School LATAG ELEMENTARY SCHOOL Grade: 3

Teacher JHUN CARANDANG Learning Area: ESP

Daily Lesson Log Date / Time: Quarter: FOURTH WK 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos,paggalang sa sariling paniniwala at paniniwala sa iba hinggil sa Diyos,pagkakaroon ng pag-asa at pagmamahal bilang isang nilikha.
Performance Standard Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.
Learning Competency/s Naipapamalas ang pagmamahal sa lahat ng nilikha ng Diyos at kanyang mga biyaya sa
pamamagitan ng pagtulong sa mga nangangailangan
ESP3 – Ivc – I -9
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG ph.
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 Paano naipapakita ang paninindigan Magbigay ng mga halimbawa ng Bakit tayo nananalangin sa Diyos? Magbigay ng mga paraan ng Tungkol saan ang ginawa ninyong sulat?
presenting the new lesson para sa kabutihan? mga gawain na ngpapakita ng Paano natin naipapadama ang pagpapakita mo ng pagmamahal Paano ninyo naipakita ang inyong pagtulong sa
pagmamahal sa kapwa ating pagmamahal sa Diyos? sa kapuwa. nangangailangan?

B. Establishing a purpose for Magpakita ng mga larawan ng mga
the lesson batang lansangan.
Itanong: Kapag nakakita ka ng mga
maysakit, mga kapuspalad, mga
nalulungkot o mga
nahihirapan,ano ang nararamdaman
mo?Nararamdaman mo rin ba ang
kanilang kalagayan?
Nais mob a silang tulungan?
Ipinagdarasal mo ba sila?
C. Presenting Ipakita ang larawan ni Kesz Valdez.
Examples/instances of new Itanong kung kilala nila ang batang ito.
lesson Kilalanin natin ang batang si Kesz.
Ipabasa ang pagpapakilala ni Kesz sa
kaniyang sarili.
Sino o ano ang nais mong
ipanalangin?Sumulat ng isang
maikling panalangin ukol sa kanila.
Pagkatapos gawin ang gawain 1,
patayuin ang mga bata upang
manalangin. Tumawag ngilang
bata upang bigkasin ang kanilang
panalangin.
Pangkatin sa 4 ang klase. Gamit
ang kagamitan sa ESP,isagawa
ang Gawain 2.
Bawat pangkat ay kailangang
lapatan ng kilos ang tula. Bigyan
Sino-sino ang inyong mga
kaibigan? Paano niyo
naipapadama ang inyong
pagmamahal sa kanila?
Suriin ang iyong sarili. Paano mo
ipinapakita ang iyong pagmamahal
sa kapuwa?
Gamit ang inyong kagamitan sa
ESP sagutin nang tapat ang
Naniniwala ba kayo na kaya din
ninyong gawin ang ginawa ng
batang si Kesz Valdez? Bakit?
Sa patnubay ng guro, makibahagi
sa isang proyektong makatutulong
sa iyong kapuwa. Gamitin ang
halimbawa na nasa kagamitan ng
mag-aaral.
Nais niyo bang makatulong pa sa iba pang
nangangailangan?
Gamit ang inyong kagamitan sa ESP isulat sa
iyong kuwaderno ang iyong gagawin o
sasabihin sa mga sumusunod na sitwasyon.
Ang mga ito ay magpapakita ng iyong
pagmamahal sa kapuwa.

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
Sino si Kesz Valdez?
- Paano niya ipinakita ang kaniyang
pagmamahal sa kapuwa?
- May mga ahensiya ng pamahalaan
ka bang alam na tumutulong sa mga
batang lansangan? Ano-ano ito?
- Sa iyong palagay, ano ang
maaaring mangyari sa mga batang
lansangan kung walang kumakalinga
o tumutulong sa kanila?
- Kung ikaw si Kesz, paano mo
tutulungan ang amga batang
lansangan?
Pangkatin ang klase.
Likas sa atin ang magmahal sa
kapuwa sapagkat tayo ay nilalang ng
isang Diyos na mapagmahal. Tanda
ng pagmamahal natin sa kapuwa ang
pagmamahal natin sa Diyos.
Gumawa ng likhang awit ng
pagmamahal sa Diyos na ipinapakita
sa kapwa.
din ito ng pamagat at
maghandang bigkasin ito sa harap
ng klase.
Pag-uulat ng Bawat
Grupo/Pagsasagawa ng Gawain
Ayon sa tula na inyong nilapatan
ng kilos, paano naipapadama satin
ng Dakilang Diyos ang kaniyang
pagmamahal sa atin?
Ano ang mensahe ng tula?
Magsagawa ng maikling dua-
dulaan ng pagpapakita ng
pagmamahal sa kapwa.
Minamahal tayo ng Dakilang Diyos
ng hindi humihingi ng anumang
kapalit. Ang pagmamahal sa
kapuwa ay katangiang taglay na
nating lahat dahil tayo ay nilikha ng
isang mapagmahal na Diyos.
Ang lahat ba ng inyong mga
ipinapanalangin ay nabibigyan ng
kasagutan ng ating Panginoon?
Ipaliwanag ang sagot
tseklist. Lagyan ng tsek ang hanay
na tumutugma sa iyong sagot
gamit ang ibinigay na batayan.
Gabayan ang mga bata sa
pagkuha ng kanilang iskor. Tingnan
ang katumbas na
pakahulugan nito.
Paano natin naipapakita ang ating
pagmamahal sa ating kapuwa?
Paano natin masasabing
minamahal natin ang Diyos kung
minamahal natin ang kapuwa?
Kapag nakita mo ang kaklase mo
na tinutulungan ang matandang
tumatawid ng kalsada, sa tingin
mo ba ay minamahal din niya ang
Diyos?
Naipapakita natin ang
pagmamahal natin sa Diyos sa
pang-araw-araw na pakikitungo
natin sa ating kapuwa.
Maglista ng mga gawain na
nagpapakita ng pagmamahal sa
Diyos o magbigay ng sitwasyon na
nagpapakita nito.
Sa tulong ng guro,gumawa ng
liham para makahingi ng donasyon
tulad ng mga aklat na hindi na
binabasa, lumang laruan, at damit.
Tungol saan ang liham na ating
ginawa?
Para kanino ang liham?
Pangkatang Gawain
Ang pagtulong sa kapuwa ay tanda
ng ating pagmamahal sa Diyos.
Tayo ay tumutulong sa ating
kapuwa hindi para maipakitang
tayo ay matulungin,kundi ito ay
isang halimbawa ng pagpapakita
ng pagpapahalaga at
pagmamahal sa Diyos na siyang
lumikha sa ating lahat.
Magbigay ng isang karanasan
tungkol sa inyong pagtulong sa
kapuwa.
Ano ang iyong naramdaman?
Ipaliwanag ang sagot.
( Gamit ang rubriks sa
Ang lahat ba ng inyong isinagot ay kaya ninyong
isagawa?
Dugtungan:
Maghanda ang mga bata na gagawn ng mga
grupo.
Dahil mahal tayo ng Diyos, binigyan Niya tayo
ng kakayahang magmahal at mahalin din ng
ating kapuwa.
Sa pamamagitan ng pagtulong sa mga
nangangailangan, naipapadama rin natin ang
pagmamahal natin sa ating Panginoon.
Tumulong sa nangangailangan ng hindi
humuhingi nang anumang kapalit.
Maghanda ng mga gawain kung saan ang mga
bata ay may magandang pakikilahok sa klase.

J. Additional activities for
application or remediation
Kumatha ng isang kuwento ng buhay
mo na ikaw ay minahal ng Diyos.
Gumuhit ng mga gawain na
nagpapakita ng pagmamahal sa
kapwa.
Gumupit ng mga larawan na
nagpapakita ng pagmamahal sa
Diyos at sa kapwa.
pagmamarka ).
Ibigay ang kahalagahan ng
pagtulong sa kapwa sa limang
pangungusap.
Laging tandaan na ang pagtulong ay
pagpapadama ng pagmamahal sa Diyos.
Isapuso ang pagtulong at huwag lamang itong
gamitin sa pagpapakitang tao.

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 LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: MOTHER -TONGUE
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency /s
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
Oral Language
Uses expressions appropriate to the
grade level to explain or give reasons
to issues, events, news articles, etc.
MT3OL – Ivf –h – 3.7
Growing Vegetables
About Figures of Speech.
Do you like vegetables? Why? Why
not?
Show a video clip about growing a
vegetables.
Listening / Reading
Comprehension
Identifies the author’s purpose for
writng a selection.
MT3LC/RC – Ivh – 4.6
Identifying the author’s purpose for
writng a selection
CG p. 147 of 149
Spelling
Unlocking of Difficulties ( through
pidtures ,situations, and context
clues).
Food consumption
Survey
Decreased
Decline
“ Do you eat vegetables?What kind
of vegetables do you like to eat?
“ Why should vegetables be
included in our meals?
Listening to a short selection
“ FILIPINO EATS LESS VEGGIES
Grammar Awareness
Identifies and uses correctly
prepositions and prepositional
phrase.
MT3G – Ivf –h – 2.6
Identifying and using correct
prepositions and prepositional
phrase.
Author’s Purpose of Writing a
Selection
Play a “ Vegetable Race” game.
Present the chart. Have the pupils
fill in the missing information
Composing
Writes a 3 -5 steps procedural
paragraph using signal words such
as first, last ,then and next.
MT3C –Iva –i- 2.7
Writing a 3 -5 steps procedural
paragraph using signal words such
as first, last ,then and next
Prepositions and Prepositional
Phrase
What was the title of the story we
read yesterday?
What lesson was taught to us?
Show pictures to the class.Let
them tell a sentences about the
Study Skills
Uses appropriate graphic organizers
MT3SS – Ivg –I – 13.1
Using Appropriate Graphic Organizers
Steps Procedural Paragraphs
Have you ever tried using graphic organizer?
Why do you use it?
How can they help organize ideas?
Show an example of graphic organizer.
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
What vegetables are easily to grown
of? Hard to grown?
Group the pupils. Describe your
vegetables as to size, color, taste ,etc.
Tell where it came from? Give an idea
how vegetables is grown. Explain why
this vegetables will make you healthy.
I – Squash Group
II – Eggplant Group
III – Petsay Group
IV – Sitaw Group
How do we grow a vegetables?
Oral Test
Complete the sentence.
“If I were a vegetable, I would be a
___, because ………
Cut a pictures of your favorite
vegetables. Tell something about your
TODAY”.
What was the finding of the FNRI
survey?
Are you one of these Filipinos who
eat less vegetable or not at all?
Stating the Author’s Purpose
Why do you think the author wrote
this article?
Group the pupils into three.Give
them an activity sheets to perform.
Why do authors write articles?
Tell if the selection is to inform, to
entertain and to convince.
1. Carrots are rich in beta carotene
which is good for our skin and for
our vision.
2. Eat more vegetables daily..and
be healthy.
3. Malunggay can be the solution
to manyof our country’s problems.
Malunggay feeds, oils,fertilizes,
heals,purifies,and can generate
income. Let’s take malunggay
seriously , said Senator Legarda.
4-5.etc.
Write a paragraph about “ Water
Essentials”.
through the ff. questions:
Where are the tomatoes?
Where is the squash?
Where can you find the carrot?
Where is the eggplant?
What words tell where the
vegetables are?
What do we call these words?
What word is before the
preposition?
LM, Activity 3.
What is prepositions?
What is prepositional phrase?
Choose the correct phrase that
would tell about the picture.
1. books in the shelf
2. a cat under the table
3. a boy between girls.
4-5.etc.
Underline the prepositional phrase
in the ff. sentences.
pictures.
Are the statements arranged
according to how they show in the
pictures? If we write a paragraph
using statements, what signal
words may be used?
Group the class into four.Give each
group an activity card, manila
paper and a pentel pen.
( TG – Based ).
What are signals words use in the
sentences?
LM, Activiy 8.
Ask your mother how to wash
clothes properly. Then write a
- How do we make ideas / information clearly
presented?
LM, Activity 9.
Group 1 – Make your own graphic organizer to
show your ideas about adverbs.
Group 2- Understanding of Figurative Language
Group 3- Understanding on Signal Words and
its Uses.
What are graphic organizers?
Why are they called graphic organizers?
LM, Activity 10
No assignment.
 favorite vegetables. 1. Leo hid behind the cabinet. paragraph how to wash
2. This is the holder of the key I clothes,Give it a title. Use signal
lost. words.
3. Father placed the match near
the stove.
4. Please go to the store and buy
some sugar.
5. I want to know what is in the box.
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?

Daily Lesson Log
I OBJECTIVES
Content Standard
Performance Standard
Learning Competency/s
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
School LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: ARALING PANLIPUNAN
Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipapamalas ang pang-unawa sa mga gawaing pangkabuhayang programa at mga proyekto ng lalawigan sa kinabibilangang Rehiyon tungo sa
pagkakaisa, kaayusan at kaunlaran.
Naipapakita ang aktibong pakikilahok at pakikiisa sa mga programa at proyekto ng mga namumuno sa kinabibilangang lalawigan tungo sa pag -unlad,
pag-asenso at sa ikabubuti ng mga mamamayan sa lalawigang kinabibilangan ng rehiyon,
Nakalalahok sa mga gawaing nakatutulong sa pagkakaisa, kaayusan at kaunlaran ng sariling lalawigan at kinabibilangang rehiyon. Lingguhang Pagsusulit
AP3EAP-IV-j 16
Kabahagi Ako sa Pag-unlad ng Aking Lalawigan sa Kinabibilangang Rehiyon
244-247
430-439
CG 43 ng 143
Larawan ng mga proyekto ng lalawigan, couponbond, krayola, art paper, glue
Anu-ano ang mga proyekto ng Nmahalaga ba ang mga Sa inyong ginawa " Newspaper Magbigay ng mga proyektong
pamahalaan ng mga lalawigan sa proyektong inilulunsad ng Clip" nakatulong ba ang mga ito inilunsad ng pamahalaan sa inyong
kinabibilanganng rehiyon? pamahalaan sa ating upang malaman ang mga proyekto lalawigan/lungsod? Kayo ba ay
kinabibilangang rehiyon? ng mga namumuno sa inyong nakikilahok dito? Bakit?
lalawigan? Bakit?
Naiisa-isa ang mga proyekto ng Naiisa-isa ang mga proyekto ng Nakikibahagi at nakikiisa sa Nakikibahagi at nakikiisa sa
namumuno sa kinabibilangang namumuno sa kinabibilangang aktibong gawaing panglalawigan/ aktibong gawaing
lalawigan na naglalayon sa pag-unlad lalawigan na naglalayon sa pag- lungsod sa mga proyektong panglalawigan/lungsod sa mga
sa ikabubuti ng mga mamamayan. unlad sa ikabubuti ng mga inilulunsad tungo sa kaayusan at proyektong inilulunsad tungo sa
mamamayan. kaunlaran ng lalawigan /lungsod kaayusan at kaunlaran ng
para sa sambayanang lalawigan/lungsod para sa
mamamayan. sambayanang mamamayan.
Ipagawa ang "Palaro #1 TG pp. 244- Ipalabas ang mga kagamitan sa Ipabasa ang "Tuklasin Mo" LM pp. Ipagawa ang "Gawin Mo A at C"
245 paggawa ng newspaper clip. 409-412 LM pp. 413-414 (Pangkatang
Gawain)
Ipagawa ang "Palaro #2" TG pp. 245- Pagpapapangkat sa klase. Talakayin ang mga sagot ng mga Paglalahad ng mga panuntunan o
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
A. No. of learners who earned
80% on the formative
assessment
B. No. of Learners who require
246
Pangkatang Gawain "Brainstorming"
TG p 246 Alamin Mo LM p.409
Pagtatalakay sa ginawa ng bawat
grupo.
Kayo ba ay nakikilahok sa mga
proyekto o programa ng inyong
paaralan? Barangay? Lungsod?
Bakit?
Magbigay ng mga ilang mproyekto ng
ng mamumun o sa kinabibilangan
mong lalawigan/lungsod?
Pangkatang Gawain: Ipakita sa
pamamagitan ng dula-dulaan.
Magdala ng mga diyaryo o newspaper,
pandikit, 3 makukulay na art paper.
Depende ilang grupo ito ayon sa
dami ng bilang ng mag-aaral.
Paglalahad ng guro sa gagawin
nilang newspaper clip. Ipasagot
ang tanong TG p. 246
Ipasagot ang tanong: 1. Ano ang
layunin ng proyektong ito. 2. Sa
payapang paraan nakakatulong
ang mga proyektong ito sa pag-
unlad ng lalawigan.
Pagtatalakay sa ginawang
newspaper clip.
Mahalaga ba na kayo'y
makibahagi sa mga proyekto ng
ating pamahalaan sa ating
lalawigan/lungsod? Bakit?
Anu-ano ang mga proyekto ng
mga namumuno sa ating
lalawigan/luyngsod?
Ipagawa sa sagutan papel: Sa
mga proyektong pamahalaan sa
kinabibilangan mong
lalawigan/lungsod, pumili ka ng isa
. Paano makikita at makakatulong
dito sa pag-unlad ng iyong
lalawigan?
Gumupit ng iang halimbawa ng
maunlad na lugar o lalawigan.
mag-aaral. LM p. 412
Itanong: Ano ang maari mong
gawing pakikilahok sa mga
proyekto ng lalawigan upang
mapaunlad ang inyong
lalawigan/lungsod?
Ano ang naidudulot sa ating lahat
kung tayo ay makikilahok,
makikiisa sa mga proyektong ito?
At paano naman kung hindi?
Makiisa, makibahagi, maki-alam,
maging alerto. Makipagtulungan
tungo sa pag-unlad at pag-asenso
ng lalawigan, lungsod/komunidad.
Bilang isang mag-aaral, paano mo
maipapakita ang
pakikilahoknsanmga proyektong
inilunsad ng pamahalaan sa
kinabibilangang
lalawigan/lungsod/komunidad?
Gumuhit at kulayan: Pumili ng 2
proyekto ng pamahalaan na nais
mong lahukan. Bakit iyan ang napili
mo?
Gumawa ng islogan sa temang ‘
Bayan Ko, Kaakibat ko sa aking
Pag-unlad”.
pamantayan sa pangkatang
gawain.
Isadula ng bawat grupo ang
nakaatang na gawain.
Pagtalakay sa ginawa ng bawat
grupo.
Makiisa, makibahagi, maki-alam,
maging alerto. Makipagtulungan
tungo sa pag-unlad at pag-asenso
ng lalawigan, lungsod/komunidad.
Paano mo maipapakita ang iyong
pakikiisa sa mga proyektong
panglalawigan/panglungsod tungo
sa kaunlaran.
Pasagutan ang "Natutunan Ko" LM
pp. 414-415
Ipagawa ang TG p. 247
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 LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: FILIPINO
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency/ s
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
Pagsasalita
Naiuulat nang pasalita ang
naobserbahang pangyayari.
F3PS – Ivi -3.1
Pag –uulat ng Naobserbahang
Pangyayari
Ano ang mabuting dulot ng pagiging
matulungin sa kapwa?
Magpakita ng isang buto ng
puno.Itanong kung ano ang naaalala
ng mga bata sa tuwing makikita nito.
Sabihin ang pamagat ng kuwento.
Ano kaya ang nangyari sa kuwento?
Basahin nang malakas ang kuwento.
“ Saan Kaya Napunta”.
Ano ang pasalubong ng Tatay ni
Dennis?
Bakit nainip si Dennis?
TATAS
Pag-unawa sa Binasa Gramatika Estratehiya sa Pag-aaral
Naibibigay ang buod o lagom ng Nagagamit nang wasto ang pang- Nabibigyang kahulugan ang graph. Lingguhang Pagtataya
tekstong binasa. ukol. F3ES – Ivc -2.3
F3PB – Ivi -16 F3WG – Ivi –j- 7
Buod o Lagom ng Teksto Wastong Gamit ng Pang-ukol Pagbibigay – Kahulugan sa Graph
CG ph .51 ng 141
Balitaan Buod Pang -ukol
Ano ang unang pangyayari sa Anong bahagi ng pananalita ang Sino ang tauhan sa kuwento?
kuwento?Tumawag ng ilang bata nagtuturo ng lokasyon o Ilarawan ang bawat isa.
upang iguhit ito hanggang sa direksiyon? O layon?
matapos ang kuwento.
Ipakita ang larawan sa mga bata. Kanta tungkol sa wastong gamit ng Ipabasa muli ang “ Tulay na
( TG – Based ). pang-ukol o bidyu tungkol sa pang- Kahoy”.
ukol.
Para saan ang tulay na kahoy? - Ano –anong pang-ukol ang Tama baa ng paglalarawang
Bakit nawala ang tulay sa bayan kadalasan gamitin sa ginawa sa bawat tauhan ng
nina Pipoy Pagong? pangungusap? kuwento?

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
Ano –ano ang pangyayari sa
kuwento?
Pangkat-pangkatin ang klase.Pag-
usapan sa pangkat ang mga
naobserbahang pangyayari na may
kinalaman sa pagtutulungan sa
pamilya, paaralan o pamayanan.
Ano ang natutuhan mo sa aralin?
Magpakita ng isang video clip na may
mga pangyayari.Hayaan ang mga bata
na iulat ito o isulat ang kanilang mga
naobserbahan.
Magmasid sa iyong paligid. Isulat mo o
iguhit ang iyong naobserbahan sa
inyong lugar.
Ipagawa ang Linangin Natin
pp.150 -151.Ipabasa sa mga bata
ang natapos na buod ng binasang
kuwento.
Paano nakagagawa ng buod ng
isang talata o kuwento?
Ipagawa ang Pagyamanin Natin
p.151.
Maghanda ng panapos na gawain
para sa takdang gawain ng mga
bata.
- Ano – ano ang gamit nito?
Maghanda ng isang gawain tungkol
sa pang-ukol. Ipangkat ang mga
bata.
Ano ang pang-ukol?
Tukuyin ang angkop na pang-ukol
sa pangungusap.Piliin ang sagot sa
panaklong.
1.Ang gantimpalang pera ay ( para
kay , ukol kay ) Maria.
2. ( Ayon kay, para kay ) Juan ang
bangkang ito.
3. ( Hinggil kay, laban sa) Enrico
ang kanilang problema.
4. Ang kanyang nilutong adobo ay (
para kay, para sa) lahat.
5. ( Ayon sa, Ayon kay ) Rizzal ang
pananaliksik ay nagdaragdag sa
ating kaalaman.
Gamitin nang wasto ang mga
pang-ukol sa pangungusap.
1. para sa
Sino ka sa dalawang tauhan?
Pangatwiranan ang ginawang
pagpili ng mga bata.
Gumawa ng graph na tulad ng
nasa susunod na pahina upang
maipakita ang pinil ng mga bata.
Tauhan Bilang Bilang
ng ng
Babae Lalaki
Pipoy
Pong
Kulas
Kuneho
Ipagawa ang Linangin Natin pp.
152 -153.
Ano ang natutuhan mo sa aralin?
Ipagawa ang Pagyamanin Natin
p.154.Ipabasa sa mga bata ang
naisulat na mga pangungusap.
Gumawa ng graph tungkol sa edad
ng iyong pamilya.Gumawa ng
tanong tungkol dito.
 2. ayon kay
3. tungkol sa
4. labag sa
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 LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: ENGLISH
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency/s
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
Developing Reading and Writing
Oral Language Vocabulary and Concept Grammar Composing
Development
• Appreciate the beginnings of a hero.  Read and spell words with  Identify adverbs in sentences.  Use adverbs in sentences  Summative Test
inflectional endings –d and –ed EN3G- IVi -6 EN3G- IVi -6
I Am Andres Bonifacio Inflectional Endings Adverbs Using adverbs
79 - 92 79 - 92 79 - 92 79 - 92
352 - 357 352 - 357 352 - 357 352 - 357
Pictures of: a family, children, Dr. Flashcards, (pile) word Strips of cartolina with Pictures , chart
Jose Rizal, buri mat, and a basket cards, activity cards sentences
made of abaca
Present paper keys with words to be Let the pupils share their letter to Checking of assignments. Checking of assignments.
unlocked. the group and then to the class.
Show different pictures associated Flash cards of words that are Post sentences about Andres Review adverbs
with the difficult highlighted for pupils to read and Bonifacio. through sentence strips.
words. post. Listen as I read some good things
about Andres Bonifacio.

C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
Here is a ten-peso coin.
Do you know who is on the coin?Who
is on the ten-peso coin?
Why do you think is this image here?
Let‟s find out in the selection.
Allow pupils to spell the words
through show cards.
Present the posted words to
discuss words with Inflectional
Endings –d or –ed.
Ask questions to give emphasis on Allow pupils to read and answer
the adverbs used. the given sentenses.
Discuss each sentence and the Discuss adverbs of manner by
adverbs used. reading “A Plan” first.
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
Read and enjoy the story orally and
ask questions.
Ask the discussion questions.
Refer to TG p. 83
Ask:
At a young age, what can you do to
help others?
How do we become a beginning hero?
Allow pupils to answer the questions
written on the board.
Ask pupils to write a letter to a friend
sharing what was learned about
Andres Bonifacio.
What do you see at the end of
each word in Column B?
What is common among them?
Group Activity:
Word cards with inflectional
endings -d or -ed. Refer to TG p.
85
Give each group enough time to
present their out put.
What are words with inflectional
endings?
Let the pupils do Activity 337 on
LM p. 355
Write at least five words with
inflectional endings. Use them in a
sentence..
Explain a concept map. Refer to
TG p. 87
Group Activity:
DESCRIPTION TABLE
Refer to TG p. 88
Give each group enough time to
present their out put.
What is an adverb?
Let the pupils do Activity A 340 on
LM p. 357.
Write five example of adverd and
use them in a sentence.
Post sentences with adverbs of
manner to discuss the lesson.
Allow pupils to do the activity on
adverbs of manner. Refer to TG p.
90
Give each group enough time to
present their out put.
What is adverb of manner?
Let the pupils do Activity B 340 on
LM p. 357.
Study the past lesson and be ready
for weekly test.

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 LATAG ELEMENTARY SCHOOL Grade: 3

Teacher JHUN CARANDANG Learning Area: SCIENCE
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency /s
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
Make observations of the effects of the
sun to people.
Why objects appear brighter than the
other objects seen at daytime and
night time?
Why do some objects appear dimmer
than the other objects seen at day time
and night time?
Post the picture of a man expose
under the heat of the sun.
What happened to the man?
Why did it happened?
Understanding of natural objects in the sky affect one’s daily activities.
Able to list down activities which affect their daily actvities
Enumerate the harmful effects of the Sun’s heat and light Weekly Test
S3ES – Ivg –h- 8
Describe the effect of sun’s heat Describe the effect of sun’s heat on Identify the diseases caused by the
on plants. animals. heat of the sun.
CG p. 22 of 64
What are the good and bad effects What are the effects of the heat Effects of Heat of the Sun on
of sun’s heat and light to people? and light from the sun to plants? Animals.
Show a picture of a tree with bare Prepare any animal songs for the Do you know heat of the sun cause
leaves. pupils. Sing altogether. sickness to living things?
“ What could this to happen? “ How do you show your care for
animals? Show a video clip about the lesson.
Can heat from the sun kill plants? Did you see animals staying on the - What is cause of the heat of the
Why? shady area?Why do you think they sun?

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical applications
of concepts and skills
Have you experienced this? What is the effect of too much heat like to stay in the shady area?
What are other effects of sun to and light on plants?
people?
Draw on a short bond paper two
effects of the heat of the sun to
animals.One good and one bad
effect.
Divide the class into groups with five Draw what will be the effect on Divide the class into groups.Let Group Activity.
members each. plant after too much exposure to each group identify the Give them activity sheets to do.
Go under the sun for a short time.( Do the sun. animals.Describe the behavior of
not look directly at the sun). each animal.
Observe how your skin and eyes feel.
Time Condition Condition
of the of the
Skin and skin and
Eyes eyes in
under the the shade
sun

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
What are the effects of the sun to
people?
Answer the ff. questions .
1. Why is it not good to look directly at
the sun?
2. What are the harmful effects of the
sun’s heat to people?
3. What are the good effects of the
sun’s heat to people?
4-5.etc.
List down precautionary measures to
avoid from getting hurt from the sun’s
heat and light.Do this on your
notebook.
What will happen if we place a
plant under the sun for a long
time?
Read the situation then answer the
question that follow.
Rosa received a plant from her
brother as her birthday gift.His
brother told her to water the plants
every day and reminded her to
place it inside the house because it
is a house plant but Rosa believed
that it should be place outside to
receive heat and light from the
sun.After three days, Rosa looked
shocked after seeing her
plant.What do you think happen?
Research about El Nino and cut
news clip about it.
What are the effect’ s of heat of the
sun on animals?
Answer the question.
Rina has a dog.Her parents give it
to her birthday gift.One day, she
noticed that her dog is
panting,mouth open and tongue
hanging out. What should she do?
Why do you think this happen to
her dog?
Draw a situation that an animal is
affected by the heat of the sun.
What are the causes or diseases
caused by the heat of the sun?
Identify the ff. statements.
1. Refers to the loss of water in the
bodies of living things.
2. Over exposure to the sun’s heat
and light.
3-5 .etc.
Draw the effects of a heat of the
sun.
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 LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: MATHEMATICS
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Demonstrates understanding of bar graphs and outcomes of an event.
Performance Standard Is able to create and interpret simple representations of data.
Learning Competency/s Interprets data Interprets data presented in different kinds of Solves rouine and non-routine Solves rouine and non-routine problems using data Weekly Test
presented in different bar graph. problems using data presented in presented in a single – bar graph.
kinds of bar graph. M3SP – Ivh -3.3 a single – bar graph.
M3SP – Ivh -3.3
II CONTENT Interpreting Data in a Interpreting Data in a Bar Graph Solving Rouine and Non-routine Solving Rouine and Non-routine Problems using data
Bar Graph Problems using data presented in presented in a single – bar graph.
a single – bar graph.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG p. 17 of 18. CG p. 17 of 18 CG p.18 of 18 CG p.18 of 18
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 Present a number line Flashcards of subtraction and addition. Bar graph
lesson or presenting the on the board.
new lesson
B. Establishing a purpose How do you go to In what time do you wake up in the morning? What is your favorite animals? How od we understand the data presented?
for the lesson school? How long does ( Teacher will write the answer of
it take to reach the pupils on the board ).

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
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
school if you walk? If
you take a tricycle, bus
or jeepney?
Present a bar gaph. Let ( TG Based ) another set of graph. Teacher will make a graph out of Show a single – bar graph to the class about their favorite
pupils study the bar their answer to the question that subject in school. Ask them to know it.
graph. the teacher ask.
( TG – Based ).
What does this bar What does this bar graph shows? What animals that is the most What subject is most prefer by the pupils in a class?
graph shows? favorite?
Group the class into 4 Activities 1 -2. Group Activity: Divide the pupils into groups. Give them activity to answer
groups. Provide each Let them do the activity cards and to answer.
group with activity assigned to them.
sheet.
Direction : Study the
graph. Create 5
questions from the
given graph.
( TG – Based ).
How do we read and How do we read and interpret a graph? How do we solve a problem in a How do we solve a problem in a graph?
interpret a graph? graph?
Activity 6 in LM. Activity 6 in LM. ( Another set of examples ). Provide a graph to answer by the Direction: Read and understand the situation below..Study
pupils about the graph. the graph..Use the data in the graph to answer the
questions.
The teacher in charge of the canteen conduct a
survey.The data gathered was done by the teacher below.
1. What are the foods at the canteen?
2. What foods is likely to eat by the pupils in the canteen?
What foods dislike by them?
3. If we combine the most like foods by the pupils in the
canteen, what is the total?
4- 5. Etc.
Create and display a Create and display a birthday month graph Make an interview to the people Make a graph of a price of equipment at home. Create a
birthday month graph to to show all friend’s month birthdays. in your place.Ask their favorite questions about the graph.
show all friend’s month Construct 5 questions about the graph. past time.Make a graph about
birthdays. Construct 5 your interview.
 questions about the
graph.
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 LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: MAPEH
Daily Lesson Log Date / Time: MARCH 12-16,2018 Quarter: FOURTH WK9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
Enhances performance of
poetry, chants, drama,
musical stories, and songs by
using a variety of tempo
Distinguish between
thinness and thickness of
musical sound
Multiple Melodic Lines
Creates a single puppet based on The learner……. The learner……… Pagkatapos ng pulong ang mga
character in legends,myths or Demonstrates consistency in Performs movement activities bata ay inaasahang:
stories using recycled and hard following safety rules to road safety involving -Paggalang at pagsunod sa mga
materialcreates a mask or and in the community. person,objects, music and babala
headdress that is imaginary in environment correctly
design using found and recycled
materials demonstrates basic skills
in constructing a puppet made from
a hard and stick,which can be
manipulated
1. Identify indigenous and At the end of the lesson, the 1. Describe Luksong-Tinik. - Paggalang at pagsunod sa mga
recyclable materials in the learner will be able to 2. Demonstrate “Leaping ”in babala
province/region that can be used ‐ Follow safety rules/guidelines to Luksong Tinik.
in making a avoid accidents in the community 3. Engage in fun and enjoyable
headdress. ‐ Recommend preventive action physical activities
2. Make a headdress that will for a safe community
show appreciation for the
festival of the province or region.
3. Inspire others to use
recyclable and indigenous
materials found in their
province/region to promote their
culture.
A3PR-IVi H3IS-IVi-27/H3IS-IVj-28 PE3PF-IV-a-h-16
Headdress Making I Want to be Safe! LUKSONG TINIK CHALLENGE
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson
Music Time Lower and
Upper Primary
119-122 207-208
107-110 224-226
Song Charts, CD of songs glue/paste, scissors, stapler,
pictures, crayon, ruler,
old folders/cardboards, rubber
bands,
a. Rhythmic Drill Ask: Have you tried making
Let the children clap boats airplanes, flowers,
steady beats in 3s birds, fish, and others by
paperfolding?
Say:
The paper boats, planes,
b.Group Work flowers, and others are
The class will be divided samples of 3D objects. Today,
into three groups, Group I you will learn another 3D
will clap the sculpture.
Rowett, R. Community safety-its K to 12 Curriculum Guide Mga Mungkahing Paksa sa
everyone’s responsibility. Sarilinang Silid
Retrieved from
http://www.freetraining.
com/Randy/Community
%20Safety.htm
‐ World Health Organization.
Becoming a member of the
International Safe Community
Network-Guidelines. Retrieved
from
http://www.ki.se/csp/pdf/
guidelines/
20120124guidelines_safe_
community_applications.pdf
‐ Sundstrom, M. Safe
communities. Retrieved from
http://www.ki.se/csp/
who_safe_communities_en.htm
468-470 345-348
541-542 404-406
rubber mat, garter (2 meter
‐ pictures long), meter stick, whistle
‐ charts
‐ coloring and art materials
‐ Manila paper
. Check the assignment of the Learning Activities: 1.Awit
pupils on details of their contact A. Routinary Activities 2.Pag-uulat ng lider ng bawat
persons in 1. Checking of attendance pangkat
cases of emergency and 2. Checking of assignment Paggalang at pagsunod sa mga
community hazards.
babala
2. Review the previous lesson on
how to become safe during man-
made
hazards by answering Let’s try on
p. ______. Ask at least 2-3 pupils
to
 steady beats in 3s. Group
II will clap the rhythm of
the song,
“Bahay Kubo” and Group
III will sing “Bahay Kubo”.
c. Tonal Drill - Using the
Kodaly hand signs,
practice singing do
mi- so in tune.
2. Review Songs – “Awit
ng Buhay”
B.Establishing a purpose for Ask the children to get
the lesson crayons. Using different
colors, let them
draw 3 groups of lines. On
the upper portion of the
paper, let them
draw a single horizontal
line.
In the middle part of the
paper, let them draw 2
horizontal lines
and at the bottom part, ask
them to draw as many
horizontal lines
as they can. Ask them to
compare the colored lines
they have
drawn.
C.Presenting Ask the children to
examples/instances of the new compare the song charts
lesson and figure out which
melodic line is thin and
which is thick.
Song chart # 1 - “Bahay
Kubo” in unison
Song chart # 2 – “Bahay
Kubo” in two voices
Song chart # 3 – “Bahay
Kubo” in two voices with
rhythmic
Show pictures of children
wearing headdresses. Let
pupils observe and say
something about the picture.
What is happening in the
picture?
What are the children wearing?
Is the headdress a sample of a
3D sculpture?
. SHUTTLE RELAY
Say:
Headdress have a variety of
uses throughout the world.
Different styles of headdresses
are put over the head for
celebrations, performances and
entertainment. There are
also headdresses that are worn
mainly for protection (e.g.
helmet, bonnet, etc.).
Now, we are going to make
headdresses that can be used
present it by group game
recitation.
1. See Let’s Do Activity 1:
Drawing Maps on p. ____.
2. Post the map on the wall of the
classroom for everyone to see.
3. Form 3 groups who will trace
the route for the following on the
map:
Group 1- safe route for walking in
the community
Group 2-trace places/people to go
when seeking help
Group 3-trace route of places
where to report suspicious looking
people/suspicious actions
a. Why is it important for you to
know these routes?
b. Have you participated in any
disaster drill?
Warm- Up Activities: Sino-sino sa inyo ang marunong
Do the following exercises: gumalang at sumunod sa babala?
A. Standing:
a. Jumping jacks in place 16 cts.
b. Breathing Exercise 8 cts.
c. Head/leg stretching 8 cts.
d. Side bending left and right 8
cts.
e. Back and front bending 8 cts.
f. Knee stretching 8 cts
g .Ankle stretching 8 cts.
Note: (The procedure should be
delivered in MTB.)
Pagpapakita ng mga larawan .
Directions:
1. Divide the class into two
groups
2. Mark a distance of 10 meters
between the starting line and
turning point
3. The players of each team
stand in two columns behind the
starting line.
4. Number the players of the
team consecutively.
5. The player of each team

D.Discussing new concepts
and practicing new skills #1
accompaniment in celebrating our festivals in our whose number is called leaps
province/region. and jumps from starting line to
Motivate pupils to use a variety the
of shapes and colors to turning point and back to the
make their work attractive. starting line.
6. The player who crosses back
to the starting line first gets a
point for his team.
7. The first team to get 10 points
wins the game.
Ask: 5.Stress that as part of safety Ask: a.Bakit may mga taong hindi
Which song chart has guidelines they should participate a. How did you feel while doing marunong gumalang at sumunod
thinner melodic lines? in the relay? sa mga babala?
Why? disaster drills so that they will b. What different skills did you b.Paano ninyo maipapakita ang
Which song chart has know what to do when disaster apply in playing the relay?
paggalang at pagsunod sa mga
thicker melodic lines? happens. Schools usually do c. Did you enjoy doing the relay?
Why? earthquake and fire drills. d. What values did you learn babala ?
What can you say about 6. Discuss again the safety from doing the relay?
song chart number 3? guidelines on dealing with
For song chart number 2, strangers.
ask the question and guide 7. Point out that these three
the pupils in things make up safety guidelines.
analyzing the song.
How many melodic lines
do we have on the first
staff?
(There are 2 melodic lines
on the first staff.)
Listen to the music of
“Bahay Kubo”.
First, the teacher will play
the upper melodic line of
“Bahay Kubo”.
Then, the teacher will play
the lower melodic line.
Next, the teacher will play
both the upper and the
lower melodic
lines of “Bahay Kubo”.
( Note: if the teacher
cannot play the music, a
recorded version of

E.Discussing new concepts
and practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications of
“Bahay Kubo with the
upper and lower melodic
lines will be
played.)
What can you say about
the sound you heard?
Describe.
(The first music of “Bahay
Kubo“ is thin while the
second one
is thick.)
What do you think affects
the sound?
(The number of melodic
lines affects the sound.)
a. Sing the song “Bahay
Kubo” in unison with guitar
Let the pupils do the Activity 1
(see LM p.___)
Ask if they can add more safety
guidelines or preventive actions
for
a safe community by doing
Activity 2 on p. ____.
INDIVIDUAL PERFORMANCES
Activity 1: LUKSONG TINIK
Ask the following questions.
a. What can you say about the
picture?
b. Are you familiar with the
games?
c. Can you name some of your
favorite indigenous games?
d. What motor skills are needed
to play Luksong Tinik?
e. Do you want to play the game
with your classmates?
ecall the safety precautions
while playing.
Ask
 How did you feel after the
game? Did you enjoy it?
 What movements were used
in the activity?
 Can you demonstrate the
correct way of jumping?
 How about leaping?
 Did you perform on various
levels of movement?
 How about the direction of
movement?Is there different
directions of movement in the
game?
 How did you leap in the
Luksong Tinik?
 How did the game become
successful?
CHINESE GARTER
Procedure:
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
J.Additional activities for
application or remediation
or any
available musical
accompaniment.
b. Sing the song “Bahay
Kubo” with rhythmic
instruments as
accompaniment.
How does melodic line
affect the texture of the
sound?
(Texture in music is
affected by the number of
melodic lines
in the song .The more
melodic lines there are,
the thicker the
sound is.)
LM-page 110
Form a group and present
a song in unison, round, or
1. Ask: What have you learned in
your art activity? Were
able to express your
ideas/thoughts using headdress?
How?
LM-page 226
Do “ BE PROUD “.
Research ahbout making
headdress.
Give time for the pupils to make
posters about a safe and peaceful
community.
Let 2-3 pupils share their works
in front of the class..
Enjoy doing fun and exciteful
activities.
Two pupils hold both ends of a
stretched garter (2 meter long)
horizontally while the
others attempt to cross over it.
The goal is to cross without
tripping over the garter. With
each round, the garter's height is
brought higher than the previous
round. The game starts
with the garter at ankle-level,
followed by knee-level, until the
garter is positioned above the
head. The higher rounds
demand dexterity, and the
players generally leap with their
feet first
in the air, so their feet cross over
the garter, and they end up
landing on the other side.
Luksong Tinik is an indigenous
game played by three or more
players using
hands and feet as Tinik. The
game develops your leg strength
and skills in
jumping.
Balance means to give equal
weight or remain equilibrium
Leaping means springing or
bounding upward from with foot
from the ground and land on the
opposite foot.
Jumping means springing from
one or both feet, and then
land on both feet.
LM- page 406
Lagyan ng tsek(/) ang wastong
kahon.
Tell the pupils to bring pictures
that show different indigenous
 partner song. games.
(Answers for evaluation)
1. thin
2. thick
3. thin
4. thick
5. thick
V.REMARKS

VI.REFLECTION

A.No. of learners who earned

75% of the formative
assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons
work?No. of learners who
have caught up with the
lesson
D.No. of ledarners 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
material did I use/discover
which I wish to share with
other teachers?