DLL English

Department of Education
Region III
Division of Zambales
District of San Narciso
SAN JOSE-PATROCINIO ELEMENTARY SCHOOL
Week 5
DAILY LESSON LOG School San Jose-Patrocinio Elem.School Grade Level Three
Teacher GENALYN O. REYES Learning Area English
Teaching Dates and Time 8:15-9:05/07-11-15-16 Quarter First
I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A.Content Standards Note details regarding Describe literary Identify nouns in simple Use plural form of nouns Use plural form of nouns
characters,setting and plot elements:The characters in sentence (adding s or es) (adding s or es)
the story
B.Performance Standards Note details regarding Describe literary Identify nouns in simple Use plural form of nouns Use plural form of nouns
characters,setting and plot elements:The characters in sentence (adding s or es) (adding s or es)
the story
C.Learning EN3RC-10-2.2 EN3RC-10-2.2 EN3G-Ib-1.4 EN2G-Ig-h-2 EN2G-Ig-h-2
Competencies/Objectives Noting details regarding Noting details regarding Constructing simple Use plural form of regular Use plural form of regular
Write the LC code for each characters,setting and characters,setting and sentences nouns by adding s or es nouns by adding s or es
plot. plot.
II.CONTENT The Ant and the Read and write words with Phonics:Declarative Using imperative and Using imperative and
Grasshopper I blends Sentences exclamatory sentences exclamatory sentences
III.LEARNING RESOURCES
A.References
1.Teacher's Guide pages pp.42-45 Pp 45-47 P. 46 P 47 P 47
2.Learner's materials pages pp.55-58 59-62 PP 66-68 Pp 67-68 Pp 67-68
3.Textbook pages Story
4.Additional Materials from flascards picture Graphic organizer Illustration from the Illustration from the
learning resources(LR)portal Word web supplementary text supplementary text
"Tuko" "Tuko"
B.Other Learning Resources KWL Chart flowchart Word game/pictures chart chart
IV.PROCEDURES
A.Reviewing previous lesson Retell the story about the What did we learn Give words with I blends What is declarative What is declarative
or presenting the new lesson little red hen yesterday? sentence sentence
B.Establishing a purpose for Unlocking of difficulties Show the picture of the Allow pupils to work on Guessing game Guessing game
the lesson ant carrying food word search as springboard
to the lesson
C.Presenting Present a picture of a Ask Wh questions to What is noun? Read the paragraph about Read the paragraph about
examples/Instances of the grasshopper and ask WH activate prior knoeledge tuko. tuko.
new lesson questions
D.Discussing new concepts Read the story Discuss the theme and Discuss nouns using whole Practice pluralizing nouns Practice pluralizing nouns
ang practicing new skills # 1 characters as a elements brain teaching technique ending in s or es ending in s or es
of a story
E.Discussing new concepts Complete the column of Pupils work on character Complete the graphic Identify pictures of nouns. Identify pictures of nouns.
and practicing new skills #2 the KWL chart caricature by giving face organizer (web) with nouns
details.
F.Developing mastery Describe the Pupils work on LM Activity Independent group activity Study the puzzle and list Study the puzzle and list
(Leads to formative characters,setting and plot 48 five nouns five nouns
assessment 3)
G.Finding practical By group,pupils work on Assign groupwork activity Complete the given Independent practice Independent practice
applications of concepts and task cards which ask them Read and write I blends sentences/Declarative
skills in daily living to draw sentence
H.Making generalizations What did you learn from Complete the KWL chart Read the following What is imperative and What is imperative and
and abstractions about the the story? sentences and identify the exclamatory sentence exclamatory sentence
lesson nouns
I.Evaluating learning Groupwork Present outputs Do activity 52 on p 65 Do activity 54 on LM p 67 Do activity 54 on LM p 67
J.Additional activities for Do the activity activity 35 Write five words eith I Use the ff. nouns in Answer activity 56 on LM Answer activity 56 on LM
application or remediation LM blends meaningful sentences p 68 p 68
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?
Region III
Week 6
Teacher NOEL A. TALAO Learning Area English

A.Content Standards Describe literary elements Use Use common and proper Use common and proper
Unlocking vocabulary and of the text including nouns,people,animals,places,things,e nouns nouns
concept development characters,setting and plot vents
B.Performance Standards Unlocking vocabulary and Describe literary elements Use Use common and proper Use common and proper
concept development of the text including nouns,people,animals,places,things,e nouns nouns
characters,setting and plot vents
C.Learning EN3RC-Ic-e-2.1 EN3G-Ie-2 EN3G-Ig-h-2.2 EN3G-Ig-h-2.2
Competencies/Objectives Unlocking vocabulary and Describe literary elements Use Use common and proper Use common and proper
Write the LC code for each concept development of the text including nouns,people,animals,places,things,e nouns nouns
II.CONTENT Unlocking vocabulary and Describe literary elements Use Use common and proper Use common and proper
concept development of the text including nouns,people,animals,places,things,e nouns nouns
A.References
1.Teacher's Guide pages Pp 70-71 Pp 72-74 Pp 75-76 Pp 78-81 Pp 78-81
2.Learner's materials pages Pp 72-73 P 74 P75 P77 P77
3.Textbook pages
4.Additional Materials from Pictures,chart Semantic map Flashcards/charts pictures pictures
learning resources(LR)portal
B.Other Learning Resources powerpoint Venn diagram powerpoint powerpoint powerpoint
IV.PROCEDURES
A.Reviewing previous lesson What is imperative and Retell the story The carrot Let us sing the song What are nouns? What are nouns?
or presenting the new lesson exclamatory sentence? seed
B.Establishing a purpose for Unlock the meaning og the Matching up game Read the ff. sentences Listen as I read each sentence Listen as I read each
the lesson ff. words sentence
C.Presenting Look at the picture of a Let us read the following In the first sentence,who planted the Underline the nouns in each Underline the nouns in
examples/Instances of the young plant sentences seed? sentence each sentence
new lesson
D.Discussing new concepts Read the story.The Carrot Look at the story frame Read the underlined words Which column lists the names Which column lists the
ang practicing new skills # 1 Seed of specific persons? names of specific
persons?
E.Discussing new concepts What happened to the Refer LM activity 64 Discuss the concept of noun Which column does not lists Which column does not
and practicing new skills #2 seed? the names of specific persons? lists the names of specific
persons?
F.Developing mastery Refer LM-activity 61 Do the story chart Group work Complete these sentences with Complete these
(Leads to formative common and proper nouns. sentences with common
assessment 3) and proper nouns.
G.Finding practical Refer LM activity 62 Act out the following parts Read the sentences and underline the Refer LM activity 67 Refer LM activity 67
applications of concepts and of the story nouns
skills in daily living
H.Making generalizations Give five words from the What are the elements of a What is a noun? What is common and proper What is common and
and abstractions about the story and give the meaning story? nouns? proper nouns?
lesson
I.Evaluating learning Group work Group activity Use the following nouns in sentences Get words from the noun bank Get words from the noun
and decide.. bank and decide..
J.Additional activities for Answer the following Read a short story and Refer Lm activity 65 Refer pupils to LM-activity 69 Refer pupils to LM-activity
application or remediation questions write the elements 69
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 7

A.Content Standards Admire Toto Turtle for Decode words with short Read words with short Read and wirite words Use plural form of regular
learning how to be /O/ and /U/ sounds /a/,/e/ and /i/ sounds with s-blends nouns
responsible turtle
B.Performance Standards Admire Toto Turtle for Decode words with short Read words with short Read and wirite words Use plural form of regular
responsible turtle
C.Learning EN3LC-Ia-j-2.8 EN3PW-Ii-15 EN3PW-Ia-b-7 Read and wirite words EN2G-Ig-h-2
Competencies/Objectives Infer feelings and traits of Identify literary elements Read words with short with s-blends Use plural form of regular
Write the LC code for each characters /a/,/e/ and /i/ sounds nouns
II.CONTENT Admire Toto Turtle for Decode words with short Read words with short Read and wirite words Use plural form of regular
responsible turtle
A.References
2.Learner's materials pages Pp 78-80 Pp 81-82 Pp 83 P 84 P 85
3.Textbook pages
4.Additional Materials from Copy of the story/Toto Picture story/organizer flashcards Picture of a spider Pictures/flascards
learning resources(LR)portal Turtle Takes Time to Tuck
and Play
B.Other Learning Resources Word cards/picture story Story-staircase Copy of the story chart projector
IV.PROCEDURES
A.Reviewing previous lesson Unlock the meaning of the What was the title of the More review of decoding Use plural form of regular Read the ff. words with s-
or presenting the new lesson ff. words story that we read lessons nouns blends
yesterday?
B.Establishing a purpose for Show picture of a mad Show the pictures one at a Flashcard drill or We will sing about an Do you remember the
the lesson face time sightwords insect animals in the story
C.Presenting What do you do when you Present the story staircase Read aloud the ff. words Present a picture of a Name each animal
examples/Instances of the feel mad? to the pupils spider
new lesson Sing the song Eency
Weency Spider
D.Discussing new concepts Read aloud the story Answer the ff. questions Refer pupils to LM- Read the words in the Tese are another set of
ang practicing new skills # 1 based on the story activity 68A pocket chart/get the word pictures
card
E.Discussing new concepts Post reading Let us recall the story Find out what Bud did These are the s-blends If tere are more than one
and practicing new skills #2 Discussion question about his hunger family noun,what happens to
their names?
F.Developing mastery What did toto Turtle do Group activity Process any answers that After initial reading and Most nouns add –s to form
(Leads to formative when he felt mad or were not correct vocabulary study… their plural
assessment 3) angry?
G.Finding practical How did Mama turle help Read to the children the If you would like to buy a Read the teaching chart Give example of nouns that
applications of concepts and Toto? instructions for the story car someday.. you can see in your house
skills in daily living map
H.Making generalizations Write in the notepad your What are the elements of Give words with dhort Give some examples of How do we make the plural
and abstractions about the message to Toto the story? /a/e/and /i/ words with s-blends form of regular noun?
lesson Give words with short /o/
and /u/ sound
I.Evaluating learning Refer to LM-activity 68 Answer the following Refer to LM activity 71 Refer to LM-activity 73 Refer to LM activity 74A
questions
J.Additional activities for Refer the pupils to LM- Accomplish the story map Refer to LM activity 72 Give ten words with s Refer to LM-activity 74B
application or remediation activity 65 blends
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 8

A.Content Standards Literature:Tuko,The Tenor Use plural form of nouns Literature:The horse and Read and write simple Read and write simple
Wanna Be the red hen stories with final blends stories with final blends
B.Performance Standards Appreciate Tuko's effort to Use plural form of nouns Make and confirm Read and write simple Read and write simple
fulfill his dream predictions stories with final blends stories with final blends
C.Learning EN3LC-Ia-j-2 EN3G-Ii-j-2.4 EN3RC-If-j-2.8 EN3WC-Ia-j-4 EN3WC-Ia-j-4
Competencies/Objectives Appreciate Tuko's effort to Use plural form of nouns Make and confirm Read and write simple Read and write simple
Write the LC code for each fulfill his dream predictions stories with final blends stories with final blends
II.CONTENT Appreciate Tuko's effort to Use plural form of nouns Make and confirm Read and write simple Read and write simple
fulfill his dream predictions stories with final blends stories with final blends
A.References
2.Learner's materials pages P 88 pp-89-90 90-91 Pp 91-94 Pp 91-94
3.Textbook pages
4.Additional Materials from pictures Picture,word cards Copy of the story Picture,word cards Picture,word cards
learning resources(LR)portal
B.Other Learning Resources Activity sheets Cartolina strips Pictures,phrase cards paragraph paragraph
IV.PROCEDURES
A.Reviewing previous lesson Give the plural of the ff. Remember the story we Give the plural form of the How do we give How do we give
or presenting the new lesson nouns had yesterday? ff. nouns ending in y. predictions? predictions?
B.Establishing a purpose for Show a picture of an opera Name the pictures below Read the ff.words Show the pictures of the Show the pictures of the
the lesson house following.Name the two following.Name the two
pictures pictures
C.Presenting Present a picture of a How many trays are there Read the story Flash the word card and Flash the word card and
examples/Instances of the recital in the first picture? match the cards with the match the cards with the
new lesson picture picture
D.Discussing new concepts What did tuko want to be Let us study these pairs of What do you think Tuko Reading words,phrases Reading words,phrases
ang practicing new skills # 1 someday words will do next? and sentences with final and sentences with final
blends blends
E.Discussing new concepts Read the story What letter comes before Do the same with Match the pictures with Match the pictures with
and practicing new skills #2 Tuko,The Tenor Wanna Be y in the words in the box remaining part of the story the correct phrases the correct phrases
A?
F.Developing mastery What did Tuko do to fulfill What do we add to nouns What do you think would Refer to LM activity 86 Refer to LM activity 86
(Leads to formative his dream? ending in y with a vowel the character say?
assessment 3) before it?
G.Finding practical What happened during How do we form the What do you think the Choose the sentence that Choose the sentence that
applications of concepts and Tuko's recital? plural of nouns ending in character would do next? tells about the pictures tells about the pictures
skills in daily living y?
H.Making generalizations If you were tuko's Nouns ending in y with a To confirm Refer to LM-activity 87 Refer to LM-activity 87
and abstractions about the friend,would you be happy vowel before it form their predictions,listen to me as
lesson that became a conductor plural… I read the next sentence in
instead of a tenor?Why? the story?
I.Evaluating learning Do the read and learn task Work by pairs Form four groups.Listen as Read the story.Answer the Read the story.Answer the
I read… questions about it questions about it
J.Additional activities for Refer pupils to LM-activity Complete the poem.give Let us talk about Refer the pupils to LM- Refer the pupils to LM-
application or remediation 82 the plural forms.. predictions activity 88 activity 88
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 9

A.Content Standards Realize the importance of Making and confirming Reading simple stories Grammar:Use plural form Use plural form of
taking care of one's predictions with short /O/,/U/,l,r,s of nouns ending in O irregular nouns
belongings blends and final blends
B.Performance Standards Realize the importance of EN3RC-If-j-2.8 Reading simple stories Grammar:Use plural form Use plural form of
taking care of one's Making and confirming with short /O/,/U/,l,r,s of nouns ending in O irregular nouns
belongings predictions blends and final blends
C.Learning Reading simple stories EN3G-Ii-j-2.4
Competencies/Objectives Realize the importance of Making and confirming with short /O/,/U/,l,r,s Grammar:Use plural form Use plural form of
Write the LC code for each taking care of one's predictions blends and final blends of nouns ending in O irregular nouns
belongings
II.CONTENT The Careless Crown Reading Comprehension Reading simple stories Short vowel sounds Plural Form
A.References
1.Teacher's Guide pages Pp 112-114 Pp 114-115 P 116 Pp 116-119 Pp 120-121
2.Learner's materials pages Pp 95-106 Pp 95-106 Pp 95-106 Pp 95-106 Pp 95-106
3.Textbook pages
4.Additional Materials from Picture of clown,sewing pictures Copy of Mat's Bicycle Ord card for hero picture
learning resources(LR)portal machine
B.Other Learning Resources Word cards boxes Picture of a dogw Illustration of piano worksheet
IV.PROCEDURES
A.Reviewing previous lesson Unlock the meaning of the Let us recall the story we Review on how to make (1st half) Look at each picture
or presenting the new lesson ff. words had yesterday and confirm predictions Listen as I read the
sentences on the strip of
paper
B.Establishing a purpose for Talk aabout these words Tell something about each Ready story cards for the Talk about the word hero What have you noticed
the lesson and what each of them picture activity With what letter does the with the words in each
means word hero end? pair?
C.Presenting What do you usually do Talk about pictures Read the story Show the pictures of nouns Read the ff. words
examples/Instances of the when your clothes get Soc's New Shoes ending in o.. Foot-feet
new lesson torn?
D.Discussing new concepts Motive question:What did What was your guess What does do you think What do we add to the Study the pairs
ang practicing new skills # 1 the clown do when his when I asked.. does Soc fell? nouns ending in o?
clothes got torn?
E.Discussing new concepts Read the story aloud and How do you think will Ask pairs how many of Work in pairs What have you noticed
and practicing new skills #2 answer the ff. questions everybody… their predictions are Refer to LM activity 89B with the pairs in A?
correct?
F.Developing mastery Post Reading Was your group's guess Day 3 (2nd half) Day 4 (2nd Half) What sentence can you
(Leads to formative correct? Refer to LM –activity 99 give for these nouns?
assessment 3)
G.Finding practical Answer the discussion What do you think will Phonics/word recognition Help the children form What have you observed
applications of concepts and question with the pupil happen next? Let us answer another sentences… with the pairs in B?
skills in daily living activity about blends
H.Making generalizations Why do we need to take Can you recall the Refer to LM-activity 87 Add some words learned.. How do they form their
and abstractions about the care our belongings? questions I asked before plural?
lesson you made predictions?
I.Evaluating learning Refer to LM activity 85 Day 2(2nd half) Read the story about Mat Call on volunteers… R efer to LM activity 92 A
Let us read the words and
phrases
J.Additional activities for Draw a picture of a clown Refer to LM-activity 86 Refer to LM-activity 88 Write five sentences Refer to LM-activity 92B
application or remediation using… p.105
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 1
Teaching Dates and Time 8:15-9:05/ Quarter Second

A.Content Standards Literature:Chocolate Milk Decode words with Read words with digraph Read words with digraph Monitor and self-correct
for Danny digraph /ch/ (initial)as in /ch/ (final) as in catch (1st /ch/ (final) as in catch (1st one's comprehension
Appreciate how the chin (1st half) half) half) using scanning and
character had been truthful Monitor and self-correct Monitor and self-correct skimming
to her mother one's comprehension one's comprehension
using scanning (2nd half) using scanning (2nd half)
B.Performance Standards Literature:Chocolate Milk Decode words with Read words with digraph Read words with digraph Monitor and self-correct
using scanning (2nd half using scanning (2nd half)
C.Learning EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22 EN3PWR-II-h-22
Competencies/Objectives Literature:Chocolate Milk Decode Read words with digraph
Write the LC code for each for Danny words with digraph /ch/ Read words with digraph /ch/ (final) as in catch (1st Monitor and self-correct
Appreciate how the (initial)as in chin (1st half) /ch/ (final) as in catch (1st half) one's comprehension
character had been truthful half) Monitor and self-correct using scanning and
to her mother Monitor and self-correct one's comprehension skimming
one's comprehension using scanning (2nd half)
using scanning (2nd half
II.CONTENT Literature:Chocolate Milk Decode words with Read words with digraph Read words with digraph Monitor and self-correct
using scanning (2nd half using scanning (2nd half)
A.References
1.Teacher's Guide pages Pp 125-127 127-129 129-131 131-132 P132
2.Learner's materials pages Pp 108-120 121-144 121-144 121-144 Pp 121-144
3.Textbook pages
4.Additional Materials from Chocolate Milk for 6 framed story board Photo of milk cartoon or Picture of birthday party Recipe for egg sandwich
learning resources(LR)portal Danny.pictures realia
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson Unlock the meaning of the Remember the story we Oral reading of words with What did we learn What did we learn
or presenting the new lesson following words had yesterday? digraph /ch/(initial) yesterday? yesterday?
B.Establishing a purpose for Show a picture of a slice Write the word chocolate Introduce words with final Show picture of a birthday Show picture of a birthday
the lesson bread on the board and digraph /ch/ party party
underline "ch"
C.Presenting Show a picture of a loaf What are the underlined Work with your (1st Half) (1st Half)
examples/Instances of the bread letters? seatmate.Read each word What do you see in the What do you see in the
new lesson with your partner.. picture? picture?
D.Discussing new concepts What do you want to buy What is the sound of ch in Refer to LM-activity 111A Paper ang pen activity Paper ang pen activity
ang practicing new skills # 1 from the market? the word chocolate?
E.Discussing new concepts Read aloud the story How does ch sound in the Refer to LM-activity 111B Acting out Acting out
and practicing new skills #2 Chocolate milk for Danny following words
F.Developing mastery What is the title of the Refer to LM-activity 107 Let us know the (2nd Half) (2nd Half)
(Leads to formative story? imformation in the… Answer the ff. questions Answer the ff. questions
assessment 3)
G.Finding practical What did Danny want to (2nd Half) What is the name of the Did you enjoy listening to Did you enjoy listening to
applications of concepts and buy? Look at the pictures chocolate drink? the story? the story?
skills in daily living What do you see in the
pictures?
H.Making generalizations In what other ways can you What is the sound of ch? What minerals can we get What lesson did you learn What lesson did you learn
and abstractions about the show that you are telling from this drink? from the story? from the story?
lesson the truth?
I.Evaluating learning Pair and share Refer to LM-activity 109 Divide the class into three Refer to LM-activity 115 Refer to LM-activity 116
Share with a partner… groups
Refer to LM-activity 112
J.Additional activities for Refer to LM-activity 106 Refer to LM-activity 110 Refer to LM-activity 113 Write an example of
application or remediation recipe
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 2
Teaching Dates and Time 8:15-9:05/ Quarter second

A.Content Standards Literature:Bantay ang Decode words with Use action words in Literature:Trish and her Literature:Bantay ang Tagpi
Tagpi consonant simple sentences Wish Use graphic organizers to
Use graphic organizers to digraphs./ch/,/th/,/ph/ and Decode words with show understanding of
show understanding of /sh/ consonant digraphs texts
texts /ck/,/th/,and /ph/
B.Performance Standards Use graphic organizers to Decode words with Use action words in Literature:Trish and her Decode words with
show understanding of consonant simple sentences Wish consonant
texts digraphs./ch/,/th/,/ph/ and Decode words with digraphs./ch/,/th/,/ph/ and
/sh/ consonant digraphs /sh/
/ck/,/th/,and /ph/
C.Learning EN3RC-IIc-d-2.15 EN3PWR-IIgh-22 EN3G-IIc-d-3.4 EN3PWR-IIgh-22 Use action words in simple
Competencies/Objectives Use graphic organizers to Decode words with Use action words in Literature:Trish and her sentences
Write the LC code for each show understanding of consonant simple sentences Wish
texts digraphs./ch/,/th/,/ph/ and Decode words with
/sh/ consonant digraphs
/ck/,/th/,and /ph/
II.CONTENT Use graphic organizers to Decode words with Use action words in Literature:Trish and her Literature:Trish and her
show understanding of consonant simple sentences Wish Wish
texts digraphs./ch/,/th/,/ph/ and Decode words with Decode words with
/sh/ consonant digraphs consonant digraphs
/ck/,/th/,and /ph/ /ck/,/th/,and /ph/
A.References
1.Teacher's Guide pages Pp 136-137 Pp 137-138 Pp 140-142 Pp 142-144
2.Learner's materials pages Pp 121-130 P 130-138 Pp 130-138 Pp 139-144
3.Textbook pages
4.Additional Materials from A copy of a comic strip Picture frame Picture of action words Copy of Trish and Her SUMMATIVE
learning Bantay and Tagpi wish TEST
resources(LRDMS)portal
B.Other Learning Resources Fish cards Flash cards charts
IV.PROCEDURES
A.Reviewing previous lesson Unlock the word Retell the story that we had Flash cards with words Flascard drill on
or presenting the new lesson "Honesty" yesterday with initial consonant consonant digraphs
digraphs What is a verb?
B.Establishing a purpose for Look at this picture Arrange the picture frames Refer to LM-activity 123 Read the story
the lesson based on the sequence of A Trish Has A Wish
events
C.Presenting Which picture shows a Point to the word when you Show picture of Tagpi Refer to LM-activity 125
examples/Instances of the good deed? read it then.. and Bantay in motion
new lesson
D.Discussing new concepts Pre reading of the story Now,look at this words that What are Tagpi and ANSWER Wh's questions
ang practicing new skills # 1 How would you describe I will underline Bantay doing? about the story
Bantay?
E.Discussing new concepts Why did bantay stop Call attention to and have Use the pupil's answers Refer to LM-activity 125 B
and practicing new skills #2 laughing when he saw pupils practice single word as springboard to the
Tagpi trip over the bones? with consonant digraps lesson about verbs
F.Developing mastery What was Bantay's Let's have more words What are verbs? Refer to LM-activity 126 B
(Leads to formative problem in the story? about consonant digraphs
assessment 3)
G.Finding practical What did Tagpi learn in What are the consonant Give many examples of Refer to LM –activity 126
applications of concepts and the story? digraphs action words C
H.Making generalizations What did you learn from What did you learn today? What are action words? What did you learn from
and abstractions about the the story? the story?
lesson
I.Evaluating learning Refer to LM-activity 118 Refer to LM-activity -121 Use the ff. action words Refer to LM-activity 127
in sentences
J.Additional activities for Read again the story and Refer to LM-activity 122 Refer to LM-activity 124 Group activity
application or remediation retell to the class
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 3

A.Content Standards Literature:The Honest Note details in a given Literature:Cake for Kate Write at least 3 sentences Read and write words
Woodman text Use action words in simple Read and write words with with long /a/ in simple
Appreciate the importance Read and write words sentences long /a/ in simple sentences
of honesty with long /a/ in simple sentences
stories
B.Performance Standards Literature:The Honest Note details in a given Literature:Cake for Kate Write at least 3 sentences Read and write words
Appreciate the importance Read and write words sentences long /a/ in simple sentences
of honesty with long /a/ in simple sentences
stories
C.Learning Appreciate the importance EN3PW-IIIa-b-5 EN3G-IIc-d-3.4 EN3WC-IId-h-3 EN3PW-IIIa-b-5
Competencies/Objectives of honesty Note details in a given Literature:Cake for Kate Write at least 3 sentences Read and write words
Write the LC code for each text Use action words in simple Read and write words with with long /a/ in simple
Read and write words sentences long /a/ in simple sentences
with long /a/ in simple sentences
stories
II.CONTENT Literature:The Honest Note details in a given Literature:Cake for Kate Write at least 3 sentences Read and write words
Read and write words sentences long /a/ in simple sentences
with long /a/ in simple sentences
stories
A.References
3.Textbook pages
4.Additional Materials from Picture of Story guide chart Pictures of school chart flashcards
learning wood,axe,fairy,reward gate,dark cave
B.Other Learning Resources Honest character award Picture of cake Man shaving board Activity charts
IV.PROCEDURES
A.Reviewing previous lesson Select among the pupis who Study the guide sheet How does everyone feel Give example of sentences What did we learn
or presenting the new lesson will act out the scenes Refer to LM-activity 129 today?Let us know yesterday?
between the fairy and Caloy
B.Establishing a purpose for Show thumbs up if you have Get the details May I call two pupils to act Say:hello kids!Is the Let us have fun through
the lesson the answer out the fairy's part from energy level still high? thid thumbs up
the story
C.Presenting What is your favorite toy? Present the pictures and What did the pair do? Let us take a close look at Look at this cartoon.Think
examples/Instances of the the words.Let the class these of what it is about
new lesson read the words
D.Discussing new concepts Read the story aloud,stop at What can you say about Read the ff.sentences Post pupils'response on Pupils express their ideas
and practicing new skills # 1 strategic points and ask the words? Who ate the cake? our response chart about the verse
questions
E.Discussing new concepts Discuss the story Discuss the words with Who went to the lake? What do you notice with Phonics/word Instructions
and practicing new skills #2 Who came to the forest? long /a/ in simple stories the words under column Flash the brain list
phrase?
F.Developing mastery Post lstening activity Refer to LM-activity 131 Read these words Phonics/word instructions Refer to Lm-activity 135-
(Leads to formative Form groups of five… Say: Gate and date have Flash brain list 136 on p.156
assessment 3) this pattern
G.Finding practical Make a certificate of Explain the cartoon about Let us read these phrases Refer to activity Lm 137 A
applications of concepts and appreciation.. Jake and Kate Refer to LM activity 131
H.Making generalizations What did you learn from the What is the sound of long How do we use action Write at least 3 sentences Refer to activity LM 137 B
and abstractions about the story /a/? words in sentences? using the ff. words with
lesson long /a/ sound
I.Evaluating learning Answer the ff. questions Use the cartoon in this Arrange the words in order Refer to LM-activity 134 Refer to LM-activity 137 C
based from the story activity to make a meaningful
sentences
J.Additional activities for Have a mini program.. Refer to LM-activity 132 Present group outputs in Write 5 sentences using Group work
application or remediation class long /a/ sound
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 4

A.Content Standards Literature: Preparing for Note details in a given Tell the main idea of a Form and use the past Write at least three
the Big Day text (plot) short paragraph tense of frequently sentences from various
Get the general sense of Long vowel word ending occurring regular verbs familiar sources
the story in silent e as in bike (ed) Use appropriate
punctuation marks
B.Performance Standards Literature: Preparing for Note details in a given Tell the main idea of a Form and use the past Write at least three
the Big Day text (plot) short paragraph tense of frequently sentences from various
Get the general sense of Long vowel word ending occurring regular verbs familiar sources
the story in silent e as in bike (ed) Use appropriate
punctuation marks
C.Learning Literature: Preparing for EN3RC-IIc-e-2.2 Tell the main idea of a EN3G-IId-f-3.2 EN3F-Ie-j-4.2.1
Competencies/Objectives the Big Day Note details in a given short paragraph Form and use the past Write at least three
Write the LC code for each Get the general sense of text (plot) tense of frequently sentences from various
the story Long vowel word ending occurring regular verbs familiar sources
in silent e as in bike (ed) Use appropriate
punctuation marks
II.CONTENT Get the general sense of Note details in a given Tell the main idea of a Form and use the past Write at least three
the story text (plot) short paragraph tense of frequently sentences from various
Long vowel word ending occurring regular verbs familiar sources
in silent e as in bike (ed) Use appropriate
punctuation marks
A.References
2.Learner's materials pages Pp 153-175 Pp 153-175 Pp 153-175 pp-153-175
3.Textbook pages
4.Additional Materials from Copy of the story Teaching chart about plot Ladder of events Party hat Invitation card
learning
B.Other Learning Resources Sample calendar Elements of a story Graphic organizer Sample planner Picture of a birthday party
IV.PROCEDURES
A.Reviewing previous lesson Using context clues,give Get the general sense of What is plot? Tell the main idea of the Let us look at the picture
or presenting the new lesson the meaning of the the ff. stories paragraph
underlined words
B.Establishing a purpose for Let us see if you Show a picture of a cake Show picture of a boy and Let us stidy the table Have you experienced
the lesson remember the ff. words a picture of a candle with a below attending a birthday party?
flame
C.Presenting Show a calendar to a class How many letters do we What is in picture A? What are the italicized Read the invitation letter
examples/Instances of the and ask questions have in the word cake? words in column A? What occasion is reflected
new lesson in the invitation?
D.Discussing new concepts Why do you think Ana Use the teaching chart Refer LM-activity 143 What is a verb? Let us study the Q and A
and practicing new skills # 1 prepared so much for the with long /a/ Give examples chart
Big day
E.Discussing new concepts Read aloud the story Refer to LM activity 141 Refer to LM-activity 144 Discussion for better We ask question whenever
and practicing new skills #2 Refer to LM-activity 139 understanding we want/request..
F.Developing mastery Discussion question Refer to Lm-activity 142 Why do you think Ana did A verb is a word that Refer to LM-activity-151
(Leads to formative Who planned for the Big everything she did for her mentions…
assessment 3) Day? father?
G.Finding practical What made it easier for (2nd Half) What does the story tell The activities that you do Let us try writing/asking
applications of concepts and Ana to prepare for the Big What were the things you us? everyday and those you questions…
skills in daily living Day wrote on the board do…
H.Making generalizations What lesson did you get What do you mean by What does the story Regularly occurring verb What is the appropriate
and abstractions about the from the story? plot? theme mean? form their past by adding – punctuation mark use in
lesson ed.. asking questions?
I.Evaluating learning Accomplish LM-activity Note details in a given Group activity Refer to LM-1ctivity 149 By group,construct three
140,Draw and Write text basic Wh-questions..
J.Additional activities for Group work Read a story and note Can you think of another… Write five simple Use genuine birthday…
application or remediation details sentences..
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 5

A.Content Standards Literature: Decode CVC words with Sequence/Retell some Read and write Read and write
Fast Forward long /i/ events as they happened in words,phrases,and words,phrases,and
the story sentences with words sentences wih words that
containing the long/i/ have the long /i/ sound
sound
B.Performance Standards Literature: Decode CVC words with Sequence/Retell some Read and write Read and write
Fast Forward long /i/ events as they happened in words,phrases,and words,phrases,and
sound
C.Learning Literature: EN3PWR-IIIi-26.3 EN3OL-IIf-1.11 EN3PW-IIf-1.1 EN3PWR-IIId-24
Competencies/Objectives Fast Forward Decode CVC words with Sequence/Retell some Read and write Read and write
Write the LC code for each long /i/ events as they happened in words,phrases,and words,phrases,and
sound
II.CONTENT Literature: EN3PWR-IIIi-26.3 Sequence/Retell some Read and write Read and write
Fast Forward Decode CVC words with events as they happened in words,phrases,and words,phrases,and
long /i/ the story sentences with words sentences wih words that
sound
A.References
3.Textbook pages
4.Additional Materials from Word cards,phrase cards Flash cards Teaching chart Picture/word cards Phrase and sentences
learning or strips strips
B.Other Learning Resources Copy of the story pictures Flascards/pictures Bingo game card Teaching chart
IV.PROCEDURES
A.Reviewing previous lesson What are the punctuation Review of decoding lesson More review in decoding Read the Sentences and What happened to
or presenting the new lesson marks lesson sequence the events Slick,the Grasshopper
B.Establishing a purpose for Unlocking of difficult Flashcard drill of long /i/ Have a flashcard drill of Do you still remember the Give details about the story
the lesson words words selected sight words story"Fast Forward"?
C.Presenting What do you do so that Have the children read Show the pictures one at a Read the word under the Write the word sentence
examples/Instances of the you will not be late in aloud the word I A,by time,in random order.. picture on the board and have the
new lesson going to school? column children read it
D.Discussing new concepts Read aloud the story Do the same with the Arrange the pictures Read the ff. words in the Write the word phrase
and practicing new skills # 1 Fast Forward phrases in B Do the same the next teaching chart Read the group of words
pictures
E.Discussing new concepts Post reading Read a poem Read the story and Refer to Lesson 14-activity What is a phrase?A
and practicing new skills #2 Discussion questions Discuss the poem or story sequence the events 158 D sentence?
using the comprehension
question
F.Developing mastery Who is the main Alternate oral reading How do we teel events in a Have the children do Match column A with
(Leads to formative character of the story? story? exercise D Column B
assessment 3)
G.Finding practical What did he forget to do? Is it right to ride a bike? First,we think of what Word Bingo Refer LM –activity 159
applications of concepts and happened in the beginning
H.Making generalizations What lesson did you get What moral lesson did you Think what happened in What did you learn from What is a phrase?
and abstractions about the from the story? get in riding a bike? the middle and in the end the lesso that we have What is a sentence?
lesson today?
I.Evaluating learning Refer to LM-activity 153 Draw and write sentences Refer to LM-activity 157 A Refer to LM activity 158 B Group activity
about what you like
J.Additional activities for Group activity Do the activity in LM 155 Number the events… Refer to LM-activity 158 E Refer to LM-activity 160
application or remediation
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 6

A.Content Standards Interpret Non-print Infer Print sources Identify and write Form and use the past Interpret Non-print sources
sources imperative tense of frequently
sentences(Request and occurring irregular
command) verbs(eat-ate)
B.Performance Standards Infer Print sources Identify and write Form and use the past Infer Print sources
imperative tense of frequently
sentences(Request and occurring irregular
C.Learning EN3SS-IIf-h-1.5 EN3LC-IIIb-4 EN3G-Ic-1.3 EN3G-IId-f-3.2 Identify and write
Competencies/Objectives Interpret Non-print Infer Print sources Identify and write Form and use the past imperative
Write the LC code for each sources imperative tense of frequently sentences(Request and
sentences(Request and occurring irregular command)
II.CONTENT Interpret Non-print Infer Print sources Identify and write Form and use the past Form and use the past
sources imperative tense of frequently tense of frequently
sentences(Request and occurring irregular occurring irregular
command) verbs(eat-ate) verbs(eat-ate)
A.References
1.Teacher's Guide pages Pp 192-193 Pp 193-194
2.Learner's materials pages Pp 176-183 Pp 176-183
3.Textbook pages
4.Additional Materials from Varied pictures Varied print sources Manila paper pictures
learning
B.Other Learning Resources chart Small strips Strip,words,sentences Word strips
IV.PROCEDURES
A.Reviewing previous lesson Show a picture of a grade- What is non-print What is print sources? What is request or
or presenting the new lesson 3 girl sources? command sentence?
B.Establishing a purpose for Refer to LM-activity 161 A Post the poster on the Write the line of each Post a copy of the
the lesson board character… selection on the board
C.Presenting Brainstorming This is a signage.What is a Let us read the dialogue What happened to Kurt SUMMATIVE
examples/Instances of the What I know signage? together while he was playing? TEST
new lesson What else I want to know
D.Discussing new concepts Look at the picture again What is inferring? What shoul Joseph do to Among the words on the
and practicing new skills # 1 Let us guess what show that he learned his board,look for the right…
information… lesson?
E.Discussing new concepts Non-print sources are What does the print tell What these sentences tell? What two verbs remained
and practicing new skills #2 materials.. you? the same in their past
form?
F.Developing mastery Using your observation… Why does the print tell These sentences are What two verbs showed a
(Leads to formative you that? request or command change in their past
assessment 3) form?
G.Finding practical Let us infer what the Does the print explain this Let us see if you can tell… What did you notice
applications of concepts and picture is telling us.. clearly? about the past form of
skills in daily living the verb?
H.Making generalizations What is non-print How else can you say What is request or What do we call these
and abstractions about the sources? what the print is saying? command sentence? verbs then?
lesson
I.Evaluating learning Refer to LM-activity 161 B Refer to LM-activity 162 Refer the class to LM- Refer the class to LM-
activity 164 A activity 166
J.Additional activities for Refer to LM-activities 161 Refer to LM-activity 163 Refer pupils to LM-activity Activity 167
application or remediation C and D 164 B
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 7

A.Content Standards Literature:The Adventures Read words with the long Read words with the long Give the past form of Use the proper
of the animal Band /o/ and ending in silent e /o/ and ending in silent e irregular verbs punctuation marks in
Realize the importance of as in hose as in hose sentences
teamwork
B.Performance Standards Literature:The Adventures Read words with the long Read words with the long Give the past form of Use the proper
teamwork
C.Learning Literature:The Adventures EN3PWR-IIIf-26 EN3PWR-IIIf-26 Give the past form of EN3F-IIIg-j-1.11
Competencies/Objectives of the animal Band Read words with the long Read words with the long irregular verbs Use the proper
Write the LC code for each Realize the importance of /o/ and ending in silent e /o/ and ending in silent e punctuation marks in
teamwork as in hose as in hose sentences
II.CONTENT Literature:The Adventures Read words with the long Read words with the long Give the past form of Use the proper
teamwork
A.References
2.Learner's materials pages 184-201 Pp 184-201 Pp 184-201 Pp 184-201 Pp 184-201
3.Textbook pages
4.Additional Materials from Copy of the story Story cards Question strip Irregular verb chart Sentence strip
learning
B.Other Learning Resources pictures Pictures of animals Activity sheets powerpoint pictures
IV.PROCEDURES
A.Reviewing previous lesson What was the title of the Retell the story that we Post words that have long Post a picture of all the Do you still remember the
or presenting the new lesson story that we read last had yesterday /o/ sounds ending with characters in the story characters of the story?
time? silent e
B.Establishing a purpose for Unlocking of difficulties Let us read the paragraph Let us read the ff. words What do you remember Flash the sentence strip
the lesson about these animals?
C.Presenting What comes to your mind What do you notice to the How do we pronounce the I listed words that you Let us read the ff.
examples/Instances of the when you see the word words? letter o in the word bone? mentioned… sentences
new lesson band?
D.Discussing new concepts Read the story aloud If we alphabetize these Letter o is pronounced as Let us read them What kind of sentence is in
and practicing new skills # 1 Refer LM-activity 168B three words,we have… /ow/ in words… What do you call to these number 1?
words?
E.Discussing new concepts Questions for every Which one will be the first Refer pupils to LM- Some verbs form their What punctuation mark
and practicing new skills #2 paragraph word? activities 172 A-C past tense by changing a was used?
vowel
F.Developing mastery How do you think their Let us alphabetize these Refer pupils to LM-activity In what is the verb "hold"? What kind of sentence is
(Leads to formative musical instruments could set of words? D tense this?
assessment 3) help them?
G.Finding practical What is the story about? Give examples of words Give example of words What do you notice with When did we use a
applications of concepts and with the long /o/ sounds with long o the verb? comma?
H.Making generalizations How do you think the What did you learn from How do we pronounce What happened to the What punctuation mark is
and abstractions about the animals felt? the lesson? words with long /o/? verb if it is in the past used in the end?
lesson form?
I.Evaluating learning Group work Refer the class to LM- Use the semantic map… Divide the class into four Group yourselves into four
activity 170 groups..
J.Additional activities for Read the story again and Make a list of words with Refer to LM-activity E Refer pupils to LM-activity What can be used to
application or remediation retell to the class long o and alphabetize 173 measure..
them
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 8

A.Content Standards Literature:The Enormous Literature:Tiktilaok,Tiktilaok! Retell familiar stories to Writ at least three sentences
Carrot Use verbs in simple present other children from various
Get the general sense of tense souces(Declarative,exclamatory
the story and interrogative)
B.Performance Standards Literature:The Enormous Literature:Tiktilaok,Tiktilaok! Retell familiar stories to Writ at least three sentences
C.Learning Literature:The Enormous EN3G-IIe-f-3.2.1.1 EN3LC-Iva-j-2.6 EN3F-Ie-j-4.2.1
Competencies/Objectives Carrot Use verbs in simple present Retell familiar stories to Writ at least three sentences
Write the LC code for each Get the general sense of tense other childre from various
the story souces(Declarative,exclamatory
and interrogative)
II.CONTENT Literature:The Enormous Literature:Tiktilaok,Tiktilaok! Retell familiar stories to Writ at least three sentences
A.References
2.Learner's materials pages Pp 202-212 Pp 202-212 Pp 202 -212 Pp 202-212
3.Textbook pages
4.Additional Materials from Copy of the story Word card Word card/verbs Task card
learning
B.Other Learning Resources Task card Tag board Teaching chart Manila paper
IV.PROCEDURES
A.Reviewing previous lesson Give example of Retell the story "The Use the ff. verbs in What is a sentence?
or presenting the new sentences Enormous Carrot" simple present form Give example of a sentence
lesson
B.Establishing a purpose for Unlock the meaning of Game:Act and guess Remember our story Present jumbled letters words
the lesson the ff. words "The Enormous Carrot" to the class
C.Presenting Have you seen a carrot? Divide the pupils into two Present a paragraph What sentence have you
examples/Instances of the What can you say about groups Read a story formed?
new lesson the carrot?
D.Discussing new concepts Why is it called an Flash the word one by one When did the animals What kind of sentence is this?
and practicing new skills # 1 enormous carrot? Read the ff. words cook the enormous Group activity
carrot?
E.Discussing new concepts Listen as I read the story Read the story about What did the hen do Discuss the lesson
and practicing new skills #2 Tiktilaok and answer the ff. with the hot carrot?
questions
F.Developing mastery Post reading Study the sentences How did the mouse Make your own example of
(Leads to formative What is the story about? What form of a verb is used help? sentences
assessment 3) when talking about…
G.Finding practical If you were the dog,cat Lead the pupils to Read the story and retell Retell pupils to LM-activity 182
applications of concepts and and mouse… understand that the s-form to the class A
skills in daily living of the verb
H.Making generalizations How is cooperation The simple form of the verb… Refer to Lm-activity 180 What punctuation marks used
and abstractions about the shown in our story? in…
lesson
I.Evaluating learning Refer to LM-activity 176 Refer the pupils to LM- Activity 181 Refer the pupils to LM-activity
B activity 177 183
J.Additional activities for Fill up the character map Refer to LM-activity 178 Group activity Activity 184
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 9

A.Content Standards Literature:The Bundle of Sequence series of events Literature:A House we Use verbs in their simple Use verbs in their simple
Sticks Decode words with long built together present and past tense present and past tense
Realize the importance of vowel words ending in Sequence series of events
unity in achieving a goal silent e:long /u/ as in cube
B.Performance Standards Literature:The Bundle of Sequence series of events Literature:A House we Use verbs in their simple Use verbs in their simple
Sticks Decode words with long built together present and past tense present and past tense
Realize the importance of vowel words ending in Sequence series of events
unity in achieving a goal silent e:long /u/ as in cube
C.Learning Literature:The Bundle of EN3LC-IIa-j-2.7 EN3LC-IIa-j-2.7 EN3G-IIe-f-3.2.1.1 EN3G-IIe-f-3.2.1.1
Competencies/Objectives Sticks Sequence series of events Use verbs in their simple Use verbs in their simple
Write the LC code for each Realize the importance of Decode words with long Literature:A House we present and past tense present and past tense
unity in achieving a goal vowel words ending in built together
silent e:long /u/ as in cube Sequence series of events
II.CONTENT Realize the importance of Sequence series of events Literature:A House we Use verbs in their simple Use verbs in their simple
unity in achieving a goal Decode words with long built together present and past tense present and past tense
vowel words ending in Sequence series of events
silent e:long /u/ as in cube
A.References
3.Textbook pages
4.Additional Materials from Copy of the story Sentence strips worksheet chart chart
learning
B.Other Learning Resources Wordcards of key words Teacher sequence chart Picture/copy of the poem worksheet worksheet
IV.PROCEDURES
A.Reviewing previous lesson Post to the board the ff. (1st half) Give examples of words Read along the poem Read along the poem
or presenting the new lesson words and read to the Review the story.call on with long u sound
pupils volunteers..
B.Establishing a purpose for Do you have brothers?Do Listen as I read the Work I triads Let us read these Let us read these
the lesson you help your brothers? sentences on the strips of sentences from the poem sentences from the poem
paper
C.Presenting Did the brothers in The Which of these events Read the story to them Let us add time Let us add time
examples/Instances of the Bundle Sticks help each happened first in the Show the strips of paper.. expressions in making expressions in making
new lesson other at the start story? sentences using verbs.. sentences using verbs..
D.Discussing new concepts Read the story aloud Which happened next? Read phrases Refer to Lm –activity191 Refer to Lm –activity191
and practicing new skills # 1 What do you think will the Which happened last? Refer to LM-activity 188 A
father do next?
E.Discussing new concepts Post reading Sequence chat is very Refer to LM-activity 189 Refer to LM-activity 192 Refer to LM-activity 192
and practicing new skills #2 Who were the characters helpful…
in the story?
F.Developing mastery Why was the father sad? Refer to Lm-activity 186 For LM-activity 189 B Work with your partner Work with your partner
(Leads to formative Ask and answer question… Ask and answer
assessment 3) question…
G.Finding practical Are you like the three Retell the story using the LM –activity 189 C What do you do on What do you do on
applications of concepts and brothers in the story? sequence events Saturdays? Saturdays?
H.Making generalizations What moral lesson did you (2nd half) What did you learn from What lessons did you get What lessons did you get
and abstractions about the get from the story? Long u the story? from the … from the …
lesson
I.Evaluating learning Group activity Refer to LM-activity 187 Refer to LM-activity 189 A Refer to LM-activity 193 Refer to LM-activity 193
J.Additional activities for Refer LM-activity 185B Model reading.. Read the poem… LM-activity 193 B LM-activity 193 B
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 1
Teaching Dates and Time 8:15-9:05/07-11-15-16 Quarter Third

A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC code for each
II.CONTENT
A.References
1.Teacher's Guide pages
2.Learner's materials pages
3.Textbook pages
4.Additional Materials from
learning
IV.PROCEDURES
A.Reviewing previous lesson
or presenting the new lesson
B.Establishing a purpose for
the lesson
C.Presenting
examples/Instances of the
new lesson
D.Discussing new concepts
and practicing new skills # 1
E.Discussing new concepts
and practicing new skills #2
F.Developing mastery
(Leads to formative
assessment 3)
G.Finding practical
applications of concepts and
H.Making generalizations
and abstractions about the
lesson
I.Evaluating learning
J.Additional activities for
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 2

A.Content Standards
C.Learning
II.CONTENT
A.References
3.Textbook pages
learning
IV.PROCEDURES
the lesson
C.Presenting
new lesson
(Leads to formative
assessment 3)
G.Finding practical
lesson
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Week 3

A.Content Standards
C.Learning
II.CONTENT
A.References
3.Textbook pages
learning
IV.PROCEDURES
the lesson
C.Presenting
new lesson
(Leads to formative
assessment 3)
G.Finding practical
lesson
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?
Region III
Teaching Dates and Time 8:15-9:05/07-11-15-16 Quarter Second

A.Content Standards
C.Learning
II.CONTENT
A.References
3.Textbook pages
learning
IV.PROCEDURES
the lesson
C.Presenting
new lesson
(Leads to formative
assessment 3)
G.Finding practical
lesson
V.REMARKS
VI.REFLECTION
for remediation
lesson.
continue to require
remediation
did these work?
encounter which my
help me solve?

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I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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