School CACARONG ELEMENTARY SCHOOL Grade/Section 3 – IPIL – IPIL

GRADE 3 TeacherMONDAY TUESDAY

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
Teaching Dates and Time
Possesses expanding language
skills and cultural awareness
necessary to participate
successfully in oral
communication in different
contexts.
Has expanding oral language to
name and describe people,
places, and concrete objects and
communicate personal
experiences, ideas, thoughts,
actions, and feelings in different
contexts.
Get the general sense of the
story
JESSIE C. IGAYA
SEPTEMBER 18 - 22, 2023 (WEEK 4)
Possesses expanding language
skills and cultural awareness
necessary to participate
successfully in oral
communication in different
contexts.
Has expanding oral language to
name and describe people,
places, and concrete objects and
communicate personal
experiences, ideas, thoughts,
actions, and feelings in different
contexts.
Get the general sense of the
story
WEDNESDAY
Demonstrate understanding of
grade level literary and
informational texts.
Comprehends and appreciate
grade level narrative and
informational texts.
-Notice what is mentioned in
related declarative sentences
(statements).
- Read words, phrases and
sentences with short /u/ sounds.
Learning AreaTHURDAY
Quarter
Demonstrates expanding
knowledge and understanding
of language grammar and usage
when speaking and or writing.
Speaks and write correctly and
effectively for different
purposes using the grammar of
the language.
-Use different kinds of
sentences ) exclamatory and
imperative)
-Use proper punctuation marks.
ENGLISH FRIDAY
1ST QUARTER
Demonstrates expanding
knowledge and understanding
of language grammar and usage
when speaking and or writing.
Speaks and write correctly and
effectively for different purposes
using the grammar of the
language.
-Use different kinds of sentences
) exclamatory and imperative)
-Use proper punctuation marks.

II. CONTENT
Literature: Story Literature: Story Declarative Sentences Exclamatory and Imperative Exclamatory and Imperative
Sentences Sentences

III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide pp. 42-44 pp. 42-44 pp. 45-46 pp. 47-48 pp. 47-48
pages
2. Learner’s Materials TV TV TV TV TV
pages Prediction Chart Prediction Chart Prediction Chart Prediction Chart Prediction Chart
Pictures Pictures Pictures Pictures Pictures
PPT PPT PPT PPT PPT
3. Textbook pages Pp 45-47 Pp 45-47 pp. 48-50 pp. 51-54 pp. 51-54
4. Additional Materials
from Learning
Resource (LR)portal
E. Other Learning Resource
IV. PROCEDURES
A. Reviewing 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 comprehension.
E. Discussing new concepts
and practicing new skills #
2 about the characters in the story
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Who can give the meaning of
Character Setting in the story?
Show a picture of grains or
kernels of corn ask them WH
questions to build on prior
knowledge.
Reading vocabulary
Read the story to the class and
instruct them to do sound once
they hear the names of the
different animals in the story.
Let the pupils answer questions
about the story to allow
Let the pupils work in groups and
instruct them to brainstorm
by answering questions.
Answer page 47 Activity 36.
Lesson carried. Move to the next
objective.
Pupils were interested on the lesson
despite of some difficulties
encountered in answering questions
Who can give the meaning of
Character Setting in the story?
Show a picture of grains or
kernels of corn ask them WH
questions to build on prior
knowledge.
Reading vocabulary
Read the story to the class and
instruct them to do sound once
they hear the names of the
different animals in the story.
Let the pupils answer questions
about the story to allow
comprehension.
Let the pupils work in groups and
instruct them to brainstorm
about the characters in the story
by answering questions.
Answer page 47 Activity 36.
Lesson carried. Move to the next
objective.
Pupils were interested on the lesson
despite of some difficulties
encountered in answering questions
Recall the story The Little Red
Hen.
Let the pupils read aloud phrases
and imperative sentence with
the short /u/ sounds
Call attention to what is stated in
declarative sentences.
Point out how the sentences are
realted ( main sentence “having
fun” and examples of having
fun.)
In groups let the pupils share
with their group mates what
they do for fun on sunny days.
Let the pupils work on Activity 38
where they draw and write
about what they do to have fun.
Give example of 2 declarative
sentences .
. .
.
Lesson carried. Move to the next
objective.
Pupils were interested on the lesson
despite of some difficulties
encountered in answering questions
What is a declarative sentence?
Let the pupils read read aloud
the phrases and imperative
sentences with the short /u/
sounds
Ask pupils to act out what they
are commanded to do in
imperative sentences
Activity 39 C.
Call the attention to the
differences between imperative
and exclamatory sentences,
commands versus espressing
strong feelings ( Activity 40)
Focus on the pucntuations
marks on imperative and
exclamatory sentences
Have the pupils work on Activity
40
Let the pupils accomplish
Activity 41
Give 2 examples of imperative
sentence and 2 examples of
exclamatory sentence.
Lesson carried. Move to the next
objective.
Pupils were interested on the lesson
despite of some difficulties
encountered in answering questions
What is a declarative sentence?
Let the pupils read read aloud
the phrases and imperative
sentences with the short /u/
sounds
Ask pupils to act out what they
are commanded to do in
imperative sentences
Activity 39 C.
Call the attention to the
differences between imperative
and exclamatory sentences,
commands versus espressing
strong feelings ( Activity 40)
Focus on the pucntuations
marks on imperative and
exclamatory sentences
Have the pupils work on Activity
40
Let the pupils accomplish
Activity 41
Give 2 examples of imperative
sentence and 2 examples of
exclamatory sentence.
Lesson carried. Move to the next
objective.
Pupils were interested on the lesson
despite of some difficulties
encountered in answering questions
 ask by the teacher. ask by the teacher. ask by the teacher. ask by the teacher. ask by the teacher.
A. No. of learners who ___ of learners who earned 75% ___ of learners who earned 75% ___ of learners who earned 75% ___ of learners who earned 75% ___ of learners who earned 75%
earned 80% in the above above above above above
evaluation
B. No. of learners who ___ of learners wjo require additional ___ of learners wjo require additional ___ of learners wjo require additional ___ of learners wjo require ___ of learners wjo require
require additional activities for remediation. activities for remediation. activities for remediation. additional activities for remediation. additional activities for remediation.
activities for remediation
who scored below 80%
C. Did the remedial lessons ___ Yes ____ No ___ Yes ____ No ___ Yes ____ No ___ Yes ____ No ___ Yes ____ No
____ of learners who have caught up with the ____ of learners who have caught up with the ____ of learners who have caught up with the ____ of learners who have caught up with ____ of learners who have caught up with the
work? No. of learners who lesson. lesson. lesson. the lesson. lesson.
have caught up with the
lesson
D. No. of learners who ____ of learners who continue to ____ of learners who continue to ____ of learners who continue to ____ of learners who continue to ____ of learners who continue to
continue to require require remediation require remediation require remediation require remediation require remediation
remediation
E. Which of my teaching Group works among my pupils works well Group works among my pupils works well Group works among my pupils works well Group works among my pupils works well Group works among my pupils works well
because I see them all engaged in the activity. because I see them all engaged in the activity. because I see them all engaged in the activity. because I see them all engaged in the because I see them all engaged in the
strategies worked well? activity. activity.
Why did these work?
F. What difficulties did I Pupil’s attitude during the class is seen as a Pupil’s attitude during the class is seen as a Pupil’s attitude during the class is seen as a Pupil’s attitude during the class is seen as a Pupil’s attitude during the class is seen as a
problem problem problem problem problem
encounter which my
principal or supervisor can
help me solve?
G. What innovation or Giving group quizzes in the form of quiz bee Giving group quizzes in the form of quiz bee Giving group quizzes in the form of quiz bee Giving group quizzes in the form of quiz bee Giving group quizzes in the form of quiz bee
is a great help. is a great help. is a great help. is a great help. is a great help.
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted:

JESSIE C. IGAYA JENNY P. DALISAY CLARISSA D. SERPA JUAN

Teacher I Master Teacher I Principal II