School Grade Level 3

Teacher Learning Area ENGLISH

Time & Date Quarter 3 QUARTER
RD

I. OBJECTIVES  Read and Identify words with affixes.

 Give correct prefixes or suffixes to form new words, and
 Construct sentence using words with affixes.
A. Content Demonstrates understanding of text elements to see the relationship between
Standards known and new information to facilitate comprehension
Demonstrates understanding of information heard to make meaningful decisions
B. Performance Correctly presents text elements through simple organizers to make inferences,
Standards predictions and conclusions
Uses information from theme-based activities as guide for decision making and
following instructions
C. Learning Read words with Affixes
Competencies/O
bjectives
D. Write the LC
code for each
II. CONTENT Read words with Affixes

A. References English 3 Textbook, TG, Learners Materials

B. Learner’s Material Power point Presentation, Flashcards

III. PROCEDURE TEACHER’S ACTITY STUDENT’S ACTIVITY

(KRA’s OBJECTIVE/INDICATORS) (ANNOTATION)
A. Preliminary  Greetings
Activity  Prayer
Indicator No. 5. Manages learner behaviour
constructively by applying positive and non- The teacher set her own standards in
violent discipline to ensure learning focused performing preliminary activities.
environments.
 Checking of Attendance
 Picking of Trash
B. Read words with Before we move to our next lesson,
Affixes Indicator No. 1. Applies knowledge of content The teacher made meaningful
within and across curriculum teaching areas. connections across the content areas
(from Review)
What have we discussed yesterday? -Compare and Contrast
Information Heard
What does it mean when we say compare and
contrast? -Compare refers to the process of
identifying the similarities and
difference between two things and
contrast refers to identifying only
the difference between two
Okay, Very Good! things.
Can we now move on to our next activity?
Yes Ma’am.
C. Presenting Indicator No. 3.Applies a range of teaching The teacher provided all-
examples/instan strategies to develop critical and creative encompassing questions and
thinking activities that challenge the learners
ces of the new
Anyone who wants to read the words? to ruminate and have a deeper
lesson perception.

Student volunteer to read the

words.
 What have you observed from the words? (Students will try to share their
thoughts.)
D. Discussing new Indicator No. 7. Plans, manages and implements The teacher organized sequence of
concepts and developmentally sequenced teaching and discussion intentionally to lead the
learning processes to meet curriculum pupils in achieving the objectives
practicing new requirements and varied teaching contexts
skills #1
Please listen attentively because after this we
will have a quiz.

Indicator No. 8. Selects, develops, organizes and The teacher will use laptop and
uses appropriate teaching and learning resources, white screen to present the lesson.
including ICT, to address learning goals.

Our topic for today is all about read words

with affixes.

(Students read the words)

 (Students read the words)

Now, can anyone give me a words with affix? (Students give words with affix.)

Very Good!
E. Discussing new Indicator No. 7. Plans, manages and implements The teacher organized sequence of
concepts and developmentally sequenced teaching and activities intentionally to lead the
learning processes to meet curriculum pupils in achieving the objectives
practicing new requirements and varied teaching contexts
skills #2
Now, Identify if the words is prefix or suffix.
1. prefix
1. immature 2. prefix
2. displace 3. suffix
3. arrangement 4. prefix
4. mistaken 5. suffix
5. accountable 6. suffix
6. helpful 7. prefix
7. illegal 8. prefix
8. impossible 9. prefix
9. unable 10. prefix
10. dishonest

Very Good! Thank you!

Again, the prefix is added before the root

word like –un and –im and the suffix is added
after the root word like –ly and –ful.
F. Finding Indicator No. 4. Manages classroom structure to In doing the pupils group activity,
practical engage learners, individually or in groups, in each group formed circle to discuss
meaningful exploration, discovery and hands-on their output.
applications of activities within a range of physical learning
concepts and environments.
skills in daily
living At this time, let’s have an activity.

I will divide this class into 4 groups.

Each group will write words with affix as many
as you can and identify if it is prefix or suffix.
Choose only one representative each group to
read/present words that you’ve listed.

G. Making Always remember that a prefix comes at the

generalizations beginning of a word and a suffix always comes
and at the end of a word
abstractions
 about the lesson A root word holds the most basic meaning of
any word. And is what is left when you remove
all the prefixes and suffixes.

Understood Class? Yes Ma’am.

H. Evaluating Indicator No. 9. Designs, selects, organizes and The teacher used formative
learning uses diagnostic, formative and summative assessment which engaged learners
assessment strategies consistent with curriculum in assessing what they learned.
requirements.

Directions: Choose the letter of the correct

affix to complete each sentence below.

1. Miss Reyes is a Grade Two teach__.

a. or 1. b
b. er 2. a
c. able 3. c
d. ing 4. c
2. She loves to __view her lessons every night. 5. a
a. re
b. mis
c. un
d. in
3. The __test for tomorrow is already
prepared.
a. mis
b. de
c. pre
d. at
4. We need to __arrange the tables and chairs
in the classroom when we do group activities.
a. pre
b. pro
c. dis
d. mis
5. She is help__ her mother.
a. ing
b. ful
c. ness
d. less
I. Additional Directions: Write words with affixes and use
activities for it in a sentence. A minimum of 5 sentences.
application or
remediation
IV. REMARKS

V. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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?