School Gregoria De Jesus Elementary Date February 5, 2024

School
Teacher Subjec English
t
Grade & Quarte Third
Section/Tim r
e
I. OBJECTIVES
A. CONTENT STANDARDS The learner demonstrates understanding of grammatical structures of English to be able
to communicate effectively in oral and written forms

B. PERFORMANCE The learner shows proficiency in constructing grammatically correct sentences in

STANDARDS varied theme-based oral and written activities
C. LEARNING Read words with long a sound (long a ending in e)
COMPETENCIES/ Spell words with long a sound
OBJECTIVES (Write the LC
Code for each)
II. CONTENT Reading and Spelling Words with long a
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Let‘s Get Better in English 3 p. 146, 155
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous Pretend Play
lesson or presenting the new
lesson Say: Do you know what apple pickers are? They are the one who pick apples from the
orchard. Let‘s pretend we are apple pickers, pick some apple from the tree, open the
apple and read the word written inside.

Cake rake
bake cape
make take
B. Establishing a purpose for the Ask the pupils to read all the words in the apple.
lesson
Ask: What is common to all the words? (all the words has a long a sound and ends in e)
C. Presenting (Teacher may now present the objectives of the lesson)
examples/instances of the new
lesson Say: Today, you will learn to participate
in reading and spelling words with long a sound ending in e.
D. Discussing new concepts and Present words to the pupils.
practicing new skills #1 Let‘s read the words orally and be able to sound out the long a sound. (class,
group, individual)
lake case cane
take base lane
sake vase mane
take chase pane
E. Discussing new concepts and Show some pictures.
practicing new skills #2 Say: Look at the pictures let‘s name them, choose your answer inside the box
 then read the words after.

F. Developing mastery Read the words. Cross out the words that do not have long a sound.
(Leads to Formative Assessment
3) cat late bake cake rake bat
sell doll gem net dig take
cape male

Word Hunt
Look for the words with long a ending in e in the puzzle. Copy every word you
see in your notebook. Spell the words correctly.

G. Finding practical application Look around you, can you name objects that have long a sound ending in e.
of concepts and skills in daily
living
H. Making generalizations of What the medial sound of the words like bake, take, make?
concepts and skills in daily These words ends in what letter?
living Why does the letter e at the end of the word not sounded?
I. Evaluating learning Look for the words inside the box with long a sound ending in e. Write it in
your notebook. Spell the words correctly.
name pale back cake tale frame sit dog bond game
J. Additional activities for Name 5 objects that have long a sound inside your house. List it down in your
application or remediation notebook.
IV. REMARKS
V. REFLECTION
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. 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?
 School Gregoria De Jesus Elementary Date February 5, 2024
School
Teacher Ms. Rennalyn I. Puertollano Subjec English
t
Grade & Emerald- 9:20-10:10 Quarte Third
Section/Tim Diamond- 12:00-12:50 r
e
I. OBJECTIVES
A. CONTENT STANDARDS The learner demonstrates understanding of narrative and informational texts for
appreciation of literary-related activities/tasks

B. PERFORMANCE The learner uses strategies independently in accomplishing literary-related tasks

STANDARDS
C. LEARNING
COMPETENCIES/
OBJECTIVES (Write the LC
Code for each)
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
Recall details from texts listened to
Identify favorite author and stories
Recalling details from text listened to
K to 12 English Curriculum Guide
Let’s Get Better in English, p. 38
Learning and Intensifying English Today 1 pp.63-64
Unlocking of difficulties
Junk shop
Barangay hall
Salary
Wooden cart
convent
Say: Today, you are going to listen to a
story about ―Honest Children‖. The
author of this story is Gloria Lucia Umali.
Listening to the story
Honest Children By: Gloria Lucia Umali
Hurry up! It will be dark soon,‖ Abel told Lito.
Kuya, I‘m tired of pushing this cart. Besides, my feet hurt because my slippers
broke,‖ Lito complained.
Abel and Lito are brothers. Their parents died a year ago when Abel was nine
years old and Lito was seven. Since then, they had to earn a living by collecting
empty cans and bottles. They sell these at junk shops.
One day, they saw a red wallet near a church on their way to the junk shop. It
had five P1, 000.00 bills in it.
Wow! That‘s a lot of money, Kuya. Now we have money for food. We can buy
new slipper,‖ Lito exclaimed.
Stop that. Have you forgotten what Nanay told us about honesty?‖ Abel scolded
his brother. ―Wait there is a name and address.‖
The two boys went to the barangay hall. They saw a crying woman talking to
the barangay captain.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations of
concepts and skills in daily
living
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Excuse me, sir. We found this near the church,‖ Abel told the man.
That‘s my wallet,‖ exclaimed the woman.
The barangay captain inspected the wallet. Afterward, he gave it to the woman.
Thank you very much, you‘re such honest boys. Who are your parents
and where do you live?‖ asked the
man.
Sir, our parents died last year. My brother and I had been living in that wooden
cart since then,‖ said Abel.
Suddenly the woman remembered something. ―I heard that the parish priest
was looking for some helpers to tend the garden. He said that the helpers would
live in the convent. He will also send them to school,‖ she said.
That‘s great! If you want I will bring you there right now,‖ said the barangay
captain.
The two boys were very happy. They thanked the woman and the barangay
captain for their kindness.
Answering questions from the story listened to.
1. Why do the children were not able to go to school?
2. Who were the children in the story?
3. How do they earn for a living?
4. What do they saw on their way to the junk shop?
5. Did they get the money? Why?
6. What kind of children are they?
7. If you were the boys are you going to do the same? Why? Why not?
8. Did you like the story? Why?
9. Do you have a favorite story? What is it?
10. Do you know the author of your favorite story?
Draw the part of the story you like best.
Are you an honest child?
How can you show that you are honest?
How did you answered the questions that were given to you by the teachers?
Listen to the story. Answer the following questions.
Bug in a Mug
By: Evelyn Mamangon
Dad sips water from the mug.
―Oh, no there‘s a bug in the mug. Bad bug‖.
Dad gets a new mug. He gets water from the jug.
1. Who sips water from the mug?
2. What does Dad see in the mug?
3. What does Dad say about the bug?
4. From where does Dad get water?
5. What did Dad feel when he saw the bug?
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. 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?
 School Gregoria De Jesus Elementary
School
Teacher Ms. Rennalyn I. Puertollano Subjec English
t
Grade & Emerald- 9:20-10:10 Quarte Third
Section/Tim Diamond- 12:00-12:50 r
e
I. OBJECTIVES
A. CONTENT STANDARDS The learner demonstrates understanding of grammatical structures of English to be able
to communicate effectively in oral and written forms

B. PERFORMANCE The learner shows proficiency in constructing grammatically correct sentences in

STANDARDS
C. LEARNING
COMPETENCIES/
OBJECTIVES (Write the LC
Code for each)
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
varied theme-based oral and written activities
Shows proficiency in constructing grammatically correct sentences in varied theme-
based oral and written activities
Demonstrative Pronoun
Let‘s Get Better in English 3 p. 300-301
Learning and Intensifying English Today pp. 70-72
English For All Times (Language textbooks for
Grade 3) pp.87-91
Review the story the Honest Children Ask: Who are the children in the story?
What kind of children are they? Why?
What are the things in the story Abel and Lito point at?
Say: Today we are going to use some words that will help us show were the things are.
Present some pictures to the pupils.
Say: Let‘s study what the Abel and Lito says about the things they are pointing
at
Look at the first picture.
Ask: What does Abel say about the wallet?
What word does he use in pointing out the wallet?
How many wallet does he point at? Is the wallet near or far from him?
Look at the second picture.
Ask: What does Lito say about the empty cans and bottles?
What word does he use in pointing out the empty cans and bottles?
How many empty cans and bottles does he point at?
Are the empty cans and bottles near or far from him?

Look at the third picture.

Ask: What does Abel say about the cart?
What word does he use in pointing out the cart?
How many cart does he point at? Is the cart near or far from him?

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
Ask: What does woman say about the children?
What word does she use in pointing out the children?
How many children does she point
at?
Are the children near or far from her?
Ask: What are the words that help us show were the things are?
Say: This, That, These and Those are demonstrative pronoun.
Demonstrative pronoun are words that help us show were the things are.
When do we use This? That? These? That?
Look at the following picture. Encircle the correct demonstrative pronoun.
Study the picture. Write 5 sentences about the picture. Use this, that, these and
those

G. Finding practical application Look at the things inside the room.

of concepts and skills in daily
living
H. Making generalizations of
concepts and skills in daily
living
I. Evaluating learning
Point some of them. Use this, that, these and those.
What are the demonstrative pronouns?
When do we use this? That? These? Those?
Look at the pictures. Complete each sentence by using this, that, these or those

J. Additional activities for Answer the activity on page 301

application or remediation
IV. REMARKS
V. REFLECTION
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. 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?
 School Gregoria De Jesus Elementary
School
Teacher Ms. Rennalyn I. Puertollano Subjec English
t
Grade & Emerald- 9:20-10:10 Quarte Third
Section/Tim Diamond- 12:00-12:50 r
e
I. OBJECTIVES
A. CONTENT STANDARDS The learner demonstrates understanding of grammatical structures of English to be able
to communicate effectively in oral and written forms

B. PERFORMANCE The learner shows proficiency in constructing grammatically correct sentences in

STANDARDS varied theme-based oral and written activities
C. LEARNING Recognize some words represented by common abbreviations (eg.
COMPETENCIES/ Mr./Ave./Oct.)
OBJECTIVES (Write the LC
Code for each)
II. CONTENT Words Represented by Common Abbreviations
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Learning and Intensifying English Today 1 pp.249-250
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing the previous Review
lesson or presenting the new Ask: What are the demonstrative pronouns?
lesson When do we use this? That?
These? Those?
Checking of the pupil‘s preparation.
B. Establishing a purpose for the Present some sentences to the pupils.
lesson 1. The Barangay Capt. inspected the wallet.
2. Mrs. Santos thank the children for their kindness.
3. The lady went to see Dr. Reyes at the hospital.
4. Fr. Ben bless the children after the mass.
Ask: What are the underlined words?
What do you notice on the words?
C. Presenting Say: Today we are going to recognize some words that were shortened and how it
examples/instances of the new is written.
lesson
Let‘s look at the sentences.
Ask: From what word does Capt. come from? How about Mrs.? Doc.? Fr.?

Say: These shortened words are abbreviations.

Abbreviations is the process of shortening words.
 Ask: How do we write the abbreviation of the word?
D. Discussing new concepts and Match the word to the correct abbreviation
practicing new skills #1
1. Doctor a. Sec.
2. November b. St.
3. Street c. Dr.
4. Father d. Nov.
5. Secretary e. Fr.
E. Discussing new concepts and Encircle the abbreviations in the sentence.
practicing new skills #2
1. Mr. Reyes teaches the children to read and write.
2. We live at 45 Quezon Ave. Makati City.
3. Atty. Paul Castillo is on trial.
4. The Pres. was so grateful to see the children.
5. I will go to Naga this coming Oct.
F. Developing mastery Write the abbreviation of the following words
(Leads to Formative Assessment
3) 1. Mister =
2. President =
3. Secretary =
4. Engineer =
5. Avenue =
G. Finding practical application Write the name of your teachers. Use the correct abbreviations.
of concepts and skills in daily
living
H. Making generalizations of What are abbreviations?
concepts and skills in daily How do we write abbreviations?
living
I. Evaluating learning List down 5 examples of abbreviations.

J. Additional activities for

application or remediation
IV. REMARKS
V. REFLECTION
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. 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?