School Grade Level THREE

GRADES 1 to 12
DAILY LESSON LOG Teacher Learning Area ENGLISH
Teaching Dates and Time W6Q2 Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards Demonstrate understanding of processes in sight word recognition or phonic analysis to read and understand words

Use word recognition techniques to read and understand words that contain complex letter combinations, affixes and contractions
B. Performance Standards through theme-based activities

Read words, phrases, Read words, phrases, Read words, phrases, Spell one- to- two syllable
sentences and short stories sentences and short sentences and short words with initial and
consisting of words with stories consisting of stories consisting of final consonant blends
C. Learning Competencies / Objectives consonant digraph ch and sh words with consonant words with consonant (e.g. pl, tr) and
Write the LC code for each and other words previously digraph ch and sh and digraph ch and sh and consonant digraphs (ch
studied other words previously other words previously and sh)
EN3PWR-IIi-j-22.1 studied studied
EN3PWR-IIi-j-22.1 EN3PWR-IIi-j-22.1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in
a week or two.
II. CONTENT
Initial and Final Digraph (CH) Initial and Final Digraph Consonant Digraphs (CH Consonant Blends and
(SH) and SH) Consonant Digraphs
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References CG page 59 CG page 59 CG page 59 CG page 59
1. Teacher’s Guide pages TG pp. 90, 93 TG pp. 112-113
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource CO_Q2_English 3_ Module 6 CO_Q2_English 3_ Module 6 CO_Q2_English 3_ Module 6 CO_Q2_English 3_ Module 6
(LP) portal
B. Other Learning Resources https://i.pinimg.com/originals/ https://www.google.com/
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These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step.
Name each picture. Supply the Connect the picture in Write ch or sh on the blank Connect the picture in
missing final blend. column A with its correct to complete the word that column A with its correct
name in Column B. names the picture. name in Column B.

A. Reviewing previous lesson or presenting

the new lesson

Who among you likes chocolate? Have you been into a Arrange the letters to form a Do the following steps.
Is it good for our body? beach? word naming the pictures. 1. Draw a big circle.
When is it not good for our What are the things that 2. Inside the circle, draw a
B. Establishing a purpose for the lesson body? you can see at the beach? heart.
3. Inside the heart, write
your favorite subject.
Read the story Read the short story Read the story below. Read the story
ChocolatecMilk for Danny At the Beach “Cheerful Krish” “Regretful Selt”
“Almira, please go with your I wear my shirt and shorts by: Crissel Joy Ann M. Angon by: Crissel Joy Ann M.
brother to the market and buy to the beach. I see a shark Angon
a loaf of bread for merienda,” with sharp teeth. We like to
C. Presenting examples/ instances of the walk and pick up shells. The
Mother said.
new lesson Along the way, Danny beach is fun.
stopped at one of the stores.
“Ate, please buy me that
chocolate milk,” he said.

D. Discussing new concepts and practicing 1. What is the title of the story? Where did he go? Who is the main character in Who is the main character
new skills #1 2. Who are the characters in the What did he wear in the the story? in the story?
story? beach? How was Krish described in Where did Selt live?
3. Where did mother ask the What did he saw at the the selection? What did Selt enjoy doing?
children to go? beach? What destroyed everything Were Selt’s actions right?
4. What did Danny want to buy? What does the shark have? the villagers cherished? Why?
5. What did her sister say? What did they pick? What is the lesson of the What could have been the
6. Before going home, was story? cost of Selt’s actions?
 Danny able to get what he
wants? Why?
7. Why did Almira say I’m sorry
when they got home? Do you
think it is important? Why?
8. What was mother’s reaction?
What did she say?
9. In what other ways can you
show that you are telling the
truth?
What did Almira buy for Danny Write their answers to the In the story “Cheerful Krish”, In the story, “Regretful
in the market? question on the board. there are words with Selt”, did you notice the
Write the word chocolate on the Have them read the words. consonant digraphs ch and words with bold letters?
board and underline “ch”. Let Underline sh, what is the sh. Can you identify those How do you read those
the pupils read the word sound of sh? words? words? In the story, there
chocolate. Give other examples of are words with consonant
What are the underlined letters? words with pictures with blends Can you tell the
(ch) initial and final digraph ssh. meaning of these words?
E. Discussing new concepts and practicing
Say again the word chocolate
new skills #2 (emphasize /ch/) .
Ask: What is the sound of ch in
the word chocolate?
Have them look other words in
the story with digraph ch.
Give other examples of words
with pictures with initial and
final digraph ch.
Identify the words with Match the pictures to its Spell Me, Please! Match the scrambled
digraph /ch/ and tell whether word. Directions: Spell the letters in Column A with
the /ch/ sound is heard at the following words correctly by their correct spelling in
beginning or end. identifying their initial or Column B.
1. I had lunch at the new final consonant digraphs
restaurant in town. /ch/ or /sh/.
F. Developing mastery 2. We ate a creamy, crunchy
(Leads to Formative Assessment 3) chocolate pinipig iced-drop.
3. Ben has a new watch.
4. Our school has championed
the drum and bugle contest.
5. Mother likes to cook Menudo
with pineapple chunks.

G. Finding practical application of concepts Name the pictures and encircle Complete the sentences by Complete the crossword Arrange the following
and skills in daily living the pictures with ch digraph. adding the correct word puzzle below with words scrambled letters to get the
Write the words below. with sh digraph. that have /ch/and /sh/ correct spelling of the
1. Can you help me find my sounds. The clue or meaning words and then read them.
other ______. of each word is given.
 2. Look at the pretty _____
I found on the shore.
3. The ______ sailed across
the ocean.
4. A ______ is a farm
animal.
5. Throw your _______ in
the trash can.

1. _______________
2. _______________
3. _______________
4. _______________
5. _______________

How is ch sounded? How is sh sounded? A digraph is

_______________ letters
that make a single sound. It
can be made up of vowels
and consonants. Many sight
vocabulary words use
digraphs.
H. Making generalizations and abstractions
Most common digraphs
about the lesson are /sh/ and /ch/. Digraphs
with initial sound can be
heard at the
_______________ of words,
while digraphs with final
sound can be heard at the
_______________ of words
I. Evaluating learning Connect the picture in column A Read the word and match Connect the picture in Write the correct spelling
with its correct name in Column with the correct word. column A with its correct of the word naming the
B. name in Column B. picture.

1.

2.

3.
 4.
5.
Name of things with /ch/ In your notebook, copy
sound: the words below. Then,
underline the consonant
blend and/or consonant
digraph used in each
item.
J. Additional activities for application or
1. breeze 6. slice 11.
remediation break
2. blame 7. slip 12. glaze
3. clean 8. please 13.
plus
4. drive 9. share 14. cash
5. flow 10. chat 15. hush

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them you can ask them relevant questions.

A. No of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?