GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III

DAILY LESSON LOG Teacher MARIA ELENA B.HERNANDEZ Learning Area English
Teaching Dates and Time January 20-24, 2020 Quarter Fourth Grading

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan 24
I. OBJECTIVES

A .Content Standard Developing Reading and Developing Reading and Writing Developing Reading and Writing Developing Reading and Writing WEEKLY TEST
Writing
B .Performance Standard Listening Comprehensionj Reading Comprehension Vocabulary Development Study Skills

C.Learning Competency/Objectives Activiate prior knowledge on Read words with vowel digraphs ai (pail Give the correct meaning of Follow simple written directions
Write the LC code for each. new knowledge formed. ) ay ( bay) homonyms ( pale-pail ) EN3SS – Iva -1.3
EN3LC –Iva –j-1.1 EN3PW – Iva –e -22 EN3V- Iva –b-13.6

II. CONTENT

III.LEARNING RESOURCES

A. References
1. Teacher’s Guide pages CG p.47 of 170 CG p.47 of 170 CG p.47 of 170 CG p.47 of 170

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the (stream, rewind, glimpse, Homonyms
lesson disappear, alarming)
Post the picture of a stream.
Mix and match pictures.
Ask: What do you see in the
picture?
Show the pictures with vowel
Say: This is a stream. Describe digraphs ai and ay.
how a stream looks like.
C. Presenting examples/Instances of Read the poem “ Glimpse of a Put under the chair of the pupils
the new lesson Polluted Future”. a directions to be followed.

D. Discussing new concepts and What used to be found in the What are common in these words or - How do we differentiate each - What are these words?
practicing new skills # 1 sky? pictures? words? - is it hard or easy to do?
What used to be found
swimming in the streams?
What used to be found around
the lake?
What happened to all the
animals that you named?
Where are they now?
Why have they disappeared?
What happened to their homes?
Who do you think had caused
the destruction of their houses?
What can you do to keep the
animals’ homes like waters and
trees safe?
E. Discussing new concepts and
practicing new skills # 2

F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical application of LM Activity 274. Group Ativity Give them activity cards regarding - Is it important to follow simple
concepts and skills in daily living homonyms. directions?

H. Making generalizations and What did you learned today? What vowel digraphs do we learned What are homonyms? Group Working
abstractions about the lesson today?
I. Evaluating learning Draw your favorite part of the Name the pictures.( Teachers’ ( Teachers ‘ discretion ). - What are you going to do the
poem. discretion ) directions?

J. Additional activities for application or Write at least three sentences Cut pictures with ai and ay vowel Use the ff.homonyms in sentences. Do the following.
remediation how we control pollution in our words. 1.meet-meat 1. Draw your favorite thing.Inside
surroundings. 2. see-sea it write number 1.
3. right-write
V.REMARKS ___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next objective.
___Lesson not carried
___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next
objective.
___Lesson not carried ___Lesson not carried. ___Lesson not carried ___Lesson not carried

VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80%
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
above above
the evaluation above
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with lesson lesson lesson lesson
the lesson
D. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
require remediation remediation remediation require remediation require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and assessments, note taking and studying assessments, note taking and studying assessments, note taking and assessments, note taking and
studying techniques, and techniques, and vocabulary assignments. techniques, and vocabulary studying techniques, and vocabulary studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-pair-share, assignments. assignments. vocabulary assignments.
 ___Bridging: Examples: Think- quick-writes, and anticipatory charts.  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-
pair-share, quick-writes, and
 ___Schema-Building: Examples: Compare share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
anticipatory charts. and contrast, jigsaw learning, peer teaching, charts. charts. anticipatory charts.
 ___Schema-Building: Examples: and projects.  ___Schema-Building: 
Examples: ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw  ___Contextualization: Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects.  Examples: Demonstrations, media, projects.

manipulatives, repetition, and local ___Contextualization:  ___Contextualization:
 ___Contextualization: opportunities.  Examples: Demonstrations, media,  Examples: Demonstrations, media,  ___Contextualization:
 Examples: Demonstrations, media,  ___Text Representation: manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. opportunities. manipulatives, repetition, and local
opportunities.  Examples: Student created drawings, opportunities.
videos, and games.  ___Text Representation:  ___Text Representation:
 ___Text Representation:  
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:
 ___Modeling: Examples: Speaking slowly
and clearly, modeling the language you want videos, and games. videos, and games.
  Examples: Student created students to use, and providing samples of ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking  Examples: Student created
drawings, videos, and games. student work. slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.
Other Techniques and Strategies used: language you want students to use, and language you want students to use,
 ___Modeling: Examples: ___ Explicit Teaching  ___Modeling: Examples:
Speaking slowly and clearly, providing samples of student work. and providing samples of student Speaking slowly and clearly,
___ Group collaboration Other Techniques and Strategies work.
modeling the language you want ___Gamification/Learning throuh play modeling the language you want
students to use, and providing used: Other Techniques and Strategies students to use, and providing
___ Answering preliminary ___ Explicit Teaching used:
samples of student work. activities/exercises samples of student work.
Other Techniques and Strategies ___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies
___ Carousel ___Gamification/Learning throuh play ___ Group collaboration
used: ___ Diads used:
___ Explicit Teaching ___ Answering preliminary ___Gamification/Learning throuh play ___ Explicit Teaching
___ Rereading of Paragraphs/ activities/exercises ___ Answering preliminary
___ Group collaboration Poems/Stories ___ Group collaboration
___Gamification/Learning throuh ___ Carousel activities/exercises ___Gamification/Learning throuh
___ Differentiated Instruction ___ Diads ___ Carousel
play ___ Role Playing/Drama play
___ Answering preliminary ___ Rereading of Paragraphs/ ___ Diads ___ Answering preliminary
___ Discovery Method Poems/Stories ___ Rereading of Paragraphs/
activities/exercises ___ Lecture Method activities/exercises
___ Carousel ___ Differentiated Instruction Poems/Stories ___ Carousel
Why? ___ Role Playing/Drama ___ Differentiated Instruction
___ Diads ___ Complete IMs ___ Diads
___ Rereading of Paragraphs/ ___ Discovery Method ___ Role Playing/Drama ___ Rereading of Paragraphs/
___ Availability of Materials ___ Lecture Method ___ Discovery Method
Poems/Stories ___ Pupils’ eagerness to learn Poems/Stories
___ Differentiated Instruction Why? ___ Lecture Method ___ Differentiated Instruction
___ Group member’s ___ Complete IMs Why?
___ Role Playing/Drama collaboration/cooperation ___ Role Playing/Drama
___ Discovery Method ___ Availability of Materials ___ Complete IMs ___ Discovery Method
in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Lecture Method ___ Audio Visual Presentation ___ Lecture Method
Why? ___ Group member’s ___ Pupils’ eagerness to learn Why?
of the lesson collaboration/cooperation ___ Group member’s
___ Complete IMs ___ Complete IMs
___ Availability of Materials in doing their tasks collaboration/cooperation ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn
___ Group member’s of the lesson ___ Audio Visual Presentation ___ Group member’s
collaboration/cooperation of the lesson collaboration/cooperation
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
as Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III
DAILY LESSON LOG Teacher MARIA ELENA B.HERNANDEZ Learning Area Mother Tongue
Teaching Dates and Time Jan 20-24, 2020 Quarter FourthGrading

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan24
I. OBJECTIVES

A .Content Standard Naipakikita ng mag-aaral ang mga kasanayan sa komunikasyon sa ibat’ibang paksa gamit ang pinalawak na talasalitaan at mga parirala, naipakikita ang pagkaunawa sa wikang sinasalita sa ibat ibang
konteksto gamith ang pasalita at di-pasalitang pahiwatig, istruktura ng talasalitaan at wika, aspetong kultural ng wika, pagbasa at pagsulat na pampanitikan at mga tekstong impormasyunal.

B .Performance Standard Nagagamit ang Mother Tongue nang angkop at epektibo sa pagsasalita, sa nakikita at nasususulat na kominikasyon o talastasan sa iba’t ibang sitwasyon at iba’t ibang tagapakinig, konteksto at mga layunin
kabilang na ang pagkatuto sa ng ibang kasanayan s apagkatuto at mga wika, naipahahayag ang pagpapahalaga sa iba’t ibang anyo ng pangkalahatang kaalaman at naipagmamalaki ang sariling kultura at
pamana ng lahi.

C.Learning Nagagamit ang mga salitang binigyang Nakasusulat ng 3-5 hakbang sa Natutukoy at nagagamit ang mga pang- Nakasusulat ng 3-5 hakbang sa Natutukoy at nagagamit ang mga
kahulugan habang nagbabasa ng pagkakasunud-sunod ng pangyayari sa uri na angkop sa antas ng baitang. pagkakasunud-sunod ng pangyayari pang-uri na angkop sa antas ng
Competency/Objectives kuwento sa makahulugang teksto. talata gamit ang hudyat na mga salita na MT3G-Iva-2.4.2 sa talata gamit ang hudyat na mga baitang.
Write the LC code for each. MT3VCD-IVa-b-1.4 gaya ng una, ikalawa, ikatlo, kasunod, salita na gaya ng una, ikalawa, ikatlo, MT3G-Iva-2.4.2
pagkatapos, sa hulihan, sa wakas o kasunod, pagkatapos, sa hulihan, sa
katapusan. MT3C-IVa-i-2.7 wakas o katapusan. MT3C-IVa-i-2.7
Aralin 28: Yaman ng Aking Aralin 28: Yaman ng Aking Pamayanan Aralin 28: Yaman ng Aking Pamayanan Aralin 28: Yaman ng Aking Aralin 28: Yaman ng Aking
Pamayanan Pamayanan Pamayanan
Paksang-Aralin:Paggamit ng Salita Paggamit ng mga Hudyat na Salita sa Paggamit ng Pang-uri sa wastong
Mula Sa Kuwento Pagsusunud-sunod ng mga Pangyayari pagkasunud-sunod na Ayos (Ajectives Paggamit ng mga Hudyat na Salita sa Paggamit ng Pang-uri sa wastong
sa Tekstong Prosedyural in A Series) Pagsusunud-sunod ng mga pagkasunud-sunod na Ayos
Pangyayari sa Tekstong Prosedyural (Ajectives in A Series)
Unang Bahagi
MTB-MLE Curriculum Guide
KM pp. 289-290 Unang Bahagi
MTB-MLE Curriculum Guide
Sipi ng Kuwento mula sa Rex
KM pp. 292-297 MTB-MLE Curriculum Guide MTB-MLE Curriculum Guide
Interactive
KM pp. KM pp. 292-297 MTB-MLE Curriculum Guide
KM pp.

II. CONTENT

III.LEARNING RESOURCES

A. References
 1.Teacher’s Guide pages

2. Learner’s Materials pages

3.Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.PROCEDURES
A.. Reviewing previous lesson or Layunin ng may-akda Paggamit ng Mga salitang binigyan Pagwawasto ng takdang-Aralin Paggamit ng Mga salitang binigyan Pagwawasto ng takdang-Aralin
kahulugan Balik-ara kahulugan Balik-ara
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of Basahin at Alamin Basahin at Alamin KM p. 295 Sabihin at Alamin Basahin at Alamin KM p. 295 Sabihin at Alamin
KM p.289
the new lesson KM p. 270 KM p. 270
D. Discussing new concepts and Sagutin ang mga tanong sa KM p. 296 KM p. 291 KM p. 296 KM p. 291
dayalogong binasa Pag-aralan ang mga salitangmay Pag-aralan ang mga salitangmay
practicing new skills # 1 Pag-aralan ang talata. salungguhit Pag-aralan ang talata. salungguhit
Gawain 1 KM p. 290

E. Discussing new concepts and Sabihin at Alamin Sagutin ang mga tanong tungkol sa Gamitin ang mga salitang may Sagutin ang mga tanong tungkol sa Gamitin ang mga salitang may
talata. salunggguhit upang punuan ang talaan talata. salunggguhit upang punuan ang
practicing new skills # 2 IPabasa ang kuwento sa KM p. 291 talaan sa KM p. 291

”Ang Pilosopo” nina Nina Nerissa

Lozarito-Hufana, Ph.D. Claribel Diaz-
Bartolome, Ph.D

F. Developing mastery Paano pagsusunud-sunurin ang Tandaan Tandaan Tandaan Tandaan

pagsulat ng pang-uri? KM p. 294 Km p. 291 KM p. 294 Km p. 291
(leads to Formative Assessment
3)
G. Finding practical application of Ipagamit sa pangungusap ang mga Basahin ang talata sa p. 297 Magbigay ng mga halinbawa ng mga Basahin ang talata sa p. 297 Magbigay ng mga halinbawa ng
salitang binigyang kahulugan. Sipiin ang mga ginamit na hudyat na mga pang-uring magkasunod-sunod. Sipiin ang mga ginamit na hudyat na mga pang-uring magkasunod-
concepts and skills in daily living salita. mga salita. sunod.
H. Making generalizations and Isulat ang kasingkahulugan ng mga Gawain 6 KMp. 292 Gawain 6 KMp. 292
salitang may salungguhit. KM p. 287 Gawain 3 KM p. 287 Gawain 3
abstractions about the lesson 1. Luminga-linga ang magnanakaw
kung may nakakita sa kanya habang
may isang nakatutok lamang sa
pagkakamasid sa kanya.
 2. Kung gusto mong matanto ang mga
nangyayari sa paligid, huwag mong
hayaang maging mangmang ka.
3. Umiiral pa rin ang kabutihan sa
bawat tao sa kabila ng unti-unti nang
pagkawala ng magagandang
kaugalian. 4. Bawat alituntunin ay
ginawa para sa kapakanan ng tao na
hindi lang para pagbawalan tayo kung
hindi para malayo tayo sa
kapahamakan.
5. Ihabilin mo ang mga dapat gawin
sa iyong bunsong kapatid na maiiwan,
delikado kung ipagwawalang bahala
mo lang na maiiwan siya.
I. Evaluating learning Sumipi ng 3 salita mula s adayalogo at Sumulat ng talata ng pagsusnud –sunod .Magsulat ng 3 pangungusap gamit ang Sumulat ng talata ng pagsusnud – .Magsulat ng 3 pangungusap gamit
bigyan ng kahulugan. Gamitin ang na ginagawa ninyo sa umaga bago mga pang-uri ayon sa wastong sunod na ginagawa ninyo sa umaga ang mga pang-uri ayon sa wastong
mga salita sa pangungusap pumasok sa paaralan. Gamitin ang pagkasunud-sunod nito. bago pumasok sa paaralan. Gamitin pagkasunud-sunod nito.
hudyat na mga salita. ang hudyat na mga salita.

J. Additional activities for application

or remediation
V.REMARKS

VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80%
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
above above
the evaluation above

H. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
additional activities for
remediation who scored below
80%
I. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
No. of learners who have caught lesson lesson lesson lesson lesson
up with the lesson
J. No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
require remediation remediation remediation require remediation require remediation
require remediation
K. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self
work? assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and assessments, note taking and
techniques, and vocabulary techniques, and vocabulary assignments. techniques, and vocabulary assignments. studying techniques, and vocabulary studying techniques, and vocabulary
assignments. assignments. assignments.
  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
 ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
peer teaching, and projects. peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:
 Examples: Student created drawings,  Examples: Student created drawings,  Examples: Student created drawings,  Examples: Student created drawings, Examples: Student created
videos, and games. videos, and games. videos, and games. videos, and games. drawings, videos, and games.
 ___Modeling: Examples: Speaking  ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the language slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, and you want students to use, and providing language you want students to use, and language you want students to use, language you want students to use,
providing samples of student work. samples of student work. providing samples of student work. and providing samples of student and providing samples of student
Other Techniques and Strategies Other Techniques and Strategies used: Other Techniques and Strategies work. work.
used: ___ Explicit Teaching used: Other Techniques and Strategies Other Techniques and Strategies
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching used: used:
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
___ Answering preliminary activities/exercises ___ Answering preliminary ___Gamification/Learning throuh play ___Gamification/Learning throuh
activities/exercises ___ Carousel activities/exercises ___ Answering preliminary play
___ Carousel ___ Diads ___ Carousel activities/exercises ___ Answering preliminary
___ Diads ___ Rereading of Paragraphs/ ___ Diads ___ Carousel activities/exercises
___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of Paragraphs/ ___ Diads ___ Carousel
Poems/Stories ___ Differentiated Instruction Poems/Stories ___ Rereading of Paragraphs/ ___ Diads
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction Poems/Stories ___ Rereading of Paragraphs/
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction Poems/Stories
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction
___ Lecture Method Why? ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama
Why? ___ Complete IMs Why? ___ Lecture Method ___ Discovery Method
___ Complete IMs ___ Availability of Materials ___ Complete IMs Why? ___ Lecture Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs Why?
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs
___ Group member’s collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn
in doing their tasks ___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Group member’s
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation in doing their tasks collaboration/cooperation
of the lesson of the lesson ___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson
L. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
M. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
I wish to share with other __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
teachers? __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III
DAILY LESSON LOG Teacher MARIA ELENA B.HERNANDEZ Learning Area MAPEH
Teaching Dates and Time Jan 20-24, 2020 Quarter Fourth Grading

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 6 Jan 7 Jan 8 Jan 9 Jan 10
I. OBJECTIVES

A .Content Standard Demonstrates understanding of Demonstrates understanding of shapes, Demonstrates understanding of Checking of Attendance LINGGUHANG
the concepts of tempo in order colors ,textures ,and emphasis by movements activities relating to Warm Up Exercises
to respond to conducting variation of shapes and texture and person, objects, music, and “ Tumbang Preso”.
PAGTATAYA
symbols indicating in tempo. contrast of colors through sculpture and environment.
crafts.
B .Performance Standard Enhances performances of Create a single puppet Perform movement activities “ If You Want Exercise Jump in
poetry,chants,drama,musical involving person, objects,music and Place”.
stories,and songs by using a environment correctly.
variety of tempo.
C.Learning Mimic animal movements Identifies different styles of puppets made Participates in various movement Ask class to find a partner.
Competency/Objectives according to speed. in the Philippines activities involving person ,objects , Do the directions:
MU3TP – Iva - 1 A3EL – Iva music and environment. - Hold hands.
Write the LC code for each. PE3BM – Iva –b- 20 - Walk towards the first cone
and do the trunk bending.
In doing the activities were all
the movements the same?
- What movements did you do
in personal space?
II. CONTENT

III.LEARNING RESOURCES

C. References
1.Teacher’s Guide pages CG p.21 of 63 TG 95-96 CG p.27 of 93 CG p.23 of 69 CG p. 22 of 66
2.Learner’s Materials pages

3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Sing “ Quiet Voices” and let the Green – Go , Yellow – Slow
presenting the new lesson children walk, tap,and clap the down Red -Stop
beat / pulse ( slow then fast ).
B.Establishing a purpose for the Show pictures of the following Have you seen a puppet show?Did you Checking of Attendance Show different road signs.
lesson animals. enjoy the show? Warm Up Exercises
“ Tumbang Preso”.

C.Presenting examples/Instances of Mga Alaga Kong Hayop About “ Puppets “ “ If You Want Exercise Jump in What are the different road
the new lesson Place”. signs and safety practices?
D.Discussing new concepts and How did the animals in the - What are the different kinds of puppets? Ask class to find a partner.
practicing new skills # 1 song? Do the directions:
Which of the following animals - Hold hands.
move fast / slow? - Walk towards the first cone and do
the trunk bending.

E.Discussing new concepts and In doing the activities were all the For whom are these road
practicing new skills # 2 movements the same? signs?
- What movements did you do in
personal space?

F.Developing mastery
(leads to Formative Assessment
3)
G.Finding practical application of Teacher will sing as the pupils Art Activity: Finger Puppet - What are the safety road signs
concepts and skills in daily living imitte the movements of the and practices?
animals.

H.Making generalizations and What is tempo? What is a Finger Puppet? Action Song “ A Jumping Will Do”. See Let’s Check on LM.
abstractions about the lesson

I.Evaluating learning Group the children into four. Legend : Combination of basic movements Answer Let’s Do on LM.
Paper 1 – Move fast lika a 3- Very Evidently help improve physical skils by
kangaroo in a sigzag manner 2- evident training the body in personal and
Paper 2 – Fly slowly like a bird 1- Not Evident general spaces.
in tiptoe, in any direction
Paper 3- Gallop fast like a
horse in a circle.
Paper 4- Walk slowly like a
duck in a straight line.
J.Additional activities for application Draw animals that have fast Bring paper bag ,recycled materials, 2 Using rubrics foolowing the Green – Go , Yellow – Slow
or remediation and slow movements. pieces of black buttonds ,water color, and standards in the TG. down Red -Stop
paste or glue.
V.REMARKS ___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next objective.
___Lesson not carried.
___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next
objective.
___Lesson carried. Move on to the next
objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.

VI.REFLECTION

A. No. of learners who earned 80% in ___ of Learners who earned 80%
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
above above
the evaluation above
B.No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation additional activities for remediation activities for remediation
additional activities for remediation
who scored below 80%
C.Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with lesson lesson lesson lesson
the lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
require remediation remediation remediation require remediation require remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?  ___Metacognitive  ___Metacognitive Development:Examples:  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Self assessments, note taking and studying Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and techniques, and vocabulary assignments. assessments, note taking and studying assessments, note taking and assessments, note taking and studying
studying techniques, and
 ___Bridging: Examples: Think-pair-share, techniques, and vocabulary studying techniques, and techniques, and vocabulary
vocabulary assignments. quick-writes, and anticipatory charts. assignments. vocabulary assignments. assignments.
 ___Bridging: Examples: Think-  ___Schema-Building: Examples: Compare  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair-
pair-share, quick-writes, and and contrast, jigsaw learning, peer teaching, share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory
anticipatory charts. and projects. charts. anticipatory charts. charts.
 ___Schema-Building: Examples:  ___Contextualization:  ___Schema-Building: 
Examples: ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
learning, peer teaching, and  Examples: Demonstrations, media, peer teaching, and projects. learning, peer teaching, and peer teaching, and projects.
projects. manipulatives, repetition, and local projects.
opportunities.  ___Contextualization:  ___Contextualization:
 ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:  Examples: Demonstrations, media,
 ___Text Representation:
 Examples: Demonstrations, 
manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives, repetition, and local
media, manipulatives, repetition,  Examples: Student created drawings, videos, opportunities. manipulatives, repetition, and local opportunities.
and local opportunities. and games. opportunities.
 ___Text Representation:  ___Text Representation:
 ___Text Representation:  ___Modeling: Examples: Speaking slowly
 ___Text Representation:

and clearly, modeling the language you want Examples: Student created drawings,  Examples: Student created drawings,
 Examples: Student created students to use, and providing samples of videos, and games.  Examples: Student created videos, and games.
drawings, videos, and games. student work.  ___Modeling: Examples: Speaking drawings, videos, and games.  ___Modeling: Examples: Speaking
 ___Modeling: Examples: Other Techniques and Strategies used: slowly and clearly, modeling the  ___Modeling: Examples: slowly and clearly, modeling the
Speaking slowly and clearly, ___ Explicit Teaching language you want students to use, and Speaking slowly and clearly, language you want students to use,
modeling the language you want ___ Group collaboration providing samples of student work. modeling the language you want and providing samples of student work.
___Gamification/Learning throuh play
 students to use, and providing ___ Answering preliminary Other Techniques and Strategies students to use, and providing Other Techniques and Strategies
samples of student work. activities/exercises used: samples of student work. used:
Other Techniques and Strategies ___ Carousel ___ Explicit Teaching Other Techniques and Strategies ___ Explicit Teaching
used: ___ Diads ___ Group collaboration used: ___ Group collaboration
___ Explicit Teaching ___ Rereading of Paragraphs/ ___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play
___ Group collaboration Poems/Stories ___ Answering preliminary ___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh ___ Differentiated Instruction activities/exercises ___Gamification/Learning throuh activities/exercises
play ___ Role Playing/Drama ___ Carousel play ___ Carousel
___ Answering preliminary ___ Discovery Method ___ Diads ___ Answering preliminary ___ Diads
activities/exercises ___ Lecture Method ___ Rereading of Paragraphs/ activities/exercises ___ Rereading of Paragraphs/
___ Carousel Why? Poems/Stories ___ Carousel Poems/Stories
___ Diads ___ Complete IMs ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
___ Rereading of Paragraphs/ ___ Availability of Materials ___ Role Playing/Drama ___ Rereading of Paragraphs/ ___ Role Playing/Drama
Poems/Stories ___ Pupils’ eagerness to learn ___ Discovery Method Poems/Stories ___ Discovery Method
___ Differentiated Instruction ___ Group member’s ___ Lecture Method ___ Differentiated Instruction ___ Lecture Method
___ Role Playing/Drama collaboration/cooperation Why? ___ Role Playing/Drama Why?
___ Discovery Method in doing their tasks ___ Complete IMs ___ Discovery Method ___ Complete IMs
___ Lecture Method ___ Audio Visual Presentation ___ Availability of Materials ___ Lecture Method ___ Availability of Materials
Why? of the lesson ___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn
___ Complete IMs ___ Group member’s ___ Complete IMs ___ Group member’s
___ Availability of Materials collaboration/cooperation ___ Availability of Materials collaboration/cooperation
___ Pupils’ eagerness to learn in doing their tasks ___ Pupils’ eagerness to learn in doing their tasks
___ Group member’s ___ Audio Visual Presentation ___ Group member’s ___ Audio Visual Presentation
collaboration/cooperation of the lesson collaboration/cooperation of the lesson
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and Indigenized __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as
as Instructional Materials Instructional Materials Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III
DAILY LESSON LOG Guro MARIA ELENA B.HERNANDEZ Asignatura Edukasyon sa Pagpapakatao
(Pang-araw-araw na Jan 20-24 2020
Petsa/ Oras Markahan Ika-apat Markahan
Tala sa Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan 24
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos,paggalang sa sariling paniniwala at paniniwala sa iba hinggil sa Diyos,pagkakaroon ng pag-asa at
pagmamahal bilang isang nilikha.

B. Pamantayan sa Pagganap Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.

C. Mga Kasanayan s aPagkatuto Nakapagpapakita ng pananalig sa Diyos.

Isulatang code ng bawat kasanayan ESP3PD – Iva - 7
II. NILALAMAN

KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro CG p.21 ng 76

2. Mga pahina sa Kagamitang Pang-mag-aaral

3. Mga pahina sa Teksbuk

4. Karagdagang Kagamitan mula sa portal ng
Learning Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o pagsisimula ng Anu-anong mga Gawain ang Ano-ano ang mga patunay na Sa paanong paraan kayo Sa papaanong paraan tayo Ano-ano ang mga mithiin sa
bagong aralin. nagpapakita ng kahandaan sa mayroong Diyos? nakikipag-usap sa Diyos? nakikipag-ugnayan sa Diyos? buhay o pangarap sa iyong
mga sakuna o kalamidad? Bakit kailangan tayong Kailan tayo dapat manalangin? Bakit kailangan na tayo ay buhay ang natupad?
manalig sa Diyos? Ano –ano ang mga bagay na manalangin? Sino sa palagay ninyo ang
dapat natin ipanalangin? tumulong at gumabay sa inyo
upang ito ay matupad?
B. Paghahabi sa layunin ng aralin Ipaawit sa mga bata ang awiting Narinig mo na ba ang May panalangin o kahilingan ka Isipin mo ang kalagayan mo Sa mga kahilingan o mithiin sa
“Sinong May Gawa?” kasabihang “Nasa Diyos ang ba sa Diyos na hindi niya tatlong taon mula ngayon. buhay na natupad, ano ang
Awa, Nasa Tao ang Gawa?” ipinagkaloob sayo? Ano ang nais mong mangyari inyong napatunayan?
sa iyong buhay?
 Sino ang gumawa ng mga ibon, Ano kaya ang Ano ang iyong naging damdamin Ano ang iyong mga
halaman at ang lahat ng bagay kahulugan nito? sa kanya? pangarap?
dito sa daigdig? Ano ang magagawa mo
Nakita na ba ninyo ang Diyos? upang ito ay matupad?
Naniniwala ba kayo na may Bakit nananalig kang
Diyos? tutulungan ka ng Diyos na
matupad ang mga ito?
C. Pag-uugnay ng mga halimbawa sa bagong aralin. Ipabasa ang teksto na nasa Ipagawa sa mga mag-aaral ang Magpasulat ng panalangin na Sa isang papel, ipasulat ang Ipahanda sa mga bata ang
aklat. Gawain 1-A. Ipasulat sa pansarili sa isang malinis na kanilang mga mithiin sa papel na sagutan at ipasagot
kwaderno kung ano ang papel. buhay o mga nais nilang ang Subukin Natin.
maaaring gawin ng mga Tumawag ng mga piling mag- makamit. Iproseso ang sagot ng mga
tauhan. Ibahagi sa katabi ang aaral upang basahin ang kanyang Halimbawa: Tatlong taon bata upang mapagnilayan
kanilang sagot. panalangin. mula ngayon, ako ay nilang muli ang paksa.
Ipagawa ang Gawain 1-B. makakatapos ng Grade 6 o
Tumawag ng mga piling bata na elementary
ibahagi ang nakumpleto nilang Tumawag ng mga piling mag-
panalangin. Maaari nila itong aaral upang basahin ang
ilagay sa kanilang portfolio ng kanyang isinulat na mithiin sa
mga panalangin. buhay.
D. Pagtalakay ng bagongkonsepto at paglalahad n bagong Ano ang pinagmamasdan ng Magpaawit sa mga bata ng Magdaramdam ka ba o magagalit Nananalig ka ba na Ilan ang nakakuha ng limang
kasanayan #1 bata sa larawan? awiting nagpapahayag ng sa Diyos kung sakaling hindi niya matutupad ang iyong mithiin tamang sagot?
Bakit niya pinagmamasdan ang pagmamahal sa Diyos. dininig ang iyong panalangin? sa buhay tatlong taon mula Sa palagay ninyo, ano ang
kalangitan? Hatiin sa apat na pangkat ang Ano sa palagay mo ang dahilan ngayon? dahilan at wasto lahat ang
Suriin natin ang kanyang mga bata para sa Gawain 2. kung bakit may mga kahilingan Kanino ka hihingi ng tulong at kanyang naging sagot?
maikling pahayag, sa iyong Tulungan at gabayan ang mga tayong hindi tinutupad ng Diyos? gabay upang magkaroon ng Dapat ba natin siyang tularan?
palagay, ano-ano ang bata sa pagsulat ng binuong katuparan ang lahat ng iyong Bakit?
nararandaman ng bata sa oras panalangin sa manila paper o mithiin sa buhay? Ano ang maipapayo ninyo sa
na iyon? kartolina. Bigyan sila ng Naniniwala ka ba na inyong mag-aaral na hindi
sampung minuto para ipagkakaloob ng Diyos ang nakakuha ng mataas na marka
makapaghanda at dalawang lahat ng iyong hinihiling? na gaya ng sa iba?
minuto bawat pangkat para sa Bakit?
pagtatanghal.
E. Pagtalakay ng bagong konsepto at paglalahad ng Kanino ba tayo dapat Ipaliwanag sa mga bata na ang
bagong kasanayan #2 manalangin? panalangin ay isang paraan ng
Bakit kailangan na tayo ay pakikipag-ugnayan sa Diyos.
manalangin?
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw na buhay Reflective Learning ( Gagawa ng May pangyayari ba sa inyong Pagkakaroon ng maikling dula- Pangkatang Gawain Pangkatang Gawain
sitwasyon ang guro kung saan buhay na ipinagkaloob o dininig dulaan.Ipangkat sat alto.
papasok ang pagkakaroon ng ng Diyos ang inyong
pananalig sa Diyos ). panalangin? Ibahagi ang inyong
karanasan sa klase.
May pangyayari ba sa inyong
buhay na ipinagkaloob o dininig
ng Diyos ang inyong
 panalangin? Ibahagi ang inyong
karanasan sa klase.
H. Paglalahat ng Aralin Ano-ano ang mga patunay na Manalangin tayo sa Diyos. Ang Ang pananalig sa Diyos ay Walang imposible sa Diyos. Punan ng tamang salita ang
may Diyos? panalangin ang magpapalakas pagpapakita ng ganap na Manalig ng buong puso na patlang. Ipabasa ang nabuong
Ang Diyos ang lumalang ng ng ating pananampalataya sa pagtitiwala sa kanya. ang lahat ng iyong kahilingan kaisipan.
sangkatauhan, ng lupa at ng Diyos. ay kanyang ipagkakaloob Manalig sa __________.
dagat kung sasamahan ng sipag at Nasa Diyos ang ____________,
tiyaga, pag-asa at pananalig nasa tao ang _____________.
sa kanya.
I. Pagtataya ng Aralin Mahalaga ba na tayo ay manalig Sabihin kung pananalig ang Ano-ano ang mga bagay na Ibase ang marka sa ginawa Palakasin pa ang pananalig sa
sa Diyos? ipinapakita sa larawan. ( Guro magpapalakas ng iyong ng mga bata sa loob ng klase. Diyos sapagkat ito ang gagabay
ang gumawa nito). pananalig at pagtitiwala sa sa iyo upang ikaw ay maging
Diyos? mabuting tao.

J. Karagdagang Gawain para sa takdang-aralin at Magbigay ng halimbawa kung Gumupit ng larawan na Gumawa ng kuwento na Kasunduan ;
remediation paano niyo maipapakita ang nagpapakita ng pananalig sa nagpapakita ng pananalig sa Isapuso ang napag-aralan
pananalig sa Diyos. Diyos. Diyos. ngayon.

IV. MGA TALA

V. PAGNINILAY
A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above above above above
above

B.No. of learners who require additional activities for ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for remediation
remediation who scored below 80% remediation
C.Did the remedial lessons work? No. of learners ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
who have caught up with the lesson lesson lesson lesson the lesson lesson
D.No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
remediation
E.Which of my teaching strategies worked well? Why Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
did these work?  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
studying techniques, and vocabulary studying techniques, and studying techniques, and vocabulary studying techniques, and studying techniques, and
assignments. vocabulary assignments. assignments. vocabulary assignments. vocabulary assignments.
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and
charts. anticipatory charts. charts. anticipatory charts. anticipatory charts.
 ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building:  ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Examples: Compare and Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and projects. contrast, jigsaw learning, peer learning, peer teaching, and
 ___Contextualization: projects.  ___Contextualization: teaching, and projects. projects.
  Examples: Demonstrations, media,  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
manipulatives, repetition, and local
 Examples: Demonstrations, media, manipulatives, repetition, and local
 Examples: 
Demonstrations, Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and local opportunities. media, manipulatives, repetition, manipulatives, repetition, and local
 ___Text Representation: opportunities.  ___Text Representation: and local opportunities. opportunities.
 Examples: Student 
created ___Text Representation:  
Examples: Student created drawings, ___Text Representation:  ___Text Representation:
drawings, videos, and games.  Examples: Student created videos, and games.  Examples: Student created  Examples: Student created
 ___Modeling: Examples: Speaking drawings, videos, and games.  ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the  ___Modeling: Examples: slowly and clearly, modeling the  ___Modeling: Examples:  ___Modeling: Examples:
language you want students to use, Speaking slowly and clearly, language you want students to use, Speaking slowly and clearly, Speaking slowly and clearly,
and providing samples of student modeling the language you want and providing samples of student modeling the language you want modeling the language you want
work. students to use, and providing work. students to use, and providing students to use, and providing
Other Techniques and Strategies samples of student work. Other Techniques and Strategies samples of student work. samples of student work.
used: Other Techniques and Strategies used: Other Techniques and Other Techniques and Strategies
___ Explicit Teaching used: ___ Explicit Teaching Strategies used: used:
___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
play ___Gamification/Learning throuh ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh
___ Answering preliminary play activities/exercises play play
activities/exercises ___ Answering preliminary ___ Carousel ___ Answering preliminary ___ Answering preliminary
___ Carousel activities/exercises ___ Diads activities/exercises activities/exercises
___ Diads ___ Carousel ___ Rereading of Paragraphs/ ___ Carousel ___ Carousel
___ Rereading of Paragraphs/ ___ Diads Poems/Stories ___ Diads ___ Diads
Poems/Stories ___ Rereading of Paragraphs/ ___ Differentiated Instruction ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Differentiated Instruction Poems/Stories ___ Role Playing/Drama Poems/Stories Poems/Stories
___ Role Playing/Drama ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Discovery Method Why? ___ Discovery Method ___ Discovery Method
Why? ___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Lecture Method
___ Complete IMs Why? ___ Availability of Materials Why? Why?
___ Availability of Materials ___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Group member’s ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Group member’s in doing their tasks ___ Group member’s ___ Group member’s
in doing their tasks collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
___ Audio Visual Presentation in doing their tasks of the lesson in doing their tasks in doing their tasks
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson
F.What difficulties did I encounter which my principal __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
use/discover which I wish to share with other Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used
as Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III
DAILY LESSON LOG Guro MARIA ELENA B.HERNANDEZ Asignatura Filipino
(Pang-araw-araw na Jan 20-24, 2020
Tala sa Pagtuturo) Petsa/ Oras Markahan Ikaapat Markahan

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan 24
I. .LAYUNIN
A. Pamantayang Pangnilalaman TATAS

B. Pamantayan sa Pagganap Naipamamalas ang Naisasagawa ang mapanuring Naipapamalas ang kakayahan at tatas at Nagkakaroon ng papaunlad na LINGGUHANG
kakayahan sa mapanuring pagbasa upang mapalawak ang pagsasalita at pagpapahayag ng sariling kasanayan sa wasto at maayos na PAGTATAYA
pakikinig at pag-unawa sa talasalitaan. ideya,kaisipan,karanasan at damdamin. pagsulat.
napakinggang Naipapamalas ang iba’t ibang kasanayan
upang maunawaan ang iba’t ibang teksto.
C. Mga Kasanayan s aPagkatuto Nasasagot ang mga tanong Nasasagot ang tanong tungkol Nagagamit ang angkop na pagtatanong Nasisipi nang maayos ang talata.
Isulatang code ng bawat kasanayan tungkol sa napakinggang sa sa tekstong binasa balita tungkol sa mga tao,hayop,bagay, lugar at Nagagamit ang pangkalahatang
usapan. F3PB –Ivae – 1.5 pangyayari. sanggunian batay sa pangangailangan.
F3PN – Iva -3.1.3 F3WG – Ivab -6 F3PU –Ivae -1.5 / F3EP- Iva -5

II. NILALAMAN

KAGAMITANG PANTURO
A..Sanggunian
1..Mga pahina sa Gabay ng Guro CG ph. 48 ng 141
2..Mga pahina sa Kagamitang Pang-
mag-aaral
3..Mga pahina sa Teksbuk
4.Karagdagang Kagamitan mula sa
portal ng Learning Resource
B.Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin.
B. Paghahabi sa layunin ng aralin Ipakita ang mga larawan sa Ano –ano ang kaya mong Magpahulaan tungkol sa mga bagay-bagay Ano-ano ang pangkalahatang
bata kung kaya nilang gawin gawin? sa paligid. sanggunuian?
o hindi nila kaya ito. Hayaang ipakitang kilos ito ng Ano-anong impormasyon ang makukuha
mga bata. sa bawat isa?
C. Pag-uugnay ng mga halimbawa sa Linangin ang salitang “ Ipasulat sa mga bata sa mapa Ipabasang muli ang teksto na nasa Alamin Ipabasa muli ang talata sa Pagyamanin
bagong aralin. talento”? na nasa pisara ang naalala nila Natin sa KM. Natin p.131.
“ Si Thea “. sa salitang kariton?
“ Bakit “Natatanging Regalo”
ang pamagat ng teksto?
D. Pagtalakay ng bagongkonsepto at Sino –sino ang nag-uusap? Bakit iyon ang pamagat ng Paano sinimulan ang tanong? Ano ang tinutukoy na natatanging regalo?
paglalahad n bagong kasanayan #1 - Ano ang pinagkakaabalahan tekstong binasa ninyo? Ano –anong salita ang ginagamit sa Paano ito gamitin?
ng lahat? pagtatanong?
E. Pagtalakay ng bagong konsepto at Paano mo ibabahagi sa iba
paglalahad ng bagong kasanayan #2 ang iyong talento?
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw Pagpangkat –pangkatin ang Pasagutan sa pangkat ang Ipagawa ang Linangin Natin sa KM. Ipagawa ang Linangin Natin
na buhay klase. organizer na makikita sa
Linangin Natin p.126.
H. Paglalahat ng Aralin Ano ang natuthan mo sa Ano ang natuthan mo sa aralin? Ano ang dapat tandaan sa pagtatanong? Ano ang natutuhan mo sa aralin?
aralin?
I. Pagtataya ng Aralin Ipaulat ang isang usapang Ipagawa ang “ Pagyamanin Ipagawa ang Pagyamanin Natin. Ipagawa ang Pagyamanin Natin
napakinggan mula sa Natin”.
kaibigan.

J. Karagdagang Gawain para sa takdang- Gumawa ng isang usapan. Gumupit ng isang balita at Guro ang maglalahad ng takdang aralin Isulat nang wasot ang talata na isusulat
aralin at remediation gumawa ng tanong tungkol dito. para dito. ng guro sa pisara.
IV.MGA TALA
V. PAGNINILAY

A. No. of learners who earned 80% in ___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above above
the evaluation above

B.No. of learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require
additional activities for additional activities for remediation for remediation activities for remediation additional activities for remediation
activities for remediation who scored remediation
below 80%
C.Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up
of learners who have caught up with the lesson lesson the lesson
the lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation require remediation remediation remediation require remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?
 ___Metacognitive  ___Metacognitive  ___Metacognitive Development:Examples:  ___Metacognitive Development:Examples:  ___Metacognitive
Development:Examples: Self Development:Examples: Self Self assessments, note taking and studying Self assessments, note taking and studying Development:Examples: Self
assessments, note taking and assessments, note taking and techniques, and vocabulary assignments. techniques, and vocabulary assignments. assessments, note taking and
studying techniques, and studying techniques, and
 ___Bridging: Examples: Think-pair-share,  ___Bridging: Examples: Think-pair-share, studying techniques, and
vocabulary assignments. vocabulary assignments. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. vocabulary assignments.
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-  ___Schema-Building: Examples: Compare and  ___Schema-Building: Examples: Compare  ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and contrast, jigsaw learning, peer teaching, and and contrast, jigsaw learning, peer teaching, pair-share, quick-writes, and
anticipatory charts. anticipatory charts. projects. and projects. anticipatory charts.
 ___Schema-Building:  ___Schema-Building: Examples:  ___Contextualization:  ___Contextualization:  ___Schema-Building: Examples:
Examples: Compare and Compare and contrast, jigsaw Compare and contrast, jigsaw
contrast, jigsaw learning, peer learning, peer teaching, and  Examples: Demonstrations, media, Examples: Demonstrations, media, learning, peer teaching, and
teaching, and projects. projects. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local projects.
 ___Text Representation: opportunities.
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 Examples: Student created drawings, videos,  ___Text Representation:
 Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: Demonstrations,
media, manipulatives, repetition, manipulatives, repetition, and local and games.  Examples: Student created drawings, videos, media, manipulatives, repetition,
and local opportunities. opportunities.  ___Modeling: Examples: Speaking slowly and and games. and local opportunities.
 ___Text Representation:  ___Text Representation: 
clearly, modeling the language you want students ___Modeling: Examples: Speaking slowly
 ___Text Representation:
to use, and providing samples of student work. and clearly, modeling the language you want
 Examples: Student created  Examples: Student created Other Techniques and Strategies used: students to use, and providing samples of Examples: Student created
drawings, videos, and games. drawings, videos, and games. ___ Explicit Teaching student work. drawings, videos, and games.
 ___Modeling: Examples:  ___Modeling: Examples: ___ Group collaboration Other Techniques and Strategies used:  ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly, ___Gamification/Learning throuh play ___ Explicit Teaching Speaking slowly and clearly,
modeling the language you want modeling the language you want ___ Answering preliminary ___ Group collaboration modeling the language you want
students to use, and providing students to use, and providing activities/exercises ___Gamification/Learning throuh play students to use, and providing
samples of student work. samples of student work. ___ Carousel ___ Answering preliminary samples of student work.
Other Techniques and Other Techniques and Strategies ___ Diads activities/exercises Other Techniques and Strategies
Strategies used: used: ___ Rereading of Paragraphs/ ___ Carousel used:
___ Explicit Teaching ___ Explicit Teaching Poems/Stories ___ Diads ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Differentiated Instruction ___ Rereading of Paragraphs/ ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Role Playing/Drama Poems/Stories ___Gamification/Learning throuh
play play ___ Discovery Method ___ Differentiated Instruction play
___ Answering preliminary ___ Answering preliminary ___ Lecture Method ___ Role Playing/Drama ___ Answering preliminary
activities/exercises activities/exercises Why? ___ Discovery Method activities/exercises
___ Carousel ___ Carousel ___ Complete IMs ___ Lecture Method ___ Carousel
___ Diads ___ Diads ___ Availability of Materials Why? ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Pupils’ eagerness to learn ___ Complete IMs ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Group member’s ___ Availability of Materials Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction collaboration/cooperation ___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama in doing their tasks ___ Group member’s ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Audio Visual Presentation collaboration/cooperation ___ Discovery Method
___ Lecture Method ___ Lecture Method of the lesson in doing their tasks ___ Lecture Method
Why? Why? ___ Audio Visual Presentation Why?
___ Complete IMs ___ Complete IMs of the lesson ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson
F.What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and Indigenized IM’s __Contextualized/Localized and Indigenized __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s Indigenized IM’s __ Localized Videos IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from
views of the locality views of the locality __ Recycling of plastics to be used as views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used Instructional Materials __ Recycling of plastics to be used as __ Recycling of plastics to be used
used as Instructional Materials as Instructional Materials __ local poetical composition Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 Paaralan PLATERO ELEMENTARY SCHOOL Baitang/ Antas III
DAILY LESSON LOG Guro MARIA ELENA B.HERNANDEZ Asignatura Araling Panlipunan
(Pang-araw-araw na Jan 20-24, 2020
Petsa/ Oras Markahan Ikaapat Markahan
Tala sa Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan 24
I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa mga gawaing pangkabuhayan at bahaging ginagampanan ng pamahalaan at ang mga kasapi nito, mga pinuno at iba pang
naglilingkod tungo sa pagkakaisa ,kaayusan at kaunlaran ng mga lalawigan sa kinabibilangang rehiyon.
B. Pamantayan sa Pagganap Nakapagpapakita ng aktibong pakikilahok sa mga gawaing panlalawigan tungo sa ikauunlad ng mga lalawigan sa kinabibilangang rehiyon.
C. Mga Kasanayan s aPagkatuto Naiuugnay ang kapaigiran sa uri Nailalarawan ang uri ng Naipapaliwanag ang iba’t ibang Natutukoy ang mga likas na LINGGUHANG
Isulatang code ng bawat kasanayan ng pamumuhay ng pamumuhay ( tirahan , kasuotan pakibanang pang ekonomiko ng yaman sa isang lalawigan PAGTATAYA
kinabibilangang lalawigan. at hanapbuhay ) ayon sa mga likas na yaman ng lalawigan at at lungsod.
AP3EAP – Iva -1 kapaligiran ng kinabibilangang rehiyon. AP3EAP – Iva -2
lalawigan o lungsod. AP3EAP – Iva - 2
AP3EAP – Iva -1

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro CG ph. 36 ng 120

2. Mga pahina sa Kagamitang Pang-mag-aaral

3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o pagsisimula ng bagong Balitaan Balitaan Balitaan Balitaan
aralin.
B. Paghahabi sa layunin ng aralin Ipabasa ang inaasahang Gumamit ng KWL tsart sa
kasanayang matuuthan ng bawat Gumawa ng tula tungkol sa mga kasagutan ng mga bata.
mag-aaral sa Alamin Mo KM. tirahan. Tula tungkol sa likas na
yaman.
C. Pag-uugnay ng mga halimbawa sa bagong aralin. Brainstorming tungkol sa salitang Magpakita ng mga likas na yaman
“ kapaligiran”. at pag-usapan ito.
D. Pagtalakay ng bagongkonsepto at paglalahad n bagong - - Saan tungkol ang tula? -Ano-ano ang pakinabang na dulot - Ano –ano ang mga likas
kasanayan #1 - Ano ang masasabi mo sa mga ng mga likas na yaman sa na yaman sa isang
tahanan ng mga tao? ekonomiya ng bansa? lalawigan?
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #2
F. Paglinang sa Kabihasaan Mahalaga baa ng pagkakaroon Dapat ba nating
(Tungo sa Formative Assessment) ng tahanan sa isang tao? pangalagaan an gating mga
likas na yaman?
G. Paglalapat ng aralin sa pang-araw-araw na buhay May kauganayan baa ng Paano inaaangkop ng mga tao Ipagawa ang Gawain A sa KM.
kapaligiran ng lalawigan sa uri ng ang kanilang pamumuhay sa uri
tirahan , kasuotan at hanapbuhay ng kapligiran na kinabibilangan
ng mga naninirahan dito? Sa nila?
paanong paraan?
H. Paglalahat ng Aralin Paano naiugnay ang kapaligiran Ano ang natuuthan mo sa aralin Paano mo masaabing may Ano ang likas na yaman?
sa ikinabubuhay ng isang natin ngayon? pakinabang tayong nakukuha sa
lalawigan? mga likas na yaman?
I. Pagtataya ng Aralin Ipasagot ang nasa “ Natutuhan Sabihin kung ano ang tinutukoy Ipasagot ang “ Natutuhan Ko “ sa Sagutin ang mga ss.na
Ko” sa KM. ng mga sumusunod na KM. tanong tungkol sa likas na
pangungusap. ( Guro ang yaman.( Guro ang
maghahanda nito ). magpapasya kung paano
niya tatasahin ang mga
bata )
J.Karagdagang Gawain para sa takdang-aralin at remediation Magpadala ng larawan ng mga Gumupit ng larawan ng mga Magdala ng larawan ng mga likas Gumawa ng kuwento
likas na yaman ng likas na yaman sa isang na yaman.. tungkol sa likas na yaman
kinabibilangang lalawigan at lalawigan. at pakinabangan nito.
rehiyon.
IV. MGA TALA
V.PAGNINILAY
A. No. of learners who earned 80% in the evaluation ___ of Learners who earned 80%
___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned
above 80% above 80% above
above

B.No. of learners who require additional activities for ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
remediation who scored below 80% remediation remediation
C.Did the remedial lessons work? No. of learners who ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught
have caught up with the lesson lesson lesson lesson up the lesson up the lesson
D.No. of learners who continue to require remediation ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue ___ of Learners who
require remediation require remediation remediation to require remediation continue to require
remediation
E.Which of my teaching strategies worked well? Why did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
 ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive well:
these work?
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self  ___Metacognitive
assessments, note taking and assessments, note taking and assessments, note taking and studying assessments, note taking and Development:Examples:
studying techniques, and vocabulary studying techniques, and vocabulary techniques, and vocabulary studying techniques, and Self assessments, note
assignments. assignments. assignments. vocabulary assignments. taking and studying
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: techniques, and vocabulary
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory Think-pair-share, quick-writes, assignments.
charts. charts. charts. and anticipatory charts.  ___Bridging: Examples:
Think-pair-share, quick-
 ___Schema-Building: Examples:  ___Schema-Building: Examples:  ___Schema-Building: 
Examples: ___Schema-Building: writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Examples: Compare and charts.
learning, peer teaching, and projects. learning, peer teaching, and projects. peer teaching, and projects. 
contrast, jigsaw learning, peer ___Schema-Building:
 ___Contextualization:  ___Contextualization:  ___Contextualization: teaching, and projects. Examples: Compare and
 ___Contextualization: contrast, jigsaw learning,
 Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media, peer teaching, and projects.
manipulatives, repetition, and local manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. media, 
manipulatives, ___Contextualization:
 ___Text Representation:  ___Text Representation:  ___Text Representation: repetition, and 
local Examples: Demonstrations,
opportunities. media, manipulatives,
 Examples: Student created drawings, Examples: Student 
created Examples: Student created drawings, repetition, and local
videos, and games. drawings, videos, and games. videos, and games.  ___Text Representation:
opportunities.
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. ___Text Representation:
language you want students to use, language you want students to use, 
language you want students to use, and ___Modeling: Examples:  Examples: Student created
and providing samples of student and providing samples of student providing samples of student work. Speaking slowly and clearly, drawings, videos, and
work. work. Other Techniques and Strategies modeling the language you games.
Other Techniques and Strategies Other Techniques and Strategies used: want students to use, and  ___Modeling: Examples:
used: used: ___ Explicit Teaching providing samples of student Speaking slowly and clearly,
___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration work. modeling the language you
___ Group collaboration ___ Group collaboration ___Gamification/Learning throuh play Other Techniques and want students to use, and
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Answering preliminary Strategies used: providing samples of student
___ Answering preliminary ___ Answering preliminary activities/exercises ___ Explicit Teaching work.
activities/exercises activities/exercises ___ Carousel ___ Group collaboration Other Techniques and
___ Carousel ___ Carousel ___ Diads ___Gamification/Learning Strategies used:
___ Diads ___ Diads ___ Rereading of Paragraphs/ throuh play ___ Explicit Teaching
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ Poems/Stories ___ Answering preliminary ___ Group collaboration
Poems/Stories Poems/Stories ___ Differentiated Instruction activities/exercises ___Gamification/Learning
___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Carousel throuh play
___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Diads ___ Answering preliminary
___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Rereading of Paragraphs/ activities/exercises
___ Lecture Method ___ Lecture Method Why? Poems/Stories ___ Carousel
Why? Why? ___ Complete IMs ___ Differentiated Instruction ___ Diads
___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Role Playing/Drama ___ Rereading of
___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Discovery Method Paragraphs/
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s ___ Lecture Method Poems/Stories
___ Group member’s ___ Group member’s collaboration/cooperation Why? ___ Differentiated Instruction
collaboration/cooperation collaboration/cooperation in doing their tasks ___ Complete IMs ___ Role Playing/Drama
in doing their tasks in doing their tasks ___ Audio Visual Presentation ___ Availability of Materials ___ Discovery Method
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson ___ Pupils’ eagerness to learn ___ Lecture Method
of the lesson of the lesson ___ Group member’s Why?
collaboration/cooperation ___ Complete IMs
in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to
of the lesson learn
___ Group member’s

collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson
F.What difficulties did I encounter which my principal or __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized
use/discover which I wish to share with other teachers? Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical composition
 GRADE 1 to 12 School PLATERO ELEMENTARY SCHOOL Grade Level III
DAILY LESSON LOG Teacher MARIA ELENA B.HERNANDEZ Learning Area Mathematics
Teaching Dates and Time Jan 20-24, 2020 Quarter Fourth Grading

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 6 Jan 7 Jan 8 Jan 9 Jan 10
I. OBJECTIVES

A .Content Standard Demonstrates understanding of conversion of time ,linear,mass and capacity measures and area of square and rectangle.
B .Performance Standard Able to apply knowledge in conversion of time, linear,mass and capacity measures and area of rectangle and square in mathematical problems and real –life situations.

C.Learning Naisasalin ang sukat ng Naisasalin sa sukat ang  Nalulutas ang mga Naisasalin aang mga Lingguhang Pagsusulit
Competency/Objectives oras mula Segundo sa oras gamit ang araw, lingo, suliranin gamit ang karaniwang yunit ng
Write the LC code for each. minute, minute sa oras at buwan at taon vice versa pagsasalin ng sukat panukat na linear mula
oras sa araw vice versa.
ng oras sa malaki hanggang sa
maliit nay unit at vice
versa: mmetro at
sentimetro.

II. CONTENT

III.LEARNING RESOURCES

E. References
1.Teacher’s Guide pages

2.Learner’s Materials pages

3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
F. Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or Magpakita ng orasan. Hayaan ang mga bata na Hayaan ang Magkaroon ng gawain sa
presenting the new lesson Itanong sa mga mag-aaral palitan ang nakasaad na mga bata na sagutin pagsusukat gamit ang
kung anong oras na. oras sa katumbas nay unit. ang mga tanong mga sumusunod: ruler,
1. 8 oras = gamit ang isip medida o metro (meter
_________ oras lamang. stick) ( haba ng
2. 120 oras = notebook, lapis, pissara,
_________ araw 1. Ilang araw mayroon haba at lapad ng silid-
3. 1260 minuto = sa mga buwan ng aralan)
_________ oras Hunyo at Hulyo?
4. 1860 = Itanong: Paano mo
2. Ilang araw mayroon
_________ minuto nalaman ang sukat ng
sa buwan ng
5. 21 minuto = mga bagay?
Agosto?
_________ segundo Anong panukat nay unit
3. Ang pinakamalamig ang ipinakita ng ruler?
na buwan ay Meter stick? Medida?
Disyembre at Enero. Kinakailangan bang
Ilang araw lahat masukat ang nga bagay
mayroon sa mga nang wasyo? Paano?
buwan na ito?
4. Ang mga buwan ng
bakasyon sa pag-
aaral ay Abril at
Mayo. Ilang araw
lahat mayroon sa
mga buwan na ito?

B.Establishing a purpose for the Itanong: Paano mo Magpakita ng kalendaryo Hayaan ang mga mag-aaral Kung susukatin mo
lesson hinahanda ang sarili mo mula Enero hanggang na makapili ng naaangkop kung gaano kahaba ang
tuwing umaga bago Disyembre. na kasagutan. mesa ng guro, gaano
pumasok sa paaralan? Hayaan ibigay ng mga bata kaya ito kahaba?
Bakit importante ang ngalan ng mga buwan a. Natulog si Amor ng Kaninong
ang pangangalaga sa sa isang taon. 2 (segundo, oras, pagsukat ang tama?
katawan? araw) Paano?
Tingnan ang bawat Itanong: Ilan buwan
b. Si Allan naman ay
larawan. Pumili ng mayroon sa isang taon?
naligo ng 15
isa at sabihin sa
(segundo, oras,
inyong kaklase
araw)
kung gaano katagal
 mo ito ginagawa c. Kayang kaya ni
tuwing umaga. Miles ang kumindat
sa loob ng isang
(minuto, oras,
segundo)
Itanong: Bakit d. Kaya ni Abigail
importanteng alam mo ang sagutan ang
oras? suliranin sa Math ng
Bakit kailangan 2 (minuto, segundo,
gamitin ang oras nang oras)
tama?

C.Presenting examples/Instances of Magpakita ng totoo at Ipasuri sa mga bata ang Ipakita ang Ilahad ang sitwasyon sa
the new lesson gumaganang orasan na ngalan ng mga buwan sa suliranin. klase.
may second’s hand. isang buwan. Isulat at
Hayaan basahin ng mga kumpletuhin ang talaan na Noong nakaraang Sinukat nina
bata ang oras. nakasaad sa ibaba. Sabado. Si Nina ay Mark at Rizza ang mesa
tumulong sa kaniyang nanay ng guro. Nalaman ni
Itanong: Ano ang sinasabi sa paglalaba. Sila ay Mark na ito ay 1 metro
ng orasan? nagsimula sa ganap na 7:00 ang haba, samantalang
Halimbawa: 5’oclock ng umaga at natapos sa pinaniniwalaan naman
ganap na 10:30 ng umaga. ni Rizza na ito ay may
Ilan ang kamay ng orasan? Ilang oras nila nilabhan ang sukt na 100 sentimetro
Hayaan kilalanin ng mga mga damit? Ilang minuto pahaba. Kaninong sukat
bata ang iba’t-ibang kamay iyon? ang tama? Paano?
ng orasan.
Itanong: Sino ang
Itanong: Alin ang hour  Pag-unawa nagsukat ng mesa ng
hand? Minute hand, second Itanong: Ilang araw guro?
hand? mayroon sa Enero? a. Ano ang Sang-
Ano ang sinasabi ng bawat Pebrero? At mga hinahanap? 7:00 ng umaga ayon kay Mark gaano
mga kamay ng orasan? sumussunod pang mga at 10:30 ng umaga kahaba ang mesa?
buwan Gaano
Hayaan ang mga bata na Ilang buwan ang may 30 b. Ano ang kahaba ang mesa sang-
obserbahan ang second araw? tinatanong? ayon kay Rizza?
hand at minute hand sa c. Paano lulutasin Kaninong
kanilang pagkilos. ang suliranin? pagsukat ang tama?
(Kailangan ang bawat
grupo ay may totoong Sabihin: 30 ang kadalasang  Plano Itala ang sagot ng mga
orasan). Alin kamay ang bilang ng mga araw sa bata.
kumikilos ng mabilis, isang buwan a. Gumamit ng Patunayan ang
second hand o minute Ang Pebrero ay may 28 modelong orasan o sagot ng mga bata gamit
hand? Gabayan ang mga araw maliban kung leap pamilang na guhit upang ang metro o medida.
bata sa pagbilang ng ticks year kung saan ang Pebrero maipakita ang kasalukuyang Hanapin at markahan
ng second hand sa ay mayroong 29 na araw oras. ang bahagi kung saan
paggalaw bago ang minute lamang. Ang Enero, matatagpuan ang 1
 Paglutas
hand. Marso, Mayo, Hulyo, metro. Tulungan sila na
Agosto, Oktubre at Gabayan ang mga Makita na ang 1 metro
Itanong: Ilan Segundo ang Disyembre ay mayroong bata sa pagsalin ng bilang ay katumbas ng 100
mayroon sa isang minute? 31 araw. Ang lahat ng mga ng oras at minuto. sentimetro na ipinakikita
Kung tatlong minute ang buwan maliban sa Pebrero sa metro (meter stick) o
nakalipas, ilang Segundo ay may 30 araw.  Balik Tanaw medida.
ito?
Itanong: Ilang araw a. Tama ba ang sagot?
Hayaan ang mga bata na mayroon sa isang buwan? b. Ano ang tamang
obserbahan ang minute at Ano ang kabuuan bilang ng label?
hour hand sa pagkilos nito. araw mula Enero hanggang
Ngunit dahil kokonsumo Disyembre? Itanong ang mga
ng 60 minuto na katumbas ilang araw mayroon sa sumusunod:
ng isang oras, galawin ang isang taon?
orasan upang ipakita sa  Paano tinulungan ni
mga bata ang bilang ng Sabihin: Tuwing apat na Nina ang kaniyang
ticks ng minute hand ay taon ay leap year kung ito ina?
katumbas ng isang oras. ay may 366 na araw.
 Ano ang inyong
Tingnan ang bilang ng
masasabi kay Nina?
Itanong: Ilan minuto ang araw sa isang lingo.
mayroon sa isang oras? 2  Sa inyong palagay
oras? Itanong: Ilang araw pinahalagahan ba ng
Ipakita ang orasan, sabihin mayroon sa isang lingo? nanay ni Nina ang
ang 24 oras ay katumbas Sabihin kung ano-ano ang kaniyang ginawa?
ng 1 araw. mga araw na ito. Hayaan
Itanong: Ilan oras mayroon ipakita ng bata ang sagot  Sa inyong tahanan
sa isang araw? Dalawang gamit ang kalendaryo. anong gawaing
araw? bahay ang inyong
Ilang lingo mayroon sa ginagawa?
Ang mga sumusunod ay isang taon? Hayaan
dapat masasabi ng mga bilangin ng mga bata
bata.
 kung ilang lingo gamit Hayaang lutasin ng mga
Kapag kumikilos ang ang kalendaryo. bata ang iba pang mga
seond hand sa isang suliranin:
kumpletong rebulusyon, ito
ay katumbas ng 60 1. Si Nestor ay
segundo. nagtungo sa
60 segundo ay katumbas kanilang probinsya
ng isang minute. ng tatlong Linggo.
60 minuto ay katumbas ng Ilang araw nanatili si
isang oras. Nestor sa kanilang
24 oras ay katumbas ng probinsya?
isang araw.
2. Ang iyong
paboritong pelikula
ay tumagal ng 90
minuto. Ilang oras
ang tinagal ng
pelikula?

D.Discussing new concepts and Pangkatin ang Pangkatin ang mga bata sa Hayaang gawin ng Hatiin ang mga bata sa
practicing new skills # 1 klase sa 6 na grupo. apat. Sagutin ang mga mga bata ang apat. Ibigay sa mga bata
Hayaan sagutin ang sumusunod: Gawain 1 ang mga kakailanganin
mga suliranin, (Kagamitan ng Mag at isagawa ang mga
ipakita ang solosyon A. Kung mayroon 14 –aaral pahina 295 gawain.
at sagot ng bawat na araw. Ilang lingo ito? Bilang 1 – 5) sa
pangkat. Ano ang ginawa mo upang tulong ng buong Panuto: Bawat grupo,
makuha mo ang sagot na 2 pangkat. Isa-isang sukatin ang mga bagay
Pangkat 1: Natapos linggo? ipaliwanag ang gamit ang metro. (Ang
ni Nenang gawin aang 14 ÷7 = 2 linggo suliranin. Hayaang guro ang maghahanda
kaniyang takdang aralin sa ipakita ng mga bata ng mga bagay na
loob ng 360 segundo. B. Mayroong 3 linggo. ang solusyon ng kailangan gaya ng 3m
Ilan minute ang Ilan araw mayroon ito? kanilang sagot sa ng lubid, 1m sabitan ng
inabot para matapos niya Ano ang ginawa mo upang bawat tanong. kurtina, rod/stick, 4
ang kaniyang takdang makuha mo ang sagot na metrong plastic (pisi)
aralin? 21 araw?
3 linggo X 7 Pangat 1 at 2: Sukatin
Pangkat 2: Natapos = 21 araw ang mga sumusunod na
ni Elena ang C. Kung mayroon 60 bagay gamit ang
kaniyang takdang araw. Ilan buwan sentimetro.
 aralin ng 9 na mayroon? Ano ang ginawa
minute. Ilan mo upang makuha mo ang Punan ang
Segundo ang inabot sagot na 2 buwan? talahanayan
niya para matapos 60 ÷ 30 = 2 buwan
ang takdang aralin?
D. Kung maroon 3
Pangkat 3: buwan. Ilang araw
Bumiyahe si Edgar mayroon ito? Ano ang
papaunta sa kanilang ginawa mo upang makuha
probinsya ng 4 na oras. mo ang sagot na 90 araw?
Ilang minute siya 3 buwan X 30 = 90 araw
bumiyahe?

Pangkat
4:Bumiyahe si Ronnie
papunta sa kanilang
probinsya ng 180 na
minuto. Ilang oras siya
bumiyahe?

E.Discussing new concepts and Itanong sa bawat Itanong: Ano ang Itanong: Itala sa mga bata
practicing new skills # 2 grupo ang sumusunod: ginawa mo para makuha ang sukat sa talahanayan
Paano ninyo ang sagot? Ano ang sa ibaba. Ipaliwanag at
nakuha ang sagot? Anong Anu ang napuna kailangan mong ibuod ang resulta.
operasyon ang inyong ninyo ito ba ay mahirap o hanapin sa suliranin Itanong: Ano-anong
ginamit? Bakit? madali? bilang 1? 2? 3? 4? mga yunit ng panukat na
Alin pagsasalin sa linear ang ginamit mo sa
• Paano natin
oras ang inyong sinalin? Ilang araw mayroon pagsukat ng mga bagay?
malulutas ang
Mula ba sa maliit patungo sa:
suliranin bilang 1?
sa malaki? - Isang Itanong ang mga
Paano mo maisasalin
Kung kayo ay linggo? sumusunod na tanong
ang 120 minuto sa
magsasalin mula - Isang para sa lubid, sabitan ng
oras?
maliit patungong buwan? kurtina at pisi.
malaki na pagsasalin - Isang • Paano natin Gaano kahaba
ng oras, anong taon? malulutas ang ang lubid sa sentimero?
operasyon ang - suliranin bilang 2? Sa metro?
inyong ginamit? Ilan linggo Paano mo isasalin Ano ang
Paano naman ang mayroon sa: masasabi mo
malaki patungo sa tungkol sa sukat
 maliit na pagsasalin - Isang ang 360 segundo sa ng lubid sa
ng oras, aling buwan? minuto? sentimetro at
operasyon ang iyong - Isang metro?
gagamitin? taon? • Paano natin lulutasin Magkapareho ba
ang suliranin bilang ang kanilang
Anong numero ang Ilan buwan 3? Paano mo isasalin sukat? Bakit?
kailangan sa paghahati, mayroon sa isang ang 3 taon sa buwan,
kung tayo ay magsasalin taon? sa linggo at sa araw. Itanong: Kung
ng segundo sa minuto? Paano mo isasalin ang 3 metro ay
• Paano natin lulutasin
Anong numero ang ang maliit nay unit ang ibinigay na
ang suliranin bilang
kailangan sa paghahati, sa malaking yunit haba ng lubid,
4? Ano ang sagot sa
kung tayo ay magsasalin vice versa? paano natin
suliranin bilang 1?
ng minuto sa segundo? makukuha ang
2? 3? 4?
Anong numero ang Anong bilang ang kaniyang haba sa
kailangan sa paghahati, inyong gagamitin sentimetro?
kung tayo ay magsasalin kung magpaparami (Imultiply ang 3
ng minuto sa oras? o maghahati kung sa 100; 3 x 100 =
Anong numero ang magpapalit ka 300 cm)
kailangan sa paghahati, nang:
kung tayo ay magsasalin - Araw sa Paano natin
ng oras sa minuto? linggo isasalin ang 400
Anong numero ang vice sentimetro sa
kailangan sa paghahati, versa? metro? (Hati-
kung tayo ay magsasalin - Araw sa hatiin ang 400 sa
ng oras sa araw? buwan 100; 400÷100 =
Anong numero ang vice 4 meters)
kailangan sa paghahati, versa?
kung tayo ay magsasalin - Araw sa
ng araw sa oras? taon
vice
versa?
- Linggo
sa taon
vice
versa?
- Buwan
sa taon
vice
versa?
F.Developing mastery Tumawag ng isang bata sa Hayaan gawin ng mga bata Ipagawa sa Ihanda ang mga
(leads to Formative Assessment bawat tanong at ipasagot ang Gawain 1 sa mga bata ang sumusunod na
3) ang Gawain 1 sa Kagamitan ng Mag-aaral Gawain 2 pagsasanay. Hayaang
Kagamitan ng Mag-aaral sa pahina 282 bilang 1-10. (Kagamitan ng Mag gawin ito ng mga bata
pahina 287-288. (Sa titik Ipaliwanag ang kanilang –aaral pahina 296 nang pangkatan.
A-B mula bilang 1-6) solusyon at sagot. Bilang 1 – 5)na may Pagkatapos ng
kapareha. pagsasanay talakayin
Ipaliwanag ang ang kanilang solusyon at
kanilang sagot at sagot.
solusyon?

G.Finding practical application of Ipagawa ang Gawain 3 sa Bumuo ng pangkat A. Hatiin ang mga bata
concepts and skills in daily living Kagamitan ng Mag-aaral na may bilang na sa 5 grupo. Ihanda
sa pahina 289 bilang 1-2. tatluhan. Sagutan ang may 3 metrong
Pagkatapos talakayin ang ang Gawain 3 haba ng yarn at
solusyon at sagot ng bawat (Kagamitan ng Mag meter stick o medida
isa. –aaral pahina 297 o ruler sa bawat
Bilang 1 – 4). Pag- grupo. Itanong: 102
usapan ang kanilang na grupo na hatiin at
sagot at solusyon ipakita ang mga
pagkatapos ng sumusunod ng sukat
gawain. 1 ½ m, 110 cm.
Hayaang isalin ng
mga bata ang mga
sukat na ito sa m o
cm.
B. Hayaang gawin ng
mga bata ang
Gawain 1bilang 1-4
at Gawain 2 Titik A
bilang 1-4 at Titik B
1-3 sa Kagamitan ng
Mag-aaaral sa
pahina 299-300
 Susi sa
Pagwawasto:
Gawain 1: A.
1) 500 sentimetro 2)
3 metro 3) 50
sentimetro 4) 25
sentimetro
Gawain 2 A.
1) = 2) < 3) < 4) =
B. 1) 500
sentimetro 2) 300
sentimetro 3) Tama
dahil ang 2 meters =
200 centimeters at 5
piraso ng 25 cm
kawad = 125
sentimetro, kaya
mayroong 75
sentimetro na natira
sa 2 m na kawad.

H.Making generalizations and Itanong:Paano mo isasalin Itanong ang mga Itanong: Itanong: Paano isasalin
abstractions about the lesson ang mga sumusunod: ang metro sa
sumusunod Paano natin sentimetro? sentimetro
Paano natin malulutas ang sa metro?
segundo sa minuto? isasalin ang araw sa linggo suliranin gamit ang
minuto sa segundo? at vice versa? pagsasalin ng sukat - Upang maisalin ang
minuto sa oras? ng oras? metro sa sentimetro
oras sa mintuo Upang maisalin ang araw paramihin ang bilang
Upang malutas ang
araw sa oras? sa linggo, hati-hatiin ang ng metro sa 100.
suliranin gamit ang
oras sa araw? bilang ng araw sa 7. - Para naman maisalin
pagsasalin ng sukat
ang sentimetro sa
ng oras, kilalanin
Sa pagsasalin ng segundo Upang maisalin naman ang metro, hati-hatiin ang
ang binigay na sukat
sa minuto, paghahati ng linggo sa araw, paramihin bilang ng sentimetro sa
ng oras at sukat ng
numero sa segundo sa 60. 100.
ang bilang ng linggo sa 7 oras kung saan ito
Sa pagsasalin ng minuto sa
dapat isalin. Alamin
oras, paghahati ng numero Paano isasalin ang araw sa ang iba’t-ibang
sa minuto sa 60. buwan at vice versa? pormula ng
Upang maisalin ang araw
sa buwan, hati-hatiin ang
bilang ng araw sa 30.
 Sa pagsasalin ng minuto sa pagsasalin at kung
oras, paghahati ng numero paano ito gamitin.
sa minuto sa 60.
Sa pagsasalin ng oras sa Halimbawa:
minuto, paghahati ng
• Pagsasalin ng
numero sa oras sa 60.
minuto sa segundo,
Upang makuha ang bilang
pagpaparami ng
ng araw, paghahati ng
bilang ng minuto sa
numero sa oras sa 24. Paano isasalin ang araw sa
60.
Upang makuha ang bilang taon at vice versa?
ng oras, pagpaparami ng Upang maisalin ang • Pagsasalin ng oras sa
numero sa araw sa 24. minuto,
araw sa taon, hati-hatiin
pagpaparami ng
ang bilang ng araw sa
bilang ng oras sa 60.
365.
• Pagsasalin ng oras
Upang maisalin naman buwan sa taon,
ang taon sa araw, paghahati ng bilang
paramihin ang bilang ng ng buwan sa 12.
taon sa 365.
I.Evaluating learning Sagutan ang Gawain 4 sa Sagutan ang Gawin Hayaan ang mga Pagsukat sa natutuhan
Kagamitan ng Mag-aaral 3 sa Kagamitan ng Mag- bata na sagutan ang gamit ang Gawain 3 sa
sa pahina 290. (Sa titik A aaral sa pahina 293 bilang Gawain 4 Kagamitan ng Mag-
bilang 1-10, 1-5 (Kagamitan ng Mag aaral sa pahina 301
sa titik B bilang 1- –aaral pahina 297 - bilang 1-5
5) 298 Bilang 1 – 4) ng
isahan. Upang
matukoy ang
kaunawaan ng bata.

J.Additional activities for application Ipagawa ang Gawain 5 sa Ipagawa ang Gawain 4 sa Sagutan ang Gawain Gawin ng mga bata ang
or remediation Kagamitan ng Mag-aaral Kagamitan ng Mag-aaral 5 (Kagamitan ng Gawain 4 sa Kagamitan
sa pahina 291 bilang 1-10) sa pahina 293 bilang 1-10 Mag –aaral pahina ng Mag-aaral sa pahina
298 Bilang 1 – 3) 302 bilang 1-3.
Susukatin ng mga bata
ang mga bagay na
makikita sa kanilang
bahay, taas ng pinto,
haba ng sala, lapad ng
 mesang kainan. Ipatala
sa mga bata ang sukat
ng mga bagay sa
sentimetro at metro.
(Magkakaibang sagot)

V.REMARKS ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the
objective. objective. objective. next objective. next objective.
___Lesson not carried.

VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
above above
the evaluation
B.No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation
additional activities for remediation
who scored below 80%
C.Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with lesson lesson lesson lesson lesson
the lesson
D.No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
remediation remediation remediation require remediation require remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and assessments, note taking and
techniques, and vocabulary techniques, and vocabulary techniques, and vocabulary assignments. studying techniques, and vocabulary studying techniques, and vocabulary
assignments. assignments.  ___Bridging: Examples: Think-pair- assignments. assignments.
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- share, quick-writes, and anticipatory  ___Bridging: Examples: Think-  ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and
charts. charts.  ___Schema-Building: Examples: anticipatory charts. anticipatory charts.
 ___Schema-Building: 
Examples: ___Schema-Building: Examples: Compare and contrast, jigsaw learning,  ___Schema-Building: Examples:  ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, peer teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw
peer teaching, and projects. peer teaching, and projects.  ___Contextualization: learning, peer teaching, and projects. learning, peer teaching, and projects.
 ___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media,  Examples: Demonstrations, media, 
manipulatives, repetition, and local Examples: Demonstrations, media,  Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities.  ___Text Representation: opportunities. opportunities.
 ___Text Representation:  ___Text Representation:  Examples: Student created drawings,  ___Text Representation:  ___Text Representation:
 
Examples: Student created drawings, Examples: Student created drawings, videos, and games.  Examples: Student 
created Examples: Student created
videos, and games. videos, and games.  ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
 ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking 
slowly and clearly, modeling the language ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the you want students to use, and providing slowly and clearly, modeling the slowly and clearly, modeling the
samples of student work. language you want students to use, language you want students to use,
 language you want students to use, and language you want students to use, and Other Techniques and Strategies used: and providing samples of student and providing samples of student
providing samples of student work. providing samples of student work. ___ Explicit Teaching work. work.
Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
used: used: ___Gamification/Learning throuh play used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration activities/exercises ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Carousel ___Gamification/Learning throuh ___Gamification/Learning throuh
___ Answering preliminary ___ Answering preliminary ___ Diads play play
activities/exercises activities/exercises ___ Rereading of Paragraphs/ ___ Answering preliminary ___ Answering preliminary
___ Carousel ___ Carousel Poems/Stories activities/exercises activities/exercises
___ Diads ___ Diads ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Role Playing/Drama ___ Diads ___ Diads
Poems/Stories Poems/Stories ___ Discovery Method ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method Poems/Stories Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Availability of Materials ___ Discovery Method ___ Discovery Method
Why? Why? ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Group member’s Why? Why?
___ Availability of Materials ___ Availability of Materials collaboration/cooperation ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Group member’s ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation collaboration/cooperation of the lesson ___ Group member’s ___ Group member’s
in doing their tasks in doing their tasks collaboration/cooperation collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks in doing their tasks
of the lesson of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
 GRADE 1 to 12 School PLATERO ELEMENTARYS CHOOL Grade Level III
DAILY LESSON LOG Teacher MARIA ELENA B.HERNANDEZ Learning Area SCIENCE
Teaching Dates and Time Jan 20-24, 2020 Quarter Fourth Grading

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Jan 20 Jan 21 Jan 22 Jan 23 Jan 24
I. OBJECTIVES

A .Content Standard Demonstrate understanding of people,animals,plants,lakes,rivers,streams,hills,mountains,and other importance

B .Performance Standard Express their concerns about their surroundings through teacher-guided and self –directed activities.

C.Learning Describe the tihings found in the surroundings

Competency/Objectives S3ES – Iva –b -1
Write the LC code for each.

II. CONTENT

III.LEARNING RESOURCES

G. References
1.Teacher’s Guide pages CG p.21 of 64 ,226-227

2.Learner’s Materials pages

3.Textbook pages
4.Additional Materials from Science 3 Curriculum Guide Science 3 Curriculum Guide Science 3 Curriculum Guide Science 3 Curriculum Guide Science 3 Curriculum Guide
Learning Resource (LR)portal
H. Other Learning Resource Pictures of animals chart, pictures chart, pictures chart, pictures chart, pictures
IV.PROCEDURES
A.Reviewing previous lesson or What makes up our environment? Post the picture of a farm on the What are the things around you? Things found in the Garden Weekly test
presenting the new lesson What are the things that board. Show a picture of a beach resort.
surrounds you?
 What are the things found in the
beach resort?Describe each.
B.Establishing a purpose for the Show pictures of different popular Post the lyrics of the song “ Fly Fly Have you gone swimming with your
lesson places. the Butterfly” family and friends?
Where was this place? Did you enjoy
swimming?
C.Presenting examples/Instances of Bahay Kubo. Sing altogether. What do you see in the picture?
the new lesson What other things can you see in the
farm?
D.Discussing new concepts and What was the place assigned to Which of the ff.things are found in What means of transportation did you
practicing new skills # 1 your group that you visited? the garden?Encircle them. use with your family and friends? Did
What are the things you Which are not? you enjoy?
saw?Describe each.
E.Discussing new concepts and Individual Activity
practicing new skills # 2 Fill in the boxes about the things in
your surroundings.
F.Developing mastery
(leads to Formative Assessment
3)
G.Finding practical application of Group Activity What are the different things around Draw a garden you like to have in Divide the class into six groups.
concepts and skills in daily living you? your backyard. Color it to make it Each group will be given two bodies
livelier. of water card.They will write a short
paragraph to tell how the two bodies
of water are the same.
H.Making generalizations and How will you describe the things List down ten things you see at home What are the tihngs found in the What are the different bodies of
abstractions about the lesson in the surroundings? and ten things you see at school. garden? water?
Which of these are living
things?Non –living things?
I.Evaluating learning Show a picture of a popular place Draw a picture of the surrounding of Fill in the table examples of living Identify the bodies of water
in your town. your school .Prepare a short things and non-living tihngs found characterize in each number.
Post the picture on the board. description about your drawing. in the garden. 1. A ____ is a narrow body of water
List down things found at the Things that connects two larger bodies of
picture /place. Found in water.
Describe each. the Garden 2. Is a place in a ___ where water
Living Non – spills suddenly downward.
Things Living 3-5etc.
Things

J.Additional activities for application Cut a picture of a place you want Collect pictures of different bodies Draw a landform found in your place.
or remediation to visit or the place near your of water. Do this on a short bond paper.
house. Paste it on short bond
paper. List down the things found
at the picture. On the opposite
art,describe each.
V.REMARKS ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
next objective. objective. next objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.

VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80%
___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
above above
the evaluation above

B.No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
additional activities for remediation
who scored below 80%
C.Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
of learners who have caught up with lesson lesson lesson lesson lesson
the lesson
D.No. of learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation require remediation remediation require remediation
require remediation
E.Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self Development:Examples: Self
assessments, note taking and assessments, note taking and studying assessments, note taking and studying assessments, note taking and studying assessments, note taking and
studying techniques, and vocabulary techniques, and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary assignments. studying techniques, and vocabulary
assignments.  ___Bridging: Examples: Think-pair- assignments.  ___Bridging: Examples: Think-pair- assignments.
 ___Bridging: Examples: Think-pair- share, quick-writes, and anticipatory  ___Bridging: Examples: Think-pair- share, quick-writes, and anticipatory  ___Bridging: Examples: Think-
share, quick-writes, and anticipatory charts. share, quick-writes, and anticipatory charts. pair-share, quick-writes, and
charts.  ___Schema-Building: Examples: charts.  ___Schema-Building: Examples: anticipatory charts.
 ___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples: Compare and contrast, jigsaw learning,  ___Schema-Building: Examples:
Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw learning, peer teaching, and projects. Compare and contrast, jigsaw
learning, peer teaching, and projects.
 ___Contextualization: peer teaching, and projects.  ___Contextualization: learning, peer teaching, and projects.
 ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:  Examples: Demonstrations, media,  ___Contextualization:
 Examples: Demonstrations, media, manipulatives, repetition, and local  Examples: Demonstrations, media, manipulatives, repetition, and local  Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
opportunities.  ___Text Representation: opportunities.  ___Text Representation: opportunities.
 ___Text Representation:  
Examples: Student created drawings, ___Text Representation:  
Examples: Student created drawings, ___Text Representation:
 Examples: Student created drawings, videos, and games.  Examples: Student created drawings, videos, and games.  Examples: Student created
videos, and games.  ___Modeling: Examples: Speaking videos, and games.  ___Modeling: Examples: Speaking drawings, videos, and games.
 ___Modeling: Examples: Speaking 
slowly and clearly, modeling the language ___Modeling: Examples: Speaking 
slowly and clearly, modeling the language ___Modeling: Examples: Speaking
slowly and clearly, modeling the you want students to use, and providing slowly and clearly, modeling the you want students to use, and providing slowly and clearly, modeling the
language you want students to use, samples of student work. language you want students to use, samples of student work. language you want students to use,
and providing samples of student Other Techniques and Strategies used: and providing samples of student work. Other Techniques and Strategies used: and providing samples of student
work. ___ Explicit Teaching Other Techniques and Strategies ___ Explicit Teaching work.
Other Techniques and Strategies ___ Group collaboration used: ___ Group collaboration Other Techniques and Strategies
used: ___Gamification/Learning throuh play ___ Explicit Teaching ___Gamification/Learning throuh play used:
___ Explicit Teaching ___ Answering preliminary ___ Group collaboration ___ Answering preliminary ___ Explicit Teaching
___ Group collaboration activities/exercises ___Gamification/Learning throuh play activities/exercises ___ Group collaboration
___Gamification/Learning throuh play ___ Carousel ___ Answering preliminary ___ Carousel
 ___ Answering preliminary ___ Diads activities/exercises ___ Diads ___Gamification/Learning throuh
activities/exercises ___ Rereading of Paragraphs/ ___ Carousel ___ Rereading of Paragraphs/ play
___ Carousel Poems/Stories ___ Diads Poems/Stories ___ Answering preliminary
___ Diads ___ Differentiated Instruction ___ Rereading of Paragraphs/ ___ Differentiated Instruction activities/exercises
___ Rereading of Paragraphs/ ___ Role Playing/Drama Poems/Stories ___ Role Playing/Drama ___ Carousel
Poems/Stories ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Diads
___ Differentiated Instruction ___ Lecture Method ___ Role Playing/Drama ___ Lecture Method ___ Rereading of Paragraphs/
___ Role Playing/Drama Why? ___ Discovery Method Why? Poems/Stories
___ Discovery Method ___ Complete IMs ___ Lecture Method ___ Complete IMs ___ Differentiated Instruction
___ Lecture Method ___ Availability of Materials Why? ___ Availability of Materials ___ Role Playing/Drama
Why? ___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn ___ Discovery Method
___ Complete IMs ___ Group member’s ___ Availability of Materials ___ Group member’s ___ Lecture Method
___ Availability of Materials collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation Why?
___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s in doing their tasks ___ Complete IMs
___ Group member’s ___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation ___ Availability of Materials
collaboration/cooperation of the lesson in doing their tasks of the lesson ___ Pupils’ eagerness to learn
in doing their tasks ___ Audio Visual Presentation ___ Group member’s
___ Audio Visual Presentation of the lesson collaboration/cooperation
of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson
F.What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor can __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and
materials did I use/discover which I Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
wish to share with other teachers? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
V.REMARKS ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
next objective. objective. next objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.