Republic of the Philippines

Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
PAJO ELEMENTARY SCHOOL
PAJO, MEYCAUAYAN CITY, BULACAN

DETAILED LESSON PLAN IN ENGLISH III

School PAJO ELEMENTARY SCHOOL Grade GRADE 3

DAILY LESSON LOG Subject Teacher DIVINA I. BANQUILLO Subject ENGLISH
Date & Time MARCH 22, 2021 – 10:00 AM – 10:50 AM Quarter THIRD QUARTER

I. Objectives
A. Content Standards Homonyms (e.g., flower/flour)

B. Performance Standards Homonyms (e.g., flower/flour) (Literacy Skill)

*Indicator 2; Uses a range of teaching strategies
that enhance learner achievement in literacy and
numeracy skills
C. Learning Competencies/ At the end of the lesson, the students are expected to:
Objectives
 define homonyms;
 recognize the homonyms in the sentences;
 use homonyms in a differentiated task.
II. CONTENT
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages https://www.k12reader.com/subject/vocabulary/homophone-worksheets/
https://www.youtube.com/watch?v=diMSnrNiUXo
https://www.k5learning.com/worksheets/vocabulary/grade-3-homophones-1.pdf
 https://www.k5learning.com/worksheets/vocabulary/grade-3-homophones-2.pdf
1. Learner’s Materials
pages
2. Other Learning Video clip, Laptop - power point presentation
Resources
*Indicator 7; Plans, manages and
implements developmentally sequenced teaching
and learning processes to meet curriculum
requirements and varied teaching contexts
*Indicator 8; Select, develops, organizes, and uses
the teaching learning resources, including ICT, to
address learning goals.
IV. PROCEDURES
A. Reviewing previous lesson or Classroom routine
presenting new lesson The teacher will call a name from the student for the prayer.

Explanation of Point System

*Indicator 5; Manages learner behavior
constructively by applying positive and non-
violent discipline to ensure learning-focused
environments
*Indicator 3; Applies a range of teaching
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills
The teacher will present the house rules in the Google meet. (Setting of house rules)
Checking of Attendance
The student will open their cameras and write their full names in the chat pane.
Review:
The teacher will ask the questions regarding the last discussion.
Ask:
 What did we discuss last meeting?
 How do we recognize words represented by abbreviations (e.g. Mr. Ave., Oct.)
 Will you give me an example in abbreviation?
 Why do we use abbreviation?
 Is abbreviation important in writing?

The teacher will show (5) five words to abbreviate it.

1. Kilogram –
2. Corporation -
3. Incorporation -
4. Mister –
5. March –
 (giving position feedback) (allowing student to express their ideas)
B. Establishing a purpose for the
lesson Motivation: (providing motivation)
 The teacher will flash a blurred picture, then the students will guess the picture.
*Indicator 5; Manages learner behavior Ask: (Encouraging learners to ask questions)
constructively by applying positive and non-
violent discipline to ensure learning-focused
 Are there any questions or clarifications before we have our activity?
environments  The teacher will give 10 seconds to the students to guess the picture, then will call randomly to name the picture.

*Indicator 1; Applies knowledge of content

within and across curriculum teaching areas.

*Indicator 3; Applies a range of teaching

strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills This Photo by
This Photo by
Unknown Ring
Author write Unknown Meat Hair
*Indicator 8; Select, develops, organizes, and uses
the teaching learning resources, including ICT, to
Plane
is licensed under Author is
CC BY-NC licensed under
address learning goals CC BY-NC
This Photo by Unknown Author is licensed under CC BY-SA

 The teacher will let the learners watch a short video clip and song about today’s topic. The student will sing-a-long
in the song. (Integration in Music) (Integration in ICT)

https://www.youtube.com/watch?v=diMSnrNiUXo

Ask:
 Will you say something about the video presentation you watched? (Allowing student to express their ideas)
 Can you give me an example of words you have encountered in the presentation?

C. Presenting examples/instances of
the new lesson The teacher will present the topic using power point.

*Indicator 3; Applies a range of teaching
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills
Definition of Homonyms. Homonyms are words that are spelled the same and also sound the same, but they have different
meanings.
The word “homonym” comes from the prefix “homo,” which means the same, and the suffix “-nym,” which means name.
 The teacher will call randomly from the student to read the given examples.

Example:

Ring - a circular band for holding, connecting, hanging, Wring - squeeze and twist (something) to force liquid from
pulling, packing, or sealing. How to use ring in a sentence. it.

Write - mark (letters, words, or other symbols) on a
surface, typically paper, with a pen, pencil, or similar
implement
Meat - Meat is animal flesh that is eaten as food
Right - morally good, justified, or acceptable.
- direction
Meet - come into the presence or company of (someone) by
chance or arrangement.

The teacher will present a sentence.

Ask:
 Where is the homonyms in the sentence?

I am going to use a bat to hit that bat flying around.

BAT any of a group of mammals that fly by means of long front limbs modified into wings
BAT a usually wooden implement used for hitting the ball in various games

How can you bear be being so close to that bear?

BEAR being able to withstand something.

BEAR an animal.

Ask:
 Where is the homonyms in the sentences?
She will mail you.
Males are not allowed.

Please cut for me a piece of pie.

Peace will come to us in time.

D. Presenting examples/instances of
the new lesson #1 The teacher will ask student to bring out their notebook, then answer the following below.
*Indicator 1; Applies knowledge of content
within and across curriculum teaching areas. Let us try this.
*Indicator 3; Applies a range of teaching
Directions: Choose the right word and match the sentences.
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills 1. Boats (sale / sail) on the (sea / see)
*Indicator 5; Manages learner behavior 2. A cake is usually made with eggs, milk, butter and (flower / flour)
constructively by applying positive and non- 3. Turn left then after the traffic lights. (right / write)
violent discipline to ensure learning-focused 4. The is delivered ever day (male / mail)
environments.
5. I at an Pinoy restaurant last night (eight / ate)
The teacher will call randomly to check the correct answer.

Ask:
(Encouraging learners to ask questions)
Are there any questions or clarifications before we have our activity?

E. Presenting examples/instances of
the new lesson #2 The teacher will give the instructions to the students.

*Indicator 2; Uses a range of teaching Directions: Circle the homonyms that matches the
strategies that enhance learner achievement meaning.
in literacy and numeracy skills
*Indicator 1; Applies knowledge of content
within and across curriculum teaching areas.
Group Activity: The students will circle the words
*Indicator 5; Manages learner behavior that
constructively by applying positive and non- matches the meaning.
violent discipline to ensure learning-focused Ask: (Encouraging learners to ask questions)
environments 1. Are there any questions or clarifications
before we have our activity?
*Indicator 4; Manages classroom structure to
engage learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical and
learning environments.

F. Developing Mastery Group Activity: Differentiated task

*Indicator 6; Uses differentiated, The students will perform the differentiated task given in each group. The class will be grouped in 4 groups with 10
developmentally appropriate learning members each. Slogan, Song Presentation (Integration in Music), Dance presentation, Yell (Integration in Music) (10
experiences to address learners’ gender,
needs, strengths, interest and experiences
mins)
1. Each group will be given a time showed in the screen to perform the task.
*Indicator 1; Applies knowledge of content 2. The teacher will explain the rubrics and rules for the task.
within and across curriculum teaching areas.

*Indicator 5; Manages learner behavior

constructively by applying positive and non-
violent discipline to ensure learning-focused
environments

CRITERIA POINTS
Content 5
Creativity 5
Relevance 5
Unity 5

Ask: (Encouraging learners to ask questions)

 Are there any questions or clarifications before we have our activity?

G. Finding practical applications of Ask:

concepts and skills in daily living 1. How will you connect our topic in your life? (HOTS)
2. How can this homonym helps you to understand the sentence? (HOTS)
*Indicator 3; Applies a range of teaching Ask: (Encouraging learners to ask questions)
strategies to develop critical and creative 1. Are there any questions or clarifications?
thinking, as well as other higher-order
thinking skills
*Indicator 5; Manages learner behavior
constructively by applying positive and non-
violent discipline to ensure learning-focused
environments
H. Making generalizations and Ask:
abstractions about the lesson 1. What are homonyms? (HOTS)
*Indicator 3; Applies a range of teaching 2. Give me an example of homonyms
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills

H. Evaluating learning
Directions: Choose the correct answer.
*Indicator 7; Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts
I. Additional activities for application
or remediation

V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
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. Which of my teaching
strategies worked well? Why
did these work?

E. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
F. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared:
DIVINA I. BANQUILLO Checked and Reviewed:
Teacher I
GLOTELYN SORIANO
English Coordinator

Noted:
ROSALIA M. PAZ Principal I