July 31, 2018 Tuesday 5.

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3. Motivation
7:00 – 7:20 Teacher’s Preparation Ask the pupils their favourite story books.
Have some volunteers tell how many of these
7:20 – 7:40 Flag Ceremony
books they have finished reading.
7:40 - 8:10 Tooth brushing B. Developmental Activities
8:10 – 9:00 English 1. Presenting the Lesson
I. Objectives Ask a good reader to read the problem
Use plural form of nouns situation.
II. Subject Matter 2. Performing the Activities
Topic: Describing the literary elements of a Ask some comprehension questions:
story 4.Processing the Activities
References: Ask: Why is it important in subtraction to
CG EN3RC – Ic-2.1 know which number is the minuend and
Teacher’s Guide p. 88-90 subtrahend? In which place value did you start
Learner’s Materials subtracting? Next? Last? What direction did
Materials: pictures, story-staircase organizer you follow? Why it is important to write the
III. Procedure digits with the same place values in the same
A. Presentation/ Introduction column? How will you check if your answer is
Have flash card drill on sight words and correct?
selected CVC words 4. Reinforcing the Concept
B. Modeling/ Teaching Group Activity
 Read with the pupils words, phrases Have pupils do Activity 1 in the LM by pairs.
and sentences 5. Summarizing the Lesson
 Discuss the story using How do we subtract 3-to-4 digit numbers from
comprehension questions 3-to-4 digit numbers without regrouping?
C. Guided Practice 6. Applying to New and Other Situations
 Present another set of pictures. Let the pupils do Activity 3 in the LM by group.
 Let the pupils fill up the story map. IV. Evaluation
IV. Evaluation Ask the pupils to work on the exercises under
Refer your pupils to LM- Activity 70 Activity 4 in the LM.
V. Assignment V. Homework
Make a story staircase on Toto Turtle Takes Let the pupils copy Activity 5 and do it at
Time to Tuck and Think. home.
MPS: MPS:

8:50 – 9:40 Math 9:40 – 10:00 RECESS

I.Objective 10:00 - 10:50 Science 3
Subtract 3-to-4 digit numbers from 3-to-4 digit I. Objectives
numbers without regrouping Describe the candle wax when heated and
Value Focus: Love for Reading when it is cooled.
II.Subject Matter II. Subject Matter
Topic: Adding mentally 2 to 3 digit numbers Lesson 2: Changing Forms of Solids, Liquids,
with multiples of hundreds and Gas
Reference: M3NS-Ig-32.6, TG page 79-84, LM Reference:
Materials: flashcards, number cards CG S3MT-Ih-j-4
III. Procedures TG p.37-32- 38
A. Preliminary Activities Materials:
1. Drill Small piece of candle wax, big spoon, thick
Use flashcards of basic subtraction facts. cloth, candle, ceramic saucer, and matches
2. Review III. Procedure
a. Name the place value of the underlined Motivation / Presentation
digit. If the candle wax is heated and cooled, what
9457 298 53 62 7428 do you think will happen to it?
b. Write the following numbers in expanded B. Lesson Proper
form. Activity (Refer to LM, activity 1: What happens when a
1. 374 solid candle wax is heated or cooled?
2. 528 Discussion/Analysis
3. 7 229 Process pupils responses by giving focus to
4. 2 563 the pupils’ answers to the activity questions.
IV. Evaluation 1:30 – 2:20 MTB
A butter/ margarine is put in a frying pan over I. Objectives
the stove for a few minutes. What do you think will Construct simple sentences observing
happen to the butter/ margarine? Why? appropriate punctuation marks
V. Assignment II. Subject Matter
Bring drinking glass for the next lesson. Topic: Constructing simple sentences
MPS: __________ observing appropriate punctuation marks
References: CG: MT3G-Ih-j-5.1,
10:50 – 11:30 Aral.Pan. TG page 87-90; LM
Materials: teaching charts, pictures
I. Layunin III. Procedure
Nakapagtukoy ng mga lugar na sensitibo sa 1. Introduction/ Presentation
panganib sa sariling lalawigan at rehiyon gamit Have the pupils read the following
ang hazard map sentences that tell about each picture.
II.Paksang-Aralin 2. Teaching/ Modelling
A. Mga lugar na sensitibo sa Panganib How many doers are there in each
B. CG: AP3LAR-Ig-11, TG page 52-56, LM sentence? When did the action happen?
C. Mga larawan ng mga kalamidad o sakuna dulot What kind of verb is used?
ng kalikasan Ask: What are the two parts of the
III. Pamamaraan sentence? What do you call the part that
A. Panimula tells about the doer? What do you call the
1. Ipatukoy sa mga mag-aaral ang mga anyong part that tells about what the doer does?
tubig at anyong lupa na napag-aralan na sa 3. Guided Practice
“Loop a Word”. Refer to Activities 1A-B in the LM.
2.Ilahad ang mga larawan ng mga kalamidad 4. Generalization
na dulot ng kalikasan tulad ng baha, pagguhon What is a simple sentence? What are the
ng lupa, lindol, tsunami at storm surge. parts of a simple sentence? Why is there a
Gumamit ng concept map na ipinakikita ang need to use appropriate punctuation
mga kalamidad. marks?
3. Magtanungan tungkol sa mga larawang 5. Group Work
ipinapakita. Group 1: Message Relay
4.Bigyang diin ang kaugnayan ng mga Group 2: Show-Me-Board
kalamidad na dulot ng kalikasan sa mga Group 3: Fantastic Ball
anyong lupa at anyong tubig ng sariling IV. Evaluation
lalawigan at rehiyon. Magbigay ng halimbawa Refer to Activity 1-C in the LM
batay sa naranasan na kalamidad sa sariling V. Assignment
lalawigan at rehiyon. Construct 5 simple sentences
B. Paglinang MPS:
1. Itanong sa mga bata ang mga kalamidad na
naranasan nila sa kanilang lalawigan. 2:20 – 3:10Filipino 3
2. Pangkatang Gawain I. Mga Layunin
IV. Pagtataya Naisasalaysay muli ang napakinggang teksto sa tulong
Pasagutan ang Natutuhan Ko sa LM. ng larawan.
V. Takdang-Aralin
(F3PN-Ig-6.1)
Magdala ng larawan ng mga kalamidad na
Natutukoy ang kahulugan ng mga salita sa
naganap sa sariling rehiyon at naganap din sa ibang
pamamagitan ng mga kasalungat na mga salita.
rehiyon.
II.Paksang-Aralin
MPS:
Aralin 7: Paniniwala Ko
Paksa: Pagsasalaysay muli
1:00 – 1:30 SRT
Sanggunian:
I. Reads a story
CG pp. 37of 143
II. A. Reading a story
TG pp. 36-38
B. Developing Reading Power
LM pp. 22-23
III. A. Reading by the teacher
Kagamitan:tsart, strips of cartolina, graphic organizer,
B. Reading by group
larawan
IV. Individual Reading
III. Panlinang na Gawain
V. Practice reading at home
1. Tukoy-alam
Ipatala sa mga bata ang naalala nila kapag naririnig texture and shape of the flowers.
ang salitang tradisyon. 2. Presentation and Discussion
Pag-usapan sa klase ang itinala ng mga bata. What are the different textures you observed
in the plant?
2.Paglalahad
Refer to Think About This on LM.
Panngkatin ang klase. Bigyang puzzle ang bawat 3. Art Activity
pangkat. Drawing of a plant, a flower, or a tree.
3. Pagtalakay at Pagpapahalaga Refer to BE CREATIVE on LM.
Basahin ng malakas ang kuwentong “Pagdiriwang ng 4. Processing/ Critiquing of Arts Output
Pista”. At pagtalakay sa pamamagitan ng pagsagot sa Ask the pupil to show to the class their
mga katanungan. artwork and their experiences in identifying
the textures and shapes in their drawing.
4. Pagpapayamang Gawain
C. Post Activity:
Pangkatin ang klase. 1. Generalization
Hayaang magkuwento ang isang bata sa bata. Ask: What elements are to be emphasized
Ipaguhit ang mga pangyayari sa napakinggang in sketching natural objects like plants,
kuwento flowers, or trees?
Tumawag ng ibang bata upang isalaysay ang kuwento 2. Application
sa pamamagitan ng mga iginuhit ng pangkat. Refer to Take The Challenge on LM.
I. Assessment/ Evaluation
5. Paglalahat
Refer to BE PROUD on LM.
Sa anong paraan pa maisasalaysay muli ang isang II. Assignment
kuwentong napakinggan? Enhance your drawings.
Kailan nagiging magkasalungat ang mga salita?
IV.Pagtataya 3:50 – 4:20 ESP
Basahan ang mga bata ng isang kuwentong hindi pa I.Napatutunayanang ibinubunga ng pangangalaga sa
sariling kalusugan at kaligtasan.
nagagamit sa klase.
 Maayos at malusog na pangangatawan.
Ipaguhit sa mga mag-aaral ang bahagi na nagustuhan
 Kaangkupang pisikal
nila.  Kaligtasan sa kapahamakan
V.Takdang Aralin  Masaya at maliksing katawan
Bumasa ng kuwento at isalaysay muli ito sa PANGANGALAGA SA SARILI:Mabuting Kalusugan
pamamagitan ng pagguhit ng bahagi na nagustuhan. II. A. Panalo Ako! sa Isip, sa Salita at sa Gawa
MPS: _______ B. EsP3PKP-Ig-20
C. sagutang papel,kuwaderno, puzzle para sa word
search, fish bowl na may lamaang papel na hugis isda
III.AlaminNatin
3:10 – 3: 50 MAPEH 3 (ART)
1.Paglakbayin ang mga mag-aaral patungo sa kanilang
I. Objective
natutun\hang aralin. Hikayatin sila sa mga araling
1. Identify the textures and shapes of in natural and
makapagpapaunladng karanasan para sa kanilang
man-made objects.
kalusugan.
2. Draw on-the-spot sketches of objects seen
2. Gumawa ng mga laro na makapagbibigay ng
outside the school like plants, flowers, or trees and
inspirasyon para sa tatalakaying aralin.
objects found inside the room.
3.Ipasuri sa mga mag-aaral ang larawan na makikita sa
3. Develop awareness on texture of objects found
Alamin Natin sa kagamitan ng mag-aaral.
in the natural environment through drawing.
II. Subject Matter almusal
4. Talakayin ang magandang ibubunga ng palaging
pangangalagan sa kalusugan.
A. Lesson 6: Textures and Shapes
5. Ipaliwanag sa mga mag-aaral na ang A-1 child ay
B. A3PR-Ig
batang mayroong malusog na pangangatawan at
C. Bond paper, black crayons, pencil a recycled
maayos na kaisipan at damdamin.
hard board
IV.Sagutin: Ano ang ibinubunga ng pangangalaga sa
III. Procedure
sariling kalusugan ata kaligtasan?
A. Pre- activity
V.Iguhit o gumupit ng larawan ng isang A-1 child.
1. Review
Ask: What kinds of lines can be used to
MPS:______
create geometric designs?
B. Activity Proper 4:20 – 4:50 SUPERVISED ACTIVITIES
1.Motivation 4:50 – 5:00 FLAG RETREAT
Show different kinds of real flowers. Let the
pupils take turns to examine and identify the