Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 5

 the Daily Lesson Log is a useful tool for teachers to effectively plan and deliver their lessons, and to ensure that their students are meeting the required learning objectives.

GRADES 1 to 12 DAILY LESSON  LOG	School:			Grade Level:	III
	Teacher:			Learning Area:	ARALING PANLIPUNAN
	Teaching Dates and Time:		MARCH 13-17, 2023  (WEEK 5)	Quarter:	3RD QUARTER
I.LAYUNIN (Objectives)
A.Pamantayang Pangnilalaman ( Content Standards)		Naipapamalas ang pagunawa at pagpapahalaga sa pagkakakilanlang kultural ng  kinabibilangang rehiyon
B.Pamantayan sa Pagganap (Performance Standards)		Nakapagpapahayag  ng may pagmamalaki at pagkilala sa nabubuong kultura ng mga lalawigan sa kinabibilangang rehiyon
C. MgaKasanayan sa Pagkatuto (Learning Competencies)		Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon. AP3PKR-IIIf-7
II.NILALAMAN (Content)		ARALIN 5. Kultura Ko, Kultura Mo, Magkaiba, Magkapareho IBa’t Ibang pangkat ng Pilipino
III. KAGAMITANG PANTURO (Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide Pages)
2.Mga Pahina sa Kagamitang Pang-Mag-aaral (Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages)
4. Karagdagang Kagamitan mula sa portal ng Learning Resource (Additional Materials from Learning Resources (LR) Portal)		AP 3 Curriculum Guide
5. Internet Info Site		http://www.slideshare.net/jaredram55/mga-pangkat-etniko-sa-pilipinas
B.Iba pang Kagamitang Panturo (Other Learning Resources)
IV.PAMAMARAAN (Procedures)		Pagwawasto ng Takdang Aralin Balik-Aral: Mga Pagkikilanlang kulturang Pilipino
A.Balik-Aral sa  nakaraang aralin at/o pagsisimula ng aralin (Review Previous Lessons)		Ipataas ang mga kamay ng mga bata ayon sa kanyang pangkat na kinabibilangan ,Ilocano, Pangasinense, Tagalog etc.
B. Paghahabi sa layunin ng aralin (Establishing purpose for the Lesson)		Alamin Mo Ipapanood ang powerpoint presentation ng mga pangkat ng mga Pilipino kabialng ang 7 pangunahing pangkat ·         Ilocano ·         Pangasinense ·         Kapampangan ·         Tagalog ·         Bikolano ·         Bisaya ·         Muslim
C. Pag-uugnay ng mga halimbawa sa bagong aralin (Presenting examples /instances of the new lessons)		Talakayin ang napanood sa slideshow ng mga pangkat ng Pilipino.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan  #1  (Discussing new concepts and  practicing new skills #1.		Ipataas ang kamay ng mga batang kabilang sa 7 pangunahing pangkat.
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 (Discussing new concepts & practicing new slills #2)		Pangkatang Gawain Itala ang iba pang pangkat etniko sa ·         Luzon ·         Visayas at ·         Mindanao
F. Paglinang sa  Kabihasaan (Tungo sa Formative Assesment 3) Developing Mastery (Leads to Formative Assesment 3)		Ipaulat sa mga pangkat ang naitalang pangkat etniko
G. Paglalapat ng aralin sa pang araw-araw na buhay (Finding Practical Applications of concepts and skills in daily living)		Ang mga Pilipino ay binnubuo ng 7 pangunahing pangkat at iba pang pangkat etniko mula sa Luzon, Visayas at Mindanao.:
H. Paglalahat ng Aralin (Making Generalizations & Abstractions about the lessons)		Iguhit ang 👍 kapag mula sa 7 pangunahing pangkat at 💗 kung mula s aibang pangkat etniko. ____1. Tausug ____2. Tagalog ____3. Mangyan ____4.Ibaloi ____5. Ilocano
I.Pagtataya ng Aralin (Evaluating Learning)		Magdikit ng mga larawan ng halimbawa ng mga pangkat etniko sa bansa.
J. Karagdagang gawain para satakdang-aralin at remediation (Additional activities for application or remediation)		Napahahalagahan ang iba’t ibang pangkat ng tao sa lalawigan at rehiyon. AP3PKR-IIIf-7
V.MGA TALA (Remarks)
VI. PAGNINILAY (Reflection)
A.Bilangng mag-aaralnanakakuhang 80% sapagtataya (No.of learners who earned 80% in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba pang gawain para sa remediation (No.of learners who requires additional acts.for remediation who scored below 80%)
C. Nakatulongbaang remedial? Bilangng mag-aaralnanakaunawasaaralin? (Did the remedial lessons work? No.of learners who caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa remediation? (No.of learners who continue to require remediation)
E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
Anong suliranin ang aking naranasan na solusyunan sa tulong ng aking punungguro at superbisor?

Softcopy: 

Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 5

Softcopy: 

DLL_ARALING PANLIPUNAN 3_Q3_W5 

DLL_ENGLISH 3_Q3_W5 

DLL_ESP 3_Q3_W5 

DLL_FILIPINO 3_Q3_W5 

DLL_MAPEH 3_Q3_W5 

DLL_MATHEMATICS 3_Q3_W5 

DLL_MTB 3_Q3_W5 

DLL_SCIENCE 3_Q3_W5

e-RPMS Tools for Teachers

 

 

    RPMS (Results-based Performance Management System) is a tool used by the Department of Education in the Philippines to assess the performance of its teachers and Master Teachers. The system helps to ensure that all educators in the country are providing high-quality education and meeting the necessary standards. RPMS Tools for Teachers and Master Teachers are designed to make the process of evaluation more efficient and effective.

RPMS Tools for Teachers and Master Teachers include various forms and templates that teachers use to document their performance, such as the Individual Performance Commitment and Review Form (IPCRF), and the Performance Improvement Plan (PIP). These documents allow teachers to set goals and objectives for themselves, track their progress, and demonstrate their achievements to their supervisors.

The IPCRF is a form that teachers use to outline their performance goals and targets for the school year. It includes specific areas of evaluation, such as Teaching Competencies, Instructional Management, and Professional Development. The form also includes a self-assessment section, where teachers can evaluate their performance and identify areas for improvement.

The Performance Improvement Plan (PIP) is a tool that is used to help teachers who are struggling to meet their performance targets. The PIP outlines specific areas where improvement is needed and includes strategies for improvement, as well as a timeline for achieving the goals.

In addition to these forms and templates, RPMS Tools for Teachers and Master Teachers also include various resources and training modules. These resources provide guidance on how to use the tools effectively, as well as tips and strategies for improving performance.

Overall, RPMS Tools for Teachers and Master Teachers are essential resources for educators in the Philippines. By using these tools, teachers can ensure that they are meeting the necessary standards and providing high-quality education to their students. Additionally, these tools provide teachers with the support and guidance they need to continually improve their performance and achieve their professional goals.

CLICK BELOW TO DOWNLOAD THE RPMS POWERPOINT E-RPMS PORTFOLIO T1-T3;

free:  e-RPMS PORTFOLIO T1-T3

Guide: 

DM_s2023_008

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LONG VOWEL SOUNDS

   

  Long vowel sounds are a type of vowel sound that is pronounced for a longer duration than short vowel sounds. In English, there are five vowel letters: A, E, I, O, and U. Each of these letters can represent both short and long vowel sounds.

    A long vowel sound is usually produced by holding the sound of the vowel for a longer period than usual. The long vowel sounds are usually represented by a vowel followed by a silent "e" (such as "cake," "kite," "note," "tube," and "rule"), or by a vowel followed by another vowel (such as "boat," "sheep," "rain," "beet," and "soil").

    The long vowel sound of "A" is pronounced like the "A" in "cake," "gate," and "face." This sound is made by positioning the tongue low and forward in the mouth while opening the mouth wide.

    The long vowel sound of "E" is pronounced like the "E" in "beet," "see," and "me." This sound is made by positioning the tongue high and forward in the mouth while opening the mouth slightly.

    The long vowel sound of "I" is pronounced like the "I" in "kite," "ride," and "time." This sound is made by positioning the tongue high and forward in the mouth while opening the mouth wide.

    The long vowel sound of "O" is pronounced like the "O" in "note," "go," and "home." This sound is made by positioning the tongue low and back in the mouth while opening the mouth wide.

    The long vowel sound of "U" is pronounced like the "U" in "tube," "cute," and "music." This sound is made by rounding the lips while positioning the tongue high and back in the mouth.

    It's important to note that long vowel sounds can be tricky, especially for non-native English speakers. It's important to practice and listen to examples of the correct pronunciation to improve your skills.

 

 Click below to download the free tarpapel:

LONG VOWEL SOUND TARPAPEL