GRADE 1 to 12 School CONCEPCION EAST CENTRAL ELEMENTARY SCHOOL Grade Level III SSES

Teacher JASMIN L. GARCIA Learning Area MOTHER TONGUE

DAILY LESSON
Teaching Date and Time JULY 11 15, 2016 10:15 AM 11:05 AM Quarter First
LOG

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Talk about famous people,
places, events, etc. using
expanding vocabulary in
complete sentences.
Correctly spells the words in the
list of vocabulary words and the
words in the selections read.
MT3F-IVa-i-1.6
Talking about people, places,
events, etc. in using expanding
vocabulary in complete
sentences
Review the past lesson.
Talk about family events using
expanding vocabulary in
complete sentences.
Correctly spell the words in the
list of vocabulary words and the
words in the selections read.
Differentiates concrete nouns
(person, place, animal, thing)
from abstract nouns.
MT3G-If-g-4.2.1
Differentiating Concrete Nouns
(person, place, animal, thing)
from Abstract Nouns
Review the past lesson.
Identify and use simile in
sentences.
Read grade level texts with
appropriate speed.
Give the meaning of the poem
read.
MT3RC-If-2.3
Identifying and Using Simile in
Sentences
What are some examples of
concrete and abstract nouns?
Observe the conventions of
writing in composing a
paragraph.
Expresses love for stories and
other texts by browsing the
books read to them and asking
to be read more stories and
texts.
MT3-AIa-i-5.2
Observing the Conventions of
Writing in composing a
Paragraph
Can you give a sentence that
uses simile?
Describe your friend using simile.
Correctly spell the words in the
list of vocabulary words and the
words in the selections read.
Follow sequentially more than
5-step written directions in
recipes.
MT3SS-Ie-f-1.4
Following Sequentially more
than 5-step written Directions
in Recipe
Review of the skill/skills that the
pupils have difficulty.
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment )
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Pre-assessment
Exercise # 1:
Tell if the word is an abstract
noun or a concrete noun.
Where do you spend your
weekends? What do you do
during weekends?
(Give pupils opportunities to
share their experiences)
Can you name famous people,
places and events in your
community?
Allow pupils to participate in the
activity. Teacher facilitates and
provides avenue for pupils to ask
about what is being shared by
the pupils.
Use the graphic organizer below
to identify the famous people,
places and events in your
community.
Tell us something about the
pictures.
Paste the pictures on the graphic
organizer.
Are there special
events/occasions celebrated in
your community? How are they
celebrated? How do you join in
Unlocking of difficult words/
Vocabulary Enrichment
Activity: Lets Act It Out!
What would you like to find out in
the story we are going to read?
Reading of the Story
Answering questions about the
story A Birthday Wish.
Make a birthday card for Lola
Ensang then write a birthday
greeting for her.
How do you show your respect,
love, and care for your family
members?
Concrete nouns are naming
words that we can experience
using the five senses. Examples
are ball, book, and friend.
Mix and Match!
Have the pupils do the activity in
group. Use letter strips.
In what objects/things are friends
compared in the poem?
The teacher reads the poem first
for modeling.
Then let the pupils read the
poem.
Have the pupils read the poem
again. Let them identify objects
that were used to by the author
in describing a friend.
Underline the simile that is used
in each sentence.
(Refer to Activity 5, Q1 Week 5
LM, page _____)
Ask:
1. Which activity did you find
easier to do?
2. What did you learn in these
activities?
3. How can you use simile in
when you talk?
Simile is a figure of speech in
which two unlike things are
explicitly compared.
It uses the expressions, as
Have the pupils read a friendly
letter.
Answering questions in complete
sentences.
Have the pupils read the body of
the letter.
Have them observe how the
body of the letter is written.
Spelling
Have the pupils listen to the
words to be spelled orally. Use
these words in sentences and
give their meaning.
Ask:
1. Did you spell the words
correctly?
2. Did you understand the
meaning of each word clearly?
3. Why is spelling important in
writing?
Have the pupils copy in a
paragraph form the cooking
directions for the 3-layer 9 inch
chocolate cake.
Have them observe the
conventions in writing a
paragraph.
Ask:
1. How did you write your
paragraph?
2. Is the first sentence in each
Tell the correct words using the
configuration clues.
Ask: Have you observed your
mother while she is cooking?
Does she follow the correct
procedures in cooking? Why is it
important to follow the
procedures in cooking?
Show the illustrations to the
class.
Have the pupils observe the
illustrations carefully. Have them
talk about them.
Ask them to read the sentences
written on paper strips. Have
them match the sentences with
their corresponding illustrations.
Were you able to do the activity?
How were you able to identify the
correct sequence of the
directions?
Is it important to follow written
 the celebration? Abstract nouns are nouns that
tell about things we cannot see,
hear, touch, taste, or smell.
Examples are love, anger, and
friendship.
I. Evaluating learning Refer to Activity Q1 Week 5 LM Group the class into 4 groups.
Have the groups work on their
assigned activity simultaneously.
Let each group present its output
one after the other
J. Additional activities for application
or remediation
VI. REMARKS
and like. paragraph indented? directions? Explain.
Example: She is as sweet as 3. Is the beginning of each
candy. sentence written in capital letter?
She is beautiful like a newly 4. Are there periods,
bloomed rose. apostrophes, and other
punctuations marks where they
are needed?
5. Are proper margins on both
sides of the paper observed?
6. Are all words spelled
correctly?
Refer to Activity 6-7, Q1 Week 5 Refer to Activity 8, Q1 Week 5 Refer to Assessment Exercises 1
LM LM 3, , Q1 Week 5 LM

IX. 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?
H. What difficulties did I encounter
 which my principal or supervisor
can help me solve?
K. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?