GRADE
SCHOOL: E. BARRETTO SR. ELEM. SCHOOL LEVEL & III-DOVE
SECTION:
TEACHER: BARBIE I .ALMAZAN LEARNING ENGLISH 3
AREA:
GRADES 1 TO 12 TEACHING
OCTOBER 17, 2024
DATE AND QUARTER: 2ND QUARTER
TIME:
I. OBJECTIVES
The learner demonstrates understanding of grammatical structures of
A. Content Standards English to be able to communicate effectively in oral and written
forms.
B. Performance The learner shows proficiency in constructing grammatically correct
DAILY LESSON PLAN
Standards sentences in varied theme-based oral and written activities.
Read words with initial and final consonant blends.
The learner should be able to:
C. Learning
1. Identify the consonant blends used in a sentence
Competencies/LC Code
2. used the consonant blends correctly
3. give examples of consonant blends
II. CONTENT Reading Words with Initial Consonant Blends
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Unpacked Curriculum Guide
Pages
Self Learning Material pp. 12-13
2. Learner’s Material
ENGLISH 3 Quarter 2 Department of Education Region IV-A
Pages/Module
CALABARZON
3. Integration within/
across the curriculum
4. Textbook Pages
5. Additional Materials
from Learning Resource Modules
(LR) portal
B. Other Learning Audio-visual presentations, pictures
Resources
IV. LEARNING TASKS
Write five (5) words with initial consonant blends and another five (5)
words with final consonant blends.
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose Let us read the words and/or phrases below.
for the lesson
Group A Group B
park in the park
girl beautiful girl
tree huge tree
flag colorful flag
table on the table
mask wearing a mask
journey long journey
car new car
clock old tower clock
What can you say abut the words listed in Groups A and B?
Are there differences among them?
How do they differ in terms of structure?
C. Presenting Words
examples/instances of the Letters are combined to form words. Words vary in terms of
new lesson structure and number of letters. There are short and long words.
Examples:
beautiful woman dress
disease alcohol medicine
Phrases
Phrases are formed by combining words together. These phrases
give descriptions or ideas about a particular topic or subject.
Examples:
my black dress
at the canteen
beautiful girl blue tent
Directions: Read the poem below. Identify if the underlined
group of letters is compose of a word or a phrase. Write your answers
on your answer sheet.
Trees
by Joyce Kilmer
1 I think that I shall never see
D. Discussing new
2 A poem lovely as a tree.
concepts and practicing
3 A tree whose hungry mouth is prest
new skills #1
4 Against the earth’s sweet flowing breast;
5 A tree that looks at God all day,
6 And lifts her leafy arms to pray;
7 A tree that may in Summer wear
8 A nest of robins in her hair;
9 Upon whose bosom snow has lain;
10 Who intimately lives with rain.
11 Poems are made by fools like me,
E. Discussing new Read the story below. Identify if the underlined group of letters
concepts and practicing compose a word or a phrase. Write your answers on your answer
new skills #2 sheet.
The Ants and the Grasshopper
by Aesop
One bright day 1.in late autumn, a family of Ants were bustling
about in the 2 warm sunshine, drying out the grain, they had stored up
during the summer, when a starving Grasshopper, his 3 fiddle under
his arm, came up and humbly begged for 4 a bite to eat.
“What!” cried the Ants in surprise, “haven’t you stored anything
away for the winter? What in the world were you doing last summer?”
“I didn’t have time 5 to store up any food,” whined the
Grasshopper. “I was so busy making music that before I knew it, the 6.
summer was gone.”
The Ants shrugged their 7 shoulders in disgust.
“8. Making music, were you?” they cried. “Very well; now dance!”
And they turned 9 their backs on the Grasshopper and went on their
10 work.
Activity 1
Look at the picture, complete the phrases by giving the correct
word.
1. A guava in the _____________
2. A bright __________________
F. Developing mastery 3. A cup on the _______________
(Leads to Formative
Assessment 3)
4. Sat on the _________________
5. A set of ___________________
G. Finding practical Underline the correct word and encircle the correct phrase in each
applications of concepts sentence.
and skills in daily living
1. Peter (fall, pulls) the rope around the post.
2. The farmers harvested their pineapple crop (in the farm, in the
house).
3. My sister (cleans, cover) our house.
4. My grandmother place the dog (in the sack, in the tub) to clean it.
5. I have two (away, yellow) cats in our house.
H. Making generalizations Words
and abstractions about
the lesson Letters are combined to form words. Words vary in terms of structure
and number of letters. There are short and long words.
Examples:
beautiful woman dress
disease alcohol medicine
Phrases
Phrases are formed by combining words together. These phrases give
descriptions or ideas about a particular topic or subject.
Examples:
my black dress
at the canteen
beautiful girl
blue tent
Directions: Read the given sentences and identify the underlined
parts. Write W if it is a word and P if it is a phrase on the provided
space before the number.
_____1. My brother gave me a glass of milk.
I. Evaluating learning
_____2. The children fill the pot with rocks.
_____3. Arthur planted vegetables in their yard.
_____4. Melissa and Robert are cleaning their house.
_____5. Lenny draws a pretty yellow cat.
Directions: Write a sentence using the given familiar words and
phrases below.
J. Additional activities for 1. play ________________________________________
application or remediation 2. in the farm__________________________________
3. a cup of coffee________________________________
4. sing __________________________________________
5. jar ____________________________________________
5- 2- M:
4- 1- MPS:
V. REMARKS
3- 0-
VI. REFLECTION
No. of learners who ___ of Learners who earned 80% above
earned 80% of the
formative assessment
No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities to remediation
Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
lesson
No. of learners who ____ of Learners who continue to require remediation
continue to require
remediation
Which of my teaching Strategies that work well:
strategies worked well? ___ Group collaboration ___ Games
Why did these work? ___ Power Point Presentation ___ Answering preliminary
activities/exercises.
___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method Why?
___ Complete Ims ___ Availability of Materials
___ Pupils’ eagerness to learn. ___ Group member’s Cooperation in doing
their tasks.
What difficulties did I ___ Bullying among pupils. ___ Pupils’ behavior/attitude
encounter which my ___ Colorful Ims ___ Unavailable Technology Equipment
principal or supervisor can (AVR/LCD)
help me solve? ___ Science/ Computer/ Internet Lab ___ Additional Clerical works
___ Reading Readiness ___ Lack of Interest of pupils
What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I wish __ Making use of big books from views of the locality.
to share with other __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition.
teachers?
__ Fashcards
__ Pictures
PREPARED BY:
BARBIE I. ALMAZANJK;LOKKKJ
Teacher
CHECKED BY:
SHERYLROSE M. MARTINEZ
Master Teacher 1
NOTED BY:
CARMINA S. TAIP
Principal
