Learning Resource
(LR) portal
H. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
V. Reviewing Ilang gulay at prutas ang kaininninyu araw-araw?
previous lesson or
Ang gulay at prutas ay mainam saating katawan.Wow!
presenting the new
lesson Ang sarap ng mga pagkain!

Tatanungin ang mga mag aaral sapagkakaiba ng mga pangungusap nakanilang nabasa.
W.Establishing a Ang ating mga binasa ay mga pangungusap. Ngayong araw ay ating tatalakayin ang mga uri ng
purpose for the
Pangungusap ayon sa gamit. May apat na uri ang pangungusap ayon sa gamit, ito ay ang Paturol
lesson
o Pasalaysay, Patanong, Pautos, at Padamdam.

X. Presenting Gamit ng mga Bantas

examples/instances 1. Tuldok o Period (.)
of the new lesson
2. Pananong o Question Mark (?)
3. Padamdam o Interjection (!)
4. Kuwit o Comma (,)
5. Kudlit Apostrophe (‘)
6. Gitling o hyphen (-)
7. Tutuldok o Colon (:)
8. Tutuldok-Kuwit o Semicolon (;)
9. Panipi o Quotation Mark (“”)
 10. Panaklong o Parenthesis ( )
11. Tutuldok-tutuldok o Elipsis (…)
D. Discussing new Lagyan ng wastong bantas ang mga sumusunod.
concepts and
practicing new skill #1 1.Nakatakda ang pag-alis ni Gng Javier sa Marso 16 2014.
2. Opo aalis na ako
3. Nakatira ako sa Bacoor Cavite
4. Ang ate ko ay nakatira sa Maynila, sabi ni Kate
5. Wow ang ganda ng tanawin dito
E. Discussing new Lagyan ng wastong bantas ang mga sumusunod.
concepts and
• Ako ay taga Laguna
practicing new skill #2
• Ang orasyon ay tuwing ika 6 ng hapon
• Ano ulit ang sinabi mo
F. Developing mastery Lagyan ng wastong bantas ang mga sumusunod.
(Leads to Formative
• Masasarap ang mga prutas na ubas orange mansanas at dragon fruit
Assessment)
• Yehey sasama kami sa field trip
G. Finding practical Sumulat ng 5 ibat-ibang uri ng pangungusap tungkol sa mg ass. na salita at lagyan ng
applications of
concepts and skills in wastong bantas.
daily living
1. Luzon 2. Pulo 3. bundok 4. karagatan 5. bulkan

H. Making Anu-ano ang ibat-ibang uri ng bantas? Saan ito ginagamit?

generalizations and
abstractions about the ________________________________________________________________________
lesson

I. Evaluating learning Panuto: Anong bantas ang gagamitin mo sa mga ss. na pangungusap.
1. Ang mga dapat sa paligid ng Pilipinas ay nagsisilbing proteksyon sa bansa.
2. Ilang pulo mayroon ang Pilipinas?
3. Panatilihing malinis ang mga anyong tubig ng bansa.
J. Additional activities Sumulat ng 5 pangungusap at lagyan ng wastong bantas.
for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
 What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II
 GRADE 3 School PARCUTELA ELEMENTARY SCHOOL Grade Level III
MATH 3
Teacher PATRICIA ANNE S. MANANGGIT Learning QUARTER 3
Time 7:10-10:50 Area/Quarter
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning Solves routine and non-routine problems involving division of 2- to 4-digit numbers by 1-
Competencies/
to 2-digit numbers without or with any of the other operations of whole numbers including
Objectives
money using appropriate problem solving strategies and tools.
Write LC code for each M3NS-IIj-56.2

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s MELCS
Guide/Pages
2. Learner’s Materials SLM DepEd Commons
Pages
3. Textbook Pages
4. Additional Mathematics DLP
Materials from
Learning Resource
(LR) portal
I. Other Learning Powerpoint, tarpapel, show me board
Resources
IV. PROCEDURES
Y. Reviewing
previous lesson or
presenting the new
lesson
Z. Establishing a
purpose for the
lesson

AA. Presenting
examples/instances
of the new lesson
D. Discussing new
concepts and
practicing new skill #1

E. Discussing new
concepts and
practicing new skill #2
F. Developing mastery
(Leads to Formative
Assessment)
 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
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for remediation
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

PATRICIA ANNE S. MANANGGIT

Teacher I
Noted :

MA.AURORA N.SANTIAGO
School Principal II