School Grade Level THREE

GRADES 1 to 12
DAILY LESSON Teacher Learning Area ENGLISH
LOG Teaching Dates and W1Q1 Quarter FIRST
Time

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
The learners demonstrate expanding vocabulary and understanding of high-frequency words and content-
A. Content Standards specific vocabulary; understand and create simple and compound sentences for comprehending,
analyzing, creating, and composing texts about regional themes and content-specific topics.
The learners use their expanding vocabulary of high-frequency and content-specific words and simple and
compound sentences to comprehend, create, and compose narrative and informational texts about
B. Performance Standards
regional themes and content-specific topics and read grade-level texts with appropriate speed, accuracy,
and expression.
C. Learning Competencies / EN3VWK-I-1 Identify EN3PWS-I-1 Identify EN3VWK-I-1 EN3PWS-I-1 EN3PWS-I-1
Objectives high-frequency words Grade 3 level- Identify high- Identify Grade 3 Identify Grade 3
Write the LC code for each accurately. appropriate sight frequency words level-appropriate level-appropriate
EN3CCT-I-1 Use words. accurately. sight words. sight words.
common expressions EN3GAGS-I-1 Identify EN3CCT-I-1 Use EN3GAGS-I-5 EN3CAT-I-2
and polite greetings sentences and non- common Identify the parts of Comprehend
appropriate to a given sentences. expressions and simple sentences: stories.
situation. EN3PWS-I-2 Read polite greetings (who/what, what are a. Note important
EN3CAT-I-2 words accurately and appropriate to a they doing, elements from
Comprehend stories. automatically given situation. when/where/ stories (characters,
a. Note important according to word EN3CAT-I-2 how). setting, events).
elements from stories patterns (initial, final, Comprehend stories. 1. telling sentences b. Sequence at least
(characters, setting, medial). CVCC words a. Identify the (declarative) four to five events
events). st, -nd, -lt, -mp, -nt problem and EN3PWS-I-2 Read EN3VWK-I-7 Write
b. Sequence at least EN3VWK-I-6 Read solution in stories. words accurately words legibly and
four to five events. words correctly for EN3VWK-I-4 and automatically correctly (based on
meaning (based on Identify words with according to word word patterns).
EN3VWK-I-4 Identify word patterns). different functions. patterns (initial,
words with different EN3VWK-I-7 Write a. words that final, medial). Area for
functions. words legibly and replace 1. CVCC words sk, - Integration:
a. words that replace correctly (based on persons, lp, -ct, -ft, -rk Reading
persons, places, word patterns). places, things,
things, animals, animals, EN3VWK-I-6 Read
Theme
events, ideas, and events, ideas, words correctly for
emotions and emotions meaning (based on
•Discipline
•Positive and
 b. demonstrative b. demonstrative word patterns). Negative Peace
pronouns pronouns EN3VWK-I-7 Write • Safe and
EN3CCT-I-2 Use own words legibly and Healthy Eating
words in retelling a. EN3CCT-I-2 correctly (based on
myths, legends, Use own word patterns).
fables, and narrative words in
poems. retelling
EN3CCT-I-5 Compose myths,
texts to react to the legends,
character, setting, or fables, and
events in a story. narrative
poems.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.
II. CONTENT
The Guardians of Wawa Dam
by Odes M. Dagong
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Lesson Exemplar Lesson Exemplar Lesson Exemplar Lesson Exemplar Lesson Exemplar
Learning Resource (LP) portal
Text: The Guardians of Text: The Guardians of short story handout
Text: The Guardians of Text: The Guardians of
the Wawa Dam the Wawa Dam (The Pawikan and the
B. Other Learning Resources the Wawa Dam Drill board, flash cards
the Wawa Dam
Drill board, flash cards Fisherman,) and
Drill board, flash cards Drill board, flash cards
rubric for evaluation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
A. Reviewing previous lesson or Today, we will look back Remember our Remember our remember our Good morning,
presenting the new lesson and remember. What do adventure through the adventure through the adventure through the everyone! Today, we
you remember from the "Guardians of Wawa "Guardians of Wawa "Guardians of Wawa are going to play a
Grade 2 lesson on Dam" myth yesterday? Dam" myth yesterday? Dam" myth yesterday. game called "I am
greeting each other? You We dove into some We did some awesome It was a lot of fun Detective." Are you
practiced greeting your awesome activities activities that brought doing the activities ready to become
teachers and classmates that brought our our learning to life. that brought our detectives?
in the most possible polite learning to life. What Have any of you ever learning to life. Here is how it works,
ways. did you learn from our visited a dam or a What did you discover I’m going to describe
lesson? Can you share similar structure? Tell from our lesson a situation in our
something you found us something about yesterday? Share your classroom, and you
interesting? this and what you thoughts in the class will use your detective
observed or learned skills to figure out
 during your visit? what rule or act of
discipline is being
followed. When you
think you know the
answer, raise your
hand. Let us get
started!
Today, you will improve Today, you will study Today, you will have a Now, let's think about Today, you'll hear a
your reading by words that are just blast with English! You how we can help our story about rules and
recognizing words and right for your grade. will get better at planet. Have you seen how they help
polite greetings, You will identify reading by learning clean rivers? What everyone. After the
understanding stories, and complete sentences, common words, use about dirty ones? story, you will draw a
ordering events. You will practice reading words polite words in fun Which one do we like picture with
use demonstrative with CVCC patterns, role-plays, talk about and why? characters, places,
pronouns, retell stories, and understand word what's happening, sort and important parts
B. Establishing a purpose for the share feelings, learn meanings. Then, you out story events, from the story. Then,
lesson mathematics vocabulary, will focus on improving figure out story you will describe your
and build self-confidence. your handwriting and problems, learn new drawing using simple
You will also share what spelling with these words to add to the and compound
your talents are. I will note patterns. Finally, you ones you already sentences.
them down to see what will use local words know, make our
they have in common. from stories about our sentences crystal
Many excel at one talent, community’s history clear, and give our
while others enjoy own twist to classic
different ones. tales.
As you read the story "The Let us expand our Let us shift our focus Today, you will Let us get started! We
Guardians of Wawa Dam," vocabulary. Here’s a to some important practice reading Grade will play a fun game
please take note of the fun activity to help you words related to our 3 level-appropriate called the “Jumbled
words that are repeated. learn these words: lesson. Pay attention sight words from the Words Game.” Are
These are high-frequency match the words in to a few key terms you story. You will identify you excited to play?
words – they are the column A with their will see today. Does the subject and action
words that occur most meanings in column B. the term guardians in each sentence, and This will help us
often in the story. remind anyone of determine when, practice making
Take note of some something or where, or how the sentences. First, let's
important points when someone? as action is taking place. form our groups. I'll
listening to a story guardians to protect Then, you will divide you into groups
C. Presenting examples/
Remember, listening well the environment. What rearrange words to of three. Each group
instances of the new lesson helps you learn and enjoy is an environment? form meaningful, should choose one
stories even more! simple sentences, leader. The leader will
making sure to use write the sentences
proper capitalization formed by the group
and punctuation. You of words on the
will also work on blackboard.
reading and writing
words with CVCC
pattern like sk, -lp, -ct,
-ft, -rk accurately and
neatly.
 Read the story "The The following Let us talk about the let us expand our Now let’s listen to the
Guardians of Wawa Dam," sentences are taken main characters and vocabulary. Match the story “The Pawikan
from the story "The events in the story The words in column A with and the Fisherman.”
Let us start with a “Story Guardians of Wawa Guardians of Wawa their meanings in
Word Match-Up" Dam." Dam. Note how the column B.
Match the words in Sentence or non- characters grow and
column A with their sentence the key events that
meanings in column B. Decide whether the keep the story moving.
statement is a
sentence or a non- Describe the main
D. Discussing new concepts and
sentence. Afterward, characters in the story.
practicing new skills #1 we will discuss why What are their most
each statement is notable traits?
classified as a How does the setting
sentence or a non- influence the events of
sentence. the story?
1. Bernardo and Maria 3. Can you summarize
always do their best to the main events of the
keep Wawa Dam clean story? Write a
and safe for everyone. summary in 150-200
words.
Who are the mythical Word Detectives How do the characters Let’s move on to the What did you notice
guardians of Wawa Dam Join me in a fun word change from the next activity, you will about how the turtle
mentioned in the game as we transform beginning to the end explore the key idea of and the fisherman
paragraph? into word detectives. of the story? declarative sentences. followed rules and
What challenge did Your mission is to What conflicts do the  Look at the following helped each other?
Bernardo and Maria, the uncover unique words characters face, and sentences: How did the
guardians of Wawa Dam, and non-sentences how do they resolve a. They discovered fisherman’s action of
discover in the green within the text. Look them? villagers thoughtlessly saving the pawikan’s
valleys of Montalban, for words that end with dumping trash into the habitat show
Rizal? patterns like -st, -nd, - water. discipline and
Why was educating the lt, -mp, and -nt. b. They greeted the respect?
villagers about proper villagers warmly with Can you explain how
E. Discussing new concepts and waste disposal crucial to 'Good morning.'" the pawikan’s help
practicing new skills #2 Bernardo and Maria's  Notice that both shows discipline and
mission? examples answered respect?
the 5 Ws and 1 H How do their
questions: who, what, friendship and helping
when, where how and each other show us
even if there is no that following rules
specific time or place and being kind can
mentioned, and if it is lead to a better
written in the correct community?
order, then that Can you think of other
sentence is called ways we can show
declarative. discipline and respect
in our own lives?
F. Developing mastery Group Activity To help you express Greetings and Scenes: Look at the following This time, I will show
 1st group: Describe the ideas about one’s A Role-Play Journey sentences taken from you some drawings/
traits of each character. regional experiences Through Our Story the story, Guardians of pictures based on the
Identify the part of the based on the text “The  First, let’s pretend Wawa Dam. story you listened to. I
story where the characters Guardians of Wawa you are Bernardo and How did Bernardo and want you to describe
exhibit the qualities Dam,” let me ask you Maria. Use polite Maria estimate the each drawing /picture
mentioned. these questions: greetings in number of rocks using your own words.
 2nd group: Identify the  Have you ever introducing yourself. needed to repair the
setting considering visited a place like  Next, imagine you dam? (They used the
location, time, season and Wawa Dam in your are at a key location formula Area = length
time of day. region? Describe it. from the story's × width to estimate
 3rd group: Write about  Can you think of a setting. Describe it to the number of rocks.)
(Leads to Formative the events as they time when you or someone who has
happened in the story in someone you know never been there.
Assessment 3) your own words. acted as a guardian of
 4th group: Write the the environment?
names of the characters What happened? Can
you think of a time
when you or someone
you know helped take
care of the
environment?

G. Finding practical application of Delving Deeper Imagine you are Read the excerpt from Re-read the story, Now we will play
concepts and skills in daily SAY: Remember, when Bernardo and Maria, The Guardians of “Guardians of Wawa “Story Charades” to
discussing characters, the guardians of Wawa Wawa Dam. Dam” carefully. explore actions from
living consider their traits. Dam. Prepare a short Identify sentences Discuss with a partner the story. I have some
Identify the setting, dialogue with a friend where demonstrative or in a group: sentences from the
problem, solution, and or family member pronouns can be used. a. What specific story, and you will act
how the story ends. where you explain the Rewrite those scientific methods did them out for your
Characters in the story importance of sentences, using Bernardo and Maria classmates to guess.
use demonstrative protecting the demonstrative use? For example, if I pick
pronouns like this, that, environment in your pronouns such as this, b. How did they show the sentence “The
those, and these. region. that, these, and those. care for nature and the pawikan helps the
Process the students' Example: environment? fisherman,” I might
responses and relate their Original sentence: Why is proper waste pretend to be the
description of the main Bernardo and Maria disposal crucial for pawikan guiding the
character to how she repaired it under the environmental fisherman to fish.
developed her talent to dark sky using the protection?
boost self-confidence. best magic and stones.
Rewritten with
demonstrative
pronoun: These
guardians repaired
that damage under the
dark sky using their
 best magic and stones.
Complete the following Complete the following What did you learn
Complete the following statements: statements: from today’s lesson?
statements:  I learned that saying  I learned that by Today, I learned about
Complete the following
 I learned that noting __________ really identifying the subject how stories can teach
statements:
important elements of a counts; it is how we (who or what), the us important lessons.
 I learned the
story like ________, show thanks and form action (what they are We talked about the
importance of saying
________, and ______ friendships. Learning doing), and additional story of “The Pawikan
_____, identifying _____,
enhances my the __________ of the details (when, where, and the Fisherman,” I
words, reading and
understanding and story deepens our or how) promotes saw how the Pawikan
H. Making generalizations and writing CVCC words
analysis of the narrative. I understanding and comprehension and and the fisherman
abstractions about the lesson also learned that using
patterns ___, ___, ___,
those __________ deeper understanding helped each other,
___, and ___. I also
demonstrative pronouns pronouns? They are of __________ structure. and we used drawings
learned about the
like ______, _______, ______, ace at taking the place and sentences to
meaning of the
and ______ will help point of all kinds of nouns narrate and describe
vocabulary word such
out specific items or and I got the hang of what happened in the
as _____, _____, as well
people and clarify their working out areas now story.
as _____,
importance within a - just multiply the
context. __________ by the
__________.
I. Evaluating learning Let us now check your Write a five-sentence Underline the Analyze each sentence Read the story
understanding of the paragraph about a demonstrative then answering the carefully, draw a
lesson today. mythical guardian in pronouns in the given following questions: picture from the story
1. Recall a story you have your place sentences. a. “They “Garielle and the Hot
read before and identify (community, city, 1. They expressed expressed their Summer Day.” Then
the Characters, Setting, province, region. their gratitude to the gratitude to the write about the
and Main event Describe their community, saying community, character, where the
2, Sequence the following challenges and how “Thank you for taking saying ‘Thank story happens, and
events in the correct they protect the the time to learn and you for taking what happens in the
order: environment. help us in this the time to story.
a. . _____ Bill made a smart Be sure to use any of important task.” learn and help
decision. the CVCC, vocabulary, 2. Surprised by the us in this Garielle and the Hot
b. . _____ The animals in and sight words we mythical guardians of important Summer Day
the forest were affected. learned today. Wawa Dam's task.’” by Rezel Jean T.
c. _____ Bill's decision had unexpected presence, b. b. “From that Achacoso
a positive impact. the villagers realized moment on,
d. _____ The story took the dam's gift and they promised
place in a forest. their oversight. From to throw away
e. _____ Bill learned a that moment on, they their waste
valuable lesson. promised to throw correctly.”
3. Identify the pronouns away their waste c. c. “Maria and
specifically the correctly. Bernardo
demonstrative pronouns repaired it
used in the story you read. under the dark
sky using magic
and pushing,
pulling, and
carrying rocks.”
 d. Who/What:
Who is
involved? What
are they doing?
e. When/Where/
How: When did
it happen?
Where did it
happen? How
did they do it?
Choose your own Write five The following Rearrange the words Draw a picture of a
story to read. sentences about sentences are from to form a declarative kind action you see
Complete the graphic what you have the story Guardians sentence. in your daily life,
organizer with details learned today. of Wawa Dam. spending our time like sharing a toy or
Underline the family enjoys helping a friend.
from the story. Then, underline
demonstrative together. Write a short
your sentence and pronouns in the in the garden are narrative that
draw a box on non- given sentences the flowers blooming describes your
sentence. 1. That field needs beautifully drawing. Use simple
water, Bernardo before I finished my and compound
J. Additional activities for said, pointing to a homework dinner sentences in your
application or remediation dried land area. dog barked the at narrative. Explain to
2. By demonstrating the mail carrier. the class how this
their water reading stories she kind gesture in your
management skills loves every night. drawing shows
and respect for discipline. Bring
nature, they were your drawings and
able to convince the narratives to the
old spirit to class in our next
sympathize with and meeting.
preserve their
beloved dam.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them you can ask them relevant questions.
A. No of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for 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
materials did I use/discover which I
wish to share with other teachers?