DLL - 1st Week June 3-7, 2019

GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III
DAILY LESSON LOG Teacher MARIA ELENA B. HERNANDEZ Learning Area English
Teaching Dates and Time June 3-7, 2019 Quarter First Grading
MONDAY June 3 TUESDAY June 4 WEDNESDAY June 5 THURSDAY June 6 FRIDAY June 7
I. OBJECTIVES
A .Content Standard Listening Comprehension Grammar Grammar Eid Fitr Phonics and Word Recognition
LEgal Holiday
B .Performance Standard To activate prior knowledge Demonstrate right use of grammar/ To identify the sentences. Knowing the correct spelling of the
sentences. words.
C.Learning Competency/Objectives Activate prior knowledge based Distinguish sentences from non- Identifies sentences. Read words with short o sounds in
Write the LC code for each. on the stories to be heard. sentences EN3G-Ia-b-1 CVC pattern and phrases and
EN3LC-Ia-j-2 EN3G-Ia-1.1 sentences containing these
words.
EN3PW-
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG p. 36 of 170
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Pictures, copy of story Charts,powerpoint,strips of Videos,powerpoint,laptop,speaker Pictures, laptop, projector
Learning Resource (LR)portal cartolina,activity sheets
B. Other Learning Resource Internet Internet Internet
IV.PROCEDURES
A. Reviewing previous lesson or Unlocking/Vocabulary & Concept Can you still remember the story “The Sentences from Non- Sentences Sentences
presenting the new lesson Development Crow and the Pitcher?” What ( Mix and Match )
(crow, beak, pitcher, narrow, happened
thirsty, water) to the crow?
B. Establishing a purpose for the What do you do when you feel Read number one in column A. Read Show some pictures.Let the pupils What is the name of the fox in the
lesson thirsty? number one in column B. Which tells make a sentences out of the sentences you learned
more pictures presented. yesterday?
about the crow?
C. Presenting examples/Instances of Read the story aloud. Stop at Present the following phrase cards and Show a powerpoint video about Present videos about Short –O
the new lesson indicated point, to ask the have children read them. sentences. sounds in CVC pattern.
children what they think will Explain that Sox is the name of a town.
happen next in the story. 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 two - What is sentences? - What letter did the word sounds?
practicing new skills # 1 what did the thirsty crow do? columns? - What is the sound of the letter?
2. Where did he find water?
3. Could he drink right away?
Why not?
E. Discussing new concepts and Group the pupils into three. Divide the class into small groups. Divide the class into three.Provide Give them activity sheet to
practicing new skills # 2 Each group will combine phrases to an activity that will enhance the perform in group activity
make pupils’ grammar. regarding short-o sounds in CVC
sentences. Each group should write pattern.
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.
F. Developing mastery What lesson did you learn? What is sentences? How do we read words?
(leads to Formative Assessment 3)
G. Finding practical application of LM - Activity 2 on page 3 for the Refer the pupils to LM – Activity 3 , Put a check if the ff.is a sentence Name the following pictures.
concepts and skills in daily living Writing to Learn activity. page 3 for another guided practice and cross mark (X) if it is not. ( Teachers’ discretion )
exercise. 1. Thelma is a cute girl.
2. saw a two big house.
3-5etc.
H. Making generalizations and Draw the favorite part of the Provide assignment to them. Cut- out pictures and make a Draw or cut out pictures with short
abstractions about the lesson story. sentences out of it. o sounds in CVC pattern.Make a
sentences out of it.
I. Evaluating learning
J. Additional activities for application or
remediation
V.REMARKS ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
next objective. objective. next objective. next objective. next objective.
___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried ___Lesson not carried
VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned 80% above above above
the evaluation above
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with lesson lesson lesson lesson
the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation remediation require remediation require remediation require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
Development:Examples: Self Development:Examples: Self assessments, Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and note taking and studying techniques, and assessments, note taking and studying assessments, note taking and assessments, note taking and
studying techniques, and vocabulary vocabulary assignments. techniques, and vocabulary studying techniques, and vocabulary studying techniques, and vocabulary
assignments. ___Bridging: Examples: Think- assignments. assignments. assignments.
___Bridging: Examples: pair-share, quick-writes, and anticipatory ___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples:
Think-pair-share, quick-writes, and charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
anticipatory charts. ___Schema-Building: anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building: ___Schema-Building:
Examples: Compare and contrast, learning, peer teaching, and projects. Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and ___Contextualization: jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. projects.
Examples: Demonstrations,
___Contextualization: media, manipulatives, repetition, and local ___Contextualization: ___Contextualization: ___Contextualization:
Examples: opportunities. Examples: Demonstrations, Examples: Examples:
Demonstrations, media, ___Text Representation: media, manipulatives, repetition, and Demonstrations, media, Demonstrations, media,
manipulatives, repetition, and local local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
Examples: Student created
opportunities. ___Text Representation: opportunities. opportunities.
drawings, videos, and games.
___Text Representation: Examples: Student created ___Text Representation: ___Text Representation:
___Modeling: Examples:
Examples: Student Speaking slowly and clearly, modeling the drawings, videos, and games. Examples: Student Examples: Student
created drawings, videos, and language you want students to use, and ___Modeling: Examples: created drawings, videos, and created drawings, videos, and games.
games. providing samples of student work. Speaking slowly and clearly, modeling games. ___Modeling: Examples:
___Modeling: Examples: Other Techniques and Strategies used: the language you want students to use, ___Modeling: Examples: Speaking slowly and clearly,
Speaking slowly and clearly, ___ Explicit Teaching and providing samples of student work. Speaking slowly and clearly, modeling the language you want
modeling the language you want ___ Group collaboration Other Techniques and Strategies modeling the language you want students to use, and providing
students to use, and providing ___Gamification/Learning throuh play used: students to use, and providing samples of student work.
samples of student work. ___ Answering preliminary ___ Explicit Teaching samples of student work. Other Techniques and Strategies
Other Techniques and Strategies activities/exercises ___ Group collaboration Other Techniques and Strategies used:
used: ___ Carousel ___Gamification/Learning throuh play used: ___ Explicit Teaching
___ Explicit Teaching ___ Diads ___ Answering preliminary ___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___ Rereading of Paragraphs/ activities/exercises ___ Group collaboration ___Gamification/Learning throuh play
___Gamification/Learning throuh Poems/Stories ___ Carousel ___Gamification/Learning throuh ___ Answering preliminary
play ___ Differentiated Instruction ___ Diads play activities/exercises
___ Answering preliminary ___ Role Playing/Drama ___ Rereading of Paragraphs/ ___ Answering preliminary ___ Carousel
activities/exercises ___ Discovery Method Poems/Stories activities/exercises ___ Diads
___ Carousel ___ Lecture Method ___ Differentiated Instruction ___ Carousel ___ Rereading of Paragraphs/
___ Diads Why? ___ Role Playing/Drama ___ Diads Poems/Stories
___ Rereading of Paragraphs/ ___ Complete IMs ___ Discovery Method ___ Rereading of Paragraphs/ ___ Differentiated Instruction
Poems/Stories ___ Availability of Materials ___ Lecture Method Poems/Stories ___ Role Playing/Drama
___ Differentiated Instruction ___ Pupils’ eagerness to learn Why? ___ Differentiated Instruction ___ Discovery Method
___ Role Playing/Drama ___ Group member’s ___ Complete IMs ___ Role Playing/Drama ___ Lecture Method
___ Discovery Method collaboration/cooperation ___ Availability of Materials ___ Discovery Method Why?
___ Lecture Method in doing their tasks ___ Pupils’ eagerness to learn ___ Lecture Method ___ Complete IMs
Why? ___ Audio Visual Presentation ___ Group member’s Why? ___ Availability of Materials
___ Complete IMs of the lesson collaboration/cooperation ___ Complete IMs ___ Pupils’ eagerness to learn
___ Availability of Materials in doing their tasks ___ Availability of Materials ___ Group member’s
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Pupils’ eagerness to learn collaboration/cooperation
___ Group member’s of the lesson ___ Group member’s in doing their tasks
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation
in doing their tasks in doing their tasks of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
as Instructional Materials Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
DAILY LESSON LOG Teacher MARIA ELENA B. HERNANDEZ Learning Area Mother Tongue
I. OBJECTIVES
A .Content Standard Oral Language Listening Reading Comprehension Eid Fitr Grammar Awareness
Attitudes towards Reading( ATR ) Book and Imprint Materials Legal Holiday
B .Performance Standard Demonstrates communication skills in talking about variety of topics.
C.Learning Competency/Objectives Participate actively during class Notes important details in grade level Notes important details in grade level Diffentiates count from mass
Write the LC code for each. sharing on familiar topics by narrative text: narrative text: nouns.
making comments and asking a. Character a. Character MT3G –Ia-b.1.4
questions using complete b. Setting b. Setting
sentences/ paragraphs. c. Plot c. Plot
MT3OL –Ia –b-6.2.2 d. Plot d. Plot
MT3LC – Ia –b-1.1.1 MT3RC – Ia –b-1.1.1
II. CONTENT
A. References
1.Teacher’s Guide pages CG p.130 of 149
2. Learner’s Materials pages
3.Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.PROCEDURES
A.. Reviewing previous lesson or Unlocking of Difficulties Unlocking of Difficulties Elements of the Story
presenting the new lesson 1. spot 1. resort Matching -Up
2. thoughtful 2. bushes
3. scrubbed 3. sight
B. Establishing a purpose for the Priming Activity Present pictures of a family showing If you are planning to have a pet, Song about count and mass
lesson Activity 1 : Around We Go the ff. activities. what do you want for a pet? nouns.
. Who are in the pictures?
. Is it good for the family to do things
together?
C. Presenting examples/Instances of Listen as the teacher reads this Doing Things for Mother Show the book cover.” The Pet”.
Show real objects to the pupils.
the new lesson dialog. By Nelia D. Bamba Let them identify the difference
between the two.
D. Discussing new concepts and Who are talking in the dialog? .Who are the persons in the story? What did Greg and his sister want to How do you identify the
practicing new skills # 1 Where are they? . What did Louise mother feel about do with the kitten? difference?
What interesting places did she his thoughtfulness?
see?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery Identifying the Elements of the Story
(leads to Formative Assessment Setting, Character, Plot
3)
G. Finding practical application of Follow up Activity: Classroom Retell the story using the story map Have pupils retell the story. Group them into four.
concepts and skills in daily living Passport as guide. 1. It was ____________. I- List down count nouns you
Assign each group a specific place 2. Greg and Martha together with their found in the market.
to occupy and choose a name of parents went __________. II – Draw some count nouns
country or a popular tourist spot. 3. Greg and Martha ______. found at home.
Then label their corner with the III- Illustrate the mass nouns
chosen name. Imaginje that your that is useful to people?
group is travelling to these places. IV- Illustrate the mass nouns
Each group member will take turns that is harmful to people?
going around and getting to know
the people and places of each
group. Have pupils ask questions?
H. Making generalizations and What did you learned today? How do we note details in a narrative How do we note details in a narrative What is count nouns?
abstractions about the lesson text? text? Mass nouns?
I. Evaluating learning Use rubrics with their group work. Use rubrics. Provide different stories then let them Identify the ff. objects or pictures
notes the elements of the story. presented as count nouns or
mass nouns?
J. Additional activities for application Say something about the places/ Make your own story using the guide Make a rap about your pet. Cut some pictures of count
or remediation tourist you have visited a while elements. nouns and mass nouns.
ago.
V.REMARKS ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective. objective. objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried ___Lesson not carried
VI.REFLECTION
A.No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
the evaluation
B.No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
C. Did the remedial lessons work? ___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
___Yes ___No
___Yes ___No
____ of Learners who caught up the
___Yes ___No
No. of learners who have caught up lesson lesson
with the lesson
D.No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive ___Metacognitive ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development:
worked well? Why did these work? Development:Examples: Self assessments, Development:Examples: Self assessments, Self assessments, note taking and studying Examples: Self assessments, note Examples: Self assessments, note taking
note taking and studying techniques, and note taking and studying techniques, and techniques, and vocabulary assignments. taking and studying techniques, and and studying techniques, and vocabulary
vocabulary assignments. vocabulary assignments. ___Bridging: Examples: vocabulary assignments. assignments.
Think-pair-share, quick-writes, and anticipatory ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think- ___Bridging: Examples: Think- charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory ___Schema-Building: Examples: Compare and charts. charts.
charts. charts. contrast, jigsaw learning, peer teaching, and ___Schema-Building: Examples:
___Schema-Building: ___Schema-Building: Examples: projects. ___Schema-Building:Examples: Compare and contrast, jigsaw learning,
Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer ___Contextualization: Compare and contrast, jigsaw learning, peer teaching, and projects.
learning, peer teaching, and projects. teaching, and projects. Examples: Demonstrations, media, peer teaching, and projects. ___Contextualization:
___Contextualization: ___Contextualization: manipulatives, repetition, and local ___Contextualization: Examples: Demonstrations, media,
opportunities. Examples: Demonstrations, media, manipulatives, repetition, and local
Examples: Demonstrations, Examples: Demonstrations,
___Text Representation: manipulatives, repetition, and local opportunities.
media, manipulatives, repetition, and local media, manipulatives, repetition, and local
Examples: Student created drawings, videos, opportunities. ___Text Representation:
opportunities. opportunities.
and games. ___Text Representation: Examples: Student created drawings,
___Text Representation: ___Text Representation: ___Modeling: Examples: Speaking slowly and Examples: Student created drawings, videos, and games.
Examples: Student created Examples: Student created clearly, modeling the language you want videos, and games. ___Modeling: Examples: Speaking
drawings, videos, and games. drawings, videos, and games. students to use, and providing samples of ___Modeling: Examples: Speaking slowly and clearly, modeling the
student work. slowly and clearly, modeling the language you want students to use, and
___Modeling: Examples: ___Modeling: Examples: Speaking
language you want students to use, and providing samples of student work.
Speaking slowly and clearly, modeling the slowly and clearly, modeling the language you
Other Techniques and Strategies used: providing samples of student work.
language you want students to use, and want students to use, and providing samples of
___ Explicit Teaching Other Techniques and Strategies used: Other Techniques and Strategies used:
providing samples of student work. student work.
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Answering preliminary ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Explicit Teaching ___ Explicit Teaching
activities/exercises ___ Answering preliminary ___ Answering preliminary
___ Group collaboration ___ Group collaboration
___ Carousel activities/exercises activities/exercises
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Diads ___ Carousel ___ Carousel
___ Answering preliminary ___ Answering preliminary
___ Differentiated Instruction ___ Diads ___ Diads
activities/exercises activities/exercises
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Carousel ___ Carousel
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Diads ___ Diads
___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Lecture Method ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Complete IMs Why? Why?
___ Lecture Method ___ Lecture Method ___ Availability of Materials ___ Complete IMs ___ Complete IMs
Why? Why? ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Availability of Materials collaboration/cooperation ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks collaboration/cooperation collaboration/cooperation
___ Group member’s ___ Group member’s ___ Audio Visual Presentation in doing their tasks in doing their tasks
collaboration/cooperation collaboration/cooperation of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
in doing their tasks in doing their tasks of the lesson of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs
__ Unavailable Technology
__ Colorful IMs
__ Colorful IMs
__ Colorful IMs
__ Colorful IMs
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s IM’s IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos
__ Making big books from
__ Localized Videos
__ Localized Videos
__ Localized Videos
__ Localized Videos
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials

DAILY LESSON LOG Teacher MARIA ELENA B. HERNANDEZ Learning Area MAPEH
I. OBJECTIVES
A .Content Standard Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of body Eid Fitr Demonstrates understanding
basic concepts of rhythm. lines,texture,shapes and shapes and body actions in Legal Holiday of the importance of
depth,contrast (size, texture) through preparation for various movement nutritional guidelines and
drawing. activities. balanced diet in good
nutrition and health.
B .Performance Standard Perform simple ostinato Creates an artwork of people in the Performs body shapes and actions Consistently demonstrates good
patterns/simple rhythmic province/region. properly. decision-making skills in making
accompaniments on classroom food choices.
instruments and other sound
sources to a given song.
C.Learning Relate images with sound and Distinguishes the size ofpersons in Describes body shapes and actions. Describes a healthy person.
Competency/Objectives silence witihin a rhythmic pattern. the drawing,to indicate its distance PE3BM- Ia-b-1 H3N-Iab-11
MU3RH – Ia -1 from the viewer.
Write the LC code for each.
II. CONTENT
C. References
1.Teacher’s Guide pages CG p.18 of 63 CG p.22 of 93 CG p.20 of 69 CG p.17 of 66
2.Learner’s Materials pages

3.Textbook pages
4.Additional Materials from Music 3 Curriculum Guide PE 3 Curriculum Guide Music 3 PE 3 Curriculum Guide Art 3 Health 3 Curriculum Guide
Learning Resource (LR)portal Curriculum Guide Curriculum Guide
D. Other Learning Resource Song Chart CD player CD player Pictures, chart
IV.PROCEDURES
A.Reviewing previous lesson or Sing “ Leron –Leron Sinta “ and Sizes of Persons Warm –up Activities What food would you like to eat?
presenting the new lesson move to the rhythm of the song. Is it will help you ?
B.Establishing a purpose for the Give examples of sounds that you What did you notice if you are far Sing the song “ My Toes,My Knees”. What is your perception about
lesson hear. apart from the objects you looking at? healthy person?
Give them activity cards to
identify healthy persons.
C.Presenting examples/Instances of Study the ff. rhythmic patterns and Show pictures of a person with Play a lively music.Let the pupils Show videos about healthy
the new lesson do the movements indicated in different sizes? make a body shape and actions. persons.
each beat.
D.Discussing new concepts and What images in the rhythmic What are the different sizes of - What body shapes did you formed? - What makes a person said to
practicing new skills # 1 pattern were used to represent the persons into its positions? be healthy?
sounds that you hear and the
sounds that you did not hear?
E.Discussing new concepts and

F.Developing mastery
(leads to Formative Assessment
3)
G.Finding practical application of Group the class into four. Each Art Activity Group the pupils into three.Let them Give them activity sheets to
concepts and skills in daily living group will perform the rhythmic performs body shapes and actions. perform.
patterns using the given
movements while singing “ Ang
Alaga Kong Pusa”.
H.Making generalizations and What symbols were used to - What makes a person seems so - What are body movements? - What is a healthy person?
abstractions about the lesson represent the sounds that we small or big in the picture? Actions?
heard and the sounds that we did
not hear?
I.Evaluating learning Put a check ( / ) on the appropriate Use rubrics to assess their Assess them to their performance Draw a healthy person. Use
box. performance. while ago. rubrics to give score to the
performance of your pupil.
J.Additional activities for application Create appropriate Cut a pictures of different sizes of Cut pictures of body movements. Agreement:
or remediation Movement that could people. Be healthy always.
Be used to accompany
A song.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried ___Lesson not carried. ___Lesson not carried.
VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
the evaluation
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
C. Did the remedial lessons work? ___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
No. of learners who have caught up lesson lesson
with the lesson
D.No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive ___Metacognitive ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development:
worked well? Why did these work? Development:Examples: Self assessments, Development:Examples: Self assessments, Self assessments, note taking and studying Examples: Self assessments, note Examples: Self assessments, note taking
note taking and studying techniques, and note taking and studying techniques, and techniques, and vocabulary assignments. taking and studying techniques, and and studying techniques, and vocabulary
vocabulary assignments. vocabulary assignments. ___Bridging: Examples: vocabulary assignments. assignments.
Think-pair-share, quick-writes, and anticipatory ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think- ___Bridging: Examples: Think- charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
pair-share, quick-writes, and anticipatory pair-share, quick-writes, and anticipatory charts. charts.
charts. charts. ___Schema-Building: Examples: Compare and
___Schema-Building: ___Schema-Building: Examples: contrast, jigsaw learning, peer teaching, and ___Schema-Building:Examples: ___Schema-Building: Examples:
Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw learning, peer projects. Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning,
learning, peer teaching, and projects. teaching, and projects. peer teaching, and projects. peer teaching, and projects.
___Contextualization: ___Contextualization:
___Contextualization:
Examples: Demonstrations, Examples: Demonstrations, media,
Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
media, manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media,
opportunities. opportunities.
opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
___Text Representation: ___Text Representation: opportunities. opportunities.
Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, videos, Examples: Student created drawings, Examples: Student created drawings,
___Modeling: Examples: ___Modeling: Examples: Speaking
and games. videos, and games. videos, and games.
Speaking slowly and clearly, modeling the slowly and clearly, modeling the language you
language you want students to use, and want students to use, and providing samples of
___Modeling: Examples: Speaking slowly and ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
providing samples of student work. student work.
clearly, modeling the language you want slowly and clearly, modeling the slowly and clearly, modeling the
students to use, and providing samples of language you want students to use, and language you want students to use, and
___ Explicit Teaching ___ Explicit Teaching
student work. providing samples of student work. providing samples of student work.
___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary
Other Techniques and Strategies used: ___ Explicit Teaching ___ Explicit Teaching
activities/exercises activities/exercises
___ Explicit Teaching ___ Group collaboration ___ Group collaboration
___ Carousel ___ Carousel
___ Group collaboration ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Diads ___ Diads
___ Gamification/Learning throuh play ___ Answering preliminary ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary activities/exercises activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Carousel ___ Carousel
___ Discovery Method ___ Discovery Method ___ Carousel ___ Diads ___ Diads
___ Lecture Method ___ Lecture Method ___ Diads ___ Differentiated Instruction ___ Differentiated Instruction
Why? Why? ___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Discovery Method ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Lecture Method ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method Why? Why?
___ Group member’s ___ Group member’s Why? ___ Complete IMs ___ Complete IMs
collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Availability of Materials ___ Availability of Materials
in doing their tasks in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s
of the lesson of the lesson ___ Group member’s collaboration/cooperation collaboration/cooperation
collaboration/cooperation in doing their tasks in doing their tasks
in doing their tasks ___ Audio Visual Presentation ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson of the lesson
of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
Equipment (AVR/LCD)
__ Colorful IMs
__ Colorful IMs
__ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
Internet Lab Internet Lab __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
__ Additional Clerical works __ Additional Clerical works Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s IM’s IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos
__ Localized Videos
__ Localized Videos
__ Localized Videos
__ Localized Videos
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III
DAILY LESSON LOG Guro MARIA ELENA B. HERNANDEZ Asignatura Edukasyon sa Pagpapakatao
(Pang-araw-araw na Petsa/ Oras June 3-7, 2019 Markahan Unang Markahan
Tala sa Pagtuturo)
LUNES June 3 MARTES June 4 MIYERKULES June 5 HUWEBES June 6 BIYERNES June 7
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng sariling kakayahan at pagkakaroon ng tiwala sa sarili.
B. Pamantayan sa Pagganap Naipapakita ang natatanging kakayahan sa iba’t ibang pamamaraan nang may tiwala, katapatan at katatagan ng loob.
C. Mga Kasanayan s aPagkatuto Nakakatukoy at nakapagpapakita ng mga natatanging kakayahan nang may pagtitiwala sa sarili
Isulatang code ng bawat kasanayan Positibong Pagpapakilala sa Sarili (Self-Esteem )
ESP3PKP – Ia-14
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro CG ph. 17 ng 76
2. Mga pahina sa Kagamitang Pang-mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng ESP 3 Curriculum Guide ESP 3 Curriculum Guide ESP 3 Curriculum Guide ESP 3 Curriculum Guide
Learning Resource
B. Iba pang Kagamitang Panturo tsart, larawan tsart, larawan tsart, larawan tsart, larawan
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o pagsisimula ng Ano-ano ang mga kakayahan ng Ano ang dapat gawin upang Mahalaga ba na pagyamanin ang Eid Fitr Mahalaga bang ipakita ang
bagong aralin. mga batang tulad niyo? lalongmapagyaman ang iyong iyong natatanging kakayahan? Legal Holiday iyong natatanging
Pagsumikapang maipalabas sa kakayahan? Bakit? kakayahan?
mga mag-aaral ang kanilang
naisin sa buhay na kaya nilang
gawin sa kanilang edad. Gamitin
ang konsepto ng konstruktibismo
kung saan gagamitin ng mga
mag-aaral ang kanilang mga
karanasan para masagot ang
iyong tanong.
B. Paghahabi sa layunin ng aralin Ano ang natatangi mong Ano-ano ang mga kaya kong Maari mo pa bang makilala nang Paano ko mapauunlad at
kakayahan? gawin kahit na ako ay nag-iisa?” husto ang iyong mga natatanging magagamit ang aking ang
kakayahan? Paano? king kakayahan?”
C. Pag-uugnay ng mga halimbawa sa bagong aralin. Gawain 1 Ano-ano ang mga kaya kong Ako si Pagpapakita ng isang
Pagmasdan ang gawin kahit na ako ay nag-iisa?” ___________________________ larawan kung papaano
mga Isulat ang iyong sagot sa _____________ mapapaunlad ang iyong
larawan, ano sagutang papel. Mga kaya kong Ako ay natatanging kakayahan.
ang nais gawin: nasa_______________________ Sumulat ng isang maikling
mong 1. _________ talata hinggil sa bagay na ito
tularan __________________________ (baitang) o gumuhit ng isang
paglaki? ______________________ ng katumbas ng talata.
___________________________
2. ______________
__________________________ (paarala
______________________ n)
Kaya kong
3. ___________________________
__________________________ _______
Nais kong tularan ang ______________________ ____________________________
batang_____________________ _________
_____________________ 4. ____________________________
__________________________ __________________________ _________
____sapagkat_______________ ______________________
___________________. Ibabahagi ko ang aking kakayahan
5. sa tuwing
__________________________ may
______________________ ___________________________
_____________
____________________________
________________
D. Pagtalakay ng bagongkonsepto at paglalahad n bagong . Sa mga itinala mong kakayahan, Sa mga itinala mong kakayahan, Ipaskil ang inyong gawain sa isang Tungkol saan ang iyong
kasanayan #1 alin sa mga ito ang palagi mong alin sa mga ito ang palagi mong bahagi ng dinding bilang lunsaran, isnulat na talata?
ginagawa? ginagawa? Masaya ka ba kapag pamantayan, o paalaalang Ano ang iyong nalaman
b .Masaya ka ba kapag naipapakita mo ang kakayahang kaisipan sa klase. tungkol sa sarili mo?
naipapakita mo ang kakayahang ito sa ibang tao? Bakit? Ano ang Sa mga gawaing ito, gabayan ang
ito sa ibang tao? Bakit? dapat mong gawin kapag medyo mga mag-aaral sa mga ipinaskil
c. Ano ang dapat mong gawin kinakabahan ka pa sa na gawain sa pader ng silid-
kapag medyo kinakabahan ka pa pagpapakita ng iyong paaralan. reaksyon sa mga bagay
sa pagpapakita ng iyong kakayahan? na sinusuri
kakayahan?
E. Pagtalakay ng bagong konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw na buhay Pangkatin ang mga bata ayon sa Magplano kayo! Bakit mahalagang malaman mo Paglaruin ang mga bata ng
kanilang kakayahan. Alam na ninyo ang inyong mga ang iyong mga kakayahan bilang magtiwala sila sa sarili.
kakayahan. Kaya na ninyo ang isang bata?
magplano ng isang pagtatanghal
o palabas para maipakita ang
inyong mga natatanging
kakayahan.
Lahat ng mahuhusay sa
pagguhit ay magsama-sama
upang mag-isip at gumawa ng
mga likhang-sining na maaaring
maipaskil sa isang bahagi ng
dingding o pader ng silid-aralan.
Ang mahuhusay umawit,
sumayaw, tumula, at umarte ay
magsama-sama upang magplano
naman ng isang natatanging
palabas o pagtatanghal
H. Paglalahat ng Aralin Saisangbatangkatulad mo, anong Bakit kayo may lakas ng loob na Ang kakayahan ng bawat tao ay Ang kakayahan ng bawat tao
kakayahan ang maaari mong ipakita ang inyong mga isang biyaya mula sa Diyos. Ito ay ay isang biyaya mula sa
gawin? natatanging kakayahan? dapat nating gamitin at linangin Diyos. Ito ay dapat nating
sapagkat nakapagbibigay ito sa gamitin at linangin sapagkat
atin ng sariling pagkakakilanlan. nakapagbibigay ito sa atin ng
sariling pagkakakilanlan.
I. Pagtataya ng Aralin Gumamit ng rubrics ayon sa Ano ang naramdaman nyo kapag Pagpapakita ng kakayahan ng Rubriks ( Ano ang nalaman
kanilang kakayahan kayo ay nagpapakita ng iyong klase. niyo ngayong araw?)
natatanging kakayahan?
J. Karagdagang Gawain para sa takdang-aralin at Ipakita ang ginawang tula, awit, o Kasunduan : Kasunduan : Kasunduan :
remediation rap o pagguhit na nagpapakita ng Ipagmalaki ang inyong Ipagmalaki ang inyong kakayahan. Ipagmalaki ang inyong
iyong kakayahan. kakayahan. kakayahan.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral n anakakuhang 80% sa pagtataya.
B. Bilang ng mag-aaral na nangangailangan ng iba pang

gawain para sa remediation.
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na magpapatuloy sa
remediation.
E. Alin sa mga istratehiyang pagtuturo nakatulong ng Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Kolaborasyon __Kolaborasyon __Kolaborasyon __Kolaborasyon __Kolaborasyon
lubos? Paano ito nakatulong?
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking naranasan na solusyunan sa Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking
tulong ng aking punung guro at superbisor? __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: naranasan:
kagamitang panturo. kagamitang panturo. kagamitang panturo. __Kakulangan sa makabagong __Kakulangan sa
__Di-magandang pag-uugali ng __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng kagamitang panturo. makabagong kagamitang
mga bata. mga bata. mga bata. __Di-magandang pag-uugali panturo.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga ng mga bata. __Di-magandang pag-uugali
bata bata bata __Mapanupil/mapang-aping ng mga bata.
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan mga bata
__Kakulangan ng guro sa __Kakulangan ng guro sa __Kakulangan ng guro sa ng mga bata lalo na sa __Kakulangan sa Kahandaan
kaalaman ng makabagong kaalaman ng makabagong kaalaman ng makabagong pagbabasa. ng mga bata lalo na sa
teknolohiya teknolohiya teknolohiya __Kakulangan ng guro sa pagbabasa.
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan kaalaman ng makabagong __Kakulangan ng guro sa
teknolohiya kaalaman ng makabagong
__Kamalayang makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. Anong kagamitang panturo ang aking nadibuho na nais __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
kong ibahagi sa mga kapwa ko guro? presentation presentation presentation presentation presentation
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language Learning __Community Language __Community Language
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” Learning Learning
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Ang “Suggestopedia”
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task __ Ang pagkatutong Task
Based Based
__Instraksyunal na material __Instraksyunal na material

DAILY LESSON LOG Guro MARIA ELENA B. HERNANDEZ Asignatura Filipino
Tala sa Pagtuturo)
I. .LAYUNIN
A. Pamantayang Pangnilalaman TATAS
B. Pamantayan sa Pagganap Pagsasalita( Wikang Pag-unawa sa Binasa Gramatika Eid Fitr Pagsulat at Pagsalaysay
Binibigkas ) Legal Holiday
C. Mga Kasanayan s aPagkatuto Naisasagawa ng maayos ang Naiuugnay ang binasa sa Nagagamit ang pangngalan sa Nasisipi ng maayos at wasto
Isulatang code ng bawat kasanayan pagpapakilala sa sarili. sariling karanasan. pagsasalaysay tungkol sa mga tao, lugar, at ang mga salita./ talata.
F3TA- Ia-13.1 F3PB –Ia-1 bagay sa paligid. F3PU –Ia –c-1.2
F3WG –Ia-d-2
II. NILALAMAN
KAGAMITANG PANTURO
A..Sanggunian
1..Mga pahina sa Gabay ng Guro CG ph. 35 ng 91/ TG ph.4
2..Mga pahina sa Kagamitang Pang-
mag-aaral
3..Mga pahina sa Teksbuk Filipino 3 Curriculum Filipino 3 Curriculum Guide Filipino 3 Curriculum Guide Filipino 3 Curriculum Guide Filipino 3 Curriculum Guide
Guide
4.Karagdagang Kagamitan mula sa
portal ng Learning Resource
B.Iba pang Kagamitang Panturo Tsart, larawan Tsart, larawan Tsart, larawan Tsart, larawan Tsart, larawan
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o Hayaang ipakilala ng mga Linangin ang salitang pista? Magpaskil ng ilang salita sa
pagsisimula ng bagong aralin. bata ang kanilang sarili. paligid ng silid - aralan.
B. Paghahabi sa layunin ng aralin Anong karanasan sa unang Pagpapalawak ng Talasalitaan Ano ang nakikita niyo sa paligid? Magpakita ng isang alkansiya.
araw ng pasukan ang hindi Ipabasa sa mga bata ang “
mo malilimutan? Ang Aking Alkansiya”.
C. Pag-uugnay ng mga halimbawa sa Basahin nang malakas ang Basahin nang malakas ang Ano ang ginagawa mo kung malapit na nag - Ano-ano ang gamit ng isang
bagong aralin. kuwento na “ Unang Araw ng kuwento na “ Ang Pistang pista sa inyong bayan? alkansiya?
Pasukan” Babalikan Ko” Basahin “Pista sa Aming Bayan “.
D. Pagtalakay ng bagongkonsepto at Ano ang nararamdaman ng Ano ang pamagat ng kuwento? Ano-anong mga bagay ang makikita tuwing
paglalahad n bagong kasanayan #1 mga bata sa unang araw ng may kapistahan?
pasukan?
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan Pangkatin ang mga bata
(Tungo sa Formative Assessment) .Gagawa sila ng isang talata
kung paano nila tinitipid ang
kanilang baon sa eskwelahan.
G. Paglalapat ng aralin sa pang-araw-araw Maghanda ng isang Pasagutan ang “ Linangin Ipagawa ang “ Linangin Natin” p.5 Ano ang dapat tandaan sa
na buhay masayang musikang Natin”. pagsipi ng ngalan ng tao?
patutugtugin. Iayos ang mga Bagay? Lugar?
bata.
H. Paglalahat ng Aralin Ano ang dapat tandaan sa Pagawain ng Kiping ang mga Ano ang pangngalan? Pagyamanin Natin.
pagpapakilala ng sarili? bata.
I. Pagtataya ng Aralin Gumawa ng isang malikhaing Pasagutan ang Pagyamanin Pasagutan ang Pagyamanin Natin p.5 Pag-aralang mabuti kung
pagpapakilala ng iyong Natin p.4. paano isnusulat ang isang
sarili.Gumamit ng rubriks talata.
para dito.
J. Karagdagang Gawain para sa takdang- Gumawa ng kanta sa Magbasa kang kuwento na Gumupit ng mga bagay na inihahanda tuwing
aralin at remediation pagpapakilala ng sarili. pwedeng ibase sa iyong pista.
sariling karansan.
IV.MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral n anakakuhang 80%

sa pagtataya.
B. Bilang ng mag-aaral na nangangailangan

ng iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng

mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation.
E. Alin sa mga istratehiyang pagtuturo Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking
solusyunan sa tulong ng aking punung guro naranasan: naranasan: __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong naranasan:
at superbisor? __Kakulangan sa __Kakulangan sa makabagong panturo. kagamitang panturo. __Kakulangan sa makabagong
makabagong kagamitang kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. kagamitang panturo.
panturo. __Di-magandang pag-uugali ng __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Di-magandang pag-uugali
__Di-magandang pag-uugali mga bata. __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata ng mga bata.
ng mga bata. __Mapanupil/mapang-aping lalo na sa pagbabasa. lalo na sa pagbabasa. __Mapanupil/mapang-aping
__Mapanupil/mapang-aping mga bata __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng mga bata
mga bata __Kakulangan sa Kahandaan ng makabagong teknolohiya makabagong teknolohiya __Kakulangan sa Kahandaan
__Kakulangan sa Kahandaan mga bata lalo na sa pagbabasa. __Kamalayang makadayuhan __Kamalayang makadayuhan ng mga bata lalo na sa
ng mga bata lalo na sa __Kakulangan ng guro sa pagbabasa.
pagbabasa. kaalaman ng makabagong __Kakulangan ng guro sa
__Kakulangan ng guro sa teknolohiya kaalaman ng makabagong
kaalaman ng makabagong __Kamalayang makadayuhan teknolohiya
teknolohiya __Kamalayang makadayuhan
__Kamalayang
makadayuhan
G. Anong kagamitang panturo ang aking __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video
nadibuho na nais kong ibahagi sa mga presentation presentation __Paggamit ng Big Book __Paggamit ng Big Book presentation
kapwa ko guro? __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Community Language Learning __Paggamit ng Big Book
__Community Language __Community Language __Ang “Suggestopedia” __Ang “Suggestopedia” __Community Language
Learning Learning __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” __Instraksyunal na material __Instraksyunal na material __Ang “Suggestopedia”
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task
Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material

DAILY LESSON LOG Guro MARIA ELENA B. HERNANDEZ Asignatura Araling Panlipunan
Tala sa Pagtuturo)
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kinalalagyan ng mga lalawigan sa rehiyong kinabibilangan ayon sa katangiang heograpikal nito.
B. Pamantayan sa Pagganap Nakapaglalarawan ng pisikal na kapaligiran sa rehiyong kinabibilangan gamit ang mga batayang impormasyon tungkol sa direksiyon, lokasyon,populasyon at
paggamit ng mapa.
C. Mga Kasanayan s aPagkatuto Naiisa –isa ang mga simbolo na Nabibigyang kahulugan ang mga Natutukoy ang kinalalagyan ng Nailalarawan ang
Isulatang code ng bawat kasanayan ginagamit sa mapa. simbolo na ginagamit sa mapa bawat lalawigan sa rehiyon kinalalagyan ng iba’t
AP3LAR-Ia-1 sa tulong ng mga panuntunan. gamit ang mga pangunahin at ibang lalawigan sa
AP3LAR-Ia-1 pangalawang direksiyon. rehiyon
AP3LAR-Ic-3 AP3LAR-Ib-2
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro TG p.1-3/ CG ph. 30 ng 120
2. Mga pahina sa Kagamitang Pang-mag-aaral LM p.1
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o pagsisimula ng bagong aralin. Magplano ng scavengers hunt - Ano ang mapa? Patayuin ang mga bata sa Ipakuha ang mapa sa
gamit ang isang simpleng mapa. klase. bata.
B. Paghahabi sa layunin ng aralin Ano ang gamit ng mapa? - Paano mo nga narating ang Alam mo ba ang direksiyon ng Ano nga ang mga
isang lugar? isang lugar? pangunahing direksiyon?
C. Pag-uugnay ng mga halimbawa sa bagong aralin. Magpakita ng bidyu tungkol sa Magpakita ng mapa sa mga bata Magpakita ng bidyu tungkol sa Magpakita ng mapa ng
mapa. o powerpoint. pangunahing direksiyon. iyong lugar. Magtanong
tungkol dito.
D. Pagtalakay ng bagongkonsepto at paglalahad n bagong - Paano ninyo natagpuan ang mga Ano-ano mga simbolo ang Ano-ano ang makikita sa mapa Sa anong direksiyon
kasanayan #1 bagay sa mapa? ginagamit sa mapa? maliban sa mga simbolo? nakaharap ang lalawigan
- Ano ang kahulugan nito? ng Batangas?Rizal?
Cavite?
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #2
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw na buhay Magdaos ng brainstorm tungkol sa Pangkatin ang mga bata. Maghanda ng isang gawain na Ipangkat ang mga bata sa
mapa. makapaglilinang ng kakayahan tatlo. Ipalabas ang mapa.
ng isang bata sa grupo. I- Isulat ang mga lugar na
nasa silangan ng Laguna
II- Isulat ang mga lugar na
nasa hilaga ng Rizal
III- Isulat ang mga lugar
na nasa kanluran at timog
na bahagi ng Cavite
H. Paglalahat ng Aralin Ano ang mapa? Ano ang nais pakahulugan ng Ano –ano ang mga Ano –ano ang mga
mga simbolo na ginagamit sa pangunahing direksiyon? pangunahing direksiyon?
mapa?
I. Pagtataya ng Aralin Pasagutan ang Natutuhan Kos a Ibigay ang kahulugan ng mga Pasagutan ang Natutuhan Ko Maghanda ng ipagagawa
KM. simbolo na makikita sa mapa. sa LM. sa mga bata.
1. ___
___
____ 2-5.atbp.
J.Karagdagang Gawain para sa takdang-aralin at remediation Pagdalahin ang mga bata ng Magdala ng mapa. Isulat mga bagay na nasa Isulat mga bagay na nasa
kompas at mapa na magpapakita bahaging silangan ,kanluran bahaging silangan
ng pangunahin at pangalawang ,hilaga at timog ng inyong ,kanluran ,hilaga at timog
direksiyon bahay. ng inyong kusina
IV. MGA TALA

V.PAGNINILAY
H. Bilang ng mag-aaral n anakakuhang 80% sa pagtataya.
I. Bilang ng mag-aaral na nangangailangan ng iba pang gawain

para sa remediation.
J. Nakatulong ba ang remedial? Bilang ng mag-aaral na
nakaunawa sa aralin.
K. Bilang ng mga mag-aaral na magpapatuloy sa remediation.
L. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
ito nakatulong?
M. Anong suliranin ang aking naranasan na solusyunan sa tulong Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking
ng aking punung guro at superbisor? __Kakulangan sa makabagong __Kakulangan sa makabagong naranasan: naranasan: naranasan:
kagamitang panturo. kagamitang panturo. __Kakulangan sa makabagong __Kakulangan sa __Kakulangan sa
__Di-magandang pag-uugali ng __Di-magandang pag-uugali ng kagamitang panturo. makabagong kagamitang makabagong kagamitang
mga bata. mga bata. __Di-magandang pag-uugali ng panturo. panturo.
__Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata. __Di-magandang pag- __Di-magandang pag-
bata mga bata __Mapanupil/mapang-aping uugali ng mga bata. uugali ng mga bata.
__Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang- __Mapanupil/mapang-
mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng aping mga bata aping mga bata
__Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa mga bata lalo na sa pagbabasa. __Kakulangan sa __Kakulangan sa
ng makabagong teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa Kahandaan ng mga bata Kahandaan ng mga bata
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong lalo na sa pagbabasa. lalo na sa pagbabasa.
__Kamalayang makadayuhan teknolohiya __Kakulangan ng guro sa __Kakulangan ng guro sa
__Kamalayang makadayuhan kaalaman ng kaalaman ng makabagong
makabagong teknolohiya teknolohiya
__Kamalayang __Kamalayang
makadayuhan makadayuhan
N. Anong kagamitang panturo ang aking nadibuho na nais kong __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
ibahagi sa mga kapwa ko guro? presentation presentation presentation presentation presentation
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language Learning __Community Language Learning __Community Language __Community Language __Community Language
__Ang “Suggestopedia” __Ang “Suggestopedia” Learning Learning Learning
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based __ Ang pagkatutong Task __ Ang pagkatutong Task
__Instraksyunal na material Based Based
__Instraksyunal na __Instraksyunal na
material material

DAILY LESSON LOG Teacher MARIA ELENA B. HERNANDEZ Learning Area SCIENCE
I. OBJECTIVES
A .Content Standard Demonstrate understanding of ways of sorting materials and describing them as solid,liquid,or gas based on their observable properties.
B .Performance Standard Be able to group common objects found at home and in school according to solids,liquids,and gas.
C.Learning Name different objects around us Describe solids according to their Name solids of different shapes. Eid Fitr Compare and classify solids
Competency/Objectives Classify the objects based on their color. S3MT-Ia-b-1 Legal Holiday according to size.
Write the LC code for each. characteristics S3MT-Ia-b-1 S3MT-Ia-b-1
S3MT-Ia-b-1
II. CONTENT
E. References
1.Teacher’s Guide pages
3.Textbook pages
4.Additional Materials from Science Curriculum Guide Science Curriculum Guide Science Curriculum Guide Science Curriculum Guide
F. Other Learning Resource chart, pictures chart, pictures chart, pictures chart, pictures
IV.PROCEDURES
A.Reviewing previous lesson or What objects can you see? Checking of Assignment
presenting the new lesson
B.Establishing a purpose for the What do you see around you?Can Show these two pictures to the
lesson you name it? class.
Teacher place different objects with Sing the song “ I Have”.
different colours on the table.
C.Presenting examples/Instances of Show powerpoint Show a ruler and meter stick.
the new lesson presentation/video clips about Compare the two.
matter.
D.Discussing new concepts and - What makes up an object? What are the objects found in the box? What are these solids? What are the solids written on
practicing new skills # 1 What characterisitics did you What different shapes did you your chart.
observe? observe? How are they similar to the other.
What characteristics have you
observed?
E.Discussing new concepts and

F.Developing mastery
(leads to Formative Assessment
3)
G.Finding practical application of Divide the class into small groups. Find your partner. Activity Draw five objects with different
concepts and skills in daily living - Class ,we will visit a place in our sizes.
school. Each of you will collect 10
objects in solid form.
COLO SIZE SHAPE TEXTU
R RE
H.Making generalizations and How can you classify objects What are the colours of solids? Are these solids of different shapes How do you compare and
abstractions about the lesson based on their characteristics? What can you say about the colours around us? classify solids?
of solids?
I.Evaluating learning Fill in the chart with 5 objects each Fill in the chart. Processing questions may serve as Prepare five objects.
that can be seen in your house SOLID OBJECTS COLOR an assessment tool on the
according to their characterisitics. Ballpen knowledge of different shapes.
Eraser
Desk
COLOR SI SHAPE TEXTURE
Sharpener
Z Scissors
E Socks
pencil
bag
J.Additional activities for application On a short bond paper ,draw three Look for different objects in your room. Bring ruler and two solids of the List down objects found at home.
or remediation objects with different colours. . Make a chart of these objects and their same kind. Big and small. Long and Find the exact
colour . short ,fat and thin ,which are not measurement.Make a chart.
heavy to carry in their bags.
V.REMARKS ___Lesson carried. Move on to the next

objective.
___Lesson carried. Move on to the next
objective.
objective.
objective.
objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI.REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
evaluation above above above
B.No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation who scored below activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation
80%
C.Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the lesson ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation require remediation remediation remediation require remediation require remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___Interactive LectureDemonstrations ___Interactive LectureDemonstrations The ___Interactive Lecture Demonstrations ___Interactive Lecture
The activity can be a classroom activity can be a classroom experiment, a The activity can be a classroom ___Interactive Lecture Demonstrations The activity can be
experiment, a survey, a simulation or survey, a simulation or an analysis of experiment, a survey, a simulation or an Demonstrations The activity can be a classroom experiment, a survey, a
an analysis of secondary data. secondary data. analysis of secondary data. a classroom experiment, a survey, a simulation or an analysis of
simulation or an analysis of secondary data.
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning secondary data.
___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Cooperative Learning ___Jigsaws
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Jigsaws ___Gallery Walks
___Making notes from book ___Making notes from book ___Making notes from book ___Gallery Walks ___Fieldtrips
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Fieldtrips ___Making notes from book
presentation presentation presentation ___Making notes from book ___Use of internet/audio visual
___Text books ___Text books ___Text books ___Use of internet/audio visual presentation
___Investigations ___Investigations ___Investigations presentation ___Text books
___Models ___Models ___Models ___Text books ___Investigations
___Demonstrations ___Demonstrations ___Demonstrations ___Investigations ___Models
___Models ___Demonstrations
___Demonstrations
Other Techniques and Strategies Other Techniques and Strategies used:

used: ___Manipulative Tools Other Techniques and Strategies used: Other Techniques andStrategies
___Manipulative Tools ___Pair Work ___Manipulative Tools Other Techniques and Strategies used:
___Pair Work ___ Explicit Teaching ___Pair Work used: ___Manipulative Tools
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___Manipulative Tools ___Pair Work
___ Group collaboration ___ Carousel ___ Group collaboration ___Pair Work ___ Explicit Teaching
___ Carousel ___ Diads ___ Carousel ___ Explicit Teaching ___ Group collaboration
___ Diads ___ Differentiated Instruction ___ Diads ___ Group collaboration ___ Carousel
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Diads
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Diads ___ Differentiated Instruction
___ Lecture Method Why? ___ Lecture Method ___ Differentiated Instruction ___ Discovery Method
Why? ___ Complete IMs Why? ___ Discovery Method ___ Lecture Method
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method Why?
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why? ___ Complete IMs
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs ___ Availability of Materials
___ Group member’s collaboration/cooperation ___ Group member’s ___ Availability of Materials ___ Pupils’ eagerness to learn
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn ___ Group member’s
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Group member’s collaboration/cooperation
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation collaboration/cooperation in doing their tasks
of the lesson of the lesson in doing their tasks ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson
of the lesson
F.What difficulties did I encounter which my
principal or supervisor can help me solve? __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
G. What innovation or localized materials did Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
I use/discover which I wish to share with __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
other teachers? Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
DAILY LESSON LOG Teacher MARIA ELENA B. HERNANDEZ Learning Area Mathematics
I. OBJECTIVES
A .Content Standard Demonstrates understanding of whole numbers up to 10 000.

B .Performance Standard Is able to recognize,reresent,compare,and order whole numbers up to 10 000.
C.Learning Visualizes numbers up to 10 000 Visualizes numbers up to 10 000 Give the place value and value of Eid Fitr Give the place value and value
Competency/Objectives with emphasis on numbers 1 001 with emphasis on numbers 5 001 numbers up to 10 000. Legal Holiday of numbers up to 10 000.
up to 5 000. up to 10 000. M3NS- Ia-1.3 M3NS- Ia-1.3
Write the LC code for each. M3NS- Ia-1.3 M3NS- Ia-1.3
II. CONTENT
G. References
1.Teacher’s Guide pages
3.Textbook pages
4.Additional Materials from -
H. Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Hayaan ang mga mag- Hayaan ang mga mag- Gawin ang Gawain I-B sa Ipabasa sa mga bata ang
presenting the new lesson mga bilang mula sa 101-
aaral na magsalat sa aaral na sagutan ang kagamitan ng mga mag- 1000.Gumamit ng
kanilang show-me- aaral pahina 11. flashcards.
nasa ibaba:
board ng bilang 101 at
1000. Tumawag ng Isulat ang bilang na
bata at ipabasa ito. ipinapakita sa bawat se
Gawin ito ng parehong ng number discs.
paraan.
B.Establishing a purpose for the Paglalaro ng puzzle. Hatiin ang mga mag- Bumuo ng apat na grupo. Pagsamahin at
lesson Ang bawat pangkat ay may ipares.Ipamigay ang set ng
Ihanda ang set ng aaral sa apat na
pangkat. 3 miyembro. Bigyan mga kards na may bilang
bilang na nakasulat sa simbolo at
0,1,2,3,4,5,6,7,8,9. Ang bilang ay naka- ang bawat pangkat ng sets isa pang set ng kards na
assign at nakadikit sa ng number kards ( 1-9). may katumbas na bilang
bawat miyembro ng Panuto; sa salita.Sabihin sa mga
ITANONG: grupo- 0,1,2,3,4,5,6,7,8 bata na hanapin ang
Ang bawat miyembro ng
at 9. Tatanungin sila ng kanilang kapares.Ang
grupo ay may hawak na
a. Anong maliit na ilang katanungan at bilang. Kapag natawag ang
unang pares na
bilang ang may 3 digit iaayos nila ang makakahanap ng kapares
bilang, ang ibang miyembro
kanilang sarili ayon sa ang siyang panalo.Ikabit
na mabubuo? ng pangkat ay bubuuin ang
ang pares na
b. Paano na kanilang sagot. bilang na nabanggit. matatagpuan sa pisara.
isusulat ang dalawang Ang miyembro na Halimbawa: 654 , 982
walang bilang na naka- Ang unang grupong
daan, walumpu’t lima
assign ay magiging makakabuo ng bilang ang
sa bilang? siyang mananalo
tagasuri ng pangkat at
isusulat ang sagot ng
Ang unang pangkat na grupo sa pisara.
makakagawa ng puzzle Ang pangkat na may
ay siyang mananalo. pinakamataas na iskor
ang mananalo ng
larong “Bigyan Ako”.
C.Presenting examples/Instances of Ipakita ang nabuong Ipakita ang mga 1. Ipakita ang pamilang na Idikit ang suliranin
the new lesson bilang-flats, longs, at sa pisara.Narinig ni Glenda
puzzle. nabuong bilang:
parisukat o kaya hayaan ang mula sa tagapagbalita
1234, mga bata gamitin ang isang libo,dalawangput
ITANONG: pamilang na bilang at lima na botante sa
9876, Barangay Sta.Ana at isang
ipabilang ito. Pangkatin ito
a. Paano 2468, sa sanlibuhan, sandaanan, libo,tatlong daan
nagkapare-pareho ang 1001, sampuan at isahan. dalawangput apat botante
sa barangay
bilang? 9988 Ilan ang nabuo ninyo Nabalod.Sinulat niya ang
b. Ilang digit ang sanlibuhan? sandaanan? bilang sa kanyang papel ng
Itanong:
bilang? sampuan? isahan? ganito,
Alin sa mga bilang ang
c. Ano ang pinaka
may pinakamaliit na Isusulat ng mga bata Barangay Sta.Ana-
malaking place value digit sa sandaanan? (1 ang sa pisara ang bilang. 1 250 na botante
na bilang? 001)
Ipakilala sa mga bata Barangay
Alin ang ang place value tsart. Nabalod- 1 324 na botante
pinakamalaking digit sa Tingnan sa kagamitan ng
libuhan? (9 876 at 9 Tanong:Tama ba
mga mag-aaral pahina
988) siya sa pagsulat ng
10.Talakayin ang place
bilang ?Bakit?
Aling bilang ang may value.
pinakamalaking value? Tumawag ng ilang
(9 988) bata para basahin ang
Ano ang pinakamataas bilang na nakasulat sa
na place value kung salita at bilang na
ang 9 988 ay rounded nakasulat sa simbolo.
off sa
10 000? (ten
thousands)
D.Discussing new concepts and Ipakita ang Hayaan ang mga mag- Pangkatin ang klase. Hatiin ang klase sa
practicing new skills # 1 Ipamahagi ang number grupo.Bigyan ng gawain
isahan,sampuan, aaral gamitin ang
kards na may bilang na ang bawat grupo.Sabihin
sandaanan at libuhan sandaanan, sampuan, sa kanila na inihanda ang
ng bawat bilang. at isahan para ipakita hindi tataas sa 10 000. hundred tsart.
ITANONG: ang 9000 at 10 000.
a. Ano ang
ipinapakita
ng blocks?
flats?longs?
squares?
b. Kapag
idinagdag
ang square sa
1000 blocks,
ilan ang
makukuha?
c. Sa
representasyo
n, ilan ang 2
blocks, 4
flats, 2 longs
at 5 squares?
d. Ilang blocks,
flats, longs at
squares ang
3627?
e. Paano
naipapakita
ang
representasyo
n ng
malaking
bilang?
E.Discussing new concepts and Hatiin ang mga Magbigay ng bundle ng Itanong ang mga Itanong ang mga
practicing new skills # 2 sumusunod na katanungan: sumusunod:
mag-aaral sa 10. straw sa mga mag-
Bigyan ang aaral ng 1000s, 100s, Alin bilang sa kard 1 - Ilang digits ang
bawat pangkat 10s, at 1s. Hayaan ang na nasa sanlibuhan? isahan bilang mula 1001
ng tsart na may place value? hanggang 9999 mayroon?
mga mag-aaral na Aling digit ang nasa grupo
pinamagatang ipakita ang sumusunod Ano ang place value ng libuhan?
“Ang aking 200- ng bawat bilang sa kard 1?
na bilang gamit ang
2001 Chart”. -Ilang digit ang
bundle ng straw. Ano ang place value nasa 10 000?Aling digit
Hayaan silang ng bawat bilang na nasa ang nasa grupo ng
kumpletuhin ang Halimbawa: 8 207 6 kard? libuhan?
mga datos sa 482 9 025
Alin ang may -Paano mo
ibaba.
Hayaan ang mga mag- mataas? Mababa place babasahin ang mga bilang
value? na nakasulat sa salita at
aaral na ilabas nila ang
simbolo?
ipinadala sa kanilang
-Paano mo
libuhan, sandaanan,
pinaghiwalay ang mga
sampuan, at isahan. digits sa libuhan sa digit na
Hayaan ang mga mag- nasa daanan,sampuan at
aaral sagutan ang isahan?
Gawain 1 sa LM pahina
6-7.
F.Developing mastery ITANONG: Itanong ang Gawin ang Gawain 3 sa Gabayan ang mga
(leads to Formative Assessment kagamitan ng mga mag- bata sa paggawa ng
Paano naipapakita ang sumusunod na
3) aaral pahina 13. Talakayin Gawain 1 sa Kagamitan ng
bilang 1001-5000? katanungan: ito. Mag-aaral pahina 16.
(Sa pagpapakita ng
bilang 1001 hanggang Ano ang napansin Tamang Sagot:
5000 blocks, flats, ninyo sa mga Gawain? A.1.isang libo,apat
longs at squares ang Nakakatulong ba ang na daan at pitung put
ginamit). sandaanan, sampuan lima.
at isahan at ang bundle
2.tatlong
ng straw sa
libo,limang daan at
pagpapakita ng bilang?
walongpu.
3.apat na
libo,limang daan at tatlong
put pito.
4.limang
libo,apat na daan at anim
na put dalawa.
5.siyam na
libo,apat na daan at
walong put-apat
G.Finding practical application of Ipakita ang katumbas Bigyan ang mga mag- Gawin ang Gawain 4 a.Maghanda ng
concepts and skills in daily living sa kagamitan ng mag-aaral flashcards o kaya tsart na
na bilang ng mga aaral ng bundle ng
pahina 14. may bilang mula 1 001
sumusunod gamit ang straw. Sagutan ang hanggang 10 000 na
sandaan, 7 sampuan, at Gawain 2 sa LM pahina nakasulat sa salita at
4 na isahan. 7. simbolo.
1. 2 217
2. 3 248
3. 3 760
H.Making generalizations and ITANONG: itanong ang Itanong ang sumusunod na Itanong ang sumusunod
abstractions about the lesson katanungan: na katanungan:
Paano naipapakita ang sumusunod na
bilang 1001-5000? katanungan: Ano ang place value Ano ang place
(Sa pagpapakita ng ng 4 na bilang? value ng 4 na bilang?
bilang 1001 hanggang Paano natin
Paano mo naibibigay Paano mo
maipapakita ang bilang
5000 blocks, flats, ang place value ng bilang? naibibigay ang place
5 001 hanggang 10
longs at squares ang value ng bilang?
000?
ginamit). Ano ang makakatulong
sa atin upang
maipakita ang mga
bilang?
I.Evaluating learning Gamitin ang Ibigay ang Gawain 4 sa Gawin ang Gawain 5 sa Gawain ang
sandaanan, sampuan at kagamitan ng mag-aaral Gawain 3 sa Kagamitan ng
LM pahina 9 at
pahina 15. Mag-aaral pahina 17
isahan upang maipakita pasagutan ito sa mga
ang sumusunod na mag-aaral. Tsekan ang
bilang. kanilang kasagutan.
1. 1 375
2. 2 083
3. 3 260
4. Isang libo,
limang daan,
at
labinwalong
punla ng
mahogany.
Dumalo sa konsiyerto
ang apat na libo,
dalawang daan at
tatlumpu’t isang
manonood. Paano mo
maipapakita ang
bilang na itop gamit
ang sandaanan,
sampuan at isahan.
Isulat ang inyong
sagot sa sagutang
papel.
J.Additional activities for application Gamit ang graphing Hayaan ang mga mag- Gawin ang Gawain 6 sa a.Sabihin sa mga
or remediation kagamitan ng mga mag- bata na sumulat ng 3
paper, iguhit kulayan aaral na sagutan sa
aaral pahina 15. bilang sa
ang katumbas na bilang bahay ang Gawain 5 sa flashcards.Hayaan silang
sa ibaba.isulat ang LM pahina 10. makipagpalit sa kanilang
angkop na bilang sa kamag-aral at magsanay
patlang. na basahin ang bilang.
b.Ipagawa ang
1. 1 block, 8 Gawain 4 sa Kagamitan ng
flats at 2 Mag -aaral pahina 18.
squares
_________
2. 2 blocks, 5
flats, 7 longs
at 4 squares
___________
_
3. 4 blocks at 9
longs
_______
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI.REFLECTION
A.No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
evaluation above above
B.No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation who scored below activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation
80%
C.Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation require remediation remediation remediation require remediation require remediation
E.Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning ___Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___Interactive LectureDemonstrations ___Interactive LectureDemonstrations ___Interactive Lecture Demonstrations ___Interactive Lecture

The activity can be a classroom The activity can be a classroom The activity can be a classroom ___Interactive Lecture Demonstrations The activity can be
experiment, a survey, a simulation or an experiment, a survey, a simulation or an experiment, a survey, a simulation or an Demonstrations The activity can be a classroom experiment, a survey, a
analysis of secondary data. analysis of secondary data. analysis of secondary data. a classroom experiment, a survey, a simulation or an analysis of
simulation or an analysis of secondary data.
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning secondary data.
___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Cooperative Learning ___Jigsaws
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Jigsaws ___Gallery Walks
___Making notes from book ___Making notes from book ___Making notes from book ___Gallery Walks ___Fieldtrips
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Fieldtrips ___Making notes from book
presentation presentation presentation ___Making notes from book ___Use of internet/audio visual
___Text books ___Text books ___Text books ___Use of internet/audio visual presentation
___Investigations ___Investigations ___Investigations presentation ___Text books
___Models ___Models ___Models ___Text books ___Investigations
___Demonstrations ___Demonstrations ___Demonstrations ___Investigations ___Models
___Models ___Demonstrations
___Demonstrations
___Manipulative Tools ___Manipulative Tools Other Techniques and Strategies used: Other Techniques andStrategies
___Pair Work ___Pair Work ___Manipulative Tools Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___Pair Work used: ___Manipulative Tools
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___Manipulative Tools ___Pair Work
___ Carousel ___ Carousel ___ Group collaboration ___Pair Work ___ Explicit Teaching
___ Diads ___ Diads ___ Carousel ___ Explicit Teaching ___ Group collaboration
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Group collaboration ___ Carousel
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Diads
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Diads ___ Differentiated Instruction
Why? Why? ___ Lecture Method ___ Differentiated Instruction ___ Discovery Method
___ Complete IMs ___ Complete IMs Why? ___ Discovery Method ___ Lecture Method
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Lecture Method Why?
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials Why? ___ Complete IMs
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs ___ Availability of Materials
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Availability of Materials ___ Pupils’ eagerness to learn
in doing their tasks in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks ___ Group member’s collaboration/cooperation
of the lesson of the lesson ___ Audio Visual Presentation collaboration/cooperation in doing their tasks
of the lesson in doing their tasks ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson
of the lesson
F.What difficulties did I encounter which my
principal or supervisor can help me solve? __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology

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GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III

B. Other Learning Resource Internet Internet Internet

GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III

2.Learner’s Materials pages

E.Discussing new concepts and

B. Bilang ng mag-aaral na nangangailangan ng iba pang

GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III

A. Bilang ng mag-aaral n anakakuhang 80%

B. Bilang ng mag-aaral na nangangailangan

C. Nakatulong ba ang remedial? Bilang ng

GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III

IV. MGA TALA

I. Bilang ng mag-aaral na nangangailangan ng iba pang gawain

GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III

E.Discussing new concepts and

V.REMARKS ___Lesson carried. Move on to the next

Other Techniques and Strategies Other Techniques and Strategies used:

A .Content Standard Demonstrates understanding of whole numbers up to 10 000.

___Interactive LectureDemonstrations ___Interactive LectureDemonstrations ___Interactive Lecture Demonstrations ___Interactive Lecture

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