School LATAG ELEMENTARY SCHOOL
Teacher JHUN CARANDANG
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 and
practicing new skills #1
Grade: 3
Learning Area: ESP
Date / Quarter: FOURTH WK10
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.
Naipapamalas ang pagmamahal sa lahat ng nilikha ng Diyos at kanyang mga biyaya sa pamamagitan ng
pagmamalasakit at pangangalaga sa kalikasan Ikaapat na Markahang Pagsusulit
ESP3 – Ivc – I -9
Biyayang Kaloob ng Diyos, Pangalagaan Ko
CG ph.
Paano mo pangangalagaan ang mga Paano mo pangangalagaan ang Ano-ano ang ating dapat gawin
biyayang kaloob ng ating Diyos? mga biyayang kaloob ng ating upang maangalagaan ang ating
Diyos? kapaligiran o kalikasan?
- Pagpapakita ng mga larawan ng A. Pagpapakita ng larawan ng Paano mo maipapakita ang
magagandang tanawin sa Pilipinas magagandang tanawin sa Pilipinas. pagmamahal sa Diyos?
Kilalanin at ilarawan ang mga ito Kilalanin at ilarawan ang - sa pagmamahal sa mga bagay
- Pagpapakita ng mga larawan ng mga mga ito. na nilikha Niya?
kalunus-lunos na tanawing bunga ng B. Pagpapakita ng
maling paggamit at pag-aabuso sa larawan ng mga kalunos-lunos na
kalikasan. Sino ang may gawa ng mga tanawing bunga ng maling
ito sa ating kalikasan? paggamit o pag-abuso sa
kalikasan. Sino ang may gawa ng
mga kalunos-lunos na bagay na ito
sa ating kalikasan?
Ipakita ang bidyu sa pagkalikha ng Magpakita ng bidyu tungkol sa A. Ipabasa ang maikling talata sa
mundo sa tao.At pag-usapan tungkol pagkasira ng kalikasan. aklat tungkol sa Albatros
dito. B. Ipasagot ang tseklist nang may
katapatan.
Ano –ano ang mga kaloob na biyaya - Ano ang maaaring mangyari Gaano kahalaga sa atin ang
sa atin ng Panginoon? kung magpapatuloy pa ang kalikasan, kalupaan, katubigan,

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
Pangkatang Gawain
Pangkatin sa
dalawa ang klase.
PANGKAT I – Lakbay
Kalikasan sa Iyong Isipan - Ang gawain
ng guro na isinasaad ng panuto ay
maaaring gawin n glider ng pangkat.
Ipasagot ang mga sumusunod na
tanong.
- Paano mo
mapangangalagaan ang mga biyayang
kaloob ng ating diyos?
PANGKAT II – Nature Walk –
Maglalakbay ang mga bata sa paligid
ng paaralan. Magmamasid at itatala
ang mga sa palagay nila ay maling
pangangalaga sa ating kalikasan.
Ang mga biyaya ng Diyos ay dapat
nating ingatan at pangalagaan.
Iguhit ang masayang much kung
nagpapakita ng pangangalaga sa
kalikasan at malungkot na mukha kung
hindi ang pangungusap.
1. Pagtatapon ng basura kahit saan.
2. Pagkakaroon ng basurahan sa loob
at labas ng pamayanan.
3-5 atbp.
Dapat ba nating alagaan, ingatan at
paramihin ang mga biyaya ng Diyos?
( tulad ng halaman, prutas, lamang
dagat atbp. )
ganitong kalagayan ng ating
kapaligiran?
- Ano ang ating magagawa upang
mapangalagaaan ang ating
kalikasan?
A. Magbuo ng apat na pangkat.
Ipagawa sa mga bata ang gawain
sa kanilang aklat sa
pahina 268-269.
- Hayaang magbigay sila ng mga
kadahilanan kung paano at sino
ang may gawa ng mga kalunos-
lunos na pangyayaring iyon.
- Pag-usapan ito
ayon sa sanhi at bunga
- Magmungkahi ng
mga paraan ng paglutas sa
suliranin
Kapabayaan ang sanhi ng
pagkasira ng ating kapaligiran kung
saan tayo kumukuha ng ating
ikinabubuhay.
Gumawa ng poster tungkolsa
pagkasira ng kalikasan.
Gumupit ng mga larawan na
nagiging dahilan ng pagkasira ng
kalikasan.
hayop at halaman
- Kaya ba nating mabuhay nang
wala sila?
- Ano ang mga mahahalagang
bagay na dapat natin lagging
isapuso?
Pangkatang Gawain
Naipapakita rin natin ang ating
pagmamahal sa Diyos sa
pagmamahal natin sa mga bagay
na nilikha niya.
Bilang isang bata, paano mo
hihikayatin ang kapuwa mo bata na
tumulong sa mga proyekto ng ating
pamahalaan tungkol sa
pangangalaga sa ating kapaligiran
at kalikasan?
Magtala ng mga tamang gawi kung
paano dapat mapangalagaan ang
ating kapaligiran.
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 / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard Oral Language
Learning Competecny/s Recognizes appropriate ways of
speaking that vary according to
purposes ,audience, and subject
matter.
MT3OL – Ivi- j- 13.1
II CONTENT Disaster Preparedness: Weather and
Natural Phenomena
Continue Beginning Reading and Writing
Listening Comprehension / Study Skills
Grammar Awareness
Describe and react to the author’s Uses appropriate graphic
writing style from selections organizers.
listened to. MT3SS – iVg –i- 13.1 Fourth Periodical Examination
Uses the different parts of speech
correctly in writing for a variety of
purposes.
MT3LC-RC- IVi –j- 12.1/ MT3G –
Ivi –j- 2.7
Using the different parts of speech Using appropriate graphic
correctly in writing for a variety of organizers to present ideas and
purposes. concepts.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages CG p. 147 of 149
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 Natural Disasters Spelling
presenting the new lesson
B. Establishing a purpose for the Have you ever experienced a very Have you ever experienced an Have you ever present your work in
lesson strong typhoon? What did you and your earthquake? What did you do? an organized ideas?
family do?
Pantomine possibly does when the ff.
occurs:
a. earthquake d. strong typhoon
b. fire e. landslide
c. flood
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
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
In what ways can we be notified or can
we tell others if something happens?
Will telephone calls help? How?
Group the class into four. Instruct the
class that will be done. Give the group
task.
I – A strong typhon is about to fall in
your place.
II – Your school is on fire.
III – A strong earthquake just occurred
in nearby area.
IV – Class make a school report on
different natural disasters.
How do we convey messages clearly
through speaking?
Oral Test:
You are to tell the importance of
preparing for any disaster that might
occur. How would you do if you are
speaking to.
a. a friend
b. the whole class
c. to the public through radio
Make an album of natural disasters
preparedness.
Listening to a news story.
“ Eastern Samar Hits by a 5.5
Earthquakes””.
What natural disaster is showed
unto you?
When did it happen?
Did the author write the news
clearly? Why? Why not?
Listen to these short selections.
Then say something about how it
was written.
a. Doggie is a dog. It is a big dog. It
is a white dog. It likes to play and
run after ball. It is my pet. I love my
pet.
How does an author’s writing style
affect the listeners?
Listennig to the ff. paragraph.
Glenda loves to eat ice cream.
Glenda eats ice cream daily. When
Glenda’s mother would not buy her
ice cream ,she will cry. Ice cream is
Glenda’s favorite food.
1. Do you like how the selection
was written? Why? Why not?
2. What parts of speech needs t9o
be changed? What word should be
used?
What is your cite to the citizen who
are not following the rules of the
country?
Show to the class the word “ order”.
Ask them to give some words
related to “ Order”.
Why is it called a graphic
organizer?
How do graphic organizers help?
Group the class into four. Give
multiple meanings.
Group 1 : show
Group 2 – trunk
Group 3 – rose
Group 4 - mass
What is graphic organizer?
Show in a graphic organizer your
ideas on how we can prepare for
weather or natural calamities.
Design your own graphic organizer.
Make your own graphic organizer
about calamities.
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 and
practicing new skills #1
School LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: ARALING PANLIPUNAN
Date / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:
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 Ikaapat na Markahang Pagsusulit
kinabibilangang rehiyon.
AP3EAP-IV-j 16
Kabahagi Ako sa Pag-unlad ng Aking Lalawigan sa Kinabibilangang Rehiyon
CG ph.
Balitaan Sa inyong ginawa " Newspaper Magbigay ng mga proyektong
Clip" nakatulong ba ang mga ito inilunsad ng pamahalaan sa inyong
upang malaman ang mga proyekto lalawigan/lungsod? Kayo ba ay
ng mga namumuno sa inyong nakikilahok dito? Bakit?
lalawigan? Bakit?
Paano natin masasabi na maunlad ang Nakikibahagi at nakikiisa sa Nakikibahagi at nakikiisa sa
isang bansa? aktibong gawaing panglalawigan/ aktibong gawaing
lungsod sa mga proyektong panglalawigan/lungsod sa mga
inilulunsad tungo sa kaayusan at proyektong inilulunsad tungo sa
kaunlaran ng lalawigan /lungsod kaayusan at kaunlaran ng
para sa sambayanang lalawigan/lungsod para sa
mamamayan. sambayanang mamamayan.
Magpakita ng mga larawan at hayaan Ipabasa ang "Tuklasin Mo" LM pp. Ipagawa ang "Gawin Mo A at C" LM
ang mga bata na mag-isip kung ano 409-412 pp. 413-414 (Pangkatang Gawain)
ang nasa larawan.
Ano-ano ang katangian ng isang Talakayin ang mga sagot ng mga Paglalahad ng mga panuntunan o
baying maunlad? mag-aaral. LM p. 412 pamantayan sa pangkatang

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 the lesson.
D. No. of learners who continue
to require remediation
Pangkatin ang klase. Magpakita ng
isang maikling dula-dulaan tungkol sa
pagkskaroon ng kaunlaran sa isang
bayan?
Ano ang pag-unlad?
Ibigay ang limang saita na nagsasabi
na ang isang bansa ay maunlad.
Gumupit ng mga bagay na
nagpapakilala ng isang baying
maunlad.
gawain.
Itanong: Ano ang maari mong Isadula ng bawat grupo ang
gawing pakikilahok sa mga nakaatang na gawain.
proyekto ng lalawigan upang
mapaunlad ang inyong
lalawigan/lungsod?
Ano ang naidudulot sa ating lahat Pagtalakay sa ginawa ng bawat
kung tayo ay makikilahok, grupo.
makikiisa sa mga proyektong ito?
At paano naman kung hindi?
Makiisa, makibahagi, maki-alam, Makiisa, makibahagi, maki-alam,
maging alerto. Makipagtulungan maging alerto. Makipagtulungan
tungo sa pag-unlad at pag-asenso tungo sa pag-unlad at pag-asenso
ng lalawigan, lungsod/komunidad. ng lalawigan, lungsod/komunidad.
Bilang isang mag-aaral, paano mo Paano mo maipapakita ang iyong
maipapakita ang pakikiisa sa mga proyektong
pakikilahoknsanmga proyektong panglalawigan/panglungsod tungo
inilunsad ng pamahalaan sa sa kaunlaran.
kinabibilangang
lalawigan/lungsod/komunidad?
Gumuhit at kulayan: Pumili ng 2 Pasagutan ang "Natutunan Ko" LM
proyekto ng pamahalaan na nais pp. 414-415
mong lahukan. Bakit iyan ang napili
mo?
Gumawa ng islogan sa temang ‘ Ipagawa ang TG p. 247
Bayan Ko, Kaakibat ko sa aking
Pag-unlad”.
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 / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:

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
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
Naibibigay ang paksa ng kuwento o
sanaysay na napakinggan.
Pagbibigay ng Paksa ng Talata
Ipakita ang larawan ng mag-anak na
nagsisikap sa buhay.
Ano ang pangarap mo sa buhay?
Ano –ano ang dapat mong gawin
upang maabot ito?
“ Matutupad Na”.
Sino –sino ang tauhan sa kuwento?
Pangkatin ang klase.
Ano ang natutuhan mo sa aralin?
TATAS
Nagagamit nang wasto ang pang-
ukol na tungkol sa
Pang - ukol
CG ph.
Pagbibigay ng Paksa
Tungkol saan ang larawan?Ipakita
sa mga bata ang larawan ng
batang nagtapos sap ag-aaral.
- Ano ang pang-ukol na ginamit?
Ano ang pangarap ni Marissa?
Paano niya ito natupad?
Ipabasa muli ang liham ni Marissa.
Ano –ano ang nilalaman ng liham
ni Marissa?
Ano ang pang-ukol na ginamit?
Ipagawa ang Linangin Natin
ph.156.
Kailan ginagamitt ang pang-ukol?
Nakasusulat ng liham
pangangalakal Ikaapat na Markahang Pagsusulit
Liham Pangangalakal
Pang-ukol
Ano –ano ang nilalaman ng isang
liham?
Ipabasa ang liham ni Marissa.
Bakit kailangan natin ng isang
liham?
Paano isinusulat ang liham
pangangalakal?
Ipagawa ang Linangin Natin
ph.157.
Ano ang liham?
Anong uri ng liham an gating pinag-

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Iguhit ang sarili mong pangarap .Ilagay
kung paano mo ito maabot.
Pagkatapos ng maraming taon na
Malaki ka na ano kaya ikaw sa taon na
Yun?guhit mo ito.
Isagawa ang Pagyamanin Natin ph.
157.
Magsaliksik ng tungkol sa uri ng
liham.Gumawa ng isang uri nito.
aralan natin ngayon?
Isagawa ang Pagyamanin Natin ph.
157.
Kung pasusulatin ka ng liham.saan
mo gusto mo sumulat?Ipaliwanag
ito.

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 / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Developing Reading and Writing
Performance Standard Oral Language Listening Comprehensions Grammar
Learning Competency/s Engage in a variety Draw conclusions. Adverb of Frequency Fourth Quarterly Examinations
of ways to share EN3LC – Iva –j -2.17
information.
EN3OL – Iva –j-5
II CONTENT What Grade Three Drawing Conclusion Adverb
Likes to Eat
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG p. 49 of 170
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 Drawing conclusion.
lesson or presenting the
new lesson
B. Establishing a What foods do youl What vis the advertisement all about? Let them sing the song of “ Adverbs”.
purpose for the lesson like to eat most of
the time?

C. Presenting Post pictures of Water provides fluid to our body. It helps in Show video clips about “ adverb of frequency”.
Examples/instances of pancit, banana cues, the digestion of our food. It helps our body
new lesson candies, chocolate in absorbing nutrients and in throwing
waste materials away. It helps regulate our
bars and biscuits).
body temperature. It helps build our body
Present the table of tissues.
different foods.
D. Discussing new What food is less What is the selection all about? What question do adverbs usually asked?
concepts and practicing favorite by you? How does water help our body?
new skills #1 What foods is most
favorite to eat by
you?
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery How many glasses of water should we
(Leads to Formative drink everyday?
Assessment) What can we do to conserve water?
G. Finding Practical Give them activity to Read the paragraphs. Draw your Give them activity cards to make. Group them into three.
applications of concepts do. Group them. conclusion based from the given choices:
and skills Rico and Ted were in the forest to hunt PUT THE ADVERB OF FREQUENCY ON THE RIGHT PLACE
for birds. They had already walked a mile 1. He listens to the radio. (often)
when they heard a cry of an animal. _____________________________
Quickly, they hid behind a big tree and 2. They read a book. (sometimes)
waited for the animal to come out in view. _____________________________
They were surprised when a wild bear 3. Pete gets angry. (never)
moved behind them. _____________________________
4. Tom is very friendly. (usually)
Rico and Ted are professional hunters. _____________________________
Rico and Ted never hunt animals. 5. I take sugar in my coffee. (sometimes)
They hardly hunt a bird.
 We have many bears in the Philippines.
Rico and Ted went to forest to hunt birds.

Riza was host to her friends. After a

dance practice, two of her friends began to
quarrel. As a host, Riza did not want to
spoil the day she _______

Listened to the quarrel without interrupting.

Suggested to the two boys to agree that
people may have different opinions.
Slapped the boy who started the quarrel.

A long, long time ago in a deep forest

lived seven orphan brothers with their
sister. The youngest, called Minudo, was a
bright-eyed and brave six-year old who
ask the most curious questions.
You can conclude that:

The children’s parents died a long time

ago.
The oldest of them was more ten years
old.
Minudo was a shy and quiet child.
H. Making What lesson have What is a conclusion? (A conclusion is a What is an adverb?
generalizations and you learned today? result, an outcome or influence from a What is an adverb of frequency?
abstractions about the given stimulus.)
lesson How can you make appropriate
conclusions on information given? (We
can make appropriate conclusions on
information given by giving out our ideas
and opinions based on our real-life
experience).
I. Evaluating Learning Draw your five ( 5 ) Draw the correct conclusion for the Fill in the blanks with suitable adverbs from the box. Write the kind of
favorite foods you following situations. Choose the best adverb against each sentence. The same adverb can be used more
like to eat. answer from the given choices. than once.
1. Belen went to see a play at the school
Occasionally Sometimes Usually Rarely
auditorium. She arrived late and
discovered the performers were already on Very Never Mostly Often
the stage. Belen was asked to be seated
until the scene ended. What should Belen 1. I …………………….. go to bed at 10 o’clock.
do? (…………………………………)
a. complain to the ticket agent 2. I have …………………. been to the USA. 
 b. wait in the rear seat (…………………………………)
c. complain loudly and disturb everyone 3. I have been to Australia just …………………..
(…………………………………)
2. Larry went to the library to look up some 4. I ………………….. take a bath before I go to bed. 
materials on poisonous snakes for school (…………………………………)
report. He roamed among the racks, 5. My grandparents live in Kerala. I visit them ……………………
inspecting every book that interested him. (…………………………………)
Wiping the dust off, he started to read the
mystery story in it. When he looked at the
clock, he saw that he had wasted half of
the afternoon. What should Larry have
done?
a. asked for help in using the card catalog
b. wonder aimlessly among the rocks
c. continue to read the mystery book
3. It was raining hard. Arturo was glad he
was able to get a ride to school in a
passing bus. When the bus stopped,
another boy came up and sat beside
Arturo. His raincoat was dripping. If you
were in Arturo’s place, what would you do?
a. keep silent about the whole thing
b. tell the boy angrily to move away from
you
c. request the boy politely to take off his
raincoat meantime that he is in the bus
4. Everything looked as gray as smoke.
Even though it was daytime, it was hard to
see the road, so the men drove slowly.
They could see bushes growing at the
sides of the road but they could not see
the houses at all.
a. smoke had piled on the road
b. an array of raindrops entirely fell
c. throughoutfog or mist covered the land
J. Additional activities Cut pictures of foods Read the story and answer the question Learn to study adverbs.
for application or did Grade Three that follows.
remediation Pupils Like To Eat.
The knight’s armor glinted in the afternoon
sun. His horse seemed tired and the knight
swayed on his saddle. Suddenly, he fell
forward on his horse’s neck, and the horse
stopped quietly and waited.
1. This story took place
 a. after martial law was declared
b. last year
c. a long time ago
2. You can correctly conclude that
a. the knight was riding a battle
b. the knight was either wounded or sleepy
c. the horse was afraid of the armored
knight

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
School LATAG ELEMENTARY SCHOOL Grade: 3
Teacher JHUN CARANDANG Learning Area: SCIENCE
Date / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Understanding of natural objects in the sky affect one’s daily activities.
Able to list down activities which affect their daily actvities
Enumerate safety measures to avoid the harmful effects of the Sun’s heat and light. Fourth Quarterly Examination
S3ES – Ivg –h- 8
Safety Precautionary Measures Sun Protection Skin Cancer
to Avoid Harmful Effects of Sun’s
Heat and Light.
CG p. 22 of 64
What did we study yesterday? Safety Precautions about the Heat and Light of the Sun. Sun Protection Game
ans. "Teacher, we have learned
harmful effects of the sun on
living things"
       Can you give me some of the
harmful effects of the sun on
living thing? ans. "Teacher,
animals like carabaos when
exposed to too much heat will get
sick too like humans.
I will present pictures of the Why use sunscreen? What can occur when
people wearing umbrellas, caps, someone is over expose to the
sun glasses. heat and light of the sun.?
      (attach image)
      Kindly describe the picture.
ans. " Teacher, the people in the
picture carry along with them an
umbrella."
      How about this picture. ans.

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)
"Teacher they made sand castle
under the sun.", "they wore caps"
Let's watch a short video clip Showing powerpoint presentation about sun protection. Show pictures of “ Skin
entitled "Sun Safe, Play Every cancer”.
day".
      What did you observe on the
video clip you've watched? ans.
"Teacher, the kid on the video clip
enjoys playing under the sun.
The sun gives off heat and light. How do we protect ourself to the heat and light of the sun? What sickness can someone
Too much exposure to suns heat What safety protection do we need to avoid? get to the heat of the sun?
and light can be harmful. It can
cause sunburn. The ultra violet
rays can damage skin cells too.
Very bright light can also harm
your eyes.
Act-out the following safety
precautions on the effects of the
sun.
      Teacher's Activity
      1. Wear a cap on a wide
brimmed hat during sunny days.
ans. "Pupil will act-out on the
safety precaution number 1.
      2. Carry along an umbrella to
protect your skin from the intense
heat of the sun. ans. "Pupil will
act-out the safety precaution
number 2."
      3. Wear sunglasses when
playing on beaches while the sun
is too hot. ans. "Pupil will act-out
the safety precaution number 3."
      4. Apply sun screen or lotion
which protects your skin from
sunburn when you go for
swimming. ans. "Pupil will act-out
safety precaution number 4."
      5. Wear clothes which protect
the skin of your hand and feet
while working under the heat of
the sun (like gardening, plowing,

G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
planting, harvesting etc.) ans.
"Pupil will act-out the safety
precautions number 5."
      6. Seek out the shade and
avoid exposure during hours of
peak sunlight. ans. "Pupil will act-
out the safety precautions
number 6."
Read and act the activity card Group Activity; Give an activity worksheets to
assign to your group. work on about skin cancer.
Activity card #1 - Group 1 Group them.
You have a family trip or outing to
the beach, how can you protect
your eyes from the glares of the
sun?
 Activity card #2 - Group 2
You will help your father in
harvesting corn. What should you
wear to protect you from the
intense sunlight?
 Activity card #3 - Group 3
You will go swimming with your
friends this weekend. What
should you do to avoid sunburn?
 Activity card #4 - Group 4
You walk to and from the school
on a sunny day, what should you
bring to protect you from the
sun's heat and light?
What are the negative effects of What is sun protection? What is “ skin cancer”?
too much sunlight? ans.
"Teacher, too much exposure to
heat and light can be harmful
because it can cause sunburn.",
"teacher, very bright light can also
harm our eyes."
      What are the safety
precautions that we need to
practice to protect ourselves from
the sun's heat and light? ans.
"Teacher wear a wide brimmed
hat or cap during sunny and carry
along umbrella"
      Why do we need to protect

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
and take care of our skin and
eyes? ans. "Teacher because our
eyes is very important for us to
see the beauty of the world."
Put a smiley face :) opposite to Write True if it is say about
the statement if it is a GOOD skin cacer and False if it is not.
practice and sad face :( if it is not 1. Skin cancer is the abnormal
good practice. damage of the cell.
__1. Playing under the sun at 2. We can avoid skin cancer of
noon time. eposing ourself under the heat
__2. Waring a wide brimmed hat of the sun.
on sunny days. 3-5.etc.
__3. Looking at the sun directly.
__4. Using an umbrella on sunny
days.
__5. Lying on beaches all day.
__6. Wear sun glasses in
beaches while playing under the
sun.
__7. Applying sun block lotion all
over the skin.
__8. Staying under the sun the
whole day.
__9. Wearing long sleeves or
trousers when working in the
farm.
__10.Exposing eyes to bright or
glaring light.
 Write a jingle on the safety Research about skin cancer. Cut pictures of how we prevent
measures in protecting skin cancer.
yourselves from the sun's heat
and light. This will always remind
you when working or playing
under the sun.
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

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
and practicing new skills #1
E. Discussing new concepts
Teacher JHUN CARANDANG Learning Area: MATHEMATICS
Date / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrates understanding of bar graphs and outcomes of an event.
Is able to create and interpret simple representations of data.
Tell whether an event is sure, likely, equally likely, Tell whether an event is sure, Tell whether an event is sure,
unlikely and impossible to happen. likely, equally likely, unlikely and likely, equally likely, unlikely and
impossible to happen. impossible to happen.
Likelihood of an Event
CG p.
Make a bar graph using the data. Definition about probability.
Santan Ros Daisy Sampaguita Orchid
e
10 25 20 5 15
Let’s toss a coin.Raise your right hand if you are for What other terms of “ likelihood of To get the students to activate
the tail and left if you are for head. an event”? their prior knowledge, the teacher
Ask: If you choose a tail or a head, will you be sure will draw 5 red squares and 1
that your choices will come true?Why? blue square on the white board.
Which color would you likely pick
and why?
Show a box with 6 blue marbles inside it. Show video clip about  The teacher will draw different
Put one pingpong ball on the box. probability? colored boxes for each
Do you think I will always pick a marble now? vocabulary word and will call
upon students to see if they can
determine if that set of boxes
are : certain, likely, unlikely or
impossible.
What about my chance of getting an object Iwant to What makes you identify the What is possibility that boxes are
pick? possibility of an object to occur? certain, likely, unlikely or
impossible to predict?
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
Activities 3 -4 Give them avtivity to do.About The teacher will explain that the
probability. students will now play the game
“Grab Bag” in order to develop
further understanding of the
differences between certain,
likely, unlikely, and impossible.
There are 5 red squares and 2
blue squares.

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
What are likelihood of an event? What is probability?
Let pupils answer Activity 6 individually. Provide an activity to evaluate the
performance of the pupils.
Let pupils answer Activity 7 in their notebook. Make your own module of
probability to test the skill of the
pupils.
What words do you learned
today?
Tell if the ff.situations is certain ,
likely to happen , unlikely and
impossible to happen.
1. flying to the moon.
2. Getting high grades
3. Climbing to Mt. Pinatubo
4. It will rain
5 –etc.
Give a situations where you can
possibly predict if it is: certain ,
likely, unlikely and impossible to
happen.

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 / MARCH 19-23,2018 Quarter: FOURTH WK10
Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard Enhances performance of poetry,
chants, drama, musical stories,
and songs by using a variety of
tempo
Learning Competency/s Distinguish between thinness and
thickness of musical sound
II CONTENT Multiple Melodic Lines
III. LEARNING RESOURCES
A. References Music Time Lower and Upper
Primary
Creates a single puppet based The learner…….
on character in legends,myths Demonstrates consistency in following safety rules to road
or stories using recycled and safety and in the community.
hard materialcreates a mask or
headdress that is imaginary in
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 learner will be able to
recyclable materials in the ‐ Follow safety rules/guidelines to avoid accidents in the
province/region that can be community
used in making a ‐ Recommend preventive action for a safe community
headdress. H3IS-IVi-27/H3IS-IVj-28
2. Make a headdress that will
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 – IV i
Headress I Want To Be Safe
Rowett, R. Community safety-its everyone’s responsibility.
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

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
119-122
107-110
Song Charts, CD of songs
a. Rhythmic Drill
Let the children clap steady beats
in 3s
b.Group Work
The class will be divided into three
groups, Group I will clap the
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”
Ask the children to get 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
207-208
224-226
glue/paste, scissors, stapler,
pictures, crayon, ruler,
old folders/cardboards, rubber
bands,
Ask: Have you tried making
boats airplanes, flowers,
birds, fish, and others by
paperfolding?
Say:
The paper boats, planes,
flowers, and others are
samples of 3D objects. Today,
you will learn another 3D
sculpture.
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?
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
541-542
‐ pictures
‐ charts
‐ coloring and art materials
‐ Manila paper
. Check the assignment of the pupils on details of their
contact persons in
cases of emergency and community hazards.
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
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

C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
to draw as many horizontal lines
as they can. Ask them to compare
the colored lines they have
drawn.
Ask the children to compare the
song charts 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
accompaniment
Ask:
Which song chart has thinner
melodic lines? Why?
Which song chart has thicker
melodic lines? Why?
What can you say about song
chart number 3?
For song chart number 2, ask the
question and guide the pupils in
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.
people/suspicious actions
.
Say: a. Why is it important for you to know these routes?
Headdress have a variety of b. Have you participated in any disaster drill?
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
in celebrating our festivals in
our province/region.
Motivate pupils to use a variety
of shapes and colors to
make their work attractive.
5.Stress that as part of safety guidelines they should
participate in
disaster drills so that they will know what to do when disaster
happens. Schools usually do earthquake and fire drills.
6. Discuss again the safety guidelines on dealing with
strangers.
7. Point out that these three things make up safety guidelines.

E. Discussing new concepts
and practicing new skills #2
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
“Bahay Kubo with the upper and
lower melodic lines will be
played.)
What can you say about the Ask if they can add more safety guidelines or preventive
sound you heard? Describe. actions for
(The first music of “Bahay Kubo“ is a safe community by doing Activity 2 on p. ____.
thin while the second one
is thick.)
What do you think affects the
sound?
(The number of melodic lines
affects the sound.)

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
a. Sing the song “Bahay Kubo” in
unison with guitar 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
Let the pupils do the Activity 1 INDIVIDUAL PERFORMANCES
(see LM p.___)
1. Ask: What have you learned
in your art activity? Were Give time for the pupils to make posters about a safe and
able to express your peaceful
ideas/thoughts using community.
headdress?
How?
LM-page 226 Let 2-3 pupils share their works in front of the class..
Do “ BE PROUD “.

J. Additional activities for
application or remediation
Form a group and present a song Research ahbout making Enjoy doing fun and exciteful activities.
in unison, round, or partner song. headdress.
(Answers for evaluation)
1. thin
2. thick
 3. thin
4. thick
5. thick
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?