School Dagat-Dagatan Elementary School Grade Level THREE-PAMPANO

DAILY LESSON Teacher CLARENCE B. BAUTISTA Learning Area ENGLISH

LOG Teaching Dates and Time WEEK 7 (October 5-10, 2025) Quarter SECOND

Monday Tuesday Wednesday Thursday Friday

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create
Standards simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional themes and content-specific topics.
B. Performa The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend,
nce create, and compose narrative and informational texts about regional themes and content-specific topics; and read grade level texts with appropriate
Standards speed, accuracy, and expression.
EN3VWK-I-1 Identify high- EN3PWS-I-1 Identify Grade 3 EN3VWK-I-1 Identify high- EN3PWS-I-1 Identify Grade 3 EN3VWK-I-1 Identify high-
frequency words level-appropriate sight frequency words accurately. level-appropriate sight frequency words
accurately. words. EN3CAT-I-3 Comprehend words. accurately.
EN3CAT-I-3 Comprehend EN3CAT-I-3 Comprehend informational texts. EN3CAT-I-3 Comprehend EN3CAT-I-3 Comprehend
informational texts. informational texts. (same 1 Note at least four to five informational texts. (same informational texts.
1 Note at least four to five text as D1) significant details in text as D1) 1 Note at least four to five
significant details in 4. Draw conclusions. informational texts. 4. Draw conclusions. significant details in
informational texts. EN3CCT-I-8 Express ideas 3 Identify text types. EN3CCT-I-8 Express ideas informational texts.
3 Identify text types. using text types. b. description using text types. 3 Identify text types.
C. Learning b. description b. description EN3GAGS-I-7 Identify b. description b. description
Competencie EN3GAGS-I-7 Identify discourse markers for a EN3GAGS-I-7 Identify
s and discourse markers for a given text type. discourse markers for a
Objectives given text type. 2. description given text type.
2. description EN3VWK-I-3 Use content- 2. description
EN3VWK-I-3 Use content- specific words. EN3VWK-I-3 Use content-
specific words. EN3VWK-I-3 Use content- specific words.
EN3VWK-I-3 Use content- specific words. EN3VWK-I-3 Use content-
specific words. 2. Science (basic specific words.
2. Science (basic terminologies)
terminologies) EN3CCT-I-6 Compose texts
EN3CCT-I-6 Compose texts to react to a topic
to react to a topic
• note four to five • use describing words to • note four to five important • draw conclusions from the
important details from the express ideas; and details from the text read; and
informational text read; • draw conclusions from the informational text read; • write a descriptive
• recognize discourse text read. • recognize discourse paragraph about the text
markers from the markers from the read
informational text read; informational text read;
• use basic scientific • use basic scientific
terminology to describe; terminology to describe; and
and • share ideas on a given
 • share ideas on a given topic.
topic.
• Basic scientific terms
• Informational Text: • Describing Words • Informational Text: • Describing Words Understanding
D. CONTENT Description “Snake Plant” • Drawing Conclusions Description “The Amazing • Drawing Conclusions Informational Texts:
Coconut Tree”
Communication Skills
E. 21ST.
Critical Thinking and Problem Solving
CENTURY SKILL
Collaboration
F. INSTRUCTIO
Constructivist and Literacy-Based Instruction, integrating 21st Century Skills through Activity-Based Learning.
NAL DESIGN
II. LEARNING RESOURCES
DepEd MATATAG DepEd MATATAG Curriculum DepEd MATATAG Curriculum DepEd MATATAG Curriculum DepEd MATATAG
A. Curriculum Curriculum
References
flashcards, worksheets, flashcards with sight words, flashcards with high flashcards with sight words
B. Other paper, pen, board, worksheets for writing frequency words, worksheets for writing
Activity Sheets
Learning pictures, practice, paper, pen, board, worksheets for writing practice paper, pen, board,
Materials and manila paper practice paper, pen, board and manila paper
and manila paper
III. TEACHING AND LEARNING PROCEDURE
REBUS PUZZLE • Ask the learners to write Look Around! – Can you • Ask the learners to write Read each statement
on the board some basic name a tree you have seen on the board some basic carefully. Choose the best
science words they learned before? Where did you see science words they learned answer. Write the letter of
yesterday. it? yesterday. the correct choice.
• Let them use those words Think Fast! – What are some • Let them use those words 1. The coconut tree
in sentences correctly. things we get from trees? in sentences correctly. provides food, shelter, and
• Provide relevant feedback. (Hint: food, wood, shade, • Provide relevant feedback. materials. A. It has limited
etc.) uses. B. It is an important
A. Activating Guess the Tree! – I will resource.
Prior describe a tree, and you 2. The roots of the coconut
Knowledge guess what it is! tree prevent erosion and
ELICIT floods.
A. It helps protect nature.
B. It damages the
environment.
3. Many farmers sell
coconuts for a living. A. The
coconut tree provides
income. B. Farmers do not
benefit from it.
 Today, you will explore a Today, you will practice Today, you will explore a Today, you will practice Today’s lesson will help you
text and discover reading familiar words from text and discover important reading familiar words from learn about high-frequency
important words that you a text. You will also use words that you often see a text. You will also use and content-specific words
often see and use. As you describing words to share and use. As you read, you describing words to share used in science, while
B. Lesson read, you will also find key your ideas. Finally, you will will also find key details and your ideas. Finally, you will reading an informational
details and special words learn how to use clues from special words that help learn how to use clues from text about plants.
Purpose/Inte
that help connect ideas. the text to figure out connect ideas. Along the the text to figure out You will also learn how to
ntion Along the way, you will answers and make smart way, you will learn some answers and make smart spot important details in a
ENGAGE learn some science terms guesses! science terms to explain guesses! description and identify the
to explain things better. things better. Finally, you text type using discourse
Finally, you will share your will share your thoughts and markers.
thoughts and ideas with ideas with one another.!
one another.
Word Hunt Find and use describing Guess the Word Here are the descriptive Present high-frequency
1. sunlight words from yesterday’s text. _______1. oldof- Too much words found in the text. words from the text (e.g.,
2. oxygen Write them in your notebook water caused by heavy rain the, and, it, is, has).
3. water and use three in sentences. or clogged drains. Answer: tall | big | round | useful | Discuss content-specific
C. Lesson 4. climate flood strong hard | wide | sweet | words related to the topic
5. soil • Here are the words found _______2. toro- The hidden soft | white delicious | sturdy (e.g., roots, stem, leaves,
Language
in the text. (long, pointed, part of a plant that takes in | large | cool | woven colorful nutrients, soil).
Practice dark green, light stripes, water and food. Answer: root | smooth | deep | fresh |
ENGAGE popular, humid, harmful, _______3. eret- A big plant helpful
bright, strong, beautiful, and with a strong trunk,
beneficial) branches, leaves, flowers,
and fruits.

Why is Snake Plant a Why is Snake Plant a The Amazing Coconut Tree The Amazing Coconut Tree Read the short text "The
Household Favorite? Household Favorite? By Jan-Mark M. Rosario By Jan-Mark M. Rosario Parts of a Plant"
By Jan-Mark M. Rosario By Jan-Mark M. Rosario
Ask students to follow
along silently, pointing to
each word as you read.
D. Reading After reading the text, ask
the Key one or two students to
Idea/Stem volunteer to read a short
EXPLORE paragraph from the text to
check comprehension and
pronunciation.
As students read, stop and
clarify any difficult words or
ideas, such as the functions
of roots, stem, or leaves
 Read the questions below What Can You Guess? Read each question and Fill in the blanks with the Display the diagram of a
and answer in complete Write YES if it is true based choose the correct answer. correct words from the text. plant and ask students to
sentences. on the text. Write NO if it is 1. What is another name for 1. The coconut tree is also match the circled words
1.What do the leaves of a not. the coconut tree? called the "Tree of Life" with the parts of the plant
E. Developin snake plant look like? 1. Snake plants grow well in A. The Tree of Life because almost every part in the diagram.
g Answer: They are long, the Philippines because they B. The King of Fruits of it is _______________. Ask: "What do these words
Understandi pointed leaves that look like warm weather. (YES – 2. Which part of the coconut (useful) tell us about plants? They
like swords. Snake plants grow well in tree is used for making 2. Its _______________ are help us describe the
ng of the 2. Why do people like the Philippines because they roofs? wide and can be woven into different parts and what
Key snake plants? like warm weather.) A. The trunk roofs. (leaves) they do
Idea/Stem Answer: They are easy to 2. Snake plants need water B. The leaves 3. The _______________ of the
EXPLORE care for and they help every day. (NO – Snake 3. How does the coconut coconut tree is strong and
clean the air. plants do not need water tree help farmers? used for building houses.
every day; they only need A. It gives them shade. (trunk)
water when the soil is dry.) B. They sell coconuts to earn
money.
Now, let’s use descriptive What do you think? Match each statement in Identifying Significant
discourse markers to 1️. Why do people keep Column A with its correct Details: In pairs, ask
describe a plant! plants inside their homes? (I conclusion in Column B. students to read the text
F. Deepenin 1. My plant has think people keep plants ____1. The coconut tree again and write down four
g ________________. inside their homes Rewrite the sentences by provides food, shelter, and or five important details
Understandi 2. Its leaves look like because…) adding the correct discourse materials for making about the plant.
ng of the ________________. 2. How do plants make a marker (and, because, for different products Example responses: - The
3. It is ________________. place more beautiful? (Plants example, so, but, also). The A. The coconut tree helps roots grow under the
Key 4. It also ________________. make a place beautiful protect the environment.
first one is done for you. ground. - The stem holds
Idea/Stem because…
the plant up. - The leaves
EXPLAIN
make food for the plant. -
The flowers help make
seeds.
"Because this plant is ______, The coconut tree is called 1. Why are describing words
I think it ______." the ______ because it is very important in
useful. speaking/writing?
Its leaves are ______ and
______, and its trunk is 2. How do these words help
G. Making ______. us understand the coconut
“What is the main idea of
Generalizati the text?”
The coconut has ______ tree better?
ons and water and ______ meat.
Which part of the plant
Abstractions they think is the most
ELABORATE important and why?
 Underline the high-
frequency words in the
following sentences:
- The plant has leaves. - It
grows in the soil.
- The stem is long.
- The roots are under the
H. Evaluatin ground.
g learning ii. Circle the content-
EVALUATE specific words in the
following sentences:
- The roots help the plant
get water.
- The stem holds the plant
up.
- The leaves make food for
the plant.
I. Additional
activities for
application
or
remediation
EXTEND
score score score score score
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
A. REMARKS 2 2 2 2 2
1 1 1 1 1
0 0 0 0 0
Total Total Total Total Total
Mastery Mastery Mastery Mastery Mastery

B.REFLECTION Discussion first, then activity is also found out to be very effective since students in this generation has a very limited attention span.

Prepared by:

CLARENCE B. BAUTISTA Checked by:

Class Adviser
JESSIEBEL B. SANTOS NOTED:
Master Teacher I
MA. FE M. JUBILO
Principal III