School: Cagaycay Elementary School Grade Level: III

GRADES 1 to 10
Teacher: Jessica L. Samarita Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and
Time: October 7-11,2024 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Listening Comprehension Grammar Grammar Phonics and Word Recognition
B. Performance Standard To activate prior knowledge Demonstrate right use of To identify the sentences. Knowing the correct spelling of
grammar/ sentences. the words.
C. Learning Competency/s: Activate prior knowledge Distinguish sentences from Identifies sentences. Read words with short o sounds in
based on the stories to be non-sentences EN3G-Ia-b-1 CVC pattern and phrases and
heard. EN3G-Ia-1.1 sentences containing these
EN3LC-Ia-j-2 words.
EN3PW-
II CONTENT Literature: Crow and the Sentences from Non- Sentences Short O Sounds in CVC pattern
Pitcher Sentences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages CG p. 36 of 170
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from Internet Internet Internet Internet
Learning Resources
B. Other Learning Resources Pictures, copy of story Charts,powerpoint,strips of Videos,powerpoint,laptop,speaker Pictures, laptop, projector
cartolina,activity sheets
IV. PROCEDURES
A. Reviewing previous lesson or Unlocking/Vocabulary & Can you still remember the Sentences from Non- Sentences Sentences
presenting the new lesson Concept Development story “The Crow and the ( Mix and Match )
(crow, beak, pitcher, narrow, Pitcher?” What happened
thirsty, water) to the crow?
B. Establishing a purpose for the What do you do when you feel Read number one in column Show some pictures.Let the pupils What is the name of the fox in the
lesson thirsty? A. Read make a sentences out of the sentences you learned yesterday?
number one in column B. pictures presented.
Which tells more
about the crow?
C. Presenting Examples/instances Read the story aloud. Stop at Present the following phrase Show a powerpoint video about Present videos about Short –O
of new lesson indicated point, to ask the cards and have children read sentences. sounds in CVC pattern.
children what they think will them.
happen next in the story. Explain that Sox is the name
of a town.
 Say: Look at the sentence.
Does it give a complete
thought?
Yes, it does. But there is
something wrong with the
sentence. Can you tell?
What should we do to make
it correct?
(Make the word “the” begin
with a capital letter. Add a
period at the end of the
sentence.)
D. Discussing new concepts and . At the beginning of the story, What is differences between - What is sentences? - What letter did the word
practicing new skills #1 what did the thirsty crow do? two columns? sounds?
2. Where did he find water? Original File Submitted and - What is the sound of the letter?
3. Could he drink right away? Formatted by DepEd Club
Why not? Member - visit
depedclub.com for more
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment)
G. Finding Practical applications Group the pupils into three. Divide the class into small Divide the class into three.Provide Give them activity sheet to
of concepts and skills groups. Each group will an activity that will enhance the perform in group activity
combine phrases to make pupils’ grammar. regarding short-o sounds in CVC
sentences. Each group pattern.
should write two sentences.
The sentences should make
sense.
Each sentence should begin
with a capital letter and end
with a period.
The big pot is so hot.
The water is so hot.
Two cops go to Sox.
The crow and the fox go to
Sox.
Two cops are in the lot.
The crow and the fox are in
the lot.
Have groups present their
outputs. Guide the class in
giving feedback on whether
thesentences formed make
 sense.
H. Making generalizations and What lesson did you learn? What is sentences? How do we read words?
abstractions about the lesson
I. Evaluating Learning LM - Activity 2 on page 3 for Refer the pupils to LM – Put a check if the ff.is a sentence Name the following pictures.
the Writing to Learn activity. Activity 3 , page 3 for and cross mark (X) if it is not. ( Teachers’ discretion )
another guided practice 1. Thelma is a cute girl.
exercise. 2. saw a two big house.
3-5etc.
J. Additional activities for Draw the favorite part of the Provide assignment to them. Cut- out pictures and make a Draw or cut out pictures with
application or remediation story. sentences out of it. short o sounds in CVC
pattern.Make a sentences out of
it.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
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?