School: ARPS - SPED Grade Level: III

DAILY LESSON LOG Teacher: MARILOU M. CURBO Learning Area: ENGLISH

Teaching Dates & Time: (Week 4) Quarter: SECOND

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding of
grammatical structures of
English to be able to
communicate effectively in oral
and written forms
B. Performance Standards Shows proficiency in
constructing grammatically
correct sentences in varied
theme-based oral and written
activities
C. Learning Competencies/ Read familiar words and phrases
Objectives in texts
( Write the Lode for EN3G-IIA-B-3.4
each)
Demonstrates understanding
of grammatical structures of
English to be able to
communicate effectively in oral
and written forms
Shows proficiency in
constructing grammatically
correct sentences in varied
theme-based oral and written
activities
Read familiar words and
phrases in texts
EN3G-IIA-B-3.4
HOLIDAY Demonstrates understanding
of grammatical structures of
English to be able to
communicate effectively in oral
and written forms
Shows proficiency in
constructing grammatically
correct sentences in varied
theme-based oral and written
activities
Read familiar words and
phrases in texts
EN3G-IIA-B-3.4
Demonstrates understanding of
grammatical structures of English
to be able to communicate
effectively in oral and written
forms
Shows proficiency in constructing
grammatically correct sentences
in varied theme-based oral and
written activities
Read familiar words and phrases
in texts
EN3G-IIA-B-3.4

II. CONTENT Common Sight Words Common Sight Words Common Sight Words Common Sight Words
(Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials SLM/Pivot Modules SLM/Pivot Modules SLM/Pivot Modules SLM/Pivot Modules
from Learning Resource
LR portal
B. Other Learning Audio-visual presentations, Audio-visual presentations, Audio-visual presentations,
Resources pictures pictures pictures
IV. PROCEDURE
A. Reviewing previous Lesson Identify the pictures below. Identify the following pictures. Name each picture below. Weekly Summative Test/Weekly
or presenting new lesson Complete each name with Progress Check
consonant blends.

pot pat

a. ox b. box c. fox
 hot hat

cap cup

1. __ eese
2. __ ildren
3. fi __
4. ben _ _
5. __ ead
B. Establishing a purpose for Read the short story.
the lesson Things I Have
I have a black dog.
I have a lot of tops.
a. pot b. hot c. cot I have a box of pad.
I have a cap with dots.
I have all the things I love.

What are the sight words in the

short story?
a. cop b. mop c. top
C. Presenting examples/ Read the phrase or sentence Read the words below. Read the words below.
instances of the new below each picture. the be to of and child chest chat
lesson. a in that I have children cheer champion
bread cheese chicken
chose chopped friend
water in the pot

Here are some phrases for you

to read:
The big pig can hop. 1. one child’s chest
2. love to chat with children
3. cheered the champ

D. Discussing new concepts
and practicing new skills.
#1
E. Discussing new concepts
and practicing new skills
#2.
F. Developing Mastery
(Lead to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
The book is on top
the crow and the
dog
The box is on the
cot.
Sight words are common words
we have to recognize easily
without sounding them out.
They help us become faster and
more fluent readers.
Copy the phrase or sentence in
your notebook that tells about
the picture. Then read the
phrases and sentences.
The words listed below are the
common sight words that are
used in writing and reading.
We can form phrases and
sentences using these common
sight words.
Group the learners into four.
Each group will make 5 phrases
using sight words and they will
draw it.
Re-write the underlined word in
each sentence. Write the correct
word on a separate sheet of
paper.
4. chose bread with cheese
5. chews chopped fried chicken
What is a phrase?
A phrase is a grammatical term
referring to a group of words
that does not include a subject
and a verb.
Example:
the rich boy so much money
a wrist watch to reach for the
fruit branch of a tree
What have you noticed with
the phrases? Do they express
complete thought?
Read the phrases.
shaggy hair
shall ship abroad shop in the
mall a bedsheet
a snapshot
Arrange the scrambled words
to make a simple phrase.
1. the rosary praying __ _
2. carpenter the __ _
3. the room outside __ _
4. girl lovely a __ _
5. the animal of the food
Read and match the picture in
Column A with the phrases
under Column B.

rat on top of the mop
lots of dots
jots on the pad
pops out of the box
cop on a cot
H. Making Generalizations What are sight words?
and Abstraction about the Give examples.
Lesson.
I. Evaluating Learning Read the phrases or sentences
correctly.
1. Stop and ask.
2. front of the other
3. a great way to get around
4. old map of the pond
5. The cop holds a cup.
Read the following phrases.
a pad in the box
got a mop
is so hot
lots of dots
have dogs
Directions: Re-arrange the sets
of words and put them in
proper order to form phrases.
1. turtle a hungry
_________________________
2. his cart got
_________________________
hTe frog is in the pond.
I vahe a top.
The mop fo Roy is wet.
He has a top nad
a mop.
Taht is a log.
Read the following sentences.
1. The big pot is so hot.
2. The log is on the cot.
3. The crow and the dog are in the
lot.
4. The pig can hop.
5. I have a top.
Answer the riddle by choosing the
best word inside the word bank.
The riddle serves as puzzle with a
clue or hidden meaning to reveal
or identify the noun (object or
animal )being described. The
words and phrases from the text
1. a stick on the table
2. a sack of rice
3. two front teeth
4. a telephone call
5. pharmacy in a cart
Read the following phrases and
sentences.
1. add a bottle
2. on the mop
3. three boys on a log
4. Mon hops on the mop.
5. Oh! It is hot.
Read the group of words. Find
out if it is a phrase or a word.
Write / under phrase if it is a
phrase. Write / under word it if
is a word.
Example: phrase word
book for children pray
 3. job have a will help. 1. arranged his things
_________________________ WORD BANK 2. friend
4. be down will pillow bee fan key spider 3. bright light
_________________________ _____1. Guess what! I am soft, big 4. sight
5. us with be or small; I let you cuddle me every 5. mild voice
_________________________ night.
____2. Guess what! It’ s cold in
here. You needed me when it’s
hot.
____3. Guess what! You can
unlock using me, I am hard I vary
in size and color.
____4. I start with letter b, I fly, I
buzz, I am yellow and black.
______5. I start with letter s. I can
spin a web, I have 8 legs and I
rhyme with the word glide
J. Additional Activities for List 10 sight words and draw Write 5 phrases using sight
Application or them. words.
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.

B. No. of learners who

required additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

Prepared by:
Checked by:
MARILOU M. CURBO
Teacher I ATHENA P. ACAIN, Ed.D
School Principal II