MELC Based
DAILY LESSON LOG
I. OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
pages
2. Learner’s Materials pages
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
b. Establishing a purpose for
the lesson
School SAPANG TAGALOG ELEMENTARY Grade Level & Section Grade III-MOLAVE
Teacher JOVANNE J. CABALU Principal VILMA B. CAWIGAN
Teaching Dates and Time Sept 12-Sept. 16 ,2022 Quarter FIRST QUARTER – WEEK 3
(Monday-Friday)
ENGLISH MATH MTB-MLE SCIENCE
The learners demonstrates understanding The learner demonstrates the ability to formulate ideas The learner demonstrate
of grammatical structures of English to be The learner demonstrates understanding of whole following the conventional format/patterns of written understanding of ways of sorting
able to communicate effectively in oral and numbers up to 10,000, ordinal numbers up to 100th and language. materials and describing them as
written forms. money up to Php 1,000. solid, liquid, or gas based on their
observable properties.
The learner shows proficiency in The learner uses expanding knowledge and skills to write The learner should be able to group
The learner is able to recognize, represent, compare and
constructing grammatically correct clear coherent sentences, paragraphs, short stories, letters and common objects found at home and in
order whole numbers up to 000 and money up to Php
sentences in varied theme-based oral and poems from a variety of stimulus materials.. school according to solids, liquids and
1,000 in various forms and contexts.
written activities. gas.
Identifies ordinal numbers Recognizes, reads and Differentiates count from Uses the correct counters
from 1st to 100th with write money in symbols mass nouns. for mass nouns
Write a short paragraph providing another Describe changes in materials based
emphasis on the 21st to 100th and in words through
ending for a story listened to. on the effect of temperature
object in a given set from a Php 1000 in pesos and in
EN3-wc-Ia-j-9 MT3G-Ia-c-4.2 MT3G-Ia-c-1.2.1 S3MT-Ih-j-4
given point of reference. centavos.
M3NS-Ic-16.3 M3NS-Ic-20.2
Writing short paragraph providing another
Recognizing Coins and Correct use of Counters for
ending for a story listened to Ordinal Numbers Count Noun and Mass Noun Solid, Liquid and Gas
Bills Mass Noun
Literature: Stone Soup
TG pp. 29-32, MELC p.132 TG pp. 28-31, MELC p.206 TG pp. 29-32, MELC TG pp20-22. , MELC p.373 TG pp35-39. , MELC p.373 TG pp. 13-14, MELC p.376
p.206
LM pp.30-44 LM pp.35-39 LM pp.40-48 LM pp.10-14 LM pp.27-30 LM pp.30-44
Let us recall the story of “Belling the Cat” Drill: Give practice on reading Identifying Nouns. Unlocking Difficulties Show pictures of objects.
and “The Crow and the Pitcher”. Fill out a. Using flashcards, have the money in symbols 1. Father brought home a Unlock the underlined words Call pupils to get a picture and post it
the table posted on the board. pupils give the place value of through P500. kite for Marlon. in the sentence using context under the correct column.
a digit in the number. Use flashcards as clues. SOLID-LIQUID-GAS
b. Using another set of snappily as possible.
flashcards, have the pupils 1. Father and I stroll at the
give the number that comes park every afternoon.
before or after the number a. run
that is flashed. b. take a walk
c. play
Unlock Vocabulary Call a pupil volunteer to Using your show me What can you buy in the Have the class sing “The Show pictures of different liquids.
(traveler, village, ingredient, pot, soup) stand in front and arrange boards, write the money supermarket? More We Get Together” Say: Here are example of different

C. Presenting
examples/instances of the
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 3)
G. Finding practical
applications of concepts and
Divide the class into groups based on the themselves from tallest to symbol as shown in each liquids.
word STONE. Group S, Group T. Group O, shortest. strip of paper. Then, read Study each picture. Can you name
Group N and Group E. Ask: the amount of money them?
Tell the pupils they will play the game How many pupils are there? you wrote.
Think-Ask-Up to guess the meaning of six What do you notice about
terms. their arrangement? How are
Refer to LM – Activity 22 for the they arranged?
Vocabulary review Exercise.
Ask: What is your favorite soup? Why do a. Show a clothesline with Call on one boy and one Show pictures of Show pictures of a family Refer to LM Activity 1: Liquid
you like it? two numbers pinned on it. girl in front while the supermarket/ grocery eating together, strolling in Around Us
Show the PREDICTION CHART before Let the pupils read the rest of the class observe. stores where different the park and working Show the pupils the materials and
reading the story to the class. numbers. Show the money. Give together. Show also a group explain briefly what is expected of
things are sold.
the boy and the girl of friends playing together. them to accomplish in doing the
money. Ask how much Ask: activity.
did they receive? Boy? What do you see in each Divide the class into small groups.
Girl ? picture? Materials are divided into sets for
What do they do in each each group.
picture? Let the pupils do the activity.
How do the people in each Ste precautionary measures in
picture feel? handling the materials and parameters
of group work.
Read the story Stone Soup and stop at Ask: Tell how the boy and the Reading the dialog. During Reading Ask:
certain points to have pupils predict what Why should it be placed in girl got their answer. Let Say: As I read aloud the Name the materials for activity.
might happen next in the story. that position? them compute their own - Who is going to the story, think about what will Determine whether they are solid or
What if there is another money by the use of their happen in the beginning, liquids.
market?
number ? play money. middle and end.
Where should it be placed?
- What is she going to Then, ask a good reader to
buy? read aloud the story again as
the rest of the class follow,
reading silently.
Use Prediction Chart as guide for Why do we need to arrange Give another situation. Comparison and Post reading Discussion Ask:
discussion questions. the numbers from least to Let’s the children Abstraction Ask: Can you name the materials for the
1. Who went to the village? greatest (increasing order)? analyze and answer the - Which items can be 1. What occasion was held at activity? What are they?
2. Why did he ask help from the villagers? Greatest to least (decreasing questions that follows. the park? Which are solids? Liquids?
counted one by one?
3. Did some villagers help him at once? order)? 2. Why didn’t father and How were you able to tell that liquids
Why did they not help him?
- Which items cannot be Mother see Teddy at once? are in the containers?
4. How did the traveller feel when he could counted by piece? 3. What did Teddy’s parent
not get anything from the villagers? What feel when he was announced
did he do then? the winner?
4. what are the counter nouns
used in the story?
Have a role play. Assign pupils to play Ask the pupils to answer the Have pupils work in Group the pupils to Group Activity What are other solid/ liquids around
roles of some characters in some parts of exercises under Activity 1 in groups. Give each group identify count from mass Group 1: It’s Late us? In school? At home? In the
the story; where the traveler is cooking the the LM. two sets of paper bills nouns. Group 2: Looking for Teddy community?
soup, when a passing villager asks, etc. and coins. Have them tell Group 3: My True Friends Ask the pupils to describe the liquids.
the value of each set. Group 4: Start and End
Then ask which among
each set has bigger
value.
This part should be done through a role Ask the pupils to answer the Group the class into 4. Answer the activity. Retell the story to the class Answer the Activity on LM.
play by the pupils assigned with prompts exercises under Activity 2 in Give each group 3 pairs Look at the pictures. using the events (pictures).
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who require
like: the LM. of envelope containing Write below each picture List the counter nouns used
Who came first? bills and coins. if it is a mass noun or a in retelling the story.
Who came next? Use the play money. count noun.
Who came last?
What ingredients did the villagers give for
the stone soup?
What kind of soup was cooked in the end?
Do you think it was a very delicious soup?
Why?
Was the traveler smart? Resourceful? Why?
What have you learned on today’s lesson? How do we arrange numbers How will you compare Nouns that can be counted What are counters? Can you find solids/liquids around
in decreasing number? money values of coins are the COUNT NOUNS us? In school? In the community?
How do we arrange numbers and bills? Nouns that cannot be
in increasing order? counted are the MASS
NOUNS.
Refer Group S and T to LM – Activity 23. Guide pupils in working on Ask the pupils to Write C if the word is a Answer Activity 7 on LM Answer the Activity on LM.
Refer Group O and n to Lm – Activity 24. Activity 4 in the LM. compare the count noun .Write M if
Refer Group E to LM – Activity 25. denominations of bills the word is a mass nouns.
and coins in Activity 4 in
1. dust
the LM.
2. marbles
3. meat
4. paper
5. classmates
Write another ending for the story Stone Ask the pupils to study the Ask the pupils to work Complete the statement Cut out five pictures of mass At home, find different solid
Soup. word problem then answer on the Activity 5 on LM. with a count noun or a nouns using correct counters. materials and liquids in a container.
the exercises under activity 5 Tell pupils to ask for the mass noun with a counter. Fill out the chart.
A and B in the LM. help of their parents.
For example:
Check pupil’s answers.
I am going to the mall and
I’ll buy a book, a pad of
paper, a bottle of glue and
a box of crayons.
1. At the supermarket,
Mother bought
__________________.
2. On my birthday, I
received _______.
3-5.etc.
additional activities for
remediation

MELC Based School SAPANG TAGALOG ELEMENTARY Grade Level & Section Grade III-MOLAVE
DAILY LESSON LOG
Teacher JOVANNE J. CABALU Principal VILMA B. CAWIGAN
Teaching Dates and Time Sept 12-Sept. 16 ,2022 Quarter FIRST QUARTER – WEEK 3
(Monday-Friday)

LAYUNIN FILIPINO EDUKASYON SA AP

PAGPAPAKATAO
Pamantayang Pangnilalaman Inaasahang nasasabi na ng mga mag-aaral ang Naippamalas ang pag-unawa sa kahalagahan ng sariling kakayahan, pagkakaroon ng Ang mag-aaral aynaipapamalas ang pang-uanwa sa
pangunahing diwa ng tekstong binasa o napakinggan at tiwala, pangangalaga at pag-iingat sa sarili tungo sa kabutihan at kaayusan ng pamilya at kahalagahan ng mga lalawiagn sa rehiyong
nakapagbibigay ng kaugnayan o katumbas ng teksto, pamayanan.. kinabibilangan ayon sa katanginag heograpikal nito
nagagamit ang mga kaalaman sa wika, nakababasa nang
may wastong palipon ng mga salita.
Pamantayan sa Pagganap Nakakaya ng mga mag-aaral na ipakita ang kasanayan sa Naipapakita ang natatanging kakayahan sa iba’t-ibang pammaraan nang may tiwala, Ang mag-aaral ay nakapaglalarawan ng pisikal na
pag-unawa at pag-iisip sa mga narinig at nabasang teksto katapatan at katatagan ng loob. kapaligiran ng mga lalawigan sa rehiyong kinabibilangan
at ipahayag nang mabisa ang mga ibig sabihin at gamit ang mga batayang direksyon , lokasyon,
nadarama populasyon at paggamit ng mapa.
Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat Nakagagawa ng wastong kilos at gawi Nasususri ang katangian ng populasyon ng iba’t-ibang
Nagagamit ang iba’t-ibang bahagi ng aklat sa pagkalap Nakasusunod sa mga
kasanayan. sa pangangalaga ng sariling kalusugan pamayanan sa sariling laalwigan batay sa edad, kasarian,
ng impormasyon pamantayan/tuntunin ng mag-anak etnisidad at rehiyon.
F3EP-Ib-h-5 at kaligtasan.
EsPPKP-If-22 AP3LAR-Id-6
EsP3PKP-Ie-18
NILALAMAN
Pamilyang Nagkakaisa, Tahanang
Mga bahagi ng aklat Mabuting Kalusugan Populasyon ng mga Lalawigan sa Rehiyon
Masaya

III. KAGAMITANG
PANTURO
Sanggunian
Mga pahina sa Gabay ng TG pp. 12-13, MELC p.152 TG pp. 22-24, MELC p.70 TG pp. , MELC p.70 TG pp.23-27
Guro
Mga pahina sa Kagamitang
Pang-mag-aaral
PAMAMARAAN
Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin.
Paghahabi sa layunin ng
aralin
Pag-uugnay ng mga
halimbawa sa bagong aralin.
Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment)
Paglalapat ng aralin sa pang-
araw-araw na buhay
LM pp. 8-11
Paano ka tinutulungan ng iyong pamilya sa mga
gawain mo sa paaralan?
Magpakita ng bidyu o powerpoint tungkol sa iba’t
ibang bahgi ng aklat.
Paano mo pangangalagaan ang bawat bahgi ng
aklat?
Itanong:
Ano ang pamagat ng tula?
Ano-ano ang bahagi ng aklat?
Ano ang tungkulin ng bawat bahagi ng aklat?
Pag-usapan at ipakumpleto ang pangungusap sa
TANDAAN NATIN sa p.10
Ipasulat ang mga bahagi ng aklat.
Ano ang natutuhan mo sa aralin?
LM pp.32-35
Ano ang dapat gawin upang maging
malusog ang ating katawan?
“Enerjam”
Sino-sino ang masiglang naisagawa
ang ehersisyo? At sinu-sino naman
ang hindi?
Suriin ang dalawang larawan at piliin
ang dapat na sumali sa paligsahan sa
A-1 child sa paaralan
Sino sa kanila ang pipiliin mong
sumali sa paligsahan?
- Bakit siya ang pinili mo?Kung ikaw
naman ang mapipiling kandidato sa A-
1 Child,
ano ang iyong mararamdaman? Bakit?
Magbigay ng mga reaksyon sa mga
palabas na nakita - Piliin natin ang
mga mahuhusay na gumanap sa bawat
pangkat.
Bakit mo sila hinihikayat?
I- Magpanggap na reporter .
II- Iguhit ang mga bagay na
nagpapanatili ng kalusugan.
LM pp.48-53
.Pagbalik-aralan ang natapos na aralin
noong isang linggo tungkol sa dapat
gawin upang manatiling malusog at
ligtas ang pangangatawan.
Simulan ang pagbibigay pansin sa
magagandang kasabihan hinggil sa
pamilya.
Ipakita ang kahalagahan ng mga
magulang at mga ibang kasapi ng
pamilya. Pagsumikapang maipakita sa
mga mag-aaral ang kahalagahan ng
pamilya (kahit na ang iba ay galing sa
mga di-magandang pamilya).
Talakayin ang kahalagahan ng mga
magulang at ibang kasapi ng pamilya.
Gawain 1
Ipasagot ang Isapuso NAtin sa LM.
.Mahalaga ba ang magkaroon ng
pamilya? Paano mo mapapanatiling
buo at maayos ang inyong pamilya?
LM pp.50-62
Maghanda ng pitong puzzle ng mga lalawigang
makikita sa inyong rehiyon.
Ipabuo ito sa mga bata. Ipatukoy ang pangalan ng
bawat rehiyon.
Pangkatin ang klase sa apat.
Magpalaro tungkol sa populasyon ng tao sa San
Narciso gamit ang bar grap na pinamagatang
Number Beads.
Ipakita ang bar grap tungkol sa populasyon ng
iba’t-ibang barangay sa San Narciso.
Itanong:
- Aling bayan sa San Narciso ang
pinakamalaki ang populasyon?
- Alin ang pinakamaliit?
- Kapag pinagsamasama ang mga
populasyon ng mga poblacion, gaano
karaming tao lahat?
- Saan barangay kaya ang pinakamaraming
pamilihan? Bakit mo nasabi?
Ipakita ang mapa ng isang bar grap gamit ang
sariling likhang datos ng mga bata. Itanong:
- tama ba ang pagkalagay nila ng mga datos
sa bawat lalawigan?
- Ano ang inyong pinagbasehan sa
paglagay ng mga datos sa lalawigan sa
mapa?
Ipabasa ang TUKLASIN MO sa LM.
PANGKATANG GAWAIN: Differentiated
Activities
Grupo A.
Ipagawa ang Gawain A sa LM. Sabihin ang batayan

Paglalahat ng Aralin
Pagtataya ng Aralin
Karagdagang Gawain para sa
takdang-aralin at remediation
MGA TALA
Ipagawa ang “Pagyamanin Natin” ph. 10
Paggawa ng dummy ng bawat aklat..
Ipagawa ang pagsasanay sa LINANGIN NATIN sa p.9
Ipagawa ang PAGYAMANIN NATIN sa LM p.10.
Ipakuha ang gamit ng mga bata sa ART.
Linagin ang sariling kakayahan.
Word Search Gawain 2 Txt page 46
Ano ang iyong talento?
Paano mo ito lilinangin?
Ipakita ito sa pamamagitan ng pagsulat ng pangako o pag-video ng pagsasanay
na iyong ginagawa upang mapahusay pa ang iyong talento.
Ano ang natutunan mo sa aralin?
Ipabasa ang tulang “Tuloy Po Kayo”
at pasagutan ang mga tanong tungkol
dito. (Tingnan ang LM pp. 55-56)
ng pagsagot ay ang mga datos na makikita sa
naturang Gawain.
Grupo B.
Ipagawa ang Gawain B sa LM. Ipabigay ang mga
aktuwal na datos ng sariling lalawigan o rehiyon at
magsagawa ng pagtalakay.
Grupo C.
Ipagawa ang Gawain C sa LM.
Sumangguni sa rubric para sa pamantayan sa
pagpupuntos ng Gawain.
Ano ang natutuhan sa aralin?
Ano ang kahalagan sa iyo ng aralin?
Pasagutan ang NATUTUHAN KO sa LM.
Ipaliwanag na nag ginamit na datos ay sa isang
rehiyon. Ang guro ay inaasahang gumawa ng
parallel na mga tanong gamit ang aktwal na datos
ng sariling lalawigan o rehiyon.
Alalahanin ang ilang tuntunin sa tahanan at pag-
uusapan kinabukasan.

PAGNINILAY

Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya.
Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.

Prepared by: Noted:

JOVANNE J. CABALU VILMA B. CAWIGAN
Teacher II Principal III

MELC Based School SAPANG TAGALOG ELEMENTARY Grade Level & Section Grade III-MOLAVE
DAILY LESSON LOG
Teacher JOVANNE J. CABALU Principal VILMA B. CAWIGAN
Teaching Dates and Time Sept 12-Sept. 16 ,2022 Quarter FIRST QUARTER – WEEK 3
(Monday-Friday)
I. OBJECTIVES
Content Standards
Performance Standards
Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
pages
2. Learner’s Materials pages
IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
lesson
Presenting
examples/instances of the
new lesson
Discussing new concepts and
practicing new skills #1
ARTS PHYSICAL EDUCATION HEALTH
The learner demonstrates understanding of lines, texture, shapes The learner demonstrates understanding of body shapes and body The learner demonstrates understanding of the importance of
and depth, contrast through drawing. actions in preparation for various movement activities nutritional guidelines and balanced diet in good nutrition and health
The learner consistently demonstrates good decision making skills
The learner creates an artwork of people in the province/region. The learner performs body movement shapes and actions properly.
in making food choices
Explains that artist create visual texture by using a variety of lines
Performs body shapes and actions. Identifies nutritional problems
and colors.
PE3BM-Ic-d-15 H3N-Icd-13
A3-PL-Ic
Visual Texture Let’s walk and sing Vitamins for Life
TG pp. 137-139 TG pp. 223-227 TG pp. 358-360
LM pp. 144-146 LM pp. 265-273 LM pp. 448-450
Ask: Warm up activitie Read the BACKGROUND INFORMATION with the class
How illusion of space is shown in a drawing? Daily exercise
If a child lacks vitamins, he/she will suffer from the following
nutrition deficiencies
Distribute sets of jigsaw puzzles to groups of pupils. Let each Ask the pupils to perform any movement based on the Song: Tong, Let pupils bring out the food assigned to them.
group assemble the puzzle. Tong, Tong Pakitongkitong”
What picture was formed by the puzzle?
Does it show texture, lines and colors? Identify them.
Tell the pupils that visual texture is defined as the texture perceived Ask: What animal can you think of in the song? Show pictures.
without touching it. Can you create actions for the song?
Look at the picture. What have you observed in picture A? in Ask who has experienced any of these nutritional deficiencies.
picture B?
Discuss further the use of cross hatch lines and dots (Pointillism) to Do the following activities. Activity 1
create visual texture in a Still Life drawing. Show illustrations Activity 1: Spot the Difference
showing “crosshatching” of a pencil stroke. Group the pupils. Let them brainstorm and discuss the different
vitamin deficiencies by showing pictures of children with specific
vitamin deficiencies on LM.
Discussing new concepts and
practicing new skills #2
Developing mastery (leads to
Formative Assessment 3)
Finding practical applications
of concepts and skills in daily
living
Making generalizations and
abstractions about the lesson
Evaluating learning
Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation
Prepared by:
JOVANNE J. CABALU
Teacher II
Refer to THINK ABOUT THIS on LM.
Ask:
How will you value your artwork and of others?
Art Activity:
Refer to BE CREATIVE on LM
“Still Life Drawing with Cross Hatch Lines or Dots”
Let the pupils show their artwork to the class.
What is VISUAL TEXTURE?
Refer to BE PROUD on LM.
Bring a picture of land formation.
Activity 2: Walking All the Way
Let pupils answer Activity 2 on L,.
Do the activity on LM. Answer Activity 3 on LM.
Wring the Dishrag
Closing activity Ask: How can we avoid vitamin deficiencies?
Sing the song Maliliit na Gagamba with actions Group the children.
Prepare set of pictures or plastic fruits representing the four
vitamins.
Play games like “Maria Went To Town”, the group with most
correct answer wins.
Walking properly in different directions is an enjoyable activity that What will happen if we do not get enough vitamins?
will help the proper functioning of our body system
Look at the table. Check under the column which picture shows Instruct pupils to answer LET’S CHECK on LM.
correct proper body mechanics.
A. Assume proper body mechanics while walking Draw pictures of fruits you have to eat to have
B. Practice flexibility that you have learned in school
Vit. A – Vit. B – Vit. C – Vit.D
Noted:
VILMA B. CAWIGAN
Principal III