Monday

I. OBJECTIVES

A. CONTENT
STANDARDS

B. PERFOMANCE
STANDARDS

C. LEARNING
COMPETENCIES/
OBJECTIVES (Write
the LC Code for
each)

II. CONTENT

LEARNING
RESOURCES
A. References
1. Teachers
Guide Pages
2. Learners

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 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
School: to find significance and joy in Grade/Section:
competencies and enable children
learning. WeeklyFOUR
objectives shall be derived from the curriculum
guide.)
DAILY
Teacher:
Subject: ENGLISH
*ATTITUDE - Demonstrates
*READING COMPREHENSION
*GRAMMAR- Demonstrates
*LISTENING
*WRITING AND
LESSON
understanding of verbal and
- Demonstrate
of English
COMPOSITIONDate: Week 1 Novemberunderstanding
7-11, 2016
Grading: COMPREHENSIONTHIRD
non-verbal elements
understanding of various
grammar and usage in
Demonstrate understanding
Demonstrate
LOGof
communication to respond
linguistic notes to
speaking or writing
of the text types to construct understanding of library
Checked various texts
___________________________________
back
comprehend
*WRITING AND
feedback
skills to research on a
*FLUENCY- Demonstrate
COMPREHENSION*READING COMPREHENSION
variety of topics
by:
understanding that English
Demonstrates
- Demonstrate
PRINCIPAL
is stress-timed language to
understanding of the
understanding of various
achieve accuracy and
importance of using varied
linguistic notes to
automaticity
sources of information to
comprehend various texts
*VOCABULARY support writing
Demonstrate understanding
that word meaning changes
based on context
*Uses paralanguage and
*Use knowledge of text
*Uses the classes of words
*Identifies story perspective
*Uses library skills to
non-verbal cues to respond
types to correctly distinguish aptly in various oral and
and text elements
gather appropriate and
appropriately
literary from informational
written discourse
*Use knowledge of text
relevant information
*Reads aloud text with
texts
*Uses varied sources of
types to correctly distinguish
accuracy and automaticity
information to support
literary from informational
*Uses strategies to decode
writing
texts
the meaning of words in
context
*Admire the selflessness
*Note significant details
*Identify and use the
*Distinguish reality from
*Use a thesaurus to find
and bravery of the
in a poem listened to
adjective that best
fantasy
synonyms and antonyms
character in the poem
(EN4RC-IIIa-1)
describes a person,
(EN4LC-IIIa-1)
of words (EN4SS-IIIa-1)
*Listen attentively to a
animal, place, thing or
*Note significant details
poem
event (EN4G-IIIa-1)
in the story read
(EN4A-IIIa-1)
*Write a paragraph
(EN4RC-IIIa-1)
*Read aloud a poem with
describing a person,
proper expression (EN4Fanimal, place, thing or
IIIa-1)
event
*Guess the meaning of
(EN4WC-IIIa-1)
unfamiliar words though
context clues
(EN4V-IIIa-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
tacked in a week or two.)
Poem: Kabang, A True Hero
Poem: Kabang, A True Hero
Adjectives
Reality vs. Fantasy
Using a Thesaurus
by Lilibeth A. Magtang
by Lilibeth A. Magtang
Fetch by Becky Bravo
Synonyms and Antonyms
Value Focus: Selflessness
(List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in learning.
Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.)
215-216

216-218

218-219

219-221

221-223

224-225

226

226-228

230-231

232-234