School: Grade
MATATAG WAWA ELEMENTARY SCHOOL Level: 3
K to 10 Curriculum Name of Learning
Daily Lesson Log Teacher EMMELYN L. HERNANDEZ Area: English
Teaching
Dates and
Time: JULY 7, 2025 WEEK 4 DAY 1 Quarter: First
CONTENT STANDARDS
The learners demonstrate expanding vocabulary and understanding of high frequency words and
content-specific vocabulary; understand and create simple and compound sentences for
comprehending, analyzing, creating, and composing texts about regional themes and content-specific
topics.
PERFORMANCE STANDARDS
The learners use their expanding vocabulary of high-frequency and content-specific words, and
simple and compound sentences to comprehend, create, and compose narrative and informational
texts about regional themes and content specific topics; and read grade level texts with appropriate
speed, accuracy, and expression.
LEARNING COMPETENCIES
EN3VWK-I-1 Identify high-frequency words accurately.
EN3CAT-I-2 Comprehend stories.
1. Note important elements from stories (characters, setting, events).
2. Sequence at least four to five events.
3. Identify the problem and solution in stories.
4. Infer the character’s feelings and traits.
5. Relate story events to one’s experience.
6. Identify cause and effect of events.
7. Predict possible ending.
EN3VWK-I-3 Use content-specific words.
Mathematics (basic symbols and terminologies)
I. LEARNING OBJECTIVES
At the end of the lesson, learners will be able to:
a. Identify grade-level appropriate high-frequency words;
b. Use content-specific words in Mathematics (e.g., more than, less than, total, equal, number,
problem);
c. Note important details in a short text;
d. Gather textual clues to support predicted outcomes;
e. Develop logical predictions based on the information in the text;
f. Retell events in the assigned text using their own words.
II. SUBJECT MATTER
Text: “MIKA IN HER MATH CLASS” – A short fictional story incorporating Math terms
Materials: Flashcards, visual aids, realia (e.g., number cards), printed short story, prediction chart,
word wall
High-Frequency Words: number, problem, solution, more, less, equal
Math Content Words: add, subtract, total, double, share
III. PROCEDURE
A. Preliminary Activities
1. Prayer and Greetings
2. Review:
o Recall high-frequency words learned last week (e.g., seven, planet, river, melon,
money, write
o Short oral drill using realia or flashcards.
3. Motivation:
o Show a picture of children solving a Math problem at school. Ask:
“What do you think is happening in the picture?”
“Have you ever helped a friend solve a Math problem?”
B. Lesson Proper
1. Presentation of Vocabulary Words
Introduce the high-frequency and Math words using flashcards and sample sentencesLet learners read
the words aloud and match them with pictures or definitions.
2. Reading of the Text
Mika in Her Math Class
Mika loved Math. She always enjoyed solving number problems.
One morning, their teacher, Ms. Santos, wrote a problem on the board:
"There are 15 apples. Mika gives 5 to her friend. How many apples are left?"
Mika raised her hand and said, “I will subtract 5 from 15. The answer is 10!”
Her classmates clapped for her.
Later, Mika saw her classmate Jessa looking sad.
“Is something wrong?” Mika asked.
“I don’t understand how to find the total,” said Jessa.
Mika smiled and said, “Don’t worry, I’ll help you.”
She sat beside Jessa and showed her how to add numbers.
After a while, Jessa said, “Now I get it! Thank you, Mika!”
At the end of the day, Ms. Santos said, “Great job today! Helping others is the best solution!”
o Let pupils identify important details (characters, setting, problem, and solution).
3. Prediction Activity
o Before reading the ending, pause and ask:
“What do you think Maria will do to help solve the biggest problem?”
o Let learners write or draw their predictions using clues from the story.
4. Group Activity – Retelling and Vocabulary Use
o Divide the class into groups.
o Each group retells one part of the story using their own words and at least two
vocabulary words.
o Use a Retelling Rope or Story Sequence Chart.
C. Generalization
Discuss the importance of reading carefully, looking for clues, and using new words.
Emphasize:
“Good readers can guess what happens next by using clues and remembering what they
already know.”
IV. EVALUATION
I. Vocabulary – High-Frequency and Math Content Words
Directions: Choose the correct word to complete the sentence. Encircle the letter of the correct
answer.
1. Mika solved a ________ with her classmates in Math class.
a. picture
b. problem
c. garden
d. song
2. The word "equal" means the same as:
a. more than
b. bigger
c. the same
d. longer
II. Comprehension and Prediction
Directions: Read and answer the questions.
“Mika saw her classmate crying. Her classmate couldn’t answer the Math activity. Mika smiled
and sat beside her.”
3. Why did Mika sit beside her classmate?
a. To eat lunch
b. To copy her answers
c. To help with the Math activity
d. To get her pencil
4. What do you think Mika will do next?
a. Ignore her classmate
b. Ask the teacher to help
c. Solve the problem together
d. Go outside the classroom
III. Retelling
Directions: Number the events in the correct order (1–3). Write the numbers only.
5. _____ Mika and her classmate solved the Math problem.
_____ Mika saw her classmate crying.
_____ Mika sat beside her classmate and offered help.
V. ASSIGNMENT
Write Sentences Using The Following Words
Equal, Problem, Number
Prepared by: EMMELYN L. HERNANDEZ
MT I Checked & Verified:
MUSTIOLA M. SAPALLO
HT III
