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LESSON PLAN
IN ENGLISH 3
(Third Quarter)
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DETAILED LESSON PLAN DEVELOPMENT TEAM
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LEARNING RESOURCE DEVELOPMENT TEAM
ENGLISH 3 DLP WRITERS
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LEARNING RESOURCE DEVELOPMENT TEAM
ENGLISH 3 DLP DEMO TEACHERS
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TABLE OF CONTENTS
Week 1
Day 1........................................................................................................1
Day 2........................................................................................................5
Day 3........................................................................................................10
Day 4........................................................................................................15
Day 5........................................................................................................18
Week 2
Day 1........................................................................................................21
Day 2........................................................................................................28
Day 3........................................................................................................37
Day 4........................................................................................................43
Day 5........................................................................................................50
Week 3
Day 1........................................................................................................57
Day 2........................................................................................................64
Day 3........................................................................................................68
Day 4........................................................................................................72
Day 5........................................................................................................76
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Week 4
Day 1........................................................................................................80
Day 2........................................................................................................85
Day 3........................................................................................................92
Day 4........................................................................................................96
Day 5........................................................................................................101
Week 5
Day 1................................................................................................107
Day 2................................................................................................113
Day 3................................................................................................121
Day 4................................................................................................128
Day 5................................................................................................133
Week 6
Day 1................................................................................................139
Day 2................................................................................................147
Day 3................................................................................................155
Day 4................................................................................................163
Day 5................................................................................................171
Week 7
Day 1................................................................................................173
Day 2................................................................................................179
Day 3................................................................................................184
Day 4................................................................................................191
Day 5................................................................................................198
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Week 8
Day 1................................................................................................205
Day 2................................................................................................217
Day 3................................................................................................228
Day 4................................................................................................240
Day 5................................................................................................248
Week 9
Day 1................................................................................................258
Day 2................................................................................................268
Day 3................................................................................................276
Day 4................................................................................................284
Day 5................................................................................................293
Week 10
Day 1................................................................................................301
Day 2................................................................................................312
Day 3................................................................................................326
Day 4................................................................................................337
Day 5................................................................................................347
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 1, Day 1
I. OBJECTIVES
A. Content Standards The learner
II. CONTENT
Reading and Spelling Words with long a
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Let‘s Get Better in English 3 p. 146, 155
3. Textbook Pages
4. Additional Materials from the
LR Portal
5. Other Learning Resources
IV. PROCEDURE Advanced Learners Average
Learners
A. Reviewing the previous lesson
or presenting the new lesson Pretend Play
Cake rake
bake cape
make take
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B. Establishing a purpose for the Ask the pupils to read all the words in the apple.
lesson
Ask: What is common to all the words? (all the
words has a long a sound and ends in e)
C. Presenting
examples/instances of the new (Teacher may now present the objectives of the
lesson lesson)
1. cake
2. vase
3. cane
4. case
5. rake
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F. Developing mastery (Leads to
Formative Assessment 3) Word Hunt Read the
words. Cross
Look for the words with long a out the words
ending in e in the puzzle. Copy that do not
every word you see in your have long a
notebook. Spell the words sound.
correctly.
cat late
C a m e s a m e bake cake
f r a m e o n s rake bat
a f w h a l e t
m e w a t b t a
sell doll
e l c l a l a l gem net
s a l e l a m e dig take
h t x z e m e n
g e n a m e f p cape male
H. Making generalizations of What the medial sound of the words like bake,
concepts and skills in daily living take, make?
I. Evaluating learning Look for the words inside the box with long a
sound ending in e. Write it in your notebook.
Spell the words correctly.
name pale
back cake
tale frame
sit dog
bond game
V. REMARKS
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VI. REFLECTION
Demonstrates understanding of
narrative and informational texts for
appreciation of literary-related
activities/tasks
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Uses strategies independently in
accomplishing literary-related tasks
Barangay hall
Salary
Wooden cart
Convent
Motive Question:
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Find out in the story why do the
children were not able to go to school.
Honest Children
By: Gloria Lucia Umali
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man.
―Sir, our parents died last year. My
brother and I had been living in that
wooden cart since then,‖ said Abel.
Suddenly the woman remembered
something. ―I heard that the parish
priest was looking for some helpers to
tend the garden. He said that the
helpers would live in the convent. He
will also send them to school,‖ she
said.
―That‘s great! If you want I will bring
you there right now,‖ said the barangay
captain.
The two boys were very happy. They
thanked the woman and the barangay
captain for their kindness.
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H. Making generalizations of concepts How did you answered the questions
and skills in daily living that were given to you by the
teachers?
Bug in a Mug
By: Evelyn Mamangon
VI. REFLECTION
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help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 1, Day 3
I. OBJECTIVES
A. Content Standards The learner
Demonstrates understanding of
grammatical structures of English to be
able to communicate effectively in oral and
written forms
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A. Reviewing the previous lesson
or presenting the new lesson Review the story the Honest Children
B. Establishing a purpose for the What are the things in the story Abel and
lesson Lito point at?
This is a wallet.
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D. Discussing new concepts and Look at the first picture.
practicing new skills #1 Ask: What does Abel say about the wallet?
What word does he use in pointing
out the wallet?
How many wallet does he point at?
Is the wallet near or far from him?
Look at the second picture.
Ask: What does Lito say about the empty
cans and bottles?
What word does he use in pointing
out the empty cans and bottles?
How many empty cans and bottles
does he point at?
Are the empty cans and bottles near
or far from him?
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F. Developing mastery (Leads to Study the picture. Write the correct
Formative Assessment 3) Write 5 sentences demonstrative
about the picture. pronoun to make
Use this, that, these the sentence
and those correct
1. is a
monkey.
2. is a
horse.
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3. are
giraffes.
4. are
lions.
5.
is a snake.
1. is a dog.
2. are pencils.
3. are houses.
4. are stars.
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5.
toy
car.
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J. Additional activities for Answer the activity on page 301.
application or remediation
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 1, Day 4
I. OBJECTIVES
A. Content Standards The learner
Demonstrates understanding of
grammatical structures of English to be
able to communicate effectively in oral
and written forms
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1. The Barangay Capt. inspected
the wallet.
2. Mrs. Santos thank the children
for their kindness.
3. The lady went to see Dr. Reyes
at the hospital.
4. Fr. Ben bless the children after
the mass.
Ask: What are the underlined words?
What do you notice on the words?
C. Presenting examples/instances of
the new lesson Say: Today we are going to recognize
some words that were shortened and
how it is written.
1. Doctor a. Sec.
2. November b. St.
3. Street c. Dr.
4. Father d. Nov.
5. Secretary e. Fr.
E. Discussing new concepts and Encircle the abbreviations in the
practicing new skills #2 sentence.
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Formative Assessment 3) words
1. Mister =
2. President =
3. Secretary =
4. Engineer =
5. Avenue =
1. Atty.=
2. Doc.=
3. Pres. =
4. Mr. =
5. Oct. =
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 1, Day 5
I. OBJECTIVES
A. Content Standards Follow the directions in answering the
test.
B. Establishing a purpose for the Today we are going to take the test.
lesson
C. Presenting examples/instances of What are the things to be followed in
the new lesson answering the test?
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briefly.
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SUMMATIVE TEST IN ENGLISH 3
QUARTER 3 WEEK 1
Name : Score:
I. Read the sentences and choose the appropriate word with long /a/ sound inside
the box.
1. My is dark.
2. I bake a for my birthday.
3. My father caught a fish on the .
4. I open the school .
5. Mother put flowers on the .
II. Look at the pictures. Complete each sentence by using This, That, These, Those
1. are birds.
2. is a rose.
4. is my friend.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 2, Day 1
I. OBJECTIVES
A. Content Standards Listening Comprehension
Demonstrates understanding of different listening
strategies to comprehend texts
Reading Comprehension
Demonstrates understanding of the elements of
literary and expository texts for creative
interpretation
Demonstrates understanding of paragraph
development to identify text types
B. Performance Standards Listening Comprehension
Uses information from texts viewed or listened to
in preparing logs and journals
Reading Comprehension
Uses information derived from texts in presenting
varied oral and written activities
Identifies correctly how paragraphs/ texts are
developed.
C. Learning Activate prior knowledge based on new
Competencies/Objectives knowledge formed. EN3LCIIIa-j-1.1
(Write the LC code for Identify cause and effect
each) EN3RCIIIa-b-2.13
II. CONTENT Cause and Effect
Short Story entitled Miguel Beats the Rain
by:Jidy N. Onesa
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning Resources Original Story entitled Miguel Beats the Rain
by:Jidy N. Onesa, picture of a place, sun and rain
clouds, Picture Match Cards
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Ask a student to place the cutout picture of the
sun over the picture.
Motive Question:
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Miguel was walking his way home. He noticed the
sky was filled with dark clouds. When drizzle
started to pour, Miguel started running as fast as
he could.
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The result of an action/event is called Effect.
Cause Effect
The teacher
started to discuss
the lesson.
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Group 1- Role
play
Mikee and
Mica are very
noisy while
their teacher is
discussing in
front.
What would be
the effect?
Group 2-Draw
Scarlet woke up
early to study
her lesson
because they
will be having a
test in Math.
What would be
the effect?
Group 3-Use
graphic
organizer
Herald woke up
late this
morning.
What would be
the effect?
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G. Finding practical In every decision we are going to make, is it
application of concepts and important to think first the consequence before
skills in daily living making it? Why do you say so?
Can you give some examples or situations
showing that it is important?
Ask:
How you will know if the statement is a cause?
How about if it is an effect?
I. Evaluating learning
Encircle the cause and underline the effect in
each sentence,
CAUSE EFFECT
V. REMARKS
VI. REFLECTION
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activities for remediation
C. Did the remedial lesson/s
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
this work?
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in English Grade 3
Quarter 3, Week 2, Day 2
I. OBJECTIVES
A. Content Standards Reading Comprehension
Demonstrates understanding of the elements of
literary and expository texts for creative
interpretation.
Demonstrates understanding of paragraph
development to identify text types
B. Performance Standards Reading Comprehension
Uses information derived from texts in presenting
varied oral and written activities
Identifies correctly how paragraphs/ texts are
developed
C. Learning Make inferences and draw conclusions based on
Competencies/Objective texts (pictures, title and content words)
s EN3RC-IIIa 2.11
(Write the LC code for
each)
II. CONTENT Inference and Conclusion
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning Cause and Effect graphic organizer, pictures, an
Resources original story entitled ―The Strongest Typhoon‖
by Jidy Onesa, task cards, teaching chart about
Inference and conclusion
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Post pictures on the
board and let them
identify the cause and
effect by posting it on
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Say: Do you prepare these things with your
family members when there is an upcoming
typhoon?
Why do we need to prepare?
C. Presenting Today, we will read a story about child‘s
examples/instances of the experience during typhoon. But before that, let‘s
new lesson study first these following words.
1. Raging a.
5. Canned goods e.
Comprehension Check:
1. Who are the characters in the story?
2. What did they hear over the radio?
3. What did they do to prepare for the
upcoming typhoon?
4. Why is it important for us to prepare for the
upcoming typhoon?
5. If you are one of the characters in the
story, are you going to help in preparing?
Why or why not?
1.
2.
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3.
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F. Developing mastery Group the pupils into Group the pupils into
(Leads to Formative four. Each group will be four. Each group will be
Assessment 3) given different given different situation
situations that they are wherein they are going
going to answer in a to answer by choosing
sentence. from the choices given.
Group 1 Group 1
Group 4
It‘s a holiday. Mommy
had no work. She took
the pan and oil. What
would she probably do?
a. She will clean.
b. She will cook.
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H. Making generalizations What did you learn today?
of concepts and skills in What is an inference?
daily living Who can give an example of an inference?
What are the things that we need to consider in
making inferences?
I. Evaluating learning Write the correct inference and conclusion for the
following situations on the blanks provided.
Choose your answers inside the box.
1. It‘s a holiday. My father had no work. He
noticed the electric fan not functioning well
So,he took his tool box. He will
.
2. Our teacher taught us about Magnets. The
lesson was very interesting. When she
gave us the test, we all got
.
3. Lito had a toothache. He cried and cried
because of the pain. Her mother decided
that they will go to the .
4. Kevin is so hungry right after their practice
so he goes to the .
5. Ema noticed the clouds became dark. So
she ready her umbrella because it might
.
J. Additional activities for Using the given situation below, make an
application or remediation inference and conclusion. Do this in your
notebook.
Diane woke up late this morning. She immediately
prepared herself before going to school.
Suddenly, when she was running to school. She
checked her bag and got worried after. What do
think happened to Diane as she looked inside her
bag?
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
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C. Did the remedial lesson/s
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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
Other Sources Used:
https://www.google.com/search?tbm=isch&q=heavy+rain&chips=q:heavy+rain,g_1:cartoon&u
sg=AI4_- rain
kR8CiAE8VKmDWpJ2rEapJ_1Mbbxhw&sa=X&ved=0ahUKEwjej8y34bPkAhXFwosBHX_rCg
School canteen
0Q4lYIOSgI&biw=1366&bih=657&dpr=1#imgrc=tkAyjdWPXaAN4M:
repair the electric fan
dentist
floodhttps://www.google.com/search?tbm=isch&q=heavy+rain&chips=q:heavy+rain,g_1:carto
on&usg=AI4_- high scores
kR8CiAE8VKmDWpJ2rEapJ_1Mbbxhw&sa=X&ved=0ahUKEwjej8y34bPkAhXFwosBHX_rCg
0Q4lYIOSgI&biw=1366&bih=657&dpr=1#imgrc=jWEF6NqBac86xM:
house ( sturdy)
https://www.google.com/search?biw=1366&bih=608&tbm=isch&sa=1&ei=gABuXdmVC5qnoA
ScpqfgAw&q=house+during+heavy+rain&oq=house+during+heavy+rain&gs_l=img.3.....29056.
33320..33679...0.0..0.499.499.4-1......0....1..gws-wiz-img.XTwGDHBM-
GQ&ved=0ahUKEwjZ1Y_5-
7PkAhWaE4gKHRzTCTwQ4dUDCAY&uact=5#imgrc=66Fjx2T8tGpZ8M:
canned goods
lane-cedars-are-dying-but-there-is-a-last-ditch-effort-to-save-them/amp/
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RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in English Grade 3
Quarter 3, Week 2, Day 3
I. OBJECTIVES
A. Content Standards Phonics/Word Recognition
demonstrates understanding of processes in sight
word recognition or phonic analysis to read and
understand words
Spelling
demonstrates understanding of letter sequence in
words to get meaning
B. Performance Phonics/Word Recognition
Standards uses word recognition techniques to read and
understand words that contain complex letter
combinations, affixes and contractions through
theme-based activities
Spelling
hears and records sounds in words
C. Learning Read words with long a sound (long a ending in e)
Competencies/Objectiv EN3PWRIIIa-b-5
es Spell words that were introduced during word
(Write the LC code for recognition EN3S-IIIad-4
each)
II. CONTENT Long a sound (long a ending in e)
III. LEARNING
RESOURCES
References
6. Teacher’s Guide Pages
7. Learner’s Materials
Pages
8. Textbook Pages
9. Additional Materials
from the LR Portal
10. Other Learning Pictures of male, frame,whale, pale, game and
Resources fame
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the previous What did you learn yesterday?
lesson or presenting the
new lesson First, the pupils will be given sheets of paper. Next,
they will read the situation written on the paper.
Some pupils will be presented with pictures. Then,
the pupils will give their inference about the texts
and pictures.
What is an inference?
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How do we make an inference?
male flame
D. Discussing new Let the pupils analyze the spelling pattern of the
concepts and practicing words. Then, ask them the questions below:
new skills #1
1. How many letters do we have in the word
male?
2. What are these letters?
(m-a-l-e)
3. How many consonants are there? (two
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RegionV/DailyLessonPlan/2019-2020
consonants)
4. What are these letters? ( m and l)
5. Ask a pupil to underline the letter m and l.
6. How many vowels are there? (two vowels)
7. What are these vowels? (a and e)
8. Ask a pupil to encircle letters a and e on the
board.
(Repeat the word structure analysis with the word
flame.)
-ale -ame
male dame
pale fame
sale game
scale flame
stale frame
tale name
whale shame
Ask the pupils to read the words by group and call
some pupils who will read it individually.
E. Discussing new Show them pictures of the Show them pictures of
concepts and practicing words with long /a/ sound the words with long /a/
new skills #2 in -ame and -ale family. sound in -ame and -
Ask them to name first the ale family.
picture and let spell the Ask them to name first
word by writing it on the the picture and llet
board. them complete the
word by supplying the
missing letters.
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f r m
w h l
p l
g m
f m
F. Developing mastery Using flash cards, let the pupils practice reading
(Leads to Formative words with long /a/ sound. After reading them, let
Assessment 3) the pupils spell the following words.
1. sale
2. tame
3. same
4. whale
5. shame
G. Finding practical Give five words with long List five words with
application of concepts /a/ sound and use them in long /a/ sound that you
and skills in daily living a sentence. know.
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H. Making generalizations How do we read words with the long /a/ ?
of concepts and skills in (We read words with long /a/ following /ey/ sound.)
daily living How do we write or spell words with long /a/
sound?
(We write words with long /a/ using a and silent
letter e.)
Can you give examples of words with long /a/
sound? Please spell the words as well.
I. Evaluating learning Find and color the words Read the following
with long /a/ sound in the word and color the box
puzzle. with long /a/ sound.
Use a red crayon.
m a l e w
male pan gam
p t f l h e
J. Additional activities for Cut-out and paste three Cut-out and paste
application or remediation pictures of words with three pictures of words
long /a/ sound. Let the with long /a/ sound in
pupils use the words in a your notebook.
sentence.
V. REMARKS
VI. REFLECTION
Picture of a boy
https://www.123rf.com/photo_80387152_stock-vector-cute-boy-in-a-school-uniform-giving-
thumbs-up.html
Picture of a whale
https://www.123rf.com/clipart- vector/whale.html?sti=mpc6dhauv1021qpjtb|
&mediapopup=89047701
Picture of a game
https://www.123rf.com/clipart- vector/twister_game.html?sti=n1y5m2pzn8w86ggdjj|
&mediapopup=94424787
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RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in English Grade 3
Quarter 3, Week 2, Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able to
communicate effectively in oral and written forms
B. Performance Standards The learner shows proficiency in constructing
grammatically correct sentences in varied theme-
based oral and written activities
C. Learning Use demonstrative pronouns (this,/that,
Competencies/Objectives these/those) EN3G-IIIab-4.2.1
(Write the LC code for
each)
II. CONTENT Demonstrative Pronoun
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages pp. 318-319
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning Box with strips of paper, Pictures from the story The
Resources Strongest Typhoon,
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the previous What was our lesson yesterday?
lesson or presenting the
new lesson The teacher will show the pupils a box which
contains strips of paper. Written in each strip of
paper is a word with long /a/ sound. Volunteers or
selected pupils will be asked to read and write the
words on the board.
B. Establishing a purpose The teacher will post pictures taken from the story
for the lesson entitled ―The Strongest Typhoon‖.
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This is my flashlight. That is fallen tree.
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Now, take a look at our examples and study them
well, what do you think is a demonstrative
pronoun?
D. Discussing new concepts Present to them the teaching chart. Discuss to the
and practicing new skills #1 pupils how each demonstrative pronoun is used.
Demonstrative Pronouns
Near Far
Singular (One this that
object or person)
Plural ( more than these those
one object or
person)
Comprehension check:
1. Which of the following demonstrative
pronouns are used for singular objects?
Please use it in a sentence.
2. Which of the following demonstrative
pronouns are used for plural objects? Please
use it in a sentence.
F. Developing mastery Group the pupils into five Group the pupils into
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RegionV/DailyLessonPlan/2019-2020
(Leads to Formative groups. Let them do the five. Let them do the
Assessment 3) following and use the following.
correct demonstrative
pronoun in a sentence. a. Hold an object.
Pupils say:
a. Hold an object. This is an .
Demonstrative
tell how or
Pronouns
the
objects or persons
are from someone these
speaking. ,
, those
, and
are
this
examples of it.
that
near
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tell how or
the
objects or persons
are from someone
speaking. ,
,
, and
are
examples of it.
I. Evaluating learning Read each sentence carefully and write the correct
demonstrative pronoun on the blank provided.
1. are my pencils.
2. are trees.
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3. are my friends.
5. is a mountain.
V. REMARKS
VI. REFLECTION
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F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 2, Day 5
I. OBJECTIVES
A. Content Standards Vocabulary
demonstrates understanding of English vocabulary
used in both oral and written language in a given
context
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning An original poem entitled The Typhoon by Jidy N..
Resources Onesa, pictures of thunderstorm, flashflood,
landslide and heavy rains, graphic organizers of
Synonyms and antonyms, box with strips of paper,
markers, whiteboard
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the previous What was our lesson yesterday?
lesson or presenting the
new lesson Show the pupils some realias on the table. Ask four
pupils to choose an object and write a sentence
about it by using the demonstrative pronouns, that,
this, these, those.
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- That is
- These are
- Those are
B. Establishing a purpose Let‘s have a game. I have here four pictures and I
for the lesson want you describe each. Using the scrabbled
letters, guess the correct word being described by
the pictures.
p y t n o o h
Let the pupil write the word on the board.
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If the typhoon is strong,
It travels fast and speedy.
If the typhoon is weak.
It passes slow and sluggish.
Comprehension Check
1. What is the poem about?
2. How did the speaker describe the typhoon?
3. If there is a typhoon, what you should do
according to the poem?
4. Are you going to do the same? Why?
D. Discussing new concepts From the poem we read a while ago, here are some
and practicing new skills #1 words we need to study. Let‘s read the following
words.
Strong- Strong-weak
powerful
Fast-speedy Fast-slow
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Call some pupils to color the cloud which has words
with opposite meaning. They will use blue crayon.
Then, the teacher will show flash cards and will ask
the pupils the synonym and antonym of the
following words.
1. Fast
2. Sick
3. Happy
4. Beautiful
5. Hard
F. Developing mastery Group the pupils into Group the pupils into
(Leads to Formative four. Show them a box four. Each group will be
Assessment 3) with strips of paper. Call given one envelope
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a pupil to pick a word. which has strips of
Then using white board paper and manila paper.
and a marker they will They will give the
write the synonym and synonym and antonym
antonym of the given by placing the strips of
word. The group who will paper in its correct
get the highest score will column.
be the winner.
Words Synonym Antonym
G. Finding practical Look around you. Describe the things you see by
application of concepts and using synonyms and antonyms in a sentence.
skills in daily living Ex. There are trees which are tall and short.
Synonyms Antonyms
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Examples: Examples:
V. REMARKS
VI. REFLECTION
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caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 3, Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of grammatical structures of English to be
able to communicate effectively in oral and
written forms.
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B. Establishing a purpose for the Unlocking of Difficult Unlocking of
lesson Words Difficult Words
Group the class into Group the class
5. Each group will be into 5. Each group
given sets of jumbled will be given sets
letters inside the of jumbled letters
envelope. They will inside the
be given at least 1 envelope. They
minute to form the will be given at
word. Ask the group least 1 minute to
to say the word that form the word. Ask
they formed. the group to say
Suggested words: the word that they
Screamed formed.
Pounded Suggested words:
Poked Monster
Dumped Discuss the words
Discuss the words in in the class.
the class.
C. Presenting examples/instances Write words you think of when you hear
of the new lesson the word monster.
MONSTER
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isn‘t even supposed to be here,‖ Andy
whispered to Vicky. (STOP AND ASK:
What do you think will the teacher feel
when he sees a monster in school?)
But Andy‘s teacher was not at all
surprised to see the monster enter the
classroom. It pushed ahead of everyone,
grabbed a box of toys, and dumped them
on the floor. When Andy and the other
children sat at their places, the monster
started to throw the toys. ―Stop that!
‖ said the teacher. ―Even monsters are
not allowed to throw toys.‖
The monster dropped the toys and
started screaming. It screamed so loudly
that no one could hear the teacher.―Be
quiet!‖ the teacher finally said.
The monster stopped screaming and
the teacher said, ―It‘s time to play
outside.‖(STOP AND ASK: What do you
think would the monster do?)
Everyone stood up and walked to the
door—everyone except the monster. It
ran out the door without waiting for
directions.
Outside the monster continued to
behave like a monster. It pushed some
children and took toys from others. It
climbed up the slide the wrong way and
sat at the top so no one else could slide
down.
When the students returned to the
classroom, the teacher tried to read them
a story. But the monster shouted and
laughed and no one could hear. Then it
pulled the toys off the shelves again. It
would just not listen!
At lunchtime, the monster grabbed
other people‘s sandwiches. It dropped
food in the floor on purpose and poured its
milk on the table. Later, when it was time
to paint, the monster ran around the room
painting big, black lines on the other
children‘s pictures! When the children
formed a circle and tried to sing, the
monster jumped around and stepped on
their toes. It pounded on the piano until
the teacher had to close it.
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At rest time, the monster laughed and
talked and poked the children and even
pulled their hair. ―Come here!‖ said the
teacher, who was very angry. ―You are a
real monster! Monsters are not allowed at
school. Go away and never come back!‖
(STOP AND ASK: What do you think
would the monster do?)
And do you know what happened? The
monster burst into tears! Everyone was
astonished. ―I‘m sorry!‖ cried the monster.
―I‘ve never been to school before. I didn‘t
know it was against the rules to shout and
run and push, or to grab and throw things.
Please don‘t tell me I can‘t come back! I
will try to learn if you all will help me.‖
The teacher asked the children what they
thought. The children decided to make a
list of rules. They would let the monster
stay‐‐‐if it followed the rules. The monster
worked hard to learn how to behave, and
soon it knew all the rules, just the way all
the children did.
E. Discussing new concepts and Answer the following questions:
practicing new skills #2 1. Who came to school?
The came to school.
2. How did Andy feel seeing the monster?
Andy was very after seeing the
monster.
3. How can you describe the monster?
F. Developing mastery (Leads to Teacher assigns pupils to retell some story
Formative Assessment 3) parts using the organizer with the wh-
question words.
Details from the story The Monster
Who Came to School:
Who(characters):
When(date):
Where(place where the problem
begins):
What(problem):
Why(reason):
How(process):
VI. REFLECTION
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 3, Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able to
communicate effectively in oral and written forms.
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sequence.
First
Next
Then
Finally
I. Evaluating learning What are the steps in What are the steps in
cooking scrambled cooking scrambled
eggs? Complete the eggs? Number the
process by supplying sentences in order.
the missing steps. Break one or two
1. Break one or two eggs in a bowl and add
eggs in a bowl and add a pinch of salt.
a pinch of salt. Beat the eggs
2. until they‘re completely
3. Heat a little oil in the blended.
pan. Heat a little oil in
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4. the pan.
Pour in egg
mixture. Continue
cooking.
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 3, Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able to
communicate effectively in oral and written
forms.
B. Establishing a purpose for Listen as your teacher reads these words. Read
the lesson them after him/her.
lake make rake ape
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sake cake bake cape
take awake male shape
C. Presenting Cake for Kate
examples/instances of the Jake bakes a cake.
new lesson He takes the cake to Kate.
―Did you bake the cake Jake?‖ Kate asks.
―Yes,‖ he says.
Together, Kate and Jake eat the cake.
―Oh, thank you, Jake,‖ Kate adds.
―It is your birthday,‖ Jake smiles.
D. Discussing new concepts 1. Who bakes a cake? 1. Who bakes a cake?
and practicing new skills #1 2. Who eats the cake? a. Kate b. Jake
3. Who thanks Jake? 2. Who eats the cake?
4. What is the cake a. Jake and Dave
for? b. Kate and Jake
3. Who thanks Jake?
a. Kate b. Dave
4. What is the cake
for?
a. Kate‘s birthday
b. Jake‘s birthday
E. Discussing new concepts Say these words with the long a sound. Can you
and practicing new skills #2 point out what is common to the words in each
column.
/a/+se /a/+ne
case cane
base lane
vase mane
chase pane
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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
this work?
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 3, Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able to
communicate effectively in oral and written
forms.
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where they saw an ape.
They became mates and played a game when
suddenly a rain came.
Kate ran fast and gave a wave for she is
already late
In their haste to leave the lake, they forgot the
slice of cake.
B. Establishing a purpose for Who is your best friend? What are the things
the lesson you do together?
(Let the pupils share their ideas about the
given question.)
D. Discussing new concepts Read the story Two Friends, One World
and practicing new skills #1 (Francisca‘s Story)
By: Ramon C. Sunico and Joanne De Leon
(Use it as springboard for this lesson)
Discuss questions:
Who is the I in the story?
Who is her friend?
How did Francisca described the place
Antonio lives in?
How will you describe Antonio?
How will you describe Francisca?
If you were Francisca, how are you
going to treat Antonio?
What did Antonio show Francisca?
What did Francisca learn from Antonio?
E. Discussing new concepts Read the following sentences:
and practicing new skills #2 1. Antonio goes to the park every afternoon.
He plays with Francisca
2. Francisca plays with Antonio.
She likes to talk to him.
3. The grasshopper is on the grass.
It hops around.
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name Antonio in this sentence?
Who plays with Antonio? Underline it.
Who likes to talk to him? Encircle it.
What word was used to replace the
name Francisca in this sentence?
What is in the grass? Underline it.
What hops around? Encircle it.
What word was used to replace the
name grasshopper in this sentence?
Read the words that you underlined.
Read the words that you encircled.
What do we call them?
He, She, It are called PRONOUNS.
F. Developing mastery (Leads Pupils will pick sentence strips from the
to Formative Assessment 3) treasure box.
Sample sentences:
Jenny is beautiful.
Raymond reads book every day.
Jenny and Raymond play together.
The cat run fast.
From the sentence strip, e.g., ‖Herbert is good
in playing chess,‖ let a pair of student rewrite
the sentence using the appropriate pronoun
like ―He is a good in playing chess.‖
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I. Evaluating learning Make one sentence Write the appropriate
for each of the personal pronouns to
following personal replace the nouns in
pronouns. the parentheses.
1. she 1. (Shiela) is
2. he dreaming.
3. it 2. (The
4. they blackboard) is
5. we green.
3. (The dog) is
running.
4. (Henry) is
riding a bike.
5. (My mother and
I) are watching
Honesto.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 3, Day 5
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able to
communicate effectively in oral and written
forms.
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Sentence Strip 4: Gel is a girl. She is a happy
girl.
Sentence Strip 5: My friends and I are going to
the market. We are going to buy eggs.
B. Establishing a purpose for Ask the pupils to read the following sentences
the lesson from the story ―Two Friends, One World‖
Papa says, I have such a big eyes.
Antonio teaches me to be quiet.
It is so big and beautiful and there are
so many things going on inside it.
Ask the pupils to read the underline words
twice.
D. Discussing new concepts The teacher will be distributing letter cards with
and practicing new skills #1 the letters ―S‖ and ―A‖ and pupils will be playing
a game. Raise ―S‖ letter card if the words that
will be shown by the teacher is synonyms or
same meaning, and ―A‖ if it is antonyms or has
different meaning.
Sample Words:
Big-Small
Beautiful-
Pretty Quiet-
Silent Many-
Few
E. Discussing new concepts The teacher will create 18 index cards for this
and practicing new skills #2 activity. Write the words on the card(one word
per card)
1. tidy
2. clean
3. messy
4.dirty
4. happy
5.sad
6. joyful
7. gloomy/down
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8. costly
9.cheap
10.Inexpensive
11.expensive
12.pretty
13. beautiful
14.ugly
15.near
16.far
17.distant
18.clo
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her own feet. (young, old)
2. Keep your room tidy.(clean, dirty)
3. Antonio has been very silent.(quiet, noisy)
4. My classmate‘s new bag is costly
(expensive, cheap)
5. The baby girl has a pretty face. (beautiful,
ugly)
B. Write the antonym of each word. Get your
answer from the box.
6. clean
7. poor
8. good
9. hot
10.good
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 4, Day 1
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 Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written
activities
C. Learning Listen to a variety of literary and expository texts
Competencies/ EN3LC-IIIaj-2.1
Objectives. a. Note important details
b. Retell some parts of the story
A. Review previous
lesson or presenting the Show the pupils a picture of a birthday party.
new lesson. Then ask: ―What gift would you like to receive
on your birthday?‖
Let the pupils share something about the
preparations they usually do every birthday party.
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B. Establishing the Unlocking of Difficulty
purpose to the lesson. Write the letter that gives the meaning of the underlined
word in each number. Pick out from the sentence the
clues that helped you guess the meaning of these words.
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on that very special day.
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Questions
1. Who stood by the gate during Ana‘s big day?
2. What did Ana felt when she saw the man?
3. Why did she cried when she recognized the man?
4. If you are Ana, how would you feel about it?
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 4, Day 2
I.OBJECTIVES
A. Content Demonstrates understanding of grammatical structures of
Standards English to be able to communicate effectively in oral and
written forms
B. Performance Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written
activities
C. Learning Give the synonyms and antonyms of some words
Competencies/ EN1V-IIIac-13.1,13.2
Objectives. Increase vocabulary through Synonyms (e.g. quick/fast)
and antonyms (e.g. big/small)
EN3V-IIIbd-13
2.Learner‘s
Materials pages
3.Textbook pages
4.Additional
Resources from
Learning
Resources (LR)
Portal
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previous lesson for the Big Day.
or presenting the Ask pupils to track their comprehension.)
new lesson.
B. Establishing the Present to the song to the pupils.
purpose to the Let them sing the song.
lesson. (Teacher may sing first the song if the pupils are
not familiar with the tune)
Antonyms are
opposites- Huge
and tiny, Dull and
shiny
Antonyms are opposites
Smooth and spiny!
Ask the pupils to sing the song. Have a short
comprehension questions about the song.
L
e
t
t
he pupils pick out the pair of words on synonyms
and antonyms from the song.
Ask the pupils to write it on the chart on the chart.
(Teacher can also use meta cards and paste it to
the chart)
D. Discussing new
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concepts and Let the pupils read the following sentences.
practicing new 1. Anna begged her friend to tell the truth.
skills # 1 2. She knew the fact that her friend cheated during
the examination.
3. The grade 3 pupils perform well during the cheer
dance competition.
4. Coco Martin and James Reid act great in their
movies.
5. Giants are huge creatures. while dwarfs are tiny.
6. Jackfruits have spiny coverings while apples have
smooth.
E. Discussing
new concepts and Synonyms are words that have the same or almost the
practicing new same meanings.
skills # 2 Examples:
1. afraid-scared
2. garbage-trash
3. large-huge
4. visitor-guest
5. small-tiny
6. look-see
7. hear-listen
8. happy-glad
9. empty-vacant
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F. Developing A. Underline the correct synonyms of the bolded word.
Mastery (Leads to 1. Correct (join, right, write, release)
Formative 2. Expert (exact, skillful, export, extra)
Assessment 3 3. Merry (happy, afraid, shy, scared)
4. Evil (good, bad, noble, upright)
5. Neat (dirty, clean, dull, muddy)
G. Finding Group the class into Group the class into two.
practical three.
applications of Group 1-Antonyms Group 1 (Antonyms)
concepts and Draw a line from each Read a selection from the
skills in daily living word to its antonyms. Bible, which explains what
1. noisy happens at certain times.
a. deep Pick out the antonyms of the
2. thin given words below to
b. right complete the pair.
3. left
c. poor The Wisdom of Ecclesiastes
4. rich 3
d. fat There is a time for everything
5. shallow And a season for every
e. quiet activity under heaven:
A time to be born and a time
Group 2-Synonyms to die,
Draw a line from each A time to kill and a time to
word to its synonyms. heal,
1. gift A time to tear down and a
a. leap time to heal,
2. difficult A time to weep and a time to
b. cold laugh,
3. jump A time to mourn and a time to
c. present dance,
4. fast A time to scatter stones and a
d. hard time to gather them,
5. icy
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e. speedy Write the antonym of the
following words.
Group 3 – Synonyms 1. born -
and Antonyms 2. embrace -
Identify whether the 3. kill -
following words are 4. laugh -
synonyms or antonyms. 5. mourn -
Write S for synonyms
and A for antonyms. Group 2 (Synonyms)
1. below- For each problem, circle the
beneath synonyms.
2. common-
ordinary 1. wealth 2. big
3. alive-dead
4. help- love zero
assist
5. sun-night sadness nothing
small
3. tree
little
soft
_
rich new 3. happy-
polite
_
_
3) A wealthy man flew
around the world.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 4, Day 3
I.OBJECTIVES
A. Content Demonstrates understanding of grammatical structures of
Standards English to be able to communicate effectively in oral and
written forms
B. Performance Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written activities
C. Learning Read words with long i sound (long i ending in e)
Competencies/ EN3PWRIIId-24
Objectives. Read grade 3 level texts consisting of words with long vowel
sound with at least 95- 100% accuracy EN3F-IIIa1.6
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide p. 167-168
pages
RegionV/DailyLessonPlan/2019-2020
A. Review previous Show a picture of a bike, kite, rice and a baby crying.
lesson or
Say: What is in the pictures?
presenting the new
Let the pupils write the word:
lesson
1. kite
2. bike
3. rice
4. cries
B. Establishing
the purpose to the
Have you ride on a bike? Let the pupils about it.
lesson.
Present the story Mike Rides a Bike.
Teacher reads the story aloud and emulate the correct
pronunciation of words with /i/ sound and proper
intonation.
Ask pupils of the standards in listening.
Mike Rides a Bike
Mike rides a bike and flies a kite.
The kite flies high in the sky.
Mike rides his bike.
He finds it hard to ride his bike and fly the kite.
Mike falls off his bike and loses his kite.
Mike cries on his way home.
He tells his mom what happened.
RegionV/DailyLessonPlan/2019-2020
E. Discussing new (Tell the pupils (Tell the pupils to read the questions with
concepts and to read the the correct pronunciation and intonation of
practicing new skills phrases with /i/ /i/ sounds ending in e.
#2 sounds ending Group the class into two. Take turns in
in e.) reading and answering these questions.
1. Do you know how to ride a bike?
Read these 2. Do you know how to fly a kite?
phrases. 3. Do you know how to tie a string to
1. to ride a the kite?
bike 4. Would you like some hot rice when
2. to fly a we dine?
kite 5. Would you like to lie down under
3. to lie the tall pine tree?
down 6. Would you like to slide down this
4. to tie a hill?
string 7. What would you do to stop the loud
5. to slide cries of your hungry baby brother?
down
6. hot rice
7. nice pie
8. tall
pine
tree
9. a big bite
10. loud cries
F. Developing
Mastery (Leads to Ask the pupils to give words with /i/ sounds ending in
Formative e.
Assessment 3 How do we read or pronounce words with /i/ ending in
e?
G. Finding practical Group the class Group the class into two.
applications of into three. Group 1: Let the pupils read the words
concepts and skills Each group with long /i/ sound. (choral reading)
in daily living should have a https://www.pinterest.ph/pin/569916527819981
representative. 957/?lp=true
The teacher will shine line
flash some bride die
words/ pictures dine cries
with long
like lie
/i/sound. Ask
them to read the dime flies
word. dive untie
Pick 3 words and use it in a sentence.
Then, ask a
volunteer to use Group 2: Encircle the words with
it in a meaningful long/i/sound.
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sentence. https://www.myteachingstation.com/vowels-
short-or-long-i-sound-words
bite bit
kit kite
dim dime
fine fin
hide hid
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 4, Day 4
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 Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written
activities
C. Learning Use personal pronouns (e.g. I, you, he, she, it, we, they)
Competencies/ EN3G-IIIcd-4.2.3
Objectives.
II.CONTENT Personal Pronouns
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide pages
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our games.
B. Establishing the Ask the pupils to read the words in bold letters.
purpose to the lesson. What do we call these words?
What do they do for the underlined nouns?
C. Presenting examples/
instances of the new Tell the pupils to study the chart and the sentences
lesson below.
Let them relate the sentences with the underlined
nouns.
Ask: What noun is replace by I in the sentence? (Ask
the same questions for the other sentences)
First Person I We
(the speaker or
speakers)
Second Person ( the You You
person or person
spoken to)
Third Person (the He They
person or persons She
spoken about) It
Examples:
I like basketball.
She teaches Reading and Language.
He goes to St. Francis School.
We are members of the school team.
They are also our friends.
You are a grade 3 pupil.
It is our favorite sport.
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E. Discussing new Ask the pupils to make sentences using the following
concepts and practicing pronoun.
new skills # 2 I
You
He
She
They
We
It
F. Developing Mastery Underline all the pronouns Replace the underlined
(Leads to Formative used in the following words with personal
Assessment 3 sentences. pronouns.
1. Nelly and I went to 1. Marites and Beth
the zoo. were invited to a
2. We saw many party.
animals there. 2. The party was a
3. There was a snake. costume party.
It was very long. 3. Marites did not
4. There were have a costume.
monkeys, too. They 4. Beth had done.
were inside a large 5. The costume was a
cage. bear suit.
5. There was also a 6. However, my
crocodile. It was in mother was home.
the water. 7. Father was home,
6. She was watching too.
the seals. 8. Could Father and
7. Later, father came Mother help
to pick up. He was Marites make a
right on time. costume?
8. We saw some 9. Father, Mother and
giraffes. They have I took out some
long necks. clothes, yarn, and
ribbon from the
closet.
10. Soon the costume
was finished. The
costume was a
clown‘s suit.
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G. Finding practical In groups, use the In groups, use the
applications of concepts personal pronouns in personal pronouns in
and skills in daily living sentence. sentence. Present the
sentence strips to the
he she class.
he she
it
it
Group 1: he and it
Group 2: they and she they you
Group 3: we and you we
H. Making How do we identify pronouns?
generalizations and When do we use pronouns?
abstractions about the What are some the personal pronouns?
lesson
I. Evaluating learning Encircle the correct Replace the underlined
pronoun for the underlined words with the correct
words. pronoun.
(We, They) 1. Leo, Ana 1. Leo, Ana and Rene
and Rene went to the went to the circus.
circus. 2. Anna bought some
(She, You) 2. Anna bought peanuts.
some peanuts. 3. Leo wanted some
(I, He) 3. Leo wanted cotton candy.
some cotton candy. 4. The cotton candy was
(It, They) 4. The cotton too sweet.
candy was too sweet. 5. “The Caterpillar and
(They, It) 5. “The the Space Shuttle can
Caterpillar and the Space turn 360 degrees! said
Shuttle can turn 360 Rene.
degrees! said Rene.
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V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 4, Day 5
I.OBJECTIVES
A. Content Demonstrates understanding of grammatical structures of
Standards English to be able to communicate effectively in oral and
written forms
B. Performance Shows proficiency in constructing grammatically correct
Standards sentences in varied theme-based oral and written activities
C. Learning Use personal pronouns
Competencies/ EN3G-IIIcd-4.2.3
Objectives. Use appropriate punctuation marks
(EN3WCIIId-e-2.6)
II.CONTENT Personal Pronouns
Punctuation Marks
III.LEARNING
RESOURCES
A. References
1.Teacher‘s Guide
pages
2.Learner‘s Materials
pages
3.Textbook pages
4.Additional
Resources from
Learning Resources
(LR) Portal
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o+an+old+woman+clipart&gs_l=img.3....256218.267409..26
7848...1.0..0.348.7346.0j29j11j1......0....1..gws-wiz-
img.......35i39j0i67j0j0i7i30j0i7i5i30j0i8i7i30j0i5i30j0i8i30.o
4iqd1qZhrM&ved=0ahUKEwiq2MO95u_kAhURxYsBHYOK
DqoQ4dUDCAc&uact=5#imgrc=wERrcjTrDYaTWM:
Powerpoint presentation, Pictures
IV.PROCEDURES Average Learners Advanced Learners
she
he they
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G. Finding practical Group the class into Group the class into two.
applications of two. Group 1: Write a dialog about lost
concepts and skills in Group 1: Construct and found items inside the
daily living sentences about the classroom. Use personal pronouns
following pictures. Use in your dialog.
personal pronouns and Group 2: Pretend that you have
appropriate punctuation won a shopping spree prize at a
marks in making the major mall. They will not be giving
sentence. you the money in cash, but you
will be allowed to shop for gifts for
your friends, family members,
teachers, classmates, and
anybody else you would want to
give a gift to. Talk about what you
will buy for each of your chosen
recipients. Choose at least five
individuals and two different
groups of people. First, use the
recipient‘s name and describe the
gift. Then, replace the recipient‘s
names with the correct pronouns.
Make sure you consider your
recipients‘ interest and
preferences when choosing
your gifts.
Group 2: Ex.
I will give my sister, Rita, a
complete oil paint set. I will give
her a complete oil paint set.
I. Evaluating learning A. Circle the pronoun in Complete the sentences with the
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each sentence. appropriate personal pronouns.
1. Mary gave me the Write the correct punctuation mark
letter. at the end of the sentence.
2. You can sit down by 1. Ernie has a new watch. He
the fire. bought with his
3. Peter and Cindy can savings
go with us tomorrow. 2. When Mr. Cruz, the principal,
4. Jerry and Mark went talked to Ariane, she was calm.
to the school play with We all listened to
them on Monday. when she related the incident
5. Aunt Marie baked
him a delicious 3. Dodong and Cocoy are waiting
chocolate cake. for you. I saw at the
library
B. Write the correct
punctuation to complete 4. Mar
the sentence.
(.) (!) (?)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
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D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 5, Day 1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
speech cues for clear expression of ideas
and understanding of different listening
strategies to comprehend texts
B. Performance Standards The learner uses speaking skills and
strategies appropriately to communicate
ideas in varied theme-based tasks and
uses information from texts viewed or
listened to in preparing logs and journals.
C. Learning 1. Express opinions and feelings about
Competencies/Objectives others ideas
(Write the LC code for each) EN3OL-IIIe-1.16.4
2. Retell some parts of the story
EN3LC-IIIa-j-2.6
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do you expect to learn from the lesson?
Suggested Topics
1. What value should children possess?
2. Which do you prefer riding a bicycle or
playing mobile legends?
3. Should children under 14 y/o be allowed
to use Facebook? Why?
4. Should children be forced to eat
vegetables? Why?
5. Why should junk food be banned in
schools?
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D. Discussing new concepts Unlocking of Difficulties (Using Pictures)
and practicing new skills #1
1.calm
Look at the picture.
Motive Question:
As you read the story, find out what Lance
and Mel Rose did in a calm and cloudy
day?
Problem
Solution
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Ending
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G. Finding practical application What is an opinion?
of concepts and skills in daily In what particular situations do we express
living opinions?
Pupil B:
Questions:
1. Why is it important to express your
opinions and feelings about others ideas?
2. How should you express your opinions
and feelings?
V. REMARKS
VI. REFLECTION
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on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
SCORES
CRITERIA 5 4 3 2
Organization Logical, Logical and Lacked Lacked
coherent and conveyed the organization organization
conveyed the message and some and all main
message clearly. main points points were
clearly. were unclear. unclear.
Quality of Solid, well- Developed Used Gave a list of
Opinion reasoned and supporting information in single,
sequential arguments an effort to undeveloped
argument. without lapses state a clear ideas, with an
in sequence. opinion. attempt to
state an
opinion.
Voice Consistent and Loud and Could be Low volume,
effective clear enough heard most of the audience
volume, to be easily the time, but had difficulty
articulation and understood. at certain part hearing and/or
expression. was inaudible. understanding.
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 5, Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
the elements of literary and expository texts
for creative interpretation.
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would
support your
answer?
A. They were
in the
boulevard.
B. There were
children
swimming
with them
and they did
not notice
the time.
C. It was a
calm and
cloudy
morning and
the water
was clear
and blue.
(Teacher discusses
the difference
between inference
and conclusion and
gives examples to
prepare the learners
for the next activity.)
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they wanted their etc.)
group to be rated. 6. Let them agree
on the rubrics on
how they wanted
I – There will be a their group to be
summative tomorrow rated.
but Joem has
forgotten to bring his I – Read the
books. ―Oh well, I‘ll passage and write
just play ML tonight.‖ your inference and
he said. conclusion. Use
1. Joem will probably appropriate
punctuation marks.
.
Johan accidentally
II – Write where you broke an empty soft
think the story is drinks bottle. Then
happening. Explain he left the broken
your answer. pieces scattered all
around the floor.
It was a cloudy day
and how fun and
exciting to be outside.
Children are running II – Give your
everywhere. Some are inference and
on the slides while conclusion on the
others are on the passage below.
swings.
A woman in the
III – Finish the market shouts
statement. ―Come here! Come
here! My vegetables
There are signs along are fresh and
the streets so that cheap.
The woman is
her fish.
IV – Choose what
will happen next. III - A boy is going to
Explain your school. He looks
answer. outside, and then
The sun has set. The puts on a raincoat
sky has turned dark. and gets an
The moon shines umbrella. Ask
brightly in the sky. students, "What is
A. Stars will appear. going on?‖
B. It will rain.
C. The sun will rise.
D. A
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typhoon will
come.
IV- Lenard planted
some pechay in a
pot. He did not
water it every day.
What will happen to
the pechay?
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G. Finding practical application Group Activity:
of concepts and skills in daily Each group is shown a situation or signage
living inside the school and the task is to make
inferences and draw conclusions based on
what the learners have actually seen.
I-Anti-Bullying Poster
If there will be no bullies, children will
III-Trash Bins
If all the classrooms will have all the 3 trash
bins, what will happen?
IV-Vegetable Garden
If we all have vegetable garden, what will
happen?
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1. Deana never liked 1. Deana never liked
to be away from Fury to be away from Fury
because because:
. A. he loved Fury
2. Deana‘s mother B. Fury is a sweet
had tears in her eyes puppy
because C. Fury is a great
. help to her
3. Deana kissed and
hugged Fury because 2. Deana‘s mother
she wanted to had tears in her eyes
because:
. A. her child died
4. Deana was willing B. she was hopeless
to sell Fury so that C. something
entered & hurt her
. eyes
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J. Additional activities for A woman finished A woman finished
application or remediation reading and closed reading and closed
the book. About 15 the book. About 15
children got up from children got up from
the mat and went to a the mat and went to
corner of the room. a corner of the room.
They began getting They began getting
their bags and their bags and
wearing their shoes wearing their shoes
and then, they lined and then, they lined
up. up.
1. Where are the 1. Where are the
children going? children going?
2. How do you now? A. canteen
B. home
c. school
2. How do you
know?
A. There are 15
V. REMARKS
VI. REFLECTION
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F. What difficulties did I encounter
which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 5, Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
processes in sight word recognition or
phonic analysis to read and understand words,
punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for fluent
reading and speaking and letter sequence in
words to get meaning.
B. Performance Standards The learner uses word recognition techniques to
read and understand words that contain
complex letter combinations, affixes and
contractions through theme-based activities,
accurately and fluently reads aloud literary and
informational texts and hears and records
sounds in words.
C. Learning 1. Read sentences, stories and poems
Competencies/Objectives consisting of long i words and questions about
(Write the LC code for them
each) EN3PWRIIIe-25
2. Read with automaticity 100 2nd and
3rd grade high frequency/sight words
EN3F-IIIef-1.8
3. Spell some irregularly -spelled words
(e.g. have, said, please, because)
EN3S-IIIef-5
II. CONTENT Long I Words
100 2nd and 3rd Grade High Frequency/Sight
Words
Irregularly-Spelled Words
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
the LR Portal
5. Other Learning Resources copy of the passage, chart of long I words, sight
words & sentences, activity cards, flashcard &
strips of words, bingo cards, fly swats, tic-tac-
toe board, improvised fishing rod,
sightwords.com
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IV. PROCEDURE Advanced Learners Average
Learners
A. Reviewing the previous Arrange jumbled letters to form words.
lesson or presenting the new (meanings can be given as clues)
lesson 1. thgim – force or strength
2. hgis - to take audible breath
3. verne – not ever
4. xis - the number 6
5. thgilf – the ability to fly
B. Establishing a purpose for Today, our lesson will be about long I words,
the lesson high frequency/sight words and irregularly-
spelled words.
(objectives of the lesson will be posted)
C. Presenting Unlocking of Difficulties (Using Pictures)
examples/instances of the
new lesson Look at each picture to be able to get the
meaning of the word. Choose your answer from
the box below.
1.fight
2.tight
3.fright
a feeling of sudden fear
strongly held
battle
Motivation:
Who among you are afraid of dogs?
Why are you afraid?
Motive Question:
As you read the short paragraph, find out who
was afraid of dogs?
D. Discussing new concepts It was night when the dogs had a fight. Romer
and practicing new skills #1 held tight to her mother‘s arm because of fright.
It was just right when his father arrived. He
switched on the light and the dogs ended their
fight.
1. Who was afraid of dogs?
2. Why was Romer afraid of the dogs?
3. How did he hold to her mother‘s arm?
4. What made the dogs end their fight?
(Learners‘ answers will be written on the board.)
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Read the following words:
A. long i words
high, nigh, night, light, fight, tight, thigh, high,
right, sight, bright, delight, might
B. high frequency/sight words
always been both laugh
buy call before best
around because done together
(sightwords.com)
etc.
(by class, by group, individually)
E. Discussing new concepts A. Read the following sentences. Answer the
and practicing new skills #2 questions.
1. The teacher said. ―Please switch off the
lights when not in use.‖
What should be switched off when not in
use?
2. Before a fight, Manny Pacquiao would kneel
and ask for God‘s guidance and blessing.
What would Manny Pacquiao do before a
fight?
3. Both the old man and his friend gave the
visitor a sigh.
Who gave a sigh?
4. Children have to get out of the room
because it‘s too hot.
Why do the children have to go out?
B. This time let us spell some words taken from
our story and sentences. Use your whiteboard
in writing the word.
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on the fish in order to keep his/her catch.)
G. Finding practical How are you going to apply your skill in reading
application of concepts and and spelling in real life?
skills in daily living
H. Making generalizations of Why is reading and spelling important?
concepts and skills in daily
living
I. Evaluating learning A. Individual Reading
1. The opposite of wrong is right.
What is the opposite of wrong?
2. It is dark at night.
When is it dark?
3. It was a bright day when she woke.
What kind of day was it?
V. REMARKS
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VI. REFLECTION
APPENDIX
always or
around pull
because read
been right
before sing
best sit
both sleep
buy tell
call their
cold these
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does those
don‟t upon
fast us
first use
five very
found wash
gave which
goes why
green wish
its work
made would
many write
off your
about laugh
better light
bring long
carry much
clean myself
cut never
done only
draw own
drink pick
eight seven
fall shall
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far show
full six
got small
grow start
hold ten
hot today
hurt together
if try
keep warm
kind
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 5, Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
grammatical structures of English to be able
to communicate effectively in oral and
written forms.
B. Performance Standards The learner shows proficiency in
constructing grammatically correct
sentences in varied theme-based oral and
written activities.
C. Learning Use commonly used possessive pronouns
Competencies/Objectives EN3G-IIIef-4.2.4
(Write the LC code for each)
II. CONTENT Commonly Used Possessive Pronouns
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the LR
Portal
5. Other Learning Resources tic-tac-toe board, copy of the dialog, activity
cards, chart of activities
IV. PROCEDURE Advanced Average Learners
Learners
A. Reviewing the previous lesson or Spelling:
presenting the new lesson Let us play Tic-Tac-Toe
The first to get the correct spelling of the
word that I am going to say will write his/her
name on the empty squares. The first pupil
to get 3 of her/his marks in a row (up, down,
across, or diagonally) is the winner.
1.have
2.because
3. said
4. please
5. laugh
B. Establishing a purpose for the Today‘s lesson would be about using
lesson commonly used possessive pronouns.
What will be your learning target for today?
C. Presenting examples/instances Read the dialog and notice the underlined
of the new lesson words.
The SRES Raging Raven Claw
Marching Band just got home from a
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competition. Kuya Jay, their trainer helped
them get off the jeepney.
Kuya Jay : Who owns this pink towel?
Keerah : That‘s mine Sir Jay. My name
is written on it.
Kuya Jay : How about this drum
beater?
Andrew : I think that is yours,
Tobi. Tobi: No it isn‘t.
Cheska : Oh! That‘s Ralph‘s drum
beater. That is his.
Ralph : Yes, that‘s mine. I‘m sorry Sir
Jay.
I left it because I had to help
Kholie with her bag.
Kuya Jay : Oh! I see, next time secure
your things first.
Ralph : Yes Sir Jay, I will.
Kuya Jay : That‘s a true Roquenian!
D. Discussing new concepts and
practicing new skills #1 What are the
underlined my mine
words? (Keerah
What do they ) pink
show? towel
What do they
replace? your yours
These are (Tobi)
called drum
possessive beater
pronouns.
What does the
Ralph‟s his
possessive
drum
pronoun mine
beater
replace? Is
mine singular How do we call the words
or plural? Etc. mine, yours and his?
Possessive pronouns
show possession or
ownership.
What does the possessive
pronoun mine replace? Is
mine singular or plural?
Etc.
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Mine, yours, his, hers, are singular
possessive pronouns; ours and theirs are
plural. These cannot be used before a
noun.
E. Discussing new concepts and GROUP ACTIVITY
practicing new skills #2 I – Construct sentences about the pictures
using possessive pronouns.
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4. I‘m not sure if this soda is
or not.
5. We don‘t remember this package if
this is .
G. Finding practical application of In what particular situations at home or in
concepts and skills in daily living any place can you use the possessive
pronouns? Give examples.
H. Making generalizations of What is the importance of using possessive
concepts and skills in daily living pronouns?
I. Evaluating learning Write a Choose the possessive
sentence with pronoun that best
each of the completes each sentence.
given Write your answer on your
possessive paper.
pronouns. 1. You have to check this
1. mine bag if it is (yours, his).
2. yours 2. Mariz bought pants for
3. theirs a full price, I bought (ours,
4. hers mine) on sale.
5. ours 3. Mr. Londonio bought
that house last year. It is
now (his, ours).
4. This book belongs to
Mr. & Mrs. Sabanal. It is
(hers, theirs).
5. I saw Jane dropped her
wallet. I think this is (hers,
yours).
J. Additional activities for application Write five Fill in with mine, yours,
or remediation sentences his, hers, ours or theirs.
using 1. Is this my pen?
possessive No, it is .
pronouns. Yours is in your bag.
2. Someone
forgot this cap. Is it
your brother‘s?
Yes, I think it is .
3. T
eacher is looking
for her eyeglasses.
Are these ?
4. Whose
books are these?
They are . We
we‘re looking for them
for some time.
5. Does the red
lunch
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box belong to you?
Yes, it is .
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 5, Day 5
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of English vocabulary used in both oral and
written language in a given context.
B. Performance Standards The learner uses English vocabulary in
varied and creative oral and written
activities.
C. Learning Use homonyms (e.g. flower/flour)
Competencies/Objectives EN3V-IIIe-f13.6
(Write the LC code for each)
II. CONTENT Homonyms
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the
LR Portal
5. Other Learning Resources activity cards, pictures, bowl/box,
words/homonyms written on pieces of
paper, chart with written activities
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the previous Checking of the assignment.
lesson or presenting the new
lesson
B. Establishing a purpose for the Today‘s lesson would be about using
lesson homonyms.What will be your learning
target for today?
C. Presenting Spelling Activity: Using your white board
examples/instances of the new write the words that I am going to say.
lesson 1. sea
2. deer
3. know
4. i
5. too
What did you notice with your answers?
We‘re you able to spell the words
correctly? Why not?
D. Discussing new concepts and Read the following pair of words.
practicing new skills #1 sea – see
deer – dear
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know –
no i –
eye too –
two
What do you noticed with the pairs of
words?
Do they have the same meaning?
These are what we call homonyms.
What are homonyms?
Who can give other examples of
homonyms? Who can use any of these
pairs in sentences? Etc.
E. Discussing new concepts and GROUP ACTIVITY GROUP ACTIVITY
practicing new skills #2
1. Divide the class 1. Divide the class
into four (4). into four (4).
2. Each group will be 2. Each group will
given varied of
be given varied of
activities to work on.activities to work
3. Let them do the on.
activity assigned to 3. Let them do the
their group at the activity assigned to
designated area. their group at the
4. Give designated area.
other
necessary 4. Give other
instructions in doing necessary
the activity (i.e.
instructions in doing
allotted time the activity (i.e.
for the activity, group
allotted time
presenter/member‘s for the activity,
role/responsibility group
etc.) presenter/member‘s
6. Let them agree on role/responsibility
the rubrics on how etc.)
they wanted their 6. Let them agree
group to be rated. on the rubrics on
how they wanted
I – Circle the their group to be
correct word whose rated.
definition is given.
1. this is the past I – Circle the
tense of the verb ―to correct word that
eat‖ best completes
ate eight each sentence.
2. it means that it‘s 1. At 9:00, we (ate,
not covered eight) dinner.
bear bare 2. Do you (too, two)
3. this is the want to come
shortened ―goodbye‖ along?
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buy bye 3. Erica shouted,
4. a mythical creature ―Come over (hear,
that can often do here). I‘m going to
magic buy ice cream‖.
ferry fairy 4. I don‘t know if the
5. this is the main (whether, weather)
ingredient in bread will be good
flour flower tomorrow.
5. We read from left
II – Write the to (right, write).
correct word that
best completes the II – Ring the word
sentence. Use the that matches the
words from the list. picture. Then use
each in a simple
waste waist sentence.
tale tail
stair stare won
board bored one
brake break
1. Please do not
see
that last glass
sea
of water.
2. Tishea drew a
monkey with a very mail
long . male
3. It is not polite to
at people.
meet
4. I am advanced in
meat
Mathematics so, I
often get in
tow
class.
5. Father is fixing my toe
bike‘s for my
safety. III- Match the words
that sound the
III- Complete the same but mean and
puzzle by giving the spelled differently.
homonym of Use five words from
the words below. the list in a simple
Then use your sentence.
answers in
meaningful brake through
sentences. past eight
threw sole
ate break
soul passed
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IV-Look for the
word that sounds
the same but mean
differently. Use
each word in a
sentence.
DOWN C A X N
1 red H E A R
2 right O S S E
U T U M
ACROSS R D N L
3 blue T B U Y
4 deer H L E F
5 mite
1. by
IV – Write a 2. son
sentence using each 3. do
homonym. 4. our
1.week-weak 5. here
2.there-their
3.our-hour
4.wait-weight
5. pair-pear
F. Developing mastery (Leads In a form of a game Using your white
to Formative Assessment 3) a volunteer pupil will board write the
pick a word from the correct word to
bowl of homonyms complete each
and will use it in a sentence.
sentence. 1. I told mother to
His/her classmates buy some for
will guess the word my teachers for the
and write it on their World Teachers‘
white board. The Day on Oct. 5.
first to get it correctly flower flour
wins and also the 2. Teachers are
one who used it to me
correctly in a because of their
sentence. Other role in the society.
pupil volunteers may deer dear
be called. 3. Teachers need
of paint for
their classrooms.
pale pail
4. I love listening to
my teacher‘s fairy
stories.
tail tale
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5. We do
noticed the
sacrifices made by
the teachers just to
let us learn.
knot not
G. Finding practical application How are you going to apply your
of concepts and skills in daily knowledge about homonyms in your daily
living life?
H. Making generalizations of Why is it important to use homonyms
concepts and skills in daily living properly?
I. Evaluating learning Use the following Circle the
pair of homonyms in homonyms to make
meaningful the sentence
sentences. correct.
1.write-right 1. The children
2.read-red were
3.pair-pear restless when the
teacher gave them
a surprise quiz.
a. vary b. very
2. History is all
about what
happened in the
.
a. passed b. past
4. If you don‘t
the meaning of a
word, look it up in
the dictionary.
a. know b.no
5.The rainy
Make me
uncomfortable in
going out.
a.weather
b.whether
J. Additional activities for List down five pairs Use at least two
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application or remediation of homonyms and pairs of homonyms
use them in that you learned
sentences. today in sentences.
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade 3 Quarter 3, Week 6, Day
1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of processes and information in text for
articulation of ideas
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2.
smell
3.
sound
4. See
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eyes.
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smiles after tasting a cool, ripe mango.
Discussion Questions
Ask:
Who is the ―I‖ in the story?
Who is her friend?
How did Francisca describe the
place Antonio lives in ?
How will you describe Antonio?
Where do they go every
Saturday afternoon?
How will you describe
Francisca, the main character
in the story?
If you were Francisca, how are
you going to treat Antonio?
What did Antonio show
Francisca?
What did Francisca learn from
Antonio?
FRANCISCA ANTONIO
AVERAGE LEARNERS
FRANCISCA ANTONIO
a. a.
b. b.
c. c.
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Group 2 & 4:
ADVANCED LEARNERS
Sentence Completion: What will you
do in the following situations? Write
your answer.
A pupil with
difficulty in Math or
any subject
A pupil with
difficulty in reading
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AVERAGE LEARNERS
What is happening in the picture?
Color your guess.
1.
The boy finished
drinking his milk
tea.
A boy whose
shirt got stained
by milk tea.
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2.
a girl who is
surprised.
3.
The frog does not
want to catch the
fly.
a frog about to
catch a fly
4.
The boy is
hungry.
a boy who
spilled his milk
5.
The baby is
crying because
her baby sister
a baby crying
because of hunger
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 6, Day 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding
of punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for
fluent reading and speaking.
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Jake spilled his juice.
b. He works in a restaurant.
B. Establishing a purpose for the Say: Today, you will learn how to
lesson make inference and draw conclusion
from the statement/simple story
provided.
Complete the following statements by
putting the missing words. Choose your
answer from the words in the box.
Leah’s Birthday
Leah's mother puts icing on
the . She puts eight
on the cake. After she sets
the cake on the , everyone
sings to Leah. The lit candles make her
face . Leah blows out the
candles and .
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make her face glow. Leah blows out
the candles and smiles.)
C. Presenting examples/instances Say: From the short story you that you
of the new lesson have just read, try to answer this
question.
When is Leah‘s birthday?
a. Tomorrow
b. Today
c. Next week
d. Yesterday
reaching a conclusion
about something from the
given information
A conclusion or opinion
that is formed based from
the given information
Examples:
AVERAGE LEARNERS
Say: Read each passage below. Give
your inferences orally.
1. All felt wonderful to be outside.
Swimming suits and trunks were
saleable in the market. It‘s the best
time to play outdoor games in
.
(a. summer b. rainfall)
2. Mr. Sun reaches out his hand.
Everyone is on their way to work. It
is .
(a. Morning b. night)
3.I am so hungry! It‘s almost half of
the day of school. I am going to
.
(a. play around b. eat something)
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4. All the items to buy are everywhere.
Mom put in the cart everything we
need for the whole week. I kept the
cart going straight as it got heavier
and
heavier. They are in a .
( a. pharmacy b. grocery store)
G. Finding practical application of Read each story and color the best
concepts and skills in daily living answer.
a. Our family
is going on
a bike ride.
b. Yesterday I
tripped on a
rock.
a. I love to
swim.
b. Sometimes we
get cats out of
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trees.
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c. I saw a good
movie today.
AVERAGE LEARNERS
1. The grass on the school‘s front lawn
is wet.
a. It rained.
b. The sprinkler was on.
c. The dog urinated on the grass.
2.Your cell phone is ringing in class.
a. Someone is making a call.
b. Someone is playing with my phone.
c. Someone hide my phone.
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3. Mary was crying in the dentist waiting
room.
a. Mary was scared of seeing the
dentist.
b. Mary was crying because she had a
toothache.
c. Mary was crying because her Mom
left her.
4. Liza saw him put the money in his
pocket.
a. He wants the money.
b. He wants to buy something.
c. He is hungry.
5. Ana collected shells. Then she went
for a swim in the cool, salty water.
a. Ana is at the pool.
b. Ana is at the river.
c. Ana is at the ocean.
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J. Additional activities for Make an inference based from the
application or remediation situation given. Draw your answer.
1. Your classmate says, ―How can
you think and tap that pencil at the
same time?‖ What should you do
next?
a.Stop tapping your pencil because
it is annoying your classmates.
b.Explain to him how easy it is to
tap and think at the same time.
c.Tap your head on the desk
instead.
2. Dad says, ―You‘re going to ruin
your hearing.‖ What should you do
next?
a. Close the door.
b. Put on some different music.
c. Turn the volume down.
3. Your sister asks, ―Could you give
me a hand?‖ What should you do
next?
a. Applaud her for carrying such a
heavy box.
b. Give her a high five.
c. Help her open the door.
4. Your mom says, ―Honey, it‘s
getting dark!‖ What should you do
next?
a. Get your flashlight so you can
see.
b. Go to your friend‘s house to play.
c. Stop playing and go inside.
5. Your mom says, ―We‘re leaving for
VI. REFLECTION
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A. No. of Learners who earned 80% on
the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 6, Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates
understanding of punctuation marks,
rhythm, pacing, intonation and vocal
patterns as guide for fluent reading and
speaking.
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1. Who goes to the park every
afternoon? (underline it)
2. Who plays with Francisca?
(encircle it)
3. What word was used to replace
the name Antonio in this
sentence?
4. Who plays with Antonio?
(underline it)
5. Who likes to talk to him?
(encircle it)
6. What word was used to replace
the name Francisca in this
sentence?
7. What is in the grass? (underline
it)
8. What hops around? (encircle it)
9. What word was used to replace
the name grasshopper in this
sentence? (encircle it)
Examples:
Alex plays a lot.
He plays a lot
The word he is a personal pronoun.
He is for a boy.
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She plays a lot.
The word she is a personal pronoun.
She is for a girl.
Say:
Can you read the sentence that you
picked inside the treasure box?
(Each pupil will be asked to post the
strip of paper on the board. Pupil
reads the sentence.)
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(The teacher will ask the pupils to
read the sentence and replace the
noun with the correct pronoun.)
G. Finding practical application of ADVANCED LEARNERS
concepts and skills in daily living
(Pupils will be asked to answer the
activity in their notebooks.)
5.((Amanda) broke
her new toy.
AVERAGE LEARNERS
He She They
1. This is Sherry.
is happy.
3.This is Thomas.
likes to play his
guitar.
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4. This is Rizza. loves
reading books.
3. My father is a lawyer.
is a lawyer.
4. My mother is loving.
is loving.
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AVERAGE LEARNERS
He S A lawyer
1.
2. A kitten
3. A rose
4. A boy
5. A book
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 6, Day 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
sentences and paragraphs in expressing ideas.
III. LEARNING
RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Let‘s Get Better in English, pp. 282-284
Pages
3. Textbook Pages Let‘s Get Better in English, pp. 282-284
4. Additional Materials from Laptop
the LR Portal Multimedia Projector
Pictures of different facial expressions
Journal Notebook
Learner‘s Materials
Activity 253-254
5. Other Learning
Resources
IV. PROCEDURE
A. Reviewing the previous (The teacher will
lesson or presenting the ask the pupils what they have learned about
new lesson yesterday’s lesson.)
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of a noun.)
Jean
Mil Flores-Ponciano and Leo Go
Say: From the poem that you have read can you
identify the words with /ea/ digraphs?
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1. What does Jean eat?
2. Where does Jean go?
3. Who plays under the heat?
4. Where does Jean play?
5. What does Jean do on a clean seat?
ADVANCED LEARNERS
D. Discussing new
concepts and practicing (The teacher will show pictures or situations and
new skills #1 let the pupils express what they feel about it.)
AVERAGE LEARNERS
a. I will be sad.
165
b. I will be happy.
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c. I will be angry.
Your dad hugged you when he
arrives home.
a. I will be mad.
b. I will be sad.
c. I will be angry.
a. I will be shy.
d. I will be excited.
e. I will be afraid.
December 5, 2018
Dear friend,
Your friend,
Francisca
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Ask:
Who wrote the letter?
Describe how the writer feels when she wrote
the letter?
Why is she happy?
Say:
Do you also write a journal?
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F. Developing mastery ADVANCED LEARNERS
(Leads to Formative
Assessment 3) Let pupils guess different facial expressions.
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And his classmates will say ―I feel
that way when I ‖
4. Let the pupils express their feelings on
the emotion card pinned on their back.
5.
AVERAGE LEARNERS
1. Excited
2. Happy
3. Embarrassed
4. Confused
5. Surprised
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My Journal
Date
Dear Friend,
Your friend,
Prompt:
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V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 6, Day 5
I. OBJECTIVES
A. Content Standards Follow the directions in answering the
summative test.
EN3RCIIIe-f-2.11
II. CONTENT
Summative Test
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from the LR Test
Portal
5. Other Learning Resources
IV. PROCEDURE
A. Reviewing the previous lesson or Ask one (1) pupil to lead the
presenting the new lesson prayer before taking the test.
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practicing new skills #2
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 7, Day 1
I. OBJECTIVES
A. Content Standards PWR - Demonstrates understanding of
processes in sight word recognition or phonic
analysis to read and understand words
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Ask:
When do you feel happy?
When do you feel Sad?
When do you feel excited?
When do you feel afraid?
B. Establishing a purpose for Post a poem. Recite it first, then the pupils
the lesson after.
Who‘s Afraid?
Grace U. Rabelas
Words
tone
woke
bone
alone
open
no
more
joke
home
Phrases
different tone
the dog‘s bone
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spoke alone
open the door
a brand new joke
Sentences
I heard a different tone.
I gave my dog a bone.
Clean your room alone.
Will I open my door?
Lito has a brand new joke.
Ask:
What does Ricardo do early in the
morning?
What trait does Ricardo have?
How can you say that Ricardo is
industrious?
E. Discussing new concepts Call on some pupils to Listen carefully as
and practicing new skills #2 act out the feelings or I read some
trait shown in the situations. Guess
situations below. the feeling or trait
(The teacher will read the of the character.
situations to the pupils.)
1. ―Leave me
1. ―Leave me alone, alone, I don‘t want
I don‘t want to see to see you again.‖
you again.‖ (happy, angry,
surprised)
2. ―Mother! Mother! I
won the first place in the 2. ―Mother!
slogan making contest.‖ Mother! I won the
first place in the
3. ―Oh, thank you for slogan making
lending me a ballpen. I contest.‖
could not have finished (happy, angry,
my work.‖ sad)
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for lending me a
ballpen. I could
not have finished
my work.‖
(surprised,
thankful, mad)
F. Developing mastery (Leads Group Activity Infer the feeling or
to Formative Assessment 3) traits of the
character.
A. happy
B. sad
C. angry
D. afraid
E. worried
J. Additional activities for Read a short story, then infer the feelings or
application or remediation traits of the character.
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V. REMARKS
VI. REFLECTION
https://www.google.com/search?rlz=1C1CHBD_enPH701PH701&biw=1517&bih=675&tbm=i
sch&sa=1&ei=rU94XZH0H42B0wSVoYO4CQ&q=excited+emoticons&oq=excited&gs_l=img.
1.0.0i67l7j0l3.306110.308512..310236...0.0..0.150.941.0j7......0 1..gws-wiz-
img.sqR6rPrkxCU#imgrc=ILIW3oWrozcR8M:
https://www.google.com/search?rlz=1C1CHBD_enPH701PH701&biw=1517&bih=675&tbm=i
sch&sa=1&ei=5FB4Xf6EMrPpmAW01aSgDw&q=afraid+emoticons&oq=afraid+emoticons&gs
_l=img.3..0l3.95683.96815..98351...0.0..0.197.804.0j6......0....1..gws-wiz-
img.......0i7i30j0i7i5i30j0i8i7i30.tnJLdeP2Ku0&ved=0ahUKEwj-
ht6C0sfkAhWzNKYKHbQqCfQQ4dUDCAY&uact=5#imgrc=OJaXtnEW84QssM:
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 7, Day 2
I. OBJECTIVES
A. Content Standards G - Demonstrates understanding of
grammatical structures of English to be
able to communicate effectively in oral
and written forms
B. Performance Standards G - Shows proficiency in constructing
grammatically correct sentences in
varied theme-based and written activities
C. Learning Identify adjectives
Competencies/Objectives EN3G-IIIf-g-5
(Write the LC code for each)
Use descriptive adjectives in sentences
EN3G-IIIf-g5.3.1
II. CONTENT Identifying Adjectives
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Based from the questions and your
answers what do you think is our
lesson/topic for today?
D. Discussing new concepts and Remind the class the standards in oral
practicing new skills #1 reading.
BANTAY
I have a dog. His name is Bantay.
Bantay has shiny white fur, long floppy
ears, and stubby legs. Bantay is very
playful. Whenever I come home from
school, he never fails to meet me at the
gate. I know that he is happy because he
wags his long bushy tail.
Ask:
Why do you think Bantay is happy
to see his owner?
What kind of fur does Bantay
have?
What kind of ears does he have?
What word is use to describe
Bantay‘s legs?
What describing words are used
for his tail?
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What are the underlined words in
the story?
What do they do to the words fur,
ears, legs, Bantay and tail?
What do you call
describing words?
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E. Discussing new concepts and Group Activity Group Activity
practicing new skills #2
Divide the class Group 1
into three (3) Write two descriptive
groups. adjectives to
Group 1 – Writers‘ describe each
Group picture.
Group 2 – Artists‘
Group
Group 3 –
Musicians‘ Group.
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Group 2
Underline the
descriptive adjective
used in each
sentence.
1. Albay is a
beautiful place.
2. Filipinos are
hospitable.
3. One of the
famous delicacies
in Albay is Bicol
Express.
4. Butanding is the
biggest fish.
5. Sili ice cream is
delicious.
Group 3
Write a descriptive
adjective to
complete the
statement.
1. Mangoes are
.
2. I am and
.
3. Chili pepper
tastes
.
4. Our teachers are
.
F. Developing mastery (Leads to Think of a Encircle the
Formative Assessment 3) descriptive descriptive adjective
adjective for each used in each
noun. Use it in a sentence.
meaningful
sentence. 1. Mayon Volcano is
one of the famous
Mayon Volcano tourist spots in
Sampaguita Bicol.
Eagle
Lollipop 2. Sampaguita
Bicolano smells fragrant.
3. An eagle has a
pointed beak.
6. Bicolanos
are brave.
7.
G. Finding practical application of Are adjectives important? Why or why
concepts and skills in daily living not?
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% on
the formative assessment
B. No. of learners who require activities
for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 7, Day 3
I. OBJECTIVES
A. Content Standards OL - Demonstrates understanding of
speech cues for clear expression of
ideas
Demonstrates understanding of
processes and information in text for
articulation of ideas
LC - Demonstrates understanding of
different listening strategies to
comprehend texts
B. Performance Standards OL - Uses speaking skills and strategies
appropriately to communicate ideas in
varied theme-based tasks
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Bernabe was also reported by dzMM to
have said that 16 barangays in the city
are already flooded especially those near
creeks and rive channels. The radio
report cited flooded areas as Sun Valley,
Moonwalk, Sucat, San Dionisio, Tambo
and areas in Quirino Avenue. Many
roads in the city were also reported
impassable due to waist-deep floods.
Many areas in Manila and Quezon
City were also reported to have already
been flooded and thousands of
commuters and private vehicles were
stranded in major roads. –reports from
dzMM
Ask:
What is the title of the news article?
Where did the article come from?
Who reported it?
According to PAGASA, what was
the volume of rainfall measured from
8:00 am – 11:00 am?
What happen when heavy and
continuous rains fall in Metro Manila?
Why the roads in eight (8) villages in
Muntinlupa are no longer passable?
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D. Discussing new concepts and (The teacher uses the sentences
practicing new skills #1 answered by the pupils in the
comprehension check-up)
Ask:
What do the sentences show?
What do they describe?
What do the words ―what
happen‖ denote?
What do the words ―why
it happen‖ denote?
What is the cause in sentence no.
1? What is the effect?
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E. Discussing new concepts and Group Activity Group Activity
practicing new skills #2 Divide the class
into three (3) Read the pairs of
groups. sentences. Write C
before the
Group 1 sentence that tells
Teacher writes the cause and E
sentences on strips before the
of paper that show sentence that tells
cause and effect as the effect.
shown below. Give
these strips to the 1.Heavy
members of Group rains fell for hours
1. Ask them to find Then, floods
their partners to occurred in many
show the cause- place.
effect relationship.
2. The
children kissed
and hugged
mother.
It was
Mother‘s birthday.
3. Carlos
caught a cold.
If one lacks He walked
sleep, in the rain.
The children are
laughing. 4. Children
It started to rain. fly kites on
Mae was sick. summer.
The alarm clock Summer
did not ring. winds are strong.
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sentences by
adding a cause or
an effect.
1. Sheila took a
bath because
.
4. Mother bought
Nena a new doll
because .
5. Mother removes
the weeds in the
garden so that
.
Group 3
Read the
sentences.
Underline the part
of the sentence that
show cause and
encircle the part
that shows effect.
1. Maria was
wearing pajamas
because she was
going to bed.
2. Raul hurt his leg
when he fell off his
bike.
3. Norma took her
umbrella with her
as it began to rain.
4. Noel had to
clean his bedroom
because it was
messy.
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5. Mother opened
the storeroom to
get some old
clothes.
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Cause:
Effect:
Effect:
Effect:
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%
on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 7, Day 4
I. OBJECTIVES
A. Content Standards V - Demonstrates understanding of English
vocabulary used in both oral and written
language in a given context.
B. Performance Standards V - Proficiency uses English vocabulary in
varied and creative oral and written
activities
C. Learning Identify the different meanings given to a
Competencies/Objectives word in a dictionary
(Write the LC code for each)
Use context to determine meanings of
multiple meaning words
EN3V-IIIfg-h-13.7
II. CONTENT Homographs
III. LEARNING RESOURCES
References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages English 4 LM pp. 356-357
English This Way 3 (Reading) pp. 149-151
4. Additional Materials from the LR
Portal
5. Other Learning Resources Meta cards, pictures, chart
IV. PROCEDURE Advanced Learners Average
Learners
A. Reviewing the previous lesson Show a dictionary to the class.
or presenting the new lesson
Ask:
What do you know about
dictionary?
Have you tried to look at a word in a
dictionary and find out that it has
several meanings or definitions?
B. Establishing a purpose for the Let the pupils look at these pictures:
lesson
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Ask:
What is the name of the animal in the first
picture?
What is the name of the thing in the second
picture?
Ask:
How many meanings are given to the word
star?
What part of speech are listed?
D. Discussing new concepts and Let the pupils read the following sentences.
practicing new skills #1
1. At night, they gazed up at the stars.
Ask:
What does the word star mean in
the 1st sentence? 2nd sentence? 3rd
sentence?
How is the word round in the first
sentence used?
How about in the second sentence?
How about in the third sentence?
Is the spelling of the word star in
the three sentences different?
How many meanings does a
dictionary give to a specific word?
What do you notice about the
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meaning of a word?
to agree in The
every point
calendar has
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beautiful pictures
of models.
The pupils
modeled animals
in clay.
S Juana is a
model child. She
is polite, kind and
obedient.
2.
the upper part
of the nose
a card game
a structure for
crossing a river
3.
a bomb placed
under the surface
of the sea
Belonging to
me
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Group 3
Two words are
missing in each
sentence. Choose the
words from the box to
make sensible
sentences.
apply raise
average key
1-2. The to
solving the mystery is
the missing
to the door.
3-4. To for
this job, you must
know how to
paint.
7-8. I am an
player, but my coach
thinks my batting
is high.
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Round
1. shaped like a circle
2. to go around
3. one part of a game
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V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80%
on the formative assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s 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 this work?
F. What difficulties did I encounter
which my
supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
https://www.google.com/search?q=bat+baseball+drawing&tbm=isch&ved=2ahUKEwj4gqmczfXkAhU9w
4sBHS5JAEIQ2-
cCegQIABAA&oq=bat+baseball+drawin&gs_l=img.1.0.0j0i8i30l9.5873.7757..10780...0.0..0.159.728.5j2.
.....0....1..gws-wiz-
img.......0i67.e6M7YNwlXGg&ei=4GmQXfiSEL2Gr7wPrpKBkAQ&bih=657&biw=1349&hl=en#imgrc=hZ
NMfYEJLWtkjM
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 7, Day 5
I. OBJECTIVES
A. Content Standards F - Demonstrates understanding of
punctuation marks, rhythm, pacing,
intonation and vocal patterns as guide for
fluent reading and speaking
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A. Reviewing the previous lesson Unlock key words (bowl, aquarium, basin)
or presenting the new lesson
Bowl
Ask:
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Do you have pet/s at home?
What is/are your pet/s?
How do you take good care of
your pet/s?
My Pets
3. monica is
3. september industrious while
jason is lazy.
Group 2
Read the following
sentences carefully.
Check (/) the space
provided before the
sentences that are
correctly written. If
the sentence is
incorrect, rewrite it
on the line.
1. This is my
teacher, miss cruz.
2. Our camping
will be on the third
Friday of October.
3. My father
was born in legazpi
city.
Group 3
Read the paragraph
and encircle all the
errors.
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gab went to
tagaytay for the first
time. he was
delighted to see the
taal volcano from
the people‘s park.
He was thrilled to
visit the Puzzle
Mansion and try the
rides in Skyranch.
VI. REFLECTION
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supervisor/principal/department head
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?.
https://www.google.com/search?q=aquarium&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjp-
bPG8e_kAhUWfXAKHQs3BdMQ_AUIEigB&biw=1366&bih=608#imgrc=c9lu7neodFMfzM&imgdii=t49jw
9MF3j_YdM
https://www.google.com/search?q=basin&tbm=isch&chips=q:basin,g_1:water:2Aoj_7gC_WE%3D&hl=e
n&ved=2ahUKEwiYz6ra8u_kAhXHgpQKHf10BXYQ4lZ6BAgBEB4&biw=1349&bih=608#imgrc=Yf0CuP
8jCtiXvM
https://www.google.com/search?q=pets&tbm=isch&ved=2ahUKEwit-t_i8u_kAhXexIsBHZ_kCj8Q2-
cCegQIABAA&oq=pets&gs_l=img.3..0l10.682173.687515..690754...1.0..4.790.3955.1j2j1j0j1j1j3......0...
.1..gws-wiz-img.....0..0i67j0i10.dBQn7g9mg7M&ei=8WuNXe29J96Jr7wPn8mr-
AM&bih=608&biw=1349&hl=en#imgrc=00lBpIqp24nCzM&imgdii=8oqtvZwhglNARM
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 8, Day 1
I. OBJECTIVES
A. Content Standard Demonstrates understanding of different listening
strategies to comprehend texts
B. Performance Uses information from texts viewed or listened to in
Standard preparing logs and journals
C. Learning Draw conclusions
Competencies/Object EN3LC-IIIa-j-2.17
ives
II. CONTENT Drawing Conclusions
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide K to 12 English Curriculum Guide May 2016
pages Pages 62 – 63
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning brown paper bags containing some items on chosen
Resources category, printed paper copies of the worksheets,
picture of Detective Conan
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous
lesson or presenting the LITTLE DETECTIVES
new lesson Let them act as
Little Detectives in the classroom. Choose a
category for the game such as Occupation, Sports,
Food and etc.
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inside the mystery bag.
Let them take out item one by one by and talk about it.
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Pacita likes
collecting books.
Mother received a letter She already read all
from her relatives in the the books in her
province. She opened it mini library. She
excitedly. really likes to learn
Later, her excitement a lot by reading
was filled with sadness as books.
tears rolled down her face. She would ask
Suddenly, mother went her parents to buy
up the house and packed her books on her
her things. birthdays as their
-Edna B. Salomon gifts instead of
buying her toys.
-Edna B. Salomon
(The teacher may think of some
other examples making the (The teacher may
pupils realize that the lesson is think of some
useful in day to day living.) other examples
making the pupils
Ask: Based on the scenario what realize that the
conclusion can you draw about lesson is useful in
the letter? day to day living.)
a. Mother received a sad Ask: What
news from her relatives in conclusion can
the province. you draw about
b. Mother is expecting some Pacita?
visitors.
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E. Discussing new Say: ―Good readers are like detectives. They fill in
concepts and practicing what is not being said.‖
new skills # 2 In drawing conclusion, you are:
G. Finding practical Divide the class into six (6) groups. Ask them to draw
applications of concepts a conclusion based on the scenario they have listened
and skills in daily living to.
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TELL WHAT‟S
Scenario # 1
You saw some balloons
and cake as you entered
your house. Father and
mother were smiling while
giving you some gifts.
What is happening?
GROUP 3 & 4:
Scenario # 2
Your mom takes your
temperature. You have been
staying home in bed all day.
You eat soup and take
medicine.
What is happening?
GROUP 5 &6:
Scenario # 3
Houses and some
buildings were destroyed by
heavy rains and strong wind.
Branches of trees and trash
can be seen everywhere.
Classes are still suspended
and there is no electricity
and water supply in the
place.
What is happening?
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H. Making generalizations Call some pupils to share what they have learned
and abstractions about from the lesson.
the lesson
Let them begin their statement with:
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SKILL POINTS
Making Appropriate 3. Elsa will cook
3
Conclusion tinola for lunch.
Clarity of the ideas 3 She prepared a list
Artistry and for the ingredients.
3
Creativity She took her
basket and went
Neatness and out. Where is she
3
Organization going?
Punctuality in a. to school
submission of the 3 b. to the market
output c. to the hospital
TOTAL POINTS 15
4. Mang Kanor
3 – Very Good digs in the garden.
2 – Good He pulls up
1 – Needs Improvement something long
and orange. He
washes it off then
he eats. a large
piece. What did
Mang Kanor eat?
a. a carrot
b. a flower
c. a worm
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
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B. No. of learners who
required 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 is
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
Other Sources Used
Photo Credits
https://brownsackclipart.com/?
https://deconcraft.com/home-design/?
https://detectivconan.fandom.com/wiki/Conan_Edogawa
https://www.tes.com/lessons/dmeNCqDXtlkw8A/lesson-19-panthers-broncos-
conclusions
215
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ATTACHMENT A
(Advanced Learners)
-Edna B. Salomon
(Average Learners)
-Edna B. Salomon
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ATTACHMENT B
Finding practical applications of concepts and skills in daily living
Average Learners
TELL WHAT‟S HAPPENING
GROUP 1 & 2:
Scenario # 1
You saw some balloons and cake as you entered
your house. Father and mother were smiling while
giving you some gifts.
What is happening?
GROUP 3 & 4:
Scenario # 2
Your mom takes your temperature. You have been
staying home in bed all day. You eat soup and take
medicine.
What is happening?
GROUP 5 &6:
Scenario # 3
Houses and some buildings were destroyed by
heavy rains and strong wind. Branches of trees and
trash can be seen everywhere. Classes are still
suspended and there is no electricity and water
supply in the place.
What is happening?
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ATTACHMENT C
Evaluating Learning
Advanced Learners
Little Pepito
Edna B. Salomon
SCORING RUBRICS
SKILL POINTS
Making Appropriate Conclusion 3
Clarity of the ideas 3
Artistry and Creativity 3
Neatness and Organization 3
Punctuality in submission of the
3
output
TOTAL POINTS 15
3 – Very Good
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2 – Good
1 – Needs Improvement
ATTACHMENT D
Evaluating Learning
Average Learners
Draw a conclusion based on each the given situation. Encircle the letter of the
correct answer.
1. I get a piece of bread. I cut some cheese and put it on the bread. Then I put
another piece of bread on top. What did I make?
a. some bread
b. cheese
c. a sandwich
2. It is a warm, sunny day. Maria sits on a blanket on the sand. She can see
water close by. Where is Maria?
a. on a boat
b. at the beach
in his bedroom
3. Elsa will cook tinola for lunch. She prepared a list for the ingredients. She
took her basket and went out. Where is she going?
a. to school
b. to the market
c. to the hospital
3. Mang Kanor digs in the garden. He pulls up something long and orange. He
watches it off. Then he eats a large piece. What did Mang Kanor eat?
a. a carrot
b. a flower
c. a worm
4. Lito was riding his bike. It fell over. His leg was cut.
a. Lito was hurt
b. Lito was hungry.
c. Lito was sad.
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 8, Day 2
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the elements of literary and
expository texts for creative interpretation
B. Performance Uses information derived from texts in presenting varied oral
Standard and written activities
C. Learning Note details regarding character, setting and plot
Competencies/Object EN3RC-III02-.10
ives
II. CONTENT Identifying Elements of the Story (Character, Setting and
Plot)
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide K to 12 English Curriculum Guide May 2016
pages Pages 62 – 63
2. Learner‘s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning pictures associated to persons (characters), place and time
Resources (setting of the story) and events (plot), printed paper copies
of the story
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Note to Teacher: Provide pictures describing the underlined
lesson or presenting the words in the sentences.
new lesson
UNLOCKING OF DIFFICULTIES
Identify the meaning of the words in each sentence. Choose
the meaning inside the box.
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2. The wolf attacked the animals.
WORD MEANINGS
a. a special meal
b. a large wild animal
c. to make someone laugh or smile
d. people who live in the village
e. a large area of land where animals feed on the
grass
B. Establishing a SETTING STANDARDS IN LISTENING TO A STORY
purpose for the Remind the pupils of the standards to follow in listening to a
lesson story.
C. Presenting examples MOTIVATION AND MOTIVE QUESTION
or instances of the Ask: What do you do when you are bored?
new lesson
Say: As you listen to the story find out what the boy did
when he got bored.
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D. Discussing new Comprehension Check up
concepts and 1. What did the boy do when he got bored?
practicing new skills # 2. Describe the boy in the story.
1 3. What did the villagers do when the boy cried for help
the second time?
4. What is the lesson in the story?
E. Discussing new Say: Look for some information mentioned in the story
concepts and related to things, animals and people, time and places and
practicing new skills # events.
2
Examples:
THINGS/ANIMALS/PEOPLE
boy
villagers
wolf
sheep
EVENTS
The boy amused himself.
The villagers would stop what they were doing and run to
save the sheep from the wolf‘s jaw.
The wolf had a feast of sheep that day
Say: Things, animals and people in the story are the called
characters, The time and place where the story happened
is the setting and the important events are part of the plot
of the story.
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assessment 3) CHARACTERS
are the people, animals,
strange creatures or
objects in the story
answer the questions that
begin with ‗who‟
SETTING
tells the time and place
the story happened
it answers the question
that begin with ‗when‟
and
‗where‟
Ask: When and where did the story, Cinderella happen?
(The teacher may use any other stories that pupils are
familiar with)
PLOT
includes the important
events that happened in
the story.
a plot has the
BEGINNING PART,
MIDDLE PART and
ENDING PART of the
story
Example:
PLOT
BEGINNING: The boy amused himself.
MIDDLE: The villagers would stop what they were doing
and run to save the sheep from the wolf‘s jaw.
ENDING: The wolf had a feast of sheep that day
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(Answers may vary)
G. Finding practical Divide the pupils into six (6) groups. Distribute to each group
applications of the copy of the story and the worksheet.
concepts and skills in
daily living The Man and the Wood
The trees saw how foolish they had been in giving their
enemy the means of destroying themselves.
A man came into the woods one day with an axe in his
hand and begged all the trees to give him a small
branch.
The trees were good-natured and gave him one of their
branches.
BEGINNING
MIDDLE
ENDING
H. Making REMEMBER
generalizations and Ideas related to things, animals and people in the story
abstractions about are the characters. The time and place where the story
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the lesson happened is the setting and the important events are
part of the plot of the story.
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b. fish
c. sinigang and
fish
Mother immediately got up 3. Why was Pepito
from bed when she heard a in the kitchen at
sound from the kitchen. midnight?
As she reached the kitchen, a. He was
she saw Pepito smiling while hungry.
holding a plate of rice. b. He was
Pepito‘s mother cooked thirsty.
sinigang and fish. c. He was
Pepito‘s mother cooked looking for a
sinigang and fish. plate.
4. Who
immediately got
up from bed
when she heard
a noise?
a. Mother
b. Pepita
c. Sister
5. What was the
ending of the
story?
a. Pepito
apologized
to mother.
b. Mother hit
Pepito on his
head.
c. Pepito slept
on his bed.
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
required additional
activities for
remediation
C. Did the remedial
lessons work? No. of
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RegionV/DailyLessonPlan/2019-2020
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 is
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
Photo Credits
https://etc.usf.edu/lit2go/35/aesops-fables/647/the-man-and-the-wood/
Illustrator
(Pictures for Unlocking of Difficulties)
Marlon Esquivel Arabaca
Bogna, Legazpi City
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ATTACHMENT A
Evaluating learning
Advanced Learners
Read the story silently then complete the chart below by writing the answers.
Little Pepito
Edna B. Salomon
It‘s dinner time. Pepito‘s mother cooked sinigang and fish. But
little Pepito did not eat dinner and went straight to his bed.
A. CHARACTERS
1.
2.
B. SETTING
3. When:
4. Where:
C. PLOT
5. Beginning:
6. Middle:
7. Ending:
Mother immediately got up from bed when she heard a sound from the kitchen.
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As she reached the kitchen, she saw Pepito smiling while holding a plate of rice.
Pepito‘s mother cooked sinigang and fish.
ATTACHMENT B
Evaluating learning
Average Learners
Read the story silently then complete the chart below by writing the answers.
Little Pepito
Edna B. Salomon
It‘s dinner time. Pepito‘s mother cooked sinigang and fish. But
little Pepito did not eat dinner and went straight to his bed.
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c. He was looking for a plate.
4. Who immediately got up from bed when she heard a noise?
a. Mother
b. Pepita
c. Sister
5. What was the ending of the story?
a. Pepito apologized to mother.
b. Mother hit Pepito on his head.
c. Pepito slept on his bed.
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 8, Day 3
I. OBJECTIVES
A. Content Demonstrates understanding of sentences and paragraphs in
Standard expressing ideas
B. Performance Composes three-five sentence paragraph
Standard
C. Learning Complete patterned poems using appropriate rhyming words
Competencies/ EN3WC-IIIh-2.4
Objectives
II. CONTENT Completing a Poem Using Rhyming Words
III. LEARNING
RESOURCES
A. References
1. Teacher‘s K to 12 English Curriculum Guide May 2016
Guide pages Pages 62 – 63
2. Learner‘s
Materials
pages
3. Textbook Learning and Intensifying English Today 2 by Norma J.
pages Serrano
pages 5–8
Mother Goose Rhymes
Story and Verse for Children by Miriam Blanton Huber
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing 1. Tongue Twisters 1. Tongue Twisters
previous lesson Recite the following tongue Recite the following
or presenting the twisters. tongue twisters.
new lesson
I scream, you scream, I scream, you
we all scream for ice scream, we all
cream. scream for ice
cream.
She sells some
seashells by the She sells some
seashore. seashells by the
seashore.
Mick‘s men met Mike‘s
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team. Purple paper people
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B. Establishing a Remind them of the Standards in Oral Reading.
purpose for the
lesson Ask: Why do you think this is A Bad Hair Day?
examples:
stay –
pay hi –
pie
late – skate
Answer:
school – rule
chair – hair
gum – everywhere – hair
E. Discussing new Say: The pairs of words that Say: The pairs of words that
concepts and you have written on the board you have written on the board
practicing new are called Rhyming Words. are called Rhyming Words.
skills # 2 Ask: Based on the given
Ask: Based on the given examples, what are Rhyming
examples, what are Rhyming Words?
Words?
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Rhyming Words are
Rhyming Words are endi ending words used in a
words used in a poem th poem that sound musically
sound musically when th when they rhyme. They
rhyme. They have the sa have the same ending
ending (final) sounds. (final) sounds.
Let them read the rhyming Let them read the rhyming
words. words.
sun – done sun – done
cricket – ticket cricket – ticket
clean – clean –
green grow – green grow –
blow blow
pronounce – announce pronounce – announce
shine – mine shine – mine
stay – say stay – say
Answer: Do they have the
same ending (final) sounds? Answer: Do they have the
same ending (final) sounds?
Answer: Yes, teacher.
Answer: Yes, teacher.
F. Developing ORAL PRACTICE: ORAL PRACTICE:
mastery (leads to
formative Let the pupils read the short Read the following pair of
assessment 3) poems. Ask them to identify words. Tell whether pairs of
the rhymes words found in the words rhyme together.
poem.
toast – boast
melt – felt
SAMPLE A sand – sun
On a bright sunny day leap – left
Children go out to play. through – true
Laughter, jokes, and cheer four – more
Are all you can hear.
Answer:
Answer:
day – play Yes
cheer – hear Yes
No
SAMPLE B No
Bessie, my playful puppy Yes
With a tail long and curly Yes
Running after a ball
Oh, she just loves to roll.
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Answer:
puppy – curly
ball – roll
G. Finding practical
applications of Divide the pupils into four (4) groups. Distribute the worksheets
concepts and to the groups.
skills in daily
living GROUP 1 & 2: MATCHING COLORS
Color the rhyming bubbles using matching colors.
cane
plane
fat
day
hen
cat
clay
stop
hop
hen
A B
1. jump look
2. book bump
3. clap seat
4. beat bound
5. sound lap
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H. Making
generalizations
and abstractions
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I. Evaluating Complete the short poem by Complete the short poem by
learning writing the rhyming word on the writing the rhyming word on
blank. the blank. . Choose the
answer below each picture.
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Read each short poem. Encircle the word that rhymes with the
J. Additional underlined word in each number.
Activities for 1. This rose is red. That violet is blue.
application or Sugar is sweet and so are you.
remediation 2. There was an old woman
who lived in a shoe.
She had so many children she didn‘t know what to do.
3. She gave them some brother without any bread.
Then kissed them all soundly and sent them to bed.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who required
additional
activities for
remediation
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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 is principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
Poem
A Bad Hair Day
Cherry Carl, 2012
https://www.engvid.com/english-resource/50-tongue-twisters-improve-pronunciation/
Photo Credits
https://www.ixl.com/ela/grade-1/complete-the-poem-with-a-word-that-rhymes
http://msmoem.com/2015/quotes/rhyming-quotes/forget-the-rest-rhyming-motivation/
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ATTACHMENT A
Comprehension Check-up:
1. Why do you think it‘s A Bad Hair Day?
2. Who disobey the rule?
3. What did Johnny chew?
4. What did Johnny do when the gum is on his hair?
5. What do you think will be if we disobey the rules?
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ATTACHMENT B
GROUP ACTIVITIES
ATTACHMENT B
plane cane
fat
day
hen
cat
clay
stop
hop
hen
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RegionV/DailyLessonPlan/2019-2020
ATTACHMENT C
A B
1. jump look
2. book bump
3. clap seat
4. beat bound
5. sound lap
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ATTACHMENT C
Evaluating learning
Complete the short poem by writing the rhyming word on the blank. Choose the
answer below each picture.
I. OBJECTIVES
A. Content Standard Demonstrates understanding of familiar sight and
irregularly spelled words for automatic recognition
B. Performance Uses familiar sight and irregularly spelled words in
Standard meaningful oral and written tasks
C. Learning Read words with long a sound (long a sound ending
Competencies/Objectiv e)
es EN3PWR-IIIh-26.2
II. CONTENT Reading Words with Long /a/ Sound Ending in e
III. LEARNING
RESOURCES
A. References
A. Teacher‘s Guide pages K to 12 English Curriculum Guide May 2016
Pages 62 – 63
1. Learner‘s Materials
pages
2. Textbook pages
3. Additional Materials
from Learning Resource
(LR) portal
5. Other Learning pictures and names of objects with long a sound
Resources ending in e , picture and a copy of the trivia for
developing numeracy skill, printed paper copies of
the worksheets
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous
lesson or presenting the 4PICS1WORD PICKY–MATCHY
new lesson Ask the pupils to guess the Present some
word by looking at the set of pictures to the
pictures and clue letters. class. Let the
(sample pictures) pupils name the
pictures.
Encourage the
pupils to use the
words in
meaningful
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A P E sentences.
/a/ /a/
Ask: What did you notice from the first symbol?
Second symbol?
/a/
mark used to
indicate short
vowel.
Examples:
E. Discussing new
concepts and practicing Introduce to the
new skills # 2 class the „Magic e‟ concept.
(The teacher can creatively make a magic e wand.)
take tape
bite sip
name
sick
rate rat
tap
cane
1. 4.
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2. 5.
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GROUP 5 & 6: READ ME
Read the short story properly. Pay attention to the
words with long a sound.
SET A SET B
tale dad
male tag
sale lad
ace sad
RegionV/DailyLessonPlan/2019-2020
RegionV/DailyLessonPlan/2019-2020 VOCABULARY # 1
VOCABULARY # 1
B. Listen as the
B. Encircle the word with long teacher reads each
a sound in each number. word. Put a check
1. The boy put some jam (/) on the blank if the
on his plate. pair of words have
2. Dan was late in long a sound and
school. cross (x) if it is not.
3. The cat ate the rat. 1. mad –
4. The dog ran to the made
gate. 2. hate – cake
5. Mario gave the bat to 3. ate – seat
Joy. 4. flakes –
lake
5. can - save
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
required additional
activities for
remediation
C. Did the remedial
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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 is
principal or supervisor
can help me solve?
G. What innovation or
localized material/s
did I use / discover
which I wish to share
with other teachers?
4PICS1WORD
https://www.123rf.com/photo_47221560_stock-vector-cute-happy-airplane-pilot-
waving.html
http://clipart-library.com/airplane-cliparts.html
http://clipart-library.com/cliparts-travel-luggage.html
http://clipart-library.com/clipart/791821.htm
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ATTACHMENT A
Name: Section:
VOCABULARY # 1
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 8, Day 5
I. OBJECTIVES
A. Content Standard Demonstrates understanding of punctuation marks, rhythm,
pacing, intonation and vocal patterns as guide for fluent reading
and speaking
B. Performance Fluently expresses ideas in various speaking tasks
Standard
C. Learning Observe the use of punctuation marks including commas,
Competencies/O periods and question mark to guide reading for fluency
bjectives EN3F-IIIg-j-1.11
II. CONTENT Observing Punctuation Marks in Reading for Fluency
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide K to 12 English Curriculum Guide May 2016
pages Pages 62 – 63
2.Learner‘s Materials
pages
2. Textbook pages SuccessMaker Copyright © 2006 Pearson Education, Inc.
New Dynamic Series in English 2
pages 93–94
4.Additional Materials
from Learning Resource
(LR) portal
5. Other Learning powerpoint presentation, pictures showing association to
Resources punctuation marks, pictures of the different punctuation marks,
printed paper copies of the reading materials
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing previous Present some words to the pupils with long a sound. Let them
lesson or presenting practice reading the words correctly.
the new lesson
B. Establishing a Show some symbols to the class.
purpose for the
lesson
, . ! ?
Ask: What do you call these symbols?
Divide the class into four (4) groups. Provide them some
flashcards of the different punctuation marks (. , ! and ?)
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Using a powerpoint presentation, the teacher will show some
sentences to the class. Each group will decide what appropriate
punctuation mark will complete each sentence. The group to get
the most number of correct answers will be declared as the
winner.
Examples:
1. Oh, how happy I am
today
2. Did you come late today
3. I like salad ice cream and
chocolates.
4. Hurry up, we must be late
now
5. Oh, that‘s an interesting
story
C. Presenting (Based on the given activity given, the teacher can identify
examples or whether the pupils know the uses of the given punctuation
instances of the marks.)
new lesson Ask: What are punctuation marks?
Asking Sentence ?
*it asks a question mark
question
Examples:
1. What is your favorite
subject.
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Exclamatory !
Sentence exclamation point
*it expresses a
strong feeling or
emotion
Examples:
1. The house is on fire!
2. Yipee! We won!
D. Discussing new Say: We need to know the uses of the punctuation marks in
concepts and order for us to read well. We should observe punctuation marks
practicing new skills when reading sentences, paragraphs and stories.
#1
Introduce to the class the use of single bar (/) and the double bar
(//).
/ - single bar
Single bar indicates short pause usually after commas and the
words before the word and and or in sentences.
Examples:
1. I like salad, / ice cream / and
chocolates.
2. I like cherries, /
strawberries / and grapes.
3. Do you like papayas / or
bananas?
// - double bar
Double bar indicates long pause after the punctuation marks
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period (.) , question mark (?) and exclamation point (!) at the end
of the sentences.
Examples:
1. I am so happy today! //
2. Did you come late today? //
E. Discussing new Go back to previous sentences, ask the pupils to rewrite put a
concepts and single and double bar properly in the given sentences earlier.
practicing new skills
#2 Examples:
1. I like cherries, / strawberries / and
grapes. //
2. Who is going to represent our class? //
3. Hurry, / get the ball now! //
4. How can I help you? //
5. The baby is playing with her
toy. //
F. Developing mastery (Do the modelling when reading the sentences and the short
(leads to formative story.)
assessment 3)
Let them read the sentences by observing proper phrasing or
pausing. Remind them to show appropriate facial expressions
and emotions when reading the sentences.
Examples:
1. Help! // Help! //
2. Are you afraid of the dark? //
3. Squash, / malunggay /
carrots, / and cabbage / are
healthy foods. //
4. Hello! // What is your
name? //
5. Wolf, / wolf, / there is a
wolf! //
6. Smash! //
7. Ouch! //
G. Finding practical GROUP READING TEST
applications of Divide the class into four (4) groups. Let them read the short properly.
concepts and skills
The Book and It‟s Parts
in daily living (an excerpt)
One busy morning, / many children were
reading books inside the library. //
―Good morning, / children,‖ / greeted Mrs.
Campos, / the school librarian. //
―Good morning, / Ma‘am,‖ / greeted the
children. //
―I‘m glad to see you here. ― // You make
this place happier,‖ / said Mrs. Campos. //
The children smiled. //
New Dynamic Series in English 2 pages 93–94
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Pronunciation
Intonation
Expression
Emotions
Feelings
Phrasing
Pausing
Facial
Total
/
/
&
3 – Very
Good 2 –
Good
1 – Needs Improvement
H. Making When do we use these punctuation marks?
generalizations and 1. period
abstractions about 2. comma
the lesson 3. single bar
4. double bar
Remember:
*We use comma (,) to separate ideas in the
sentence.
*We use period (.) for telling sentence,
exclamation point (!) for exclamatory sentences
and question mark (?) for asking sentences.
I. Evaluating learning
INDIVIDUAL READING TEST INDIVIDUAL
READING
TEST
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Pronunciation
Intonation
Expression
Emotions
Feelings
Phrasing
Pausing
Facial
Total
Expression &
Pronunciation
Emotions/
Intonation
Phrasing/
Feelings
Pausing
Facial
Total
/
/
&
3 – Very Good
2 – Good
3 – Very Good 1 – Needs Improvement
2 – Good
1 – Needs Improvement
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who required
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 is principal
or supervisor can
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help me solve?
G. What innovation
or localized
material/s did I
use / discover
which I wish to
share with other
teachers?
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Other Sources Used:
SuccessMaker Copyright © 2006 Pearson Education, Inc.
New Dynamic Series in English 2
pages 93–94
ATTACHMENT A
Finding practical applications of concepts and skills in daily living
English 3
GROUP READING TEST
Pronun
Emotio
Expres
Intonat
Pausin
ciation
Phrasi
Facial
sion &
Total
ng/
ion
ns/
g
s
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3 – Very Good 2 – Good 1–
Needs Improvement
ATTACHMENT B
Evaluating learning for Advanced Learners
English 3
Name: Section:
READING TEST # 1
15
English 3
Name: Section:
READING TEST # 1
15
3 – Very Good 2– 1–
Improvement Good Needs
Remarks :
VII. OBJECTIVES
A. Content Standards Demonstrates understanding of process
and information in text for articulation of
ideas
Demonstrates understanding of different
listening strategies to comprehend texts
Demonstrates understanding of narrative
and informational texts for appreciation of
literacy-related activities/tasks
C. Learning EN3LC-IIIi-j-3.7
Competencies/Objective Identify and use the elements of an
s informational/factual text.
(Write the LC code for EN3A-IIIf-g-1
each) Express feelings, opinions through journals,
logs etc.
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E. Ascutia
I. PROCEDURE Advanced Average Learners
Learners
A. Reviewing the previous Review on the past lessons on week 8.
lesson or presenting the
new lesson
B. Establishing a purpose Ask:
for the lesson What news report have you heard today?
(Let the pupils share to the class the news
they have heard)
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of Responsibility?
5. What areas will be affected by the
typhoon?
6. Who should evacuate?
7. What could the typhoon cause in
those affected areas?
8. Why is there a need to have some
pre-emptive measures?
9. Why should classes be suspended?
10. What does the news report give us?
11. Is it important to be informed? Why?
Say:
We call this informational texts. Why do you
think this is called as such?
Present the chart for further understanding
after the pupils have given their own ideas
of this topic.
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E. Discussing new Read the text and do the following group
concepts and practicing activities.
new skills #2
The Three Basic Food Groups
By: Pauline E. Ascutia
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Group 1: Group 1:
Make a True or False
poster that 1. Go foods are good
will show source of carbohydrates.
the three 2. Grow foods are rich in
basic food vitamins and minerals.
groups. 3. Vegetables and fruits are
examples of glow foods.
Group 2: 4. Meat and fish are good
Write a source of protein.
short poem 5. The three basic food
about the groups help keep the
three basic body healthy and strong.
food groups.
Group 2:
Group 3: Answer the following
Write a questions:
journal 1. What food group is rich in
about vitamins and minerals?
what you 2. What food group helps
have our bones become
learned from strong?
the given 3. What food group is rich in
text. carbohydrates?
4. Give two examples of go
foods.
5. What does grow food
give our body?
Group 3:
Identify the food whether
it belongs to go, grow or
glow food.
1. fish
2. mango
3. rice
4. malunggay
5. potato
F. Developing mastery Read the Read the text and write T is
(Leads to Formative text and the statement tells a fact and
Assessment 3) answer the F if it doesn‘t.
following
questions.
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Keeping Oneself Healthy
By: Pauline E. Ascutia
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1. How 1. One must eat a balanced
many and healthy diet.
hours 2. Walking is a good
should exercise.
one 3. One should sleep at least
spend in 5 hours a day.
sleeping 4. Sleeping allows our body
? to rest and recharge
2. Give one energy.
exercise A healthy person will
mentione develop disease such as
d in the heart attack.
text.
3-5List
down three
things one
must do in
order to
achieve
good health.
G. Finding practical Why is it important that we are informed
application of sconcepts about the things happening around us?
and skills in daily living
H. Making generalizations What does informational text give us?
of concepts and skills in What happens when a person is well-
daily living informed?
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Animals and Their Habitat
By: Pauline E. Ascutia
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called terrestrials. Some of these animals
are cats, dogs, cows and carabaos. These
animals get their food from the land.
Animals that live in water are called aquatic
animals. Some of these animals are fish,
shark, whale and octopus. Just like the
terrestrial animals, aquatic animals get their
food in the water. Lastly, animals living in
the air are called aerial animals. Some of
these are birds, bats, insects and
pterosaurs. These animals have the ability
to fly or glide in the air. From this, we can
conclude that different animals live in
different places
Advance Learners:
1. It is the place where animals live.
2. What do you call animals living on land?
3-4Give two examples of animals living on
land.
5. What do you call animals living in water?
6-7Give two examples of animals living in
water.
8. What do you call animals living in the
air?
9-10Give two examples of animals living in
the air.
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4. Animals living in water are called aquatic
animals.
5. Sharks and whales are aerial animals.
6. Insects are examples of terrestrial
animals.
7. Animals get their food in the place
where they live.
8. Different animals live in different places.
9. Birds are aerial animals.
10. Octopus lives in the water.
IV. REMARKS
V. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 9, Day 2
I. OBJECTIVES
A. Content Standards Demonstrates understanding of paragraph
development to identify text types
Demonstrates understanding of punctuation marks,
rhythm, pacing, intonation and vocal patterns as
guide for fluent reading and speaking
B. Performance Identifies correctly how paragraphs/texts are
Standards developed
Accurately and fluently reads aloud literary and
informational texts
C. Learning EN3RC-III0-2.10
Competencies/Objecti Sequence three (3) events
ves EN3F-IIIg-j-1.11
(Write the LC code Observe the use of punctuations including commas,
for each) periods and question marks to guide reading for
fluency
II. CONTENT Sequencing three (3) events
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from the LR Portal
5. Other Learning charts, sentence strips, activity sheets (group
Resources activity), copy of ―Going to School‖ by Pauline E.
AScutia
IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the Talk about informational texts by presenting a
previous lesson or paragraph about Dr. Jose P. Rizal.
presenting the new Say:
lesson I have here a paragraph about our National Hero-Dr.
Jose P. Rizal. Let us read it and then later on we are
going to answer questions that you will pick from the
fish bowl.
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Dr. Jose P. Rizal
B. Establishing a Ask:
purpose for the What are the preparations that you do every
lesson morning?
(Let the pupils share to the class the things they
have done in preparation to coming to school)
Present the action song ―This is the Way‖ and let the
pupils sing it altogether while doing the actions.
(This is the way I wash my face, brush my teeth,
comb my hair, put on socks, fix my clothes…etc.)
Ask:
1. What is the first event mentioned in the song?
2. What is the second event? third event? etc.
3.
C. Presenting Present the paragraph below and let the pupils read
examples/instances it aloud with proper pronunciation and phrasing.
of the new lesson Remind the pupils as to the standards to be
observed when reading aloud.
1. Pronounce the words correctly.
2. Take note of the punctuation marks.
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3. Observe proper phrasing and intonation.
Going to School
By: Pauline E. Ascutia
D. Discussing new Let the pupils sing the song ―This is the Way‖ with
concepts and action.
practicing new skills Ask:
#1 12. What grade is Jella?
13. Where does she study?
14. What is the first thing that Jella does when
she wakes up in the morning?
15. What is the next thing she does?
16. What is the third things she does?
17. Do you do the same thing before going to
school?
18. Is it important to have a daily routine? Why?
19. What should you remember in sequencing
events?
20. What are the punctuation marks used in the
short paragraph? What does these
punctuation marks signal?
Say:
This time let us sequence these sentence strips as
presented in the paragraph entitled ―Going to
School‖.
(Allow the children to be the one to arrange the
sentence strips)
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Jella fixes her bed and goes to the
bathroom to wash her face and brush her teeth.
Ask:
How did we arrange the events?
What are the things that we should remember in
sequencing events?
Paste the chart for further understanding.
E. Discussing new Read the text and Read the text and
concepts and perform the following perform the following
practicing new skills group activities. Observe group activities.
#2 proper use of Group 1:
punctuations. Sequence the events by
numbering 1 to 3.
Proper Hand Washing
Group 1:
Write three steps Wash your hands with
showing the proper hand clean water and soap.
washing.
Wipe your hands with
Group 2: clean towel.
Write three steps
showing the proper
brushing of teeth. Rub every finger and
thoroughly rinse with
Group 3: clean water.
Write three steps
showing the proper Group 2:
washing of the face. Sequence the events
by numbering 1 to 3.
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Gargle three to five
times with clean
water.
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In the Garden
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I. Evaluating learning Write a sequence of Sequence the following
events on how your events by rewriting it into
mother prepares food for a paragraph. Observe
the family. Observe proper use of
proper use of punctuations.
punctuations. 1. Mother starts to cook
V. REMARKS
VI. REFLECTION
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F. What difficulties did I
encounter which my
supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 9, Day 3
I. OBJECTIVES
A. Content Standards Demonstrates understanding of sentences and
paragraphs in expressing ideas
Demonstrates understanding of processes in sight
word recognition or phonic analysis to read and
understand words
C. Learning EN3WC-IIIh-2.4
Competencies/Objecti Identify rhyming words
ves Complete patterned poem using rhyming words
(Write the LC code EN3PWR-IIIg-j-27
for each) Read sentences, stories and poems consisting of
long u words and ask questions about them
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or presenting the
new lesson
B. Establishing a Ask:
purpose for the Do you have friends?
lesson What do you do whenever you are with your friends?
What characteristics do you like about your friends?
(Let the pupils share to the class their experience
with their friends)
C. Presenting Present the poem entitled ―Friends‖ by Pauline E.
examples/instances Ascutia.
of the new lesson Unlocking of difficulties through context clues.
Say:
I will use these words in a sentence then you are
going to choose the correct meaning of each word.
1. treasure
Children are the parent‘s greatest treasure.
a. valuable
b. valueless
2. wit
She is a woman full of wit and wisdom.
a. anger
b. intelligence
3. polite
Patricia is a polite girl because she always
answers with ―po‖ and ―opo‖.
a. respectful
b. helpful
4. fend
You are old enough to fend for yourself.
a. take care of oneself
b. pay for oneself
5. depend
New born babies depend on their mother and
father.
a. walk away
b. rely on
Setting of standards in reading a poem.
4. Pronounce the words correctly.
5. Take note of the punctuation marks.
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6. Observe proper phrasing and intonation.
Friends
By: Pauline E. Ascutia
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concepts and 21. What is the title of the poem?
practicing new skills 22. Who are the friends mentioned by the author?
#1 23. Describe Jella, Job and Jian.
24. What are the words having the same ending
sound?
25. What do we call these words with the same
ending sound?
26. What are the words with long ―u‖ sound in the
poem?
Let the pupils read the rhyming words and words
with long ―u‖ sound.
Ask:
1. Why is it called rhyming words?
2. How do we pronounce words with long ―u‖
sound?
3. Give other words with long ―u‖ sound.
4. Give pairs of words that rhyme.
5. Use them in a sentence.
Present the chart for further understanding.
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Group 3:
Group 2:
cake chocolate
bite appetite A Happy Day
It‘s a sunny .
What a nice time to
.
Boys and girls are
.
For a day so
wonderful and
.
Group 3:
A Slice of Cake
Mother bake a
.
It is made of .
I would like to have
one .
Just to satisfy my
.
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F. Developing A. Use the following A. Read the sentence
mastery (Leads to words in a sentence. and encircle the words
Formative 1. tube with long ―u‖ sound.
Assessment 3) 2. huge 1. A tube was inserted in
3. cube his mouth to help him
4. pure breathe.
5. mute 2. Bryan‘s eyes looked
B. Think of a word that huge whenever she‘s
rhymes with the given afraid.
word. 3. Martha made some
1. beauty ice cube in the fridge.
2. class 4. Mother used pure
3. heart honey for her coffee.
4. soap 5. Deaf-mute people use
5. plane sign language in order
to communicate.
B. Connect the words in
column A to the words
with the same rhyme
in column B.
Column A Column B
1. beauty a. start
2. class b. main
3. heart c. brass
4. rope d. honesty
5. plane e. soap
G. Finding practical Give examples of rhyming words and tell how these
application of words help you in your daily living.
concepts and skills in
daily living
H. Making What are rhyming words?
generalizations of Give examples of rhyming words.
concepts and skills in Give examples of words with long ―u‖ sound.
daily living
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I. Evaluating learning A. Read the poem below A. Read the poem below
and complete it with and complete it with
words that would rhyme words that would
with the last word. rhyme with the last
word. Choose your
answer from the box.
My Pet
By: Pauline E. Ascutia
I have a pet ,
His name is ,
His eyes are ,
He likes to run ,
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walking with his
mule. Who is with
the farmer?
2. Anna‘s pet dog is dog
cute. Describe defend
Anna‘s pet dog. round
3. The huge tree was school
cut down. Describe Blog
the tree. cool
4. Duke will join the
around
singing contest. Who
friend
will join the singing
contest?
5. The water was clean B. Read the sentences
and pure. Describe and answer the
the water. questions.
1. The farmer is walking
with his mule. Who is
with the farmer?
2. Anna‘s pet dog is
cute. Describe
Anna‘s pet dog.
3. The huge tree was
cut down. Describe
the tree.
4. Duke will join the
singing contest. Who
will join the singing
contest?
5. The water was clean
and pure. Describe
the water.
VI. REFLECTION
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B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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 this work?
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 9, Day 4
I. OBJECTIVES
A. Content Demonstrates understanding of processes in sight
Standards word recognition or phonic analysis to read and
understand words
Demonstrates understanding of English vocabulary
used in both oral and written language in a given
context
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A. Reviewing the Talk about rhyming words and words with long ―u‖
previous lesson or sound by letting the pupils pick words from the fish
presenting the new bowl.
lesson Instructions: Pick one word and think of a word that
rhymes with it.
B. Establishing a Let the pupils sing the song ―What is the Weather
purpose for the Today?‖ to identify the present weather condition.
lesson What is the weather, the weather today?
What is the weather, the weather today?
What is the weather, the weather today?
It‘s a (sunny, rainy, windy, cloudy)
day.
Present a picture of a sunny day.
www.zazzle.com
Ask:
1. What can you see in the picture?
2. What do you usually do during sunny days?
Unlocking of difficulties.
C. Presenting Arrange the jumbled words in order to give the
examples/instances of meaning of the following words:
the new lesson
1. hide isldeh
2. seek acsrhe
Prese3n.t tfheea rpso e m . iesrrow
4. troubles blepborms
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A Sunny Day
By: Pauline E. Ascutia
Ask:
1. What is the title of the poem?
2. Who is the author of the poem?
3. What is the poem all about?
4. What are the underlined words in the poem?
Let the children read them.
5. Allow the children to group the words
according to their sound with the use of a
flashcard. And let them read it aloud.
6.
words
with words words
with words words
long /a/ with lone with
sound /e/ lone /i/ with
sound lone /o/ lone /u/
day sound sound sound
hide
play seek nice hope sure
games time pure
make smile cure
break while
7. What common sound did you hear in the first
group of words? second group of words?
third? fourth? and fifth?
8. This time, think of word that you can combine
to these words to make it into a 2-syllable
word.
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concepts and I have here another set of words. What you need to
practicing new skills do is to group them according to their sound.
#1 (Let the children group the words according to the
following chart below)
words with words with words
long “a” long “e” with long
sound sound “i” sound
rail wheel fire
plane sea night
sail pea light
cake bee sight
mate see life
Possible answers:
Long “a” sound – railway, airplane,
sailboat, cupcake classmate
Long “e” sound – wheelchair, seashore,
peacock, beehive, seesaw
Long “i” sound – firefly, goodnight,
headlight, eyesight, lifetime
Long “o” sound – flagpole, rainbow,
homework, boatman, oatmeal
Long “u” sound – lukewarm, cocksure
, flashcube, newsprint, bluetooth
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3. From the words you have formed, let us
classify these words accordingly.
Examples:
Airplane is a type of vehicle.
Cupcake is a type of pastry.
Firefly is an insect.
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E. Discussing new Write five (5) examples in Do the following group
concepts and each classification. activities.
practicing new skills
#2 Group 1: Group 1:
Aerial Animals
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Group 2:
Group 3:
3. pink c.
condiments
4. doll d.
dessert
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of each set of words.
Choose your answer
from the box.
1. rice and bread
2. milk and cheese
3. fruits and vegetables
4. plants and animals
5. house and car
living things
go foods
non-living things
glow foods
grow foods
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The Three Basic Food
Groups By: Pauline E.
Ascutia
Food from the basic food groups are important for the growth and
development of our body. Each food group has a role in helping our body organs
function normally. Thus, it provides nutrients which are essential in keeping one‘s
body become healthy and strong.
Go foods provide the body with the heat and energy in order to be on the
―go‖. Rice, bread, pasta, cereals and root crops such as potato are some examples
of go foods. The main nutrients in this food group are carbohydrates which give the
muscles the strength to do different activities such as walking, running, jumping and
swimming.
Grow foods are high in protein and minerals needed by the body to ―grow‖
bigger and stronger. Grow foods include fish, chicken, meat, egg and cheese. This
food group is rich in protein which helps the body build stronger bones and teeth.
Glow foods are rich in vitamins, minerals and fiber needed by the body to
maintain its ―glow‖. They strengthen the immune system so that the body can fight
against illness. Glow foods include fruits such as orange, banana, apple, strawberry
and mango as well as green and leafy vegetables such as malunggay, squash and
bitter gourd.
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J. Additional Look for five pictures in any of the following
activities for hyponyms. Paste it in your notebook.
application or 1. fruits
remediation 2. vegetables
3. flowers
4. fruit-bearing trees
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s 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
this work?
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 9, Day 5
I. OBJECTIVES
A. Content Standards Demonstrates understanding of letter sequence in
words to get meaning
Demonstrates understanding of grammatical
structures of English to be able to communicate
effectively in oral and written forms
C. Learning EN3S-IIIg-j-2.5
Competencies/Obj Use capitalization rules in word and sentence level
ectives (e.g. proper and common nouns, beginning words in
(Write the LC code sentences)
for each)
EN3G-IIIf-g-5.3.1
Distinguish and use descriptive adjectives in one‘s
own sentence
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IV. PROCEDURE Advanced Learners Average Learners
A. Reviewing the Talk about hyponyms and 2-syllable words with long
previous lesson or vowel sound using flashcards.
presenting the new Instructions: The teacher will flash a word. The pupils
lesson will think of a word that matches with the word in
order to make a 2-syllable words with long vowel
sound. Then, they will identify its hyponym.
B. Establishing a Ask:
purpose for the 1. Who are the members of your family?
lesson 2. Describe every member of your family.
(Teacher will make use of a hand puppet in order to
guide the pupils in describing their family members.)
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A father who is loving and caring,
His words are really motivating.
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13. This time, describe the characters mentioned
in the poem.
14. What do you call the words which describe the
characters/nouns?
15. What are adjectives?
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E. Discussing new Do the following group Do the following group
concepts and activities. activities.
practicing new skills
#2 Group 1: Group 1:
Group 2: Group 2:
Group 3: Group 3:
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F. Developing A. Write at least two (2) A. Write one (1) word
mastery (Leads to words that best describe that best describe
Formative each picture. Use it in a each picture. Use it in
Assessment 3) sentence. Observe a sentence. Observe
proper capitalization. proper capitalization.
1. 1.
vectortoons vectortoons
2. 2.
how2drawanimals.com how2drawanimals.com
3. 3.
4. 4.
pinart pinart
5. 5.
eddystoneps.wa.edu.au eddystoneps.wa.edu.au
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G. Finding practical Why is it important that you know adjectives and be
application of aware on rules in capitalization?
concepts and skills in How will these help you in daily living?
daily living How would life be if we don‘t make use of adjectives?
H. Making What is an adjective?
generalizations of When do we use adjectives?
concepts and skills in Give examples of adjectives.
daily living When should you capitalize words?
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
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supervisor/principal/depa
rtment head help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 10, Day 1
I.OBJECTIVES
A. Content The learner…
Standards demonstrates understanding of speech cues for
clear expression of ideas.
demonstrates understanding of different listening
strategies to comprehend text.
demonstrates understanding of narrative and
informational texts for appreciation of literacy-
related activities/ task.
B. Performance The learner…
Standards uses speaking skills and strategies appropriately
to communicate ideas in varied theme-based.
Uses information from texts viewed or listened to
in preparing logs and journals.
makes personal journals, diaries, portfolios, and
logs.etc.as expression of enthusiasm in reading
books both for pleasure and learning.
C. Learning Oral Language –Compare and Contrast information.
Competencies/ EN3OL-IIIi-j-1.9
Objectives Listening Comprehension- Identify and use the
elements of an informational/ factual text heard.
EN3LC-IIIi-j-3.7
Attitude- Express feelings, opinions through journals
logs, etc. EN3A-IIIf-g-1
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG pp.
Guide pages
2. Learner‘s LM pp.268-269
Materials
pages
3. Textbook CG
pages
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4. Additional https://americanliterature.com/author/aesop/short-
Materials story/the-ant-and-the-grasshopper
from https://americanliterature.com/author/aesop/short-
Learning story/the-ant-and-the-grasshopper
Resource
(LR) Portal https://www.pinterest.ph/readingvine/compare-and-
contrast-reading-comprehension-passage/
5. Other Learning Pictures, Flash cards, Stories/ Selection (Reading
Resources Material), Venn Diagram, Meta Cards
III. PROCEDURES Advanced Learners Average Learners
A. Reviewing the Ask: What do you do
previous lesson or during your extra time? Ask: What do you do during
presenting the new your extra time?
lesson Let the pupils answer
freely. Let the pupils answer
freely.
The teacher will flash a
meta card and let the The teacher will flash a
children complete the meta card and let the
sentence. children complete the
sentence.
During my extra
time, I During my extra
time, I
because I want to
. because I want to
.
B. Establishing a
purpose for the Unlocking of Difficulties Unlocking of Difficulties
lesson
Look for the meaning of Look for the meaning of the
the underlined words used underlined words used in
in the sentence from the the sentence from the list of
list of the words in the box. the words in the box.
Seed Seed
Lively Lively
A kind of Season A kind of Season
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1. Autumn 1. Autumn
It was during autumn It was during autumn
when I saw him. when I saw him.
2. Bustling 2. Bustling
Ants were bustling Ants were bustling
about in the warm about in the warm
sunshine, drying out the sunshine, drying out the
grain they had stored up grain they had stored up
during the summer. during the summer.
3. Grain 3. Grain
The ants carried with The ants carried with
them the grain that they them the grain that they
found. found.
Ask: Ask:
Is it good to play during Is it good to play during
working hours or study working hours or study
period? Why or why not? period? Why or why not?
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https://americanliterature.com/ https://stunningmotivation.com/
author/aesop/short-story/the- golden-lesson-from-the-story-of-
ant-and-the-grasshopper grasshopper-and-ant/
Ask:
What have your formed? Ask:
Are you familiar with What have your formed?
these animals? Do you Are you familiar with
know of a story whose these animals? Do you
characters are the ants know of a story whose
and the grasshopper? characters are the ants
and the grasshopper?
At the end of this lesson,
you will be able to: At the end of this lesson,
Compare and contrast you will be able to:
information heard. Compare and contrast
Identify and use the information heard. Identify
elements of an and use the elements of an
informational / factual text informational / factual text
heard. heard.
C. Presenting Say:
examples/instances Say:
of the new lesson Today we shall listen to a
Today we shall listen to a story about the Ants and
story about the Ants and the Grasshopper for you to
the Grasshopper for you to find out the importance of
find out the importance of doing our work well and to
doing our work well and to be focused to our tasks.
be focused to our tasks.
Motive Question
Motive Question
What kind of attitude do the
What kind of attitude do ants and the grasshopper
the ants and the possess?
grasshopper possess?
Setting of standards for
Setting of standards for Listening.
Listening.
Read the selection aloud to
Read the selection aloud the pupils.
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to the pupils.
by Aesop
One bright day in late autumn a family of Ants were bustling about in
the warm sunshine, drying out the grain they had stored up during the
summer, when a starving Grasshopper, his fiddle under his arm, came up
"What!" cried the Ants in surprise, "haven't you stored anything away for
the winter? What in the world were you doing all last summer?"
"I didn't have time to store up any food," whined the Grasshopper; "I was so
busy making music that before I knew it the summer was gone."
"Making music, were you?" they cried. "Very well; now dance!" And they
turned their backs on the Grasshopper and went on with their work.
https://americanliterature.com/author/aesop/short-story/the-ant-and-the-
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D. Discussing new
concepts and Let them answer the Let them answer the
practicing new following questions right following questions right
skills #1 after the story: after the story:
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Group 3. Give a Group 3. Give a
message to the message to the
grade 3 pupils about grade 3 pupils about
the lesson of the the lesson of the
story. story.
F. Developing
mastery
(Leads to Using the VENN DIAGRAM, compare the
Formative
Assessment 3) Grasshopper and the Ant. Give the similarities and
differences of the two.
Grasshopper Ant
G. Finding
practical Ask:
application of While were listening to the selection, what particular
concepts and lesson did you learn from the selection? How would you
skills in daily living apply it in your real life?
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I. Evaluating Using a VENN Using the VENN
learning
DIAGRAM, compare the DIAGRAM, compare Sam
characters from the story and Buster using the story
“A Town Mouse and A below. Give the
Country Mouse” using similarities and
the story below. Give the differences of the two.
similarities and
differences of the two
characters.
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me and I promise you shall
live on the fat of the land."
So when he returned to
town he took the Country
Mouse with him and
showed him into a larder
containing flour and
oatmeal and figs and
honey and dates.
http://www.english-for-
students.com/A-Town-Mouse-
and-A-Country-Mouse.html
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J. Additional
activities for Read the selection and Read the selection and
application or complete the Venn complete the Venn diagram
remediation diagram using the given using the given information
(Optional) information in the text. in the text.
www.education.com
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V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
311
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Detailed Lesson Plan in English Grade 3
Quarter 3, Week 10, Day 2
I. OBJECTIVES
A. Content The learner…..
Standards demonstrates understanding of the elements of
literary and expository texts for creative
interpretation.
EN3RC-III0-2.10
III. CONTENT Sequencing Events. EN3RC-III0-2.10
III. LEARNING
RESOURCES
A. References
1. Teacher‘s Guide Let‘s Get Better in English TG
pages
2. Learner‘s Let‘s Get Better in English LM
Materials pages
3. Textbook pages English 3 (Let‘s Get Better in English)
4. Additional www.k12reader.com
Materials from www.teach-nology.com
Learning Resource
(LR) Portal
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Motivation Motivation
etc…….
(Teacher‘s choice to add) The teacher will post the big
strips one at a time on the
board and let them arrange it
The teacher will post the through their experience in
big strips one at a time on fixing the bed.
the board and let them
arrange it through their
experience in fixing the
bed.
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www.HaveFunTeaching. www.HaveFunTeaching.co
com m
Song: Song:
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animal as food. gB#imgrc=dHnp7P-5iw3oIM:
Motivation
Ask: Where do we usually
see Lion? How about a
mouse?
https://www.youtube.com/
watch?v=xa39AlPCgLU
4. KINGSTALK- to follow
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https://www.canstockphoto.co
m/stalker-11408738.html
https://www.dreamstime.com/r
oyalty-free-stock-images-cat-
mouse-image1952919
https://www.dreamstime.com/c
ute-blonde-girl-looking-shy-
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timid-camera-white-background-
human-emotions-close-up-
portrait-cute-young-shy-
image117813433
Motivation
Ask: Where do we usually see
Lion? How about a mouse?
https://www.youtube.com/watc
h?v=xa39AlPCgLU
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go. help the Lion?
www.k12reader.com
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Comprehension Check: Comprehension Check:
E. Discussing new
concepts and
Answer the following Answer the following
practicing new skills
#2 questions based from the questions based from the
story read. story read.
1. How did the Mouse 2. How did the Mouse help
help the Lion? the Lion?
2. Why did the Lion finally 2. Why did the Lion finally let
let go of the Mouse? go of the Mouse?
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A. The Mouse found the Lion in the net.
B. The Lion roared with anger.
C. The Mouse promises to help the Lion
someday if he will let her go.
D. The Lion was asleep.
E. The Lion laid his paw on the Mouse.
F. The Mouse chewed the net to free the
Lion.
G. The Lion went hunting and got caught
in a net.
H. The Lion let the Mouse go.
I. The Mouse ran across the Lion‘s nose.
J. The Lion woke up.
G. Finding practical Ask: What specific lesson did you get from the story? Who
application of concepts would you want to be-the lion or the mouse? Why?
and skills in daily living
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I. Evaluating learning
Read the story and Read the story and give
give the correct the correct sequence of
sequence of the story. the story.
Story Events
Cameron was a star
The sky was gray
swimmer at Eldred Middle
and getting darker as
School. He had been
black clouds past
swimming competitively
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overhead. I was in an since he was five years
open field when the rain old. He was to swim in
suddenly began pouring three events and one
down on me. A huge relay at the meet on
gust of wind came up Tuesday.
and blew off my hat. Just As always, Cameron had
then, I heard the his signature bowl of
thunder. Boom! Boom! spaghetti and meatballs
Boom! I jumped. It sure before preparing for the
sounded like a bomb had meet. He also always has
just blown. a Rice Krispies bar
immediately following his
I tried to run back to warm up routine.
my cabin, but the
screeching wind t was When he prepares for a
pushing me back. One meet, the first thing that he
second later lightning does is stretch his muscles
struck a tree and started and warm-up by running in
it on fire. I was really place, immediately after
scared, but I couldn't stretching. Then, he does
move for some strange ten push-ups followed by a
reason. The wind had run up and down the
stopped, but the rain was middle school bleachers.
still going at full force. I
finally dragged my tired Cameron swam well.
body back to the small He placed first twice and
cabin. I opened the door got a third place in the 500-
and my Mom screamed meter butterfly stroke. He
because she didn't know truly dominated the relay
it was me. After I had getting his team a two lap
cleaned up, she told I lead by the time he got out
had looked horrible. I of the water.
laughed and put my
freezing cold body in my Place the events in order (1
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nice little sleeping bag! being first) by using 1-6:
The author
got in a sleeping bag.
It became
very dark.
The thunder
began to crash.
www.teach-nology.com
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J. Additional activities
for application or
remediation
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Mother told his son Diego to go to
the Market and budget the Php 500.00 bill
to buy their lunch for today. He went
directly to Aling Martha, the fish vendor
and bought 2 kilos of tilapia amounting
Php 130.00 per kilo. Next, he bought 1
kilo oil with the price of Php 50.00 for half
a kilo. Then, buy 2 pieces of fish crispy fry
powder (Php 30.00 each). Finally, Diego
bought 2.5 kilos of rice with the amount of
Php 48.00 per klilo.
CHECK IF THE EVENTS
CHECK IF THE EVENTS IN
IN THE STORY ARE
THE STORY ARE
CORRECTLY PLACED. IF
COPRRECTLY PLACED. IF
NOT, GIVE THE
NOT, GIVE THE CORRECT
CORRECT SEQUENCE
SEQUENCE OF THE STORY
OF THE STORY USING
USING THE NUMBERS 1-5:
THE NUMBERS 1-5:
1. Diego bought 2.5 kilos
1. Diego bought 2.5 of rice with the amount of Php
kilos of rice with the 48.00 per klilo.
amount of Php 48.00 per
klilo. 2. Mother told his son
2. Mother told his son Diego to go to the Market
Diego to go to the and budget the Php
Market and budget 500.00 bill to buy their
the Php 500.00 bill to lunch for today.
buy their lunch for 3. Buy 2 pieces of fish
today. crispy fry powder (Php
3. Buy 2 pieces of fish 30.00 each).
crispy fry powder 4. He went directly to
(Php 30.00 each). Aling Martha, the vendor
4. He went directly to of fish and bought 2 kilos
Aling Martha, the of tilapia amounting Php
vendor of fish and 130.00 per kilo.
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bought 2 kilos of 5. Diego bought 1 kilo oil
tilapia amounting Php with the price of Php
130.00 per kilo. 50.00 for half a kilo.
5. Diego bought 1 kilo
oil with the price of
Php 50.00 for half a
kilo.
V. REMARKS
VI. REFLECTION
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 10, Day 3
I. OBJECTIVES
A. Content The learner…
Standards demonstrates understanding of processes in sight
word recognition or phonic analysis.
demonstrates understanding of punctuation
marks, rhythm, pacing, intonation, and vocal
patterns as guide for fluent reading and speaking.
II. CONTENT
Long U Words EN3PWR-IIIj-27
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG
Guide pages
2. Learner‘s LM pp. 221
Materials
pages
3. Textbook English 3
pages
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5. Additional https://www.stickyball.net/esl-phonics/long-vowels/long-
Materials from u-story.html
Learning
https://www.education.com/worksheets/long-short-u/
Resource (LR)
Portal https://www.youtube.com/watch?v=h2IWQvCkHgc
https://www.teacherspayteache
rs.com/Product/Short-U-Word-
https://www.google.com/sear List-Writing-Center-3830789
ch?q=short+u+words+list&sou
rce=lnms&tbm=isch&sa=X&ve
d=0ahUKEwibveS9k57kAhXDf
XAKHY0cDdcQ_AUIESgB&biw
=1920&bih=920#imgrc=1xq2n
xcLzVS62M:
a. Mule a. Mule
b. Perfume b. Perfume
c. Duke c. Duke
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d. Kingdom d. Kingdom
https://store.safariltd.com/prod https://store.safariltd.com/prod
ucts/safari-farm-mule-figurines- ucts/safari-farm-mule-figurines-
249429 249429
https://ph.priceprice.com/Lanvi
https://ph.priceprice.com/Lanvi n-ECLAT-D-ARPEGE-21474/
n-ECLAT-D-ARPEGE-21474/
She got a bottle of perfume.
She got a bottle of She sprayed it on her
perfume. She sprayed it on dress. It is in a bottle and it
her dress. It is in a bottle has a sweet smell.
and it has a sweet smell.
Ask: What is a perfume?
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Ask: What is a perfume? What did she do with the
What did she do with the perfume? Where did she
perfume? Where did she sprayed it? What is the
sprayed it? What is the smell of the perfume?
smell of the perfume?
https://core.ac.uk/download/pd
https://core.ac.uk/download/p f/43660814.pdf
df/43660814.pdf
She gave the perfume to
She gave the perfume to the duke. He is the highest
the duke. He is the highest male leader or ruler.
male leader or ruler.
Ask: What is a duke? What
Ask: What is a duke? What did she give to the duke?
did she give to the duke?
http://toursdepartingdaily.com/
http://toursdepartingdaily.com/ castle-at-magic-hour-in-
castle-at-magic-hour-in- disneyland/
disneyland/
They wanted to visit the
They wanted to visit the amazing Kingdom. It is like
amazing Kingdom. It is a palace headed by King
like a palace headed by and Queen.
King and Queen.
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Ask: What is kingdom? Ask: What is kingdom?
Who was headed by the Who was headed by the
Kingdom? Kingdom?
Motivation
Motivation Ask: Have you ever seen a
Ask: Have you ever seen a donkey?
donkey? Show a picture of a mule
and let them say
Show a picture of a mule something about it.
and let them say
something about it.
http://didyk.info/information-
about-mules/
http://didyk.info/information-
about-mules/ At the end of this lesson,
you will be able to: Read
At the end of this lesson, sentences, stories, and
you will be able to: Read poems consisting of long u
sentences, stories, and words and questions about
poems consisting of long u them.
words and questions about
them.
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C. Presenting
examples/instances Motive Question Motive Question
of the new lesson
Ask: Ask:
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and the Duke” on page Duke” on page 221 of LM
221 of LM English 3. English 3.
Teacher reads first
the story followed by the Teacher reads first
pupils by groups/ rows/ the story followed by the
individual. pupils by groups/ rows/
individual.
https://www.slideshare.net/rho
nabasoc/3-englm-mod2v10 https://www.slideshare.net/rho
nabasoc/3-englm-mod2v10
Ask the class to read again
the story together with the Ask the class to read again
use of punctuations
the story together with the
including commas, periods
and question marks to use of punctuations
guide reading for fluency. including commas, periods
and question marks to
guide reading for fluency.
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D. Discussing new Comprehension Check: Comprehension Check:
concepts and
practicing new Based from the given Based from the given
skills #1
story, answer the following story, answer the following
questions. questions.
1. Why did the King 1. Why did the King excuse
excuse himself in the himself in the middle of the
middle of the celebration?
celebration?
2. Who owns Muley, the
2. Who owns Muley, the mule?
mule?
3. Where did the duke and
3. Where did the duke and Muley, the mule, go?
Muley, the mule, go?
4. Why did they go there?
4. Why did they go there?
5. What did the muse give
5. What did the muse give to the king and Muley?
to the king and Muley?
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in a sentence.
Presentation of Group
Presentation of Group outputs.
outputs.
https://www.stickyball.net/esl-phonics/long-vowels/long-
u.html
G. Finding
practical Game by group/ row: Give as many words as they can
application of be using the long U sounds.
concepts and
skills in daily living Write two to three sentences using any of the words with
long u words.
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The teacher can also present a video clip regarding Long
U Words.
videoplayback (3).mp4
https://www.youtube.com/watch?v=h2IWQvCkHgc
I. Evaluating Read all the words with Read all the words with
learning
Long U sound and encircle Long U sound and encircle
it / color it in the word the correct word that
search below. correspond to the given
picture..
https://www.education.com/do
https://www.pinterest.ph/pin/2
wnload/worksheet/18586/word
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-search-u.pdf 90622982201111793/?lp=true
J. Additional
activities for
application or
remediation
https://www.englishworksheets http://www.softschools.com/lan
land.com/topics/1/longu/3long guage_arts/phonics/worksheets/
uwords.pdf long_vowel_completing_words_
worksheets/long_vowel_u_com
pleting_words_worksheet.html
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
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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?
342
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Detailed Lesson Plan in English Grade
3 Quarter 3, Week 10, Day 4
I. OBJECTIVES
A. Content The learner….
Standards demonstrates understanding of grammatical
structures of English to be able to communicate
effectively in oral and written forms.
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG pp.
Guide pages
2. Learner‘s LM pp. 235
Materials
pages
3. Textbook English 3
pages
4. Additional www.k5learning.com file:///D:/DLP%203/DLP
Materials from %203%20new/grammar
Learning -descriptive-words-1.pdf
Resource (LR)
Portal
B. Other Flashcards/ Meta cards, pictures, worksheets/ activity
Learning sheets,
Resources
IV. .
PROCEDURES Advanced Learners Average Learners
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A. Reviewing the Do you still Do you still
previous lesson or remember the story remember the story
presenting the new of ―“Muley, Mule of ―“Muley, Mule
lesson and the Duke”? and the Duke”?
Can you describe Can you describe
the Mule and the the Mule and the
Duke again? Duke again?
Motivation Motivation
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RegionV/DailyLessonPlan/2019-2020
you will be able to Identify you will be able to Identify
and Use the Descriptive and Use the Descriptive
Adjective. Adjective.
C. Presenting Motive Question: Motive Question:
examples/instances
of the new lesson Ask: Ask:
What are the things that What are the things that are
are bright and beautiful? bright and beautiful?
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RegionV/DailyLessonPlan/2019-2020
garden, He gave us eyes to see
He made them every one. them,
And lips that we might tell,
He gave us eyes to see How great is God Almighty,
them, Who has made all things
And lips that we might well.
tell, How great is God
Almighty,
Who has made all things
well.
D. Discussing new Comprehension Check: . Comprehension Check:
concepts and
practicing new
skills #1 1. What are the things that 1. What are the things that
are bright and beautiful? are bright and beautiful?
The purple-headed
He made their
mountain,
glowing colors,
348
RegionV/DailyLessonPlan/2019-2020
The cold wind in The pleasant
the winter, summer sun,
The pleasant
summer sun, The ripe fruits in the
garden,
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Let us analyze the Let us analyze the
following sentences. following sentences.
E. Discussing new Kindly stand if there‘s an Kindly stand if there‘s an
concepts and adjective in the sentence adjective in the sentence
practicing new
skills #2 that the teacher will post that the teacher will post
on the board and remain on the board and remain
seated if there‘s no seated if there‘s no
adjective mentioned in adjective mentioned in the
the sentence. sentence.
4. My family goes on
4. My sister likes to
special trip.
read long story books.
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F. Developing
mastery Think Pair and Share!
(Leads to Look for a partner. Encircle the adjective in each
Formative sentence.
Assessment 3)
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knowing if a word is an knowing if a word is an
adjective or not. adjective or not.
multiplication
Shy
1. puppies hide in
corners.
2. The
problem is very difficult to
solve.
3.
person is always the file:///D:/DLP%203/DLP%20
3%20new/grammar-
leader in each group.
descriptive-words-1.pdf
Complete the sentences Box the descriptive
352
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J. Additional with the correct adjective in each
activities for
application or descriptive adjective. sentence.
remediation
1. My friend is
1. After walking all day,
always beside me.
his feet were tired.
2. He is the
2. She couldn‘t believe
Mom in the world.
what a boring day it
3. food is for
was.
everybody.
3. Carrie‘s shoes are
uncomfortable.
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
353
RegionV/DailyLessonPlan/2019-2020
localized materials
did I use/discover
which I wish to
share with other
teachers?
354
RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in English Grade
3 Quarter 3, Week 10, Day 5
I. OBJECTIVES
A. Content The learner….
Standards demonstrates understanding of letter sequence in
words to get meaning.
demonstrates understanding of sentences and
paragraphs in expressing the ideas.
III. LEARNING
RESOURCES
A. References
1. Teacher‘s TG pp.
Guide pages
2. LM
3. Learner‘s
Materials
pages
4. Textbook English IV
pages
6. Additional https://www.education.com/download/worksheet/67383/corre
Materials ct-capitalization-stinky-skunk.pdf
from
355
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Learning
Resource
(LR) Portal
B. Other activity cards and flashcards, pictures, Charts, Poems,
Learning Cover of the Book ―Bed In Summer‖ ,
Resources
IV..
PROCEDURES Advanced Learners Average Learners
A. Reviewing the
previous lesson or Have a quick review Have a quick review about
presenting the new about yesterday‘s lesson yesterday‘s lesson through
lesson through a game called a game called FIND MY
FIND MY DESCRIPTION. DESCRIPTION.
Say: Say:
I‘d like you to look for a I‘d like you to look for a
descriptive adjective descriptive adjective under
under your desk that will your desk that will suit to
suit to the given picture the given picture on the
on the board. board.
1. 1.
https://www.easyflowers.com. https://www.easyflowers.com.
au/category/6/Birthday au/category/6/Birthday
COLORFUL COLORFUL
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2. 2.
https://www.deviantart.com/to
https://www.deviantart.com/to hokari-steel/journal/Fate-
hokari-steel/journal/Fate- Shatter-Fiction-Berserker-of-
Shatter-Fiction-Berserker-of- Jewel-Hulk-566459533
Jewel-Hulk-566459533
STRONG
STRONG
3.
3.
https://www.whitemillvets.co.uk
https://www.whitemillvets.co.u
/small-animals/small-furry-
k/small-animals/small-furry-
creatures/index.html
creatures/index.html
CUTE
CUTE
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pick up sticks pick up sticks
Seven eight Seven eight
Lay them straight Lay them straight
Nine ten Nine ten
A big fat hen. A big fat hen.
Motivation Motivation
Ask:
Why is it that it‘s Ask:
sometimes nice to hear Why is it that it‘s sometimes
words that rhyme? nice to hear words that
rhyme?
Present again the poem
that we read yesterday. Present again the poem
that we read yesterday.
Today you will learn about
complete patterned poems Today you will learn about
using appropriate rhyming complete patterned poems
words and use using appropriate rhyming
capitalization rules in word words and use
and sentences. capitalization rules in word
and sentences.
t n t n y
2. smart 2. smart
w s w i s
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The teacher will read the The teacher will read the
poem. poem.
All Things Bright and Beautiful
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Ask: Ask:
E. Discussing new
concepts and 1. What are the words 1. What are the
practicing new with the same words with the same
skills #2 sound on the sound on the poem?
poem? What do What do we call
we call them? them?
2. What did you 2. What did
observe with the you observe with the
first letter of each first letter of
sentence? each sentence?
Say:
Say:
In each stanza, let
us observe the In each stanza,
words at the end of let us observe
the sentences. the words at the
end of the
Give the words with sentences.
the same sound in
each stanza. Write Give the words
it on the board. with the same
sound in each
beautiful-wonderful stanza. Write it on
the board.
small-all
sings- wings beautiful-
by-sky wonderful
sun-one small-all
tell-well sings-
wings by-
Let them also
sky sun-
observe the letter at
the beginning of one tell-
each sentence. well
Let them
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also observe the
letter at the
beginning of each
sentence.
Explain that it must
Explain that it must be capitalized.
be capitalized.
First Stanza
Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings.
Second Stanza
The purple-headed mountain,
The river running by,
The sunset, and the morning,
That brightens up the sky;
Third Stanza
The purple-headed mountain,
The river running by,
The sunset, and the morning,
That brightens up the sky;
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Fourth Stanza
Fifth Stanza
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Sixth Stanza
https://www.pinterest.ph/pi
a
https://www.pinterest.
ph/pin/1835217535427
90406/?autologin=true
F. Developing Group Activity:
mastery
n/183521753542790406/?
utologin=true
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(Leads to Divide the class into three (3) and let them do the activity
Formative below by completing the poem using the appropriate
Assessment rhyming words. Give the correct capital letter of each
3) word to complete the sentence.
Group 1
Happy Thoughts
The world is so
Of a number of ,
I'm sure we should
Be as happy as .
~ by Robert Louis Stevenson
all
kings
things
full
house A
stile T
mouse H
mile
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Group 3
Presentation of Outputs
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https://english.tutorvista.com/ https://english.tutorvista.com/g
grammar/capitalization- rammar/capitalization-
rules.html rules.html
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A. Read the poem and A. Read the poem and
I. Evaluating
learning Complete the sentence Complete the sentence by
by using the appropriate using the appropriate
rhyming words. rhyming words.
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https://www.teachthis.com.au/ https://www.teacherspayteach
products/aussie-christmas- ers.com/Product/Writing-
poem-rhyming-words Poems-with-Rhyming-Words-
3468836
https://www.pinterest.ph/pin/5 https://www.pinterest.ph/pin/5
7843176437190206/?lp=true 7843176437190206/?lp=true
A. Capitalization A. Capitalization
J. Additional
activities for
application or
remediation
369
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https://www.education.com/do https://www.education.com/do
wnload/worksheet/67383/ wnload/worksheet/67383/corre
correct-capitalization- ct-capitalization-stinky-skunk.pdf
stinky-skunk.pdf
B. Rhyme A. Rhyme
honey knife
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
370
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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?
371
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SCHOOLS DIVISION OF LEGAZPI CITY
Legazpi City
QUARTER 3
ENGLISH III
POST-ASSESSMENT
I. A. Listen as the teacher reads the story. Answer the questions that follow.
AN ACCIDENT
Letty heard a jeep stop very suddenly in front of their house.
Then there was a loud cry. She ran to the window to see what
happened.
There was already a crowd of people. Many more people were
running to see what happened. Someone was crying loudly.
―Call an ambulance quickly!‖ somebody shouted.
Source:
Developing Reading Power
victim.
C. 5. What usually happens when someone had an accident?
a. There are people who get hurt. c. Vehicles get
damaged.
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b. An ambulance comes to the rescue. d. All of the above.
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6. Which CANNOT happen in real life?
a. Victims of accidents are usually hurt badly.
b. Bystanders take pictures before calling for help.
c. Victims can be brought to the hospital in a speed of light.
d. Victims of accidents have to wait for a long time before help
comes.
8. My brother found a little puppy in the middle of the street today. He was
shaking so my brother wrapped him in a blanket. Mom said that we cannot keep him
because he belongs to another family. He is the cutest puppy I have ever seen! I do
not want to give him back.
10. Knoll is weak and sickly. She is often absent from her class. She does
not like to eat vegetables. She likes to eat candies, cakes and other junk foods.
Sometimes her tooth aches.
Which is the possible effect of the situation above?
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C. 11. Gary received an award for best attendance. He was given five hundred
pesos by the principal. His teachers and parents were very proud of him.
What did Gary do to earn such reward?
12. A dog found a small turtle beside a pond. The dog sniffed the top of the
turtle‘s shell. The turtle hid its legs, tail and head inside the shell.
B. 15. Read the sentences. Identify the correct spelling of the underlined words.
Fleaze pass me the bowl of rice.
a. pleese b. pleece c. pleaze d.
please
16. I had to visit my grandmother in the province becauze she was sick.
Which word is not correctly spelled?
a. visit b. becauze c. province d.
grandmother
C. 17. Read the sentences carefully and put the comma (,) to correctly
separate the ideas.
Luzon Visayas and Mindanao are the three major islands in the
Philippines.
a. Luzon, Visayas and Mindanao are the three major islands in the
Philippines.
b. Luzon, Visayas and Mindanao are the three major islands, in the
Philippines.
c. Luzon, Visayas, and Mindanao are the three, major islands in the
Philippines.
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d. Luzon, Visayas and Mindanao, are the three major islands in the
Philippines.
22. Coconut trees are the trees compared to mango tree, avocado
tree, lanzones tree and caimito tree.
24. Mr. Bautista wanted to buy me and my sister toys. Mr. Bautista is a very
generous man.
a. He b. It c. She d. They
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D. Look at the pictures. Write a question and an answer using demonstrative
pronoun.
Example : What is this?
This is a cake.
25. ?
26. ?
V. A. Read the story. Then, complete the sentences with the synonyms of the
underlined words in the story.
A NEW KITE
It was a bright, breezy day. Two boys are flying their kites. The string
1.
of the little boy‘s kite snapped and the wind blew his kite away. The little boy
was sad. The kind boy gave the little boy a new kite
2. Source :
Reading for Meaning
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30. Captain Medrano is known for making the city a dangerous place to live
in.
a. safe b. quiet c. harmful d. pleasant
VI. A. Look at the sample index and table of contents below. Answer the
questions that follow.
Source : google.com
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Source:
google.com
34. In what page can we find the List of Plates and List of Tables?
a. 3-7 b. 3-15 c. 7-3 d. 16
B. Rewrite the sentences . Use capital letters and punctuation marks correctly.
36. schools streets and awards were named in honor of dr jose rizal
Fall
Leaves are
falling. Leaves
are falling
To the gr _ _ nd (37)
Without a s _ _ nd. (38)
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Legazpi City
TABLE OF SPECIFICATION IN ENGLISH III
POST - ASSESSMENT
Fourth Quarter
SKILLS/ ITEM
PLACEMENT
No. of Percentage No. of Items
Understanding
Remembering
DOMAINS COMPETENCIES days per per
Evaluating
Analyzing
Applying
Creating
(25%)
(10%)
(10%)
(10%)
(20%)
(25%)
taugh Competenc Competenc
t y y
Listening
Comprehension B. Three - step directions 2 5% 2 3,4
Reading
Comprehension B. Interprets pictographs 2 5% 2 11, 12
Prepared by :
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Victory Village Elementary School
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RegionV/DailyLessonPlan/2019-2020