Grade 3: Monday Tuesday Wednesday Thursday Friday

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE
GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

DAILY LESSON LOG SUBJJECT/TIME /DATE ENGLISH 7:45 – 8:35 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
of different listening strategies the elements of literary and grammatical structures of English grammatical structures of English punctuation marks, rhythm,
to comprehend texts expository texts for creative to be able to communicate to be able to communicate pacing, intonation and vocal
effectively in oral and written effectively in oral and written forms patterns as guide for fluent
interpretation
forms reading and speaking
B.Performance Standards Uses information from texts Uses information derived from Shows proficiency in constructing Shows proficiency in constructing Fluently expresses ideas in
viewed or listened to in texts in presenting varied oral grammatically correct sentences grammatically correct sentences in various speaking tasks
preparing logs and journals and written activities in varied theme-based oral and varied theme-based oral and
written activities written activities
C.Learning Competencies/Objectives Activate prior knowledge Describe literary elements of Read with accuracy,
based on the stories to be texts including characters, Use common and proper nouns Use common and proper nouns appropriate speed and correct
read. setting and plot intonation 2syllable words
-retell some parts of the story consisting of
short e to u words
Write the LC Code for each EN3LC –Ia –j-2 | EN3LC-Ia-j- EN3RC –Ic-e -2.1 EN3G-If-2.2 EN3G-If-2.2 EN3F-Ie-j-4.2.1
2.6
II.CONTENT Getting the General Sense of Identifying Literary Elements. Nouns Nouns Short A .E ,I Sounds
the Story ( Character ,Settings , events
The Carrot Seed ,Plot and Solution of the Story ).
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages 70-72 72-74 75-77 75-77 91-92
2.Learner’s Materials Pages 72-77 72-77 72-77 72-77 78-87
3.Textbook Pages / CG 64 65 66 66 66
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources Laptop/video
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
Sing a Song “ Planting Rice” Who are the character in the What are literary elements in the What is a noun? What are the elements of a
story The Carrot Seed? story? story?
B.Establishing a purpose for the lesson Unlocking Vocabulary and Recall the story “The Carrot Read the following sentences. Read sentences with nouns Have a flashcard drill of sight
Concept Development (water Seed” through Matching-up Allow pupils to identify and words. Refer your pupils to LM-
the seed, won‟t come up, Game classify nouns by pair Activity 74 on page 84
weeds, pull the weeds)
C.Presenting examples/instances of the Listen as I read the story: The Present enlarged story frame Identify nouns used in the given Distinguish common to proper Read with the pupils words,
new lesson
Carrot Seed and answer questions in the sentences nouns. phrases and sentences
story frame Discuss literary Allow pupils to read alternately
elements „Bob‟s New Car
D.Discussing new concepts and practicing
new skills #1
Let the pupils answer some Allow pupils to place the details Give pupils the word cards How are common and proper Discuss the story using
questions about the story you together to complete the events ( nouns). nouns difference to each other? comprehension questions
listened to. that tell about the story element
E.Discussing new concepts and practicing Why have you chosen that Allow the pupils to act out story What are nouns used in the Proper noun begins with a capital Refer your pupils to LM-Activity
new skills #2
part of the story character for elements( Character, setting, sentences? letter while common nouns is 75A on page 85
your presentation? events( Problem , Solution) small letter.
F.Developing mastery
(Leads to formative assessment)
Refer your pupils to LM - Who are the characters in the Get pupils do pairing using word Give the proper noun of the Refer your pupils to LM-Activity
Activity 61 on page 75 story? cards (proper labels-person, following. 75B on page 85
place, animal, thing), and post to
appropriate chart
G.Finding practical/applications of
concepts and skills in daily living
Group pupils and allow them to When does the story take Read the sentences carefully and Allow pupils to do the activity in
brainstorm with their members place? underline the nouns in the classifying nouns as to proper and Read the following words
to present the story using: sentences. common nouns posted on the board.
Group 1: Short skit 1. The boy watered the plants.
Group 2: Song 2. The seed came up.
Group 3: Dance 3. There are flowers in the pots.
Group 4: Pantomime 4. We saw the birds flying in the
Group 5: Rap/Chant sky.
5. Almira loves going to the
church.
H. Making generalizations and
abstractions about the lesson
What does the short skit/song What are literary elements in How are nouns used in the What is common nouns? What did you learned today?
/dance/pantomime /chant the story? sentence? What kind of What is proper nouns?
show? sentence is being mentioned
earlier?
I.Evaluating Learning Complete the story frame Look at the ff.pictures and Practice to read. Underline the Distinguish the common nouns Let the pupils do LM Activity 78
about the story “The Carrot identify the literary elements nouns. from proper nouns. Write it in “Draw and Write” on page 87
Seed”. Refer your pupils to shown. 1. A truck hit my fruit tree. proper column.
LM - Activity 62 on page 76. 2. A lot of fruit fell from the tree.
3. The fruit fell on the green grass market friend Lito computer Samsung
below. Elsa,Tito, Ara Puregold cat Pussy boy
Common Proper 4. The fruit was to be a present

Nouns Nouns for my friends.
5. Now, I have nothing to bring
to them.
J.Additional activities for application or
remediation
Draw a Carrot in your Fill up the story chart Do ACTIVITY 65 ON PAGE 78 Make a flashcards of basic sight
notebook and tell something Write 5 common and 5 proper words
about it. nouns.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to 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 material
did I use/discover which I wish to share
with other teachers?

DAILY LESSON LOG SUBJJECT/TIME /DATE ARALING PANLIPUNAN 8:35 - 9:15 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Naipapamalas ang pag unawa sa rehiyon bilang konseptong heograpikal upang mapahalagahan ang sariling rehiyon gamit ang mapa at iba pang kasanayang pangheograpiya
B.Performance Standards Nakalalahok sa pangangalaga ng mga lalawigan bunga ng pakikibahagi sa nasabing rehiyon.
C.Learning Competencies/Objectives Natutukoy ang pagkakaugnay-ugnay ng mga anyong tubig at lupa sa mga lalawigan ng sariling Nakagagawa ng payak na mapa na nagpapakita nag mahahalagang
rehiyon. anyong lupa at anyong tubig ng sariling lalawigan at mga karatig na
lalawigan.
Write the LC Code for each AP3RLAR-If-9
AP3RLAR-If-9
II.CONTENT Pagkakaughay-ugnay ng mga Anyong Tubig at Anyong Lupa sa Aking Lalawigan at Rehiyon Paggawa ng Payak na Mapa ng Anyong Lupa at Tubig
A.References
1.Teacher’s Guides/Pages 37-41 42-45
2.Learner’s Materials Pages 63-68 69-77
3.Textbook Pages / CG 92 92
B.Other Learning Resources Laptop/ larawan
IV.PROCEDURES
A.Reviewing previous lesson or presenting Umawit ng Ang mga Puno Umawit ng Ang mga Puno Ano-an0 ang mga anyong tubig Pagbalik-aralan ang mga anyong Ano ang ating ginagawa kung
the new lesson
at anyong lupa lupa at tubig sa sariling rehiyon. may dayuhang napunta sa ating
lalawigan?
B.Establishing a purpose for the lesson Ipabigkas sa mga bata ang Ipabigkas sa mga bata ang Basahin ang talata Himno ng pangasinan. Paano nga ba gumawa ng
isang likhang tula tungkol sa isang likhang tula tungkol sa mapa?
mga anyong lupa at anyong mga anyong lupa at anyong
tubig ng lalawigan at rehiyon. tubig ng lalawigan at rehiyon.
C.Presenting examples/instances of the
new lesson
Ano ang mensahe ng tula? Ano ang mensahe ng tula? Anong bundok ang nag-uugnay Ipakita ang tunay na mapang Ano ang gamit ng mapa?
sa Batangas ,Laguna at Quezon. pisikal ng sariling rehiyon at
ipasuri ito sa mga mag-aaral.
D.Discussing new concepts and practicing Magpakita ng mga larawan ng Magpakita ng mga larawan ng Ano ang relasyon ng mga Anong nakikita mo sa mapang Ano nga ba ang mga anyong
new skills #1
mga anyong tubig at anyong mga anyong tubig at anyong bundok sa pagkakaugnay ng ito? lupa at anyong tubig?
lupa. lupa. mga lugar sa lalawigan?
E.Discussing new concepts and practicing
new skills #2
Naniniwala ka ba na Naniniwala ka ba na Ano ang pinakamataas sa mga Ano ano ang mga simbolo na Naalala rin ba natin ang mga
magkakaugnay-ugnay ang magkakaugnay-ugnay ang mga kabundukang nabanggit? nakikita mo? iba't-ibang direksyon?
mga anyong lupa at anyong anyong lupa at anyong tubig sa
tubig sa ating lalawigan? ating lalawigan?
Ano ang mga anyong lupa sa Ano ang mga anyong lupa sa Ano-anong bayan ang Pagsasagawa ng mga bata ng Sa palagay ninyo
ating lalawigan? ating lalawigan? dinadaluyan ng ilog Pansipit? kanilang mapang pisikal. makagagawa na ba kayo ng
pisikal na mapa ng iyong mga
lalawigan?
Ipatala ang magkakaugnay na Ipatala ang magkakaugnay na Bakit mahalaga ang Ipagawa ang Gawain A sa LM. Anu-ano ang dapat na makita
anyong lupa at anyong tubig anyong lupa at anyong tubig na pagkakaugnay-ugnay ng anyong sa mapa?
na magkakaugnay sa inyong magkakaugnay sa inyong lupa at anyong tubig sa mga
lalawigan gamit ang mapang lalawigan gamit ang mapang lalawigan at rehiyon?
topograpiya ng kanilang topograpiya ng kanilang
rehiyon. rehiyon.
H. Making generalizations and Anong natutunan mo sa Anong natutunan mo sa aralin? Ano ano ang mga anyong lupa Paano nakakatulong ang mapa Paano nakakatulong ang mapa
abstractions about the lesson aralin?Pasagutan ang Pasagutan ang Natutuhan Ko sa ating lalawigan? sa pagtukoy at paglarawan ng sa pagtukoy at paglarawan ng
Natutuhan Ko LM p. ____. LM p. ____. mga katangian ng sariling mga katangian ng sariling
lalawigan at mga karatig nito sa lalawigan at mga karatig nito sa
rehiyon. rehiyon?
I.Evaluating Learning Pasagutan ang Natutuhan Ko LM p. Pasagutan ang Natutuhan Ko LM p. Ipagawa ang Gawain B. Pasagutan ang Gawain sa “ Natutuhan Tukuyin ang mga lalawigan na
____.Gumawa ng mapa ng iba pang ____.Gumawa ng mapa ng iba pang Ko “. inilalarawan ng mga ss. na pahayag.
anyong-lupa at anyong-tubig na anyong-lupa at anyong-tubig na
magkakaugnay sa ating lalawigan. magkakaugnay sa ating lalawigan.
Gumamit ng rubric sa pagpupuntos Gumamit ng rubric sa pagpupuntos ng
ng natapos na gawain. natapos na gawain.
J.Additional activities for application or Gumawa ng mapa ng iba pang Gumawa ng mapa ng iba pang Ipagawa ang Gawain C. Gumupit ng mga larawan ng mga Gumupit ng larawan ng mga anyong
remediation
anyong-lupa at anyong-tubig na anyong-lupa at anyong-tubig na anyong lupa at tubig sa inyong tubig at anyong lupa sa inyong bayan
magkakaugnay sa ating lalawigan. magkakaugnay sa ating lalawigan. bayan.Gumuhit din ng mapa ng iyong
Gumamit ng rubric sa pagpupuntos Gumamit ng rubric sa pagpupuntos ng bayan at idikit ito ang mga larawan
ng natapos na gawain. natapos na gawain. iyong ginupit.
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE EDUKASYON SA PAGPAPAKATAO 9:15 – 9:45 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Naipapamalas ang pagunawa sa kahalagahan ng sariling kakayahan,pagkakaroon ng tiwala,pangangalaga at pag-iinngat sa sarili tungo sa kabutihan at kaayusan ng pamilya
at pamayanan
B.Performance Standards Naipapakita ang natatanging kakayahan sa iba't-ibang pamamaraan nang may tiwala,katapatan at katatagan ng loob.
C.Learning Competencies/Objectives Nakakahikayat ng kapwa na gawin ang dapat para sa sariling kalusugan at kaligtasan
Write the LC Code for each ESP3PKP-If-19
II.CONTENT Sama-sama…Kaligtasan,Panghawakan
A.References
1.Teacher’s Guides/Pages 13-14
2.Learner’s Materials Pages 39-41
3.Textbook Pages / CG 107
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or presenting Umawit ng “Ako ang Sandigan” Ayon sa napag-aralan kahapon, Awitin ang “ It’s a Small World After All Umawit ng “Ako ang Sandigan” Sino-sino ang nais mong
the new lesson
anong uri ng paghihikayat ang bahaginan o hikayatin upang
dapat nating gawin sa ating hawak kamay kayong magtulungan
kapwa?
B.Establishing a purpose for the lesson Sino-sino ang nais mong Sino-sino ang nais mong Sino-sino ang nais mong bahaginan Sino-sino ang nais mong bahaginan Awitin ang liriko sa himig ng
bahaginan o hikayatin upang bahaginan o hikayatin upang o hikayatin upang hawak kamay o hikayatin upang hawak kamay "Hawak Kamay"
hawak kamay kayong hawak kamay kayong magtulungan kayong magtulungan kayong magtulungan
magtulungan para maging ligtas
at magkaroon ng magandang
kalusugan?
C.Presenting examples/instances of the Awitin ang liriko sa himig ng Awitin ang liriko sa himig ng Awitin ang liriko sa himig ng "Hawak Awitin ang liriko sa himig ng "Hawak Ano ang pagkaunawa mo sa awit?
new lesson
"Hawak Kamay" "Hawak Kamay" Kamay" Kamay"
D.Discussing new concepts and practicing Ano ang pagkaunawa mo sa Bakit mahalaga ang pagkakaroon Ano ang pagkaunawa mo sa awit? Ano ang pagkaunawa mo sa awit? Sino-sino ang ibig mong hikayatin
new skills #1
awit? ng pagkakaisa na magkaroon ng upang matamo ang mabuting
malinis na kapaligiran? kalusugan?
E.Discussing new concepts and practicing Sini-sino ang ibig mong hikayatin Sini-sino ang ibig mong hikayatin Sino-sino ang ibig mong hikayatin Sino-sino ang ibig mong hikayatin Masdan mo ang larawan sa
new skills #2
upang matamo ang mabuting upang matamo ang mabuting upang matamo ang mabuting upang matamo ang mabuting ibaba. Ano ang masasabi mo?
kalusugan? kalusugan? kalusugan? kalusugan?
F.Developing mastery Masdan mo ang larawan sa Masdan mo ang larawan sa ibaba. Masdan mo ang larawan sa ibaba Masdan mo ang larawan sa ibaba Bakit mo sila hinihikayat?
ibaba. Bakit mo sila hinihikayat? Ano ang masasabi mo dito.
G.Finding practical/applications of Ano-ano ang iyong mga dahilan? Bakit mo kailangang hikayatin ang Ano ang ibig ipahiwatig ng nasa Bakit mo sila hinihikayat? Ano-ano ang iyong mga dahilan?
iyong kapwa na magtulungan kayo larawan?
upang magkaroon ng malinis na
kapaligiran?
H. Making generalizations and Sa anong paraan ninyo Ano-ano ang iyong mga dahilan Sa anong paraan ninyo hihikayatin Ano-ano ang iyong mga dahilan Sa anong paraan ninyo hihikayatin
hihikayatin ang kapwa na gawin bakit kailangan mong ang kapwa na gawin ang dapat bakit kailangan mong manghikayat? ang kapwa na gawin ang dapat
ang dapat para sa sariling manghikayat? para sa sariling kalusugan at para sa sariling kalusugan at
kalusugan at kaligtasan? kaligtasan? kaligtasan?
I.Evaluating Learning Lagyan ng / ang patlang kung Sa anong paraan ninyo hihikayatin Ipakwento sa klase ang isang Tanungin isa isa ang mga bata kung Sagutin ang isagawa natin sa
ang pangungusap ay nagsasabi ang kapwa na gawin ang dapat karanasan na naghikayat ng kapwa ano ang nararamdaman nila kapag pahina 39
ng tamang paghihikayat sa para sa sariling kalusugan at sa dapat gawin upang maging sila ay nagtutulungan upang
kapwa at x kung hindi. kaligtasan? malusog at ligtas. magkaroon ng malinis at maayos na
___1. Hoy! Halika sali ka. Ihanda ang rubrics para sa kapaligiran
___2. Halika, kaibigan sumabay pagbibigay ng puntos.
ka sa aming pag-eehersisyo.
J.Additional activities for application or Gumupit o gumuhit ng mga Gawin ang SUBUKIN NATIN Gawin ang ISABUHAY NATIN Gawin ang ISAPUSO NATIN Laging manghikayat ng iyong
remediation
larawan na nagpapakita ng kapwa na makipagtulungan sa
pagtutulungan upang magkaroon lahat ng oras.
ng kaligtasan sa paligid.
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE MATHEMATICS 10:00 – 10:50 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Demonstrates understanding of whole numbers up to 10,000,ordinal numbers up to 100 th,and money up to Php1000.
B.Performance Standards Is able to recognize,represent,compare and order whole numbers up to10,000,and money up to Ph1000 In various forms and contexts
C.Learning Competencies/Objectives Solve routine problems involving addition of whole numbers with sums of 10 000 including money using appropriate Create problems involving addition of whole
numbers including money with reasonable
problem solving strategies and tools answers
Write the LC Code for each M3NS-If-29.3 M3NS-If-30.3
II.CONTENT Solving Routine Problems Involving Addition Solving Non-Routine Problems Creating Problems Involving Addition
Involving Addition
A.References
1.Teacher’s Guides/Pages 66-70 70-73 73-78
2.Learner’s Materials Pages 66-69 69-72 72-76
3.Textbook Pages / CG 120 120 120
IV.PROCEDURES
A.Reviewing previous lesson or Use flash cards with addition of 2– and 3– If the number sentence is true, raise your If the number sentence is true, Have a review on how to analyze and solve
presenting the new lesson
digit numbers without or withregrouping right hand, if it is false, raise raise your right hand, if it is false, word problems. Ask the pupils the steps in
which the pupils can answer orally. your left hand. raise your left hand. analyzing and solving problems. Let them also
1. 8 1. 24 recall the different ways of solving word
+6 + 13 problems.
12 37
2.Review
Read and analyze the problem.
Mother bought 12 green apples
and
11 pears. How many fruits did
she buy in all?
B.Establishing a purpose for the lesson Ask the pupils what plants or trees they (pls.refer to TG page 83) What foods did you buy at Divide the class into three groups. Distribute
have in their school garden.Ask further What can you say about Elmer? recess time? puzzle pieces to each group. There are
what they do to maintain them.call on What kind of boy is he? Why do you say questions and answers written in the puzzle.
volunteers to name some plants which so? Pupils will put the pieces together by connecting
they have planted themselves.Talk about the answer to the question to
the importance of preserving the form a square. The first group to form a square
environment win.
new lesson
Present the problem to the class(pls. refer Snacks Meals Present to the class the menu
to TG pages 66) Sandwich PhP15.00 presented yesterday.
Banana cue PhP8.00
Crackers PhP5.00
Fried fish and rice PhP35.00 Can you make a short story out of the pictures?
Chopsuey and rice PhP35.00 Give ample time for the pupils to collect their
Fried chicken and rice PhP40.00Bottled thoughts and form a short story. Call some
water PhP8.00 pupils and ask them to share their stories. Let
Gulaman PhP10.00 each of them read the story he/she created.
Fruit juice PhP12.00
Beef caldereta and rice PhP50.00
Banana PhP5.00
new skills #1
How many pupils joined the project? Talk about the food ordered by Elmer. If you have P20.00 for snacks, If I ask you to make a word problem using the
Which schools were mentioned in the How much is the cost of a sandwich? what will you buy? pictures, will you be able to make one? (Let the
problem? fruit juice? It is lunchtime, what will you pupils make a problem story and report their
How much did Elmer spend for his order if you have P50.00? work to the class.)
snacks? Are the pictures enough to make a word
problem?
Can you explain why?
E.Discussing new concepts and practicing How many pupils does San Nicolas Solve problems in this activity. How did you solve the problem?
new skills #2
Divide the class into five groups. Let them
Elementary have? 1) Process to be used What did you do to solve it? choose a leader and a secretary. Give each
How many pupils does San Roque 2) Mathematical sentence What process did you use? group an activity card with data to be used
Elementary have? 3) Data asked for increating a problem. Then let each group
How will you find the answer? Why? 4) Answer to the problem post their work on the board.
5) Given data
F.Developing mastery How will you solve a problem? (Look for How did you solve the problem?What How did you solve the problem?
How do we create word problems?
word clues.) did you do to solve it? What process did What did you do to solve it?
What should you find out? (What is you use? What process did you use?
needed in the problem, thegiven facts,
operation to use, number sentence)
The population of Samang Elementary Refer them to Activity 2 in the LM. Do Activity 2 Have the pupils individually answer Activity 3 in
School is 300 the LM.
while that of San Roque Elementary
School is 250. What is the total population
of the two schools?
1. What is the school population of SES
Elementary school? the SRES Elementary
School?
2. How are you going to solve the
problem? Why?
How can you solve a problem? How did you solve the problem? How did you solve the problem? How do we create word problems?
What helped you solve it? What helped you solve it? What are the things needed to formulate a
problem?
I.Evaluating Learning Do Activity 2 Do Activity 3 Do Activity 3 Do Activity 4
remediation
Do Activity 3 Do Activity 4 Do Activity 4 Do Activity 5
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE MOTHER TONGUE 10: 50 -11:40 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Demonstrates extending Demonstrates understanding of Demonstrates the ability to Demonstrates accurate spelling of Demonstrates expanding
knowledge and use of grade level literary and formulate ideas following the grade level words. knowledge and skills to listen,
appropriate grade level informational texts. conventional format/patterns of read, and write for specific
vocabulary concepts written language purposes.
B.Performance Standards Uses extending vocabulary Comprehends and appreciates Uses expanding knowledge and Spells grade level words with Has expanding knowledge and
knowledge and skills in both grade level narrative and skills to write clear coherent accuracy. skills to listen, read, and write
oral and written form. informational texts. sentences, paragraphs, short for specific purposes.
stories, letters, and poems from a
variety of stimulus materials.
C.Learning Competencies/Objectives Give the main idea of a poem Observe the conventions of Part of day 3 activities Identify the parts of a book
Identify and use metaphor
in sentences writing in composing a Correctly spell the words in the
paragraph and journal entries list of vocabulary
Write the LC Code for each MT3VCD-If-h-3.6 MT3LC-Ig-h-2.4 MT3C-If-i-3.2 MT3F-Iva-i-1.6 MT3SS-Ig-h-12.1
II.CONTENT Identifying and using Giving the main idea of a Observing the conventions of Part of day 3 activities Identifying the parts of a
metaphor in sentences poem writing in composing a Correctly spell the words in the book
paragraph and journal entries list of vocabulary
A.References
IV.PROCEDURES
A.Reviewing previous lesson or presenting What did we learn last time? Continuation of day 1 lesson What is metaphor? Write a one day journal entry Tell if the sentence is an
the new lesson
example of a simile or metaphor
B.Establishing a purpose for the lesson Unlocking of difficult Activition of prior knowledge Activation of prior knowledge How will you describe yourself? Activation of prior knowledge
words:Pass the ball How will you describe the
surrounding where you live? Are fond of reading books?
new lesson
Do you hae a garden? Have you been called a "couch What personal experiences can What exciting experience do you Bring out your books
potato?" you share with your classmate? want to share? Do you know the different parts
of a book?
D.Discussing new concepts and practicing Teacher reads the poem first How did the person in the Discussion of the text read When and where did it happen? Can you identify this part?
new skills #1
for modelling poemdescribe himself?
E.Discussing new concepts and practicing Answer the motive questions What do you know about an ox? Group activity What happened on that day?
new skills #2
Can you show the different
parts of a book?
F.Developing mastery What is being talked about in Group activity Complete the sentences with Match the words in column A
Do exercise # 1
the poem? appropriate words with their meanings in column B
G.Finding practical/applications of Read the first stanza.Who is Read the poem again and give Do exercises no.2 Paint me Did you spell the words Have you identified the different
talking in the poem? the main idea correctly? parts of a book?
H. Making generalizations and What is the meaning of What is the main idea of a Talk about your experiences.. Why do we need to spell the What are the parts of a book?
metaphor? poem? words correctly?
I.Evaluating Learning Identify the metaphor in the ff. Independent activity Answer the table wriitn on the Spell the following words Refer to activity 6
sentences Refer to activities 1-3 chalkboard. correctly
remediation
Do activity 1:Dig it out Refer to activity 4 Write a short paragraph about Rewrite the journal correctly on a No assignment
experiences blank sheet of paper
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE FILIPINO 1:00 – 1:50 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Tatas Tatas Tatas Tatas Tatas
B.Performance Standards Pakikinig Pag-unawa sa Binasa Gramatika Gramatika Estratehiya sa Pag-aaral
C.Learning Competencies/Objectives Nakasusunod sa panuto na Nasasagot ang mga tanong Nagagamit ang kami, tayo, at sila Nagagamit ang kami, tayo, at sila Nabibigyang –kahulugan ang
may dalawa o tatlong hakbang tungkol sa binasang tekstong isang table.
pang impormasyon.
Write the LC Code for each F3PN – If – 1.3 F3PBH –If – 3.2 F3PS –If -12 F3PS –If -12 F3EP – If –j -2.4
II.CONTENT Pagsunod sa Panuto na may Pagsagot sa mga Tanong Paggamit ng Kami ,Tayo , at Sila Paggamit ng Kami ,Tayo , at Sila .Pagbibigay Kahulugan sa Isang
Dalawa hanggang Tatlong Table
Hakbang
A.References
IV.PROCEDURES
A.Reviewing previous lesson or presenting Magpa awit ng isang awitin. Ano ang kahalagahan ng Ano ang kahalagahan ng Ano ang kahalagahan ng Kailan ginagamit ang kami?
the new lesson
pagsunod sa panuto? pagsunod sa panuto? pagsunod sa panuto? tayo?Sila?
B.Establishing a purpose for the lesson Ipagawa sa mga bata . Ano ang isang proyekto sa Art .Bigyan ang mga bata ng .Bigyan ang mga bata ng Ano-ano ang ginagawa mo
Isulat ang buo mong pangalan na natapos na? metacards at ipasulat sa mga ito metacards at ipasulat sa mga ito upang makatulong sa mga
sa isang malinis na papel. ang kanilang ginagawang ang kanilang ginagawang taong kailangan ng tulong mo?
magkakaibigan. magkakaibigan.
C.Presenting examples/instances of the Magpatugtog ng isang bilang Ipakita ang tunay na “ Alkansiya Magpakita ng isang usapan Magpakita ng isang usapan Paano tayo makaktulong sa
new lesson
na maaaring sayawan. “. tungkol sa aralin at magbigay ng tungkol sa aralin at magbigay ng biktima ng kalamidad?
Nakasunod kaba sa panuto? Ano ang gamit nito? tanong dito. tanong dito.
new skills #1
Ano ang kahalagahan ng Ano-ano ang mga kagamitang Ipabasa ang usapan. At tanungin Ipabasa ang usapan. At tanungin Ilan ang handing tumulong sa
pagsunod sa panuto? ginagamit sa paggawa ng ang mga bata tungkol dito. ang mga bata tungkol dito. pamamagitan ng (banggitin ang
alkansiya? bawat sagot ng mga bata sa
unang tanong)
new skills #2
Bakit kailangang sumunod sa Ano ang nakatulong sa inyo Ano ano ang mga panghalip na Ano ano ang mga panghalip na Tungkol saan ang table?
mga panuto? upang makagawa ng isang ginamit sa usapan? ginamit sa usapan?
alkansiya?
F.Developing mastery Gumuhit ng isang tatsulok at Pasagutan ang “ Alamin Natin”. Ano ang pinalitan ng mga ito? Ano ang pinalitan ng mga ito?
Anu-ano ang paraan ng
isulat sa loob nito ang nais pagtulong na ginawa ng mga
mong maging paglaki. btang lalaki at babae base sa
table?
G.Finding practical/applications of Talakayin ang kanilang Ano ang iba pang bagay na Magpakita ng larawan na Magpakita ng larawan na Pasagutan ang mga tanong
ginawa. pwedeng gawing aalkansiya? sasagot sa paggamit ng kami, sasagot sa paggamit ng kami, tungkol sa graph.
tayo at sila. tayo at sila.
Ano ang kahalagahan ng Ano ang natutuhan mo sa Kailan ginagamit ang kami? Kailan ginagamit ang kami?tayo? Ano ang natutuhan mo sa
pagsunod sa panuto? aralin? tayo?Sila? Sila? aralin?
I.Evaluating Learning Gawin ang sumusunod na Ipagawa ang “ Linangin Natin “. Gumawa ng isang usapan na Gumawa ng isang usapan na Ipagawa ang “ Linangin Natin”.
panuto.. Gumuhit ng isang gamit ang kami,tayo, at sila. gamit ang kami,tayo, at sila.
tatsulok sa ibabaw nito
gumuhit ng dalawang bilog at
lagyan ng nakabaligtad na
parihaba ang likuran ng bilog.
J.Additional activities for application or Ipalaro ang “ Utos ng Hari “. Ipaskil sa pisara ang paggawa Ipagawa ang “ Pagyamanin Ipagawa ang “ Pagyamanin Ipagawa ang “ Pagyamanin
remediation
ng pinwheel. Natin”. Natin”. Natin “.
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE SCIENCE 1:50 – 2:40 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

I.OBJECTIVES
A.Content Standards Ways of sorting materials and Ways of sorting materials and Demonstrate understanding of Demonstrate understanding of Demonstrate understanding
describing them as solids, liquids or describing them as solids, liquids or ways of sorting materials and ways of sorting materials and of ways of sorting materials
gas based on observable properties. gas based on observable properties. describing them as describing them as and describing them as
solid,liquid,or gas based on solid,liquid,or gas based on solid,liquid,or gas based on
their observable properties. their observable properties. their observable properties.
B.Performance Standards .Group common objects found at .Group common objects found at Be able to group common Be able to group common Be able to group common
home and in school according to home and in school according to objects found at home and in objects found at home and in objects found at home and in
solid, liquid and gas. solid, liquid and gas. school according to school according to school according to
solids,liquids,and gas. solids,liquids,and gas. solids,liquids,and gas.
. . .
C.Learning Competencies/Objectives Identify the harmful effects of Identify the harmful effects of Describe ways on the proper Describe ways on the proper Describe ways on the proper
common materials found at home common materials found at home use and handling solid,liquid use and handling solid,liquid use and handling solid,liquid
and in school and in school and gas found at home and in and gas found at home and in and gas found at home and
school school. in school
Write the LC Code for each S3MT –Ie-g-3 S3MT –Ie-g-3 S3MT-Ie-g-3 S3MT-Ie-g-3 S3MT-Ie-g-3
II.CONTENT Harmful Effects of Some Common Harmful Effects of Some Common Proper ways in handling and Uses of common materials Proper ways in handling and
Materials Materials using materials at home and in found at home and in school using materials at home and
school in school
A.References
Resources (LR) portal Pictures/chart
IV.PROCEDURES What is the common products or What is the common products or What are the proper uses of What are the materials you What are the proper uses of
materials found in your home? materials found in your home?Do the ff. materials? see in the picture chart? the ff. materials?
these substances of the products or
materials important?
A.Reviewing previous lesson or
presenting the new lesson
The family of Aling Rosa uses The family of Aling Rosa uses Post the two photos on the Which of these things found in Post the two photos on the
empty ice cream containers as empty ice cream containers as board school and at home? board
containers for sugars and powder containers for sugars and powder
soap. One Saturday morning,Aling soap. One Saturday morning,Aling
Rosa’s daughter,Camille,wil wash Rosa’s daughter,Camille,wil wash
her clothes. While ppreparing her her clothes. While ppreparing her
used clothes to be put inside the used clothes to be put inside the
washing machine,she place the washing machine,she place the
powdered soap on the powdered soap on the
table.Unknowingly, her mother table.Unknowingly, her mother
came near the table to make a cup came near the table to make a cup
of coffee.Aling Rosa grab the ice of coffee.Aling Rosa grab the ice
cream container and used it as cream container and used it as
sweetened for her sweetened for her
coffee.Suddenly,Aling Rosa rush to coffee.Suddenly,Aling Rosa rush to
the sink to gargle.To her the sink to gargle.To her
surprise,she saw her cup of coffee surprise,she saw her cup of coffee
with bubbles. with bubbles.
B.Establishing a purpose for the lesson Have you experienced what Aling Have you experienced what Aling Do activity on in the LM Show the following materials Do activity on in the LM
Rosa experienced? Rosa experienced? to the class
- Why do you think this happened? - Why do you think this happened?
- What was done wrong? - What was done wrong?
C.Presenting examples/instances of the - What should we do to avoid this - What should we do to avoid this Which materials in the list are In groups,let the pupils do the Which materials in the list
new lesson
kind of situation to happen again? kind of situation to happen again? useful? activity in the LM. are useful?
D.Discussing new concepts and What is the meaning of this level? What is the meaning of this level? Which of these materials Ask the leader in each group Which of these materials
practicing new skills #1
Bring out some examples. Bring out some examples. should be properly handled? to report their findings should be properly handled?
Kerosene battery bleach bug spray Kerosene battery bleach bug spray
lpg tank lpg tank
E.Discussing new concepts and Bring out the empty containers the Bring out the empty containers the Precautions are essential for What are the useful materials Precautions are essential for
practicing new skills #2
teacher assigned to you bring. Post teacher assigned to you bring. Post safety in using the materials found at home and in school? safety in using the materials
the products label below on the the products label below on the commonly found at home and commonly found at home and
board. board. in school in school
Fire bottle with skull corrosive Fire bottle with skull corrosive
Divide the class into five groups. Divide the class into five groups. The ff. are the safety Which of these materials are The ff. are the safety
I – Flammable II-Toxic I – Flammable II-Toxic measures in handling and common to you? measures in handling and
III-Corrosive IV-Poisonous III-Corrosive IV-Poisonous using materials found at home using materials found at
V- Explosive V- Explosive and in school home and in school
Materials maybe Materials maybe What are the proper ways in What are the uses of these What are the proper ways in
flammable,toxic,poisonous,explosiv flammable,toxic,poisonous,explosiv handling and using materials materials? handling and using materials
e and corrosive to skin when not e and corrosive to skin when not found at home and in school? found at home and in
used properly. used properly. school?
Choose two products below.On the Choose two products below.On the Tell whether each picture Draw a table on the board for Tell whether each picture
opposite part of the chosen opposite part of the chosen shows proper handling and pupils to write their answers. shows proper handling and
product,draw its harmful effect to product,draw its harmful effect to use of solids,liquids and use of solids,liquids and
human when misused. human when misused. gases. gases.
1. bleaching liquid. 2. insecticides 1. bleaching liquid. 2. insecticides
3.muriatic acid 4. shampoo 3.muriatic acid 4. shampoo
5.LPG 5.LPG
I.Evaluating Learning Write a short paragraph about ways Write a short paragraph about ways In your notebook copy the Give two examples of In your notebook copy the
to avoid accident due to misuse of to avoid accident due to misuse of table by naming two materials materials found at home and table by naming two
products found at home. products found at home. found in your kitchen. in school used in… materials found in your
kitchen.
remediation
V.REMARKS
VI.REFLECTION
lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
solve?

DAILY LESSON LOG SUBJJECT/TIME /DATE MAPEH 2:40 – 3:20 July 8-12, 2019 SCHOOL HEAD ARNULFO A. ESCAÑO

Music Arts Physical Education Health
I.OBJECTIVES
A.Content Standards 1. performs simple ostinato Creates an artwork of people in The learner…… Consistently demonstrates good Consistently demonstrates good
patterns/ simple rhythmic the province/region.On –the-spot Performs body shapes and decision-making skills in making decision-making skills in making
accompaniments on classroom sketching of plants trees,or actions properly food choices food choices
instruments and other sound
buildings and geometric line
sources to a given song
2. sings songs with correct designs shows a work of art
rhythm based on close observation of
natural objects in his/her
surrounding noting its size,shape
and texture.
B.Performance Standards Clap, tap, chant, walk, and 1. Identify the textures and 1. Describe correct body Identify the nutritional guidelines 1 Identify the nutritional guidelines
play musical instruments in shapes of in natural and man- mechanics in doing simple static and 4 for Filipinos 1 and 4 for Filipinos
response made objects. and dynamic flexibility - Explain the importance of - Explain the importance of
to sound with the correct 2. Draw on-the-spot sketches of exercises. following the nutritional following the nutritional
rhythm objects seen outside the school 2. Perform simple static and guidelines (to avoid PEM) guidelines (to avoid PEM)
. in measures of 2s (marching) like plants, dynamic flexibility exercises while - Plan balanced meals for a day - Plan balanced meals for a day
. in measures of 3s (dancing flowers, or trees and objects seated
the waltz) found inside the room. 3. Enjoy fun games that develop
. in measures of 4s (echo 3. Develop awareness on texture flexibility
clapping) of objects found in the natural
environment
through drawing.
C.Learning Competencies/Objectives Play simple ostinato patterns Create a geometric design by 1. Describe correct body -Describe characteristics, signs -Describe characteristics, signs
with classroom instruments contrasting two kinds of lines in mechanics in doing simple static and symptoms, effect of the and symptoms, effect of the
and other sound sources. terms of type or size. and dynamic flexibility various forms of malnutrition various forms of malnutrition
exercises. -Discuss ways of preventing the -Discuss ways of preventing the
2. Perform simple static and various forms of malnutrition various forms of malnutrition
dynamic flexibility exercises while
seated
3. Enjoy fun games that develop
flexibility
Write the LC Code for each H3N-Ie-f-14 H3N-Ie-f-14
MU3RH –Id –h-5 A3PR -If PE3PF-Ia-h-16
H3N-Ie-f-15 H3N-Ie-f-15
II.CONTENT Kinds of Lines and their
Ostinato Flexibility Exercises Are You Overeating? Are You Overeating?
Characteristics
A.References
IV.PROCEDURES
A.Reviewing previous lesson or presenting
the new lesson
Tap/clap the chant. Sing a Song 1. Checking of Attendance and Sing a Song “Agsipilyo ti ngipn Ask about their favorite
Ang aking tuta ay mataba PE Uniform (appropriate attire for nga inaldaw” breakfast, lunch, and dinner.
Buntot ay mahaba maamo physical activities) Tell them to draw their favorite
ang mukha 2. Warm up Activities: Refer to dishes/meals on each plate.
Lesson 1 on warm up exercises. .
You may usemusic to
accompany movement).
B.Establishing a purpose for the lesson Show two children playing in Show a beautigul scenery found Ask the pupils to sit on the floor Tell the pupils that they are going . After finishing, ask the pupils:
the See –Saw in your locality and sing the action song. to read a letter. a. Are your favorite meals
(Row, Row, Row your Boat) healthy Why do you say so??
b. How much food can you eat?
c. Is it okay to eat too much or
too less? Why?.

new lesson
.What can you say about the Tell them how an artwork made. Present a piece of garter to your Ask them to read the letter aloud. Activity 1
picture? pupils. Ask them to stretch the Let them answer the questions Ask the pupils to recall about
garter/rubber to its maximum orally after each story forms of malnutrition:
length and release it. Repeat the Too much  obesity , too less 
activity twice until the pupilshave PEM
fully understood the concept of 1. Tell pupils that it is important
flexibility.1. What is the character to eat just right to avoid
of a garter? (Flexible)2. What will malnutrition.
you do to increase its length? 2. Ask the pupils, “How do you
(Stretch) know how much food should be
eaten
everyday?”
3. Draw a big pyramid on the
board and ask if the pupils are
familiar with
it.
Activity 1
1. Build the levels of the food
pyramid with the pupils. Identify
foods to be
eaten in right amounts.

new skills #1
Clap the rhythmic pattern Describe kinds of lines and their Divide the class into two groups. Eat all You Can. Ask the pupils Activity 2- Create your own
repeatedly until pupils become characteristics. A garter supported by a stand (or to get a piece of paper and menu!
familiar with it.Look for the held by two pupils) is place draw/write all their favorite foods. 1. Ask the pupils to turn to p.__.
TG. horizontal on theground Form a Give them three minutes 2. Using the Food Pyramid
column .Each person will try to Guide in their LM on page ___,
pass under the garter. ask each pupil
to work with a classmate. They
must plan their food for
breakfast, lunch
and dinner.

new skills #2
- How did you show steady Look and examine the picture a. What body movements are What will happen if we eat food Tell the students that they will
beat? the drawing. used in playing the game? more than the right amount? pretend to be chefs that will
( Bending, stretching) Write the word obesity on the make a menu for the day
b. Why do you think you can board and tell them that it is a
cross even the pupils do not kind of over nutrition where there
injure themselves.as the garter is is excess of body-building and
lowered inch by inch? (I can energy-giving nutrients in the
bend and maintain balance while diet.
crossing the garter)
F.Developing mastery - What rhythmic instruments Does the picture show show What is flexibility? Is it okay to eat food as much as Instruct them to list the foods on
can be used to accompany different kinds of lines? What are the two kinds of we want? each menu.
the song? flexibility?
How do you show each kind of
flexibility?
Group Activity. Arts Activity. Provide an activity. 1. How will you describe static Do you think it was the reason Ask the pupils:
I- Children will the song Mga flexibility based on the first why the friend in the letter a. What do you mean by a
Alaga Kong Hayop activity? became fat? balanced diet? guide
II- Children will do the ostinato (The flexibility exercise is on a
pattern. stationary position.)
III- Children will do the
ostinato pattern using
rhythmic instruments.
What is ostinato? What makes you your design Flexibility is the ability to bend or Obesity is excess of body- What is the importance of
artistic and creative? stretch without hurting. building and energy-giving maintaining a balanced diet?
Two Kinds of Flexibility nutrients in the diet.
1. Static Flexibility- doing
flexibility exercises on a
stationary position.
2. Dynamic Flexibility- doing
flexibility exercises while moving
I.Evaluating Learning Draw a star for best,smiley for Using rubrics to assess the See page LM-page 277 Answer Let’s Remember on LM Make a 3-day breakfast, lunch,
better and triangle for good performance of the pupils. and dinner menu for your family.
performances. Write it on your notebook.
- Can identify rhythmic
instruments and other sound
sources.
-can use simple ostinato
pattern to accompany a song
remediation
Make a simple ostinato Make an art showing a lines. A. Ask the pupils to practice the Let the pupils answer Let’s Let the pupils answer Let’s
pattern to accompany the Detailed it. different movements . Check Check
song” Mga Alaga Kong B. Ask them to draw symmetrical
Hayop”. and asymmetrical shapes in their
notebooks.
V.REMARKS
VI.REFLECTION
lesson
remediation
solve?

Grade 3: Monday Tuesday Wednesday Thursday Friday

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SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Common Proper 4. The fruit was to be a present

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SCHOOL SAMANG ELEMENTARY SCHOOL GRADE LEVEL THREE

GRADE 3 TEACHER CYNTHIA G. ESTUESTA QUARTER / WEEK FIRST - WEEK 6

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C.Presenting examples/instances of the

D.Discussing new concepts and practicing

E.Discussing new concepts and practicing

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