School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: ESP
TH
Teaching Date and Time: 7:30 - 8:00 /MAY 8-12, 2023 (WEEK 2) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos,paggalang sa sariling paniniwala at paniniwala sa iba hinggil sa Diyos,pagkakaroon ng pag-
Bakit mahalaga na tayo ay
manalig sa Diyos?
Tumawag ng mga piling
bata. Ipapili sa mga larawan
ang relihiyon na kanilang
kinabibilangan.
Ipakilala sa mga kaklase ang
pangalan ng kanilang
relihiyon.
Bumuo ng isang triad na
siyang gaganap sa usapan
na nasa aklat.
Bigyang buhay ang bawat
tauhan upang higit na
maunawaan ang mensahe
ng usapan
asa at pagmamahal bilang isang nilikha.
Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.
Nakapagpapakita ng paggalang sa paniniwala ng iba tungkol sa Diyos.
ESP3
Paano mo maipapakita ang Ano –ano ang mga paraan na
paggalang sa paniniwala ng nagpapakita ng paggalang sa
iba? relihiyon ng iba?
Ipagawa sa mga mag-aaral ang Tumawag ng mga piling mag-
Gawain 1 sa aklat. aaral.
Ibahagi sa katabi ang kanilang Magpakuwento sa paraan ng
gawa pagsamba sa kanilang
Tumawag ng mga piling mag- relihiyon.
aaral upang ibahagi sa klase
ang kanilang sagot.
Magbahagi ng sariling Pasagutan ang mga tanong na
karanasan sa pangkat na makikita sa pahina ng Isapuso
kinabibilangan batay sa Natin
kanilang mga sagot sa tsart. Tumawag ng mga piling mag-
Pag-uulat ng lider ng bawat aaral na makapagbibigay ng
pangkat kanilang sariling pananaw at
halimbawa na nagpapakita ng
paggalang sa paniniwala o
pananampalataya ng iba.
Paano mo maipapakita ang
paggalang sa paniniwala ng iba?
Sino sa inyo ang naanyayahan
na sa mga pagdiriwang ng aral
sa ibang relihiyon?
Magpakuwento tungkol sa
kanilang naging karanasan at
obserbasyon.
Pagtatanghal ng isang maikling
palatuntunan tungkol sa
pagdiriwang ng Araw ng
Pananampalataya
Gabayan ang mga bata sa
pagtatanghal.
Bilang bahagi ng gawaing ito,
maaaring magbigay ng
mensaheng pasasalamat sa
Sa inyong isinagawang
palatuntunan kahapon,
anong mga aral ang
natutunan ninyo?
Magpaawit sa mga bata ng
mga awitin ng pagpupuri sa
Diyos.
Iproseso ang mga sagot sa
iba’t ibang pagsusulit sa
Subukin Natin.
Bigyang diin ang mga
maling halimbawa na hindi
dapat gayahin.

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Ano ang pinag-uusapan ng
mga bata?
Bakit kaya iba-iba ang araw
ng kanilang pagpunta sa
kanilang pook sambahan?
Paano mo maipapakita na
ikaw ay may paggalang sa
paniniwala ng iba tungkol sa
Diyos?
Ipapanood sa mga mag-
aaral ang video ng panayam
sa mga batang may iba’t
ibang relihiyon na
tumatalakay sa mga paraan
ng paggalang sa paniniwala
ng iba.
Pangkatang Gawain
May iba’t ibang relihiyon o
paniniwala ang mga tao
tungkol sa Diyos.
Nararapat lamang na
igalang natin ang
paniniwala ng iba.
Ano ang maaari mong
gawin upang maiwasan ang
mga hindi pagkakaunawaan
dahil sa pagkakaiba-iba ng
mga paniniwala?
Magsaliksik sa pagkakaiba
at pagkakatulad ng
paniniwala ng iba sa
relihiyon kanyang
May paniniwala ba o aral sa
iyong relihiyon na kaiba sa
ibang relihiyon?
Ano-ano ang mga ito?
Ano ang gagawin mo
halimbawang ikaw ay
naimbitahan na sumama sa
pook dalanginan ng mga
Iglesia Ni Cristo?
Paano mo maipapakita ang
iyong paggalang sa relihiyon ng
iba?
Kung ano ang nais mong gawin
sa iyo ng iyong kapwa, iyon din
ang gawin mo sa kanya.
Ipaliwanag ito.
Nararapat lamang na igalang
natin ang paniniwala ng iba
tungkol sa Diyos.
Tasahin ang mga bata ayon sa
sagot nlila sa katanungan sa
aplikasyon.
Paano mo igagalag ang
paniniwala ng ibang relihiyon?
Magsulat ng pangungusap ukol
dito.
Bakit kailangan nating igalang
ang paniniwala ng iba tungkol
sa Diyos?
Sa papaanong paraan mo
maipapakita ang iyong
paggalang sa paniniwala ng
iba tungkol sa Diyos?
Dapat bang pagtawanan o
kutyain ang ibang tao na hindi
katulad ng iyong paniniwala?
Bakit?
Dula-dulaan na nagpapakita
ng paggalang sa paniniwala
ng iba tungkol sa Diyos.
Nararapat lamang na igalang
natin ang paniniwala ng iba
tungkol sa Diyos.
Paggamit ng rubriks.
Kasunduan;
Igalang ang paniniwala ng iba.
lahat ng mga dumalo at nakiisa.
Lahat ba ng mga taong inyong
inanyayahan ay kapareho ng
ating pinaniniwalaan tungkol sa
Diyos?
Ano-anong mga damdamin o
reaksyon ang inyong napansin o
narinig sa mga taong
nakapakinig sa ating
palatuntunan?
Paano nila ipinakita ang
kanilang paggalang sa
paniniwala na kaiba sa kanilang
relihiyon?
Maikling dula –
dulaan.Pangkatin sa tatlo.
Magkaisa tayo magkakaiba man
ang ating paniniwala tungkol sa
Diyos.
Ano-anong mga aral o
paniniwala na kaiba sa aral na
ating pinaniniwalaan?
Sa paanong paraan mo
maipapakita ang iyong
paggalang sa aral na ito?
Gumawa ng maikling kuwento
tungkol sa pagglang sa
paniniwala ng iba.
Ano-anong mga gawain ang
hindi nagpapakita ng
paggalang sa paniniwala ng
iba tungkol sa Diyos?
Sa paanong paraan mo
maipakikita ang iyong
paggalang sa paniniwala ng
iba tngkol sa Diyos?
Maghanda ng munitng
palabas tungkol sa
paggalang sa paniniwala ng
iba.
Mag-isip ng iba pang paraan
kung paano mo maipakikita
ang iyong paggalang sa
paniniwala ng iba tungkol sa
Diyos.
Iguhit ang iyong sagot sa
iyong kuwaderno.
Kung nais mong igalang ng
iyong kapwa ang iyong
paniniwala, nararapat
lamang na igalang mo rin
ang kanyang paniniwala.
Ano ang ibig sabihin ng
“Ang bawat tao ay hindi
dapat nawawalan ng pag-
asa.”
 kinabiiblangan.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I
 School: Dizol Elementary School Grade Level: III - Anahaw
GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: ENGLISH
TH
Teaching Date and Time: 8:00 - 8:50/ MAY 8-12, 2023 (WEEK 2) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Developing Reading and Developing Reading and Developing Reading and Developing Reading and
Writing Writing Writing Writing
Performance Standard Listening Comprehension Reading Comprehension Vocabulary Development Study Skills
Learning Literature:
The Future  Memorize a poem by  Answer alternative  Identify the rhyme patterns
 Admire the beauty of stanza. questions. of poems.
nature.  Relay a message  Read words, phrases,  Write sentences with – Weekly Test
 Identify good and bad accurately. poem with –ough (sounded ough (sounded as /Ʌf/ and
ways to care for our  Read words and phrases, as /Ʌf/ and /ɒ/). /ɒ/).
environment. with –ough (sounded as /Ʌf/
 Read a poem and /ɒ/).
interpretatively.
II CONTENT Unit 4: Week 2 (Lesson Unit 4: Week 2 (Lesson 29) Unit 4: Week 2 (Lesson 29) Unit 4: Week 2 (Lesson 29)
29)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Copy of “The Future”  Enlarged posters of  Copy of “What Should I LM-Activity 288
pages polluted and non-polluted do”
LM-Activity 281 areas
 Pictures of polluted and  Message strips for the LM-Activity
beautiful places game
 Sentence strips for the  Copy of “Mother Earth”
engagement activity
LM-Activity
3. Text book pages
4. Additional Materials Video clips from the Downloaded Materials Downloaded Materials Downloaded Materials
from Learning internet
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Presentation: Say: Let us read the poem
lesson or presenting the Unlocking of key words in Show posters of polluted Ask pupils to read the “The Future”. Read the poem
new lesson the story using pictures
and context
B. Establishing a Post a picture of our
purpose for the lesson environment (rich with
water and natural
resources).
Say: Describe the picture.
Share to the class your
experience the last time
you visited a place like
this.
C. Presenting Post another picture of
Examples/instances of our environment (show
new lesson waters and natural
resources that are about
to disappear)
Ask: What can you do to
prevent this? Find out as
you read the poem.
D. Discussing new Say: Listen as I read
concepts and practicing aloud the poem. (After Ask pupils to read the poem
new skills #1 modeling it, allow the with proper expression and
pupils to read the poem
by groups and answer the questions about
individually for practice.)
Refer to LM - Activity
284.
E. Discussing new
concepts and practicing
new skills #2
and non-polluted poem “What Should I Do.” with your pupils.
environments. Say: Observe the last word
in each line of stanza 1.
What can you say about the
words: cars and bars? (They
rhyme.)
Introduce Message Relay What does the future hold for
game. us? A
Smog-filled skies and poison
cars, B
And broken land with useless
dusts C
And nature’s beauty behind
bars B
Modeling/Teaching: Say: Rhyming words follow
 Read the poem. Ask pupils to write the patterns. Let us look at the
questions in the second last word of line 1. (us) Let
stanza us label it A. What is the last
word in line 2? (cars). Does it
rhyme with “us”? (no). So,
let‟s give a different label for
it. Let‟s label it B. Does the
last word in line 3 rhyme with
“us”? (no) Let‟s label it C.
Does the last word in line 4
rhyme with “dusts”? (no).
Does it rhyme with cars?
(yes). So, let us label it B.
We give the lines with
rhyming words the same
label.
Say: So, the rhyme pattern of
stanza 1 is A-B-C-B.
Identify the rhyme pattern of
Discuss alternative stanzas 2 and 3
interrogatives and how they Original File Submitted and
intonation. Let the pupils differ to Yes-No Formatted by DepEd Club
Interrogatives. Member - visit
the poem. depedclub.com for more
Allow pupils to recall –ough
Present key words with – Vocabulary building and words and phrases
ough (sounded as /Ʌf/ reading of words with ough introduced in Day 2 and 3.
 and /ɒ/). (sounded as /Ʌf/ and /ɒ/) Let pupils write two
 Read words and phrases sentences about the picture
with – ough (sounded as – Refer to LM - Activity 291.
/Ʌf/ and /ɒ). Tell pupils that the boy has
the alternative to choose
which of the two sets of food
he will take. Pupils should
also use at least a word with
–ough like enough.
F. Developing mastery Ask pupils to read the
(Leads to Formative poem “ What should I do”
Assessment) for practice on the –ough-
words.
G. Finding Practical Ask the following Unlock the key words Answer LM Activities on Identify the rhyme pattern of
applications of concepts questions. through sentence strips, pages 286-287 stanzas 4 and 5
and skills 1. What could happen to pictures, and
our environment in the demonstrations then allow
future as said in stanza pupils to read the words on
1? the LM - Activity 287
2. What was the author
worried about?
3. What is the poem
about?
4. What is the poem
trying to tell you?
5. How can you help
maintain the beauty of
our environment?
H. Making What is a rhyming word?
generalizations and
abstractions about the
lesson
I. Evaluating Learning Let them practice reading
A. Tell pupils to say YES the words and phrases. Fill in the blanks with
if the statement tells a choices for alternative
good habit and NO if it questions.
doesn‟t.  Write 3 alternative
1. Andy throws garbage questions.
into the river. YES NO
2. Children work hand
and hand in planting
trees. YES NO
3. Grade 3 pupils help in
cleaning the backyard .
YES NO
 4. Rodel and his friend
manage the recycling
activities in the class.
YES NO
5. Ben destroys plants in
the garden. . YES NO
B. Do the group activities.
Refer to LM - Activity
285.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I
 School: Dizol Elementary School Grade Level: III - Anahaw
GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: FILIPINO
Teaching Date and Time: 8:50 - 9:40/ MAY 8-12, 2023 (WEEK 2) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard TATAS
Performance Standard Pakikinig Pag-unawa sa Binasa Gramatika Pagsulat at Pagbaybay
Learning Competency Nakabubuo ng isang Nakasusunod sa nakasulat Nagagamit ang angkop na Nababaybay nang wasto ang Lingguhang Pagtataya
kuwentong katumbas ng na panuto pagtatanong tungkol sa mga salitang natutuhan sa
napakinggang kuwento F3PB –Ivb-2 mga tao,bagay,lugar at aralin.
F3PN – Ivb -10 pangyayari. F3PY – Ivb –h-2
F3WG- IVab-6
II CONTENT Pagbuo ng Katumbas na Pagsunod sa Nakasulat na Paggamit ng Angkop na Paggamit ng mga Salitang
Kuwento Panuto Pagtatanong Natutuhan sa Talata

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p.48 ng 141
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose Magdikta ng mga limang Paano kayo makasusunod Ipalaro ang “ Pinoy Henyo”. Magdikta ng mga salitang
for the lesson salita na natuuthan ng sa panuto? natuthan ng mga bata
mga bata sa mga kuwento ni Kano.
aralin.Tingnan kung tama Ipasulat sa pisara ang mga
ang pagkakabaybay nila. idiniktang salita.
“ Nakaranas ka na ba
hindi makasali sa isang
laro ng mga kaibigan?
C. Presenting Sabihin ang pamagat ng Magpakita ng larawan sa Ipagawa ang organizer na Papaglaruin ang mga bata
Examples/instances of kuwento” Pastol man ay mga bata na may kinalaman makikita sa Alamin Natin ng larong takbuhan.
new lesson
D. Discussing new
concepts and practicing
new skills #1
G. Finding Practical
applications of concepts
and skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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.
Mabuti Rin “. sa aralin. sa p.137.
Tungkol saan ang - Paano kayo makasusunod Ano-anong salita ang May nais pa ba kayong
kuwento? sa panuto na nakasulat? ginagamit sa pagtatanong? idagdag?alisin?
Ano ang dahilan ng Kailan ginagamit ang ano? -Paano isinusulat ang isang
kaniyang nagging sino?saan?kailan?ilan? talata?
damdamin sa kuwneto?
May karanasan ka ba Magbigay ng gawain na Ipagawa ang “Linangin Pasulatin ang mga bata ng
tulad ng kay Juan? may nakasulat na panuto sa Natin” sa p.138. sariling talata.
Tumawag ng ilang bata papel na gagawin ng mga
upang magbahagi ng bata.Pangkatin ang mga ito.
sariling karanasan na
katumbas ng
napakinggang kuwento.
Ano ang natutuhan mo Ano ang natutuhan mo sa Kailan ginagamit ang ano? Ano –ano ang dapat tandaan
sa arain? aralin.? sino?saan?kailan? sa pagsulat ng talata?
Iguhit ang tauhan na nais Sundin ang nakasuat na Ipagawa ang Pagyamanin Bigyang puna gamit ang
mong gampanan sa dula- panuto.Gawin ito sa isang Natin p.138. rubrics.
dulaan na sinalihan ni malinis na papel.
Juan. 1. Isulat ang pangalan ng
paborito mong hayop.Iguhit
ito at kulayan.
2. Gumuhit ng dalawang
bilog. Sa isang bilog, iguhit
sa loob nit ang ginagawa
moa raw-araw sa bahay at
lagyan ng tsek ang loob
nito.
Gumawa ng kuwneto Magbigay ng panuto na Maghanda ng larawan sa Gumawa ng talata mula sa
katumbas ng susundin ng mga bata. mga bata.Magpagawa ng ibinigay na salita.
napakinggan ninyong mga tanong mula sa - bata - hardin - inilagay -
kuwento. larawan. buhay
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

GRADES 1 to 12 School: Dizol Elementary School Grade Level: III - Anahaw

DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: SCIENCE
 Teaching Date and Time: 9:55 - 10:45/ MAY 8-12, 2023 (WEEK 2) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
Demonstrate understanding of people,animals,plants,lakes,rivers,streams,hills,mountains,and other importance
Express their concerns about their surroundings through teacher-guided and self –directed activities.
Weather
Recite the rhyme and then
answer the questions:
Is the sun shining bright?
Is the air warm today?
Is the wind not blowing?
Is it a sunny day?
What did you observe?
Is the air hot or cold?
Individual Activity
Describe the changes in the weather over a period of time.
Clouds
Weather
Make an experiment.
Prepare a bog candle,match
and tissue paper.
Light the candle.It will stand as
the sun.
Place your hand near the
light.How does it feel?
Get an arm length of tissue
paper. Crumple it ito make it
appear like clouds.
Does the cloud change every
day?
Individual Activity
S3ES – Ive –f -3
Temperature of Air in Elements of Weather Weekly Test
Different Places
CG p.21 of 64.
What are types of clouds? Temperature
What are the characterisitics
of each?
Post picture on the board. Sample of a weather forecast.
- What do you think man
feels?
Why do you think he feels
that way?
-What was the hottest - How is weather affects the
temperature? daily lives of many people?
- At what time of the day it
occur?
- How do you compare air
temperature during different
periods of the day?
Experiment Group Activity
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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.
Bring out short bond
paper,pencil and coloring
materials.
Draw the clouds that you
see in the sky.
What is weather?
Tell the weather in each
situation.
1. The sky is dark , the wind
is strong and the rain is
falling.
2. The sun is shining and the
wind isblowing strong.
3-5.etc.
How can you tell that these
will happen?Write your
answer on your paper.
1. It is going to rain.
2. There will be a storm.
3. The weather will be fine
Draw the clouds that you see
in the sky.
What are the types of clouds?
Identify the types of clouds
that is being in each number.
1. These are low lying gray
clouds that often cover the
whole sky.They are associated
with drizzles.
2. These clouds are dark and
low-lying. They are also called
rain clouds as they are coming
from the air.
3-5.etc..
Draw different types of clouds.
Under each cloud write its
type and characterisitics.
Prepare the ff:
- cardboard, electric fan ,and
thermometer
- Choose a partner and sit
close to the fan.
- Observe how the air feels.
- Let your partner switch the
fan to slow.
Observe the air feels.Get the
temperature.
What is air temperature? What are the elements of
weather?
Write True if the statement is Draw the effects of strong
correct and false if it is not. winds and the wind that blows
1. Air temperature tells the lightly on a short bond
hotness or coldness of the paper.Prepare s short
atmosphere. description about your finished
2. Temperature is higher output.
when the weather is sunny
that when iti is rainy.
3-5.etc.
Describe how wind speed Cut a news clip about the
affects weather conditions.Do effects of blowing strong winds
this on your notebook. in an area.
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: ARALING PANLIPUNAN
Teaching Date and Time: 10:45 - 11:25 / MAY 8-12, 2023 (WEEK 2) Quarter: 4th QUARTER

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
MONDAY
Naipamamalas ang pang-unawa sa mga gawaing pangkabuhayan at bahaging ginagampanan ng pamahalaan at ang mga kasapi
nito, mga pinuno at iba pang naglilingkod tungo sa pagkakaisa ,kaayusan at kaunlaran ng mga lalawigan sa kinabibilangang
Nakapagpapakita ng aktibong pakikilahok sa mga gawaing panlalawigan tungo sa ikauunlad ng mga lalawigan sa kinabibilangang
Naiisa –isa ang mga
produkto at kalakal na
matatagpuan sa
kinabibilangang rehiyon.
AP3AP – Ivb- 4
Pagiisa –isa ang mga
produkto at kalakal na
matatagpuan sa
kinabibilangang rehiyon.
Balitaan
Ano-ano ang produkto at
kalakal mula sa ating
lalawigan at rehiyon?
Magpakita ng video tungkol
sa produkto at kalakal sa
Rehiyon IV –A
CALABARZON.
TUESDAY WEDNESDAY THURSDAY FRIDAY
rehiyon.
rehiyon.
Makapag-uugnay na ang Naipapakita ang kauganayan Naiuugnay ang Lingguhang Pagtataya
pinanggalingan ng produkto at ng kabuhayan ng mga pakikipagkalakalan sa pagtugon
kalakal na kinabibilangan ng lalawigan sa kinabibilangang ng mga pangangailangan ng
lalawigan at rehiyon mula sa rehiyon at sa ibang rehiyon. sariling lalawigan at mga karatig
likas na yaman nito. AP3EAP – Ivc -5 na lalawigan at mga karatig na
AP3AP – Ivb- 4 lalawigan sa rehiyon at ng
bansa.
AP3EAP- IVc- 6
Pag-uugnay na ang Pagpapakita ang kauganayan Pag -uugnay ng
pinanggalingan ng produkto at ng kabuhayan ng mga pakikipagkalakalan sa pagtugon
kalakal na kinabibilangan ng lalawigan sa kinabibilangang ng mga pangangailangan ng
lalawigan at rehiyon mula sa rehiyon at sa ibang rehiyon. sariling lalawigan at mga karatig
likas na yaman nito na lalawigan at mga karatig na
lalawigan sa rehiyon at ng
bansa.
CG p.36 ng 120 CG p.36 ng 120
Baitaan Balitaan Balitaan
Ano ang kaugnayan ng Ano –ano ang - Ano ang mga produktong
produkto sa pinanggalingang pangangailangan ng lalawigan kinakalakal?
produkto? kaugnay sa kanilang kalakal? - Bakit kailangan na mag-angkat
mula sa ibang lalawigan?
Ipakita sa pisara ang larawan Nakapunta na ba kayo sa Ilahad ang susing tanong sa
ng mga produkto. At isang grocery store? “Alamin Mo “ sa KM.
pangalanan ito. Napag-isiapan ba ninyo kung
saan nanggagaling ang mga
produktong nabibli sa
 tindahan?
D. Discussing new concepts - Ano-anongmga liaks na - Ano ang masasabi mo sa Paano nakatutulong ang Ano-ano ang mga produktong
and practicing new skills #1 yaman ang laging inaangkat larawan? produkto ng isang lalawgan sa galling sa ibang lalawigan o
ng mga tao sa isang ibang lalawigan? kaya ibang bansa?
lalawigan? - Paano nakatutulong ang - Bakit inaangkat ang mga
ugnayan ng mga lalawigan produktong ito?
sap ag-unlad ng ekonomiya?
E. Discussing new concepts - Ano ang dapat nating Gawain A sa KM Ipagawa ang Gawain A sa KM
and practicing new skills #2 gawin sa mga likas na
yaman ng lalawigan?
G. Finding Practical Magbigay ng gawain sa mga Pangkatang Gawain Gawin ang Gawain C. sa KM. Gawain B sa KM.
applications of concepts and bata para sa ikakatuto ng
skills mga ito.
H. Making generalizations - Ano –ano ang mga likas na Paano mo mapag-uugnay ang Paano nakikipag-ugnayan ang Ano ang natutuhan mo sa
and abstractions about the yaman o produkto sa isang produkto at kalakal sa isang iyong lalawigan sa ibang aralin?
lesson lalawigan rehiyon? lalawigan nito? lalawigan ng rehiyon?
I. Evaluating Learning Pasagutan ang “ Natutuhan Sagutan ang Gawain B. sa KM. Pasagutan ang Natutuhan Kos Pasagutan ang “ Natutuhan Ko”
Ko” sa KM. a KM. sa KM.
J. Additional activities for Gumupit ng mga likas na Gumawa ng poster tungkol sa Bakit kailangan na mag- Gumawa ng collage ng mga
application or remediation yaman o produkto na pagkakaugnay ng kalakal o angkat mula sa ibang produkto ng lalawigan na
matatagpuan sa ating produkto sa isang lalawigan. lalawigan? iniluluwas sa ibang
lalawigan rehiyon. lalawigan.Isulat ang saloobin
mo kapag nakarinig ng
maganda tungkol sa kalidad ng
inyong produkto.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MATHEMATICS
Teaching Date and Time: 1:30 - 2:30/ MAY 8-12, 2023 (WEEK 2) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Demonstrates understanding of conversion of time, linear, mass and capacity measures and area of square and
 rectangle.
Performance Standard Able to apply knowledge in conversion of time, linear, mass and capacity measures and area of rectangle and square
in mathematical problems and real –life situations.
Learning Competency Visualize ,and represents Visualize and represents Converts from larger to Converts from larger to Convert common units of
and converts time and solves problems smaller unit and vice versa smaller unit and vice versa measure from larger unit
measure from months to involving conversion of time : meter and centimeter : kilogram and gram to smaller unit and vice
years and vice versa. measure. versa
M3ME – Iva -9 : liter to milliliter
II CONTENT Converting Time Problems Involving Converting Common Units Converting Common Units of Converting Common
Measures : Months and Conversion of Time of Linear Measure Mass Measure Units of Capacity
Year and Vice-versa Measure Measure
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p.15 0f 18. CG p.16 of 18 CG p. 16 of 18. CG p.16 of 18 CG p.16 of 18.
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Weeks to Days How many days are there in Have them measure the Show the ff. pictures and let Kilogram to Gram and
lesson or presenting the June and July? ruler, notebook, pencil, the pupils give the reading Vice -Versa
new lesson 2. How many days are length or width of the shown on the weighing
there in August? classroom. scales.
3. The cold months are
December and January.
How many days are the
cold months?
B. Establishing a purpose Sing the “ Months of the Let pupils choose the most If you are to measure the Let the pupil sing “ Bahay – Show a picture of a
for the lesson Year”. sensible answers. length of the teacher’s Kubo”. flooded place with plastic
1. Amor slept 2 ( seconds, table, how long will that bottles, cups, cans,etc,
hours, days). be? Whose measurements
2. Allan takes 15 is correct?
( seconds,hours,minutes )
to take a bath.
C. Presenting Post the months in the Present a problem. Present the situation to the Show a kilo of eggplants and When you buy bottled
Examples/instances of calendar. And let analyze class. a kilo of guavas. mineral water or juice,
new lesson it. aside from the brand,
what other things do you
want to see in its label?
D. Discussing new - What are the months of How did Nena help her Who measured the length Which is heavier, a kilo of How do we measure the
concepts and practicing the year? mother? of the teacher’s table? guavas or 1 000 grams of ff: things?
new skills #1 - How many months in a What can you say about - How long is the table eggplant? How do you
year? Nina? according to Mark? know? What instrument will
you use to determine the
mass of an object?
F. Developing mastery Divide the class into 4
(Leads to Formative groups. Bring out some vegetables
Assessment) Group 1 and 2. Measure and fruits and let the pupils
the length of the objects in identify each.
centimeters. e.g. 4 kg. of squash , 2kg. of
Group 3 and 4. Measure eggplants. 1 kg. of chico,
the length of the objects in 3kg.of bananas.
centimeters.
G. Finding Practical LM Activity. Answer Activity 3 in LM. Do Activities 1 and 2. In Do Activity 4 in LM. Do Activity 2 in LM.
applications of concepts LM.
and skills
H. Making generalizations How do you convert How do we solve problems How is meter converted to How do you convert How do you convert liter
and abstractions about months to a year and involving converting time centimeter?vice –versa? kilogram to gram? Gram to to milliliter?milliliter to
the lesson vice versa? measures? kilogram? liter?
I. Evaluating Learning Complete the equations. Let them answer Activity 4 Assess learning using Answer Activity 5 in LM. Answer Activity 3 in LM.
1. 3 years = ____ months in LM. Activity 3.
2. 36 months = ___ years
3. 1 and ½ years = __
months
4. 8 years = ___ months
5.etc.
J. Additional activities for LM Activity Do Activity 5 in LM. Do Activity 4 in LM. Answer Activity 6 in LM. Do Activity 4 in LM.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MTB-MLE
Teaching Date and Time: 2:30 - 3:10/ MAY 8-12, 2023 (WEEK 2) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
Oral Language
Participates in and initiate
more extended social
Community Livelihood /Trade and Industry
Grammar Awareness Listening Comprehension/ Study Skills
Grammar Awareness
Give one’s reaction to the Give one’s reaction to an Write a two-level outline for a
event or isssues heard. event or issue heard. report.

II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
conversation or dialogue
with peers, adults on
unfamiliar topics by asking
and answering
questions,restating and
soliciting information.
MT3OL – Ivb –c- 6.3
Participating in and
initiating more extended
social conversation or
dialogue with peers, adults
on unfamiliar topics by
asking and answering
questions,restating and
soliciting information.
CG p.144 of 149, TG p.344 -
345
Pre-Assessment
Find words that tell kinds of
occupation or community
helpers.
Show the class the pictures
of community helpers.
- Who are in the pictures?
Let the class listen to the
dialogue.
- Why are the community
helpers needed by the
people?
Identifies synonyms and
antonyms of grade-level
adjectives.
MT3LC –Iva –i-5.3/ MT3G –
Ivb-2.5
Identifying synonyms and
antonyms
346 -347
Spelling
List of community helpers.
Unlocking of difficulties
- tax - campaign -aware
Have you heard conversations
of adults ,or on the radio or TV
issues about tax?What it is al
about?
Listening to an
Announcement:
What upcoming activity has
been announced?
When is it going to be held?
Identify synonyms and MT3SS – Iva –c-13.1
antonyms
Spell vocabulary words in the
selection read
MT3LC- IVb-c.2.2.1/ MT3G –
Ivb-2.5
Giving one’s reaction to an Writing a two-level outline for a Weekly Test
event or issue heard. report.
Identifying synonyms and
antonyms
Spell vocabulary words in the
selection read
3448-349 CG p.144 of 149
Spelling Spelling
Have the pupils post their cut What is an important to do if
out advertisements on the “ we have to make our report
Ads Corner” which has been understandable?
prepared beforehand by the
teacher.
Group the class into three or Show a selection that will
four.Let the pupils list the become the focus of the
adjectives thay could find in learning.
the advertisements.
- How do we have an outline?

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
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
- What would happen if
there is no community
helpers?
Puzzle Activity
Puzle Game
Group the class into five.
( About community
helpers).
What have you learned
today?
The pupils are evaluated
based on the teamwork of
the group and clarity of
ideas presented.
Ask your parents’ oipnions
on the following:
1. How are community
leaders like the town mayor
or barangay chairman
selected?
2. What qualifications must
community leaders have?
- What is the purpose of the
announcement?
Here are the adjectives in the
announcement:
- alert –engaged – diligent -
mindful
Do LM Activity 1.
What is synonyms?Antonyms?
LM , Activity 2.
Describe two persons that you
know very well.Use at least
two-adjectives that are
synonyms and two-adjectives
that are antonyms in
describing them.
Think –Pair –Share:
How can you be a community
helper when you grow up?
- What have you learned
today?
Process the big group sharing.
Cut out a news to the
newspapers.Pick out which
you can see an adjectives to
the portion of the
newspapers page.
Group Activity:
- Let them make an outline to
the given activity by the
teacher.
- What is an outline?
- How do make an effective
outline?
Using rubrics.
Make an outline what you have
learned today.
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MAPEH
th
Teaching Date and Time: 3:10 - 3:50/ May 2 -5, 2023 (WEEK 1) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Demonstrates Demonstrates understanding Demonstrates understanding Demonstrates understanding of
understanding of the of shapes, colors,textures ,and of movements activities risks to ensure road safety and
concepts of tempo in order emphasis by variation of relating to in the community.
to respond to conducting shapes and texture and person,objects,music,and
symbols indicating in contrast of colors through environment.
tempo. sculpture and crafts.
Performance Standard
Learning Competecy
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
Enhances performances of Create a single puppet Perform movement activities Demonstrates consistency in
poetry,chants,drama,music involving person, following safety rules to road
al stories,and songs by objects,music and safety and in the community.
using a variety of tempo. environment correctly.
Sing songs with proper Appreciates variations of Participates in various Demonstrates road safety Weekly Test
tempo following basic puppets in terms of movement activities involving practices for pedestrian.
conducting gestures. material ,structure ,shapes,col person ,objects , music and
MU3TP – Iva -2 ors,and intricacy of textual environment. H3IS –Ivab-20
details. PE3BM – Iva –b- 20
A3PL – Ivb
Tempos Hand Puppet Crossing the Street Safely
CG p.21 of 63. CG p. 27 0f 93 CG p.23 of 69 CG p.22 of 66
Pupils sing “ Mga Alaga Finger Puppets Checking of Attendance
Kong Hayop”. Using the Warm Up Exercises
appropriate speed for each “ Tumbang Preso”.
animal movement.
Look at the picture below. Prepare the pupils for another “ If You Want Exercise Jump Who is a pedestrian?
“Have you experienced fun activity by making another in Place”. - What road signals and signs
riding in a train? kind of puppet.What are the do you see on your way to
materials in making puppets? school?
Engine ,Engine Number 9. Video About Making Hand Ask class to find a partner. Study the picture on Let’s Do
Puppet Do the directions: This on LM.
- Hold hands.
- Walk towards the first cone
and do the trunk bending.
If train is going up the What are discarded materials In doing the activities were all Based on the picture , how will
mountain, what will be its used in making hand puppets? the movements the same? you cross the street?
speed? - What movements did you - How can pedestrian be safe
What will be the speed of do in personal space? while on the street?
train B if it is going down?
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
Form three (3 ) groups. How do you show creativity
Each group wil assign a and resourcefulness in using
leader who will lead the recyclable materials in making
train in their journey. your puppets?
Music “ Kalesa”.Ask the Art Activity: Action Song “ A Jumping Will Group Activity
pupils to apply the right Hand Puppet Do”.
speed or tempo to the
different parts of the song.
IN what speed did we move Why is using recyclable Combination of basic What are the road safety
to show the different materials important in relation movements help improve practices as pedestrians, traffic
tempos? to our environment? physical skils by training the enfircers , vehicles, stop light.
body in personal and general
spaces.
Identify the movement of Answer “ BE PROUD”.on LM. Using rubrics foolowing the Please see Let’s Check on LM or
the ff.pictures.Write F for standards in the TG. evaluate the pupils’
fast ,S for slow, or M for performance in play acting
moderate. while crossing and walking on
1. cargo the street.
2. wind
3. duck
4. car
5. earthworm
Listen to the different kinds List down recyclables materials Let the pupils practice the Write at least three sentences
of music and practice found at home that can still be combined movements how we used the streets.
identifying tempo. used in making art projects. learned.
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?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I