GRADE

SCHOOL TALANGKA AND MACASIPAC ES THREE

DETAILED LEVEL
LE LEARNING
SSON TEACHER MARY JEAN J. JARQUE/ERIKA MARIE G. ARIOLA
AREA
ENGLISH
LOG
QUARTER FOURTH WEEK 5

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrate
understanding of
processes and
information in text for
articulation of ideas.
Demonstrate Demonstrate understanding Demonstrate Demonstrate
understanding of of letter sequence in words understanding of different understanding of the
processes in sight word to get meaning. listening strategies to elements of literacy
recognition or phonic comprehend texts. and expository texts
analysis to read and for creative
understand words. interpretation.

B. Performance Creatively presents
Standards information in varied
ways.
C. Learning Ask and respond to
Competencies/Objectiv questions about
es informational texts
listened to (environment,
health, how-to’s, etc)
Use word recognition Hear and record sounds in Uses information from Use information
techniques to read and words. texts viewed or listened derives from texts in
understand words that to in preparing logs and presenting varied
contain complex letter journals. oral and written
combinations, affixes and activities.
contractions through
theme-based activities.
Read words with vowel Spell some irregularly – Sequence at least 3 Interpreting
digraphs ea and ee and spelled words (e.g have, events using signal pictographs
phrases, sentences and said, please, because) words
stories containing these
words.

Write for the LC code EN3OL-IVa-j-3.2 N3PWR-IVd-e-22 and 29 EN3S-IVd-f-5 EN3LC-IVa-j-2.7 EN3RC- IV e-g -1.2.
for each

II. CONTENT Engaging in poem Reading words with vowel Spell irregularly spelled Sequencing events using Interpreting
reading digraphs /ea/ and /ee/ words signal words. information from a
 pictograph.
Appreciating the value of
having a garden
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 363-364 pp. 288 pp. 369-371 pp. 363-364 pp. 364-369
pages
2. Learner’s Materials pp. 336-338 pp. 282-283, 273, 276 pp. 338 pp. 11-12 pp.338
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous Ask the pupils Read the Poem “I will plant Let the pupils read the words Let the pupils arrange the Exercise about
lesson or presenting the Do you have a garden? a garden” LM, page 337. written on the flash cards. jumbled letters. sequencing events
new lesson Let them read by groups, r i t S f using pictures.
rows, boys and girls. Feel t x n e Put these pictures in
Sweet t s a l the right order to
Screen make a story.
Beak
Heat

B. Establishing a purpose Ask the pupils Show of several pictures Present the poem “The Little Arrange the pictures on Show an example of
for the lesson Do you like to have your with words that have Plant” its correct order. Number pictograph.
own garden? What do we digraph /ee/ and /ea/ and it from 1-4
do when we have a let them describe the
garden? pictures.
C. Presenting Present the poem “I will Present a short poem and Show the examples of Present the poem “ I will Present a pictograph
examples/instances of plant a garden” story that have digraphs irregularly spelled words plant a garden” “Miguel’s Vegetable
the new lesson LM page 337 /ee/ and /ea/ from the poem “The Little LM page 337 Garden”
Plant” TG page 365
Jean
Eat, eat eat Buried
Jeans eats meat. Little
Light
Beach, beach, beach Bright
Jean goes to the beach. Voice

Heat, heat, heat

Jean plays under the heat

Seat, seat, seat

Jean reads on a clean
seat.

Jean’s Sweet Dream

Jean had a sweet dream.

She rides on a jeep with
fifteen sheep that moves
along the street. I ran so
 fast at the tree beside our
house where my baby
brother with three teeth
sits.
D. Discussing new Let the pupils read a Let the pupils write on the Let the pupils read the Let the pupils read the Let the pupils
concepts and poem: Observe fluency board the words that irregularly spelled words. poem. answer the
practicing new skills #1 and correct intonation. shows digraph /ee/ and “I will plant a garden” questions about the
Let them read by groups, /ea/ and answer the Match the picture to the LM, page 337. pictograph.
rows, boys and girls. questions that follow. words. Let them read by groups, 1. How many
rows, boys and girls. tomatoes are
1. What does Jean 1. Buried a. there in
eat? Miguel’s
2. Where does Jean Garden?
go? 2. How many
3. Who plays under 2. Little b. okras are
the heat? there?
4. Where does Jean Eggplants?
play? Carrots?
5. What does Jean do 3. Light c.
on clean seat?
4. Bright d.
1. What is the title of
the short story?
2. Who had a sweet 5. Voice e.
dream?
3. Who has three
teeth?
4. How many sheep
move along the
street?
5. What is beside
Jean’s house?
E. Discussing new Discuss the Discuss the digraphs /ee/ Let them play a game “Pass Present sentence strips Discuss what
concepts and comprehension question. and /ea/. Let the pupils the Baton” TG, page 370 and let the pupils pictograph is. TG
practicing new skills #2 1. What did ‘I’ want read the following words sequence these page 366
to do in the poem? and phrases. sentences based on the
2. What does the ‘I’ 1. Three poem using signal words.
mean by a garden 2. Teeth (first, next and last)
green? 3. Eat ____, I’ll dig some
Continuation TG, 4. Wheel holes here in the dirt
 page 364. 5. Beak ____, In the hole I’ll
6. three blind mice drop a seed
7. rolling wheel ____, I’ll water each
8. a kind beast plant, one by one.
9. slice of meat
10. the coming year

Ask the pupils:

1. What is the
pictograph
about?
2. What is meant
by the given
legend?
Continuation
page 366

F. Developing mastery Let the pupils do the Let the pupils read the Let the pupils spelled 5 Present some pictures Let the pupils
Draw and tell activity on sentences. Write the different words. from the poem “I will interpret the
LM, pp.338. sentence number in the 1. Enough plant a garden.” pictograph. TG, page
boxes above each picture 2. Please Write number 1 in the 367
Draw your dream garden to show what the sentence 3. Knife picture that happened
and tell something about says. LM, page 273 4. Said first
it. 5. Again Write number 2 in the
picture that happened
next.
Write number 3 in the
picture that happened
next to number 2.
Write number 4 in the
picture that happened
last.
G. Finding practical Let the pupils give ways Connect each picture to Let the pupils answer the Arrange the following Let the pupils
applications of on How to take care of the phrase that tells about activity 313, LM, p.338 using the signal words. interpret another
concepts and skills in their school garden? it. LM, page 276 (first, next, last) pictograph on TG,
daily living page 368

H. Making What have you learned Let the pupils the correct Find the hidden irregular- What are the signal What can you see on
generalizations and from the poem “I will sound of the digraphs /ee/ spelled words in the puzzle words that we used in a pictograph?
abstractions about the plant a garden”? and /ea/. below. sequencing events? Is it important to use
lesson a pictograph in
Flashcards, read interpreting data?
I. Evaluating learning Write 3 short sentences In your notebook, Write Spell 5 Irregularly spelled Choose from the box the Let the pupils do the
about our school garden. sentences about the words. correct signal words. activity TG, page
pictures by using the words 1. Much First Next At 369
in the box. 2. Soon Last
3. Beautiful
4. About ________, Jud got a pot
5. Could ________, he put some
ingredients in the pot
________, he had some
hot soup.
J. Additional activities Make an interview with Write 5 sentences with List at least 5 words that are On your journal write 3
for application or your parents about the digraphs /ee/ and /ea/ Irregularly spelled. events that happened
remediation garden in your inside your classroom
community. with the use of signal
words.
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
these 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?