School LEMERY PILOT ELEMENTARY Grade Level THREE

Teacher JANE M. CALANOG Learning Area ENGLISH

 
Date SEPTEMBER 27, 2022 Quarter FIRST
 

DAY: Tuesday 12:10 – 1:10 – SSES B

I. OBJECTIVES

The learners. . .
 demonstrate understanding of processes in sight word recognition or
A. Content Standards phonic analysis to read and understand words
 demonstrate understanding of familiar sight and irregularly spelled words
for automatic recognition
The learners. . .
 use word recognition techniques to read and understand words that
Performance contain complex letter combinations, affixes and contractions through
B.
Standards theme-based activities
 use familiar sight and irregularly -spelled words in meaningful oral and
written tasks
Read words with short o sounds in CVC pattern and phrases and sentences
C.
Learning containing these wordsEN3PWR-If-g-17.1
Competencies /  Cognitive: Identify the sound of short vowel letter /o/
  Objectives/ CODE  Psychomotor: Read words with short /o/ sounds, phrases, and sentences
 Affective: Find enjoyment in accomplishing tasks.
Read words with short o sounds in CVC pattern and phrases and
II. CONTENT
sentences containing these words
III. LEARNING
RESOURCES
A. References:  
Teacher's
  1.
Guide Pages
Learner's PIVOT 4A CALABARZON SLM in ENGLISH 3 pp. 25-30,
  2. Materials
Pages
Textbook
  3.
Pages
Additional Budget of Work p. 93
  4.
Materials from Curriculum Guide in English p. 56
Learning Grade 3 English Grammar Practice Book pp. 55-56
  Resource (LR)
portal
Led tv, laptop, teacher-made slide-deck. Paper/notebook, pencil, activity sheet
Tongue Twister:
https://pronounceweb.com/sound/short-a/tongue-twisters

Videoclip Source:
Other Learning
B. https://www.youtube.com/watch?v=-EbzKgs6Aiw
Resource
https://www.youtube.com/watch?v=NFe1JXK8nT4
https://www.youtube.com/watch?v=-EbzKgs6Aiw&t=104s
https://www.youtube.com/watch?v=tkYDoNKit6o
https://www.youtube.com/watch?v=cT29fKypSME

IV. PROCEDURES  
A. Reviewing previous
lesson or presenting the Song Opener: These Are the Short Vowel Sounds Jack Hartmann
new lesson https://www.youtube.com/watch?v=-EbzKgs6Aiw&t=104s

Oral Language Activity

Let the learners recite these tongue twisters with words with short vowel a sound.
 Fox on clocks on bricks and blocks. Bricks and blocks on Knox on box
B. Establishing a purpose
for the Lesson What are the underlined words?
What is the vowel letter in the words?
What is its sound?
What pattern do they follow?
Digital Instruction Strategy:
Let them watch a video clip about short o sound.
https://www.youtube.com/watch?v=NFe1JXK8nT4
https://www.youtube.com/watch?v=tkYDoNKit6o
https://www.youtube.com/watch?v=cT29fKypSME
C. Presenting examples /
instances of the
The teacher asks a learner to write letter Oo on the board. She lets the class give
new lesson
and produce the sound of short letter Oo.

Modelling
The teacher shows the correct way of pronouncing and producing the sound of
short vowel /o/ then guides the learners in doing it.
D. Discussing new Oral Activity
concepts and practicing Direct Instruction
new skills #1 Read the following words, phrases and sentences with short vowel /o/ sound.
E. Discussing new
concepts and practicing
new skills #2
Read the poem then identify the words with short vowel /o/ sound. Write your
answer on your notebook.

A Log in the Bog in the Fog

by N.N. Hermosa

There is a log in the bog,

a log in the bog in the fog.

Along comes Tom,

with his pretty mom.
They sit on the log in the bog,
on the log in the bog in the fog.
F. Developing mastery
(Leads to Formative
And here comes a dog,
Assessment 3)
with a very big hog.
They sit on the log in the bog,
on the log in the bog in the fog

“Oh my God!” says Jon,

“On that log, there is a hog!
I won’t sit on that log in the bog,
on that log in the bog in the fog,”

Where is the log?

Where is the log in the bog in the fog?
What log, my dear?
There is nothing there.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions
about the lesson
How does your knowledge in differentiating and identifying the sounds of the
vowel letters help you in your studies?
What is the sound of short vowel /o/?
Read again the poem then answer the questions that follow. Choose the letter of
the correct answer. Write your answer on a separate sheet of paper.
1. What is in the bog?
a. fog b. log c. bog

2. Who comes with Tom?

a. pretty mom b. bog c. log
I. Evaluating
Learning 3. Where do they sit?
a. log b. bag c. cod

4. What animal comes after Tom?

a. cat b. dog c. rat

5. What happens to the log?

a. carried by the bog b. taken by Tom c. kept by her mom
J. Additional activities for
application or
remediation
V. REMARKS  

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation  
B. No. of learners who require additional
activities for remediation who scored below  
80%
C. Did the remedial lessons work? No. 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 worked?
F. What difficulties did I encounter which my
 
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with other  
teachers? 

Prepared by: Checked by: Noted:

JANE M. CALANOG ARCELITA O. RICALDE OLYMPIA A. ORLINA

Teacher III Master Teacher II Principal IV