DLL- ENGLISH 3 - Q4 - WEEK 8_NEW.docx....

1. GRADES 1 to 12
DAILY LESSON LOG
School:St. Vincent College of Cabuyao Grade Level:III
Teacher:Bea Katrine J. Navasero Learning Area:ENGLISH
Teaching Dates and
Time:MARCH 3-7 (WEEK 8) Quarter:4
th
Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners should be able to recognize, pronounce, and spell
words with the long /u/ vowel sound ending with the letter "e".
The learners should be able to identify, produce, and recognize
rhyming words.
WEEKLY QUIZ
B. Performance Standard The learners will demonstrate understanding by identifying,
reading, spelling, and using words with the long /u/ vowel sound
ending with the letter 'e' in sentences and group activities.
The learners will demonstrate the ability to identify and create
rhyming words in various activities.
C. Learning Competency Recognizes the long /u/ vowel sound in words ending with

the letter "e".
Spells and reads words with the long /u/ sound ending

with the letter "e".
Applies the learned skill in writing and speaking.

Recognizes rhyming words in poems, songs, and sentences.

Identifies words with the same ending sounds.

Creates pairs of rhyming words and uses them in simple

sentences.
II. CONTENT Long /u/ Vowel Sound Ending with the Letter 'e' Rhyming Words
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
From LR Portal
B. Other Learning
Resources
IV. PROCEDURES

2. A. Review Activity:
Begin by recalling what the
students know about vowel
sounds. Quickly review long
vowels (A, I, O) with a few
examples.
Then, introduce the focus for
today: the long /u/ vowel sound
that ends with the letter 'e' (e.g.,
cube, tune, use).
Ask students if they can recall
any words they know with the
long /u/ sound.
Activity:
Quickly review the lesson
from Day 1, emphasizing the
long /u/ vowel sound ending
with 'e'.
Ask a few students to share
words they learned in the last
lesson. Recap the rule for the
silent 'e'.
Activity:
Ask students to recall the sounds
of some words they know (e.g.,
bat, hat, cat). Explain that these
words share a similar sound at the
end and are called rhyming words.
Activity:
Review the concept of rhyming
words from Day 1. Ask students
to recall words they rhymed
yesterday. Quickly go over the
meaning and characteristics of
rhyming words.
B. Establishing
Purpose
Purpose:
Today, we will learn how to
pronounce and spell words that have
the long /u/ sound, ending in an "e"
and understand the rule of the silent
"e" at the end of these words. This
will help you sound out new words
and spell them correctly.
Purpose:
In today’s lesson, we will practice
more with words that have the
long /u/ vowel sound ending with
"e" by using them in sentences
and writing activities.
Purpose:
Today, we are going to
explore rhyming words! We
will learn how to identify
and create rhymes by
listening to, finding, and
making rhyming pairs.
Purpose:
Today, we will create our
own rhyming words and use
them in sentences. We will
also learn to recognize
rhymes in songs and poems.
C. Presenting
Examples


Activity:
Show the words cube, use, tune, cute,
mule, tube, June on the board.
Pronounce each word slowly,
emphasizing the long /u/ sound and the
silent 'e' at the end.


Demonstration:
Write the words on the board and break
Activity:
Review words with the long /u/
vowel sound (e.g., cube, use,
tune, cute, mule, tube, June,
mute) and make sure students can
pronounce them correctly.
Write a few example sentences on
the board and have students read
Activity:
Present a list of rhyming
words on the board (e.g.,
cat, hat, bat; sun, fun, run).
Pronounce each word and
ask students to repeat.
Explain that rhyming words
have the same ending
Activity:
Present new rhyming word
pairs (e.g., pin/win,
light/bright, fall/ball). Write
the words on the board and
read them aloud with the
students.
Discuss how the ending

3. them into syllables (e.g., cube: cu-be,
tune: tu-ne). Demonstrate the
pronunciation of the long /u/ sound in
each word.
aloud. sound.
Show a picture (e.g., of a cat
and a hat) and ask if the
words rhyme. Do the same
for other pairs.
sounds of the words are the
same.
D. Discussing
New Concepts
and predicting
new skills
Q1
Activity: Word Sorting (Group Activity)
Divide the class into small groups (4-5
students per group). Provide each group
with a set of word cards that include both
words with the long /u/ sound ending with
'e' and words that do not (e.g., cube, use,
sad, tune, cute, man, tube, June).
Have each group sort the words into two
categories: Words with Long /u/ Sound
Ending with 'e' and Other Words.
After sorting, ask each group to present
their sorted words to the class.
Activity: Sentence Building (Pair
Work)
Have students work in pairs to
create three sentences using the
words from yesterday’s lesson.
Example: "I play with my cube."
Ask students to share their
sentences with the class.
Activity: Rhyming Word
Sort (Group Activity)
Divide the class into small
groups (4-5 students per
group). Give each group a
set of word cards. Some
words should rhyme (e.g.,
cat, hat, bat) while others
do not (e.g., dog, sun, tree).
Instruct each group to sort
the words into two
categories: Rhyming Words
and Non-Rhyming Words.
After sorting, have each
group share their results
with the class.
Activity: Rhyming Word
Pair Creation
Have students work in pairs.
Give each pair a word (e.g.,
sun, ball, tree) and ask
them to come up with a list
of rhyming words.
Students will share their
lists with the class, and the
teacher will write them on
the board.
E. Discussing New
Concepts and
Predicting New
Skills
Q2/Guided
Practice
Activity: Pronunciation
Practice
Have students practice
pronouncing the sorted words
aloud, focusing on the long /u/
sound.
Ask them to repeat after you,
emphasizing the long /u/
sound in each word.
Use clapping to help students
break down the syllables:
Example: cute → clap on “cu”
and “te”.
Activity: Spelling Practice
Conduct a spelling bee using words from Day
1's lesson. Focus on the silent 'e' and the
long /u/ sound.
Afterward, have students write the words in
their notebooks.
Activity: Rhyming Word
Chain (Whole-Class Activity)
Start with a word like cat.
Ask the next student to say a
word that rhymes with cat
(e.g., hat). Continue the
chain around the class.
Encourage students to say
their words clearly and
quickly.
Activity: Rhyming Word
Sentences
Ask students to use at least
two rhyming words to create
a sentence. For example,
“The ball will fall.”
Have them share their
sentences with the class.
Discuss the sentences to
ensure understanding.

4. F. Developing
Mastery
(Leads to
Formative
Assessment)
Activity: Worksheet
Practice
Provide students with
worksheets containing various
activities such as:
1.Fill in the blanks:
Students fill in
missing letters to
complete words with
the long /u/ sound
(e.g., _u_e – tune).
2.Match the words:
Match words with
their correct
definitions (e.g., cube
– a 3-dimensional
object).
Walk around and
check for
understanding, giving
support as needed.
Activity: Worksheet Completion
Hand out a new worksheet where students
must fill in the blanks to complete sentences
using the correct word (e.g., "I have a ___.
(tube)").
Activity: Rhyming Word
Bingo
Create Bingo cards with
pictures representing words
that rhyme (e.g., a picture of
a cat and a hat, etc.). Call
out the words, and students
mark the corresponding
rhyming pictures on their
Bingo cards. The first
student to get five in a row
wins.
Activity: Rhyming Word
Poems
Have students create short
poems using rhyming words
they’ve learned. Encourage
creativity.
Students can work in pairs or
small groups to write their
poems and share them with
the class.

5. G. Finding
practical
application of
concepts and
skills in
daily living
application
Activity: Sentence Creation
Ask students to work in pairs
to create two sentences using
words with the long /u/ sound
ending with 'e'. Each student
should share their sentences
with the class.
This encourages them to apply
the vocabulary in real
contexts.
Activity: Class Discussion
Ask students to share a situation where they
might use words like cute or use. For example,
“When do you think it’s a good time to say ‘I use
a tube for my project’?”
Activity: Rhyming Word
Songs
Ask students to come up with
a simple song using rhyming
words they’ve learned (e.g.,
“I have a cat, it wears a hat”).
This can be done individually
or in pairs.
Activity: Rhyming Word
Match-Up Game
Prepare word cards with
pictures (e.g., a picture of a
hat, and a picture of a bat).
Ask students to match the
words and pictures that
rhyme.
H. Making
generalization and
Abstraction about
the lesson
Discussion:
Ask the students what they have
learned about the silent “e” at
the end of words. Why does the
"e" make the vowel say its name?
Lead the discussion towards
generalizing that in many words
with a silent "e" at the end, the
vowel has a long sound (like
Discussion:
Review the rule for the silent 'e' in words like
cute and tube. Emphasize that the "e" at the
end of the word makes the vowel sound long.
Discussion:
Ask students to explain why
certain words rhyme. Guide
them to understand that
rhyming words share similar
sounds at the end, and this is
what makes them rhyme.
Discussion:
Ask students to explain why
rhyming words sound similar.
Guide them to recognize that
rhyming words have the same
vowel and ending sound.

6. the /u/ sound in words like cute,
tube, tune)..
I. Evaluating
Learning
Activity: Exit Ticket
Before the lesson ends, ask
each student to write down
one word with the long /u/
sound ending with 'e'. This
serves as a formative
assessment to check their
understanding of the lesson.
Collect their exit tickets as
they leave.
Activity: Exit Ticket
Have students write down one sentence using
a word with the long /u/ vowel sound ending
with 'e'.
Activity: Exit Ticket
Before leaving, have students
write down one pair of
rhyming words on a piece of
paper (e.g., sun and fun) and
hand it to you as they exit.
Activity: Exit Ticket
Have students write down
one rhyming word pair (e.g.,
fall and ball) as they leave the
classroom.
J. Additional
activities for
application or
remediation
 Activity: Flashcard Drill
(for remediation):
For students who need
extra help, provide
flashcards with words. Ask
them to say the word out
loud and break it into
syllables.
Challenge Activity: (for
advanced students) Ask
students to come up with
additional words that
follow the same pattern
(e.g., blue, flute).


Remediation: For students who need
extra help, provide flashcards and practice
reading and spelling together.


Challenge: For advanced students,
have them write a short paragraph using
several words with the long /u/ sound.
Remediation: For
students struggling
with rhyming
words, work with
them individually or
in small groups to
practice rhyming
pairs using
flashcards.
Challenge: For
advanced students,
ask them to create a
short poem with
rhyming words.
Remediation: For
students needing
extra practice, work
with them to create
rhyming word lists
and sentences.
Challenge: For
advanced students,
challenge them to
write a short
rhyming story.
V. REMARKS
VI. REFLECTION

7. 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
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?