I.

GRADE 1 to 12
DAILY LESSON LOG
OBJECTIVES

A .Content Standard

B .Performance Standard

C.Learning
Competency/Objectives
Write the LC code for each.

School SAN PEDRO ELEMENTARY SCHOOL

Grade Level
3 Antonio Luna
MONDAY Teacher ShanedeeTUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Learning Area English
G. Antonio
8:15 9:05 Quarter
Teaching Dates and Time September 26 - 30,
Second Quarter
2016
Demonstrates
Demonstrates understanding of grammatical structures Demonstrates understanding of processes in sight word
recognition or phonic analysis to read and understand
understanding of the
of English to be able to communicate effectively in
words.
elements of literary and
oral and written forms.
expository texts for
creative interpretation.
Uses word recognition techniques to read and understand
Uses information derived
Shows proficiency in constructing grammatically
words that contain complex letter combinations, affixes and
from texts in presenting
correct sentences in varied theme-based oral and
contractions through theme-based activities.
varied oral and written
written activities.
activities.
Sequence 3 events
EN3RC-II0-2.10

Distinguish sentences from

non-sentences.
EN3G-Ia-1.1

Distinguish sentences from

non-sentences.
EN3G-Ia-1.1

Read words with long i

sound
EN3PWR- IIId-24

Read words with long i

sound
EN3PWR- IIId-24

II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource

IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

pages 59 - 64
pages 59 - 70

Pictures
Teacher Chart

Unlock key words through

pictures and word/context
clues.

Picture
Word cards
Teaching Chart
Say: Can you still
remember the story Fast
Forward? What happened
to Slick, the Grasshopper

Phrase and sentence strips

Review the story

Fast Forward?

Teaching Chart

Read the level 1 of Dolch

Basic Sight words.

Teaching Chart

Read words with short i.

B. Establishing a purpose for the

lesson

Show the pictures one at a

time, in random order.

C. Presenting examples/Instances
of the new lesson

What do you do so that you

will not be late in
going to school?
Read the story Fast
Forward.
Post Reading
Discussion Questions.

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 application of

concepts and skills in daily living

Ask what is happening in

each picture. Say: . Look at
each picture. Tell what is
happening in the picture.
Allow pupils to arrange the
pictures of the events in
order.

Group the pupils with 10

members each. Let each
group show three scenes
from the story Fast
Forward through a tableau.
Let one member retell the
story using the three scenes
formed. Make sure that the
scenes are presented in the
correct order.

Let the pupils give details

about the story. They may
answer in phrases or in
complete sentences. Write
their answers on the board
putting phrases in one
column and sentences in
another column.
Let the pupils read their
answer on the board.

Give sentences and phrase

from the story

Start with a flashcard drill of

long I words.

flashcard drill of long I

words.

Read the phrase and

sentence strips

Read the teaching chart.

show pictures of child, bike,

light and slide

Say:
Read number one in
column A. Read number one
in column B. Which is
longer? A1 or B1?Which
tells a complete thought?
Lets read B1 again. What
else do you notice about B1?
Explain the difference
between a phrase and a
sentence.

What have you noticed in

column A? column B?

Have the children read

aloud the words in A, by
columns. Then call on the
whole class, small groups,
and individual children to
read a column of words at a
time.
Let the pupils be able to tell Emphasize to the pupils the
the difference between short
the difference between a
i and long i
phrase and a sentence.

Let the pupils tell the name

of each picture.

Write the word sentence on

the board and have children
read it.
Write the word phrase on
the board and have children
read it.
Ask the pupils to give
examples.

Give examples of sentence

and a phrase.

Pair off. Take turns with

your partner reading
words and phrases.

Read a story with long i.

Match A with column B to

form a sentence. Write the
sentences correctly. Use
capital letters and
punctuation marks if
needed

Name the picture.

Read the sentences about a box.

Draw one thing in the box. Draw a
line under the sentence that tells
what you drew.

Read the teaching chart. Let

the pupils read it properly.

There is a kite in the box.

There is a bike in the box.
There is a slide in the box.
There is a ride in the box.
There is a child in the box.
What a big box it is!

H. Making generalizations and

abstractions about the lesson
I. Evaluating learning

How do we sequence a story?

What is the difference between a phrase and a sentence?

Answer pages 64 65 LM

J. Additional activities for

application or remediation
V.REMARKS

Unlocking of keywords

Read the group of words.

Write P if is a phrase, S if it
is a sentence
Reading of group of phrase
and sentence.

Answer page 69 of LM

Answer page 66 - 68 of LM

Answer page 62 of LM

Reading of group of phrase

and sentence

Reading of group of phrase

and sentence with long i.

Reading of group of phrase

and sentence with long i.

VI.REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
SHANEDEE G. ANTONIO
Teacher

Inspected by

JOSE N. BELTRAN JR.

Head Teacher III