School OLONGAPO CITY ELEMENTARY SCHOOL
DAILY
LESSO
N LOG
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Grade Level THREE – SPED G/T
Teacher MARIANNE V. RESPENSOR Learning Area ENGLISH
May 30, 2023 / 8:00 – 8:40 Quarter FOURTH
Developing Reading and Writing
Reading Comprehensions
Interpret pictographs.
EN3RC – Ive – g -1.2
Interpreting Information from a Pictograph
pp. 364-369
p. 338
ENGLISH 3 Curriculum Guide
ukulele, pictures, laptop, tarpapel, tape,
file:///C:/Users/lenovo/Downloads/pdfcoffee.com_grade-3-4th-quarter-dlp-in-
english-pdf-free.pdf
https://studylib.net/doc/25847275/a-detailed-lesson-plan-in-english-3
https://www.scribd.com/document/446890853/LP-Grade-3-Pictograph#
Prayer
Before anything else, may I ask Avyanna to please pray for our class today.
Checking of attendance
Get a list of absentees from the class secretary.
Ask: Are you fully dressed today? (To be fully dressed, one needs to wear a
smile.)
(Remind the learners to sit properly and listen carefully during discussion.)
Energizer (an introduction to the new lesson)
Ask: Do you have a garden at home? How do you make a garden? I have
here a song about making a garden. I’m sure everyone of us here knows the
song “Old McDonald.” Come, sing with me the song “I will Plant a Garden
Green” to the tune of “Old McDonald!”
I Will Plant a Garden Green
I will plant a garden green,
Then I'll watch it grow.
I'll dig some holes here in the dirt,
In a nice straight row.
With a dig-dig here,
And a dig-dig there,
Here a dig, there a dig,
Everywhere a dig-dig,
I will plant a garden green,
Then I'll watch it grow.
I will plant a garden green,

B. Establishing purpose for the
lesson
(PROJECT SIGA Integration)
C. Presenting examples/instances
of the new lessons
Then I'll watch it grow.
In the hole I'll drop a seed,
Then each seed I'll sow.
With a drop-drop here,
And a drop-drop there,
Here a drop, there a drop,
Everywhere a drop-drop,
I will plant a garden green,
Then I'll watch it grow.
I will plant a garden green,
Then I'll watch it grow.
I'll water each plant one by one,
They'll sprout up in a row.
With a squirt-squirt here,
And a squirt-squirt there,
Here a squirt, there a squirt,
Everywhere a squirt-squirt,
I will plant a garden green,
Then I'll watch it grow.
Ask (Motive Question): What can we plant in a garden?
Once we get the answer “vegetable,” proceed to Drill and see if the pupils are
familiar with different vegetables.
Drill
Show different kinds of vegetables.
Ask: Is eating vegetables a good thing? Why? Why not?
Show a picture of the school’s Gulayan sa Paaralan program.
Ask: 1. Do you know where this place is?
2. How can we maintain the cleanliness of the place?
3. What can we find in the garden?
4. What plants or vegetables do you usually plant at home or in school?
(The teacher will use DRTA (Directed Reading Thinking Ability).)
My mother and grandmother love to eat vegetables. Because of that, they
made a vegetable garden at home where they plant different kinds of
vegetables.
Ask: 1. Who love vegetables?

D. Discussing new concepts and
practicing new skills #1
2. What do my mother and grandmother have?
Their garden had tomato plants, eggplants, okra and carrots. They were very
happy seeing the plants grow healthy and bear big fruits. They wanted to find
out how many fruits of each kind of vegetables there were, and how many
there were in all.
Ask: 3. What vegetables do they have in their garden?
4. Do you think they are happy? Why do you think so? Why don’t you
think so?
5. What do you think is their problem?
To solve their problem, my mother counted the fruits of each plant as they
watered them. “There are 25 tomatoes, 40 okras, 20 eggplants, and 15
carrots.” That night, my mother drew the fruits of their plants. “Hmm… Since
there are 25 tomatoes, I will draw one tomato for every five tomatoes.”
And this is what my mother drew:
Mother’s & Grandmother’s Vegetable Garden at Home
Vegetables Number of Vegetables Harvested
Tomatoes
Okras
Eggplants
Carrots
Legend: 1 vegetable = 5
Who wants to help me count the number of vegetables that my mom and
grandma have? Remember that each vegetable in the graph represents five.
How many tomatoes are there?
5+5+5+5+ 5=25 tomatoes or 5 ×5=25 tomatoes
How many okras are there? Eggplants? Carrots?
Do you have any idea what my mom did? What did she draw?
I have some jumbled letters here. You will have to arrange the letters to know
what my mom drew. (Use the learners’ show-me-boards.) The first one to
guess the word will receive a price!
iPhgtapocr
This time, I have jumbled word/s. Arrange the words to form a sentence.
A pictograph picture
graphic symbol is a or representing or
ideas things
A pictograph is a graphic symbol or picture representing things or ideas.
A legend or picture symbol
Of the is an used explanation
A legend is an explanation of the symbol or picture used.
E. Discussing new concepts &
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment 3)
Call a learner to read the story in class. Then make a pictograph about the
story.
Unlocking vocabulary through pictures.
generous – character trait of a
person who loves to give
neighborhood – an area where
people live and interact with each
other
fighting – having an argument
Ron’s Good Deed
by Janette G. Mañago
Ron is a generous boy. He has four friends in the neighborhood namely
Jayson, Mark, Melo, and Reggie. One sunny afternoon, he saw his friends
fighting over a single candy, so he ran back home to get a jar full of candies
and gave it to his friends.
Here is a pictograph of the number of candies Ron gave to his friends.
Label Title
Categories Pictures
Legend
Ask: 1. What is the title of the pictograph?
2. What are the names of Ron’s friends?
3. How many more candies were given to Reggie than to Jayson?
4. When combined, how many candies will Mark and Melo have?
Read the paragraph below. Let the class make their own pictograph in their
notebooks by completing the incomplete pictograph below. (5min) Then
answer the questions that follow by playing the jeopardy game.
Mayden has a vegetable garden, too. She planted ampalaya, squash and
patola in her garden. Last month, she was able to harvest 6 ampalayas, 3 big
squash and 15 patolas. She also made a pictograph of her harvest where she
drew 1 vegetable for every 3 vegetables.
 _____________________________
Vegetables Number of Vegetables Harvested
Ampalaya
Squash

1 vegetable =

1. What is the pictograph about?

a. Vegetables in the Market
b. Mayden’s Vegetable Garden
c. Gulayan sa Paaralan
2. How many kinds of vegetables are there?
a. 2 b. 6 c. 3
3. How many of each kind of vegetables are there?
a. There are 3 ampalayas, 15 squash and 6 patolas.
b. There are 15 ampalayas, 6 squash and 3 patolas.
c. There are 6 ampalayas, 3 squash and 15 patolas.
4. How many vegetables are there in all?
a. 24 b. 15 c. 18
5. Which kind of vegetable has the least number?
a. ampalaya
b. squash
c. patola
6. Which kind of vegetable has the greatest number?
a. ampalaya
b. squash
c. patola
G. Finding practical applications of Group Activity (5min)
concepts and skills in daily living Remind the students about the rules when having a group activity.
Each group has different instructions. Read the instructions carefully before
answering the activity.
Scoring Rubric for Group Presentation
Organizatio The type of presentation is appropriate for the
5
n topic.
Carefully follows instructions and explains their
Content 25
given task properly.
Student’s voice is loud and clear. Information is
Presentation 20
easy to understand.
TOTAL 50
Group 1 – Interpret the pictograph by answering the questions below.
Different Blood Types of People
Blood Type Number of People
Type A
Type B
Type AB
Type O
= 5 people
 1. What is the title of the pictograph?
2. What blood type has the greatest number of people?
3. What blood type has the least number of people?
4. How many blood types were given in the pictograph?
5. Which blood type has 25 people?
Group 2 – Complete the pictograph to show the number of apple trees
planted. Paste the pictures of the apple trees in the graph.
Number of Apple Trees Planted
Name of Pupil Number of Apple Trees Planted

= 5 apple trees
Given:
Zyra – 10 apple trees Jhea – 10 apple trees
Bea – 15 apple trees Joseph – 5 apple trees
Group 3 – Label the parts of a pictograph. Then sing its parts using this poem.
Sing to the tune of “Are you Sleeping?”
Favorite Pets
Pet Number of Votes
Cat
Dog
Hamster
= 2 votes

Legend, title
Legend, title
The label, the label
Categories, pictures
Categories, pictures
Pictograph
Pictograph
Group 4 – Complete the pictograph to show the number of apple trees
planted. Draw mangoes in the graph and color them.
Eric, Carol, Manny and Sue are the top “mango tree planters” in their
class. Eric planted six mango trees while Carol planted 8 mango trees.
Manny and Sue both planted 10 mango trees.
Number of Mango Trees Planted
Name of Pupil Number of Mango Trees Planted

= 2 mango trees

H. Making generalizations &
abstractions about the lessons
I. Evaluating learning
J. Additional activities for
application or remediation
Group 5 – Based on the given pictograph, summarize the information given.
Number of Grade 3 Pupils who likes the following Vegetables
Vegetable Number of Grade 3 Pupils who likes the Vegetable
Ampalaya
Squash
Eggplant
Kangkong
= 1 grade 3 pupil
Given:
Ampalaya – ____________
Squash – ____________
Eggplant – ____________
Kangkong – ____________
Sentence:
1. _____________________________. (least favorite vegetable)
2. _____________________________. (most favorite vegetable)
3. _____________________________. (total number of grade 3 pupils)
Ask: 1. What is a pictograph?
2. How do we use it?
Study the pictograph. Answer the questions. (5 minutes)
The school canteen is selling a lot of hotdogs to hungry pupils. The
pictograph below shows how many hotdogs were sold in 4 weeks.
Number of Hotdogs Sold in Four Weeks
Week Number Number of Hotdogs Sold
Week 1
Week 2
Week 3
Week 4
= 5 hotdogs
1. What is the pictograph about?
2. How many hotdogs were sold in week 3?
3. How many snacks were sold all in all?
4. Which week has the greatest number of sold hotdogs?
5. Which week has the least number of sold hotdogs?
6. How many more hotdogs are there in week 1 than week 4?
Assignment
Draw four vegetables that you eat in a week in the form of a pictograph.
 Vegetables I Eat in a Week
Vegetables Number of Vegetables I Eat

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 this 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?

Prepared by:

MARIANNE V. RESPENSOR
Teacher I
Checked by:

LIZA F. BIADO
Master Teacher II
Noted:

MARINA G. DENIEGA, EdD

Principal IV