School PINAGBUHATAN ELEMENTARY SCHOOL Grade Level THREE

Teacher JACKIELYN F. MENDOZA Learning Area ENGLISH

Date & Quarter 1st QUARTER
JULY 09, 2019
Week 5 Day 1
Time Tuesday 7:00-7:50 Checked by:

I. OBJECTIVES
A. Content Standard:
Demonstrates understanding of punctuation marks, rhythm, pacing, intonation and vocal
patterns as guide for fluent reading and speaking.
B. Performance Standards Accurately and fluently reads aloud literary and informational
texts.
C. Learning Competencies/Objectives Read with accuracy, speed and proper phrasing
Write the LC Code for each sentences and stories with short u words and other
words previously studied. (EN3F-Ie-j-4.3)
II. CONTENT Reading with accuracy, speed and proper phrasing
sentences and stories with short u words and other
words previously studied.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides Curriculum Guide in English 3 p. 56

2. Learner’s Material pages

3.Textbook Pages Let’s Get Better in English-3, p. 38 and Essential English 3,

p. 44
4. Additional Reference from Learning
Resource
5. Other Learning Resources charts of short stories, flashcards of CVC words with short
u sounds
III. PROCEDURES
A. Reviewing previous lesson or What are the different kinds of sentences and the
presenting the new lesson correct punctuation marks used? Give examples.
B. Establishing a purpose for the lesson Read the words with short vowel sounds using
flashcards. (Essential English 3, p. 44)
C. Presenting examples/instances of the Read the short story and answer the questions correctly.
new lesson
“Bug in a Mug”

Dad sips water from a mug.

D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
“Oh, no, there’s a bug in the mug. Bad bug!”
Dad gets a new mug. He gets water from the jug.
Answer the following questions:
1. Who sips water from a mug? (Dad)
2. What does Dad see in the mug? (bug)
3. What does Dad say about the bug? (bad)
4. From where does Dad get water? (jug)
5. What did Dad feel when he saw the bug?
(mad)
Read the short story. Underline the words with short /u/ sound.
Mutt the Pup

Mutt the pup is a fun pet. Mutt likes to run and run.
Mutt's mom sat him in the tub. He had a bath in the tub.
Then, Mutt sat in the sun on his red rug. He felt as snug as a
bug in a rug. Mutt is fun to hug when he is out of the tub.
 F. Developing mastery (Leads to
Formative Assessment
G. Finding practical applications of Read the story with accuracy, proper speed and proper
concepts and skills in daily living phrasing. Write the words with short /u/ on the board.
Bud the Bug
Bud was a big bug. Bud sat in the mud. He did not
run in the mud. He did not jog in the mud. Bud only dug
in the mud. Bud dug and dug in the wet mud. He had
fun in the mud. Bud was a big bug in the mud.
H. Making generalizations and How do you read the short story with short u words? (with
abstractions about the lesson accuracy, speed and proper phrasing
I. Evaluating learning Show the short story in class. Rate the pupils based on
how they read the given story. (speed, accuracy and
phrasing is needed). Read and write 5 words from the
story which has a short u sound.
Mud Pup
See the whole my puppy dug.
“Icky, yucky, mucky mud!
Put that puppy in the tub then give him a tummy rub.
J. Additional activities for application or Practice reading at home the rhyme entitled “The
remediation Colors” on p. 41, Let’s Get Better in English”.
IV. REMARKS PM: _________
______ Re- teach
______ Transfer of Lesson to following day
______ Lack of time
______ No Class
______ Achieved
V. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation
C. c.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
H. NOTES:

Checked by: Observed by:

_______________________________ __________________________________

School PINAGBUHATAN ELEMENTARY SCHOOL Grade Level THREE

Teacher JACKIELYN F. MENDOZA Learning Area ENGLISH
st
Date & Quarter 1 QUARTER
JULY 10, 2019
Week 5 Day 2
Time Wednesday 7:00-7:50 Checked by:
I. OBJECTIVES
A. Content Standard:
Demonstrates understanding of processes in sight word to get recognition or phonic
analysis to read and understand words.
B. Performance Standards Uses word recognition techniques to read and
understand words that contain complex letter
combinations, affixes and contractions through theme-
based activities.
C. Learning Competencies/Objectives Read words with short /u/ sound in CVC pattern.
Write the LC Code for each (EN3PW-Ie-3)
II. CONTENT Read words with short /u/ sound in CVC pattern.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides K-12 Curriculum Guide-3, p. 56

2. Learner’s Material pages

3.Textbook Pages Let’s Get Better in English- 3, p. 37-38

4. Additional Reference from
Learning Resource
5. Other Learning Resources charts, picture of a bud on a garden
III. PROCEDURES

A. Reviewing previous lesson or Read the words and phrases with short vowel sounds
presenting the new lesson Ram ram has a horn
Pen a long pen
Fish fish swims
Hog hog in the mud
B. Establishing a purpose for the lesson Have you gone to a garden? What can you see there?

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skill #1
Show a picture of a bud. Read the short story.
A Wonderful Bud
A plant is in the garden. The plant has a bud. The
bud is yellow. The bud has petals. The petals open
slowly. Look! What comes out? “A beautiful flower.
What a wonderful bud! Thank you, God for making the
bud.”
Comprehension Check-Up
What is in the garden? Where is the plant? What is the
color of the bud? What does the bud have? What
happened to the petals? What comes out of the bud?
Who made the bud? What should we do to the plants?

E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment
G. Finding practical applications of
concepts and skills in daily living
How do we get the meaning of words with short u
sound? (Through drawing, actions and using them in
sentences).
Read the story and answer the questions on p. 38.
Answer Activity 30, A and B on p. 37.

I. Making generalizations and How do we get the meaning of words with short u
abstractions about the lesson sound? (Through drawing, actions and using them in
sentences).
 J. Evaluating learning Look at the picture very well. Read the sentences
below. Write the letter of the correct picture beside the
sentences.

A B C D E

_______1. A bed bug is on the bun.

_______2. The duck is in the tub.
_______3. The dog naps under the hut.
_______4. Mom hugs me.
_______ 3. A cup has a tag price.
K. Additional activities for application Draw the following words and use it in a sentence.
or remediation (cup, pup, sum, rub, mug)
IV. REMARKS PM: _________
______ Re- teach
______ Transfer of Lesson to following day
______ Lack of time
______ No Class
______ Achieved
V. REFLECTION
L. No. of learners who earned 80% on
the formative assessment
M. No. of learners who require
additional activities for
remediation
N. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
O. No. of learners who continue to
require remediation
P. Which of my teaching strategies
worked well? Why did these work?
Q. What difficulties did I encounter
which my principal or supervisor
can help me solve?
R. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
S. NOTES:

Checked by: Observed by:

_______________________________ ___________________________________

School PINAGBUHATAN ELEMENTARY SCHOOL Grade Level THREE

Teacher JACKIELYN F. MENDOZA Learning Area ENGLISH
st
Date & Quarter 1 QUARTER
JULY 11, 2019
Week 5 Day 3
Time Thursday 7:00-7:50 Checked by:
I. OBJECTIVES
A. Content Standard:
Demonstrates understanding of the elements of literary and expository texts for creative
interpretation.
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
K-12 Curriculum Guide-3, p.55
2. Learner’s Material pages
3.Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment
E. Finding practical
applications of concepts
and skills in daily living
F. Making generalizations and
abstractions about the
lesson
G. Evaluating learning
Uses information derived from texts in presenting varied oral
and written activities.
Describe the literary elements of texts including characters,
setting and plot. (EN3RC-Ic-e-2.1)
Describing literary elements of texts including characters,
setting and plot.
K-12 Curriculum Guide-3, p.55
Let’s Get Better in English-3, p. 51-52. Essential English-3 p. 37
Charts and flashcards
Ask questions about the Story “The Carrot Seed “
Read sentences from the story “The Carrot Seed”
Present a story chart
Characters Setting
People, animals in the When / where the story takes
story place
Problem Events Solutions
Who are the characters in the story?
When does the story take place?
What was the problem of the boy in the story?
Who caused the problem?
When did the problem in the story take place?
How did the boy solve the problem?
How did the story end
Allow the pupils to act out the following parts
Group 1 – Part where the boy’s family could not believe that
the seed would come up
Group 2 – Part where the boy pulled the weeds everyday
Group 3 – Part where the boy watered the plants.
What are the elements of a story? (characters, setting and
plot)
Read a short story “The Lion and the Mouse”
Let the pupils what element of the story is described
1. in the forest
2. lion and mouse
 H. Additional activities for Make a story chart of the story “The Lion and the Mouse “
application or remediation
IV. REMARKS PM: _________
______ Re- teach
______ Transfer of Lesson to following day
______ Lack of time
______ No Class
______ Achieved
V. REFLECTION
I. No. of learners who earned
80% on the formative
assessment
J. No. of learners who require
additional activities for
remediation
K. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
L. No. of learners who
continue to require
remediation
M. Which of my teaching
strategies worked well? Why
did these work?
N. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
O. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
P. NOTES:

Checked by: Observed by:

_______________________________ ___________________________________

School PINAGBUHATAN ELEMENTARY SCHOOL Grade Level THREE

Teacher JACKIELYN F. MENDOZA Learning Area ENGLISH
Date & Quarter 1st QUARTER
JULY 12, 2019
Week 5 Day 4
Time Friday 7:00-7:50 Checked by:
I. OBJECTIVES
A. Content Standard:
Demonstrates understanding of different listening strategies to comprehend texts
B. Performance Standards
C. Learning Competencies/Objectives Infer feelings and traits of character. (EN3LC-Ia-j-2.8)
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3.Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment
G. Finding practical applications of
concepts and skills in daily living
Uses information from texts viewed or listened to in preparing
logs and journals.
Inferring feelings and traits of character.
Curriculum Guide in English 3 p. 55
Let’s Get Better in English-3, pp. 55-62, Essential English 3, p. 52
charts, picture of ant and grasshopper
What are the elements of story? (Character, setting and
plot)
Show the picture of an ant and grasshopper. Describe its
physical characteristics. Do Activity 45, p. 57 KWL Chart.
Listen to the teacher as she reads the story on p. 58 Activity 46
“The Ant and the Grasshopper”.
Answer the following questions:
a. Who are the characters?
b. Where and when did the story happened?
c. What kind of weather was it?
d. What kind of character trait show by the ant? How about
the grasshopper?
e. If you were to choose, which of them you want to be and
why?
Answer Activity 49 on pp. 61-62 LBGE 3.
A. Listen carefully as the teacher read the paragraph and infer
on what the character does, says or thinks.
1. Denise always smiles to everyone. She says, “Good
afternoon” to the teachers and classmates. “Thank you” and
“You’re welcome” are her favorite expressions. Denise Is
___________. (polite, kind, helpful)
2. Cora orders people around. She thinks she is better than
everybody else. Cora is ________(smart, kind, bossy)
Listen as the teacher reads the items. Then, infer the
character traits of the person described. Choose the letter of
the correct answer.
1.Susan’s class starts at 6:30 in the morning. She always come
to school 15 minutes before the time. Susan is _________.
a. polite b. punctual
2. Ruben saw an old women crossing the street. He quickly ran
towards her and led her to the other side. Ruben is ______
a. helpful b. humble
3. Lucy always gives her teacher a flowers and chocolates.
Lucy is a ______
a. graceful b. thoughtful
4. Michael has lots of friends in school. He always ready his
smile for everybody. Michael is _______
a. lovely b. friendly

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional activities
for remediation
Did the remedial lessons work? No. of learners
who have caught up with the lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked well?
Why did these work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
NOTES:
5. Amy washes the dishes. She also sweeps the floor. Amy is
_______
a. industrious b. mad
How will you infer the feelings and traits of characters?
(through actions, pictures, characteristics and what the
character’s mood, thinks and statement)
Listen carefully as the teacher reads each sentence and
infer on what the character does, says, and thinks. Write the
letter of the correct answer.
1. Arnold lost his job.
A. He was afraid. B. He was sad.
2. The flight was delayed for an hour.
A. The passengers were happy.
B. The passengers were worried.
3. Vanessa studies very well to get high grades.
A. Vanessa is diligent B. Vanessa is lazy.
4. Daniel rose from an ordinary employee to an
executive. Daniel’s story is _____
A. depressing B. Inspiring
5. Peter returned the wallet he found to the owner.
A. Peter was greedy. B. Peter was honest.
Answer p. 52 Essential English 3.
______ Re- teach
______ Transfer of Lesson to following day
______ Lack of time
______ No Class
______ Achieved

Checked by: Observed by:

_______________________________ ___________________________________

School PINAGBUHATAN ELEMENTARY SCHOOL Grade Level THREE

Teacher JACKIELYN F. MENDOZA Learning Area ENGLISH
Date & Quarter 1st QUARTER
JULY 15, 2019
Week 5 Day 5
 Time MONDAY 7:00-7:50 Checked by:

I. OBJECTIVES

B. Performance Standards
C. Learning Competencies/Objectives Answer the given questions correctly and honestly.
Write the LC Code for each
II. CONTENT Second Summative Test ( 1st Grading )
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides Curriculum Guide in English 3
2. Learner’s Material pages
3.Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources Test papers, test notebook/paper, pencil
III. PROCEDURES
A. Reviewing previous lesson or Review the past lesson learned.
presenting the new lesson
B. Establishing a purpose for the What lesson did you not understand well?
lesson
C. Presenting examples/instances Recalling of standards in taking the test.
of the new lesson
D. Discussing new concepts and Reading of directions to be follow during the test
practicing new skill #1
E. Discussing new concepts and Distribution of test paper to the pupils
practicing new skill #2
F. Developing mastery (Leads to Explain the details in each item and guide them in answering
Formative Assessment the test.
G. Finding practical applications Supervised the pupils in answering the test to make sure they
of concepts and skills in daily are following the directions given.
living
H. Making generalizations and What are the things to remember when taking up a test?
abstractions about the lesson
I. Evaluating learning Read and answer the test questions correctly.

J. Additional activities for Did you check the paper correctly?

application or remediation
Did you record the score properly?
IV. REMARKS PM: _________
______ Re- teach
______ Transfer of Lesson to following day
______ Lack of time
______ No Class
______ Achieved
V. REFLECTION
1. No. of learners who earned 80% on
the formative assessment
2. No. of learners who require
additional activities for
remediation
3. c.Did the remedial lessons work?
No. of learners who have caught
up with the lesson
4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these work?
 6. What difficulties did I encounter
which my principal or supervisor
can help me solve?
7. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
8. NOTES:

Checked by: Observed by:

_______________________________ ___________________________________