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. 19-23,2022 (Monday-Friday) Quarter FIRST QUARTER – WEEK 4

I. OBJECTIVES ENGLISH MATH MTB-MLE SCIENCE

The learners demonstrates understanding The learner demonstrates the ability to The learner demonstrate understanding of
Content Standards of grammatical structures of English to be The learner demonstrates understanding of addition and subtraction formulate ideas following the conventional ways of sorting materials and describing
able to communicate effectively in oral and of whole numbers including money format/patterns of written language. them as solid, liquid, or gas based on their
written forms. observable properties.
The learner shows proficiency in The learner uses expanding knowledge and The learner should be able to group
Performance Standards constructing grammatically correct The learner is able to recognize, represent, ordinal numbers up to skills to write clear coherent sentences, common objects found at home and in
sentences in varied theme-based oral and 100th in various forms and contexts paragraphs, short stories, letters and poems school according to solids, liquids and gas.
written activities. from a variety of stimulus materials..
Learning Competencies/ Notes important details in grade level
Objectives Compare values of the different
Adds 3 to 4 digit numbers up to narrative texts.
Write the LC code for each denominations of coins and Describe changes in materials based on the
Write a diary. three addends with sums up to 10 a. character
bills through Php 1 000 using effect of temperature
EN3-Ia-j-2.2 000 without and with regrouping b. settings
relation symbols S3MT-Ih-j-4
M3NS-Id-27.6 c. plot
M3NS-Id-22.2
MT3RC-Ia-b1.1.1
Writing a diary Comparing Money through Php Adding 3 to 4 Digit Numbers Elements of a Story
Common solids, Liquids and Gases Found
II. CONTENT 1 000 without Regrouping
at Home and in School
III. LEARNING
RESOURCES
References
1. Teacher’s Guide MELC p.132 TG pp. 43-46, MELC p.206 TG pp. 47-50, MELC p.206 TG pp. 8-10, MELC p.373 TG pp. 23-25, MELC p.376
pages
2. Learner’s Materials pages LM pp. 49-54 LM pp.58-60 LM pp. 3-5 LM pp. 23-26

IV. PROCEDURES

A. Reviewing previous lesson
or presenting the new lesson
Reading Drill
Flash words learned on past lessons.
Read and spell the words by group, by row,
by pair then individually.
Ask pupils to use the words in sentences.
Give practice on reading money
in symbols through Php 1 000.
Use flashcards and show me
boards.
Drill:
Play “Bring Me” game to drill on
addition basic facts using
flashcards.
Review:
Write the letter of the correct
answer to the addition problem on
the chalkboard.
Unlocking of Difficulties Let them identify common materials colors,
Choose the letter of the correct answer. sizes, shapes and texture and arrange them
1. There is a new beach resort where you as Solid, Liquid and Gas.
can go swimming and sailing. A resort is a
place where you can _______.
A. study B. pray
C. have fun D. learn cooking

b. Establishing a purpose for
the lesson
Show a real example of journal or dairy.
Let the children identify it.
Use different denominations of
money (play money) to have an
equal value with the money in
the table. Paste them in the
space provided.
Show the picture or similar
picture to the class.
Ask:
What is the picture all about?
How would you help maintain the
Ask: Show picture of materials found at home, in
Do you have a pet? school and in the community.
What pet do you have? Name these materials.
If you are planning to have a pet, what do
you want for a pet?

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
Show other examples of diary.
Ask if they have a diary.
Study the illustration shown.
Look at the example and get ready to make
your own daily journal or diary.
Present this situation on a chart.
Mother is planning to go to
market. She has the following
paper bills and coins inside her
wallet.
Show the illustration mother
has.
Ask:
How much is in mother’s
wallet?
What combinations of bills and
coins are there.
How about father, what bills
and coins are in his wallet?
How much does he have?
Performing Activity
Have the pupils work in pairs.
Ask:
Who has more money, mother
or father?
If you are to count the number
of bills and coins, how many
bills and coins does mother
have? How about father?
cleanliness in your community?
In your school?
Present a problem.
Ask:
What was the campaign of the
municipality?
Who participated in the municipal
campaign?
What did they plant?
How many seedlings were
planted?
Lead the pupils analyze the
problem. Illustrate the problem
using flats, longs and ones.
Express the groupings into
symbols by writing the equivalent
numbers into expanded form.
Present another way of adding
numbers. Put the given numbers
in the place value chart before
adding them. Emphasize that the
numbers must be written in the
appropriate columns.
Show a book cover. Do the activity. Refer to LM.
Say: Divide the class into 5 groups. Let the
The story we are going to read today is pupils do the activity in the LM.
entitled “The Pet” Ask each group to copy the table found in
Ask: the Lm.
What do you see on the cover? Make them answer and complete the table
What do you think is the sory about? in your notebook.
After all the groups are done with the
activity, assign a leader in each group to
report their answers.
Read the story aloud to the class or let a After the report, ask them to answer the
good reader read the sory. following questions:
Ask: a. What are the common materials found at
What did Greg and Martha find in the home? In school? In the community?
glass?
Post Reading Discuss the concepts using different
Ask : examples of solids, liquids and gasses.
What did Greg and his sister want to do What materials found at home and at school
with the kitten? are solids? Liquids? Gases?
Why did their parents not allow them to get
the kitten?
Who came looking for it?
How did Greg and Martha get a pet?
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
Now that you know how the parts of a
diary. Arrange the parts of the diary below.
Re-write the diary in cursive writing.
Let us look at the table. Write the addends in column form Let the pupils do Activity 1 on LM Show sets of pictures.
Ask: is there another way to with the digits properly aligned. Let them group the pictures under the
compare their money? How? They find the sum. Write your correct column.
answer in your notebook.
Divide the class into 4 groups Have pupils answer the exercises Let the pupils do Activity 2 on LM
and have them act out the under Activity 1 on their papers. Ask:
situation and come out with a When and where did the story happen?
final scene. Who are the characters?
Group 1 What was the problem of Greg and Martha?
How would you make Php 1 How did they find a solution in the
000 with the fewest bills and problem?
coins?
Show it in 2 different
combinations.
Group 2
How would you make Php 1
000 with the fewest bills?
Show it in 2 different
combinations.
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
How do you write a diary?
What is the importance of a diary?
Write a diary about how thankful you are
for all the blessings and guidance of Jesus
in your lives.
Write your own diary.
How do we compare values of
different denominations of bills
and coins?
Group the pupils.
Differentiated Activities
Ask the pupils to answer
Activity 1 to 4 on LM.
Ask the pupils to answer the
tasks in Activity 5 in the LM.
What should be done first before
adding 3 to 4 digit numbers?
How do we add 3 to 4 digit
numbers up to three addends with
sums up to 10 000?
Answer Activity 3 on LM.
Have thm write in column before
finding the sum.
Let the pupils wotk on Activity 4
in the LM at home.
Ask them to look at the picture
before answering the questions.
What are the elements of a story?
Have pupils retell the story, “The Pet” by
completing these elements:
1. It was _____________________
2. Greg and Martha, together with their
parents, went to _________
3. Greg and Martha ___________
4. They wanted to _____________
5. But their parents _____________
6. A boy came and ____________
7. Greg and Martha were happy to
________________________
Fill out the following Elements of a Story.
Choose your favorite story and fill out each
elements.
What have you learned on this lesson?
Match the picture in column A with the
description in column B.
Connect each picture to its correct name
using a line.
Identify if it is solid, liquid or gas.
Look for the following materials at home.
In your notebook, draw and describe them
as solid, liquid or gas.
1. bleaching liquid
2. shampoo
3. alcohol
4. mosquito coil
5. soap
No. of learners who earned
80% in the evaluation

No. of learners who require

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. 19-23,2022 (Monday-Friday) Quarter FIRST QUARTER – WEEK 4

LAYUNIN FILIPINO AP

Pamantayang Pangnilalaman Inaasahang nasasabi na ng mga mag-aaral ang pangunahing diwa ng tekstong binasa o napakinggan at nakapagbibigay ng Ang mag-aaral aynaipapamalas ang pang-uanwa sa kahalagahan ng mga
kaugnayan o katumbas ng teksto, nagagamit ang mga kaalaman sa wika, nakababasa nang may wastong palipon ng mga salita. lalawiagn sa rehiyong kinabibilangan ayon sa katanginag heograpikal nito

Pamantayan sa Pagganap Nakakaya ng mga mag-aaral na ipakita ang kasanayan sa pag-unawa at pag-iisip sa mga narinig at nabasang teksto at ipahayag nang Ang mag-aaral ay nakapaglalarawan ng pisikal na kapaligiran ng mga
mabisa ang mga ibig sabihin at nadarama lalawigan sa rehiyong kinabibilangan gamit ang mga batayang direksyon ,
lokasyon, populasyon at paggamit ng mapa.

Mga Kasanayan sa Pagkatuto

Isulat ang code ng bawat Nababaybay nang wasto ang mga salitang natutunan sa aralin,
Nababasa ang mga salitang may tatlong pantig: pataas, klaster,
kasanayan. salita di-kilala batay sa bigkas, tatlo o apat na pantig, batayang Nasusuri ang iba’t-ibang lalawigan sa rehiyon ayon sa mga katangiang
salitang iisa ang baybay ngunit magkaiba ang bigkas at salitang
talasalitaan, mga salitang hiram at salitang dinaglat pisikal at pagkakilanlang heograpikal ng rehiyon
hiram
F3PY-Id-2.2, F3PY-Id-2.3, Ap3lar-Ie-7
F3AL-If-1.3
F3PY-Id-2.4
NILALAMAN Pagsipi ng Parirala Salitang may tatlo o apat na pantig, Salitang Dinaglat Katangiang Pisikal na Nagpapakilala ng Iba’t-ibang Lalawigan sa Rehiyon

III. KAGAMITANG
PANTURO
Sanggunian
Mga pahina sa Gabay ng TG pp. 19-21, MELC p.151 TG pp. 55-56, MELC p.151 TG pp. 32-36
Guro
Mga pahina sa Kagamitang LM pp. 10-12 LM pp. 116-117 LM pp. 63-68
Pang-mag-aaral
PAMAMARAAN
Balik-Aral sa nakaraang Magpakita ng aklat sa mga bata. Pagbabaybay: Anyayahan ang mga mag-aaral sa isang paglalakbay gamit ang kanilang
aralin at/o pagsisimula ng Ipatukoy sa mga bata ang mga bahagi ng aklat. imahinasyon sa pamamagitan ng story prompt. Sabihin ang ito habang
bagong aralin. Mga salitnag may dalawa/tatlong pantig nagpapatugtog ng instrumental music.
Da-gat kis-lap ta-wa it-log

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
Paglalahat ng Aralin
Pagtataya ng Aralin
Karagdagang Gawain para sa
takdang-aralin at remediation
MGA TALA
Sumulat ng flashcards ng ilang salita ns msy dalawa at tatlong
pantig.
Ipabasa ito sa mga bata.
Ipabasa ang “Ang Sarap Talaga!” sa Alamin Natin, LM p.10-11
Itanong:
1. Sino ang mga tauhan sa kuwento?
2. Ano-ano ang ginagawa ng bawat miyembro ng pamilya
habang naghihintay ng kanilang almusal?
3. Ano ang paboritong araw ng pamilya?
Basahin ang Kuwentong “Tara Na, Laro tayo” sa LM p.13-14
Itala ang mga hiram na salita sa pisara.
Ipasipi sa mga bata ang mga salitang may dalawa at tatlong
pantig.
Ipabasa ang salitang may dalawa/tatlong pantig. Pag-usapan
ang kahulugan ng bawat salita.
Ipagamit ang mga salitang nabuo sa parirala at pangungusap.
Ipagawa ang LINANGIN NATIN sa LM p. 12
Ano ang natutuhan mo sa aralin?
Ipakumpleto ang pangungusap sa TANDAAN NATIN p.6
Ipabasang muli ang “Ang Aking Alkansiya”, sa Alamin Natin
p.6
Ipasipi ang mga parirala na nagpapakita ng mga palaging
ginagawa ng tauhan sa kuwentong binasa.
Ku-wen-to bu-wa-ya ka-wa-yan
Salitang Hiram
Cake, pizza, computer, rubber band, straw
Maglaro ng PINOY HENYO Pagkatapos ng paglalakbay, itanong sa mga bata ang ss.:
Saan tayo nakarating?
Pahulaan ang mga sumusunod na salita Ano-ano ang katangian ng mga lugar na ating napuntahan?
Ano ang pakiramdam sa mga lugar na iyong napuntahan?
Doktor bisikleta computer games
Ipabasa ang kuwentong “Kailangan Lima”. Ipakita ang mga napag-aralanna simbolo ng topograpiya sa mapa na napag-
aralan na natin?
Ipakita ang mga napag-aralan na simbolo ng topograpiya sa mapa.
Tinganan at kilalanin ang mga tauhan sa kuwentong “Kailangan Itanong:
Lima” Naaalala ba ninyo kung ano ang ipinapahiwatig ng mga simbolo sa mapa
Sino-sino sa mga ito ang mayroon sa inyong lalawigan? na napag-aralan natin?
Ipakiita ang simbolo at sabihin kung anong katangian ang ipinapahiwatig
nito.
Ano ang kahulugan ng mga sumusunod na dianglat na salita? Ipakita ang flashcard at hikayatin ang mga bata na sumagot bilang isang
klase.
Ipakita ang halimbawa sa pisara.
Talakayin ang katangian na ipinapahiwatig ng mga simbolo.
Sumulat ng salitang may apat na pantig. Ipabasa ang usapan sa telepono ng dalawang bata sa TUKLASIN MO sa
1. ka-lu-su-gan Lm at pasagutan ang mga tanong na matatagpuan ditto sa malinis na
2. sagutang papel.
3.
4.
5.
Sagutin ang LINANGIN NATIN sa Lm p.117 Ipagawa ang GAWAIN A sa GAWIN MO sa LM. Gamit angData
Retrieval Chart sa pagsagot.
Ano ang natutuhan mo sa aralin? Gabayan ang mga bata sa pagbibigay ng kaisipan sa natutuhan nila sa
Sa pagsulat ng mga salitang dinaglat? aralin.
Ibigay ang daglat ng bawat salita. Pasagutan ang NATUTUHAN KO sa LM.
1. Barangay Sulu Ang mga sagot ay naaayon sa aktwal na impormasyon ng iba’t-ibang
2. Konsehal Gomez rehiyon.
3. Engineer Cruz
4. Binibining Lustre
5. Ginoong Mendoza
Sumulat ng sampung (10) salita na mga apat na pantig. Gumawa ng polyeto ng anyong tubig at anyong lupa sa inyong lugar.
Sumulat ng limang (5) halimnbawa ng mga dinaglat na salita. Hikayatin ang mgaturista na pumunta sa inyong lugar upang Makita ang
kagandahasn nito. Mag-isip at gumawa ng kampanya upang mahikayat ang
mga turista na pumasyal ditto. Ipakita sa klase sa susunod na pagkikita.
PAGNINILAY

Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya.
Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa 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. 19-23,2022 (Monday-Friday) Quarter FIRST QUARTER – WEEK 4

I. OBJECTIVES ARTS PHYSICAL EDUCATION HEALTH

Content Standards 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

Performance Standards
Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
The learner creates an artwork of people in the province/region.
Discusses what foreground, middle ground and background are all
about in the context of a landscape.
A3-PL-Id
Landscape Drawing
(Foreground, middle ground, background)
The learner performs body movement shapes and actions properly.
in making food choices
Performs body shapes and actions. Describes the characteristics, signs and symptoms, effect of the
PE3BM-Ic-d-15 various forms of malnutrition.
H3N-Ief-14
Let’s Move and Bend Our Knees Minerals for Life

III. LEARNING
RESOURCES

References
1. Teacher’s Guide TG pp. 140-141 TG pp. 228-231 TG pp. 360-366
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
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
LM pp. 147-150 LM pp. 274-280 LM pp. 451-453
What is visual texture? Follow the figures shown. Review the different kinds of food rich in vitamins.
Do the exercise correctly. Count 1-16.
Figures A to D. Ask the pupils:
What are the vitamins that we learned in the previous lesson?
Ask the pupils to show the pictures of land transformation they Activity 1: I can Do This Aside from vitamins, what else does our body need to function
brought to class. Let them say something about it. Show pictures. Let the pupils imitate the picture. normally?
Introduce a guessing game of land transformations and landscapes Ask whether it is easy or not.
by describing their characteristics. Ask the pupils to aarange the jumbled letters and form a word.
a. O I N R
B. D O I N I E
C. C L U I A C M
Tell the pupils that there are famous landscape and land formation Introduce the different kneeling position. Activity 1
in the Philippines. Introduce some of these with the aid of pictures. Let them practice for a while
Challenge them to add arm movements Post the following description around the room:
Unlock the words.
Ask them to form groups based on this and share their experiences.
Ask: The teacher will ask guide questions to guide the pupils in forming After their sharing, unlock the three nutritional deficiencies and
What objects in the picture appear nearest to the viewer? the concept. explain further.
What objects in the picture appear farthest to the viewer?
Compare their sizes. Show more examples of kneeling movements. Tell them that this Show the pictures on the board o r thru power point presentations.
Refer to THINK ABOUT THIS on LM. exercises can focus on flexibility.
Let the pupils describe the picture of each deficiency.
Art Activity: Landscape Drawing Activity 2: Kneeling Challenge Activity 2: Let’s Match!
Show your artwork to your classmates and share your experience In a group of 5, let pupils create an exercise using various kneeling
while doing the activity. positions. Discuss ways on how to prevent mineral deficiencies.
Refer to Be Creative on LM. In 2 minutes, let them practice these exercises with arm movements.
After 2 minutes, let them perform by group. After discussion, form three groups and give each group task cards
with questions. They will draw their answers on a manila paper.
Refer to TAKE THE CHALLENGE on LM. Do a Half Kneeling Challenge, but performing the kneeling position Let them do Activity 1 on LM
with arm movement while singing “BAHAY KUBO”
How is balance shown in the picture? What have you learners on today’s lesson? Describe each mineral deficiency in one sentence.
Refer to BE PROUD activity on LM. Do the movements on each pictures shown. Ask the pupils to answer LET’S CHECK on LM.
After doing the activities put a check (/) if the picture shows proper
kneeling and put a cross (x) if it does not.
Additional activities for Draw a landscape of your house or community. A. Let the pupils identify situations when kneeling is used. Cut out pictures of what you should eat to avoid mineral deficiency
application or remediation B. Let them practice flexibility exercises that have learned in school. from Vitamin A to D.

V. REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation

Prepared by: Noted:

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