Grade 1 to 12 School: Alamada Central Elementary School
Daily Lesson Log Teacher: Largo,Sapalaran,Cabaya C., Dela Cruz JA.,Molao, Lomarda,Zulka
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Write the LC code for each
II. CONTENT
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
Grade Level: 3
Learning Area: Classroom
Quarter: 1
Monday 7/31/17 Tuesday 8/1/17 Wednesday 8/2/17 Thursday 8/3/17 Friday 8/4/17
Speak clearly and Note important Read Grade level text Identify and use  Fill out forms giving
comprehensively by details in Grade level with proper phrasing nouns. the correct
using standard language narrative texts and with proper information
and appropriate a. Character expression.  Correctly spell the
grammatical form, b. Setting words in the list of
pitch, and modulation c. plot vocabulary words and
the words in the
selections read.
The learner possesses The learner The learner The learner The learner demonstrates
expanding language demonstrate demonstrates the demonstrates extending knowledge and
skills and cultural understanding of ability to read grade expanding knowledge use of appropriate grade
awareness necessary to grade level literacy level words with and understanding of level vocabulary concepts.
participate successfully and informational sufficient accuracy language grammar
in oral communication texts. speed, and expression and usage when
in different contexts. to support speaking and/ or
comprehension. writing.
The learner has The learner The learner reads with The learner speaks The learner uses
expanding oral language comprehends grade sufficient speed, and writes correctly extending vocabulary
to name and describe level narrative and accuracy, and proper and effectively for knowledge and skills in
people, places, and informational texts. expression in reading different purposes both oral and written
concrete objects and grade level text. using the grammar of form.
communicate personal the language.
experiences, ideas,
thoughts, actions, and
feelings in different
contexts.
MT3OLIg-i12.1 MT3LCLa-b1.1.1 MT3FIh-j1.6 MT3GId-e2.1.4 MT3VCDIi-j3.6
Elements of Story
(Setting, character,
plot)
Pages 2-4 Page 4-6 Pages 7-9 Pages 9-11 Pages 11-12
3. Textbook Pages
4. Learner’s Materials Realia, pictures, small Story book, pictures Flash cards, Charts Charts, Real objects, Mini-chalkboard
books Flash cards
B. Other Learning Resource
III. POCEDURES

A. Reviewing previous Asking questions like, Unlocking of Ask: Review the story “A Reading a text by the
lesson or presenting the a. On your way to Difficulties a. Do you have a pet? kitten for a pet” pupils
new lesson school, what did you (Unfamiliar words) b. What pet do you a. Using a story
see that caught your have? map, have the
interest? c. If you are planning pupils retell
b. On the first day of to have a pet, what the story.
school, you meet do you want for a
new friends and pet?
classmates. What do
you say to each one
of them.?
c. When you have new
classmate in grade 3
and you want to
Make friends with
him or her, what do
you do and say to
him or her?
B. Establishing a purpose for to speak clearly in Present picture and Show the book cover  Read the following Ask:
the lesson communicating with ask: and say: the story we sentences from 1. Why is it
others with appropriate a. What is the boy are going to read the selection “The important to wear
grammar, pitch and doing in the today is entitled “The Pet”. a school ID?
modulation picture? Pet”. Ask: 2. What information
b. What did Louie Ask:  Can you is given in the
do for his a. What do you identify the school ID?
mother? see on the nouns in the
cover? What sentences?
do you think  What are
is the story nouns?
about?
Motive Question: What
did Greg and Martha
find in the grass?
C. Presenting “Hello! I’m Jake. I’m 8 Story: “Doing Things Read the story aloud The family was going Do you know the basic
examples/instances of years old you may call for Mother” by Nelia to class or call on a noun information about
the new lesson me Jay” D. Bamba good reader to read to a beach resort. yourself? Complete the
the story. (“The Pet” noun graphic organizer with the
by Nelia Bamba) information about
yourself.
D. Discussing new concepts Reading a dialog of Bea A story has three Show a flashcard with A noun is a name of a What is the importance of
and practicing new skills and Sarah to the class elements; setting, the questions: person, place, or a knowing these
#1 Say: it is the first day of
character, and plot. 1. What did Greg thing. information? Show
school. The Grade 3 Setting – tells about and his sister sample ID on a chart have
pupils come to school the time and the want to do the pupils study and the
early. place where story with the information written on it.
happened. kitten?
Character – tells 2. Why did their
about the important parents not
person or persons in allow them to
the story. get the kitten?
Plot – tells about the 3. Who came
events in the story. looking for it?
Including problems 4. How did Greg
the character faces and Martha
in the story and the get a pet?
resolution of the
problem.
E. Discussing new concepts Right usage of Read the story:
and practicing new skills punctuation marks, “Doing Things for
#2 practicing correct Mother” by Nelia D.
pronunciations Bamba and identify
the elements
F. Developing mastery Divide yourselves into  First row will be Read the story “Cat Noun Challenge: Instruction: Post a school
(leads to Formative two groups. Have the the group one, and Dog” and answer divide the class into 4- ID on the blackboard. Let
Assessment 3) first group form an inner and the second the given questions. 5 groups. Ask them to the group identify the
circle and the second row will be the look around the different information.
will form the out circle. second group classroom and
As you go around in then assign a outside the window.
opposite directions, leader. Let the group copy
have them sing “Hello,  A story is made the chart in a manila
How Do You Do?”. While up of different paper. In one minute
singing and moving elements. In this (60 sec) have them
 around, you will shake map, fill up the write in the chart as
each other’s hands. different many names of
Then when I say stop, elements that we persons, places or
that is the time to say discussed in the things they see
something while you information to around them.
were in vacation. the story “Doing
Things for
Mother”. And
present it in
front.
G. Finding practical Individual Quiz Bee on Seatwork: Read the Have pupils retell the Each sentence Let your student answer
application of concepts “Bea and Sarah’s story “The Dove and story. “The Pet” by describes a noun. the information that is
and skills in daily living Dialog” (Raising a card) Ant” and answer the completing these Read each one found in school ID.
Instruction: Raise a card following questions statements. And after carefully and write
whether it talks about that corresponds the answering, read in the noun it describes
Bea or Sarah. If it tells different elements front with proper on the blank. Write it
about Bea, raise Bea, if that we discussed. phrasing and with on your notebook.
Sarah, raise Sarah. proper expression.
H. Making generalizations Questions: Questions: Questions: Questions:
and abstractions about a. Who are talking in a. What is the story a. What is the story a. What is a. What is the
the lesson the dialog? Where about? about? nouns? importance of ID?
are they? b. Where did the b. Where did the
b. Where did Sarah story happen? story happen?
spend her vacation? c. Who are the c. Who are the
persons in the persons in the
story? story?
I. Evaluating learning Write Bea if the text Read the story “the Have pupils retell the Each sentence Provide the pupils with ID
tells about Bea, and Lion and the Mouse” story. “The Pet” by describes a noun. worksheet, have them fill
write Sarah, if it talks and answer the completing these Read each one in the ID with the
about Sarah. following questions statements. And after carefully and write appropriate information.
that corresponds the answering, read in the noun it describes
different elements front with proper on the blank. Write it
that we discussed. phrasing and with on a clean sheet of
proper expression. paper.