School: Sta.

Cruz ES Grade Level: THREE

DAILY LESSON
Teacher: Catherine L. Fajardo Learning Area: ENGLISH
LOG
Teaching February 12, 2022 Quarter: SECOND
Dates/Time:
COT 1 VIA LAC
I. OBJECTIVES
A. Content Standards The learner demonstrates of grammatical structures in English to be
able to communicate effectively in oral and written forms.

B. Performance Standards The learner shows proficiency in constructing grammatically correct

sentences in varied theme-based oral and written activities.

C. Learning Competencies Use simple verbs in simple present tense

(EN3G-IIe-f-3.2.1.1)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Using Verbs in Simple Present Tense
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from LRMDS
B. Other Learning Let’s Get Better in English 3 LM p.202-203
Resources PPT slides, picture cards, whiteboard/blackboard and whiteboard
marker or chalk,
www.google.com
IV. PROCEDURES
A. Reviewing past lesson or Game: Act and Guess Select, develop, organize and
presenting the new use appropriate teaching and
lesson learning resources, including
Let the pupils act out the action word/task
ICT to address learning goals.
given to each pupil. They will act out the (PPST Indicator 3)
action word one by one for their
classmates to guess.

Example: sing, eat, walk, drink, write,

dance, etc.

B. Establishing a purpose of Spelling Game: Applied Knowledge of

the new lesson content within and across the
( Motivation) curriculum teaching areas.
1. Flash the words one by one:
(PPST Indicator 1)
Planted grew ground
check still Select, develop, organize and
2. Let the pupils read the word. use appropriate teaching and
3. Let them identify the number of syllables in learning resources, including
the word. ICT to address learning goals.
4. Let them spell the word as they look on the (PPST Indicator 3)
slides.
5. Remove the words on the slide and let the
pupils spell the word.
6. Let them write the word on their paper or
white/blackboard.
7. Show again the words and let them check
whether they have spelled the word correctly.
(Note: Do the same with the remaining words)

After all the words have been presented show

again the words and let the pupils check
 whether they have spelled the words
correctly.
Individual pupils may be called to spell words.

Integration: Literacy, Numeracy

C. Presenting examples/ Show a picture of farm animals.

instances of the new Applied Knowledge of
lesson content within and across the
curriculum teaching areas.
(PPST Indicator 1)

Select, develop, organize and

use appropriate teaching and
learning resources, including
ICT to address learning goals.
(PPST Indicator 3)

Let the pupils talk about the animals in the picture.

Ask:
What animals in the picture?
Say:
I have a story about the farm animals in the picture.
Let us read together. (Story shown on the PPT slide)

Tiktilaok! Tiktilaok!
The rooster wakes everyone up. All
the farm animals get up. Mother hen starts
to look for food. The baby chicks go with
mother hen. They scratch the ground for
grains and crumbs. All the other animals
keep themselves busy looking for
something to eat. At night time, they all
sleep early so as to be ready for the next
day.

Ask:
What is the title of the story?
How many animals are mentioned in the story?
How did the rooster wakes everyone?
What animals crows to wake up everyone?
What does mother hen do?
Who goes with mother hen?
Why do the hen and chicks scratch the ground?
Why do animals sleep early?

Integration: Numeracy, Science, Literacy, Aralin

Panlipunan
D. Discussing new concepts Let the pupils read some sentences taken from the Applied Knowledge of
and practicing new skills paragraph. content within and across the
no. 1 curriculum teaching areas.
1. The rooster crow. (PPST Indicator 1)
2. Mother hen starts to look for food.
3. The chicks go with the mother hen.
4. They scratch the ground. Select, develop, organize and
use appropriate teaching and
5. The animals keep themselves busy.
 6. They all sleep early. learning resources, including
ICT to address learning goals.
Let the pupils identify the action word in each (PPST Indicator 3)
sentence. Let them also identify the subject in each
sentence.
Ask:
- What is talked about in sentence 1? How
many roosters are mentioned? What action
word is used? With what letter does the
action word end?
- What about in sentence 2? How many hens
are talked about? What do you notice with
the action word? In what letter does it end?

- Study sentences 3, 4, 5 and 6? What is

talked about in each sentence? What do
you notice with the action words? Do they
end in -s?

Note: Tell the pupils that the verbs in the

sentences are in the simple present tense.

Integration: Literacy, Numeracy

E. Discussing new concepts Let us study the chart. Applied Knowledge of
and practicing new skills Action content within and across the
Subject How many curriculum teaching areas.
no. 2 Word/Verb
rooster one Crows (PPST Indicator 1)
Hen one Starts
chicks More than Go
Select, develop, organize and
one use appropriate teaching and
they More than Scratch learning resources, including
one ICT to address learning goals.
animals More than Keep (PPST Indicator 3)
one
they More than sleep
one
Let’s read the sentences:
- Rowena sweeps the floor.
- Jane dusts the shelves.
- The other boys arrange the chairs.
- They all keep their room clean and tidy.
Ask:
Who is talked about in each sentence?
What form of the verb is used when talking about
only one person? (-s form)
What form of verb is used when talking about two
or more persons? (simple form)
Say:
The verbs sweeps, dusts, arrange and keep are
all in simple present tense.

Note:
Lead the pupils to understand that the –s form of
the verb is used when talking about one person or
thing in the present tense.
The simple form of verb is used when talking about
two or more persons or things in the present tense.

Integration: Literacy, Numeracy, Science,

Health, Edukasyon sa Pagpapakatao
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding Practical
Application of concepts
and skills in daily living.
Look at the pictures. Choose one picture from the slides Applied Knowledge of
and make a sentence about it using the simple present form. content within and across the
Write your sentences on your paper. curriculum teaching areas.
(PPST Indicator 1)
Plan and deliver teaching
strategies that are responsive
to the special educational
needs of learners in difficult
circumstances, including:
geographic isolation; chronic
illness; displacement due to
armed conflict, urban
resetellment or disasters;
child abuse and child labor.
(PPST Indicator 2)
Select, develop, organize and
use appropriate teaching and
learning resources, including
ICT to address learning goals.
(PPST Indicator 3)
Integration: Eduaksyon sa Pagpapakatao, Literacy,
Numeracy, Writing, Science, Health
Read the poem. Complete the poem with the simple present Applied Knowledge of
tense form of the verb in the parenthesis. Write your content within and across the
answer on a paper. curriculum teaching areas.
Sounds (PPST Indicator 1)
Myra R. Labay
A cock (crow) ___________

H. Making Generalization
and abstraction about the
lesson
I. Evaluating learning
J. Additional activities for
application and
remediation.
V. REMARKS
Prepared & Demonstrated by:
CATHERINE L. FAJARDO
Observed by:
A cat (meow) ____________ Select, develop, organize and
The snake (hiss) __________ use appropriate teaching and
The bees (buzz) __________ learning resources, including
A bird (chirp) _________ ICT to address learning goals.
The ducks (quack) _______ (PPST Indicator 3)
The dog (bark) ________
The cows (moo) _________
The rats (squeak) _______
The people (speak) ________
Modelling: The teacher will explain the activity. The
teacher will ask how the animals produce their sounds.
Remind the pupils about the rules in adding the –s form of
verbs.
Integration: Science, Literacy, Writing, Music
How do we form the –s form of a verb?
How do we use the simple form of verb?
The –s form of the verb is used when talking about
one person or thing in the present tense.
The simple form of verb is used when talking about
two or more persons or things in the present tense.
Supply the appropriate action in the simple present tense to Applied Knowledge of
complete the sentence. content within and across the
curriculum teaching areas.
(PPST Indicator 1)
1. I always ______ my
friends. (help)
Select, develop, organize and
use appropriate teaching and
learning resources, including
2. Luisa ______ her pet cat
ICT to address learning goals.
.(feed)
(PPST Indicator 3)
3. He _____ very hard for
his examination. (study)
4. They _____ the
teacher’s help. (need)
5. She _____ office at 5
o’clock. (leave)
Independent Practice: Using Verbs in Sentences Applied Knowledge of
content within and across the
Directions: curriculum teaching areas.
Write five (5) sentences about what you do everyday at (PPST Indicator 1)
home since you can’t go to school because of the
pandemic. Write the sentences on a clean sheet of
paper. Remember to use the simple present form of
verbs.
Integration: Literacy, Writing
Teacher I
CARMENCITA S. PINTOR
 School Principal II
DOCUMENTATION: