DLL__Q1_W4.docx

GRADES 1 to 12
DAILY LESSON LOG
School: KAKAWATE ELEMENTARY SCHOOL Grade Level: III
Teacher: AILLAN G. DOMINGO Learning Area: ARALING PANLIPUNAN
Teaching Dates and Time: SEPTEMBER 18 - 22, 2023 (WEEK 4) Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa kinalalagyan ng mga lalawigan sa rehiyong kinabibilangan ayon sa katangiang heograpikal nito.
B. Pamantayan sa Pagganap Nakapaglalarawan ng pisikal na katangian ng mga lalawigan sa rehiyong kinabibilangan gamit ang mga batayang impormasyon tungkol sa direksiyon
,lokasyon,populasyon,at paggamit ng mapa.
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan.
Nailalarawan ang populasyon ng iba’t ibang pamayanan sa sariling lalawigan gamit ang bar
graph.
AP3LAR – Id -5
Naihahambing ang mga lalawigan sa rehiyon ayon sa dami ng
populasyon gamit ang mapa ng populasyon.
AP3LAR –Id -6
II. NILALAMAN
Populasyon sa Aking Pamayanan
Intergasyon : Sining Pagbasa at Matematika
Populasyon sa mga Lalawigan sa Rehiyon
III. PAMAMARAAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro CG ph. 30 ng 120
2. Mga pahina sa Kagamitang Pang-
mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Resource
5. Internet Info Sites
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin.
Bar Graph ng Populasyon
B. Paghahabi sa layunin ng aralin Magpalaro ng “the boat is
sinking”.
Ano ang populasyon? Bigyan ng puzzle na buuin ng
mga bata.
Linangin ang salitang “
populasyon”.
C. Pag-uugnay ng mga halimbawa sa
bagong aralin.
Ipakita ang simpleng bar graph?
Ano ito?
Mahalaga ba ang
ginagampanang tungkulin ng
mga tao sa isang pamayanan?
Ano ang inyong nabuo? Magpakita ng bidyu ng
populasyon sa isang lugar.
D. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
Aling mga pangkat ang
pinakamarami ang kasapi?
- Alin ang magkasingkadami?
Magpakita ng powerpoint
tungkol sa populasyon.
- Aling pamayanan ng
BULACAN ang may
pinakamalaking populasyon sa
pamayanan?
- Ano ang masasabi mo sa
populasyon sa isang lugar?
E. Pagtalakay ng bagong konsepto at

F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw
na buhay
Hatiin ang mga bata sa
pangkat:Bigyan ang bawat
pangkat ng tig sasampung
perang papel. Maglaro ng tinda-
tindahan.
Pagsagot sa Gawain C sa KM. Ipagawa ang Gawain B sa KM.. Ipagawa ang Gawain C sa KM.
H. Paglalahat ng Aralin Ano ang populasyon? Paano
naipakita ang pagkakaiba ng
dami ng populasyon sa isang
pamayanan?
Bigyang diin ang Tandaan Mo sa
KM.
Ano ang natutuhan mo sa
aralin?
Paano mo nailalarawan ang
populasyon sa isang lugar?
I. Pagtataya ng Aralin Pasagutan ang Natutuhan Ko sa
LM.
Gumawa ng bar graph ng
populasyon ng rehiyon III-
GITNANG LUZON
Pasagutan ang Natutuhan Ko
sa KM.
Maghanda ng sariling larawan ng
populasyon sa isang lalawigan.
J. Karagdagang Gawain para sa takdang-
aralin at remediation
Gumawa ng bar graph gamit ang
datus ng iba’t ibang barangay ng
San Bulacan.
Gumawa ng bar graph ng
populasyon ng inyong lugar.
Gumupit ng mga larawan ng
mga iba’t ibang pangkat ng tao
na makikita sa sariling
lalawigan o rehiyon. Gumawa
ng talata tungkol sa pangkat na
nagsasabi ng kanilang
kahalagahan sa inyong
lalawigan .
No assignment.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 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 lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na
solusyunan sa tulong ng aking punungguro
at superbisor?
G. Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa mga
kapwa ko guro?

GRADES 1 to 12
DAILY LESSON LOG
School: KAKAWATE ELEMENTARYSCHOOL Grade Level: III
Teacher: AILLAN G. DOMINGO Learning Area: ENGLISH
I. OBJECTIVES
A. Content Standard
Possesses expanding language skills and cultural awareness
necessary to participate successfully in oral communication in
different contexts.
Demonstrate understanding of grade
level literary and informational texts.
Demonstrates expanding knowledge
and understanding of language
grammar and usage when speaking
and or writing.
B. Performance Standard Has expanding oral language to name and describe people, places,
and concrete objects and communicate personal experiences,
ideas, thoughts, actions, and feelings in different contexts.
Comprehends and appreciate grade
level narrative and informational
texts.
Speaks and write correctly and
effectively for different purposes
using the grammar of the language.
C. Learning
Competency/Objectives
Write the LC code for each. Get the general sense of the story
-Notice what is mentioned in related
declarative sentences (statements).
- Read words, phrases and sentences
with short /u/ sounds.
-Use different kinds of sentences )
exclamatory and imperative)
-Use proper punctuation marks.
Weekly Test
II. CONTENT
Literature: Story Declarative Sentences Exclamatory and Imperative
Sentences
III. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages pp. 42-44 pp. 45-46 pp. 47-48
2. Learner’s Materials pages TV
Prediction Chart
Pictures
PPT
TV
Prediction Chart
Pictures
PPT
TV
Prediction Chart
Pictures
PPT
3. Textbook pages Pp 45-47 pp. 48-50 pp. 51-54
4. Additional Materials from
Learning Resource
(LR)portal
E. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Who can give the meaning of Character Setting in the story? Recall the story The Little Red Hen. What is a declarative sentence?
B. Establishing a purpose for the
lesson
Show a picture of grains or kernels of corn ask them WH questions
to build on prior knowledge.
Let the pupils read aloud phrases
and imperative sentence with the
short /u/ sounds
Let the pupils read read aloud the
phrases and imperative sentences
with the short /u/ sounds
C. Presenting
examples/Instances of the
new lesson
Reading vocabulary
Read the story to the class and instruct them to do sound once they
hear the names of the different animals in the story.
Call attention to what is stated in
declarative sentences.
Ask pupils to act out what they are
commanded to do in imperative
sentences
Activity 39 C.

Point out how the sentences are
realted ( main sentence “having fun”
and examples of having fun.)
Call the attention to the differences
between imperative and
exclamatory sentences, commands
versus espressing strong feelings (
Activity 40)
D. Discussing new concepts and
practicing new skills # 1
Let the pupils answer questions about the story to allow
comprehension.
In groups let the pupils share with
their group mates what they do for
fun on sunny days.
Focus on the pucntuations marks on
imperative and exclamatory
sentences
Have the pupils work on Activity 40
E. Discussing new concepts and
Let the pupils work in groups and instruct them to brainstorm about
the characters in the story by answering questions.
Let the pupils work on Activity 38
where they draw and write about
what they do to have fun.
Let the pupils accomplish Activity 41
F. Developing mastery
(leads to Formative
Assessment 3)
Answer page 47 Activity 36. Give example of 2 declarative
sentences .
Give 2 examples of imperative
sentence and 2 examples of
exclamatory sentence.
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning . .
J. Additional activities for
application or remediation
.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?

GRADES 1 to 12
DAILY LESSON LOG
School: KAKAAWATE ELEMENTARY SCHOOL Grade Level: III
Teacher: AILLAN G. DOMINGO Learning Area: ESP
I. LAYUNIN
A. Pamantayang Pangnilalaman Napamamalas ang pag-unawa sa kahalagahan ng sariling kakayahan, pagkakaroon ng tiwala ,pangangalaga at pag-iingat sa sarili tungo sa kabutihan at kaayusan ng
pamilya at pamayanan.
B. Pamantayan sa Pagganap Naipapakita ang natatanging kakayahan sa iba’t ibang pamamaraan nang may tiwala, katapatan at katatagan ng loob.
C. Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan.
.
Nakatutukoy ng mga damdamin na nagpapamalas ng katatagan ng kalooban.
ESP3PKP –Ic -16
II. NILALAMAN
Katatagan ng Kalooban
III. PAMAMARAAN
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 Learning Resource
5. Internet Info Sites
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin.
Ano ang naramdaman mo nang
pinuna at itinama ka ng
nakatatanda sa iyo?
Anu-ano ang mga isinulat mong
puna na natanggap mo buhat
sa iyong magulang o guro?
Naalala nyo pa ba ang isinulat
ninyong pangako kahapon?
Naisakatuparan ba ninyo ba ito?
Sa paanong paraan?
B. Paghahabi sa layunin ng aralin Naranasan mo na bang magkamali at itinama ka ng
nakatatanda sa iyo?
Ano ang naramdaman mo nang pinagsabihan ka?
Itinama mo ba ang iyong pagkakamali?
Pagpa-pangkat-pangkat sa
lima (5) ang mga mag-aaral at
gabayan sa gagawing activity.
Ano ang ginagawa mo kapag
ikaw ay dumating sa bahay
buhat sa paaralan?
Kaya mo na bang tanggapin ang
puna ng ibang tao sa maling kilos,
gawa o gawi na iyong ipinapakita?
C. Pag-uugnay ng mga halimbawa sa
bagong aralin.
Pagbasa ng kwento
“Ang Paalala ni Kuya”
Bawat grupo ay gagawa ng
accessory gaya ng kwintas o
Pagbasa sa kalagayan at
magkaroon ng masusing
Kumuha ng iyong kapareha at
pag-usapan ang mga sumusunod

Mahilig manood ng” cartoons” sa telebisyon si Ana.
Madalas niyang nakakalimutang alisin ang kurdon ng
saksakan ng TV at bentilador. Minsan nadatnan siya ng
kanyang kuya na nanonood at pinagsabihan siya na
huwag kalimutang alisin ang mga saksakan na maaring
pagmulan ng sunog. Nagpasalamat naman si Ana sa
pagpapaalala sa kanya ng kanyang kuya. Simula noon lagi
na niyang nakagawian alisin ang mga nakasaksak na de-
koryente pagkatapos niyang gumamit.
pulseras gamit ang mga buto ng
prutas o gulay.Pagbibigay ng
puna at mungkahi sa bawat
grupo.
talakayan tungkol dito at pag-
usapan ang nararapat gawin.
Dumating si Nestor buhat
sa paaralan. Inilgay niya ang
bag sa kanilang sofa at dali-
daling lumabas upang
makipaglaro sa kanyang
kaibigan na si Efren. Dumating
ang kanyang Ate Donna at
nakita niya na naglalaro na si
Nestor sa kalye nang hindi pa
nagpapalit ito ng uniporme.
Pinagsabihan si Nestor ng
kanyang ate at ipinaliwanag na
magpalit muna ng uniporme
kapag dating sa bahay at tapos
na ang klase.
na kalagayan. Maaring iguhit o
isulat ang inyong gagawin kung
paano tatanggapin ang iba’t-
ibang puna. Gawin ito sa
kuwaderno.
A. Sinabihan ka ng guro mo
na magbasa ka palagi pagkatapos
ng klase.
B. Pinaaalalahanan ka ng
nanay na patayin ang ilaw bago
lumabas ng bahay.
C. Pinagsabihan ka ng ate
na dapat magpakita ng
paggalang habang nakikipag-
usap sa mga matatanda.
D. Kinausap ka ng guro na
dapat palaging magsesepilyo ng
ngipin.
D. Pagtalakay ng bagong konsepto at
Anong gawi ang madalas gawin ni Ana ayon sa kwento?
Ano ang ipinaalala ng kanyang kuya habang nanonood
siya?
Ano ang maaaring mangyari kung nakakalimutan natin
alisin ang mga kagamitang de-koryente?
Pag-uulat ng Bawat Grupo Bakit pinagsabihan ng ate si
Nestor?
Tama bang maglaro na agad si
Nestor sa kaibigan nang hindi
pa ito nagpapalit ng damit
buhat sa paaralan?
Ano ang dapat ginawa ni
Nestor bago nakipaglaro sa
kaibigan?
Tumawag ng ilang mga bata na
babasahin o ipaliliwanag ang
kanilang isinulat o iginuhit sa
kanilang kuwaderno.
Dapat bang tanggapin ang mga
puna buhat sa mga matatanda?
Ano ang maaaring mangyari kung
itatama mo ang puna ng iyong
guro o magulang?
Sa iyong palagay, makabubuti ba
para sa iyo ang mga puna ng mga
nakatatanda? Bakit?
E. Pagtalakay ng bagong konsepto at
Nakasunod ka ba sa mga
ipinagagawa ng guro?
Ikaw ba ay nahirapan sa
paggawa ng accessory gaya ng
kwintas?
Sumunod ka ba sa mga puna at
mungkahi ng guro?

F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw
na buhay
Indibidwal na Gawain:
Pasagutin ang tanong na ito:
- Gaano kahalaga ang pagtanggap ng maluwag sa
kalooban ang puna ng iba
Sa iyong palagay, ang
pagtanggap ba sa mga puna at
pagsunod sa mga mungkahi ng
mga nakatatanda tulad ng guro
ay nagpapamalas ng katatagan
ng loob? Ipaliwanag.
Paggawa ng Komitment o
Pangako sa isang malaking
puso at papirmahan sa Nanay
at Tatay.
Gumawa ng dula-dulaan tungkol
sa pagtanggap sa puna ng ibang
tao.
H. Paglalahat ng Aralin Pagtanggap ng mga puna sa mga maling nagawa nang
maluwag sa kalooban.
Ang pagtanggap ng puna mula
sa mga matatanda ay
nagpapamalas ng katatagan ng
loob.
Pagtanggap sa puna ng ibang
tao at pagtatama sa mga hindi
magandang kilos, gawa at gawi
bilang tao.
Ang pagtatama sa mga maling
nagawa at pagsasakatuparan ng
mga pagbabago mula sa mga
mungkahi upang lalo pa itong
mapaganda at mapabuti.
I. Pagtataya ng Aralin Gumamit ng rubriks sa pagmamarka sa mga bata sa
kanilang ginawang poster tungkol sa pagtanggap ng puna
ng iba.
Isulat sa isang papel ang mga
natanggap na puna buhat sa
guro o magulang na dapat mong
tanggapin at baguhin.
Ano ang naramdaman mo
habang isinusulat mo ang iyong
komitment? Bakit?
Isulat ang Tama o Mali.
1. Nagagalit kang nagagalit kapag
pinagsasabihan ng iyong mga
magulang.
2. Sinusunod moa ng puna ng
ibang tao.
3-5.atbp.
J. Karagdagang Gawain para sa takdang-
aralin at remediation
Isulat sa kwaderno ang iyong pangako natatanggapin at
itatama ang pagkakamali.
Sagutin:
- Ano ang puna?Ano ang mabuti
at masamang epekto into sa
tao?
Gumawa ng isang kuwento na
may pagtanggap sa puna ng
iba.
Binabati ko kayo sa maganda
ninyong ipinakita sa araw na ito.
IV. MGA TALA
V. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng
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 lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan na
solusyunan sa tulong ng aking
punungguro at superbisor?

GRADES 1 to 12
DAILY LESSON LOG
School: AILLAN G. DOMINGO Grade Level: III
Teacher: AILLAN G. DOMINGO Learning Area: MAPEH
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the
basic concepts of rhythm.
Demonstrates understanding of
lines,texture,shapes and
depth,contrast (size, texture) through
drawing.
Demonstrates understanding of
body shapes and body actions in
preparation for various movement
activities.
Demonstrates
understanding of the
importance of nutritional
guidelines and balanced
diet in good nutrition and
health.
B. Performance Standard . Perform simple ostinato
patterns/simple rhythmic
accompaniments on classroom
instruments and other sound
sources to a given song.
Creates an artwork of people in the
province/region.
Performs body shapes and actions
properly.
Consistently
demonstrates good
decision-making skills in
making food choices.
C. Learning
Write the LC code for each.
Clap, taps,chants,walks,and plays
musical instruments in response to
sound with the correct rhythym .
3.1 in measures 2s,3s,and 4s.
MU3RH –Ia –c-3
Tells that in a landscape the nearest
object drawn is the foreground,the
objects behind the foreground are the
middle ground,while the farthest
objects are the background.
A3PL -Id
Creates Body Shapes and Actions
Identify nutritional
problems- undernutrition
- Describe the
characteristics, signs and
symptoms, and effects of
the
various forms of
malnutrition -
undernutrition,
specifically protein-
energy
malnutrition.
H3N-Icd-13
II. CONTENT .
Beats in 2s, 3s, and 4s. Landscape Drawing Let’s Sit and Create Shapes Minerals for Life
A. References
1. Teacher’s Guide pages CG p.18 of 63 CG p. CG p.20 of 69. Cg p.17 of 66
2. Learner’s Materials pages
3. Textbook pages
LearningResource
(LR)portal
Laptop, copy of the song,speaker
B. Other Learning Resource
IV. PROCEDURES

C. Reviewing previous lesson or
Sing “ Leron –Leron Sinta”.while
marching.
What is visual texture? Checking of Attendance
Warm – Up Exercises
What are the vitamins
that we learned in the
previous lesson?
D. Establishing a purpose for the
lesson
Sing the song “ Soldier’s March”.
Pupils may clap,tap,chant,walk,or
play rhythmic instruments while
singing.
Ask the pupils to show the pictures of
land formation they brought to the
class.Let them say something about it.
Show a chair to the class. Let them
say about it.
Aside from vitamins,what
else does our body need
to function normally?
E. Presenting examples/Instances
of the new lesson
. Divide the pupils into 3 groups.Each
group will play musical instruments
such as clappers,
drums,tambourines, while singing “
Soldier’s March”.
Tell the pupils that there are famous
landscapes and land formation in the
Philippines.
Show pictures of sitting positions. Arrange the jumbled
letters.
O I N R
D O I N I E
C L U I A C M
- What do minerals give
to our bodies?
F. Discussing new concepts and
What did you do to show the pulse
of the song?
- What are the musical instruments
used?
What objects in the picture nearest to
the viewer?
- What different sitting positions
did you perform?
- Did you perform the sitting
positions correctly?
- Why is it important to know the
different sitting positions?
What minerals do we
need to perform our
duties at home and in
school better?
G. Discussing new concepts and
H. Developing mastery
(leads to Formative
Assessment 3)
I. Finding practical application of
living
Let the pupils sing and move to the
rhythm of the song “ Rocky
Mountain”.
Refer to TAKE THE CHALLENGE ,LM Siiting Relay ( Group Work) Form the pupils into 3
groups.
I –Iron Deficiency
II – Iodine Deficiency
III – Calcium Deficiency
J. Making generalizations and
Marching is the best movement
that matches the sounds grouped
by 2s.
How is balnce shown in the picture? What are sitting positions? I can avoid
iron/iodine/calcium
deficiency by
_______________.
K. Evaluating learning Assess them based on the
performance of singing “ Rocky
Mountain”.
.Refer to BE PROUD , LM. . Using the same
group,demonstrate the body
positions that you have learned.
Answer Let’s Check on
LM.
L. Additional activities for
Compose a song made of measures
2s.
.Search a land formation and
landscapes in your place.Draw it.
Let the pupils practice different
sitting positions at home.
Cut pictures rich in
minerals like iron , iodine
,and calcium.
V. REMARKS

VI. REFLECTION
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
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?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: AILLAN G. DOMINGO Learning Area: MATHEMATICS
I. OBJECTIVES
A. Content Standard Demonstrates understanding of whole numbers up to 10 000.
B. Performance Standard .
Is able to recognize, represent, compare ,and order whole numbers up to 10 000.
C. Learning
Identifies ordinal numbers from 1st
to 100th
with emphasis on
the 21st
to 100th
object in a given set from a given point of
reference.
M3NS –Ic -16.3
Recognizes coins and bills up to PHP 1
000.
M3NS – Ic -19.2
Reads money in symbols and words
through Php 1 000 in pesos and
centavos.
Writes money in symbols
and words through Php 1
000 in pesos and
centavos.
II. CONTENT .
Ordering Numbers from 1st
to 100th
Recognizing Coins and Bills up to Php
1 000
Reading money in symbols and
words through Php 1 000 in pesos
and centavos.
Writing money in symbols
and words through Php 1
000 in pesos and
centavos.
D. References
5. Teacher’s Guide pages CG p. 7 of 18 CG p.8 0f 18
7. Textbook pages
Learning Resource
(LR)portal
Laptop, videos, powerpoint,activites
E. Other Learning Resource
IV. PROCEDURES
Show picture of children lined up to one another. Play game with money. ( written
words in the cartolina ).The pupils will
pick up the bills or coins that
corresponds to each.
Coins and Bills Reading Money
lesson
Have you experienced falling in line during recess or meal time
in the school canteen?What should you observed?Show pictures
if you don’t have canteen.
Nilo is counting the Philippine coins
and bills he saved for one year.
Show three 100-peso bills, one fifty-
peso bill,and four 20-peso bills. Can
you identify the coins and bills he
saved.
How do you familiar with our
money?
What features that make
money ( coins or bills )
recognize?
C. Presenting examples/Instances
of the new lesson
.
Posing the problem on TG.
How many letters does the Filipino alphabet have?
Make a slides to go on to the proper
lesson.
Slides about money in the
Philippine current.
Play a game about this
lesson.

- What does the arrangement of the letters of the alphabet
indicate?
- What are Philippine coins and bills? - How do we writes
money in symbols and in
words?
- What is the 21st
letters?
(leads to Formative
Assessment 3)
Name the fruits.
living
Activity 3 in LM Activity 3 in LM. Group the pupils into three. Give them activity to do
with.
- What do you call these numbers? What features of the paper bill will
help you identify or recognize it?
How do we read money ? How are we going to
write the symbols and
words of a money?
I. Evaluating learning Answer Activity 4 in LM. .Do Activity 4 in LM. . Answer Activity 4 Answer the activity on
TG.
Read and answer the problem in Activity 5 in LM. .Activity 5 in the LM. Do Activity 5 in LM. No assignment.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
materials did I use/discover which
I wish to share with other
teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: AILLAN G. DOMINGO Learning Area: MTB
V. OBJECTIVES
A. Content Standard Demonstrates communication skills in talking about variety of topics using expanding vocabulary, shows understanding of spoken language in different context
using both verbal and non-verbal cues, vocabulary and language structures, cultural aspects of the language and reads and writes literary and informational texts.
B. Performance Standard .
.Oral Language
Attitude Towards Reading ( ATR
)
Grammar Awareness Vocabulary and Concept
Development
C. Learning Competency/Objectives
Write the LC code for each. Uses expressions appropriate to the grade level to relate
/show one’s obligation, hope, and wish
MT3OL – Id-3 -3.4
Express love for stories and
other texts by browsing the
books read to them and asking
to be read more stories and
texts.
MT3A- Ia –i-5.2
Identifies and uses abstract
nouns.
MT3G – Id –e-2.1.4
Uses the combination of affixes
and root words as clues to get
meaning of words.
MT3VCD – Ic –e-1.5
I. CONTENT .
Things I Enjoy and People I Like Expressing love for stories and
other texts by browsing the
books read to them and asking
to be read more stories and
texts.
Identifying and Using Abstract
Nouns
Affixes and Root Words
II. LEARNING RESOURCES
C. References
6. Teacher’s Guide pages CG p.132 of 149
8. Textbook pages
9. Additional Materials from Learning
Resource (LR)portal
Laptop ,chart, activity cards, pictures
D. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Let Me Get In
Answer “ Think It Over”.
B. Establishing a purpose for the lesson Oral Language and Vocabulary Development
Think and Tell
- Do you have dreams?
- What do you usually dream about?
- Why do you dream about these things?
Unlocking of Difficulties
1. colorful
2. siblings
3. immediately
4. bushes
5. nap
6. shivered
- What animals make good pets?
What is nouns? Show pictures of giving alms to
beggar,helping others,etc.
- have you tried things for
others?What did you do?
- Do you receive payment or
reward for helping others?What
did you do?

C. Presenting examples/Instances of the
new lesson
.
Listen and Read the dialogue on the TG.
“ Let Me Get In”. Show pictures of abstract
nouns./ or words of absract
nouns.
Read the fabe “ The Ant and the
Dove”.
D. Discussing new concepts and practicing
new skills # 1
Who are talking in the dialog?
- What are they talking about?
Why was the little cat in the
garden?
- What are those words for? - Was the ant saved from
drowning?How?
- In what way did the ant repay
the good deed of the dove?
E. Discussing new concepts and practicing
new skills # 2
(leads to Formative Assessment 3)
Concept Development
1. I hope to be an engineer someday?
2. I wish I could fly like a bird.
G. Finding practical application of concepts
and skills in daily living
Read and Role Play
Have children practice reading the dialog for correct
phrasing, expression and intonation. In groups, have
children act out the dialog.
Group the pupils into three.
I – Make a song to the selections
you heard
II- Make a rap out of the
selection
III- Make a drawing what
happened to the little cat?
Group the pupils into three. Activity 5 -7 ( A and B ) Q1 Week
4 LM.
H. Making generalizations and abstractions
about the lesson
When do use expressions hope and wish? How do you express love
reading from the stories?
- What is abstract nouns? What is suffixes? Rootwords?
I. Evaluating learning Refer to Activity 1 and 2 ,Q1 Week 4 LM. .Assess the pupils based on the
performance they did on the
group working.
. Give activity to pupils to
answer on.Items 1 -5.
Independent Practice
Use 3 words with noun –forming
suffixes in sentences.
J. Additional activities for application or
remediation
Use expressions hope and wish in the sentences. .Read a short story. Describe
what happened.
Use abstract nouns into
sentences.
1. love 2. Hate 3-5.etc.
No assignment
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

GRADES 1 to 12
DAILY LESSON LOG
Teacher: AILLAN G. DOMINGO 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
Describe the space occupy by the gases.
S3MT- Ic –d -2
Classify the materials found at home
as solids, liquids and gases.
- Describe their uses.
Classify the materials found at home
as solids, liquids and gases. Weekly Test
II. CONTENT .
Gas Occupies Space Classifying Matter Classifying Matter
D. References
9. Teacher’s Guide pages
11. Textbook pages
Learning Resource
(LR)portal
Growing with Science and Health 3 Growing with Science and Health 3 Growing with Science and Health 3
E. Other Learning Resource Laptop, pictures, PowerPoint, activities Laptop, pictures, PowerPoint,
activities
Laptop, pictures, PowerPoint,
activities
IV. PROCEDURES
Do gases have definite shape? Matter
lesson
Show air freshener sparay to the class.
Do you know the content of this air freshener?
What are the common materials
found in your home?
Where can you find these materials?
Where do you use these materials?
What is matter?
C. Presenting
examples/Instances of the
new lesson
.
Prepare the ff. materials:
- glass
- paper towel
- bowl
1. Prepare a drinking glass.
2. Place a paper towel at the bottom of the glass.
3. Fill water into the bowl.
4. Hold the glass upside down and quickly plunge it into the water.
5. Count one to ten while holding the glass underwater.
6. Slowly and carefully lift up the glass of the water. Make sure to
hold the glass straight upside down.
Powerpoint about classification of
matter.

7. Observe.
- What happened to the tissue?
- What is inside the glass?
Divide the class into groups.
Ask: What common products do you
usually see at home and at school?
- How objects/ materials classify?
(leads to Formative
Assessment 3)
living
Experiment by the group. Group the pupils with five members
each.
Solid Liquid Gas
Give them activity sheets to
perform.
Gases has no definite shape and volume.It takes the shape and
volume of its container.
Different materials can be found at
home.These materials may be
solids,liquids,or gases.Each material
has its intended use.
What are classifications of matter?
I. Evaluating learning Provide each pupil a plastic bag.
- Fill air into it.
- What happened to the plastic bag?
Write your answer on your notebook.
.Identify the picture below according
to its characteristics and use.For
example:
Solid- use for cooking.
1. mop
2. lotion
3. soap
4. nailcutter 5.3tc.
. Tell if the ff.matters is solid, liquid,
or gas.
1. top
2. mercury( in the thermometer)
3- 5 .etc.
Bring solid or liquid found at home. .Bring the ff:
1. conditioner/shampoo
2. mosquito killer ( empty box )
3. bleaching liquid
V. REMARKS
VI. REFLECTION
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson

did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
materials did I use/discover
which I wish to share with
other teachers?
Prepared by : Checked by:
AILLAN G. DOMINGO JOEL O. GUIDOTE
HT-I/ School head

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