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 15-19, 2023 (WEEK 3) 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-asa at pagmamahal bilang isang nilikha.
Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.
Naipamamalas ang pagmamahal sa lahat ng nilikha ng Diyos at kanyang mga biyaya sa
pamamagitan ng:
pagpapakita ng kahalagahan ng pag-asa para makamit ang tagumpay
ESP3
Pag-asa: Susi para sa Minimithing Pangarap
28-29
218-219
Bakit Bilang bata, papaano mo Ano ang iyong gagawin Bakit mahalagang Paano natin mailalarawan ang
nararapat na igalang pananatilihin ang pag-asa upang magkaroon ng magkaroon ng pag-asa salitang pag-asa?
natin ang paniniwala ng para makamit mo ang katuparan ang iyong ang bawat batang tulad
iba tungkol sa Diyos? iyong pangarap? minimithi? mo?
Ano kaya ang Indibidwal na Gawain Paano natin mailalarawan May hinaharap ba Masdan ang larawan. Ano ang
nararamdaman ng isang Buuin ang tsart tungkol ang salitang pag-asa? kayong pagsubok o masasabi ninyo dito?
batang lumalaban sa sa isang pangarap na suliranin sa inyong pag-
paligsahan tulad ng nais mong mangyari sa aaral?
pagsali sa Quiz Bee? iyong buhay.
Pagpapakita ng larawan. Pangkatang Gawain Kung ang pag-asa ay Balikan ang mga Sumulat ng isang pangungusap na
Pangkatin ang isang lutuin, gumawa ng pagkakataong nagpapakita ng pagkakaroon ng
mga mag-aaral. Pumili ng recipe para ditto. Isipin nakaranas ka ng pag-asa sa sumusunod na
isa sa mga nakasulat at mo ang mga suliranin. pagsubok.
sagutin ang mga tanong. kakailanganin upang ang Paano mo Di ako pumasa sa isang
Halimbawa: isang tao ay magkaroon hinarap ang isang pagsususlit/quiz
ng pag-asa. Bigyan ito ng pagsubok gaya ng hindi Pangungusap na may
Nakatanggap ng pamagat na “ Recipe ng pagpasa sa pagsusulit, pag-asa:

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
applications of concepts
and skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
sulat si Lenlen na hindi Pag-asa”. hindi napiling lumahok ____________________________
siya pinalad na sa isang paligsahan at Nadamay sa mga
makasama sa mga iba pa. napagalitan ng guro
magiging scholar sa Pangungusap na may pag-asa:
susunod na psaukan. __________________________.
2. Pag-uulat
ng bawat grupo.
Ano ang problema ng Kung ikaw ang batang Ano-ano ang mga Paano ninyo pinanatili Piliin ang mga pangungusap na
bawat bata sa larawan? nasa sitwasyon na iyong sangkap ng iyong lutuin ang pag-asa sa kabila nagpapakita ng pagkakaroon ng
Papaano pinili, paano mo na bumubuo sa inyong ng mga problemang pag-asa. Ipaliwanag ang iyong
kaya nila tinanggap ang maipapakita ang pag-asa? nararanasan? sagot kung bakit mo ito pinili.
mga problemang ito? pagkakaroonng pag-asa? Sapat na ba na Sa 1. “ Sana makauwi
Bilang mag-aaral, Paano mo masasabi na magkaroon ka lang ng papaanong paraan na ang aming Nanay mula sa
naramdaman mo na ba mahalaga ang pag-asa? Ano ang naging mahalaga ang Hongkong. Palagi ko itong
ang mga ganitong pagkakaroon ng pag- kailangan mong gawin pagkakaroon ng pag-asa ipinagdarasal.
pangyayari sa inyong asa? para magkaroon ito ng sa pagkakataong iyon? 2. “ Kaya natin ito”.
buhay? Ano ang inyong katuparan?
ginawa?
Maikling dula-dulaan ng Pangkatang Gawain Gumuhit ng isang Gumawa ng maikling Magbigay ng salitang pwedeng
mga pangkat. sitwasyon na kailangan kuwento tungkol sap ikabit sap ag-asa para
ng pag-asa sa buhay. ag-asa sa buhay. magtagumpay sa buhay.
Ang pagkakaroon ng Sa kabila ng ng suliraning Pag-asa ang siyang Laging isaisip na dapat Ang salitang pag-asa ang siyang
pag-asa ay mahalaga kinakaharap sa buhay, nagiging gabay natin sa tatagan natin ang ating nagiging gabay natin sa pagbuo na
upang makamit ang hindi tayo dapat sumuko, pagbuo ng ating mga kalooban sa pagharap ating maga pangarap at
tagumpay sa kabila ng hindi tayo dapat pangarap at sa mga suliranin sa pagsususmikap na makamit ito.
mga suliranin o mawalan ng pag-asa. pagsusumikap upang buhay at huwag tayong
pagsubok sa ating buhay. makamit ito. mawalan ng pag-asa.
Magbigay ng 5 sitwasyon Gamit ang rubriks. Maghanda ang guro ng Sumulat ng isang Rubriks.
na kailangan natin ng sasagutan ng mga bata. suliranin/problema na
pag-asa sa buhay. O kaya maghanda ng naranasan ninyo dito sa
larawan na nagpapakita paaralan at ano ang
ng pagkakaroon ng pag- inyong ginawa para
asa sa buhay. malagpasan ang mga
suliraning ito.
Bilang bata, papaano mo Anumang bagay na Mahalaga ba na Magbigay ng 5 No assignment.
pananatilihin ang pag-asa gawin ay dapat palaging magkaroon ng pag-asa halimbawa ng sitwasyon
para makamit mo ang may pag-asa. ang isang batang tulad na puwede nating ipakita
iyong pangarap? mo? ang pag-asa sa buhay.
Paano mo ito
 maisasakatuparan?
Dapat ka bang
mawalan ng pag-asa
kapag ang isa sa mga
minimithi mo ay hindi
natupad?
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 15-19, 2023 (WEEK 3) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Use story map in sharing Locate places in a map Answering a vivid Make or compose a story.
story question begin with wh -
questions
Performance Standard Listening Comprehesion Study Strategy Listening Comprehension Writing / Composition
Learning Competency Activate prior knowledge Interpret simple map of Ask Wh –questions. Write a simple story Weekly test
based on new knowledge places. Answer Wh -questions EN3WC / Iva –e -22
formed. EN3SS – Ivc – d -1.2.7
EN3LC – Iva – j-1.1
II CONTENT Pappy the Paper Bag Interpreting Simple Map of Wh - Questions Writing A Simple Story
Places.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p. 47 of 170
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Recall the story “Pappy
lesson or presenting the the Paper Bag”. Read with
new lesson the pupils the first
paragraph.
Ask: What do people use
to carry everyday items
such as bread, clothes
and other things? Who
was the hero of the story?
Why is Pappy a special
paper bag?
B. Establishing a purpose Unlocking/ Vocabulary & What do you usually do What are Wh – Questions. Post a KWL chart.
for the lesson Concept Development when you are not familiar What is story in your own
(mission, to a place you want to go? prospect?
abandoned, damage, What are the elements of the
 contaminating, enthusiastic,
avoid)
- What do you usually used
to buy in the market?
C. Presenting Show and post on the board
Examples/instances of the simple map of where
new lesson Pappy lives. Tell them that
they need to listen to you so
that they will be able to help
Pappy find his way to the
different places on the map.
Do Game : Finger Walk
: Show powerpoint to the
class the story “ Papy ,the
Paper Bag”.
D. Discussing new - Who is the characters in
concepts and practicing the story?
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical Divide the class into five (5).
applications of concepts Allow each group to draw a
and skills picture showing the story
events. Each group will be
given 2 paragraphs to work
on. Pupils will share their
output to the class.
LM - Activity 292C.
H. Making generalizations How do you share your ideas
and abstractions about the understanding the events?
lesson
I. Evaluating Learning Draw the favorite part in the
story.
Show a simple maps of
places to the class.like
church , school,etc.
Identify what direction it is
located.
How can you know the
places you want to rove
around?
Game: Walk to a Places.
Assign pupils an activity to
do.Where they can identify
the simple direction.
How can you interpret
simple map of places?
Assess pupils through
rubrics:
Let the pupils draw the
story?
Post or write the following Post a picture of a bird and a
questions on the board. boy.
Ask them to focus on the
first word in each
question.
What are being used to
carry those things we buy
from supermarkets?
Where did Pappy go to tell
the good news about
paper bags?
When is it necessary to
use paper bags?
Who is the hero in our
story?
Why is Pappy a special
paper bag?
- What Wh –questions are How do you make a story?
used in asking and
answering questions?
Posing to the elements of the
story. So that they can make
a story.
LM Activity 295. Divide the class into
three.Give them pictures
which they can give or write
a story to the pictures given.
What are question words - What can you do in order to
used? make a good story?
LM Activity 296A Make a good story out of the
pictures presented to you.
 places mentioned: A dog a cat a cow house
Your house – center food
Trees – north
Park –south
Market - east
J. Additional activities for Draw a simple map of your Make a map of your LM Activity 296B. Create your own story.
application or remediation place/ home. school.
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

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

 Teacher: Liezel M. Villavicencio Learning Area: FILIPINO
DAILY LESSON LOG TH
Teaching Date and Time: 8:50 - 9:40/MAY 15-19, 2023 (WEEK 3) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard TATAS
Performance Standard Pakikinig / Pagsasalita Pag-unawa sa Binasa Gramatika Palabigkasan at Estratehiya sa Pag-aaral
Pagkilala sa Salita
Learning Competency Nagagamit ang naunang Naiuugnay ang binasa sa Nakapaglalarawan ng Nababasa ang mga Nabibigyang – kahulugan
kaalaman o karanasan sap sariling karanasan. mga bagay, hayop, tao, salitang hiram. ang graph.
ag-unawa ng napakinggang F3PB – Ivc -1 at lugar sa pamayanan. F3PP – Ivcg – 2.5 F3EP – Ivc – 2.3
teksto F3WG – Ivcd- 4
Naipapahayag ang sarling
opinyon o reaksyon sa
isang napakinggang isyu o
usapan.
F3PN – Ivc -2 / F3PS –Ivc -
1
II CONTENT Pagbibigay ng Reaksyon sa Mga Pangyayari sa Isang Pang-Uri Salitang Hiram Pagbibigay – kahulugan sa
Napakinggan Usapan Graph.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG ph. 49 ng 141
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 Kunin ang reaksyin ng mga Nakasali ka na bas a Maghanda ng plaskard Saan saan natin nakuha Ipaawit ang “ Lubi –Lubi”.
for the lesson bata sa ipinakikita ng isang Santa Cruzan? ng mga salita. ang mga salitang ating Pag-usapan ang awit.
larawan na nasa “Gabay ng Siguraduhin na may ginagamit araw-araw.
Guro. nakasulat na mga pang-
uri.
C. Presenting Linangin ang salitang “ Linangin ang salitang “ Pangkat-pangkatin ang Magpakita ng mga Ipabasa muli ang usapan
Examples/instances of kultura”. Santacruzan”. klase.Ipaguhit sa isang salitang hiram sa mga nina Angela at Aiah.
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
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
pangkat ang damit para bata,.
kay Angela at isang
pangkat naman ay ang
korona na kaniyang
gagamitin.
Anong mga salita ang hindi Ipabasa ang usapan sa Ano –ano ang pang-uri - Ano –ano ang napansin - Sino sa mga tauhan ang
nauunawaan sa p.131. na ginamit sa usapan? nyo sa mga salita? nais mong tularan?
napakinggang tula? - Pare-pareho b ang mga -
Ano ang tinalakay sa salitang ito?
napakinggang tula?
Bakit kakaiba si Prinsipe Ipagawa sa mga bata ang
Konstantino? paggawa ng pictograph.
Sino –sino ang nag-
uusap?
Paglilinaw ng teksto na
salitang hiram
Pag-usapan ang sagot ng Ipagawa ang “ Linangin Ipagawa ang “ Linangin Bigyan ng Gawain ang Ipagawa ang “ Linangin
pangkatan. Natin “ sa KM. Natin” sa KM. mga bata kung saan Natin” sa KM.
Totoo b na nakalimutan isusulat at pipiliin nila
mon a ang paggamit ng po ang mga salitang hiram
o opo? na nakikita nila sa
gawain.
Ano –ano ang dapat Ano ang natutuhan mo Ano ang pang-uri? - Ano ang salitang Ano ang pictograph?
tandaan sa pagbibigay ng sa aralin? hiram?
reaksyon sa isang paksa o
isyu?
Gamitin ang rubriks . na Ipagawa ang “ Ipagawa ang “ Rubriks. Bigyan ng tig- Ipagawa ang “ Pagyamanin
nasa Gabay ng Guro. Pagyamanin Natin”.sa Pagyamanin Natin”. iisa ang mga bata na Natin” sa KM.
p.132. sasagutan .Pagkatapos
babasahin nila sa
unahan ng klase ang
mga salitang hiram na
makikita dito.
Bukod sa paggamit ng opo Gumawa ng kuwento at Ilarawan ang mga bagay Magtanong sa mga Gumawa ng pictograph
o opo, ano-ano pa ang ibatay ito sa iyong sa inyong paligid.At nakakatanda sa inyong tungkol sa paborito mong
nakakalimutan na ng mga sariling karanasan gawin ito sa lugar ng mga salitang pagkain at lagyan ng mga
kabataan na katulad mo na tungkol sa napakinggang pangngusap. hiram na ginagamit natin datos ito.
tanda ng kaugaliang usapan. araw-araw.
Pilipino.
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

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

DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: SCIENCE

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
Teaching Date and Time:
MONDAY
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.
Communicate how types of weather affect activities in the community
Weather Bulletin
Distribute the following:
Let the pupils answer:
Directions : Draw yourself
wearing the proper clothing
for each type of weather.
Rainy day
Cloudy day
Sunny day
Who is your favorite
forecaster? Why?
Does she/he deliver the
news very well?
Do you want to be like
him/her?
Make a simple weather
bulletin based on the
weather chart.
What is the feeling of being
the weather forecaster of the
day?
What might happen if you
9:55 - 10:45/ MAY 8-12, 2023 (WEEK 2) Quarter: 4TH QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
Weekly Test
S3ES – Ivg –h-4
Effects of Weather on People Effects of Weather on Effects of Weather on
Plants Animals
CG p. 21 of 64
Show a picture.Then they What weather conditions Post a picture where an
infer what is the picture all do plants grow? animals is being beaten by
about. the weather.
- Would you like to do these Show PowerPoint video to
on cold or rainy days? the class.
What did you and your family
do last Sunday?What is the
weather last Sunday?Did you
enjoy?
How does weather affect In a video, what events do What can you say about the
your activities? plants are being affected picture?
by the plants?
 give the wrong forecast?
G. Finding Practical What do we do in Divide the class into three. Group Activity Individual Activity
applications of concepts determining the weather Make a collage about the Make a poster about the
and skills conditions of the day? effect of weather to people. effect of weather to people.
H. Making generalizations What makes up the weather? How does weather affect How does weather affect How does weather affect
and abstractions about the people’s activities? plants’ condition? animals’ condition?
lesson
I. Evaluating Learning The weather forecasting will Put a check mark if the List down an activities Put a check mark if the
be the formative assessment statement is correct and a how plants ‘condition statement is correct and a
of the day. cross if it is not.. weather can affect. cross if it is not.
1. Theweather only affects 1. Animlas preferto sleep
people. during rainy days.
2. People love to play 2-5.etc.
outdoor activities during rainy
days.
3-5etc.
J. Additional activities for Listen to the weather Cut pictures or draw how Write at least three How different are the
application or remediation forecast for tomorrow.Write it weather affects people? activities why plants are activities of animals during
in your notebook. being affected by the the rainy ,sunny,cloudy and
weather. stormy days?
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: ARALING PANLIPUNAN
Teaching Date and Time: 10:45 - 11:25 / MAY 15-19, 2023 (WEEK 3) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard 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 rehiyon.
Performance Standard Nakapagpapakita ng aktibong pakikilahok sa mga gawaing panlalawigan tungo sa ikauunlad ng mga lalawigan sa
kinabibilangang rehiyon.
Learning Competency Natutukoy ang Nasusuri ang epekto sa Naipapaliwanag ang Naipapaliwanag ang
imprastraktura ng mga kabuhayn ng aspeto ng ekonomiya. kahalagahan ng bawat
lalawigan at naipapaliwanag pagkakaroon o pagkawala AP3EAP – Ivd - 8 aspeto ng ekonomiya sap
ang kahalagahan nito sa ng imprastraktura sa ag-unlad ng bansa.
kabuhayan. lalawigan at sa AP3EAP – Ivd - 8
AP3EAP – Ivd-7 kinabibilangang rehiyon.
AP3EAP – Ivd - 7
II CONTENT Kahalagahan ng Pagsuri ng epekto sa Pagpapaliwanag ng Pagpaliwanag ng Lingguhang Pagtataya
Imprastraktura sa kabuhayn ng Aspeto ng Ekonomiya kahalagahan ng bawat
Kabuhayan ng mga pagkakaroon o pagkawala aspeto ng ekonomiya sa
Lalawigan sa Sariling ng imprastraktura sa pag-unlad ng bansa.
Rehiyon lalawigan at sa
kinabibilangang rehiyon.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG ph. 36 ng 120
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Balitaan Balitaan Balitaan Balitaan
lesson or presenting the
new lesson
B. Establishing a purpose Ano ang mabuting naiidulot Magpaskil ng mga Alin-alin sa mga ahensiya Bilang kabahgi ng isang
for the lesson ng mga imprastraktura sa larawan ng iba’t ibang na ito ang malaking lipunan , ano ang
kabuhayan ng mga larawan ng mga naitutulong sa mga tao sa maitutulong mo para
mamamayan? imprastraktura sa iba’t isang lalawigan?Ipakita paunlarin ang iyong
ibang bahagi ng silid- ang mga larawan. lalawigang nasasakupan?
aralan.
C. Presenting Ilahad ang aralin sa Alamin Gumawa ng tula o awit na Ipakita ang bidyu tungkol Brainstorming tungkol sa
Examples/instances of Mo. Sa KM. may kinalaman sa aralin. sa aspeto ng ekonomiya. kahalagahan ng aspeto
new lesson ng ekonomiya.
D. Discussing new - Ano ang kahalagahan ng - Tungkol saan ang tula? - Tungkol saan ang - Base sa inyong
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
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
imprastraktura sa kabuhayan
ng mga mamamayan.Gawin
ito sa paraang “ concept
map”.
Ipagawa ang Gawain C. sa
KM.
- Ano –ano ang mga
imprastraktura na
nakakatulong sa mga
mamamayan?
Pasagutan ang “ Natutuhan
Ko” sa KM.
Sa isang typewriting, iguhit
ang magiging larawan ng
isang pamayanan na may
mga imprastraktura
nakatutulong sa kabuhayan
ng mga mamamayan.
- Paano ito nakakatulong bidyung inyong nakita ,ano ang
sa mabilis na proseso ng napanood? kahalagahan ng mga
pabibigay ng mga - Ano ang masasabi niyo aspetong ito sa mga tao
produkto at serbisyo sa sa mga aspetong ito? nabibilang sa isang
bawat tao? lalawigan?
Bilang kabahagi ng
lalawigan , paano ka
makakatulong sa iyong
lalawigan?
Ipagawa ang “ Gawain B ‘ Maghanda ng gawain na Magpakita ng isang
sa KM. makakatulong para munting palabas , na
maunawaan kung ano binibigyang diin ang
talaga ang ekonomiya. pagkakaroon ng mga iba’t
( Gamit ang graphic ibang aspeto ng
organizer ). ekonomiya.
Bigyang diin ang nasa “ Ano –ano ang mga Ano ang kahalagahan ng
Tandaan Mo “ sa KM. aspeto ng ekonomiya? bawat isa sa isang
lalawigan?
Magbigay ng epekto ng Sabihin kung ito ay Gamit ang rubriks, bigyan
pagkakaroon o pagkawala tumutukoy sa aspeto ng ng karampatang marka
ng imprastraktura sa mga ekonomiya. ang mga bata.
mamamayan sa isang 1. Binili lahat ni Aling “ Paano nila
lalawigan? Luding ang mga pinahahalagahan ang
pangangailangan ng bawat aspeto ng ating
kanyang pamilya. ekonomiya”?
2-5. atbp.
Iguhit ang magiging Gumupit ng mga larawan Makipanayam sa
resulta ng pagkakaroon ng nagpapakilala sa pamunuan ng isang
ng imprastraktura sa aspeto ng ekonomiya? lalawigan.
isang lalawigan.
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 15-19, 2023 (WEEK 3) 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

Performance Standard Able to apply knowledge in conversion of time, linear, mass and capacity measures and area of rectangle and square
Learning Competency Visualize and represents
and solves problems
involving conversion of time Routine Problems
measure.
II CONTENT Problems Involving
Conversion of Time
Measure
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 How many days are there in
lesson or presenting the June and July?
new lesson 2. How many days are there
in August?
3. The cold months are
December and
January.How many days
are the cold months?
B. Establishing a purpose Let pupils choose the most
for the lesson sensible answers.
1. Amor slept 2 ( seconds,
hours, days).
2. Allan takes 15
( seconds,hours,minutes )
to take a bath.
rectangle.
in mathematical problems and real –life situations.
Visualizes, and Visualizes, and Visualizes, and Weekly Test
Represents, and Solves Represents, and Solves Represents, and Finds the
Non - Routine Problems capactiy of a container
Involving Conversions of Involving Conversions of using milliliter and liter.
Common Units of Common Units of Measure
Measure M3ME – IVc- 40
M3ME – IVc- 40
Visualizing, and Visualizing, and Visualizing, and
Representing, and Representing, and Solving Representing, and Finds
Solving Routine Non - Routine Problems the Capacity of a Container
Problems Involving Involving Conversions of using Milliliter and Liter
Conversions of Common Common Units of Measure
Units of Measure
CG p.16 of 18
Choose the best estimate. Liter to Milliliter
1. the length of a hairpin
a.3 cm b. 3mm c. 3m
2. a bottle of ketchup
a. 500 L b. 500ml c. 50L
Tell if the following is Call on two pupils.let them How is liquid measured?
being measured by compare the class in terms What units of measurement
centimeter or meter. of height in meters and is used in measuring liquids
1. notebook centimeters. in a container?
2. land
C. Presenting
Examples/instances of
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
Present a problem. Grade 3 class of A laboratory room is 6 ½ Present Milliliter and Liter to
Bernardo Elementary meters long. How many find the exact capacity of a
School conducted an centimeters is that? container.
experiment in Science.
They found out that
laboratory room is about
8 ½ meters long.How
many centimeters does
laboratory room is?
How did Nena help her - Who conducted the What do we do? What units do we used in
mother? experiment? measuring a capacity of a
What can you say about - How long is laboratory container?
Nina? room?
Answer Activity 3 in LM. Divide the class into LM Activities 1 and 2. Divide the pupils in a
three. They will write the group.Give them containers
show me board the datas .And they want to find out
presented by the teacher. the capacity in each
container.
How do we solve problems How do we solve the How do we solve the How do we find the exact
involving converting time problem? problems involving capacity of a container?
measures? conversion of common
units of measure?
Let them answer Activity 4 Read, understand, and LM Activity 4. Give the capacity in each
in LM. solve. container contained.
1.The sum total of ( Teacher will do this ).
Joseph is 70 m.How
many centimeters does
Mang Jose have?
2.How many
centimeters if the stage
of the school is 1700 m?
3 – 5 .etc.
Do Activity 5 in LM. Answer the problems.. LM Activity 5. List down objects or things
1. How many centimeters that can be measured by
does ribbon ,if it is 12 milliliter or liter.
meters long?
2. The kitten weighs
500g.How many kilos
does kitten
3. Boy bought a 12 000
grams of potatos. How
many kilos does potato
was?
 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 15-19, 2023 (WEEK 3) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Communicate effectively Contextualizing ideas Share information or Be consistently apprehend
with an inclusive ideas. heard. ideas in giving accurate the information given in the
or consistent answers in situation.
 the questions.
Performance Standard Oral Language Composing Listening Study Skills
Comprehensions/
Reading Comprehension
Learning Competency Participate in and initiate Write 3 -5 steps Give one’s reaction to an Make a two –level ouline for Weekly Test
more extended social procedural paragraph event or issue. a report.
converstion or dialogue with using signal words such MT3LC –RC –Ivb-2.2.1 MT3SS – Iva – c- 13.1
peers ,adults o unfamiliar as first ,then ,next and
topics by asking and last.
answering MT3C – Iva –i-2.7
questions,restating and
soliciting information.
MT3OL – Ivb- c -6.3
II CONTENT Energy Sources Writing 3 -5 steps Fact or Opinion Two – Level Outline
procedural paragraph
using signal words such
as first ,then ,next and
last.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 352-353,CG p.145 of 149
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Bring out the recent water Spelling Spelling Spelling
lesson or presenting the and electric bills.
new lesson
B. Establishing a purpose What are the bills for? Reread the story of “ Have you heard people Have the class read the
for the lesson Wasteful Maki”. getting sick because of paragraph.
Let the pupils arrange the dirty water?What do you What do you call this?
following events taken think is the cause?
from the story.
C. Presenting Brain Walk Actvity: Show videos or Looking back to the story Show a pictures of dirty
Examples/instances of Group the class into three: powerpoint to the pupils. “ Wasteful Maki’. water.
new lesson Give each group an
envelope with two sheets of
paper inside where the
questions are printed.” How

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
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
can you conserve lelctrical
energy?
What is being talked about in
your earlier activity.
Group Activty
What have you learned
today?
Pupils will be evaluated
based on the group
cooperation and
presentation of ideas.
Cut pictures of ways of
conserving electrical energy.
What is the video all - What is the truth about - How do we make an
about? the story? outline?
What did the characters - What is only an opinion?
do in the video?
Let help them familiarize
how to arrange the story
using signal words.
Give them activity sheets Guided Activity. Provide them an activity to
to perform. make.
What are signal words What is fact ?Opinion? What is an outline?
used in arranging the
story by steps or
procedures?
LM , Activity 3. Tell whether the ff.is a LM , Activity 4.
fact or opinion.
1. Water is most
commonly used
resources on Earth.
2. I think water ,treat
sickness or diseases.
3-5.etc.
Write a paragraph on Write at least three Make an outline for the
what do you do to sentences which is fact in topics.
prepare for school. electricity and opinion 1. Our house is
about it. __________.
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: MAPEH
th
Teaching Date and Time: 3:10 - 3:50/ MAY 15-19, 2023 (WEEK 3) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Demonstrates understanding
of the concepts of tempo in
order to respond to
conducting symbols
indicating in tempo.
Demonstrates Demonstrates Demonstrates
understanding of shapes, understanding of understanding of risks to
colors, textures, and movements activities ensure road safety and in
emphasis by variation of relating to person, the community.
shapes and texture and objects, music, and
contrast of colors through environment.
 sculpture and crafts.
Performance Standard Enhances performances of Create a single puppet Perform movement Demonstrates consistency
poetry, chants, drama, activities involving in following safety rules to
musical stories, and songs person, objects, music road safety and in the
by using a variety of tempo. and environment community.
correctly.
Learning Competency Sing songs with proper Creates a puppet designs Moves individually , with Describe Weekly Test
tempo following basic that would give a specific partner, and with group. dangerous ,destructive and
conducting gestures. and unique character. PE3BM – IV –c –h-21 disturbing road situations
MU3TP – Iva - 2 A3PR – Ivc that need to be reported to
authorities
H3IS – Ivf -24
II CONTENT Variations in Tempo Sock Puppet Dance Mixers Unsafe Roads
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p.21 of 63, 102 -103 CG p.27 of 93 CG p. 23 of 69 CG p.23 of 66
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Give examples of animals Shyare your experiences Checking of Assignment Road Safety for
lesson or presenting the that move fast , slow and in puppet making from Warm –up Activity passengers.
new lesson moderate. lesson 1-2.What were the
materials used in making
those puppets?
B. Establishing a purpose Use songs with variations of Would you like to try Let the pupils form two Complete the semantic web
for the lesson tempo. another type of puppet? big circles with boys in on Let’s Try.
the inside circle and
facing counterclockwise ,
while girls are in the
outside circle and facing
clockwise.
C. Presenting Present pictures of a bees, Show a picture of a hand Sing “ Leron –Leron Do Activity 1 on LM.
Examples/instances of kangaroo , turtle and puppet made of socks. Sinta”.
new lesson monkey.
D. Discussing new What can you see about the What do you feel in Did you enjoy the What happened in the
concepts and practicing pictures? making this type of activity? news?
new skills #1 How do they move? puppet? Why this kind of accident
happen?
E. Discussing new
concepts and practicing
new skills #2
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
Sing a song “ Look at Me”.
Do they have same speed
on moving?
Were you able to show Participate and cooperate
your creativitiy in making in the Dance Mixers to
your puppet? meet new partners and
make new friends.
Listen to the music “ Alaga Art activtiy Ask the pupils to perform Do LM Actvity 2.
Kong Hayop”. ‘Ili –Ili Tulog Dance Mixers using
Anay” and let the children another music.
create movements following
the speed of the songs.
What are the tempo used in What is hand puppet? What is Dance Mixers? How do we know that roads
the songs? are unsafe?
Group the children into Do BE PROUD in LM. Rubrics. Let’ them answer Let’s
three.Each group will create Check.
their own dance steps on the
following songs.
Group A – Slow – Ili –Ili
Tulog Anay “
Group B – Fast – “ Leron –
Leron Sinta”.
Group C – Moderate -
Create actions/ movements Make your own creations Tell to the pupils to Draw an example of
for the songs you hear on of a puppet. introduce Dance Mixers unsafety roads.
the radio with slow, fast, and to their friends and
moderate tempo. playmates.
 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