DLL_ENGLISH 3_Q1_W1.docx

1. DAILY LESSON LOG
School: Solis Elementary School Grade Level: III
Teacher: Annaliza S. Maya Learning Area: ENGLISH
Teaching Dates and Time: August 29 – Sept. 1, 2023 (WEEK 1) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Grade Level
Standard
The learner listens critically to get information from text heard, demonstrates independence in using the basic language
structure in
oral and written communication, and reads with comprehension.
B. Learning
Competency/
s:
Describe one’s drawing about the stories/poems listened to using simple and compound sentence
II CONTENT Drawing and Writing Sentences
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
CG p. 36 of 170
2. Learner’s
Materials pages
3. Text book
pages
4. Additional
Materials from
Learning
Resources
Internet Internet Internet Internet
B. Other
Learning
Resources
Pictures, copy of story Charts,powerpoint,st
rips of
cartolina,activity
sheets
Videos,powerpoint,laptop,
speaker
Pictures, laptop, projector Pictures, laptop,
projector
IV.
PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
Unlocking/Vocabulary &
Concept Development
(crow, beak, pitcher,
narrow, thirsty, water)
Can you still
remember the story
“The Crow and the
Pitcher?” What
happened
What is the difference
between simple and
compound sentence?
Sentences
( Mix and Match )

2. to the crow?
B. Establishing a
purpose for the
lesson
What do you do when
you feel thirsty?
Read number one in
column A. Read
number one in
column B. Which
tells more
about the crow?
Show some pictures.Let
the pupils make a
sentences out of the
pictures presented.
What is the name of the
fox in the sentences you
learned yesterday?
Play a game
“mandala”. Pupils
will draw a thing
that will match
their character. Let
them share it to the
class
C. Presenting
Examples/instan
ces of new lesson
Read the story aloud.
Stop at indicated point,
to ask the children what
they think will
happen next in the
story.
English Stories For Kids
| The Crow And The
Pitcher | Bedtime
Stories For Babies -
YouTube
Sentence
The following are the
things to consider
when writing a
sentence
based on one’s
picture or drawing:
1. A sentence starts
with a capital letter
and ends with a
period (.).
2. It has a subject
and a predicate.
3. A subject refers to
a unit being
discussed in a
sentence.
4. A predicate states
something about the
subject.
Examples:
The boy climbed the
tree.
Calamansi is sour.
Simple and
Compound Sentences
Simple sentence
contains one subject
and one predicate.
Example: Loisa won
Show a powerpoint video
about simple and
compouns sentence
Simple and Compound
Sentences for Kids -
YouTube
Show some
illustration to the
class and ask
questions.
- baby sleeping on
the crib
- apples fall down
the trees
- car moving fast
- Mother baking a
cake.

3. the game.
A compound
sentence has two
simple sentences
joined by
a conjunction. It
contains two subjects
and two predicates.
Example: Loisa won
the game so she
received a medal .
D. Discussing
new concepts
and practicing
new skills #1
1. At the beginning of
the story, what did the
thirsty crow do?
2. Where did he find
water?
3. Could he drink right
away? Why not?
In your notebook,
draw the things you
usually do in school.
Write a simple or
compound sentence
to describe these
activities.
- What is simple and
compound sentences?
After describing the
picture, create 3 simple
sentence about it.
E. Discussing
new concepts
and practicing
new skills #2
To describe one’s
drawing, you must
consider the following:
1. number (one, two)
2. size (small, tall)
3. shapes (round, long)
4. age (old, new)
5. color (red, blue)
6. opinion (pretty, good)
Draw one symbol
that you can see in
your community.
Write a one simple
and compound
sentence about it.
Draw your self. Decribe
yourself by creating a
simple and compound
sentence.
F. Developing
mastery
(Leads to
Formative
Assessment)
Draw the crow. Describe
it.
Who is your
superhero in life?
Draw someone whom
you consider to be
your superhero.
Write one or two
sentences that
would describe him
or her. Use a
separate sheet of
paper for your
answer
Directions: List the names
of your family members.
Then, write one
sentence to describe
them. You may add
columns depending on
the number of members
you have. Do it on a
separate blank
sheet of paper.
Direction: Answer the
following questions.
1. How do you write a
sentence?
2. How do you describe
one’s drawing or picture?
3. What do you consider in
describing one’s drawing?

4. G. Finding
Practical
applications of
concepts and
skills
Group the pupils into
three. Let them choose a
character from the story
or TV program they
know and let them
describe it.
Divide the class into
small groups. Let
them create their own
simple and and
compound sentence
about opening of
classes.
Divide the class into
three.Provide an activity
that will enhance the
pupils’ grammar.
Directions: Read the story
below. On a clean sheet of
paper, draw
one part of the story. Write
one or two sentences to
describe your
drawing.
The Tweety Bird
Almar S. Ebrano
Tweety is a yellow bird.
She is so sweet and
charming. Tweety loves to
fly from morning to
sundown.
She keeps on practicing
her tricks to be the best in
the group. Tweety likes
flying everywhere.
Thirdy advises his friend
not to go far because
hunters
are just around. But,
Tweety never listens. One
afternoon,
Thirdy sees a hunter with
his slingshot.
He yells, “Tweety, fly high!
Faster!”
Tweety does not listen
again.
Unfortunately, Tweety lays
in the hands of the
hunter.
Group the pupils
into three. Provide
drawings to them.
Let them form a
sentences out of the
drawing.
H. Making
generalizations
and abstractions
What lesson did you
learn?
Why is it important to
know the simple and
compound sentence?
How do we read words? What did you
learned today?

5. about the lesson
I. Evaluating
Learning
Pick the correct
sentence that describes
the drawing.
Copy the correct
answers in your
notebook.
Refer the pupils to
LM – Activity 3, page
3 for another guided
practice exercise.
Arrange the words to form
a sentence that best
describes
each given picture.
Name the following
pictures.
( Teachers’ discretion )
Post some drawing.
Ask them to make a
simple writings
about the drawing.
J. Additional
activities for
application or
remediation
Draw the favorite part of
the story.
Provide assignment
to them.
Cut- out pictures and
make a sentences out of
it.
Draw your favorite cartoon
character.
Study your lesson
well.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of Learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who

6. have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
ANNALIZA S. MAYA
Teacher I
Checked by:
PATRICIA V. SALUDO
Teacher-In-Charge