SCHOOL CAVINTI DISTRICT GRADE LEVEL THREE

TEACHER LEARNING AREA ENGLISH 3-K to12

DAILYLESSON
LOG TEACHING DATES AND WEEK 8 LESSON 17 QUARTER SECOND (2nd)
TIME

I.OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of sentences and paragraphs in
different listening strategies to grammatical structures of English speech cues for clear expression expressing ideas
comprehend texts. to be able to communicate of ideas
effectively in oral and written
forms.
B. Performance Uses information from texts Shows proficiency in constructing Uses speaking skills and Composes three-to-five sentence paragraph
Standards viewed or listened to in preparing grammatically correct sentences strategies appropriately to
logs and journals. in varied theme-based oral and communicate ideas in varied
written activities. theme-based tasks
C. Learning Get the general sense of the story. Use verbs in simple present tense. Retell familiar stories to other Use appropriate punctuation marks (period, comma, and
Competencies/Objectives Listen to a variety of literary and children exclamation point)
expository texts Use verbs in the simple past
tense
Write the LC Code for EN30L-IIg-h-2.1 EN3G-IIe- f-3.2.1.1 EN3A-Iii-j-3 EN3WC – IIi-j-2.6
each EN3F-IIg-h-4.4.2 EN3G-lii-f-3.2.1.1
II.CONTENT Literature: The Enormous Carrot Using verbs in simple present Retelling familiar stories to other Using appropriate punctuation marks (period, comma, and
tense children exclamation point)
Using verbs in simple past tense
III.LEARNING
RESOURCES
A. References English CG May 2016 version English CG May 2016 version English CG May 2016 version English CG May 2016 version English CG May 2016 version
1.Teacher’s Pages 212-215 Pages215-218 Pages219-222 Pages223-224
Guides/Pages
2.Learner’s Materials Pages 202-204 Pages205-206 Pages207-208 Pages209-212
Pages
3.Textbook Pages
4.Additional Materials BEAM ENG2 Module 7 –
from Learning Resources Organizing Ideas. 1. BEAM ENG2 Module 6B – 1. BEAM ENG2 Module 6B – 1. BEAM-DLP4 Module 23 – Writing a Paragraph/Short Story
(LR) portal Action Words. Action Words. from One’s Experience.
 2. BEAM-DLP3 Module 37 – 2. BEAM-DLP3 Module 37 –
Using Present Tense of the Verb. Using Present Tense of the Verb.
3. BEAM-DLP3 Module 49 – 3. BEAM-DLP3 Module 49 –
Using Simple Past Tense of Using Simple Past Tense of
Regular Verbs. Regular Verbs.
4. BEAM-DLP4 Module 47 – 4. BEAM-DLP4 Module 47 –
Using Regular Verb Forms. Using Regular Verb Forms.
5. MISOSA ENG4 – Using the 5. MISOSA ENG4 – Using the
Simple Present Form of the Verb Simple Present Form of the Verb
That Agrees with the Subject in That Agrees with the Subject in
Number. Number.
6. MISOSA ENG4 – Using the 6. MISOSA ENG4 – Using the
Simple Past Form of the Verb. Simple Past Form of the Verb.
7. *Union bank Student’s Work 7. *Union bank Student’s Work
text 2. 2013. pp 168-169. text 2. 2013. pp 168-169.
8. *English for You and Me 4 8. *English for You and Me 4
(Language). 2011. pp 121-128. (Language). 2011. pp 121-128.
9. *English for You and Me 4 9. *English for You and Me 4
(Language). 2011. pp 136-138. (Language). 2011. pp 136-138.

B. Other Learning pictures of pupils doing action,

Resources chart of sentences
IV.PROCEDURES
A. Reviewing previous Pre – Reading Give examples of verbs. Remember our story “The Ask: What are the different
lesson or presenting the Unlock vocabulary through Enormous Carrots”? kinds of sentences.
new lesson pictures, context clues and Let’s find out whether you can
demonstration. retell it to the class. I am going to
begin the story. All you have to
do is to add the next event until
we finish the whole story.
(Note: Start telling the story by
giving the first event then call on
one pupil at a time to give the
events that follow until the whole
story is complete.)
B. Establishing a purpose Let the pupils fill in the chart about Show a composite picture of farm Present a paragraph
for the lesson carrots to activate prior animals. Let the pupils talk about In our story the four Group the class into 5. Assign
knowledge. See Activity 175 the animals in the pictures. animals had a nice time that part of the story to be read by
 evening. Let’s read this each group.
Group Group
paragraph that gives what each
animal did after they were able to 1 – Will 4–
pull up the enormous carrot. be the Will be
That evening, narrato the
the four animals cooked the r Cat
enormous carrot. The Hen gently Group Group
poured the hot carrot soup on
2 - Will 5–
four small bowls. The dog and
the cat prepared a bottle of cold be the Will be
bubbly juice. The mouse helped Hen the
set the table. They all had a Mouse
happy time together. Group
3 - Will
be the
Dog
Present example of
C. Presenting Present the cover of the big book Read: Let’s read the action words/verbs Present jumbled words to the sentences.
examples/instances of the “The Enormous Carrot” “Tiktilaok, Tiktilaok!“ in our paragraph. class; let the pupils arrange the
new lesson Let the pupils read the title. words to form a sentence. 1. Teach the child well.
The rooster wakes everyone up. All cooked prepared 2. We are here at last!
the farm animals get up. Mother hen
Say: I have jumbled 3. Why are you happy?
starts to look for food. The baby
helped poured words from the story,
chicks go with mother hen. They
scratch the ground for grains and
“The Enormous Carrot” Let them read the sentences.
crumbs. All the other animals keep
Can you assemble the
themselves busy looking for words to make a
something to eat. At night time, they sentence?
all sleep early so as to be ready for
the next day. planted some she
carrot seeds

D. Discussing new Reading the story to the class and Ask questions regarding the story. What do you noticed about these Say: What sentence have you Let the students identify what
concepts and practicing asking them questions to interact Based from the story. action words formed? kinds of sentences are
new skills #1 with the text. Activity 176A Who can write the sentence on presented.
Let the pupils read some the
sentences taken from the board?
paragraph. What kind of sentence is this?
What punctuation mark is used
 a. The roaster crows. in a declarative sentence?
b. Mother hen starts to look for
food.
c. The chicks go with mother
hen.
d. They scratch the ground.
The animals keep themselves
busy.
E. Discussing new Post reading See questions in the Ask: What punctuation mark is
concepts and practicing TG. How many roasters are used in declarative sentence?
new skills #2 Let the pupils answer questions to mentioned? What action word is What punctuation mark is
ensure a complete grasp of the used? With what letter does the used in imperative sentence?
story. action word end? What about in What punctuation mark is
Pupils answer by group. sentence 2? How many hens are used in exclamatory
talked about? What do you notice sentence?
with the action word? In what What punctuation mark is
letter does it end? used in interrogative
Let us study the chart below. sentence?

SUBJECT HOW ACTION

MANY WORD
/Verb
roaster one Crows
hen one starts
chicks more than go
one
they more than scratch
one
animals more than keep
one
they more than sleep
one

Explain the chart to the pupils.

F. Developing mastery Group the pupils into four groups Read the sentence chart
(Leads to formative and provide task cards to work on.
assessment) See Activity 176B
 A. Draw
B. Act Out
C. Sequence Pictures
D. Prepare a “Thank You”
Card.
G. Finding Your Barangay joins the Purok Pa Choose the verb used in the Independent Practice Group the class into 3. Let Group the class into 4. Have
practical/applications of More Project. Suppose you are sentence. Activity 1: Verbs in Simple each group write a mini tour in the school.
concepts and skills in assigned to check if the Past Form sentences from the story. Each member writes
daily living cleanliness in your street is Divide the class into four. Say: There are three questions about what they
maintained. How will you do your Let each group create a different kinds of see in the tour and tells what
part? Give 3-5 ways on how you four lines song about the sentences in our story. they experienced or what they
can show help/ cooperation. things they did to make the Can you name them? feel during the tour. The
classroom clean. Tell them Each group will write sentences group secretary will write the
to use the past form of the from the story that fall under the group output and check if
verb. They may adopt a correct heading. Tell them to be they use the correct
familiar tense. sure to use the correct punctuation mark while the
punctuation mark. leader presents their group
work to the class.
H. Making generalizations How is cooperation shown in the How do we use verb in simple How do you retell stories? What common punctuation What common punctuation
and abstractions about story? Where or when else can present tense? How do we make verbs in past marks can we use in writing marks can we use in writing
the lesson you show cooperation? form? sentences? sentences?

If you are one of the characters in When do you see the

the story, will you do the same? following punctuation mark?
Why or why not?
! . ?
I. Evaluating Learning Arrange the pictures as they Answer the activity 177 on page Use verbs in past form. Answer the activity 182 on page Answer the activity 184 on
happened in the story. 205 of LM. 1.ride 211 of LM. page 212 of LM.
Put numbers 1-5 in the circle. 2. Like
3. Sell
4. Look

J. Additional activities for Assignment: Form the present form of the verb Study verbs in a past form. Write 2 sentences of
application or remediation Write sentences for each picture written on the board. declarative, interrogative,
in a paragraph form. Observe exclamatory and imperative.
proper margin, capitalization and Use appropriate punctuation
 punctuation marks. marks.
V.REMARKS

VI.REFLECTION

A. No. of learners who

earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to remediation
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 material did I
use/discover which I wish
to share with other
teachers?