School: PARADAHAN ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
Grade Level: III
Teacher: CLARISA V. OVAS Learning Area: ESP
Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipapamalas ang pag-unawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ang pagsunod sa mga tuntunin at batas na may kaugnayan sa kalikasan at
pamayanan.
Naipamamalas ang pagiging masunurin sa mga pagiging masunurin sa mga itinakdang alituntunin ,patakaran at batas para sa malinis ,ligtas at maayos na pamayanan
Nakapagpapanatili ng malinis at ligtas na pamayanan sa pamamagitan ng paglilinis at pakikiisa sa gawaing pantahanan at pangkalusugan.
ESP3PPP – IIIe –g -16
Kalinisan, Nagsisimula sa Tahanan
CG ph.20 ng 76
Kailangan ba natin na sumunod Anu-ano ang dapat gawin Anu- ano ang mga dahilan kung Naalala nyo pa ba ng isinulat Paano natin maasasabi na ang
sa tuntunin ng pamayanan? upang mapanatili ang kalinisan bakit nagiging magulo at marumi nyong talahanayan kahapon? tahanan at ang pamayanan ay
at kaayusan ng tahanan? ang tahanan? Naisakatuparan nyo ba ito? Sa anong maayos, malinis at ligtas?
paraan?
Pagpapakita ng mga larawan. 1. Pangkatang Gawain Maari kaya nating mapanatili ang Mayroon ba kayong kaibigan o Nais nyo bang patuloy na maging
Alin sa mga ito ang nagpapakita Pagpa-pangkat- kaayusan at kalinisan sa ating kamag-anak na naglilinis ng kanilang malinis, maayos at ligtas?
ng pamilyang nagtutulungan? pangkat sa lima (5) tahanan at sa ating pamayanan? tahanan? Anong paraan nila ito
Ano ang ipinapakita ng ang mga mag- Sa paanong paraan kaya? nililinis? May pagkakaisa ba ang
magpamilyang ito? Naalala mo pa aaral.Tingnan ang kanilang pamilya?
ba ang mga gawaing dapat gawin larawan na
upang malinis at maayos ang nagpapakita ng mga
inyong kapaligiran bahagi ng bahay.
Pumili ng parte ng
bahay at isulat kung
paano
mapananatiling
malinis ang
bahaging iyong
napili.
Pagbuo ng salitang KALINISAN at 1. Pag-uulat ng Paggawa ng isang Gumawa ng talaan ng inyong Gawain Sa talaan na ginawa niyo .Ipakita
Examples/instances of 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)
G. Finding Practical applications
of concepts and skills
H. Making generalizations and
abstractions about the lesson
KAAYUSAN
Ano ang ibig sabihin ng salitang
ito?
-Bakit kailangan natin na malinis
ang ating kapaligiran?
- Ipaliwanag kung bakit ang
pagiging malinis at pagiging
maayos ay may kinalaman sa
pagpapanatili ng ating kalusugan.
- Nararapat ba na ang tahanan ay
malinis at maayos?
- Tama ba na ang magpamilya ay
tulung-tulong sa mga gawain?
Sagutan :
Nakita mong nagkalat ang mga
gamit sa inyong bahay. Ano ang
iyong gagawin bilang isang bata?
Ang pagiging malinis at maayos
na tahanan ay makakamit sa
pamamagitan ng pagtutulungan
Bawat Grupo talahanayan.Lagyan ng tsek (√ ) sa tahanan na nagpapakita ng iyong ito sa mga bata.
ang hanay na nagsasaad kung pakikiisa sa pagpapanatili sa
gaano mo kadalas ginagawa ang kalinisan. Kulayan ang bawat araw
sumusunod na Gawain at isulat ang kung ito ay nagawa.
dahilan kung bakit mo ito
ginagawa.
Base sa panayam na Pag-ulat ng bawat talahanayan. Dapat ba na isabuhay ang mga Batay sa talaan, masasabi kong ako
inyong isinagawa, (Tumawag ng ilang mag-aaral ginawa na talaan ay__________________.
anu-ano ang upang basahin din ang kanilang -Kailangan bang gawing tapat ang Mahusay kong nagagampanan
talahanayan) paglagay sa talaan ang_____________________.
maaaring dapat
- Isasakatuparan ba ninyo ang mga - Paano mo ito sasabuhay? Batay sa talaan, bihira
gawin para sa
isinulat nyo sa inyong talahanayan? kong_________________________
panatili ng kalinisan - Sa paanong paraan? _____.
at kaayusan ng Original File Submitted and Dahil sa aking natuklasan, sisikapin
tahanan? Formatted by DepEd Club Member kong__________________.
-Alin sa mga - visit depedclub.com for more Matapos ang araling ito, susubukin
nabanggit na kong__________________.
Gawain ang iyong
ginagawa upang
mapanatili ang
kalinisan at
kaayusan ng
tahanan?
-Sa iyong palagay,
bakit kailangan natin
na malinis at maayos
ang inyong tahanan?
Pangkatang Gawain Think –Pair –Share ( Pangkatin ang Ipasa ang talaan tuwing biyernes. Pangkatang Gawain
mga bata ng tig-dadalawa ) Naisasagawa nyo ba ito?
Ang pagiging malinis at Ang isang malinis at maayos na Laging isaisip na ang paglilinis at Ang kalinisan at kaaayusan ay
maayos na tahanan ay tahanan at pamayanan ang naging pag-aayos ng tahanan ay ang panatilihin sa tahanan at
makakamit sa pamamagitan bunga ng pagkakaisa ng bawat pakikipagkaisa sa lahat na Gawain . pamayanan sa pamamagitan ng

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
at pakikiisa ng bawat kasapi ng
pamilya.
Mahalaga bang ipagpatuloy ang
kalinisan at kaayusan ng
tahanan? Bakit?
Gumawa ng talahanayan na
ginagawa mo sa tahanan sa
tuwing walang pasok. Sa paraan
ng pagpapanatili ng kalinisan sa
tahanan.
ng pagtutulungan at pakikiisa
ng bawat kasapi ng pamilya.
Pagguhit ng mga bata ng
sitwasyong nagpapakita ng
pagiging malinis at maayos na
tahanan.
Maglista ng mga dapat gawin
upang napapanatili ang
kalinisan at kaayusan sa
pamamagitan ng pakikiisa sa
mga Gawain sa tahanan.
Magpatulong sa magulang
upang ito ay magawa ng tama.
miyembro ng pamilya .
Ano ang naramdaman pagkatapos
ng ating gawain? Bakit?
Gawin sa tahanan ang isinulat
nyong talahanayan.
Magbigay ng limang dulot ng
kalinisan sa tahanan sa pamilya.
pakikiisa ng mga miyembro ng
bawat pamilya.
Iguhit ang masayang mukha kung
nagpapakita ng kalinisan sa tahanan
at ekis kung hindi.
1.
Gumwa ng scrapbook na ginagawa Kayong lahat ay mga malinis at
mo sa tahanan para panatilihing maayos sa inyong mga tahanan.
malinis ang kapaligiran at tahanan.

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?
 School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAS Learning Area: MTB
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances of
new lesson
D. Discussing new concepts and
practicing new skills #1
Oral Language
Uses expressions appropriate to the
grade level to explain or give reasons to
issues , events , news articles , etc.
MT3OL – IIIf –g – 3.7
Using expressions appropriate to the
grade level to explain or give reasons to
issues , events , news articles , etc.
294 -295 / CG pp.141 of 149
What special events does your town
celebrate?
Why it is celebrated?
- How do people celebrate this event?
Lissten and Read:
-The pupils listen as teacher reads the
dialogue.Then , the pupils will read and
act it out.
- What celebrations are celebrated in
Visayas? In Mindanao?in Luzon?
- Why are these festivals held?
Vocabulary Development / Attitudes
Towards Reading
- Show love for reading by listening
attentively during story reading and
making comments and reactions.
- Identifies and uses personification
in sentences.
MT3A – IIIa – i- 4.2 / MT3VCD – IIIf –
h – 3.6
- Showing love for reading by
listening attentively during story
reading and making comments and
reactions.
- Identifying and using
personification in sentences.
297 -298
Unlocking of Difficulties
- celebrate try one’s one luck
fitting slippery joyful
Show a picture of town fiesta.
- What is shown in the picture?
- When is your town fiesta
celebrated?
Read the letter to the pupils while
they listen attentively.
- Who invited a friend for their town
fiesta/
- How did she invite her friend?
Our Community Celebrations
Listening / Reading Comprehensions
Sequence events in an informational
text through discussion, illustration,
song, dramatization and art.
MT3LC /RC – IIIe –f – 9.2
Sequencing events in an
informational text through
discussion, illustration, song,
dramatization and art.
299 -300
Personification.
Do people write letters these days?
- Why is letter – writing important?
During Reading:
- What did Rosa tell Elna in her
letter?
- Who is the sender of the letter?
- What did she tell Elna about?
- From where did the celebration
Grammar Awareness
Uses the correct form of the verb that
agrees with the subject.
MT3G – IIIf –h – 1.5.4
Using the correct form of the verb
that agrees with the subject.
301 -302
Give some pictures that shows action.
Then let them pair the pictures to the
words on the board.
- What do you call those words on the
board?
Read the following sentences.
1. The festivals starts with a fluvial
parade.
2. A priest celebrates the holy mass.
- What tense of verbs is used?
- What form of the verb is used for
singular subject?plural subject?
Study Skills
Enumerates and interprets the labels in
an illustrations.
MT3SS – IIId –f – 10.2
Enumerating and interpreting the
labels in an illustrations.
303
Verbs.
How do we interprets and enumerates
an illustrations?
Show the following illustrations
( Depends on the teacher ).
What are the labels in given
illustrations?
- What is the meaning of each label?

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications of
concepts and skills
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%
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
Read and Act Out
Think – Pair – Share ( Let pairs discuss
the following issue:
- Your town will celebrate its town
fiesta.Our mayor wants a colorful but
epensive celebration. What can you say
about it?
- What expressions do we use in giving a
reasons to news , issues and events?
Give situations to answer by the pupils
in assessing their understanding.
Research and make a list of celebration
in Batangas
- What was the letter about?
Let the pupils read the phrase and
sentences from the letter.
- Tall trees will guard you by the
roadside.
- as the wind breathes fresh air.
Have pupils make list of five things
in nature. Opposite the
word ,describe it using human
characteristics. Then let them read
their list to the class.
Example: leaves –dance.
How do you show love for reading?
- What is personifications?
Underline the phrase that express
personification.
1. The quiet church gave a
comforting feeling.
2. My feet have wings just to be on
time.
3. The bright moon smiled at me.
4. The warm water massaged my
aching muscle.
5. The neat and tidy home
welcomed its visitors.
Form the ff. objects in
personification types.
1.ball
2. moon
3. door
start?
Post sentence strips on the board.
Have the class read the events
during the celebration of Pintados
festival.
- A colorful dance parade follows.
Group Work:
1- Role play the events according to
how they occur in the festival.
2- Draw the events according to how
they happen during the festival.
3- Arrange the events, then put a
tune into it.Present it through a
song.
How do we sequence events?
Share a festival or a celebration in
your place. Tell the sequence of
events during its celebration.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Make al ist of things or preparations
on how you celebrate the fiesta.
Do Activity 2 in LM.
Tell how fiesta is celebrated in your Group the pupils. Provide some
places. Use the following verbs illustrations that are not familiar to
correctly. them. Let them scrutinize the
- celebrate illistrations.
- hold
- enjoy
- invite - eat
What are verbs? Why is it important to know the
- How do we use verbs in agreeing the message of some given illlustratiions?
subject?
Answer Activity 3 in the LM. ( Teacher ‘s Discretion ).How do they
assess the performance of their pupils.
Use the following verbs in senteces. Cut or draw some familiar illustrations
1. talk that you see in every place.
2. walk
3. see
4. shoot
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?

GRADES 1 to 12
DAILY LESSON LOG
I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
MONDAY
Nakapagpapahayag ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon
Naihahambing ang pagkakatulad Napahahalgahan ang mga
at pagkakaiba ng mga kaugalian kaugalian ,paninwala at tradisyon sa ng kultura sa pagbuo ng kultura sa
, paniniwala at tradisyon sa
sariling lalawigan sa karatig –
lalawigan sa kinabibilangang
rehiyon at sa ibang lalawigan at
rehiyon.
AP3PKR – IIIe - 5
Pagkakatulad at Pagkakaiba ng
mga Kaugalian , Paniniwala at
Tradisyon sa Aking Lalawigan at
Karatig Lalawigan sa Aking
Rehiyon.
CG ph. 35 ng 130
Kaugalian , Paniniwala at
Tradisyon ng sarling lalawigan at
karatig lalawigan sa rehiyon.
Ilahad ang aralin gamit ang
susing tanong sa “ Alamin Mo”
sa KM.
Ipabasa ang isang kuwneto na
nauukol sa kaugalian ,
paniniwala at tradisyon ng
dalawang rehiyon.
School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
Teacher: CLARISA V. OVAS Learning Area: ARALING PANLIPUNAN
Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipapamalas ang pag-unawa at pagpapahalaga sa pagkakakilanlang kultural ng kinabibilangang rehiyon.
Nasusuri ang papel na ginagampanan Napahahalagahan ang iba’t ibang
pangkat ng tao sa lalawigan at rehiyon.
aking lalawigan at karatig lalawigan pagbuo ng pagkakakilanlan ng sariling AP3PKR – IIIf -7
sa rehiyon. lalawigan at rehiyon , at sa Pilipinas.
AP3PKR – IIIe - 5 AP3PKR – IIIf - 6
Pagkakatulad at Pagkakaiba ng mga Ang Papel na Ginagmapanan ng Ang Papel na Ginagmapanan ng Kultura Lagumang Pagsusulit
Kaugalian , Paniniwala at Tradisyon Kultura sa Pagbuo ng Pagkakakilanlan sa Pagbuo ng Pagkakakilanlan ng Aking
sa Aking Lalawigan at Karatig ng Aking Lalawigan Lalawigan
Lalawigan sa Aking Rehiyon.
CG ph. 35 ng 130 CG ph. 35 ng 130 CG ph. 35 ng 130
http:// http://
quezonprovince.islandsphilippines.com quezonprovince.islandsphilippines.com
/ quezonprovince_ history.php / quezonprovince_ history.php
Balitaan Materyal at di –materyal na kultura. Tumingin sa KM.
Magkaroon ng brainstorm tungkol Ilahad ang aralin gamit ang susing Ilahad ang aralin gamit ang susing
sa: kaugalian , paniniwala at tanong sa “ Alamin Mo” sa KM. tanong sa “ Alamin Mo” sa KM.
tradisyon ) ng rehiyon.
Magpakita ng larawan ng mga Magpakita ng dayalogo tungkol sa Talakayin ang nasa teksto sa Tuklasin
kaugalian , paniniwala at tradisyon kultura. Mo sa KM.
ng isang lalawigan.
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)
G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Bakit kaya magkaiba ang kultura
ng ating lalawigan sa kanilang
lalawigan?
- Ano ang impluwensiya ng
lokasyon at kapaligiran sa
pagkakaiba- iba?
- Magkakapareho o magkakaiba
baa ng magiging karanasan
kapag namuhay ka sa ibang
lalawigan?
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Ipagawa ang nasa Gawain C na
nasa KM.
Bigyang kaisipan ang nasa “
Tandaan Mo “ sa KM.
Pasagutan ang nasa “ Natutuhan
Ko “ sa LM.
Gumupit ng isang larawan mula
sa lumang dyaryo o magazine na
nagpapakita ng kaugalian ,
paniniwala at tradisyon ng
sariling rehiyon.
- Paano niyo ipinapakita ang
pagpapahalaga sa mga kaugalian ,
paniniwala at tradisyon ng isang
lalawigan sa rehiyon?
Pangkatin ang mga bata sa tatlo.
( Magkaroon ng maikling dula –
dulaan tungkol sa pagpapahalaga sa
mga kaugalian , paniniwala at
tradisyon sa isang lalawigan sa
rehiyon ).
-Sa anong pagpapahalaga natin
ipapakita sa mga
kaugalian ,paniniwala at tradisyon ng
isang lalawigan at rehiyon.
Gamit ang rubriks. Gagawa ang mga
bata ng tula ,awit o kard para sa
pagpapahalaga ng
kaugalian ,paniniwala at tradisyon ng
isang rehiyon.
Sumulat ng isang pangungusap sa
mga kaugalian ,paniniwala at
tradisyon na ibinigay.Ibigay ang
kahalagahan nito.
- pagmamano sa kamay
- pagkain ng sama-sama sa hapag -
kainan
Kapag tinatanong kayo kung taga saan
kayo , ano ang inyong sinasagot?
- Kapag ipinapalarawan sa inyo kung
ano ang itsura ng lugar ninyo, ano
naman ang inyong sinasagot?
Ipagawa ang gawain ng magkapareha
sa pangkat sa Gawain A sa KM.
- Ano ang papel na ginagampanan ng
kultura sa pagbuo ng pagkakakilanlan
ng isang lalawigan?
Pasagutan ang nasa “ Tandaan Mo “ sa
KM.
Gumuhit ng isang larawan na
nagpapakita ng papel na
ginagampanan ng kultura sa sarling
lalawigan at rehiyon.
Pasagutan ang katanungan.
- Ano –ano ang mga pangkat na kakaiba
sa inyo sa inyong lalawigan? Mayroon
ba kayo mga Aeta? Mayroon ba kayong
mga Muslim?
- Ano ang kaibahan ng kanilang
pananamit?wika?paniniwala?
Gawin ang Gawain A sa KM.
Paano natin maipapakita ang paggalang
sa kanilang pagkakaiba?
Sagutin ang nasa Tingnan Mo sa KM.
Gumuhit ng isang larawan na
nagpapakita ng papel na ginagampanan
ng kultura sa sariling lalawigan at
rehiyon.
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?
 School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAS Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Oral Languages in English/ Decoding/ Fluency/ Phonological Fluency/ Phonological Skills Writing/ Comprehension
Comprehension Strategies Skills /Comprehension Strategies Strategies/ Phonological Skills
B. Performance Standard

C. Learning Competency/
Objectives
Write the LC code for each.
I.
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
Express opinions and feelings
about other’s ideas
EN3OL-IIIe1.16.4
Make inferences and draw
conclusions based from texts
EN3RCIIIe-f-2.11
Literature: The Butterfly and The
Caterpillar
271-274
270-271
Pictures from google
Video clips from you tube
Infer feelings and traits of -Read words/ phrases, -Read words/ phrases, sentences
characters sentences and stories containing and stories containing words with
EN3LC-IIIa-j-2.8 words with diagraph /ee/ as in diagraph /ee/ as in sheep.
sheep. EN3F-IIIef-1.8 Read with
-Use the degrees of adjectives in automaticity 100 2nd and 3rd
main comparison. grade high frequency/sight words
EN3G-IIIfg-5 Adjectives
EN3F-IIIef-1.8 Read with -Write complex sentence.
automaticity 100 2nd and 3rd
grade high frequency/sight
words
Inferring Degrees of Comparison of Complex Sentences Summative Test
Adjectives
274-275 275-277 278-279
272-275 276-278

B. Other Learning Laptop, pictures, book Laptop laptop laptop

Resource/Materials
II. PROCEDURES
A. Reviewing previous lesson or What is comparison? How do we What do you remember in our What is an adjective? How do What is an adjective? How do we
presenting the new lesson compare two things? lesson yesterday? we infer? infer?
Unlocking/ Vocabulary &
Concept Development:
-sipped -munched
-exclaimed - continued
-ashamed

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Refer to LM Activity 237 page
270 to test their understanding
of the words they learned.
Show a picture of a butterfly and
a caterpillar. Refer to LM Activity
238, page 271.
Say: What are in the picture? In
what ways are the caterpillar
and butterfly similar? different?
Motive Question: Find out in the
story their similarities and
differences.
Read the story, “ The Butterfly
and the Caterpillar” (Refer TG
p.272-273)
During Reading: Listen to the
story as the teacher reads it.
In between readings, ask the
children to act out the following
scenes: (Refer TG for the
paragraph to be acted out)
1. Who are the characters in the
story?
2. When did the story happen?
3. Why was the butterfly
ashamed to be seen by the
caterpillar?
4. How do you think the
caterpillar felt when the butterfly
told it not to come near it?
5. What was the response of the
caterpillar?
6. Can the caterpillar be like a
butterfly?
Have the children describe the
characters
Butter Caterpill
fly ar
appearan
Skill Lesson: Words, Phrases &
Sentences with Diagraph /ee/
Refer to LM Activity 240 p. 272-
273
Skill Lesson: Inferring
Show the venn diagram of a
butterfly and a caterpillar from
yesterday’s discussion.
Form four groups. Get lines from
the previous story and write
them on strips of paper. (See TG
p.274)
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Ask each group to pick one. While
holding the story part, let them
answer the following question:
1. What do you think this
character really mean by saying
that?
2. Why did this character (act,
think, talk) that way?
3. What does this character
want to do
? Size
4. What do you think this
character might to do?
5. What is the author really
trying to say?
Let each group present their
answers. Take note of the
children’s answers and organize
Skill Lesson: Words, Phrases and
Sentences with Diagraph /ee/
Refer to LM Activity 244 page
276
Degrees of Comparison of
Adjectives
1. Place 3 toy monkey, each one
bigger than the other, in a bag.
Let the class describe the
monkeys and compare them
according to size.
Ask: What do we know about
monkeys? How are they
characterized in most stories
that you read?
Read a short story about
monkeys. Listen well. (See TG p.
276)
Lead the class in answering the
following questions using the
charts
What are the adjectives used to
Thre Whit Black Strip
e e cat cat ed
cats cat
Their
Their
voice
compare three cats?
What is used to compare the
monkeys and the cats? What
adjective is used to compare the
Have you been in a park? What
did you do there?
Read the story “A Day at the
Park” to students
Read short story. Listen well and
ask a few questions about it.
(Refer TG p.278)
Explain to the students that,
many times, weak stories are full
of very short, choppy sentences.
One way writers can make these
stories stronger is to combine
short sentences into longer
sentences.
Let us compare some group of because.
words from the story. Say: A clause can be dependent
I went to the park. It is Saturday because of the presence of a:
I went to the park because it is • Marker Word (Before, after,
Saturday. because, since, in order to,
although, though, whenever,
We combined the two simple wherever, whether, while, even
sentences. Now, we have I went though, even if)
to the park as the independent •Conjunction (And, or, nor, but,
clause. It expresses a complete yet)
thought. Because it is Saturday is
a dependent clause. It does not
express complete thought. The
marker because suggest that
because it is Saturday is a
dependent clause.
To combine the two simple

E. Discussing new concepts and
practicing new skills # 2
ce
moveme
nt
Food
they eat
From the comparison chart,
children would be able to say
the differences between
caterpillar and a butterfly. Then
find out their similarities
through the part of the story
(See TG p.273)
their answers into the chart.
(Refer the class to Activity 241
for the copy of the chart.)
Say: How do we infer? There are
steps on how it is done. First,
read the sentence/s. Then, make
a guess of “what else” the
sentence/s tells.
Ex. Butterfly thinks that the
caterpillar is ugly that is why she
is ashamed.
monkey with all the monkey s in
the world?
Monke Monkeys Monkey
ys and The and All
Cats the
other
Monkey
s in the
world
POSITI COMPAR SUPERLA
VE ATIVE TIVE
After the children give their
answers, write on the orange
box POSITIVE, on the green box
COMPARATIVE and on the red
box SUPERLATIVE . Then, ask the
children what were added to
form the comparative and
superlative forms and how
many were being compared.
Say: Comparing using adjectives
has three degrees. These are the
positive, comparative, and
superlative degrees. We use
adjectives in the positive degree
if we are describing only one
thing or person. We say Ann is
tall. We use adjectives in the
comparative degree if we are
describing two objects or
persons. We say The monkey
was more clever than the cats.
We use adjectives in the
sentences we used the marker
because.
Say: A clause can be dependent
because of the presence of a:
• Marker Word (Before, after,
because, since, in order to,
although, though, whenever,
wherever, whether, while, even
though, even if)
•Conjunction (And, or, nor, but,
yet)
Let us have the next group of
words.
We played basketball. We played
for two hours. It is hot.
The new sentence is: We played
basketball for two hours even if
it’s hot.
How did we do it? We combined
the three sentences. Now, we
have an independent clause “We
played basketball for two hours”
and dependent clause “even if it’s
hot”. The marker “even if” tell
us that even if it’s hot is a
dependent clause.
Let us have the next independent
and dependent clauses.
Connie and Roy’s mom brought
 superlative degree if we are
describing three or more things
and person. We say In fact, he
was the most clever monkey in
the world.
For comparative degree of
adjective, we add er at the end
of some adjectives. We can also
add more before some
adjectives. In sentences using
this degree of comparison, we
use the word than.
us lemonade and sandwiches. We
ate them for lunch.
The new sentence is: Connie and
Roy’s mom brought us lemonade
that we ate for lunch.
How did we do it? What words
were omitted? What word did we
use to combine the two
sentences?

For superlative degree of

adjective, we add est at the end
of some adjectives. We can also
add most before some
adjectives. In sentences using
this degree of comparison, we
use the word of all.
F. Developing mastery In small groups, have the class
(leads to Formative Assessment 3) combine the set of dependent
and independent clauses below.
 Dependent Independent New
Clause Clause Senten
ce
Because We
Roy bought played
his basket basketball
ball,
After We
riding played
volleyball
Although it It is fun to
is raining be with
friends in
the park
Before I should be
dinnertim home to
e meet my
cousins
who come
from the
province.

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
How does a butterfly formed?
What are the characteristics of a
caterpillar and a butterfly?
How do we infer? What are the degrees of What is complex sentence? How
There are steps on how it is adjectives? do we form it?
done. First, read the sentence/s.
Then, make a guess of “what
else” the sentence/s tells

I. Evaluating learning True or False. Do LM Activity 242 page 274 Do LM Activity 247 page 278 Match the dependent clause in
___1. Caterpillar has wings. Column A with the independent
___2. Eight days agp, caterpillar clause in Column B. Combine
became butterfly. them to form complex sentence
___3. Each caterpillar is given a COLUMN A COLUMN
chance to become butterfly. B
___4. The caterpillar munched 1. Because my a. he was still
on the leaf. was coffee cold, too very
___5. Butterfly sipped nectar unhappy.
from the leaves. 2. Though he was b. I heated it
 in
very rich the
microwave.
3. after she c. customers
buy
noticed it was less
clothing
damaged
.4. When the cost d. , she
believed
goes up, in fairy
tales.
5. When she was e. She
returned
younger the
computer,
J. Additional activities for application Using construction paper or Do LM Activity 243 B page 275 Write 3 sentences using the
or remediation colored paper, make a cut-outs comparative and superlative
butterfly. (See LM Activity 239 form of the adjectives below:
for procedures).Paste it in a 1. high 2. beautiful 3.
short bond paper. powerful

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
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
 ___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
E. Which of my teaching strategies __ Bullying among pupils
worked well? Why did these work? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
F. What difficulties did I encounter Planned Innovations:
which my principal or supervisor can __ Localized Videos
help me solve? __ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
G. What innovation or localized ___ of Learners who require
materials did I use/discover which I wish additional activities for
to share with other teachers? remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
 School: PARAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAS Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances
of new lesson
D. Discussing new concepts and
practicing new skills #1
Pag-unawa sa Napakinggan
Naibibigay ang paksa ng kuwento o
sanaysay na napakinggan.
F3PN – IIIe – 7
Pagbibigay ng Paksa ng Kuwento o
Sanaysay na Napakinggan
GC ph. 45 ng 141. / 188 -189
Para sa iyo , ano ang super hero?
Basahin nang malakas ang sanaysay
na “ Super Pinoy “ sa mga bata.
-Sino ang tinutukoy na superhero sa
kuwento?
- Bakit kaya siya nagging superhero?
Pag –unawa sa Binasa
Naibibigay ang mga
sumusuporta ng kaisipan sa
pangunahing kaisipan ng
tekstong binasa.
F3PB – IIIe – 11.2
Pagbibigay ng mga
sumusuportang kaisipan sa
pangunahing kaisipan ng
tekstong binasa
CG ph. 45 ng 141 / 190 -191
Maghanda ng pangunahing
pangangailangan ng mga
bata.Pag-usapan kung
natatamasa nila ito o hindi.
- Sino ang nagbibigay sa inyo
nito?
Linangin ang salitang “ karapatan
“.
- Ano ang pinag-uusapan dito?
- Bilang bata , ano-ano ang mga
karapatan mo?
TATAS
Kayarian ng Wika
Nagagamit ang tamang salitang
kilos / pandiwa sa pagsasalaysay
ng mga personal na karansan.
F3WG – IIIe –f -5
Paggamit ang tamang salitang
kilos / pandiwa sa pagsasalaysay
ng mga personal na karanasan.
192 -193
Ipabasa ang liham sa pahina
98.sa KM.
Ipatanghal ang karapatan ng
mga bata.Ipabasa muli ang nasa
Alamin Natin sa KM.
- Kailan ginawa ang kilos?
- Alin-alin ang salitang kilos na
tapos na?gagawin pa lamang?
ginagawa pa lamang?
Estratehiya sa Pag-aaral
Nabibigyang kahulugan ang graph.
F3EP – IIIc –e – 2.3
Pagbibigay kahulugan ng graph.
194 -195
Ipakita muli ang graph na nasa
ph.85.
Ilan sa inyo ang naospital?
Bakit kayo dinala sa ospital?
- Anoano ang nagging sakit ng mga
bata?
-Ano anong impormasyon ang
ipinapakita ng graph?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications Pangkatin ang klase. Ipagawa ang Linangin Natin sa Ipagawa ang Linangin Natin Ipagawa ang Linangin Natin ph.101
of concepts and skills Paghandain ang bawat pangkat ng KM. ph.100.
piping palabas tungkol sa powers ni
Super Pinoy.
H. Making generalizations and Ano ang natutuhan mo sa aralin? Ano ang sumusuportang kaisipan Ano ang pandiwa? Ano ang natutuhan mo sa aralin?
abstractions about the lesson sa isang talata?
I. Evaluating Learning Ipaguhit sa mga bata ang ilang Pasagutan ang nasa Pagyamanin Pasagutan ang nasa Pagyamanin Pasagutan ang nasa Pagyamanin
paraan na kaya nilang gawain upang Natin. Natin. Natin.
maging superhero.
J. Additional activities for Sino sa inyo ang super hero sa Lagyan ng sumusportang Ilista ang mga pandiwa na Gumawa ng sariling graph.Tungkol
application or remediation inyong buhay. Sumulat ng isang kaisipan ang mga sumusunod na ginagawang mga tao sa bukid. sa pangarap ng inyong pamilya.
kuwento tungkol dito. teksto: Original File Submitted and
- Dapat mahalin ng magulang Formatted by DepEd Club
ang kaniyang anak dahil Member - visit depedclub.com
___________ for more
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?
 School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAAS Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Oral Languages in English/ Decoding/ Fluency/ Phonological Fluency/ Phonological Skills Writing/ Comprehension
Comprehension Strategies Skills /Comprehension Strategies Strategies/ Phonological Skills
B. Performance Standard

C. Learning Competency/
Objectives
Write the LC code for each.
III.
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
Express opinions and feelings
about other’s ideas
EN3OL-IIIe1.16.4
Make inferences and draw
conclusions based from texts
EN3RCIIIe-f-2.11
Literature: The Butterfly and The
Caterpillar
271-274
270-271
Pictures from google
Video clips from you tube
Infer feelings and traits of -Read words/ phrases, -Read words/ phrases, sentences
characters sentences and stories containing and stories containing words with
EN3LC-IIIa-j-2.8 words with diagraph /ee/ as in diagraph /ee/ as in sheep.
sheep. EN3F-IIIef-1.8 Read with
-Use the degrees of adjectives in automaticity 100 2nd and 3rd
main comparison. grade high frequency/sight words
EN3G-IIIfg-5 Adjectives
EN3F-IIIef-1.8 Read with -Write complex sentence.
automaticity 100 2nd and 3rd
grade high frequency/sight
words
Inferring Degrees of Comparison of Complex Sentences Summative Test
Adjectives
274-275 275-277 278-279
272-275 276-278

B. Other Learning Laptop, pictures, book Laptop laptop laptop

Resource/Materials
IV. PROCEDURES
A. Reviewing previous lesson or What is comparison? How do we What do you remember in our What is an adjective? How do What is an adjective? How do we
presenting the new lesson compare two things? lesson yesterday? we infer? infer?
Unlocking/ Vocabulary &
Concept Development:
-sipped -munched
-exclaimed - continued
-ashamed

B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
Refer to LM Activity 237 page
270 to test their understanding
of the words they learned.
Show a picture of a butterfly and
a caterpillar. Refer to LM Activity
238, page 271.
Say: What are in the picture? In
what ways are the caterpillar
and butterfly similar? different?
Motive Question: Find out in the
story their similarities and
differences.
Read the story, “ The Butterfly
and the Caterpillar” (Refer TG
p.272-273)
During Reading: Listen to the
story as the teacher reads it.
In between readings, ask the
children to act out the following
scenes: (Refer TG for the
paragraph to be acted out)
1. Who are the characters in the
story?
2. When did the story happen?
3. Why was the butterfly
ashamed to be seen by the
caterpillar?
4. How do you think the
caterpillar felt when the butterfly
told it not to come near it?
5. What was the response of the
caterpillar?
6. Can the caterpillar be like a
butterfly?
Have the children describe the
characters
Butter Caterpill
fly ar
appearan
Skill Lesson: Words, Phrases &
Sentences with Diagraph /ee/
Refer to LM Activity 240 p. 272-
273
Skill Lesson: Inferring
Show the venn diagram of a
butterfly and a caterpillar from
yesterday’s discussion.
Form four groups. Get lines from
the previous story and write
them on strips of paper. (See TG
p.274)
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Ask each group to pick one. While
holding the story part, let them
answer the following question:
1. What do you think this
character really mean by saying
that?
2. Why did this character (act,
think, talk) that way?
3. What does this character
want to do
? thought. Because it is Saturday is
4. What do you think this
character might to do?
5. What is the author really
trying to say?
Let each group present their
answers. Take note of the
children’s answers and organize
Skill Lesson: Words, Phrases and
Sentences with Diagraph /ee/
Refer to LM Activity 244 page
276
Degrees of Comparison of
Adjectives
1. Place 3 toy monkey, each one
bigger than the other, in a bag.
Let the class describe the
monkeys and compare them
according to size.
Ask: What do we know about
monkeys? How are they
characterized in most stories
that you read?
Read a short story about
monkeys. Listen well. (See TG p.
276)
Lead the class in answering the
following questions using the
charts
What are the adjectives used to
compare three cats?
Have you been in a park? What
did you do there?
Read the story “A Day at the
Park” to students
Read short story. Listen well and
ask a few questions about it.
(Refer TG p.278)
Explain to the students that,
many times, weak stories are full
of very short, choppy sentences.
One way writers can make these
stories stronger is to combine
short sentences into longer
sentences.
Let us compare some group of because.
words from the story. Say: A clause can be dependent
I went to the park. It is Saturday because of the presence of a:
I went to the park because it is • Marker Word (Before, after,
Saturday. because, since, in order to,
although, though, whenever,
We combined the two simple wherever, whether, while, even
sentences. Now, we have I went though, even if)
to the park as the independent •Conjunction (And, or, nor, but,
clause. It expresses a complete yet)
a dependent clause. It does not
express complete thought. The
marker because suggest that
because it is Saturday is a
dependent clause.

E. Discussing new concepts and
practicing new skills # 2
ce
moveme
nt
Food
they eat
From the comparison chart,
children would be able to say
the differences between
caterpillar and a butterfly. Then
find out their similarities
through the part of the story
(See TG p.273)
their answers into the chart. Thre Whit Black Strip
(Refer the class to Activity 241 e e cat cat ed To combine the two simple
for the copy of the chart.) cats cat sentences we used the marker
Say: How do we infer? There are because.
Their
steps on how it is done. First, Say: A clause can be dependent
read the sentence/s. Then, make Size because of the presence of a:
a guess of “what else” the Their • Marker Word (Before, after,
sentence/s tells. voice because, since, in order to,
What is used to compare the although, though, whenever,
Ex. Butterfly thinks that the monkeys and the cats? What wherever, whether, while, even
caterpillar is ugly that is why she adjective is used to compare the though, even if)
is ashamed. monkey with all the monkey s in •Conjunction (And, or, nor, but,
the world? yet)
Monke Monkeys Monkey
ys and The and All
Cats the
other
Monkey
s in the
world
POSITI COMPAR SUPERLA
VE ATIVE TIVE
After the children give their Let us have the next group of
answers, write on the orange words.
box POSITIVE, on the green box
COMPARATIVE and on the red We played basketball. We played
box SUPERLATIVE . Then, ask the for two hours. It is hot.
children what were added to The new sentence is: We played
form the comparative and basketball for two hours even if
superlative forms and how it’s hot.
many were being compared.
Say: Comparing using adjectives How did we do it? We combined
has three degrees. These are the the three sentences. Now, we
 positive, comparative, and
superlative degrees. We use
adjectives in the positive degree
if we are describing only one
thing or person. We say Ann is
tall. We use adjectives in the
comparative degree if we are
describing two objects or
persons. We say The monkey
was more clever than the cats.
We use adjectives in the
superlative degree if we are
describing three or more things
and person. We say In fact, he
was the most clever monkey in
the world.
For comparative degree of
adjective, we add er at the end
of some adjectives. We can also
add more before some
adjectives. In sentences using
this degree of comparison, we
use the word than.
For superlative degree of
adjective, we add est at the end
of some adjectives. We can also
add most before some
adjectives. In sentences using
this degree of comparison, we
use the word of all.
F. Developing mastery
(leads to Formative Assessment 3)
have an independent clause “We
played basketball for two hours”
and dependent clause “even if it’s
hot”. The marker “even if” tell
us that even if it’s hot is a
dependent clause.
Let us have the next independent
and dependent clauses.
Connie and Roy’s mom brought
us lemonade and sandwiches. We
ate them for lunch.
The new sentence is: Connie and
Roy’s mom brought us lemonade
that we ate for lunch.
How did we do it? What words
were omitted? What word did we
use to combine the two
sentences?
In small groups, have the class
combine the set of dependent
and independent clauses below.
 Dependent Independent New
Clause Clause Senten
ce
Because We
Roy bought played
his basket basketball
ball,
After We
riding played
volleyball
Although it It is fun to
is raining be with
friends in
the park
Before I should be
dinnertim home to
e meet my
cousins
who come
from the
province.

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
How does a butterfly formed?
What are the characteristics of a
caterpillar and a butterfly?
How do we infer? What are the degrees of What is complex sentence? How
There are steps on how it is adjectives? do we form it?
done. First, read the sentence/s.
Then, make a guess of “what
else” the sentence/s tells

I. Evaluating learning True or False. Do LM Activity 242 page 274 Do LM Activity 247 page 278 Match the dependent clause in
___1. Caterpillar has wings. Column A with the independent
___2. Eight days agp, caterpillar clause in Column B. Combine
became butterfly. them to form complex sentence
___3. Each caterpillar is given a COLUMN A COLUMN
chance to become butterfly. B
___4. The caterpillar munched 1. Because my a. he was still
on the leaf. was coffee cold, too very
___5. Butterfly sipped nectar unhappy.
from the leaves. 2. Though he was b. I heated it
 in
very rich the
microwave.
3. after she c. customers
buy
noticed it was less
clothing
damaged
.4. When the cost d. , she
believed
goes up, in fairy
tales.
5. When she was e. She
returned
younger the
computer,
J. Additional activities for application Using construction paper or Do LM Activity 243 B page 275 Write 3 sentences using the
or remediation colored paper, make a cut-outs comparative and superlative
butterfly. (See LM Activity 239 form of the adjectives below:
for procedures).Paste it in a 1. high 2. beautiful 3.
short bond paper. powerful

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
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
 ___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
E. Which of my teaching strategies __ Bullying among pupils
worked well? Why did these work? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
F. What difficulties did I encounter Planned Innovations:
which my principal or supervisor can __ Localized Videos
help me solve? __ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
G. What innovation or localized ___ of Learners who require
materials did I use/discover which I wish additional activities for
to share with other teachers? remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Fashcards
__4 F’s
___ of Learners who require
additional activities for
remediation

GRADES 1 to 12
DAILY LESSON LOG
I OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting Examples/instances
of 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)
G. Finding Practical applications
Teaching Dates and
MONDAY
apply the knowledge of the sources and uses of light, sound, heat, and electricity
Describe the sources of heat
S3FE- IIIg-h-4
Describing sources of heat
CG p.20 of 64
Name some sources of light.
Whst other thing do these sources
of light produce?
Use KWL Chart
- How do you describe the sources
of heat that mentioned earlier?
Do Activity 5. In LM.
School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
Teacher: CLARISA V. OVAS Learning Area: SCIENCE
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate understanding of…
sources and uses of light, sound, heat and electricity
The learners demonstrate understanding of…
Enumerate the uses of heat Identify the proper ways of Identify the sources of sound. Identify the ways of producing
S3FE – IIIi- j -3 handling hot objects. S3FE – IIIi- j-3 the sound
S3FE – IIIi- j -3
Enumerating Sources of Heat Proper Ways of Handling Hot Sources of Sounds Ways of Producing Sounds
Objects
CG p.20 of 64 CG p.20 0f 64 CG p. 20 of 64
Name some uses of heat.
Why is heat important ot us? Guessing Game: objects laced in a Do your body produce sounds?
Can you live without heat? pouch or box that can produced - Ask them to touch their body
Show some pictures and let sound. Let them guess what objects that produce sounds.
Do Activity 6 per group. pupils tell it. produce these sounds? - Clap your hands
- Tap your desk.
- What are other things that is - How do we describe the - How are sounds produce? - Why are we hear sounds from
being sources of heat? following objects in the picture? the different objects?
Divide the pupils into three. Do Activity 7 in the LM. Do Activity 1 in the LM. Do Activity 2 in the LM.
of concepts and skills 1- draw things that are sources
of heat
2- list down things that are
sources of heat.
H. Making generalizations and What are things that gives off heat? - How do we produced heat? - What is the proper way of - Whhat are sounds? - What are the different ways of
abstractions about the lesson handling hot objects? producing sounds?
- Why it is important to know
about?
I. Evaluating Learning Make a collage of different sources Match the sources of heat on The completion of the KWL chart Pupils will play “ guessing game. Write on the blanks how sounds
of heat. the left with their uses. presented at the beginning of Original File Submitted and are produced by the ff.objects.
1. flat iron a. for boiling water the lesson can serve as Formatted by DepEd Club Member - 1. whistle
2. gas stove b. used for cooking assessment. Fill up the column – visit depedclub.com for more 2. ambulance
3. airpot c. to keep warm What I learned about Heat. 3. bell
4.oven d. used to press clothes 4. xylophone
5. fireplace e. food warming 5. tambourine
J. Additional activities for Have the pupils list htree other Read on the other uses of heat. List 2 other safety tips using Bring the ff: No assignment
application or remediation sources of heat at home. sources of heat. 1. maracas
2. drum/ box
3. guitar
4. whistle
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?
 School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAS Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
Demonstrates understanding of lines, symmetrical of lines, symmetrical designs, and tessellation using square, triangle and other shapes that can
be tessellate.
Is able to recognize and represent lines in real objects and designs or drawings, complete symmetrical designs or drawings, complete symmetrical
designs, and create patterns of designs using square, triangle and other shapes that can tessellate.
M3GE-IIIe-11 M3GE-IIIf-12.1 M3GE-IIIf-13 M3GE-IIIg-7.3
LESSON 63: POINT, LINE, LINE LESSON 64: CONGRUENT LINE LESSON 65: PERPENDICULAR, LESSON 66: SYMMETRY IN THE WEEKLY QUIZ
SEGMENT AND RAY SEGMENTS PARALLEL, AND INTERSECTING ENVIRONMENT AND IN DESIGN
LINES
250-253 253 - 255 255-259 260-263
Bond paper, marker, chart and Bond paper, marker, chart and Bond paper, marker, chart and Cut out pictures from magazines like
flashcards with the different flashcards with the different flashcards with the different butterfly, trees, chart, scissors, bond
figures figures figures paper, drawing materials, manila
paper, and masking tape
Activity 1 in LM Identify the terms using the Identify the lines in the given Show the drawing.
given figures. figure in the chart Pupils will describe each.
Points
B. lines
C. line segments
rays
Get objects from the room. Identify the term Present theillustration in the Song: Butterfly.
Identify the objects and represented by the jumbled chart
describethe shape of the object. letters in the chart. Look at the illustration
WHAT’S A NAME GAME What can you see in the
picture?
How do you say about the
arrangement of the fence?
Recite the poem in the chart. What can you say about Look at the fence Present a picture of butterfly Presentation
Examples/instances of 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)
G. Finding Practical applications
of concepts and skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
What does it tell?
Where do figures come from as
described in the poem?
Present the illustration in the chart
What did David and Vince name
the space/place where their darts
landed?
How will you describe the figure
where the darts landed?
How many points are marked?
If you play darta, what wouyld you
like to name your point?
How are points named?
What have you noticed from point
R to point T?
What can you see at both ends?
What do tyou call this figure?
Answer Activity in the Lm
.Songs In unison and as partner
songs. Observe inging in correct
pitch and rhythm.
What is a point? Line? Line
segment? Ray?
Answer the Activity 5 in the Lm
individually
Answer Activity 6 in LM.
the pictures?Where can you
find line segments?
How many line segments are
there?
Work in Pairs
Acitvity
Draw line segment.
The other partner will measure
the line segment made by her
partner.
Draw another segment with the
same length.
Write the measurement on the
sides for the others to see.
What have you noticed?
How do you know that the line
segments are equal?
When you determine that the
line segments are equal?
Answer Activity 1 in LM
How can we help our
environment?
How will you show creativity in
doing an artwork?
What is a line segment?
When do you say that the line
segments are congruent?
Answer Activity 4 in LM
Activity 5 in LM
It is composed of horizontal and
vertical lines. Can you identify
them?
What is formed when the the
horizontal and vertical lines
meet?
Pair activity Use ruler.
The upper and lower lines of
your pad paper. Identify and
describe the figure they had
just drawn.
B. Vertical and horizontal lines
that meet at the common point
that will form a square corner.
Discuss the lines.
Two diagonal lines that meet at
the common point. Describe
them.
How did you form or construct
parallel, perpendicular and
intersecting lines?
How can you identify and
describe them?
Activity 1 in Lm
.Identify the lines in given
objects. Activity 2
What are parallel lines?
Perpendicular lines? And
intersecting lines?
Answer Activity 3 in LM
Answer activity 4 in Lm
Describe the butterfly.
Fold the butterfly into two.
Is it equally divided into two?
Introduce the word symmetry
Group Activity Explain the given direction to them
Provide each group with 8-10 pictures
or real objects that are either
eymmetrical or symmetrical.
Complete the chart below.
Name of Symmetrica Explain
object l or Not
Symmetrica
l
clothespin
scissors
clock
bug
What are the objects or pictures that Giving the standard
are symmetrical?Why?
Pair activity Test proper
List 5 objects in the classroom that are
symmetrical
Draw a symmetrical Christmas tree. Original File Submitted and
Draw the line of symmetry on their Formatted by DepEd Club Member
sketch with a red pen. - visit depedclub.com for more
What is symmetry?
How do we know that a figure or
object or shape is symmetrical?
Answer Activity 4 in LM Checking the test
Answer Activity 5 and 6 in LM
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?
 School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: CLARISA V. OVAS Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 3-7, 2018 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
D. Content Standard
E. Performance Standard
F. Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
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 or
presenting the new lesson
B. Establishing a purpose for the
demonstrates understanding of the
basic concepts of timbre
determines accurately the sources
of sounds heard, and produce
sounds using voice, body, and
objects, and be able to sing in
accurate pitch
Demonstrate the concept of texture
by singing partner songs.
LESSON 5: PARTNER SONGS
107 - 110
Song chart, CD of songs, pitch pipe
Drill
Sing mg Hand using Kodaly hand
signs
Rhythmic dication
Present the picture
demonstrates understanding of
shapes, colors and principle
repetition and emphasis through
printmaking (stencils)
Exhibits basic skills in making a
design for a print and producing
several clean copies of the prints
Design an attractive logo with
slogan about the environment to
be used for printing.
LESSON 5: LOGO PRINTING
USING DISCARDED MATERIALS
180 - 181
Long bond paper, picture of logo
design, old plastic spoon,
brush,sponges, acrylic paints
[red and black]
What is marbling?
Show actual or different pictures
Demonstrates understanding of
movement in relation to time,
force and flow
performs movements accurately
involving time, force, and flow.
Identify and perform basic
movement skills using rings
LESSON 5: RING RHYTMICS
305-308
Rings suggested: ribbons, hoop,
balls and any indigenous
materials
Checking of attendance
Warm up activities
demonstrates understanding of
factors that affect the choice of
health information and products
demonstrates critical thinking The pupils are expexted to get 75%
skills as a wise consumer of mastery in weekly quiz
LESSON 5: ARE YOU WEEKLY QUIZ
OVEREATING?
367-368
Pictures, chart
Checking of assignment
Activity 1
lesson
C. Presenting Examples/instances
of 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)
G. Finding Practical applications
of concepts and skills
What does the picture show?
Are the pupils in the picture doing
their chores together.
Can you consider them partners?
Sing Leron Leron Sinta and
Pamulinawen.
The teacher will guide the pupils to
sing the songs.
How many songs do we have?
How many groups of beats do we
have in Pamulinawen?
What is the meter of thesong Leron,
Leron Sinta?
What is the meter of the song
Pamulinawen?
Group Activity
Group I- Leron, Leron Sinta
Group II- Pamulinawen
Did you finish singing at the same
time?
What can you sayabout the quality
of sound produced when the two
songs were sung together?
What is the difference in sound
quality when the song were sung in
unison?
.Songs In unison and as partner
songs. Observe inging in correct
pitch and rhythm.
of discarded and recyclable
materials.
What do you think are these
materials?
Draw out the meaning of
recyclable and discarded
materials.
Can you group these
materials into recyclable and
non-recyclable materials?
How can we make these
materials useful in making arts
works?
Present the activity of the day.
What are the recycled
materials that can be used to
make art?
Art Activty
Refer to BE CREATIVE, LM
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
Can you share what inspired you
to have such a good creative
artwork?
How can we help our
environment?
How will you show creativity in
Refer toWarm Up activity of
Lesson 1 of Quarter 3.
Group activity
Present the ringsto be used in
the activity.
Demonstrate to the pupils the
movements using ring properly.
Group Activity
Group i-perform Column A
Group II- perform Column B
Group III- perform Column C
Perfom all the activities
Repeat the movements with ring
and execute the figures well.
Read the letter.
Read the letter aloud
Answer the questions orally after
each story.
Activity 2: Eat all you can! Presentation
Get a piece of paper and draw or
write all your favorite foods for
threeminutes.
Is it okay to eat food as much as Explain the given direction to them
we want?
What will happen if we eat food
more than the right amount?
Do you think it was the reason
why the friend in the letter
became fat?
Giving the standard
Write the word obesity on the Test proper
board and tell them that it is a
kind of overnutrition where
there is excess of body building
and energy-giving nutrients in
the diet.
What You must do to avoid
obesity?
 doing an artwork?
H. Making generalizations and What is a partner song? What realization can be drawn What is ring rhythmincs? LETS REMEMBER on LM
abstractions about the lesson from the activity?

I. Evaluating Learning Use RUBRICS in rating the Refer to TAKE THE CHALLENGE Refer to TG p. 29the Rubrics on Answer LETS CHECK on LM Checking the test
performance of the pupils. See the on LM page 308.
rubrics in theTG p110
J. Additional activities for Choose a partner. Practice singing Bring the materials for the next Memorize the figures at home. Study your lesson well
application or remediation the partner song . activity.
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?