GRADE

SCHOOL SANTA MARIA, ADIA AND PAANG BUNDOK ES THREE

DETAILED LEVEL
LE MIRIAM I. EVANGELISTA, ALICIA S. PAGALANAN, LEARNING
SSON TEACHER JASMIN B. ANDAYA, CATHERINE V. AGUADO AREA
ENGLISH
LOG
QUARTER FOURTH WEEK 2

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Demonstrates Demonstrates Demonstrates Demonstrates understanding of Demonstrates

understanding of understanding of understanding of useful strategies for purposeful understanding of
the elements of punctuation processes in sight word literacy learning punctuation marks, rhythm,
literary and marks, rhythm, recognition or phonic pacing, intonation and vocal
expository texts pacing, analysis to read and patterns as guide for fluent
for creative intonation and understand words reading and speaking
interpretation vocal patterns as
guide for fluent Demonstrates
reading and understanding of sentences
speaking and paragraphs in
expressing ideas
B. Performance Standards Uses information Accurately and Uses word recognition Uses strategies independently in Accurately and fluently
derived from fluently reads techniques to read and accomplishing literacy related reads aloud literary and
texts in aloud literary and understand words that tasks informational text
presenting informational contain complex letter
varied oral and texts combinations, affixes Composes three-to-five
written activities and contractions through sentence paragraph
theme-based activities
 C. Learning Identify cause Read grade 3 Match words, phrases Interpret simple maps of places Read grade 3 level texts
Competencies/Objectives and effect levels texts and sentences consisting of words and
consisting of containing these words vowel digraphs and
words with with pictures diphthongs with at least 95-
vowel and 100% accuracy
digraphs and
diphthongs with Write three-to-five sentence
at least 95- paragraph
100% accuracy

Write the LC Code for each EN3S-Iva-h-1.6

EN3RC-Iva-b EN3F-Iva-h 1.6 EN3PWR-IVc-2 EN3ss-Iva-b-1.2.3
EN2WC-Iva-e-22
2.3
II.CONTENT Cause and Interacting with Words and Phrases with Simple Maps Decoding/Fluency/Writing (–
Effect Others to read -ight ough word)
Relationship aloud with
Fluency and
Appreciating
Rhythm

“The Future”

III.LEARNING RESOURCES

A. References

1.Teacher’s Guides/Pages pp.336-338 pp. 334-336 pp. 343-345

2.Learner’s Materials Pages p. 316 LM 315 p.309 p. 320 pp.316-319

3.Textbook Pages

4.Additional Materials from Finger Family Tongue Twister

https://www.youtube.com/watch?
Learning Resources (LR) portal
v=L7S_EmsUg7Y https://www.youtube.com/watch?
v=TSw1BXbJilU
 D. Other Learning Resources Pictures Pictures Flashcards-of words with Pictures, maps Pictures
ight words
Video Chart of the poem “What
Should I Do?”
English for You
and Me 3

Reading 2008
pp.124

IV.PROCEDURES

A. Reviewing previous lesson Post a picture of Recite the poem Recite the tongue twister Show and post on the board the Recite the tongue twister
or presenting the new our environment. “The Future” that they have already simple map of “Where Pappy that they have already
lesson memorized. lives? memorized.

Share to the
class your
experience the
last time you
visited a place
like this.
B. Establishing a purpose for Do you want to Group yourself Read the following Singing in a joyful song “Finger
the lesson live in this into 3 & do the words Song”
beautiful place? activity written in -light -might
-bight -night
Activity 285 (LM
-fight -right
p. 316)
C. Presenting Listen as I read Show some Present the different Show a mystery box containing Present the –ough words
examples/instances of the the poem aloud. beautiful place in pictures. Let the pupil the paper bag and the picture of using the poem “What
new lesson your town name the picture Pappy. Tell the class that there Should I Do?”
“Mother Earth” are two things inside the
mystery box and they need to
find out what these things are.

D. Discussing new concepts What were seen 1) How can Match the words to the Do the finger walk written on pp. Tell the pupils that there are
and practicing new skills #1 in the rivers and you help pictures that are inside 343 TG. Read “Pappy, the words that are spelled with
seas before? to beautify the pocket chart Paper Bag” with your eyes. –ough that are sounded
your as /f/ and others sounded as
What happens place? /o/
to the fish when
the water is
dirty? (refer to
TG pp.337)

E. Discussing new concepts What can we do 2) What will Choose the correct word What values do we get from the Read the poem “What
and practicing new skills #2 to spare our happen if to complete each story Should I Do? and answer
world from they sentence each question
floods and continue
diseases? to cut the 1. Light makes the 1. What should we do
trees in room (bright, when the trees are
the dark) see pp. 308 gone and the
forest? LM garbage is around?

(refer to LM-Activity 288)

 Memorize the Read the poem Read the phrases Do the finger walk. Read Let the pupils write two
first stanza by by class, by “Pappy, the Paper Bag” with sentences about the picture.
F. Developing mastery filling each blank group and light during the dark your eyes individually.
with missing individually night.
(Leads to formative assessment)
words. (refer to may make it right
TG p.338)
with all his might
Answer the
question: What a light in sight
makes our
must never fight
Mother Earth
beautiful?

G. Finding Message Relay Read your After reading the Tell the pupils that the boy
practical/applications of favorite stamp in phrases, encircle the has the alternative to
concepts and skills in daily Each group will the poem. word with –ight sound. choose which of the two
living receive a sets of food he will take. Let
message. Each the pupils use at least a
group will make word with –--ough like
the other group enough.
guess the
message
assigned to
them using their
body
movements. The
group that will
correctly guess
the message will
win.

H. Making generalizations and What are the What is the How do we read –ight? Do you agree that maps are Does –ough words have the
abstractions about the lesson things to avoid in importance of important? same sound? How do we
order to maintain maintaining Read the following –ight read the –ough in the
the cleanliness clean
 of our surroundings? words: Why? following words:
environment?
How can we backlight fright bough cough
Based from the maintain it?
discussion that blight knight dough tough
we had, what is daylight spotlight although rough
cause? And
what is effect? eyesight twilight enough
Do you think
flight uptight
they are related
to each other? starlight
Why?

H. Evaluating Learning Memorize the Read one by one Read the following Draw a map on p.332 (LM) Write 5 sentences with –
second stanza Activity 286 phrase with –ight words: ough words.
by rapping. pp.316 (LM)
a flight in sight
Then answer
this question: the cars backlight
What happened the perfect eyesight
now to our
Mother Earth? the strong knight

getting the spotlight

I. Additional activities for List down the Answer the following

application or remediation things to avoid questions in your
to maintain the notebook see letter C
cleanliness of p.310(LM)
the environment.

V.REMARKS

VI.REFLECTION
 A. No. of learners who
earned 80% of the
formative assessment

B. No. of learners who

require additional
activities to 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?

E. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

F. What innovation or
localized material did I
use/discover which I
wish to share with other
teachers?