GRADE 1 to 12 School Grade Level II

DAILY LESSON Teacher Checked by:

LOG Date June 4, 2018- Monday Quarter First- Wk 1
Edukasyon sa Araling MAPEH
OBJECTIVES ENGLISH Mother Tongue MATH FILIPINO
Pagpapakatao Panlipunan ( Music )
A. Content Naipamamalas ang pag-unawa sa Naibibigay ang kahulugan ng Demonstrate understanding of Demonstrates understanding and Demonstrates understanding of Naipamamalas ang Demonstrates basic
Standard kahalagahan ng pagkilala sa sarili at komunidad. grade level appropriate words knowledge of language grammar whole numbers up to 1000, ordinal kakayahan at tatas sa understanding of
pagkakaroon ng disiplina tungo sa used to communicate and usage when speaking and/or numbers up to 20th, and money pagsasalita at pagpapahayag sound, silence and
pagkakabuklod-buklod o pagkakaisa writing. up to PhP100. ng sariling ideya, kaisipan, rhythmic patterns and
ng mga kasapi ng tahanan at karanasan at damdamin develops musical
paaralan Naisasagawa ang awareness while
mapanuring pagbasa upang performing the
mapalawak ang talasalitaan fundamental processes
in music

B. Performance Naisasagawa nang buong husay ang Naipamamalas ang pag-unawa sa Take turns in sharing inter and Speaks and writes correctly and Is able to recognize, represent, Naipahahayag ang Responds appropriately
Standard anumang kakayahan o potensyal at kahalagahan ng kinabibilangang intra personal experiences, effectively for different purposes compare, and order whole ideya/kaisipan/damdamin/re to the pulse of the
napaglalabanan ang anumang komunidad ideas, thoughts actions and using the basic grammar of the numbers up to 1000, ordinal aksyon nang may wastong sounds heard and
kahinaan feelings using appropriate language. numbers up to 20th, and money tono, diin, bilis, antala at performs with accuracy
words up to PhP100 in various forms and intonasyon the rhythmic patterns
contexts. F2TA-0a-j-2
Nababasa ang usapan, tula,
talata, kuwento nang may
tamang bilis, diin, tono,
antala at ekspresyon
F2TA-0a-j-3
C. Learning Naisakikilos ang sariling kakayahan sa Nauunawaan ang konsepto ng Talk about oneself and one’s Participate actively during Visualizes and represents Nagagamit ang naunang Identifies the difference
Competency/ iba’t ibang pamamaraan: ‘komunidad’ family story reading by making numbers from 0-1000 with kaalaman o karanasan sa between sound and
Objectives 1.1. pag-awit 1.1 Nasasabi ang payak na EN2OL-If-j-1.3 comments and asking emphasis on numbers 101 – 1 000 pag-unawa ng napakinggang silence accurately .
1.2. pagguhit kahulugan ng ‘komunidad’ using a variety of materials. teksto MU1RH-Ia-1
questions using complete
Write the LC code 1.3. pagsayaw 1.2 Nasasabi ang mga halimbawa M2NS-Ia-1.2 F2PN-Ia-2
1.4. pakikipagtalastasan ng ‘komunidad
sentences.
for each. MT2OL-Ia-6.2.1
1.5. at iba pa AP2KOM-Ia-1
EsP2PKP- Ia-b – 2

II. CONTENT Aralin 1 Nasusuri ang sariling Aralin 1: Kahulugan ng Lesson 1: Sounds Around UNANG SEMANA LESSON 1 Aralin 1 Yunit 1: Unang Semana
Transportation sounds Visualization and Identification of Kalusugan ng Pamilya ay (Rythm)
gusto, interes, kakayahan, Salitang Komunidad
Answering Wh questions Ako Ug Ang Akong Numbers from 101 – 500 Dapat Pangalagaan Pag-ila sa Tingog
kahinaan, damdamin/ emosyon (Ang Kahulugan sa Pulong
Pagsuta sa Kaugalingong Komunidad) Pamilya Pagtukoy sa mga
Pangunahing Ideya
(“Sound”) ug Kahilom
(“Silence”) sulod sa
Abilidad ug “Rhythmic Pattern”
Interes

*Recite/sing with ease

and confidence 3 to 5
 stanza rhymes in
culturally appropriate
manner.
* Use independently
culturally appropriate
common social
greetings in different
situations.
III. LEARNING
RESOURCES
A. References K-12 C.G p.26-27 K-12 C.G p.33 K-12 C.G p 28 K-12 C.G p.83-84 K-12 C.G p26 K-G p 22,38 K-12 C.G p9
1. Teacher’s Guide P 2-5 p. 2-3 p. 1-3 p.2-3 P.1-5 p.4-6 p.2-4
pages
2. Learner’s p. 2-6 p. 2-6 p.2-4 P.1-4 p 2-7 p.2-8
p. 2-5
Materials pages
3. Textbook pages
4. Additional Araling Panlipunan 2.2013.pp.2-12 BEAM ENG1 Module 3A – 1. Pagdiriwang ng Wikang
Materials from Sounds like Science. English Filipino 2. 2003. Pp. 2-7
Learning (Learner’s Material). Grade 2.
Resource (LR) 2013. pp. 2-15. Let’s Begin
portal Reading in English 2. 2013. pp
275-276.
B. Other Learning Tarpapel, larawan Diorama ng komunidad, larawan, Audio ( mp3), pictures, name tag, stickers, 1. Counters- such as drinking larawan ng mga taong Materials :
Resource tarpapel,muti-media tarpapel,muti-media straws, sticks, seeds, pebbles, naglilinis, tarpapel - picture of a toy car
songs, family pictures, coins - chart of the song
poem “Ang Akong 2. Cutouts of mangoes - any object that
3. Drawings/illustration of a tree produces sound
Pamilya”, pictures of
word chart
rhymes,muti-media
III.
PROCEDURES
A. Reviewing Magkaroon ng pagpapakilala sa sarili. Ipakita ang larawan ng komunidad. Listen to the sound made by Let the pupils open their Drill Ipakuha sa mga bata ang Greet with the usual SO
previous lesson Hikayatin ang mga bata Pag-usapan ito. what you see in the pictures. A. Using flash cards complete each kanilang sagutang papel, – SO – MI – SO – MI
or presenting the Put a check mark if it is a Learner’s Material, Unit item. Write your answer on your lapis at ang Kagamitan greeting.
na sabihin sa pagpapakilala ang
new lesson natatangi nilang kakayahan. correct sound and cross if it is 1, Week 1, Manganta Show Me Board ng Mag-aaral at pasagutan
not correct. Example: ang “Subukin Natin” sa LM,
Kita and singthe song pahina 2 .
“Kon Kita
Magakatigom”to the
tune of The More We
Get Together.
B. Let the pupils give the correct
number.
1. 5 tens + 7 ones =
2. 9 tens + 4 ones =
 C. Give the correct answer. Write
your answer on your Show Me
Board
1. 6 tens and 3 ones
_____ and ____ ones is ______
2. 5 tens and 8 ones
_____ and _____ ones is _____

B. Establishing a Ipaawit sa buong klase ang “Talento, Mga Tanong: What sounds do you hear Ask: Show a mango tree with Tumutulong ka ba sa Show a real toy car.
purpose for the Ipakita Mo!” sa tono ng Kung Ikaw ay  Unsa inyong ikasulti sa when you go to school? Do  What did you feel while numbered fruits in it. Call the pangangalaga ng ating Ask:
lesson Masaya. hulagway? Unsa pa gyud? you walk to school? What kind singing? pupils to pick the fruit from the kapaligiran?  Do you have a toy
 Kinsa man ang naa sa hulagway? of transportation do you take? (Unsa ang imong gibati samtang mango tree and read the number Pagbabahagi ng mga bata ng
car?
Nag-unsa man sila? Asa man sila nagkanta?) written on it. kanilang karanasan kaugnay
nahimutang?  Are you happy seeing your ng pagsama sa paglilinis ng (Aduna ba kamoy
 Unsa ang mga istruktura nga classmates last year? kapaligiran o kaya ay ng dulaan nga awto?)
makita sa hulagway? Unsa imong (Nalipay ba mo nga nakakita sa sariling bahay.  Describe it.
ikasulti niini? inyong mga classmates sa niaging Ipakita ang larawan ng isang (Ihulagway kini.)
tuig?) Ask: maruming kapaligiran.  Do you have other
 Is it possible to make friends 1. Can you eat the number of fruits Gusto mo bang tumigil dito? toys?
with those people that you know shown at the back? Bakit
(Aduna pa bamoy laing
now? 2. Is it too many? Or is it few? Bakit kaya naging marumi
(Mahimo ba nimo nga mahigala 3. Can you explain how many is the ang lugar na ito? mga dulaan?)
ang imong naila-ila karon?) number you are holding? Ano ang dapat nating gawin  Have you experienced
 What are we going to do now? sa lugar na ito? breaking your toy
(Unsa man ang atong buhaton Pagpapayaman ng accidentally?
karon?) Talasalitaan (Nakasulay naba kamo
 How are you going to introduce Hanapin ang kahulugan ng nga naguba ang inyong
yourself? salitang maysalungguhit sa
dulaan nga wala tuyo-
(Unsaon man nimo pagpaila-ila pangalawang
ang imong kaugalingon?) pangungusap. a?)
 What did you do to fix
it?
(Giunsa man nimo
pag-ayo ang imong
naguba nga dulaan?
C. Presenting Para mas mapalalim ang Itupi muna pansamantala ang Present pictures of vehicles. Teacher introduces a. Concrete Activity Basahin sa mga bata ang Presenta lively song
examples/ gawaing ito, hatiin ang klase larawan bilang panghamon at say the words and let the pupil himself/herself using appropriate Group the pupils by five depending tulang “Magtulungan Tayo” “Ang Awtoni Juan”.
instances of the sa apat at sundin ang paghahanda sa susunod na repeat them. expressions. on the number of pupils in a class. sa LM pahina 2. (Tune: Ang Fiera ni
new lesson direksyon sa Learning Module gawain. Good morning/noon/afternoon Make sure that each pupil has Juan).
pahina 2-3. children. objects bundled or grouped into
Gawain – “Sa Mata Makita” (Maayong(buntag/udto/hapon) 100s in trays or bags. Using the
“Inyo karon nga ilista ang inyong mga bata.) straws, the teacher will show
Unang Pangkat: Awitin ang “
mga nakita dinhi sa hulagway. How are you? groupings by 1s, 10s, and 100s. Let
Kung Ikaw ay Masaya “
Apan ang inyong pagabuhaton (Kumusta na kamo?) the pupils count the number of
magdepende kung unsa ang I am ____________. I am your straws they have.
Ikalawang Pangkat: Kantahin gipangayo kaninyo.” teacher. b. Pictorial
at Isayaw “ Dinhi Malipayaon” (Ako si ___________.Ako ang Using the play money- ask the
Pangkatin ang klase sa dalawa. inyong magtutudlo.) pupils to count the value of the
Ikatlong Pangkat: Ipatula ang Ibigay ang activity card sa bawat 3 following:
“Talento, Ipakita Mo” pangkat bilang gabay. Day 2 Example:
 I am glad to see and know each
Ikaapat na Pangkat: Ipa Rap one of you.
“Dinhi Malipayon” (Nalipay ako nga nakakita ug
nakaila kaninyo.)
c. Abstract
I put a flower in my name tag.
Let the pupils write the number
(Gibutangan nako og bulak ang
symbols that represent the value
akong name tag.)
of money.
It means that I love the beautiful
things around us.
(Nagpasabot kini nga gusto nako
ang mga maanindot nga butang
saatong palibot.)
(Note: The teacher puts on her
name tag as she introduces
herself.)
D. Discussing new Unang Pangkat Listen to the story of a grade 2 Give each pupil a name tag. (pre- Ask: How many hundreds are 1. Kanino ipinatutungkol ang Sing the presented song
concepts and Ipatala ang mga tao na nasa boy. Find out how he goes to made) there? tula? and do the actions. Let
practicing new Ipagawa ang nakasaad larawan. school. 1. Pupils put designs on their How many tens? How many ones? 2. Bakit kailangang maglinis the pupils sing and
skills #1 sa Talento Ipakita Mo. Aralin 1: Kahulugan ng Salitang name tags. They should be What is the total value of the ng paligid?
follow the actions
Komunidad encouraged to choose materials money? 3. Ano ang nais gawin ng
Talento , (Ang Kahulugan sa Pulong that tell about themselves. Ask- What if P 5 added to P100? sumulat ng tula? done.
Komunidad) (5 different materials are How will you describe the value? 4. Ano ang pangunahing Ask:
Ipakita Mo! Aralin 1: Kahulugan ng Salitang prepared by the teacher What is the number? ideya ng tula? - Who owns the car?
Magpuli-puli ang matag Komunidad beforehand) Ask them to write the number 5. Saang bahagi ng tula (Kinsay tag-iya sa
pundok sa pagpalabas (Ang Kahulugan sa Pulong 2. Group the pupils according to symbols. makikita ang dulaan nga awto?)
Komunidad) the designs of their name tags. Give another illustrative example pangunahing ideya?
sa ilang tahas. Ang (5 groups are expected to be such as 145, 356, 275 and 452. 6. Batay sa iyong karanasan,
- What happened to the
pinakanindot na palabas wheel of the toy car?
formed) Ask the pupils to describe and ano ang maaaring gawin
mao ang mananaug. 3. Have a small group sharing write the number symbols. upang makatulong sa (Unsa ang nahitabo
about their name tag designs for kalinisan ng paligid? saligidsadulaanni
3-5 minutes. Juan?)
Each pupil in a group should be - What did Juan do to
encouraged to use the courteous fix his toy car?
expressions in introducing one’s (Giunsa pag-ayoni Juan
self.
ang iyang dulaan?)
- If you were Juan,
would you do the
same? Why?
(Konikawsi Juan,
buhaton ba nimo ang
paagi nga gihimo niya?
Ngano man?)
- If you have toys or
belongings, how do you
take care of them?
(Unsaon man nimo pag-
amping sa imong
dulaan o butang?)
- What did you feel
 while singing?
(Unsa ang inyong
gibati samtang kamo
nagkanta?)
E. Discussing Ipasagot ang mga katanungang Ikalawang Pangkat Where was Lito going? Who is Pair the pupils. Bilangin ang mga nakalarawang 3. Repeat the song but
new concepts and nakasaad sa “Tubagon Ta at Hisgutan Ipatala ang mga istruktura na nasa Kuya Ben? How did Lito get to Let the pupils open their bagay at isulat ang katumbas na gradually substitute the
practicing new Ta” na nasa Learning Module pahina larawan. school? Learner’s Material, Unit 1, Week bilang nito sa iyong kuwaderno. underlined word with
Ang paglilinis ng kapaligiran
skills #2 4-5. 1 Unang Buluhaton A.
ay tungkulin nating lahat action only one at a
Sing the song “Kumusta Higala”
nang tayo ay makaiwas sa time until all the
to the tune of (Sampung Mga
anumang sakit. underlined words are
Daliri)to introduce oneself. Then,
exchange partner. acted.
4. Tap the table to the
rhythmic pattern of the
song. (Refer to the
pattern below as guide
for tapping.) Let the
pupils sing the song
again while tapping the
table.
AngAwtoni Juan
AngawtoniJuan
May buslotsaligid
(Repeat 3x)
Gipapitlanog “bubble
gum”.
5. Have the pupils tap
the table while
singing.
F. Developing Magkaroon ng pag-uulat ng What sounds were heard by Give other situations where in Bilangin ang mga nakalarawang A. Basahin ang teksto. Then let the pupils
mastery (leads to kanilang ginawa pagkatapos ng Lito? pupils will use the common social bagay at isulat ang katumbas na Sagutin ang sumusunod na clapto the rhythmic
Formative limang minuto. greetings. bilang nito sa iyong kuwaderno. mga tanong. pattern of the song
Assessment 3) Tatalakayin ito sa pamamagitan ng Example: You meet your school “Kumilos at Magkaisa” (clap only without
mga tanong na ito: principal one afternoon in the 1. Ano-anong patapong singing it). Make sure
 Unsa ang gihisgutan sa unang library, how are you going to bagay ang makikita sa ating they pause for every
grupo? Sa ikaduha? Unsa ang mga greet him/her? paligid? underlined word one at
gihimo sa mga tawo nga gihisgutan 2. Bakit ito hinahayaan ng a time as they repeat
sa unang grupo? mga tao? the song.
 Unsa ang mga nakita nga 3. Ano ang mangyayari kung
hulagway sa ikaduhang grupo? maraming basura sa ating
Para unsa man kini? paligid?
 Giunsa nimo pagtabang ang 4. Sino ang hinihiling na
imong mga kauban aron mahuman kumilos at magkaisa?
ang buluhaton? 5. Ano ang pangunahing
ideya ng kuwento?
 G. Finding Itanong: Hisgutan Ta! Itanong ang mga sumusunod: I Can Do it Bilangin ang mga nakalarawang Pangkatin ang mga bata. Ask:
practical 1. Unsa ang inyong gibuhat  Unsa ang mga susama niini nga Who said the ff. lines; bagay at isulat ang katumbas na Ipagawa ang Sanayin Natin - How did we sing the
application of mga istruktura ang makita dinhi sa 1. “I’m sorry Lito, there’s a bilang nito sa iyong kuwaderno. sa LM pahina 5 underlined words?
karon?
concepts and atua? Asa kini makita? Unsa ang traffic jam again. (Giunsa nato pagkanta
skills in daily mga benipisyo nga atong nadawat ang mga gibadlisan nga
2. Unsa ang inyong ikasulti sa gikan niini? mga pulong?)
living palabas sa matag pundok? Sa iyong pangkat, pag-usapan
 Sa unsang paagi namahimong - The teacher discusses
susama ang hulagway ug ang kung ano ang maaari pang that sounds can be
-Unang pundok tubagon sa imong lugar gipuy-an? gawin sa mga lumang bagay. associated with actions.
ikaduhang grupo  Sa mga nakita nato sa hulagway, Isulat sa papel ang inyong - Were we able to
-Ikaduhang pundok tubagon unsa ang pinakagamay nga mga sagot. produce a pleasant
kabahin sa komunidad? Unang Pangkat – lumang visual image with the
sa ikatulong grupo
Mahinungdanon ba ang pamilya diyaryo song?
-Ikatulong pundok tubagon
isip kabahin sa komunidad? Ikalawang Pangkat – lumang (Nakahimo ba kita og
sa ikaupat na grupo gulong
Nganong mahinungdanon man nindot nga mga
-Ikaupat na pundok Ikatlong Pangkat – lumang
kini? lihok/talan-awon sa
tubagon sa unang grupo. damit atong gikanta?)
3. Unsa ang angay nga Ikaapat na Pangkat – basyong - What were those
buhaton sa bote visual images?
(Unsa man kini nga mga
talan-awon?)
- Did you notice silence
and sound in the given
song/rhythmic pattern?
(Nakamatikodbakamoo
g “kahilom” ug “tingog”
saatonggikanta?)
- What part of the
song/rhythmic pattern
is in “silence”?
(Unsangbahinasakantaa
ngwalagitingog?)
- What part of the song
or rhythmic pattern is
sung or “sounded”?
(Unsangbahinasakantaa
nggitingog?)
H.Making Hinumdumi Kini: Sabihin: “Mga bata, kining tibuok What did you learn for today’s Ano-ano ang magagalang na Ask the following questions:
generalizations Ang matag-usa kanato, hulagway gitawag nga lesson? pananalita at pagbati ang ating What have you learned today?
and abstractions komunidad.” ginagamit? How do you identify the number of Ang teksto ay may
adunay nagkadaiyang Kailan natin ginagamit ang mga each set of objects from 101 to
about the lesson pinahahayag na ideya.
abilidad o talento. Ang ito? 500? Nakatutulong ang pagbibigay
How do drawings of objects in
uban kanato malipayon sa ng pangunahing ideya upang
bundles or packs help you count maintindihan ang nilalaman
pagdibuho, pagsayaw, numbers from 101- 500 ng narinig o binasa. Ang
pagkanta, pakig-istorya ug pangunahing ideya ay
daghan pa.. maaaring matagpuan sa
pamagat, unahan, gitna at
huling bahagi ng teksto.
Nakatutulong sa pag-unawa
ng pinakinggan ang pag-
 uugnay ng narinig sa sariling
karanasan.
I. Evaluating Ipasaulo ang kanta o rap na kanilang Give the correct number for each A. Isulat ang tsek (/) sa
learning ginawa. set. sagutang papel kung
“Base sa hulagway, naranasan mo na ang
sa inyong mga tubag pahayag at ekis (X) naman
kung hindi.
ug mga buluhaton 1. Nagtatapon ako ng basura
nga inyong gihimo, sa tamang tapunan.
unsa man ang 2. Iniuuwi ko ang aking
basura.
kahulugan sa 3. Tumutulong ako sa
komunidad?” proyektong pangkalinisan sa
aming barangay.
 Isulat ang sagot ng 4. Hinihiwalay ko ang
mga bata sa pisara. nabubulok sa di-nabubulok
Salungguhitan ang na basura.
5. Tinatakpan ko ang
pangunahing kaisipan basurahan upang hindi
na sasagot sa tanong. B. Let the pupils give the mangamoy at maiwasan ang
correct number. pagkalat ng mikrobyo.
Ipabasa ito sa mga 1. 2 hundreds + 7 tens + 8 ones =
bata. 2. 3 hundreds + 4 tens + 9 0nes
D. Fill in the blanks with the
correct number.
1. 452 = _____hundreds _____tens
_____ones
2. 276 = _____hundreds _____tens
_____ones

J. Additional Pagtalakay sa sagot ng mga ( Assignment) Proceed to end the

activities for bata. Gumuhit ng mga bagay ayon sa class by singing the
application or nakasaad na bilang sa iyong goodbye song.
remediation kuwaderno.
Halimbawa:

IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who earned 80% above ___ of Learners who earned 80% 80% above above above 80% above
in the evaluation above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
who require additional activities for remediation additional activities for remediation additional activities for additional activities for additional activities for remediation additional activities for earned 80% above
additional remediation remediation remediation
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
No. of learners lesson the lesson up the lesson the lesson the lesson up the lesson caught up the lesson
who have caught
up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
who continue to require remediation require remediation to require remediation require remediation require remediation continue to require continue to require
require remediation remediation
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Stratehiyang dapat gamitin: Strategies used that work well: Stratehiyang dapat Strategies used that
teaching ___ Group collaboration ___ Group collaboration well: __Koaborasyon ___ Group collaboration gamitin: work well:
strategies worked ___ Games ___ Games ___ Group collaboration __Pangkatang Gawain ___ Games __Koaborasyon ___ Group
well? Why ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games __ANA / KWL ___ Solving Puzzles/Jigsaw __Pangkatang Gawain collaboration
did these work? ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw __Fishbone Planner ___ Answering preliminary __ANA / KWL ___ Games
activities/exercises activities/exercises ___ Answering preliminary __Sanhi at Bunga activities/exercises __Fishbone Planner ___ Solving
___ Carousel ___ Carousel activities/exercises __Paint Me A Picture ___ Carousel __Sanhi at Bunga Puzzles/Jigsaw
___ Diads ___ Diads ___ Carousel __Event Map ___ Diads __Paint Me A Picture ___ Answering
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads __Decision Chart ___ Think-Pair-Share (TPS) __Event Map preliminary
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) __Data Retrieval Chart ___ Rereading of Paragraphs/ __Decision Chart activities/exercises
Poems/Stories Poems/Stories ___ Rereading of __I –Search Poems/Stories __Data Retrieval Chart ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/ __Discussion ___ Differentiated Instruction __I –Search ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama Poems/Stories ___ Role Playing/Drama __Discussion ___ Think-Pair-Share
___ Discovery Method ___ Discovery Method ___ Differentiated ___ Discovery Method (TPS)
___ Lecture Method ___ Lecture Method Instruction ___ Lecture Method ___ Rereading of
Why? Why? ___ Role Playing/Drama Why? Paragraphs/
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Complete IMs Poems/Stories
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Instruction
___ Group member’s ___ Group member’s ___ Complete IMs ___ Group member’s ___ Role
Cooperation in Cooperation in ___ Availability of Cooperation in Playing/Drama
doing their tasks doing their tasks Materials doing their tasks ___ Discovery
___ Pupils’ eagerness to Method
learn ___ Lecture Method
___ Group member’s Why?
Cooperation in ___ Complete IMs
doing their tasks ___ Availability of
Materials
___ Pupils’
eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties Mga Suliraning aking naranasan: Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among
did I encounter __Kakulangan sa makabagong naranasan: __ Pupils’ naranasan: __ Pupils’ behavior/attitude naranasan: pupils
which my kagamitang panturo. __Kakulangan sa makabagong behavior/attitude __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa __ Pupils’
principal or __Di-magandang pag-uugali ng kagamitang panturo. __ Colorful IMs kagamitang panturo. __ Unavailable Technology makabagong kagamitang behavior/attitude
supervisor can
help me solve? mga bata. __Di-magandang pag-uugali ng __ Unavailable Technology __Di-magandang pag-uugali Equipment (AVR/LCD) panturo. __ Colorful IMs
__Mapanupil/mapang-aping mga mga bata. Equipment (AVR/LCD) ng mga bata. __ Science/ Computer/ __Di-magandang pag- __ Unavailable
bata __Mapanupil/mapang-aping __ Science/ Computer/ __Mapanupil/mapang-aping Internet Lab uugali ng mga bata. Technology
__Kakulangan sa Kahandaan ng mga bata Internet Lab mga bata __ Additional Clerical works __Mapanupil/mapang- Equipment
mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan __ Additional Clerical __Kakulangan sa Kahandaan aping mga bata (AVR/LCD)
__Kakulangan ng guro sa ng mga bata lalo na sa works ng mga bata lalo na sa __Kakulangan sa __ Science/
kaalaman ng makabagong pagbabasa. pagbabasa. Kahandaan ng mga bata Computer/
teknolohiya __Kakulangan ng guro sa __Kakulangan ng guro sa lalo na sa pagbabasa. Internet Lab
__Kamalayang makadayuhan kaalaman ng makabagong kaalaman ng makabagong __Kakulangan ng guro sa __ Additional Clerical
teknolohiya teknolohiya kaalaman ng makabagong works
__Kamalayang makadayuhan __Kamalayang makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. What __Pagpapanuod ng video __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations:
innovation or presentation presentation __ Localized Videos presentation __ Localized Videos presentation __ Localized Videos
localized materials __Paggamit ng Big Book __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books
did I use/discover __Community Language Learning __Community Language views of the locality __Community Language views of the locality __Community Language from
which I wish to __Ang “Suggestopedia” Learning __ Recycling of plastics to Learning __ Recycling of plastics to be Learning views of the
share with other __ Ang pagkatutong Task Based __Ang “Suggestopedia” be used as Instructional __Ang “Suggestopedia” used as Instructional Materials __Ang “Suggestopedia” locality
teachers? __Instraksyunal na material __ Ang pagkatutong Task Materials __ Ang pagkatutong Task __ local poetical composition __ Ang pagkatutong Task __ Recycling of
Based __ local poetical Based Based plastics to be used
__Instraksyunal na material composition __Instraksyunal na material __Instraksyunal na as Instructional
material Materials
__ local poetical

GRADE 1 to 12 School Grade Level II

DAILY LESSON Teacher Checked by:
LOG Date Julne 5, 2018- Tuesday Quarter First- Wk. 1
Edukasyon sa Araling MAPEH
OBJECTIVES ENGLISH Mother Tongue MATH FILIPINO
Pagpapakatao Panlipunan ( Music )
A. Content Naipamamalas ang pag-unawa sa Naibibigay ang kahulugan ng Demonstrate understanding of Possesses developing language Demonstrates understanding of Nauunawaan ang ugnayan ng See that each person in
Standard kahalagahan ng pagkilala sa sarili at komunidad. punctuation marks, rhythm, skills and cultural awareness whole numbers up to 1000, ordinal simbolo at tunog this world has a unique
pagkakaroon ng disiplina tungo sa pacing, intonation and vocal necessary to participate numbers up to 20th, and money face (some are round,
 pagkakabuklod-buklod o pagkakaisa patterns successfully in oral up to PhP100. oval, square faced) and
ng mga kasapi ng tahanan at communication in different each has a different
paaralan contexts. body shape (some are
Demonstrates knowledge of and tall, fat, thin, small,
skills in word analysis to read, big)- showing the
write in cursive and spell grade variety of human
level words. beings in this world.
Demonstrates understanding of
grade level narrative and
informational texts.
Demonstrates positive attitude
towards language, literacy, and
literature.
B. Performance Naisasagawa nang buong husay ang Naipamamalas ang pag-unawa sa Fluently expresses ideas in Uses developing oral language to Is able to recognize, represent, Nababasa ang usapan, tula, Learn to observe
Standard anumang kakayahan o potensyal at kahalagahan ng kinabibilangang various speaking task name and describe people, compare, and order whole talata, kuwento nang may distinctions between
napaglalabanan ang anumang komunidad places, and concrete objects and numbers up to 1000, ordinal tamang bilis, diin, tono, facial features of
kahinaan communicate personal numbers up to 20th, and money antala at ekspresyon persons:
experiences, ideas, thoughts, up to PhP100 in various forms and F2TA-0a-j-3 - like shape of the eyes,
actions, and feelings in different contexts. nose, lips, head; and
contexts. texture of the hair and
Applies word analysis skills in can show these in a
reading, writing in cursive and drawing.
spelling words independently.
uses literary and narrative texts
to develop comprehension and
appreciation of grade level
appropriate reading materials.
values reading and writing as
communicative activities.
C. Learning Naisakikilos ang sariling kakayahan sa Nauunawaan ang konsepto ng Talk about oneself and one’s Read a large number of Visualizes and represents Nagagamit ang naunang Identifies and
Competency/ iba’t ibang pamamaraan: ‘komunidad’ family regularly spelled multi- numbers from 0-1000 with kaalaman o karanasan sa appreciates the
Objectives 1.1. pag-awit 1.1 Nasasabi ang payak na EN2OL-If-j-1.3 syllabic words. emphasis on numbers 101 – 1 000 pag-unawa ng napakinggang different styles of
1.2. pagguhit kahulugan ng ‘komunidad’ using a variety of materials. teksto Filipino artists when
MT2PWR-Ia-b-7.3
Write the LC code 1.3. pagsayaw M2NS-Ia-1.2 F2PN-Ia-2 they create portraits
1.4. pakikipagtalastasan 1.2 Nasasabi ang mga halimbawa
Use words unlocked during and still life (different
for each. story reading in meaningful
1.5. at iba pa ng ‘komunidad lines and colors)
EsP2PKP- Ia-b – 2 contexts. A2EL-Ia
AP2KOM-Ia-1 MT2VCD-Ia-i-1.2

II. CONTENT Aralin 1 Nasusuri ang sariling Aralin 1: Kahulugan ng Lesson 1: Sounds Around UNANG SEMANA Lesson 2: Associating Numbers Aralin 1 YUNIT 1: DEBUHO
gusto, interes, kakayahan, Salitang Komunidad Transportation sounds with Sets having 101 up to 500 Kalusugan ng Pamilya ay UNANG PAGTULON-AN
Answering Wh questions Objects or Things Dapat Pangalagaan Retrato
kahinaan, damdamin/ emosyon (Ang Kahulugan sa Pulong Ako Ug Ang Akong Mga Salitang
Pagsuta sa Kaugalingong Komunidad) Magkakasintunog
Abilidad ug Pamilya
Interes

Objectives
A. Review about the
different kinds of
 *Identify rhyming lines and shapes
B. Identify lines and
words in poems shapes in the
consisting of two to features of a face
C. Drawportrait of
three stanza poems. one’s friend using
*Identify the sound of lines and basic
shapes
letters of the alphabet D. Explore the
by showing different storytelling qualities
of art
pictures. E. Show love and
pride in one’s identity
III. LEARNING
RESOURCES

A. References K-12 C.G p.26-27 K-12 C.G p.33 K-12 C.G p 28 K-12 C.G p.83-84 K -12 C.G p. 26 K-12 C.G p.22,38 K-1Gp. 16
1. Teacher’s Guide P 2-5 p. 2-3 p. 4 p.2-3 p. 5-9 p. 2-7 P 120-123
pages
2. Learner’s p. 4-8 p. 2-6 pp. 5-6 p.2-4 p. 5-7 p.6-7 p.106-110
Materials pages
3. Textbook pages
4. Additional Araling Panlipunan 2.2013.pp.2-12 BEAM ENG1 Module 3A –
Materials from Sounds like Science. English
Learning (Learner’s Material). Grade 2.
Resource (LR) 2013. pp. 2-15. Let’s Begin
portal Reading in English 2. 2013. pp
275-276.
B. Other Learning Tarpapel, larawan Diorama ng komunidad, larawan, Audio ( mp3), pictures, name tag, stickers, 1. Pictures larawan ng batang babaeng Materials: pencil,
Resource tarpapel,muti-media tarpapel 2. Counters (bottle caps, pebbles, pilay crayon,CD player and
songs, family pictures, sticks, drinking straws, shells, tape of
poem “Ang Akong seeds, classicalmusic(optiona
3. Flats, longs, ones l)
Pamilya”, pictures of 4. Cut-outs of objects
word chart 5. Number Cards
rhymes,muti-media Lesson 2
III.
PROCEDURES
A. Reviewing Ipaawit sa buong klase ang “Talento, Ipakita muli ang larawan ng How do you go to school? Kantahin muli ang mga kanta na Preparatory Activities
previous lesson Ipakita Mo!” sa tono ng Kung Ikaw ay komunidad. Pag-usapan ito. napag-aralan kahapon. 1.Drill Ipagawa ang Tukoy Alam sa Review of the lines and
or presenting the Masaya. Review the sound of A. Ask the pupils to orally count T.G pahina 6 shapes (Please refer to
new lesson letters of the alphabet by numbers from 100 to 500, 222 to Tukoy-alam Learner’s Material
293, 467 to 500 Sabihin kung magkasintunog Unang Yunit, Unang
showing different B. Give the next number. o hindi ang pares ng mga Pagtulon-an)
pictures. Ask the pupils to “give the number salita.
Pupils open their before” each given number written walis- bote - kalesa - mesa
Learner’s Material Unit in the flash card dahon – kahon - gulay -palay
1, Week 1 Ikaduhang C. Ask the pupils to count malaki – lalaki - baso - tasa
backwards numbers 299 to 290,
Buluhaton
412 to
400 and 500 to 489
 2. Review
Count and write the correct
numeral for each illustration.

B. Establishing a Mga Tanong: What other transportations 1. Let the pupils go to their 1.Motivation Ipakita ang larawan ng isang
purpose for the  Unsa inyong ikasulti sa do you know? respective groups. Using number cards the teacher batang pilay. Motivation:
lesson .Itanong: hulagway? Unsa pa gyud? Group 1 - Classroom Setting will show numbers 2, 7 and 5. Hayaang pag-usapan ito ng 1. Have the pupils
*Unsa man ang inyong  Kinsa man ang naa sa hulagway? (Pupil introducing Then ask the pupils to form three mga bata. play the game “The
Nag-unsa man sila? Asa man sila himself/herself) digit numbers using these Bakit kaya siya pilay? Boat is Sinking”
gibati samtang kamo nahimutang? Group 2 - Principals Office (Pupil numbers. Then ask- what is the Hadlang ba ito sa kaniyang (Malunod Na Ang
nagkanta?  Unsa ang mga istruktura nga bringing a certificate for the biggest and smallest numbers araw-araw na pamumuhay? Baroto).
makita sa hulagway? Unsa imong principal to sign) formed? Pagpapayaman ng The teacher says a
ikasulti niini? Group 3 - In the Playground Talasalitaan specific number for
*Mahitungod sa unsa ( Meeting a new friend) Tukuyin ang kasingkahulugan the pupils to group
man nag kanta? Group 4 - In the House (Pupil ng mga salitang may until they will have
getting ready to go to school) salungguhit sa four (4) groups.
Group 5 – In the Library (Pupil pangungusap sa Hanay A. 2. Tell a story while
asking permission to borrow a Piliin ang letra ng tamang
the pupils act out
book) sagot sa Hanay B.
the objects being
2. Ask: What are the Common Hanay A Hanay B
Social Greetings that you use? 1. Hinuhugot ni Pedro ang
mentioned
Are these words important? kaniyang gamit na (underlined) in the
Why? nasa ilalim ng mesa story using body
2. Nakababagot ang buhay ng lang
isang taong walang
ginagawa.
3. Dapat magbasa ng mga
aklat dahil kapupulutan natin
makabuluhang aral.
uage.
Hanay B
a. nakakawalang gana at
nakakatamad
b. makukuhanan
c. kinukuha ng may
lakas
Ano ang ibig sabihin ng
hinuhugot? nakababagot?
kapupulutan?
Ipagamit ang mga ito sa
sariling pangungusap.
C. Presenting Today we shall have a game Unlock the following words by Presentation Ask:
examples/ Pag-usapan ang Pupil A will choose a picture of using pictures. Divide the class into groups. a. Who is mentioned in
instances of the nakaraang gawain sa transportation and ask pupil B - kalipay (children laughing) Provide each group with counters sa pahina 8 - sa LM “.” the story?
new lesson to produce its sound. - nagkahiusa (family holding such as popsicle sticks or drinking Basahin ang tula. Si Sonya” (Kinsa ang gihisgotan sa
kanilang gusto o mga hands together) straws. istorya?)
hilig na gawin. - buluhaton ( children doing Let the pupils bundle 5 sets of 100 b. What are the things
Magtanong kung anong household chores) popsicle sticks. seen by Pedro
- nagkauyon (through context Let the pupils write the number Kwadrado?
tawag sa hilig o clue) symbols on their Show Me Board. (Unsa ang mga butang
kakayahan nila sa - nagkahigugmaay ( through Do these lines of questioning until nga nakit-an ni Pedro
context clue) the pupil reach 1000? Kwadrado?)
pagkanta, pag-awit, At these points, the teacher will c. Are there lines and
pagsayaw, pagtula o use the flats, longs and ones. shapes? What are
pagguhit Show a chart as shown below, ask these?
the pupils to complete the table (Aduna ba kiniy mga
numbers up to 1000. linya ug porma? Unsa
man kini?)
d. How about your
friend’s face, are there
lines and shapes?
D. Discussing new Ipagawa sa mga bata ang Gawain This time mimic the sound of Activating Prior Knowledge Ask: How many popsicle sticks do Process: (Gallery Walk)
concepts and sa pahina 3-5 transportation and ask your Ask: you have? If you add another one 1. Show different
practicing new Ipagawa muli ang seatmate to identify the Have you read a poem about a bundle of 100, how many are 1. Sino ang tinutukoy sa tula? shapes of the face in a
skills #1 nakasaad sa Talento Unsa ang pangalan sa matag transportation. family? there? 2. Bakit hindi siya tree chart.
hulagway? Ipahaum ang imong (Nakabasa na ba kamo og balak nakababagot? Let the pupils have a
Ipakita Mo. mga tubag sa mga kahon nga mahitungod sa pamilya?) “Gallery Walk” on the
3. Ano-anong katangian ang
Talento , giandam alang sa mga niini. taglay niya? displayed shapes of
face.
4. Naging sagabal ba ang
Ipakita Mo! kaniyang kapansanan sa Ask:
kaniyang buhay? Bakit? a. What have you
Magpuli-puli ang matag
5. Paano mo maipakikita na observed?
pundok sa pagpalabas hindi hadlang ang (Unsa ang inyong
sa ilang tahas. Ang kapansanan para lumigaya? namatikdan?)
pinakanindot na palabas 6. Ano ang napansin sa mga b. What are the
mao ang mananaug. salitang nasa dulo ng bawat different shapes of the
linya ng tula? face?
7. Paano nalalaman na (Unsa ang lain-laing
magkasintunog ang pares ng porma sa nawong?)
mga salita?
 E. Discussing Ipaintindi sa mga bata na lahat tayo Mimic the sound of the Developing a purpose for reading Doing My Art:
new concepts and ay may kani kanilang interes, transportation in the picture a. Say: 1. Let the pupils set
practicing new kakayahan o talento na maaaring and classify the sound they We will read a poem today the standards in
Basahin ang salitang nasa
skills #2 mapakita sa lahat. make as loud or soft. (Magbasa kita og balak karon.) doing the artwork.
loob ng kahon. Pumalakpak
Let’s find out what is the poem 2. Let them draw
kung dapat taglayin ang
all about. freely their friend’s
katangian at pumadyak
(Tan-awon natounsay ipasabot sa portrait in a bond
naman kung hindi dapat.
balak.) paper.
mabait
We will see if you can read with 3. You may play a
madamot
proper expression, and correct classical or any
mareklamo
intonation instrumental music as
masigasig background while the
(Tan-awon nato kon makabasa ba
masipag pupils are doing their
kamo nga adunay husto nga
palasigaw artwork.
“expression” ug husto nga
“intonation”. )
b. Post the poem on the board.
c. Talk about the title and the
author of the poem.
d. Pupils count how many stanzas
there are in the poem.
F. Developing Ipakira sa mga bata ang larawan. Pagwawasto at pagtatalakay sa Check the picture if it makes 1. Reading of the poem by Bilangin ang mga nakalarawan
mastery (leads to kanilang mga sagot. loud sound and cross it if it bagay sa Hanay A at itambal ang Talking Time:
the teacher. (Modelling)
Formative makes soft sound. angkop na bilang nito sa Hanay B. Isagawa ang Gawin Natin sa 1. Once done, pupils
2. Pupils read the poem Isulat ang titik nang tamang sagot LM sa pahina 9
Assessment 3) show their artwork to
after the teacher using sa iyong sagutang papel. Basahin ang mga salita sa
Hanay A at piliin ang the class (Voluntary).
their Learner’s Material
kasintunog nito sa Hanay B. 2. Congratulate the
Unit 1, Week 1, Ikatulong pupils for doing the
Hanay A Hanay B
Buluhaton. 1. bata artwork well.
2. abogado 3. Letthem tell
3. kalaro something about their
Ipasagot ang mga tanong tungkol sa 4. palaka artwork.
mga larawang ipinakita. 5. Nanay
Hanay B
(baso, beke, tuta)
(abaka, abokado, doktor)
 Tubaga ang mga pangutana (baro, kalapati, tupa)
-Asa man ang imong hilig niining mga (manok, talangka, dahon)
hulagway? (tubero, nars, tinapay )
-Anaa ba diri?
-Kon wala diri, unsa man kini?
-Malipayon ba ka nga ginabuhat nimo
imong hilig/ abilidad sama sa gipakita
sa mga hulagway? Ngano?

G. Finding Kailangan nilang pumili sa mga Group Activity Ask: G. Finding Practical applications of Pangkatin ang mga bata. Guide Questions:
practical larawang ipinakita kung saan sa mga Imitate the sounds of a. Who are the persons concepts and skills Ipagawa ang Sanayin Natin a. What are the
application of ito ang gusto nilang gawin at bakit transportation and let the mentioned in the poem? different shapesof the
concepts and group identify the face?
(Kinsa ang mga tawo nga
skills in daily transportation. (Unsa ang mga
gihisgotan sa balak?) nagkalain-laing
living Pagsamahin ang mga salitang
b. Can you describe the family in magkakasintunog. Isulat ang porma sa nawong?)
the poem? sagot sa isang papel. b. In what parts of
(Imo bang mahulagway ang the face do you see
pamilya sa balak?) the different lines and
shapes?
c. Why is the home of this family
(Hain nga bahin sa
happy?
nawong makita ang
(Nganong malipayon man ang mga nagkalain-laing
ilang panimalay?) linya ug porma?)
d. Do you do the same at home? c. Do we have the
(Ingon ba usab niini ang inyong same shape of the
gibuhat sa inyong panimalay?) face? How about our
eyes? Nose? Lips?
e. What do you think makes a
Head? Texture of the
 family happy? hair? Why?
(Unsa man ang naghatag og (Managsama ba ang
kalipay sa pamilya?) porma sa atong
dagway? Ang atong
f. Do all families look like this?
mata? Ilong? Baba?
(Ingon niini ba ang tanang Ulo? Grano sa buhok?
pamilya?) Ngano man?)
d. How did you feel
while drawing your
friend’s face? Why?
H.Making Hinumdumi Kini: Sabihin: “Mga bata, kining tibuok Transportations make different Post the following words on the How do you visualize numbers Art Vocabulary:
generalizations Ang matag-usa kanato, hulagway gitawag nga sounds.They make loud and board. from 501 through 1000?  Portrait- a painting of
and abstractions komunidad.” soft sounds. Nanay - Tatay kalipay – kanunay How do you identify the number of Kailan nagiging magkatunog a person's face
adunay nagkadaiyang buluhaton – nagkauyon each set of objects from 501 to
about the lesson ang mga salita?  Natural Shapes- a
abilidad o talento. Ang Ask: 1000? Matutukoy ang mga salitang shape created by
 What have you observed on the
uban kanato malipayon sa ending sound of each pair of
magkakasintunog kung natural forces; not
magkapareho ang huling man-made
pagdibuho, pagsayaw, words? tunog.
pagkanta, pakig-istorya ug (Unsay inyong naobserbahan Halimbawa:
sakatapusang tingog sa pares nga
daghan pa.. pulong?)
lola - bola
suso - paso
 How do we call the pair of atis - batis
words that rhyme? talangka - palaka
(Unsa man ang atong tawag sa
mga pares sa pulong nga
naggaray?)
 What are rhyming words?
(Unsa man ang naggaray nga
pulong?)
Look for the rhyming words in
the poem. (can be done orally)
(Pangitaa ang mga pulong sa
balak nga naggaray).
I. Evaluating Talakayin ang mga sagot ng mga bata Ipasagot ang Gawain Look at each pictures. Check Directions: Count and write the Let the pupils draw a
learning tungkol sa kanilang larawan na napili. (/) if the sound it makes is loud correct numeral for each portrait of another
sa pahina 5-6. or soft. illustration. friend or classmate in a
bond paper.
Lagyan ng tsek (√) ang Let them tell what they
sagutang papel kung ang mga like best in that
salita ay magkakasintunog at particular person.
ekis (x) naman kung hindi. Post the best work in
1. tinder - kusinera the “Art Corner
2. kapitbahay - kaibigan
3. katulong – talong
4. nainis – malinis
5. sabay - sabaw
 J. Additional May karugtong na aralin Assignment: Complete the Have the pupils paste a picture ( Assignment) Sumulat sa kuwaderno ng
activities for kinabukasan following story. of their family in a ¼ size Iguhit ang sumusunod na bilang sa limang magkakasintunog na Group the class into
application or Hello. I’m ___________. I ride cartolina. Let them put designs iyong papel. Maaring gumamit ng mga salita. four. First and second
remediation in a ___ in going to school. on it. kahit anong larawan. Gamitin ang mga ito sa group will perform the
Halimbawa: pangungusap. first rhythmic pattern
while the third and
fourth group will
perform the second
rhythmic pattern.
Note: Patterns follow
the 4/4 time signature.

IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who earned 80% above ___ of Learners who earned 80% 80% above above above 80% above
in the evaluation above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
who require additional activities for remediation additional activities for remediation additional activities for additional activities for additional activities for remediation additional activities for earned 80% above
additional remediation remediation remediation
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
No. of learners lesson the lesson up the lesson the lesson the lesson up the lesson caught up the lesson
who have caught
up with the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
who continue to require remediation require remediation to require remediation require remediation require remediation continue to require continue to require
require remediation remediation
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Stratehiyang dapat gamitin: Strategies used that work well: Stratehiyang dapat Strategies used that
teaching ___ Group collaboration ___ Group collaboration well: __Koaborasyon ___ Group collaboration gamitin: work well:
strategies worked ___ Games ___ Games ___ Group collaboration __Pangkatang Gawain ___ Games __Koaborasyon ___ Group
well? Why ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games __ANA / KWL ___ Solving Puzzles/Jigsaw __Pangkatang Gawain collaboration
did these work? ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw __Fishbone Planner ___ Answering preliminary __ANA / KWL ___ Games
activities/exercises activities/exercises ___ Answering preliminary __Sanhi at Bunga activities/exercises __Fishbone Planner ___ Solving
___ Carousel ___ Carousel activities/exercises __Paint Me A Picture ___ Carousel __Sanhi at Bunga Puzzles/Jigsaw
 ___ Diads ___ Diads ___ Carousel __Event Map ___ Diads __Paint Me A Picture ___ Answering
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads __Decision Chart ___ Think-Pair-Share (TPS) __Event Map preliminary
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) __Data Retrieval Chart ___ Rereading of Paragraphs/ __Decision Chart activities/exercises
Poems/Stories Poems/Stories ___ Rereading of __I –Search Poems/Stories __Data Retrieval Chart ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/ __Discussion ___ Differentiated Instruction __I –Search ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama Poems/Stories ___ Role Playing/Drama __Discussion ___ Think-Pair-Share
___ Discovery Method ___ Discovery Method ___ Differentiated ___ Discovery Method (TPS)
___ Lecture Method ___ Lecture Method Instruction ___ Lecture Method ___ Rereading of
Why? Why? ___ Role Playing/Drama Why? Paragraphs/
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Complete IMs Poems/Stories
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Instruction
___ Group member’s ___ Group member’s ___ Complete IMs ___ Group member’s ___ Role
Cooperation in Cooperation in ___ Availability of Cooperation in Playing/Drama
doing their tasks doing their tasks Materials doing their tasks ___ Discovery
___ Pupils’ eagerness to Method
learn ___ Lecture Method
___ Group member’s Why?
Cooperation in ___ Complete IMs
doing their tasks ___ Availability of
Materials
___ Pupils’
eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties Mga Suliraning aking naranasan: Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among
did I encounter __Kakulangan sa makabagong naranasan: __ Pupils’ naranasan: __ Pupils’ behavior/attitude naranasan: pupils
which my kagamitang panturo. __Kakulangan sa makabagong behavior/attitude __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa __ Pupils’
principal or __Di-magandang pag-uugali ng kagamitang panturo. __ Colorful IMs kagamitang panturo. __ Unavailable Technology makabagong kagamitang behavior/attitude
supervisor can mga bata. __Di-magandang pag-uugali ng __ Unavailable Technology __Di-magandang pag-uugali Equipment (AVR/LCD) panturo. __ Colorful IMs
help me solve? __Mapanupil/mapang-aping mga mga bata. Equipment (AVR/LCD) ng mga bata. __ Science/ Computer/ __Di-magandang pag- __ Unavailable
bata __Mapanupil/mapang-aping __ Science/ Computer/ __Mapanupil/mapang-aping Internet Lab uugali ng mga bata. Technology
__Kakulangan sa Kahandaan ng mga bata Internet Lab mga bata __ Additional Clerical works __Mapanupil/mapang- Equipment
mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan __ Additional Clerical __Kakulangan sa Kahandaan aping mga bata (AVR/LCD)
__Kakulangan ng guro sa ng mga bata lalo na sa works ng mga bata lalo na sa __Kakulangan sa __ Science/
kaalaman ng makabagong pagbabasa. pagbabasa. Kahandaan ng mga bata Computer/
teknolohiya __Kakulangan ng guro sa __Kakulangan ng guro sa lalo na sa pagbabasa. Internet Lab
__Kamalayang makadayuhan kaalaman ng makabagong kaalaman ng makabagong __Kakulangan ng guro sa __ Additional Clerical
teknolohiya teknolohiya kaalaman ng makabagong works
__Kamalayang makadayuhan __Kamalayang makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. What __Pagpapanuod ng video __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations:
innovation or presentation presentation __ Localized Videos presentation __ Localized Videos presentation __ Localized Videos
localized __Paggamit ng Big Book __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books
materials did I __Community Language Learning __Community Language views of the locality __Community Language views of the locality __Community Language from
use/discover __Ang “Suggestopedia” Learning __ Recycling of plastics to Learning __ Recycling of plastics to be Learning views of the
which I wish to __ Ang pagkatutong Task Based __Ang “Suggestopedia” be used as Instructional __Ang “Suggestopedia” used as Instructional Materials __Ang “Suggestopedia” locality
share with other __Instraksyunal na material __ Ang pagkatutong Task Materials __ Ang pagkatutong Task __ local poetical composition __ Ang pagkatutong Task __ Recycling of
teachers? Based __ local poetical Based Based plastics to be used
__Instraksyunal na material composition __Instraksyunal na material __Instraksyunal na as Instructional
material Materials
__ local poetical

GRADE 1 to 12 School Grade Level II

DAILY LESSON Teacher Checked by:
LOG Date June 6, 2018- Wednesday Quarter First- Wk 1

Edukasyon sa Araling MAPEH

OBJECTIVES ENGLISH Mother Tongue MATH FILIPINO
Pagpapakatao Panlipunan ( Art )
A. Content Naipamamalas ang pag-unawa sa Naibibigay ang kahulugan ng Demonstrate understanding of Demonstrates the ability to read Demonstrates understanding of Naipamamalas ang Demonstrates
Standard kahalagahan ng pagkilala sa sarili at komunidad. letter-sound relationship for grade level words with sufficient whole numbers up to 1000, ordinal kakayahan at tatas sa understanding of body
pagkakaroon ng disiplina tungo sa effective transfer of learning accuracy speed, and expression numbers up to 20th, and money up pagsasalita at pagpapahayag shapes and body
pagkakabuklod-buklod o pagkakaisa to support comprehension to PhP100. ng sariling ideya, kaisipan, actions in preparation
ng mga kasapi ng tahanan at paaralan karanasan at damdamin for various movement
 activitie
B. Performance Naisasagawa nang buong husay ang Naipamamalas ang pag-unawa sa Correctly hears and records Reads with sufficient speed, Iis able to recognize, represent, Naipahahayag ang Performs body shapes
Standard anumang kakayahan o potensyal at kahalagahan ng kinabibilangang sounds accuracy, and proper expression compare, and order whole ideya/kaisipan/damdamin/re and actions properly
napaglalabanan ang anumang komunidad in reading grade level text. numbers up to 1000, ordinal aksyon nang may wastong
kahinaan numbers up to 20th, and money up tono, diin, bilis, antala at
to PhP100 in various forms and intonasyon
contexts. F2TA-0a-j-2
C. Learning Naisakikilos ang sariling kakayahan sa Nauunawaan ang konsepto ng Classify sounds heard Read grade level texts with Visualizes and represents numbers Nasasabi ang mensaheng nais Describes body shapes
iba’t ibang pamamaraan: ‘komunidad’ EN2PA-Ia-c-1.1 appropriate speed. (Note: from 0-1000 with emphasis on ipabatid and actions
Competency/ 1.1. pag-awit 1.1 Nasasabi ang payak na should include benchmarks numbers 101 – 1 000 using a F2PP-Ia-c-12 PE2BM-Ia-b-1
1.2. pagguhit kahulugan ng ‘komunidad’ variety of materials.
Objectives on number of words per
1.3. pagsayaw 1.2 Nasasabi ang mga halimbawa M2NS-Ia-1.2
1.4. pakikipagtalastasan ng ‘komunidad
minute once research and groups objects in ones, tens, and
Write the LC code data have been gathered )
for each. 1.5. at iba pa hundreds.
EsP2PKP- Ia-b – 2 AP2KOM-Ia-1 MT2F-Ia-i-1.5 M2NS-Ib-2.2
II. CONTENT Aralin 1 Nasusuri ang sariling Lesson2 Animal sounds UNANG SEMANA Lesson2: Aralin 1 Lesson 1.1.1.
Classification of loud or soft Associating Numbers with Sets Kalusugan ng Pamilya ay BODY SHAPES AND
gusto, interes, kakayahan, Aralin 2: Mga Bumubuo ng sounds Ako Ug Ang Akong having 101 up to 500 objects Dapat Pangalagaan ACTIONS
kahinaan, damdamin/ emosyon
Komunidad
Pagsuta sa Kaugalingong Pamilya Pagbibigay Kahulugan sa mga
(Ang mga Naglangkub sa Di-Kilalang Salita
Abilidad ug
Komunidad)
Interes
Objective: Differentiate
symmetrical and
asymmetrical shapes

*Supply rhyming
words (Pulong
Nagaray)
LEARNING
RESOURCES
A. References K-12 C.G p.26-27 K-12 C.G p.33 K-12 C.G p 28 K-12 C.G p.83-84 K-12 CG p 26 K-12 CG p 22,38 K-12 CG p 16
1. Teacher’s P 2-5 p. 4-5 pp. 5-7 p.2-3 p. 9-13 p. 7-8 p. 253-255
Guide pages
2. Learner’s p. 5-8 p. 6-8 p.4-7 p.8-10 p. 11-14 p. 237-239
pp. 7-9
Materials pages
3. Textbook
pages
4. Additional Araling Panlipunan 2.2013.pp.2-12 BEAM ENG1 Module 3A – 1. Kayamanan ng
Materials from Sounds like Science. English Lahi.Pagbasa 3.2000. Pp.58-
Learning (Learner’s Material). Grade 2. 60*
Resource (LR) 2013. pp. 2-15. Let’s Begin
portal Reading in English 2. 2013. pp
275-276.
B. Other Tarpapel, larawan Diorama ng komunidad, larawan, Audio ( mp3), pictures, name tag, stickers, 1. Picture, flashcard ng mga di kilalang cut-outs of pictures
Learning tarpapel,multi-media tarpapel 2. Bottle caps, sticks, drinking salita at mga larawan nito of symmetrical and
Resource songs, family pictures, straws, flashcards, other counters asymmetrical
poem “Ang Akong 3. Cut-outs
objects, pictures,
Pamilya”, pictures of illustrations of
 word chart symmetrical and
rhymes,muti-media asymmetrical body
movements, chart of
story “First Day Out”,
and tarpaulin
(provided by the
teacher) printed with
the game “Tell your
Steps”. If tarpaulin is
not available teacher
may draw the game
on the floor or use
any available
materials creatively.
III.
PROCEDURES
A. Reviewing Ipakita muli ang mga larawan na Ipakita ang larawan ng komunidad Mimic the transportation 1. Ask the pupils to display on the Drill Ipabasa ang mga salita na Prepare cut-out
previous lesson natalakay kahapon. Ipasagot ang mga na ginamit sa nakaraang aralin. sounds and identify them as wall their family pictures. The teacher will start number nakasulat sa flashcard. pictures of symmetrical
or presenting the tanong tungkol sa mga larawang Muling itanong kung ano ito. loud or soft sound. 2. Gallery walk: Pupils go around pattern, then the pupils should (estante, bentilador, and asymmetrical
new lesson the classroom and look at the recite paminggalan, palikuran, objects cut into halves.
ipinakita.
different family pictures mounted continuously until the teacher kubyertos) Sample of cut-out
on the wall of the classroom. stops then Ano ang ibig sabihin ng bawat pictures.
3. Once the pupils are seated, the a. 100, 200, 300 pupils, 900 salita?
teacher calls volunteers to tell b. 210, 220, 230, pupils 290 Ipaguhit ang bawat salita.
something about their family. c. 405, 406, 407, 408, pupils, 433
d. 695, 696, 697, 698, pupils, 710
2. Review
Shade the objects that give the
number in the box

Tubaga ang mga pangutana

-Asa man ang imong hilig niining mga
hulagway?
-Anaa ba diri?
-Kon wala diri, unsa man kini?
-Malipayon ba ka nga ginabuhat
nimo imong hilig/ abilidad sama sa
gipakita sa mga hulagway?
Ngano?
B. Establishing a Talakayin muli ang sagot ng mga bata Anu- ano ang mga bumubuo sa What kind of pet do you have ? 1. Show pictures of a family doing 1. Motivation Alin sa mga binasang salita sa Give each pupil half of
purpose for the tungkol sa kanilang larawan na napili. komunidad? Plot animals mentioned by the household chores together and a Sing a Song (Tune: Are you unang gawain ang hindi mo the picture.
lesson pupil using bubble map. family having a picnic in the park. sleeping) maintindihan ang Let the pupils stand and
Ask: There are 10 tens (2x) kahulugan? look for the one who
 Can you describe the picture? In 100 in 100 Ano ang ginawa mo upang holds the other half of
(Ihulagway kini.) Let us add 1 to it, let us add 1 to it maibigay ang kahulugan nito? his/her picture by
 What are they doing? It’s 101, it’s 101. singing the song below
 (Unsa man ang ilang gibuhat?) Ask. to the tune of “Are You
 Do you do these at home? How many tens are there in 100? Sleeping Brother John”
(Inyo ba kining gibuhat sa balay?) What if we add 100 to 100, what
 What are the activities that you number will be formed?
do at home? What if we add 20 to 100, what
(Unsa man ang inyong mga number will be formed?
buluhaton sa balay?) Is it important to know how to
count numbers?
C. Presenting LOOP A WORD Look at the picture of the 2. Think-Pair and Share Activity: Ask the pupils to bring out their Basahin ang mga Tell children to go back
examples/ Ipagawa ang Unang Gawain: Ipahanap sa loop a word ang goat. What sound does it Let each pair share theirfamily counters. pangungusap. to their cut-outs, what
instances of the pangalan ng mga istruktura na make? activities at home. Activity: 1. Ang plorera ay nilalagyan pair is divided equally?
new lesson makikita sa larawan. 3. Big group sharing: Encourage Divide the class into five. Give each ng bagong bulaklak (ball, tennis racket,
Sa unang gawain, hayaan ang
mga bata na pumili sa mga Hamunin ang mga bata na hanapin pupils to share the activities that group bundles/sets of counters of tuwing umaga. baseball bat)
larawang gusto nilang gawin. sa susunod na gawain ang kaugnay their family do at home. Call 100s, 10s and 1s. 2. Mangkok naman ang Pupils with cut-outs
Magguhit sila ng masayang mukha na larawan ng mga pangalang ito. some volunteers. nilalagyan ng pagkaing may divided equally will
kung ito ay hilig o talento nila at sabaw. stand and show their
malungkot na mukha naman 3. Ang batang siga ay malapit cut-outs to the class
kapag hindi nila hilig. sa gulo at walang then post them on the
kinatatakutan. board.
4. Masarap magbakasyon sa Into how many parts
isang liblib na pook. are these figures
Karaniwan ito’y tahimik at divided? (Two)
tago na lugar. What can you say about
5. Si Carlo ay nagpakita ng the parts? (Both sides
larawan ng bandurya. are the same/balance
Kahawig ito ng gitara. or equal.)

D. Discussing Talakayin ang kani-kanilang Gawin ang mga pangkatang Listen as the teacher reads the 1. Matching Game Ask: 1.Saan inilalagay ang Are the parts on both
new concepts mga sagot. Gawain. story of “Five Little Goats”. Have a matching game using Ask each group to complete the bulaklak? sides the same? (Yes)
and practicing Unang Pangkat illustrations with words that series given below. 2. Ano ang inilalagay sa Tell pupils that those
new skills #1 Ipahanap ang larawan ng mga rhyme. Give each pupil a picture. Group I 120, 121, 122, 123, 124, mangkok? pictures whose halves
bahagi ng komunidad na binanggit At the teacher’s signal, the pupils 125___, ____, ____, ____, ____ 3. Bakit malapit sa gulo ang are the same/balance
sa word puzzle. Ipaguhit ang linya find his/her partner by looking for Group 2 210, 211, 212, 213, 214, batang walang or equal are called
na magdudugtong sa larawan at the picture whose words rhymes 215 __, ____, ____, ____, ____ kinatatakutan? symmetrical. Emphasize
pamagat ng gawain. with the name of his/her picture. Group 3 325, ___, ___, 328, ___, 4. Ano-anong salita ang may the word symmetrical
The pairs then show their pictures 330, ____, ____, ___, ____ salungguhit? by letting the pupils say
to the class and say the rhyming Group 4 500, 450, 400, 350, ____, 5. Ano ang tawag sa salitang and spell the word
words together. ____, ____, ____, ____ may salungguhit? repeatedly to facilitate
Ask each group record the process 6. Ano ang ginamit na paraan retention.
of completing the series. upang malaman Tell pupils that a
What did you do to discover the ang di-kilalang mga salita? symmetrical shape is a
next five number using sets of shape that, if you draw
objects? a straight line from one
Ikalawang Pangkat How many objects are there in point of it to the other,
Gupitin ang mga bahagi ng larawan bigger and smaller bundles? will cut the shape
at hayaan ang mga bata na exactly in half, the same
dugtungin ito ng tama. Pagkatapos image is on both sides.
nito ay ipaayos ang mga salita For example, if you cut
upang makuha ang wasto at a perfect square in half
makahulugang pangungusap. from top to bottom,
 both sides are
symmetrical.
Now focus on those
pupils holding cut-outs
not equally divided and
let them show their cut-
outs to the class. Ask
them how the halves of
their cut-out differ from
those of the
Ikatlong Pangkat symmetrical shapes.
Pahulaan kung ano ang Tell pupils that those
misteryosong salita na tinutukoy sa pictures whose halves
bawat pangungusap. are not same/balance
or equal are called
asymmetrical. Tell them
that if you cut an
asymmetrical shape in
half from top to
bottom, both sides just
won’t match.
Ikaapat na Pangkat
Ipaguhit ang lugar kung saan
makikita ang mga nasa larawan.
Magkaroon ng pag-uulat ng
kanilang ginawa pagkatapos ng
limang minuto
E. Discussing Dito sa ikalawang gawain, hayaan ang .Tatalakayin ito sa pamamagitan ng What animal was mentioned in 2. Word Ladder Refer to the LM Gawain 1 pahina 8 Ipakita ang masayang mukha Tell the pupils that they
new concepts mga bata na pumili sa tatlong larawan mga tanong. Isulat ang sagot ng the story? What sound did it a. The class is divided into 5 Ibigay ang tamang bilang ayon sa kung wasto ang are going to play a game
and practicing na gusto nila.Lagyan ng bilang ang mga bata sa tsart na kagaya ng make? groups. Assign an area for each nakalarawan. gawain at malungkot na called statue dance.
new skills #2 kahon mula 1 hanggang 3. nasa ibaba. group. mukha kung mali. In playing the game all
b. Giveeach group blank word 1. Magtatanong sa mga they have to do is to
cards and a crayon. magulang. dance while the music is
c. The teacher gives each group a 2. Huwag sagutan ang played and freeze as the
word. For a given period, the takdang aralin. music is stopped.
groupsthink as many words as 3. Magpatulong kina ate at Remind them to move
possible that rhyme with the kuya. their body, hands and
word given to their group, write Sagot: __________ 4. Tingnan sa diksiyonaryo o feet freely as they
these words on the blank word internet. dance to have varied
cards and arrange them in a 5. Ipagawa sa kaklase ang positions when they
ladder-like order. takdang aralin. freeze. Let the whole
d. The group who makes the class play.
highest ladder wins. After the game, instruct
(NOTE: Give the winning group pupils to sit and choose
simple incentives) four or six children to
baso play the game in front
laso of the class.
Assign a pupil to take
charge of the music
 F. Developing - Tanungin sila kung bakit nila ito Itanong ang sumusunod: Play a CD tape. Let the pupils Give more examples of Rhyming Refer to the LM Gawain 2 pahina 9 Kilalanin ang mga salita sa Show a chart with
mastery (leads gustong gawin.  Unsa ang gibuhat sa una nga identify the sound of animals words (Pulong Naggaray). Ibigay ang tamang bilang ayon sa tulong ng mga larawan. Isulat illustrations of the
to Formative - Tanungin din kung nagustuhan ba pundok? Sa ikaduha? Sa ikatulo? Sa and classify them as loud or nakalarawan. ang letra ng sagot. shapes formed.
Assessment 3) nila ang kakayahan nila. ikaupat? soft sound.and soft sound. 1.plorera
- Tanungin din kung magkapareho ba  Unsa ang gipa kita sa matag 2. katre
ang kanilang mga hilig o talento. buluhaton? Sa unang pundok? Etc. 3. gwantes
Bakit?  Unsa sa mga nahisgutan ang 4. pluma
makita sa inyong komunidad? 5. batingaw
Sagot: __________

G. Finding Look at the picture of the Let the pupils identify the number Hanapin ang kahulugan ng di- Ask how the shapes in
practical animal and produce the sound for each sets of objects. kilalang salitang may Chart A differ from that
application of Tanungin ang mga bata kung it makes and classify them as salungguhit sa pangalawang of Chart B.
concepts and nagpapasalamat ba sila sa Puong loud or soft sound or let the pangungusap. Isulat sa Let them distinguish
skills in daily Maykapal sa kanilang natanggapo pupils do “ I Can Do It on page sagutang papel. symmetrical and
living naangking kakayahan o talento. 8 of LM. 1. Marusing ang bata sa asymmetrical shapes.
lansangan. Marumi din
Tanungin din kung paano nila mapa- ang kaniyang damit at siya’y
unlad ang kanilang talento? nakayapak.
2. Mahalimuyak ang buong
hardin. Mabango kasi
ang mga bulaklak dito.
3. Masagana ang buhay ni
Mang Narding. Mayaman kasi
ang kaniyang pamilya.
H.Making Hinumdumi Kini: Remember this: How do we associate numbers Ano ang dapat gawin upang Remember:
generalizations Ang matag-usa kanato, Different animals make using sets of objects from 101 – masabi ang kahulugan ng A symmetrical pose is
and abstractions different sounds. Their sounds 500? mga hindi kilalang when you draw a
about the lesson adunay nagkadaiyang could be soft or loud. What should you do to identify the salita? straight line at the
abilidad o talento. Ang number from 101 to 500 in a given May ilang pamamaraan center part of your
sets of objects or things? upang madaling maunawaan body from top to
uban kanato malipayon sa ang mga di-kilalang salita. bottom; both sides are
pagdibuho, pagsayaw, 1. sa pamamagitan ng the
pagkanta, pakig-istorya ug larawan same/balance/proporti
2. gamit sa pangungusap on.
daghan pa.. 3. aktuwal na bagay Asymmetrical pose is
4. pagsusuri ng hugis at anyo when you draw a
ng mga nakalarawan straight line at the
center part of your
body from top to
bottom, both sides are
not alike.
 I. Evaluating Magpaguhit sa mga bata ng malaking Itanong sa mga bata ang Measure My Learning Give the number for each set of Alamin ang mga di-kilalang Show simple dance
learning hugis puso at ipasulat sa loob nito ang sumusunod: Connect the animals to the objects. salita sa pamamagitan ng steps using symmetrical
kanilang mga sagot. a. Nganong mahinungdanon man sound they make on page 9 of larawan. Pagtambalin ito sa and asymmetrical body
nga aduna kitay mga susama niini LM. pamamagitan ng pagsulat ng movements. (Teacher
sa atong komunidad? letra ng pangalan ng bawat selects a song that is
b. Unsa ang imong matabang aron larawan. Gawin ito sa sulating fitted for the simple
mas mapalambo kining mga papel. dance movement to be
butanga? executed.
c. Unsa ang imong gibati sa imong
pagkahibalo nga aduna kay
ikatabang sa nahisgutan nga mga
butang?
d. Pananglitan ang inyong lugar nga
gipuy-an walay simbahan o isa
niining mga naa sa tsart, matawag
ba gihapon kini nga komunidad?
Ngano man?

J. Additional Agreement: Think of other Ibigay ang kabuuang bilang. Isulat Gumawa ng Pasaporte ng Cut out from old
activities for animals to take the place in the sa iyong kuwaderno. mga Di-Kilalang Salita. magazines or
application or story. Be able to mimic its 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 Isulat dito ang mga di-kilalang newspapers 5 pictures
remediation sound. + 1 + 1 + 1 + 1 = ____ salita na iyong natutunan. of symmetrical and 5
2. 400 + 100 + 100 + 100 + 100 + Iguhit sa tapat nito ang pictures of
100 + 10 + 10 + 10 + 10 + 10 + 10 + natutunan mong kahulugan asymmetrical shapes.
10 + 1 + 1 + 1 = _____ nito.
3. 300 + 100 + 100 + 100 + 10 + 10
+ 10 + 10 + 10 + 10 + 10 + 10 + 10 +
1 + 1 + 1 + 1 + 1+ 1 + 1 = _____
4. 200 + 100 + 100 + 100 + 100 +
100 + 100 + 10 = _____
5. 500 + 100 + 100 + 100 +70 + 10 +
10 + 1 + 1 + 1 = ___

IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who earned 80% in above ___ of Learners who earned 80% 80% above above above 80% above
the evaluation above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
who require additional activities for remediation additional activities for remediation additional activities for additional activities for additional activities for remediation additional activities for earned 80% above
additional
activities for remediation remediation remediation
remediation who
scored below 80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners
who have caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
up with lesson the lesson up the lesson the lesson the lesson up the lesson caught up the lesson
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
who continue to require remediation require remediation to require remediation require remediation require remediation continue to require continue to require
require
remediation remediation remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Stratehiyang dapat gamitin: Strategies used that work well: Stratehiyang dapat Strategies used that
teaching strategies
worked well? Why
___ Group collaboration ___ Group collaboration well: __Koaborasyon ___ Group collaboration gamitin: work well:
did these work? ___ Games ___ Games ___ Group collaboration __Pangkatang Gawain ___ Games __Koaborasyon ___ Group
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games __ANA / KWL ___ Solving Puzzles/Jigsaw __Pangkatang Gawain collaboration
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw __Fishbone Planner ___ Answering preliminary __ANA / KWL ___ Games
activities/exercises activities/exercises ___ Answering preliminary __Sanhi at Bunga activities/exercises __Fishbone Planner ___ Solving
___ Carousel ___ Carousel activities/exercises __Paint Me A Picture ___ Carousel __Sanhi at Bunga Puzzles/Jigsaw
___ Diads ___ Diads ___ Carousel __Event Map ___ Diads __Paint Me A Picture ___ Answering
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads __Decision Chart ___ Think-Pair-Share (TPS) __Event Map preliminary
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) __Data Retrieval Chart ___ Rereading of Paragraphs/ __Decision Chart activities/exercises
Poems/Stories Poems/Stories ___ Rereading of __I –Search Poems/Stories __Data Retrieval Chart ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/ __Discussion ___ Differentiated Instruction __I –Search ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama Poems/Stories ___ Role Playing/Drama __Discussion ___ Think-Pair-Share
___ Discovery Method ___ Discovery Method ___ Differentiated ___ Discovery Method (TPS)
___ Lecture Method ___ Lecture Method Instruction ___ Lecture Method ___ Rereading of
Why? Why? ___ Role Playing/Drama Why? Paragraphs/
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Complete IMs Poems/Stories
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Instruction
___ Group member’s ___ Group member’s ___ Complete IMs ___ Group member’s ___ Role
Cooperation in Cooperation in ___ Availability of Materials Cooperation in Playing/Drama
doing their tasks doing their tasks ___ Pupils’ eagerness to doing their tasks ___ Discovery
learn Method
___ Group member’s ___ Lecture Method
Cooperation in Why?
doing their tasks ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
Cooperation in doing
their tasks
F. What difficulties Mga Suliraning aking naranasan: Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among
did I encounter
which my principal
__Kakulangan sa makabagong naranasan: __ Pupils’ behavior/attitude naranasan: __ Pupils’ behavior/attitude naranasan: pupils
or supervisor can kagamitang panturo. __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa __ Pupils’
help me solve? __Di-magandang pag-uugali ng kagamitang panturo. __ Unavailable Technology kagamitang panturo. __ Unavailable Technology makabagong kagamitang behavior/attitude
mga bata. __Di-magandang pag-uugali ng Equipment (AVR/LCD) __Di-magandang pag-uugali Equipment (AVR/LCD) panturo. __ Colorful IMs
__Mapanupil/mapang-aping mga mga bata. __ Science/ Computer/ ng mga bata. __ Science/ Computer/ __Di-magandang pag- __ Unavailable
bata __Mapanupil/mapang-aping Internet Lab __Mapanupil/mapang-aping Internet Lab uugali ng mga bata. Technology
__Kakulangan sa Kahandaan ng mga bata __ Additional Clerical works mga bata __ Additional Clerical works __Mapanupil/mapang- Equipment
mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan aping mga bata (AVR/LCD)
__Kakulangan ng guro sa mga bata lalo na sa pagbabasa. ng mga bata lalo na sa __Kakulangan sa __ Science/
 kaalaman ng makabagong __Kakulangan ng guro sa pagbabasa. Kahandaan ng mga bata Computer/
teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa lalo na sa pagbabasa. Internet Lab
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa __ Additional Clerical
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong works
__Kamalayang makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. What innovation __Pagpapanuod ng video __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations:
or localized
materials did I
presentation presentation __ Localized Videos presentation __ Localized Videos presentation __ Localized Videos
use/discover which __Paggamit ng Big Book __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books
I wish to share __Community Language Learning __Community Language views of the locality __Community Language views of the locality __Community Language from
with other __Ang “Suggestopedia” Learning __ Recycling of plastics to Learning __ Recycling of plastics to be Learning views of the
teachers?
__ Ang pagkatutong Task Based __Ang “Suggestopedia” be used as Instructional __Ang “Suggestopedia” used as Instructional Materials __Ang “Suggestopedia” locality
__Instraksyunal na material __ Ang pagkatutong Task Based Materials __ Ang pagkatutong Task __ local poetical composition __ Ang pagkatutong Task __ Recycling of
__Instraksyunal na material __ local poetical Based Based plastics to be used as
composition __Instraksyunal na material __Instraksyunal na Instructional
material Materials
__ local poetical

GRADE 1 to 12 School Grade Level II

DAILY LESSON Teacher Checked by:
LOG Date June 7, 2018- Thursday Quarter First- Wk. 1
Edukasyon sa Araling MAPEH
OBJECTIVES ENGLISH Mother Tongue MATH FILIPINO
Pagpapakatao Panlipunan ( Health )
A. Content Naipamamalas ang pag-unawa sa Naibibigay ang kahulugan ng Demonstrates the ability to Demonstrates understanding of Nagkakaroon ng papaunlad The Learner
Demonstrate understanding of
Standard kahalagahan ng pagkilala sa sarili at komunidad. formulate ideas into sentences or whole numbers up to 1000, na kasanayan sa wasto at demonstrates
letter-sound relationship for
pagkakaroon ng disiplina tungo sa longer texts using conventional ordinal numbers up to 20th, and maayos na pagsulat understanding of the
effective transfer of learning
pagkakabuklod-buklod o pagkakaisa ng spelling. money up to PhP100. importance of
mga kasapi ng tahanan at paaralan respecting individual
differences and
managing feelings
 B. Performance Naisasagawa nang buong husay ang Naipamamalas ang pag-unawa sa Uses developing knowledge and Is able to recognize, represent, Nakasusulat nang may The Learner
Correctly hears and records
Standard anumang kakayahan o potensyal at kahalagahan ng kinabibilangang skills to write clear and coherent compare, and order whole wastong baybay, bantas at demonstrates respect
sounds
napaglalabanan ang anumang komunidad sentences, simple paragraphs, numbers up to 1000, ordinal mekaniks ng pagsulat for individual
kahinaan and friendly letters from a variety numbers up to 20th, and money F2TA-0a-j-4 differences and
of stimulus materials. up to PhP100 in various forms and managing feelings in
contexts. healthful ways
C. Learning Naisakikilos ang sariling kakayahan sa Nauunawaan ang konsepto ng
Classify sounds heard Read with understanding Associates numbers with sets Nakagagawa ng pataas- Accept individual
Competency/ iba’t ibang pamamaraan: ‘komunidad’ grade level text. having 501 up to 1000 objects pababang guhit differences and
EN2PA-Ia-c-1.1
Objectives 1.1. pag-awit 1.1 Nasasabi ang payak na MT2PWR-Ia-d-7.5 and gives the number of objects F2PU-Ia-j-1.1 similarities
1.2. pagguhit kahulugan ng ‘komunidad’ M2NS-Ib-2.2
Write the LC code 1.3. pagsayaw 1.2 Nasasabi ang mga halimbawa
for each. 1.4. pakikipagtalastasan ng ‘komunidad
1.5. at iba pa AP2KOM-Ia-1
EsP2PKP- Ia-b – 2
II. CONTENT Aralin 1 Nasusuri ang sariling Lesson 3: Sounds of Musical UNANG SEMANA Lesson 3: Aralin 1
Instruments Numbers with sets having 501 up Kalusugan ng Pamilya ay
gusto, interes, kakayahan, Aralin 2: Mga Bumubuo ng Musical Instrument Sounds Ako Ug Ang Akong to 1000 objects. Dapat Pangalagaan
kahinaan, damdamin/ emosyon
Komunidad
Pagsuta sa Kaugalingong
High/Low Sound Pamilya Pataas-Pababang Guhit
(Ang mga Naglangkub sa
Abilidad ug
Komunidad)
Interes

Objective:
Answer 75% of the
items of the test
*Read phrases and correctly
sentences consisting
of words being
studied and answer
higher level questions
about them.
III. LEARNING
RESOURCES
A. References K-12 C.G p.26-27 K-12 C.G p.33 K-12 C.G p 28 K-12 C.G p.83-84 K-12 C.G p 26 K-12 C.G p 22, 38 K-12 C.G p
1. Teacher’s Guide P5 p. 4-5 pp. 7-8 p.2-3 P 13-19 P 8-9 p.349-351
pages
2. Learner’s pp. 6-10 p. 6-8 pp. 10-13 P5-8 P11-12 P15-17 p. 318-320
Materials pages
3. Textbook pages
4. Additional Edukasyon sa Pagpapakatao 2. Araling Panlipunan 2.2013.pp.2- BEAM ENG1 Module 3A – 1. Pagdiriwang ng Wikang
Materials from Tagalog. 2013. pp. 2-13 12 Sounds like Science. English Filipino 2.2003.p.75*
Learning (Learner’s Material). Grade 2. 2. Ang Bagong Batang Pinoy
Resource (LR) 2013. pp. 2-15. Let’s Begin Filipino 2. 2013. p.16
portal Reading in English 2. 2013. pp
275-276.
B. Other Learning Tarpapel, larawan Diorama ng komunidad, larawan, Audio ( mp3), pictures, name tag, stickers, 1. Rubber bonds Lapis, papel, tarpapel Charts, enlarged
Resource tarpapel,multi-media tarpapel 2. Bottle caps picture of the picture
songs, family pictures, 3. Sticks in the unit opener
 poem “Ang Akong 4. Drinking straws
5. Flashcards
Pamilya”, pictures of
word chart
rhymes,muti-media
III.
PROCEDURES
A. Reviewing Listen to the animal sounds Review the Rhyming words they 1. Drill Tukuyin kung nasa itaas ba o
previous lesson and identify them whether learned yesterday. Counting numbers using the nasa ibaba ang ilang mga
or presenting the high or low. number chart 0-100. bagay na makikita sa
new lesson kapaligiran.
- ulap - bubong - aklat
- tubig - sahig - mesa
- puno - ilaw - electric fan

Review
Give the correct answer.

B. Establishing a Sa gawaing ito, ang mga Pagtalakay muli sa mga What is your favorite musical Group the pupils into five. Ipakita kung paano ginagawa Motivation
purpose for the pangkatang Gawain na ginawa ng instrument? Give each group 3 sets of cutout ang pataas-pababang guhit. Ask:
lesson
bata ay papipiliin sa mga mga bata kahapon. objects with 100s, 10s and 1s in Sa pagsulat nito, siguraduhin What have you learned
sitwasyon kung ito ba ay three colors, red, yellow and na sabayan ng bilang ang in your Health subject
green. pagsulat. in Grade I?
tama o mali. Maaari nilang The teacher will say,” Bring me 3 What else do you want
lagyan ng tsek ang kahon. red hundreds, 2 yellow tens and 4 to learn about health?
green ones” Present pictures of
The first group who can bring the happy and healthy
objects to the teacher wins. children.
Ask:
Why is it important to follow
directions?
What will happen if you do not
follow directions?
C. Presenting Dito sa unang gawain sa Itanong ang sumusunod: Let’s do the Orchestra Game. I 1. Singing the song “May Presentation Discussion of the
examples/  Unsa ang gibuhat sa una nga will assign pupils to play Malipayong Panimalay” to the The teacher will post the picture Overview of the Unit
instances of the
pasulit, dahil magkaiba-iba pundok? Sa ikaduha? Sa ikatulo? instruments. As I point on tune of “This is the Way”. Let the as illustrated below. Mga dapat tandaan sa Our first unit is about
new lesson ang hilig , interes o talento Sa ikaupat? them, each pupil will make the pupils open their Learners Call 2 or 3 pupils to read the short pagsulat: personal health. This
 Unsa ang gipa kita sa matag sound that the instrument can Material, Unit 1,Week 1, story. ( see tarpapel ) and let them 1. Hawakan ang lapis nang
ng bawat isa, sa ipinakitang buluhaton? Sa unang pundok? produce. Manganta Kita. answer the questions that follow.
unit will help us
isang pulgada ang layo mula demonstrate respect
larawan, ipasunod-sunod Etc. Actions: sa dulo ng daliring hinlalaki, for individual
nila ito, lagyan ng bilang  Unsa sa mga nahisgutan ang May malipayong (clap the hands) hintuturo, at gitnang daliri. differences and
makita sa inyong komunidad? panimalay (form palms in 2. Iayos ang papel sa desk. manage feelings in
mula 1 hanggang 6 batay sa inverted V position) Ipatong sa bandang itaas nito healthful ways. We
kanilang gusto, hilig o Nga akong nakita(place your 4 ang kanan o kaliwang kamay. have to accept that
right fingers on the right 3. Magsulat mula kaliwa- no two children are
 talento. eyebrow) pakanan. exactly alike. Children
Si Tatay ug si Nanay (point the left 4. Magsulat nang marahan at differ in physical
pointer, then the middle finger) may tamang diin. characteristics. They
Si Dodong ug si Inday(point the 5. Umupo nang maayos sa also differ in their
ring finger, then the little finger) upuan. interests and
Silang tanan naghinigugmaay capabilities.
(place the two hands on the
chest)
Sa usa ka panimalay (palms in
inverted V formation)

D. Discussing new Muling ipabasa sa mga bata ang What instruments did they Ask: Processing To be happy and
concepts and kanilang mga sagot sa tsart. play? What sounds did you a. What is the song about?(Bahin What did you do to get the healthy, children need
practicing new Itanong: “Gikan niini nga mga hear? Which has loud sound? sa unsa ang kanta?) number of hundreds, tens and to:
skills #1 tubag nga inyong gihatag, asa soft sound? high sound?low b. Why is the family happy? ones? pahina 15 sa LM 1. feel that they belong
man kaha niini ang mga kabahin sound? (Nganong malipayon man ang Did you count the objects 1. Ano-ano ang dapat to a group.
sa atong komunidad?” pamilya?) carefully? tandaan sa pagsulat? 2. share their feelings.
c. Can you give rhyming words 2. Bakit may mga dapat 3. express their feelings
from the song? (Makahatag ba ka tandaan sa pagsulat? appropriately.
og mga pulong nga naggaray 3. Sa iyong palagay, ano ang 4. be exposed to
(rhyming words) gikan sa kanta?) mangyayari kung hindi natin appropriate situations
d. What are these rhyming ito isasagawa? for them. They should
words? (Unsay buot ipasabot sa be keep away from
pulong nga “garay” o “rhyming inappropriate places
words”?) and inappropriate
persons and activities.
5. show or demonstrate
respect for the feelings
of others.
6. show proper attitude
to the differently-able
and mentally-
challenged individuals.
E. Discussing Listen to the sound and Gamit ang mga kongkretong Setting of Standards
new concepts and Identify the instrument. . 1. Let the pupils read the poem bagay gaya ng straw, patpat, What are you going
practicing new “ Ang Akong Pamilya” maliliit na bato o kabibe, bumuo to do while taking the
Ask: What are the rhyming words ng mga bilang na nakasaad sa Mahalaga na sundin ang mga test?
skills #2 panuntunan sa pagguhit
found in the poem? bawat bilang gamit ang hundreds,
2. Discuss the features of a poem. tens at ones. upang matutunan ang tamang
(e.g. rhythm and rhyme). Halimbawa: pamamaraan at maging
malinis at maayos ang sulat o
guhit.
 F. Developing -Asa man ang imong hilig Ipasok sa loob ng isang kahon ang Encircle the musical Call other pupils to choose a Gawain 2
mastery (leads to larawan ng mga bumubuo ng instrument. pair of rhyming words on the Bilangin ang mga larawan sa
Formative
niining mga hulagway? komunidad kasama ng mga board. Let each pupil make a kahon at isulat ang angkop na
Gumawa ng pataas-pababang
Assessment 3) larawang panggulo. Haluin ito. phrase out of the pair of bilang nito sa iyong papel.
guhit. Gawin sa papel ng
Tumawag ng bata at padukutin rhyming words.
(NOTE: Give incentives to limang beses. Gayahin ang
siya ng larawan sa kahon. Ipadikit
pupils who are able to form modelo
ito sa pisara kung ito ay kabilang
sa bumubuo ng komunidad. the rhyming words)
Ipalagay sa mesa kung hindi. 8
Day 5
Example: kanding – saging
ang kanding sa saging
plato – bato
adunay plato sa bato
ulo – kulo
ang kulo sa ulo
G. Finding -Kon wala diri, unsa man Do the activity on “I Can Do it” Call again other pupils. Let Let the pupils identify the number Test Proper
practical on p.12 of LM. each pupil construct sentences for each sets of objects. Refer to LM I p. 82-
application of
kini? out of the given phrases. Write the number of hundreds, Gumawa ng pataas-pababang 83
concepts and (NOTE: Give incentives to tens and ones. Then, write the guhit.
skills in daily pupils who can formulate number on your paper.
living sentences out of the above Example:
phrases)
Example: Nikaon og dahon sa
saging ang kanding.
Gibutang sa bato ang plato. Unang Pangkat – Pagbakat ng
Naigoog kulo ang ulo ni Nilo. 6 hundreds + 4 tens + 2 ones putol-putol na guhit
600 + 40 + 2 = 642 Ikalawang Pangkat –
1. 7 hundreds + 7 tens + 8 ones Pagdugtong ng mga tuldok
_____ _ + __ ____ + _______ = Ikatlong Pangkat – Pagsulat sa
_________ hangin
2. 9 hundreds + 0 tens + 8 ones Ikaapat Pangkat – Pagsulat sa
_____ _ + __ ____ + _______ = __ papel
H.Making Remember this: Hinumdomi: What should you do to associate Teach the value of
generalizations Musical instruments have Adunay mga pulong nga numbers with objects or things? Honesty
and abstractions different sounds. Some magkaparego ug tingog ang We can associate numbers with
Ano ang mga dapat tandaan
about the lesson musical instrument produce sinugdanan o kinaulhian nga objects or things by identifying sa pagsulat ng pataas-
loud/soft, high/low sounds. silaba. and counting them. pababang guhit?
Sa pagsulat ng pataas-
pababang guhit,
gamitin ang tatlong linyang
may kulay asul,
pula, asul. Simulan ito sa
kaliwa-pakanan
I. Evaluating Lagyan ng tsek (/) kon asa dinhi ang Pagtalakay sa sagot ng mga bata. Measure My Learning The pupils read the sentences Write the letter of the correct Checking and Recording
learning imong kayang buhaton. Connect the musical by group, by pair and then answer.
__1. pagkanta instruments to the sound it individually. 1.Which is equal to 784?
__2. pagdebuho makes. p 13 of LM Ask: Gumawa ng pataas-pababang
__3.pagsayaw  The goat eats the banana guhit sa sulatang kuwaderno.
__4.pagtula leaves.
__5.pagrap (Nikaon og dahon sa saging
 ang kanding.
 Do you think the goat eats
a banana? Why?
(Mokaon kaha og dahon sa
saging ang kanding? Ngano 2.Which number is equal to the
man?) illustration below?
 The plate is placed in the
stone.
(Gibutang sa bato ang plato.)
 Where is the proper place
of placing the plate?
(Asa man ang hustong
butanganan sa plato?)
 Why do you think the plate
was placed on the stone?
(Nganong gibutang man ang
plato sa bato?)
 Nilo’s head is hit by the
breadfruit.
(Naigo og kulo ang ulo ni
Nilo.)
 Why is it that Nilo’s head
was hit by the breadfruit?
(Nganong naigo ang ulo ni
Nilo sa kulo?)
J. Additional Encircle the musical Make 5 pairs of rhying words. ( Assignment) sa pahina 12 sa LM Pasulatin ang mga bata ng
activities for instrument that makes loud Punan ang kahon nang tamang pataas-pababang guhit.
application or sound. bilang ng bagay. Isulat sa (Umikot at gabayan ang
remediation kuwaderno ang tamang sagot. mga batang nangangailangan
ng tulong)

IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who earned 80% in above ___ of Learners who earned 80% 80% above above above 80% above
the evaluation above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
who require additional activities for remediation additional activities for remediation additional activities for additional activities for additional activities for remediation additional activities for earned 80% above
additional remediation remediation remediation
activities for
remediation who
scored below 80%
C. Did the ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial lessons
work? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
No. of learners lesson the lesson up the lesson the lesson the lesson up the lesson caught up the lesson
who have caught
up with
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
who continue to require remediation require remediation to require remediation require remediation require remediation continue to require continue to require
require remediation remediation
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work Stratehiyang dapat gamitin: Strategies used that work well: Stratehiyang dapat Strategies used that
teaching strategies ___ Group collaboration ___ Group collaboration well: __Koaborasyon ___ Group collaboration gamitin: work well:
worked well? Why ___ Games ___ Games ___ Group collaboration __Pangkatang Gawain ___ Games __Koaborasyon ___ Group
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games __ANA / KWL ___ Solving Puzzles/Jigsaw __Pangkatang Gawain collaboration
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw __Fishbone Planner ___ Answering preliminary __ANA / KWL ___ Games
activities/exercises activities/exercises ___ Answering preliminary __Sanhi at Bunga activities/exercises __Fishbone Planner ___ Solving
___ Carousel ___ Carousel activities/exercises __Paint Me A Picture ___ Carousel __Sanhi at Bunga Puzzles/Jigsaw
___ Diads ___ Diads ___ Carousel __Event Map ___ Diads __Paint Me A Picture ___ Answering
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads __Decision Chart ___ Think-Pair-Share (TPS) __Event Map preliminary
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) __Data Retrieval Chart ___ Rereading of Paragraphs/ __Decision Chart activities/exercises
Poems/Stories Poems/Stories ___ Rereading of __I –Search Poems/Stories __Data Retrieval Chart ___ Carousel
___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/ __Discussion ___ Differentiated Instruction __I –Search ___ Diads
___ Role Playing/Drama ___ Role Playing/Drama Poems/Stories ___ Role Playing/Drama __Discussion ___ Think-Pair-Share
___ Discovery Method ___ Discovery Method ___ Differentiated ___ Discovery Method (TPS)
___ Lecture Method ___ Lecture Method Instruction ___ Lecture Method ___ Rereading of
Why? Why? ___ Role Playing/Drama Why? Paragraphs/
___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Complete IMs Poems/Stories
___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___ Availability of Materials ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? ___ Pupils’ eagerness to learn Instruction
___ Group member’s ___ Group member’s ___ Complete IMs ___ Group member’s ___ Role
Cooperation in Cooperation in ___ Availability of Materials Cooperation in Playing/Drama
doing their tasks doing their tasks ___ Pupils’ eagerness to doing their tasks ___ Discovery
learn Method
___ Group member’s ___ Lecture Method
Cooperation in Why?
doing their tasks ___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
Cooperation in doing
their tasks
F. What difficulties Mga Suliraning aking naranasan: Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among pupils Mga Suliraning aking __ Bullying among
did I encounter __Kakulangan sa makabagong naranasan: __ Pupils’ behavior/attitude naranasan: __ Pupils’ behavior/attitude naranasan: pupils
which my principal kagamitang panturo. __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa makabagong __ Colorful IMs __Kakulangan sa __ Pupils’
or supervisor can __Di-magandang pag-uugali ng kagamitang panturo. __ Unavailable Technology kagamitang panturo. __ Unavailable Technology makabagong kagamitang behavior/attitude
help me solve? mga bata. __Di-magandang pag-uugali ng Equipment (AVR/LCD) __Di-magandang pag-uugali Equipment (AVR/LCD) panturo. __ Colorful IMs
__Mapanupil/mapang-aping mga mga bata. __ Science/ Computer/ ng mga bata. __ Science/ Computer/ __Di-magandang pag- __ Unavailable
bata __Mapanupil/mapang-aping Internet Lab __Mapanupil/mapang-aping Internet Lab uugali ng mga bata. Technology
__Kakulangan sa Kahandaan ng mga bata __ Additional Clerical works mga bata __ Additional Clerical works __Mapanupil/mapang- Equipment
mga bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan aping mga bata (AVR/LCD)
__Kakulangan ng guro sa mga bata lalo na sa pagbabasa. ng mga bata lalo na sa __Kakulangan sa __ Science/
kaalaman ng makabagong __Kakulangan ng guro sa pagbabasa. Kahandaan ng mga bata Computer/
teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa lalo na sa pagbabasa. Internet Lab
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong __Kakulangan ng guro sa __ Additional Clerical
__Kamalayang makadayuhan teknolohiya kaalaman ng makabagong works
__Kamalayang makadayuhan teknolohiya
__Kamalayang
makadayuhan
G. What innovation __Pagpapanuod ng video __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations: __Pagpapanuod ng video Planned Innovations:
or localized presentation presentation __ Localized Videos presentation __ Localized Videos presentation __ Localized Videos
materials did I __Paggamit ng Big Book __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books from __Paggamit ng Big Book __ Making big books
use/discover which __Community Language Learning __Community Language views of the locality __Community Language views of the locality __Community Language from
I wish to share __Ang “Suggestopedia” Learning __ Recycling of plastics to Learning __ Recycling of plastics to be Learning views of the
with other __ Ang pagkatutong Task Based __Ang “Suggestopedia” be used as Instructional __Ang “Suggestopedia” used as Instructional Materials __Ang “Suggestopedia” locality
teachers? __Instraksyunal na material __ Ang pagkatutong Task Based Materials __ Ang pagkatutong Task __ local poetical composition __ Ang pagkatutong Task __ Recycling of
__Instraksyunal na material __ local poetical Based Based plastics to be used as
composition __Instraksyunal na material __Instraksyunal na Instructional
material Materials
__ local poetical

GRADE 1 to 12 School Grade Level II

DAILY LESSON Teacher Checked by:
LOG Date June 8, 2018 - Friday Quarter First- Wk. 1
Edukasyon sa Araling MAPEH
OBJECTIVES ENGLISH Mother Tongue MATH FILIPINO ( Music )
Pagpapakatao Panlipunan
A. Content
Standard
B. Performance
Standard
C. Learning Nakapagbibigay ng Pre- Nakapagbibigay ng Pre- Administer Pre-assessment Nakapagbibigay ng Pre- Administer Pre- assessment Nakapagbibigay ng Pre- Nakapagbibigay ng Pre-
Competency/ assessment Test/ Diagnostic assessment Test/Diagnostic Test? Diagnostic Test assessment Test?/Diagnostic Test/Diagnostic Test assessmentTest/Diagnostic assessment Test/
Objectives Test Test Test Test Diagnostic Test

Write the LC code

for each.
II. CONTENT Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/
Diagnostic Test Diagnostic Test Diagnostic Test Diagnostic Test Diagnostic Test Diagnostic Test Diagnostic Test
Learning Resources
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/ Pre-assessment Test/
Resource Diagnostic Test Files Diagnostic Test Files Diagnostic Test Files Diagnostic Test Files Diagnostic Test Files Diagnostic Test Files Diagnostic Test Files
III. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a Awit Awit Song Awit Awit Awit Awit
purpose for the
lesson
C. Presenting Pagbibigay ng pamantayan Pagbibigay ng pamantayan Setting of standard Pagbibigay ng pamantayan Pagbibigay ng pamantayan Pagbibigay ng pamantayan Pagbibigay ng pamantayan
examples/
instances of the
new lesson
D. Discussing new Pagsasabi ng panuto Pagsasabi ng panuto Giving of instruction Pagsasabi ng panuto Pagsasabi ng panuto Pagsasabi ng panuto Pagsasabi ng panuto
concepts and
practicing new
skills #1
 E. Discussing new Pagsagot sa pagsusulit Pagsagot sa pagusulit Answer the weekly test. Pagsagot sa pagsusulit Pagsagot sa pagsusulit Pagsagot sa pagsusulit Pagsagot sa pagsusulit
concepts and
practicing new skills Huna-hunaa kung tama o mali
#2 ang gisulti sa matag hugpulong.
Isulat ang TAMA kung husto kini
ug MALI kung dili.

F. Developing Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit Checking the test Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit
mastery (leads to
Formative
Assessment 3)
G. Finding practical Magpakita ng katapatan sa Magpakita ng katapatan sa Show honesty in answering Magpakita ng katapatan sa Magpakita ng katapatan sa Magpakita ng katapatan sa Magpakita ng katapatan sa
application of pagsusulit. pagsusulit. the test questions pagsusulit. pagsusulit. pagsusulit. pagsusulit.
concepts and skills
in daily living
H.Making
generalizations
and abstractions
about the lesson
I. Evaluating Itala ang mga puntos ng mag- Itala ang mga puntos ng mag- Recording the test resulte Itala ang mga puntos ng mag- Itala ang mga puntos ng Itala ang mga puntos ng Itala ang mga puntos ng
learning aaral. aaral. aaral. mag-aaral. mag-aaral. mag-aaral.
J. Additional Bigyan ng paghahamon ang Bigyan ng paghahamon ang Challenge the pupils for the Bigyan ng paghahamon ang Bigyan ng paghahamon ang Bigyan ng paghahamon Bigyan ng paghahamon
activities for mga mag-aaral para sa susunod mga mag-aaral para sa next test. mga mag-aaral para sa mga mag-aaral para sa ang mga mag-aaral para ang mga mag-aaral para sa
application or na pagtataya. susunod na pagtataya. susunod na pagtataya. susunod na pagtataya. sa susunod na pagtataya. susunod na pagtataya.
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
who earned 80% in above ___ of Learners who earned 80% above above 80% above 80% above
the evaluation 80% above
B.No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who earned
who require additional activities for remediation additional activities for additional activities for additional activities for additional activities for additional activities for 80% above
additional activities remediation remediation remediation remediation remediation
for remediation
who scored below
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
have caught up with the lesson the lesson up the lesson the lesson up the lesson up the lesson up the lesson
the lesson
D. No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continue to require remediation remediation require remediation remediation require remediation require remediation require remediation
remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Stratehiyang dapat gamitin: Strategies used that work well: Stratehiyang dapat gamitin: Strategies used that work well:
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration __Koaborasyon ___ Group collaboration __Koaborasyon ___ Group collaboration
worked well? Why ___ Games ___ Games ___ Games __Pangkatang Gawain ___ Games __Pangkatang Gawain ___ Games
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw __ANA / KWL ___ Solving Puzzles/Jigsaw __ANA / KWL ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary __Fishbone Planner ___ Answering preliminary __Fishbone Planner ___ Answering preliminary
activities/exercises activities/exercises activities/exercises __Sanhi at Bunga activities/exercises __Sanhi at Bunga activities/exercises
___ Carousel ___ Carousel ___ Carousel __Paint Me A Picture ___ Carousel __Paint Me A Picture ___ Carousel
___ Diads ___ Diads ___ Diads __Event Map ___ Diads __Event Map ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) __Decision Chart ___ Think-Pair-Share (TPS) __Decision Chart ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ __Data Retrieval Chart ___ Rereading of Paragraphs/ __Data Retrieval Chart ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories __I –Search Poems/Stories __I –Search Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction __Discussion ___ Differentiated Instruction __Discussion ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation
doing their tasks doing their tasks in in in doing their tasks
doing their tasks doing their tasks
F. What difficulties did I Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: __ Bullying among pupils Mga Suliraning aking naranasan: __ Bullying among pupils Mga Suliraning aking naranasan: __ Bullying among pupils
encounter which my __Kakulangan sa makabagong __Kakulangan sa makabagong __ Pupils’ behavior/attitude __Kakulangan sa makabagong __ Pupils’ behavior/attitude __Kakulangan sa makabagong __ Pupils’ behavior/attitude
principal or supervisor kagamitang panturo. kagamitang panturo. __ Colorful IMs kagamitang panturo. __ Colorful IMs kagamitang panturo. __ Colorful IMs
can help me solve? __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __ Unavailable Technology __Di-magandang pag-uugali ng mga __ Unavailable Technology __Di-magandang pag-uugali ng __ Unavailable Technology
bata. bata. Equipment (AVR/LCD) bata. Equipment (AVR/LCD) mga bata. Equipment (AVR/LCD)
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __ Science/ Computer/ __Mapanupil/mapang-aping mga bata __ Science/ Computer/ __Mapanupil/mapang-aping mga __ Science/ Computer/
__Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga Internet Lab __Kakulangan sa Kahandaan ng mga Internet Lab bata Internet Lab
bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. __ Additional Clerical works bata lalo na sa pagbabasa. __ Additional Clerical works __Kakulangan sa Kahandaan ng __ Additional Clerical works
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng mga bata lalo na sa pagbabasa.
makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
G. What innovation or __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation Planned Innovations: __Pagpapanuod ng video presentation Planned Innovations: __Pagpapanuod ng video Planned Innovations:
localized materials did __Paggamit ng Big Book __Paggamit ng Big Book __ Localized Videos __Paggamit ng Big Book __ Localized Videos presentation __ Localized Videos
I use/discover which I __Community Language Learning __Community Language Learning __ Making big books from __Community Language Learning __ Making big books from __Paggamit ng Big Book __ Making big books from
wish to share with other __Ang “Suggestopedia” __Ang “Suggestopedia” views of the locality __Ang “Suggestopedia” views of the locality __Community Language Learning views of the locality
teachers? __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Recycling of plastics to be used __ Ang pagkatutong Task Based __ Recycling of plastics to be used __Ang “Suggestopedia” __ Recycling of plastics to be used
__Instraksyunal na material __Instraksyunal na material as Instructional Materials __Instraksyunal na material as Instructional Materials __ Ang pagkatutong Task Based as Instructional Materials
__ local poetical composition __ local poetical composition __Instraksyunal na material __ local poetical