GRADES 1 TO 12 DAILY School Grade Level III

LESSON LOG Teacher Learning Area MTB-MLE

Teaching Dates and Time Quarter FOURTH – WEEK 28
TG - WEEK 26
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
The learner...
A. Content Standard -possesses expanding language -demonstrates understanding -demonstrates expanding -demonstrates expanding -demonstrates expanding
skills and cultural awareness of grade level literary and knowledge and knowledge and knowledge and skills to listen,
necessary to participate informational texts. understanding of understanding of read, and write for specific
successfully in oral communication language grammar and language grammar and purposes.
in different contexts. usage when speaking usage when speaking
and/or writing. and/or writing.
B. Performance Standard -has expanding oral language to -comprehends and -speaks and writes -speaks and writes -has expanding knowledge
name and describe people, places, appreciates grade level correctly and effectively correctly and effectively and skills to listen, read, and
and concrete objects and narrative and informational for different purposes for different purposes write for specific purposes.
communicate personal texts. using the grammar of the using the grammar of the
experiences, ideas, thoughts, language. language.
actions, and feelings in different
contexts.
C. Learning Competencies/ Relates one’s own experiences Recognize cause and effect Identify and uses Reads aloud grade level Make a two-level outline for a
Objectives Write LC code for each and ideas related to the topics relationship in a folktale adjectives. text with an accuracy of report.
using a variety of words with proper listened to. MT3G-IVa-2.4.2 95% - 100%. MT-3SS-11IVa-c-13.1
phrasing and intonation. MT3F-IVa-c1.4
MT3OL-IVa10.1 Correctly spell words in the Note important details in Expresses interest in texts by
Use words unlocked during story list of vocabulary words and grade level informational Note important details in reading available print
reading in meaningful contexts. the words in the selection texts. grade level informational materials.
MT3OL-IVa10.1 read or heard. MT3RC-IVa-I-1.2.1 texts. MT3A-IVa-I-5.3
MT3F-IVa-I-1.6 MT3RC-IVa-I-1.2.1

Writes a 3-5 step

procedural paragraph
using signal words such
as first, last, then, and
next.
MT3C-IVa-i-1.2.7
II. CONTENT *Relating one’s own experiences *Recognizing cause and *Identifying and using *Reading aloud grade *Making a two-level outline
and ideas related to the topics effect relationship in a folktale adjectives. level texts with an
using a variety of words with proper listened to accuracy of 95%-100%. *Expressing interest in texts
phrasing and intonation. *Correctly spelling the words *Noting important details by reading available print
*Using words unlocked during story in the list of vocabulary words in grade level *Noting important details materials.
reading in meaningful contexts. and the words in the selection informational texts. in grade level
read or heard. informational texts.

*Writing a 3-5 step

procedural paragraph
using signal words such
 as first, last, then, and
next.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide 332-333 333-336 337-338 337-338 342-343
2. Learner’s Material 299-301 299-301 302-303 302-303 308
3. Textbook pages
4. Additional Materials from the
learning portal
A. Other Learning Resources pictures pictures, charts pictures, charts pictures, charts charts
IV. PROCEDURES
A. Review previous lesson or Write as many words as you can Unlocking of the difficult Underline the CAUSES Group Activity: Complete the paragraph by
presenting the lesson associate with water. words using picture clues: and encircle the Complete the picture filling in the signals in each
1. ferocious EFFECTS. web. Describe what is in sentences to complete the
2. enormous 1. Nakakuha og maayong the picture.(Picture of paragraph.
3. Stretched out grado si Teresa tungod Pineapple)
4. Island kay nagtuon siya pag- _____, duha ka mangangayam ming-adto sa
lasang para sa pagdakop sa leyon. _____,
5. tiny ayo. (Activity 6, LM 307 in ilang nakaplaganang langob sa mga leyon.
Nag-andam sila og dako ug lig-on nga pasong
a chart) o lit-ag. _____, pagbiya sa leyon sa ilang
lungag, milakaw kini dayon padulong sa lit-ag.
______, ilang nadakpan ang leyon.

B. Establishing a purpose for the What do you know about the -What are the uses of salt? Study the following words Show a picture of a Let us study the outline of the
lesson following pictures? -Where does salt come from? Giant-big, friendly, gentle pineapple.How does it story “Why the Sea is Salty?”
(show pictures of clean water and You are going to listen to a Sea- bland, tasteless, look like? (p. 342 LM)
dirty water) folktale entitled “Why the Sea salty
is Salty?” Ants-tiny, ferocious
*What words describe
giant? sea? ants?
C. Presenting examples/instances What object is common to the Why do you think the sea is Study further the Why does the pineapple Ask: What is the topic or main
of the new lesson pictures? salty? following underlined have plenty of eyes? idea of Roman Numeral I.
-Is water important? Why? words: How many details are given
There are seven yellow Recalling the standards in under Roman Numeral?
ducks in the pond. oral reading of a story. What is the topic or main idea
The pond is wide and the of Roman Numeral II?
water is clean. How many details are given
under Roman Numeral II?
D. Discussing new concepts and Reading the dialogue Reading the folktale to the Use the underlined words Reading of the folktale Discuss Outlining through
practicing new skills #1 pupils. to complete the following by the pupils (alternately “Hinumdomi Kini” , LM p. 312.
chart. by row)
Comprehension Check:
1. How did the seawater taste “The First Pineapple”
Kind of
Words
Underline Character Word
Referred
d Words istics referred
before? Comprehension Check
To
to
seven numb ducks noun
2. Where did the people get er through completion of an
salt? yello
w
color ducks noun organizer.
 Title

1. Who are the characters

in the story?
2. Where and when did
the story happened?
E. Discussing new concepts and Comprehension Check: Ask: What kind of words are Read the ff. events from Guided Practice: (Teacher &
practicing new skills #2 1. Who forgot to turn off the faucet? 1. Why would people cross referred to by the the story. Pupils)
2. What might happen if people the ocean to go to the giant’s underlined words? Ask: Are the events Make a two-point outline of
would not conserve water? island? What characteristics of arranged according to the following selection
2. Why could people prepare noun are pointed out by how they happened in the LM Activity 10, p. 313
tastier meals? the underlined words? story?How are we going
Cause answers the question to arrange these events?
Why?
Let the class study the
paragraph:
First, mother asked Pina to look for a pair of
scissors. Next, Pina started grumbling. So
mother became angry and a loud thunder was
heard. Then, mother looked everywhere but
Pina was nowhere in sight. Finally, she saw an
oblong, yellow fruit with bron spots all over that
looked like eyes.

*What have been formed

out of sentences?
*Were numbers used to
sequence the events?
*What words were used
instead of numbers?
F. Developing Mastery Think-Pair-Share Recognize Cause and Effect Refer LM Activity 3 Group Activity Think-Pair-Share (TPR)
(Leads to Formative Assessment) What ways would you do to help Relationship Activity 9, p.310 LM
conserve water? Arrange the ff. sentences Bud, the Hungry Turtle

Pair Work: Pupils find a pair and forming a paragraph. Use Bud was a hungry turtle. He

answer the given questions the signal words: First, had no food in his house. He had to shop
Next, Then and Finally. for food. He took a bus to the market. He
went to the market. He went to Food Hub to
(The teacher shall shop. He got lots of food. The sum was
P500. The food was put in bags. Then he
provide activity sheets, put the bags in his cart. He will bring the
bags and the cart home on the bus. He
manila paper and pentel
pen.) I. _____________________
won‟t be a hungry turtle anymore.

-Reporting by group. A.________________

B.________________
II. __________________
A. _________________
B.__________________
G. Finding practical application of What must we do with these Refer LM Activity 4 -Processing the group Is water important unto living
concepts and skills in daily living resources? (water and salt) Copy on your paper all outputs. things? How do you conserve
the Adjectives used in the Why must we obey our water?
paragraph. parents? How do you felt while reading
different kinds of stories?
Did you show eagerness and
interests in reading stories?
H. Making Generalization & What is Cause? What is What are adjectives? *What are the signal Let the pupils come up with
Abstraction about the lesson Effect? words used in arranging these ideas:
events of the story read An outline is a skeleton of a
or listened to? story or a paragraph.
*How does each A two-point outline has a main
sentence begins and idea and supporting details as
ends? shown below.
*What punctuation marks
shall be used?
I. Evaluating learning Cause: Write the effect of its What is your favorite toy? Paper and Pencil Test: Individual Activity: Make a
cause Tell what kind of toy it is. Refer to LM Activity 10, p. two-point outline of the
Ferocious Red ants bit the Describe its color and 311. following selection.
giant’s leg. size. Tell also why it is Tubig, Tubig, Daginoton Ta
Effect:__________________ your favorite toy. Malisod ang tubig sa panahon karon.
Problema kini dili lang sa Luzon, kundili bisan
_______________________ Visayas hangtud Mindanao. Ang mga negosyo,
eskwelahan, ospital bisan sa kabalayan, gibati na
gyud ang kakulangan sa tubig.

Dili ikatandi unsa kaimportante kining

tubig sa tanang dunay kinabuhi. Busa,
kinahanglan gayud ang pagdaginot niini nga
resource. Daghang pamaagi sa pagdaginot sa
tubig. Isa niini ang paggamit og baso kon
manooth brush. Ang tubig nga winaswasan
mahimong maggamit panglimpyo og pangbubo
sa kasilyas og sa palibot. Isira gayud ang gripo
kon walay naggamit. Maggamit usab og kabo og
balde sa kon maligo o mamubo sa mga tanom.

I. _____________________
A.________________
B.________________
II. __________________
A. _________________
B.__________________
C. _________________
D. _________________
E. _________________

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
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?

This DLL is developed by Mylene C. Acluba-Lindo, Teacher III of Espiritu ES