Week1-june_4-8_2018-dll.benj.docx

GRADE 1 to 12

DAILY LESSON LOG OBJECTIVES

School Teacher Date

Edukasyon sa Pagpapakatao

Grade Level Checked by: Quarter

June 4, 2018- Monday

Araling Panlipunan

II First- Wk 1

ENGLISH

Mother Tongue

MATH

FILIPINO

MAPEH ( Music )

A. Content Standard

Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa pagkakabuklod-buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan

Naibibigay ang kahulugan ng komunidad.

Demonstrate understanding of grade level appropriate words used to communicate

Demonstrates understanding and knowledge of language grammar and usage when speaking and/or writing.

Demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.

Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin Naisasagawa ang mapanuring pagbasa upang mapalawak ang talasalitaan

Demonstrates basic understanding of sound, silence and rhythmic patterns and develops musical awareness while performing the fundamental processes in music

B. Performance Standard

Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan

Naipamamalas ang pag-unawa sa kahalagahan ng kinabibilangang komunidad

Take turns in sharing inter and intra personal experiences, ideas, thoughts actions and feelings using appropriate words

Speaks and writes correctly and effectively for different purposes using the basic grammar of the language.

Is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts.

Responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns

C. Learning Competency/ Objectives

Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: 1.1. pag-awit 1.2. pagguhit 1.3. pagsayaw 1.4. pakikipagtalastasan 1.5. at iba pa EsP2PKP- Ia-b – 2

Nauunawaan ang konsepto ng ‘komunidad’ 1.1 Nasasabi ang payak na kahulugan ng ‘komunidad’ 1.2 Nasasabi ang mga halimbawa ng ‘komunidad AP2KOM-Ia-1

Talk about oneself and one’s family EN2OL-If-j-1.3

Participate actively during story reading by making comments and asking questions using complete sentences. MT2OL-Ia-6.2.1

Visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000 using a variety of materials. M2NS-Ia-1.2

Naipahahayag ang ideya/kaisipan/damdamin/re aksyon nang may wastong tono, diin, bilis, antala at intonasyon F2TA-0a-j-2 Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala at ekspresyon F2TA-0a-j-3 Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto F2PN-Ia-2

Aralin 1 Nasusuri ang sariling gusto, interes, kakayahan, kahinaan, damdamin/ emosyon

Aralin 1: Kahulugan ng Salitang Komunidad

Lesson 1: Sounds Around Transportation sounds Answering Wh questions

UNANG SEMANA

LESSON 1 Visualization and Identification of Numbers from 101 – 500

Aralin 1 Kalusugan ng Pamilya ay Dapat Pangalagaan Pagtukoy sa mga Pangunahing Ideya

Yunit 1: Unang Semana (Rythm) Pag-ila sa Tingog (“Sound”) ug Kahilom (“Silence”) sulod sa “Rhythmic Pattern”

Write the LC code for each.

II. CONTENT

Pagsuta sa Kaugalingong Abilidad ug Interes

(Ang Kahulugan sa Pulong Komunidad)

Ako Ug Ang Akong Pamilya

*Recite/sing with ease and confidence 3 to 5

Identifies the difference between sound and silence accurately . MU1RH-Ia-1

stanza rhymes in culturally appropriate manner. * Use independently culturally appropriate common social greetings in different situations. III. 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 Resource

III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K-12 C.G p.26-27 P 2-5

K-12 C.G p.33 p. 2-3

p. 2-6

p. 2-6

Araling Panlipunan 2.2013.pp.2-12

Tarpapel, larawan

Magkaroon ng pagpapakilala sa sarili. Hikayatin ang mga bata na sabihin sa pagpapakilala ang natatangi nilang kakayahan.

Diorama ng komunidad, larawan, tarpapel,muti-media

Ipakita ang larawan ng komunidad. Pag-usapan ito.

K-12 C.G p 28 p. 1-3 p. 2-5 BEAM ENG1 Module 3A – Sounds like Science. English (Learner’s Material). Grade 2. 2013. pp. 2-15. Let’s Begin Reading in English 2. 2013. pp 275-276. Audio ( mp3), pictures, tarpapel,muti-media

Listen to the sound made by what you see in the pictures. Put a check mark if it is a correct sound and cross if it is not correct.

K-12 C.G p.83-84 p.2-3

K-12 C.G p26 P.1-5

K-G p 22,38 p.4-6

K-12 C.G p9 p.2-4

p.2-4

P.1-4

p 2-7

p.2-8

1. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 2-7

name tag, stickers, songs, family pictures, poem “Ang Akong Pamilya”, pictures of word chart rhymes,muti-media

1. Counters- such as drinking straws, sticks, seeds, pebbles, coins 2. Cutouts of mangoes 3. Drawings/illustration of a tree

larawan ng mga taong naglilinis, tarpapel

Materials : - picture of a toy car - chart of the song - any object that produces sound

Let the pupils open their Learner’s Material, Unit 1, Week 1, Manganta Kita and singthe song “Kon Kita Magakatigom”to the tune of The More We Get Together.

Drill A. Using flash cards complete each item. Write your answer on your Show Me Board Example:

Ipakuha sa mga bata ang kanilang sagutang papel, lapis at ang Kagamitan ng Mag-aaral at pasagutan ang “Subukin Natin” sa LM, pahina 2 .

Greet with the usual SO – SO – MI – SO – MI greeting.

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 purpose for the lesson

C. Presenting examples/ instances of the new lesson

Ipaawit sa buong klase ang “Talento, Ipakita Mo!” sa tono ng Kung Ikaw ay Masaya.

Para mas mapalalim ang gawaing ito, hatiin ang klase sa apat at sundin ang direksyon sa Learning Module pahina 2-3. Unang Pangkat: Awitin ang “ Kung Ikaw ay Masaya “ Ikalawang Pangkat: Kantahin at Isayaw “ Dinhi Malipayaon” Ikatlong Pangkat: Ipatula ang “Talento, Ipakita Mo”

Mga Tanong:  Unsa inyong ikasulti sa hulagway? Unsa pa gyud?  Kinsa man ang naa sa hulagway? Nag-unsa man sila? Asa man sila nahimutang?  Unsa ang mga istruktura nga makita sa hulagway? Unsa imong ikasulti niini?

Itupi muna pansamantala ang larawan bilang panghamon at paghahanda sa susunod na gawain. Gawain – “Sa Mata Makita” “Inyo karon nga ilista ang inyong mga nakita dinhi sa hulagway. Apan ang inyong pagabuhaton magdepende kung unsa ang gipangayo kaninyo.” Pangkatin ang klase sa dalawa. Ibigay ang activity card sa bawat pangkat bilang gabay.

What sounds do you hear when you go to school? Do you walk to school? What kind of transportation do you take?

Present pictures of vehicles. say the words and let the pupil repeat them.

Ask:  What did you feel while singing? (Unsa ang imong gibati samtang nagkanta?)  Are you happy seeing your classmates last year? (Nalipay ba mo nga nakakita sa inyong mga classmates sa niaging tuig?)  Is it possible to make friends with those people that you know now? (Mahimo ba nimo nga mahigala ang imong naila-ila karon?)  What are we going to do now? (Unsa man ang atong buhaton karon?)  How are you going to introduce yourself? (Unsaon man nimo pagpaila-ila ang imong kaugalingon?)

Show a mango tree with numbered fruits in it. Call the pupils to pick the fruit from the mango tree and read the number written on it.

Teacher introduces himself/herself using appropriate expressions. Good morning/noon/afternoon children. (Maayong(buntag/udto/hapon) mga bata.) How are you? (Kumusta na kamo?) I am ____________. I am your teacher. (Ako si ___________.Ako ang inyong magtutudlo.) 3 Day 2

a. Concrete Activity Group the pupils by five depending on the number of pupils in a class. Make sure that each pupil has objects bundled or grouped into 100s in trays or bags. Using the straws, the teacher will show groupings by 1s, 10s, and 100s. Let the pupils count the number of straws they have. b. Pictorial Using the play money- ask the pupils to count the value of the following: Example:

Ask: 1. Can you eat the number of fruits shown at the back? 2. Is it too many? Or is it few? 3. Can you explain how many is the number you are holding?

Tumutulong ka ba sa pangangalaga ng ating kapaligiran? Pagbabahagi ng mga bata ng kanilang karanasan kaugnay ng pagsama sa paglilinis ng kapaligiran o kaya ay ng sariling bahay. Ipakita ang larawan ng isang maruming kapaligiran. Gusto mo bang tumigil dito? Bakit Bakit kaya naging marumi ang lugar na ito? Ano ang dapat nating gawin sa lugar na ito? Pagpapayaman ng Talasalitaan Hanapin ang kahulugan ng salitang maysalungguhit sa pangalawang pangungusap.

Basahin sa mga bata ang tulang “Magtulungan Tayo” sa LM pahina 2.

Show a real toy car. Ask:  Do you have a toy car? (Aduna ba kamoy dulaan nga awto?)  Describe it. (Ihulagway kini.)  Do you have other toys? (Aduna pa bamoy laing mga dulaan?)  Have you experienced breaking your toy accidentally? (Nakasulay naba kamo nga naguba ang inyong dulaan nga wala tuyoa?)  What did you do to fix it? (Giunsa man nimo pag-ayo ang imong naguba nga dulaan? Presenta lively song “Ang Awtoni Juan”. (Tune: Ang Fiera ni Juan).

Ikaapat na Pangkat: Ipa Rap “Dinhi Malipayon”

D. Discussing new concepts and practicing new skills #1

Ipagawa ang nakasaad sa Talento Ipakita Mo.

Talento , Ipakita Mo! Magpuli-puli ang matag pundok sa pagpalabas sa ilang tahas. Ang pinakanindot na palabas mao ang mananaug.

Unang Pangkat Ipatala ang mga tao na nasa larawan. Aralin 1: Kahulugan ng Salitang Komunidad (Ang Kahulugan sa Pulong Komunidad) Aralin 1: Kahulugan ng Salitang Komunidad (Ang Kahulugan sa Pulong Komunidad)

Listen to the story of a grade 2 boy. Find out how he goes to school.

I am glad to see and know each one of you. (Nalipay ako nga nakakita ug nakaila kaninyo.) I put a flower in my name tag. (Gibutangan nako og bulak ang akong name tag.) 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.) Give each pupil a name tag. (premade) 1. Pupils put designs on their name tags. They should be encouraged to choose materials that tell about themselves. (5 different materials are prepared by the teacher beforehand) 2. Group the pupils according to the designs of their name tags. (5 groups are expected to be formed) 3. Have a small group sharing about their name tag designs for 3-5 minutes. Each pupil in a group should be encouraged to use the courteous expressions in introducing one’s self.

c. Abstract Let the pupils write the number symbols that represent the value of money.

Ask: How many hundreds are there? How many tens? How many ones? What is the total value of the money? Ask- What if P 5 added to P100? How will you describe the value? What is the number? Ask them to write the number symbols. Give another illustrative example such as 145, 356, 275 and 452. Ask the pupils to describe and write the number symbols.

1. Kanino ipinatutungkol ang tula? 2. Bakit kailangang maglinis ng paligid? 3. Ano ang nais gawin ng sumulat ng tula? 4. Ano ang pangunahing ideya ng tula? 5. Saang bahagi ng tula makikita ang pangunahing ideya? 6. Batay sa iyong karanasan, ano ang maaaring gawin upang makatulong sa kalinisan ng paligid?

Sing the presented song and do the actions. Let the pupils sing and follow the actions done. Ask: - Who owns the car? (Kinsay tag-iya sa dulaan nga awto?) - What happened to the wheel of the toy car? (Unsa ang nahitabo saligidsadulaanni Juan?) - What did Juan do to fix his toy car? (Giunsa pag-ayoni Juan 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 pagamping sa imong dulaan o butang?) - What did you feel

E. Discussing new concepts and practicing new skills #2

F. Developing mastery (leads to Formative Assessment 3)

Ipasagot ang mga katanungang nakasaad sa “Tubagon Ta at Hisgutan Ta” na nasa Learning Module pahina 4-5.

Ikalawang Pangkat Ipatala ang mga istruktura na nasa larawan.

Where was Lito going? Who is Kuya Ben? How did Lito get to school?

Pair the pupils. Let the pupils open their Learner’s Material, Unit 1, Week 1 Unang Buluhaton A. Sing the song “Kumusta Higala” to the tune of (Sampung Mga Daliri)to introduce oneself. Then, exchange partner.

Bilangin ang mga nakalarawang bagay at isulat ang katumbas na bilang nito sa iyong kuwaderno.

Magkaroon ng pag-uulat ng kanilang ginawa pagkatapos ng limang minuto. Tatalakayin ito sa pamamagitan ng mga tanong na ito:  Unsa ang gihisgutan sa unang grupo? Sa ikaduha? Unsa ang mga gihimo sa mga tawo nga gihisgutan sa unang grupo?  Unsa ang mga nakita nga hulagway sa ikaduhang grupo? Para unsa man kini?  Giunsa nimo pagtabang ang imong mga kauban aron mahuman ang buluhaton?

What sounds were heard by Lito?

Give other situations where in pupils will use the common social greetings. Example: You meet your school principal one afternoon in the library, how are you going to greet him/her?

Bilangin ang mga nakalarawang bagay at isulat ang katumbas na bilang nito sa iyong kuwaderno.

Ang paglilinis ng kapaligiran ay tungkulin nating lahat nang tayo ay makaiwas sa anumang sakit.

A. Basahin ang teksto. Sagutin ang sumusunod na mga tanong. “Kumilos at Magkaisa” 1. Ano-anong patapong bagay ang makikita sa ating paligid? 2. Bakit ito hinahayaan ng mga tao? 3. Ano ang mangyayari kung maraming basura sa ating paligid? 4. Sino ang hinihiling na kumilos at magkaisa? 5. Ano ang pangunahing ideya ng kuwento?

while singing? (Unsa ang inyong gibati samtang kamo nagkanta?) 3. Repeat the song but gradually substitute the underlined word with action only one at a time until all the underlined words are 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. Then let the pupils clapto the rhythmic pattern of the song (clap only without singing it). Make sure they pause for every underlined word one at a time as they repeat the song.

G. Finding practical application of concepts and skills in daily living

Itanong: Hisgutan Ta! 1. Unsa ang inyong gibuhat karon? 2. Unsa ang inyong ikasulti sa palabas sa matag pundok? -Unang pundok tubagon sa ikaduhang grupo -Ikaduhang pundok tubagon sa ikatulong grupo -Ikatulong pundok tubagon sa ikaupat na grupo -Ikaupat na pundok tubagon sa unang grupo. 3. Unsa ang angay nga buhaton sa

H.Making generalizations and abstractions about the lesson

Hinumdumi Kini:

Ang matag-usa kanato, adunay nagkadaiyang abilidad o talento. Ang uban kanato malipayon sa pagdibuho, pagsayaw, pagkanta, pakig-istorya ug daghan pa..

Itanong ang mga sumusunod:  Unsa ang mga susama niini nga mga istruktura ang makita dinhi sa atua? Asa kini makita? Unsa ang mga benipisyo nga atong nadawat gikan niini?  Sa unsang paagi namahimong susama ang hulagway ug ang imong lugar gipuy-an?  Sa mga nakita nato sa hulagway, unsa ang pinakagamay nga kabahin sa komunidad? Mahinungdanon ba ang pamilya isip kabahin sa komunidad? Nganong mahinungdanon man kini?

I Can Do it Who said the ff. lines; 1. “I’m sorry Lito, there’s a traffic jam again.

Sabihin: “Mga bata, kining tibuok hulagway gitawag nga komunidad.”

What did you learn for today’s lesson?

Bilangin ang mga nakalarawang bagay at isulat ang katumbas na bilang nito sa iyong kuwaderno.

Pangkatin ang mga bata. Ipagawa ang Sanayin Natin sa LM pahina 5

Sa iyong pangkat, pag-usapan kung ano ang maaari pang gawin sa mga lumang bagay. Isulat sa papel ang inyong mga sagot. Unang Pangkat – lumang diyaryo Ikalawang Pangkat – lumang gulong Ikatlong Pangkat – lumang damit Ikaapat na Pangkat – basyong bote

Ano-ano ang magagalang na pananalita at pagbati ang ating ginagamit? Kailan natin ginagamit ang mga ito?

Ask the following questions: What have you learned today? How do you identify the number of each set of objects from 101 to 500? How do drawings of objects in bundles or packs help you count numbers from 101- 500

Ang teksto ay may pinahahayag na ideya. Nakatutulong ang pagbibigay ng pangunahing ideya upang maintindihan ang nilalaman ng narinig o binasa. Ang pangunahing ideya ay maaaring matagpuan sa pamagat, unahan, gitna at huling bahagi ng teksto. Nakatutulong sa pag-unawa ng pinakinggan ang pag-

Ask: - How did we sing the underlined words? (Giunsa nato pagkanta ang mga gibadlisan nga mga pulong?) - The teacher discusses that sounds can be associated with actions. - Were we able to produce a pleasant visual image with the song? (Nakahimo ba kita og nindot nga mga lihok/talan-awon sa atong gikanta?) - What were those 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?)

I. Evaluating learning

Ipasaulo ang kanta o rap na kanilang ginawa.

“Base sa hulagway, sa inyong mga tubag ug mga buluhaton nga inyong gihimo, unsa man ang kahulugan sa komunidad?”  Isulat ang sagot ng mga bata sa pisara. Salungguhitan ang pangunahing kaisipan na sasagot sa tanong. Ipabasa ito sa mga bata.

B. Let the pupils give the correct number. 1. 2 hundreds + 7 tens + 8 ones = 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

Pagtalakay sa sagot ng mga bata.

J. Additional activities for application or remediation

IV. REMARKS V. REFLECTION A..No. of learners who earned 80% in the evaluation B.No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons

Give the correct number for each set.

___ of Learners who earned 80% above

___ of Learners who earned 80% above

uugnay ng narinig sa sariling karanasan. A. Isulat ang tsek (/) sa sagutang papel kung naranasan mo na ang pahayag at ekis (X) naman kung hindi. 1. Nagtatapon ako ng basura sa tamang tapunan. 2. Iniuuwi ko ang aking basura. 3. Tumutulong ako sa proyektong pangkalinisan sa aming barangay. 4. Hinihiwalay ko ang nabubulok sa di-nabubulok na basura. 5. Tinatakpan ko ang basurahan upang hindi mangamoy at maiwasan ang pagkalat ng mikrobyo.

( Assignment) Gumuhit ng mga bagay ayon sa nakasaad na bilang sa iyong kuwaderno. Halimbawa:

Proceed to end the class by singing the goodbye song.

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

F. What difficulties did I encounter which my principal or supervisor can

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo.

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo.

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’ behavior/attitude

help me solve?

mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

__Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

GRADE 1 to 12

DAILY LESSON LOG OBJECTIVES A. Content Standard

School Teacher Date

Edukasyon sa Pagpapakatao Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa

Grade Level Checked by: Quarter

Julne 5, 2018- Tuesday

Araling Panlipunan Naibibigay ang kahulugan ng komunidad.

ENGLISH Demonstrate understanding of punctuation marks, rhythm, pacing, intonation and vocal

Mother Tongue Possesses developing language skills and cultural awareness necessary to participate

panturo. __Di-magandang paguugali ng mga bata. __Mapanupil/mapangaping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

__ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical

II First- Wk. 1

MATH

FILIPINO

Demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money

Nauunawaan ang ugnayan ng simbolo at tunog

MAPEH ( Music ) See that each person in this world has a unique face (some are round,

pagkakabuklod-buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan

patterns

successfully in oral communication in different contexts. Demonstrates knowledge of and skills in word analysis to read, write in cursive and spell grade level words. Demonstrates understanding of grade level narrative and informational texts. Demonstrates positive attitude towards language, literacy, and literature. Uses developing oral language to name and describe people, places, and concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different contexts. Applies word analysis skills in reading, writing in cursive and 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.

up to PhP100.

oval, square faced) and each has a different body shape (some are tall, fat, thin, small, big)- showing the variety of human beings in this world.

Is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts.

Nababasa ang usapan, tula, talata, kuwento nang may tamang bilis, diin, tono, antala at ekspresyon F2TA-0a-j-3

Learn to observe distinctions between facial features of persons: - like shape of the eyes, nose, lips, head; and texture of the hair and can show these in a drawing.

B. Performance Standard

Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan

Naipamamalas ang pag-unawa sa kahalagahan ng kinabibilangang komunidad

Fluently expresses ideas in various speaking task

C. Learning Competency/ Objectives

Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: 1.1. pag-awit 1.2. pagguhit 1.3. pagsayaw 1.4. pakikipagtalastasan 1.5. at iba pa EsP2PKP- Ia-b – 2

Nauunawaan ang konsepto ng ‘komunidad’ 1.1 Nasasabi ang payak na kahulugan ng ‘komunidad’

Talk about oneself and one’s family EN2OL-If-j-1.3

Read a large number of regularly spelled multisyllabic words. MT2PWR-Ia-b-7.3 Use words unlocked during story reading in meaningful contexts. MT2VCD-Ia-i-1.2

Visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000 using a variety of materials. M2NS-Ia-1.2

Nagagamit ang naunang kaalaman o karanasan sa pag-unawa ng napakinggang teksto F2PN-Ia-2

Identifies and appreciates the different styles of Filipino artists when they create portraits and still life (different lines and colors) A2EL-Ia

Lesson 1: Sounds Around Transportation sounds Answering Wh questions

UNANG SEMANA

Lesson 2: Associating Numbers with Sets having 101 up to 500 Objects or Things

Aralin 1 Kalusugan ng Pamilya ay Dapat Pangalagaan Mga Salitang Magkakasintunog

YUNIT 1: DEBUHO UNANG PAGTULON-AN Retrato

Write the LC code for each.

1.2 Nasasabi ang mga halimbawa ng ‘komunidad AP2KOM-Ia-1

II. CONTENT

Aralin 1 Nasusuri ang sariling gusto, interes, kakayahan, kahinaan, damdamin/ emosyon

Pagsuta sa Kaugalingong Abilidad ug Interes

Aralin 1: Kahulugan ng Salitang Komunidad

(Ang Kahulugan sa Pulong Komunidad)

Ako Ug Ang Akong Pamilya

Objectives A. Review about the different kinds of

lines and shapes B. Identify lines and shapes in the features of a face C. Drawportrait of one’s friend using lines and basic shapes D. Explore the storytelling qualities of art E. Show love and pride in one’s identity

*Identify rhyming words in poems consisting of two to three stanza poems. *Identify the sound of letters of the alphabet by showing different pictures. III. 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 Resource

III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

K-12 C.G p.26-27 P 2-5

K-12 C.G p.33 p. 2-3

K-12 C.G p 28 p. 4

K-12 C.G p.83-84 p.2-3

K -12 C.G p. 26 p. 5-9

K-12 C.G p.22,38 p. 2-7

K-1Gp. 16 P 120-123

p. 4-8

p. 2-6

pp. 5-6

p.2-4

p. 5-7

p.6-7

p.106-110

Araling Panlipunan 2.2013.pp.2-12

BEAM ENG1 Module 3A – Sounds like Science. English (Learner’s Material). Grade 2. 2013. pp. 2-15. Let’s Begin Reading in English 2. 2013. pp 275-276. Audio ( mp3), pictures, tarpapel

name tag, stickers, songs, family pictures, poem “Ang Akong Pamilya”, pictures of word chart rhymes,muti-media

1. Pictures 2. Counters (bottle caps, pebbles, sticks, drinking straws, shells, seeds, 3. Flats, longs, ones 4. Cut-outs of objects 5. Number Cards Lesson 2

larawan ng batang babaeng pilay

Materials: pencil, crayon,CD player and tape of classicalmusic(optiona l)

Kantahin muli ang mga kanta na napag-aralan kahapon.

Preparatory Activities 1.Drill A. Ask the pupils to orally count numbers from 100 to 500, 222 to 293, 467 to 500 B. Give the next number. Ask the pupils to “give the number before” each given number written in the flash card C. Ask the pupils to count backwards numbers 299 to 290, 412 to 400 and 500 to 489

Ipagawa ang Tukoy Alam sa T.G pahina 6 Tukoy-alam Sabihin kung magkasintunog o hindi ang pares ng mga salita. walis- bote - kalesa - mesa dahon – kahon - gulay -palay malaki – lalaki - baso - tasa

Review of the lines and shapes (Please refer to Learner’s Material Unang Yunit, Unang Pagtulon-an)

Tarpapel, larawan

Ipaawit sa buong klase ang “Talento, Ipakita Mo!” sa tono ng Kung Ikaw ay Masaya.

Diorama ng komunidad, larawan, tarpapel,muti-media

Ipakita muli ang larawan ng komunidad. Pag-usapan ito.

How do you go to school?

Review the sound of letters of the alphabet by showing different pictures. Pupils open their Learner’s Material Unit 1, Week 1 Ikaduhang Buluhaton

2. Review Count and write the correct numeral for each illustration.

B. Establishing a purpose for the lesson

.Itanong: *Unsa man ang inyong gibati samtang kamo nagkanta? *Mahitungod sa unsa man nag kanta?

C. Presenting examples/

Pag-usapan ang

Mga Tanong:  Unsa inyong ikasulti sa hulagway? Unsa pa gyud?  Kinsa man ang naa sa hulagway? Nag-unsa man sila? Asa man sila nahimutang?  Unsa ang mga istruktura nga makita sa hulagway? Unsa imong ikasulti niini?

What other transportations do you know?

Today we shall have a game Pupil A will choose a picture of

1. Let the pupils go to their respective groups. Group 1 - Classroom Setting (Pupil introducing himself/herself) Group 2 - Principals Office (Pupil bringing a certificate for the principal to sign) Group 3 - In the Playground ( Meeting a new friend) Group 4 - In the House (Pupil getting ready to go to school) Group 5 – In the Library (Pupil asking permission to borrow a book) 2. Ask: What are the Common Social Greetings that you use? Are these words important? Why?

Unlock the following words by using pictures.

1.Motivation Using number cards the teacher will show numbers 2, 7 and 5. Then ask the pupils to form three digit numbers using these numbers. Then ask- what is the biggest and smallest numbers formed?

Presentation Divide the class into groups.

Ipakita ang larawan ng isang batang pilay. Hayaang pag-usapan ito ng mga bata. Bakit kaya siya pilay? Hadlang ba ito sa kaniyang araw-araw na pamumuhay? Pagpapayaman ng Talasalitaan Tukuyin ang kasingkahulugan ng mga salitang may salungguhit sa pangungusap sa Hanay A. Piliin ang letra ng tamang sagot sa Hanay B. Hanay A Hanay B 1. Hinuhugot ni Pedro ang kaniyang gamit na nasa ilalim ng mesa 2. Nakababagot ang buhay ng isang taong walang ginagawa. 3. Dapat magbasa ng mga aklat dahil kapupulutan natin makabuluhang aral. 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.

Motivation: 1. Have the pupils play the game “The Boat is Sinking” (Malunod Na Ang Baroto). The teacher says a specific number for the pupils to group until they will have four (4) groups. 2. Tell a story while the pupils act out the objects being mentioned (underlined) in the story using body lang

uage.

Ask: a. Who is mentioned in

instances of the new lesson

D. Discussing new concepts and practicing new skills #1

nakaraang gawain sa kanilang gusto o mga hilig na gawin. Magtanong kung anong tawag sa hilig o kakayahan nila sa pagkanta, pag-awit, pagsayaw, pagtula o pagguhit

Ipagawa muli ang nakasaad sa Talento Ipakita Mo.

Talento , Ipakita Mo! Magpuli-puli ang matag pundok sa pagpalabas sa ilang tahas. Ang pinakanindot na palabas mao ang mananaug.

Ipagawa sa mga bata ang Gawain sa pahina 3-5 Unsa ang pangalan sa matag hulagway? Ipahaum ang imong mga tubag sa mga kahon nga giandam alang sa mga niini.

transportation and ask pupil B to produce its sound.

- kalipay (children laughing) - nagkahiusa (family holding hands together) - buluhaton ( children doing household chores) - nagkauyon (through context clue) - nagkahigugmaay ( through context clue)

Provide each group with counters such as popsicle sticks or drinking straws. Let the pupils bundle 5 sets of 100 popsicle sticks. Let the pupils write the number symbols on their Show Me Board. Do these lines of questioning until the pupil reach 1000? At these points, the teacher will use the flats, longs and ones. Show a chart as shown below, ask the pupils to complete the table numbers up to 1000.

This time mimic the sound of transportation and ask your seatmate to identify the transportation.

Activating Prior Knowledge Ask: Have you read a poem about a family? (Nakabasa na ba kamo og balak mahitungod sa pamilya?)

Ask: How many popsicle sticks do you have? If you add another one bundle of 100, how many are there?

sa pahina 8 - sa LM “.” Basahin ang tula. Si Sonya”

1. Sino ang tinutukoy sa tula? 2. Bakit hindi siya nakababagot? 3. Ano-anong katangian ang taglay niya? 4. Naging sagabal ba ang kaniyang kapansanan sa kaniyang buhay? Bakit? 5. Paano mo maipakikita na hindi hadlang ang kapansanan para lumigaya? 6. Ano ang napansin sa mga salitang nasa dulo ng bawat linya ng tula? 7. Paano nalalaman na magkasintunog ang pares ng mga salita?

the story? (Kinsa ang gihisgotan sa istorya?) b. What are the things seen by Pedro Kwadrado? (Unsa ang mga butang nga nakit-an ni Pedro Kwadrado?) c. Are there lines and shapes? What are these? (Aduna ba kiniy mga linya ug porma? Unsa man kini?) d. How about your friend’s face, are there lines and shapes? Process: (Gallery Walk) 1. Show different shapes of the face in a tree chart. Let the pupils have a “Gallery Walk” on the displayed shapes of face. Ask: a. What have you observed? (Unsa ang inyong namatikdan?) b. What are the different shapes of the face? (Unsa ang lain-laing porma sa nawong?)

E. Discussing new concepts and practicing new skills #2

Ipaintindi sa mga bata na lahat tayo ay may kani kanilang interes, kakayahan o talento na maaaring mapakita sa lahat.

F. Developing mastery (leads to Formative Assessment 3)

Ipakira sa mga bata ang larawan.

Ipasagot ang mga tanong tungkol sa mga larawang ipinakita.

Pagwawasto at pagtatalakay sa kanilang mga sagot.

Mimic the sound of the transportation in the picture and classify the sound they make as loud or soft.

Developing a purpose for reading a. Say: We will read a poem today (Magbasa kita og balak karon.) Let’s find out what is the poem all about. (Tan-awon natounsay ipasabot sa balak.) We will see if you can read with proper expression, and correct intonation (Tan-awon nato kon makabasa ba kamo nga adunay husto nga “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.

Check the picture if it makes loud sound and cross it if it makes soft sound.

1. Reading of the poem by the teacher. (Modelling) 2. Pupils read the poem after the teacher using their Learner’s Material Unit 1, Week 1, Ikatulong Buluhaton.

Basahin ang salitang nasa loob ng kahon. Pumalakpak kung dapat taglayin ang katangian at pumadyak naman kung hindi dapat. mabait madamot mareklamo masigasig masipag palasigaw

Bilangin ang mga nakalarawan bagay sa Hanay A at itambal ang angkop na bilang nito sa Hanay B. Isulat ang titik nang tamang sagot sa iyong sagutang papel.

Isagawa ang Gawin Natin sa LM sa pahina 9 Basahin ang mga salita sa Hanay A at piliin ang kasintunog nito sa Hanay B. Hanay A Hanay B 1. bata 2. abogado 3. kalaro 4. palaka 5. Nanay Hanay B (baso, beke, tuta) (abaka, abokado, doktor)

Doing My Art: 1. Let the pupils set the standards in doing the artwork. 2. Let them draw freely their friend’s portrait in a bond paper. 3. You may play a classical or any instrumental music as background while the pupils are doing their artwork.

Talking Time: 1. Once done, pupils show their artwork to the class (Voluntary). 2. Congratulate the pupils for doing the artwork well. 3. Letthem tell something about their artwork.

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?

G. Finding practical application of concepts and skills in daily living

Kailangan nilang pumili sa mga larawang ipinakita kung saan sa mga ito ang gusto nilang gawin at bakit

(baro, kalapati, tupa) (manok, talangka, dahon) (tubero, nars, tinapay )

Group Activity Imitate the sounds of transportation and let the group identify the transportation.

Ask: a. Who are the persons mentioned in the poem? (Kinsa ang mga tawo nga gihisgotan sa balak?) b. Can you describe the family in the poem? (Imo bang mahulagway ang pamilya sa balak?) c. Why is the home of this family happy? (Nganong malipayon man ang ilang panimalay?) d. Do you do the same at home? (Ingon ba usab niini ang inyong gibuhat sa inyong panimalay?) e. What do you think makes a

G. Finding Practical applications of concepts and skills

Pangkatin ang mga bata. Ipagawa ang Sanayin Natin

Pagsamahin ang mga salitang magkakasintunog. Isulat ang sagot sa isang papel.

Guide Questions: a. What are the different shapesof the face? (Unsa ang mga nagkalain-laing porma sa nawong?) b. In what parts of the face do you see the different lines and shapes? (Hain nga bahin sa nawong makita ang mga nagkalain-laing linya ug porma?) c. Do we have the same shape of the face? How about our eyes? Nose? Lips? Head? Texture of the

family happy? (Unsa man ang naghatag og kalipay sa pamilya?) f. Do all families look like this? (Ingon niini ba ang tanang pamilya?)

H.Making generalizations and abstractions about the lesson

Hinumdumi Kini:

I. Evaluating learning

Talakayin ang mga sagot ng mga bata tungkol sa kanilang larawan na napili.

Ang matag-usa kanato, adunay nagkadaiyang abilidad o talento. Ang uban kanato malipayon sa pagdibuho, pagsayaw, pagkanta, pakig-istorya ug daghan pa..

Sabihin: “Mga bata, kining tibuok hulagway gitawag nga komunidad.”

Transportations make different sounds.They make loud and soft sounds.

Ipasagot ang Gawain sa pahina 5-6.

Look at each pictures. Check (/) if the sound it makes is loud or soft.

Post the following words on the board. Nanay - Tatay kalipay – kanunay buluhaton – nagkauyon Ask:  What have you observed on the ending sound of each pair of words? (Unsay inyong naobserbahan sakatapusang tingog sa pares nga pulong?)  How do we call the pair of words that rhyme? (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).

How do you visualize numbers from 501 through 1000? How do you identify the number of each set of objects from 501 to 1000?

Kailan nagiging magkatunog ang mga salita? Matutukoy ang mga salitang magkakasintunog kung magkapareho ang huling tunog. Halimbawa: lola - bola suso - paso atis - batis talangka - palaka

Directions: Count and write the correct numeral for each illustration. Lagyan ng tsek (√) ang sagutang papel kung ang mga salita ay magkakasintunog at ekis (x) naman kung hindi. 1. tinder - kusinera 2. kapitbahay - kaibigan 3. katulong – talong 4. nainis – malinis 5. sabay - sabaw

hair? Why? (Managsama ba ang porma sa atong dagway? Ang atong mata? Ilong? Baba? Ulo? Grano sa buhok? Ngano man?) d. How did you feel while drawing your friend’s face? Why? Art Vocabulary:  Portrait- a painting of a person's face  Natural Shapes- a shape created by natural forces; not man-made

Let the pupils draw a portrait of another friend or classmate in a bond paper. Let them tell what they like best in that particular person. Post the best work in the “Art Corner

J. Additional activities for application or remediation

IV. REMARKS V. REFLECTION A..No. of learners who earned 80% in the evaluation B.No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?

May karugtong na aralin kinabukasan

___ of Learners who earned 80% above

___ of Learners who earned 80% above

Assignment: Complete the following story. Hello. I’m ___________. I ride in a ___ in going to school.

Have the pupils paste a picture of their family in a ¼ size cartolina. Let them put designs on it.

( Assignment) Iguhit ang sumusunod na bilang sa iyong papel. Maaring gumamit ng kahit anong larawan. Halimbawa:

Sumulat sa kuwaderno ng limang magkakasintunog na mga salita. Gamitin ang mga ito sa pangungusap.

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

Group the class into four. First and second group will perform the first rhythmic pattern while the third and fourth group will perform the second rhythmic pattern. Note: Patterns follow the 4/4 time signature.

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw

___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

__Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

__Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

F. What difficulties did I encounter which my principal or supervisor can help me solve?

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

G. What innovation or localized

__Pagpapanuod ng video presentation __Paggamit ng Big Book

__Pagpapanuod ng video presentation __Paggamit ng Big Book

Planned Innovations: __ Localized Videos __ Making big books from

__Pagpapanuod ng video presentation __Paggamit ng Big Book

Planned Innovations: __ Localized Videos __ Making big books from

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang paguugali ng mga bata. __Mapanupil/mapangaping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Pagpapanuod ng video presentation __Paggamit ng Big Book

___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Planned Innovations: __ Localized Videos __ Making big books

materials did I use/discover which I wish to share with other teachers?

__Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

GRADE 1 to 12

DAILY LESSON LOG OBJECTIVES A. Content Standard

School Teacher Date

Edukasyon sa Pagpapakatao Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa pagkakabuklod-buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan

__Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

__Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Grade Level Checked by: Quarter

June 6, 2018- Wednesday

Araling Panlipunan Naibibigay ang kahulugan ng komunidad.

views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

ENGLISH Demonstrate understanding of letter-sound relationship for effective transfer of learning

Mother Tongue Demonstrates the ability to read grade level words with sufficient accuracy speed, and expression to support comprehension

__Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical

II First- Wk 1

MATH

FILIPINO

MAPEH ( Art )

Demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.

Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin

Demonstrates understanding of body shapes and body actions in preparation for various movement

B. Performance Standard

Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan

Naipamamalas ang pag-unawa sa kahalagahan ng kinabibilangang komunidad

Correctly hears and records sounds

Reads with sufficient speed, accuracy, and proper expression in reading grade level text.

C. Learning

Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: 1.1. pag-awit 1.2. pagguhit 1.3. pagsayaw 1.4. pakikipagtalastasan 1.5. at iba pa EsP2PKP- Ia-b – 2

Nauunawaan ang konsepto ng ‘komunidad’ 1.1 Nasasabi ang payak na kahulugan ng ‘komunidad’ 1.2 Nasasabi ang mga halimbawa ng ‘komunidad

Classify sounds heard EN2PA-Ia-c-1.1

Read grade level texts with appropriate speed. (Note: should include benchmarks on number of words per minute once research and data have been gathered ) MT2F-Ia-i-1.5

Lesson2 Animal sounds Classification of loud or soft sounds

UNANG SEMANA

Competency/ Objectives Write the LC code for each. II. CONTENT

Aralin 1 Nasusuri ang sariling gusto, interes, kakayahan, kahinaan, damdamin/ emosyon

Pagsuta sa Kaugalingong Abilidad ug Interes

AP2KOM-Ia-1

Aralin 2: Mga Bumubuo ng Komunidad (Ang mga Naglangkub sa Komunidad)

Ako Ug Ang Akong Pamilya

Iis able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts. Visualizes and represents numbers from 0-1000 with emphasis on numbers 101 – 1 000 using a variety of materials. M2NS-Ia-1.2 groups objects in ones, tens, and hundreds. M2NS-Ib-2.2 Lesson2: Associating Numbers with Sets having 101 up to 500 objects

Naipahahayag ang ideya/kaisipan/damdamin/re aksyon nang may wastong tono, diin, bilis, antala at intonasyon F2TA-0a-j-2 Nasasabi ang mensaheng nais ipabatid F2PP-Ia-c-12

Aralin 1 Kalusugan ng Pamilya ay Dapat Pangalagaan Pagbibigay Kahulugan sa mga Di-Kilalang Salita

activitie Performs body shapes and actions properly

Describes body shapes and actions PE2BM-Ia-b-1

Lesson 1.1.1. BODY SHAPES AND ACTIONS

Objective: Differentiate symmetrical and asymmetrical shapes

*Supply rhyming words (Pulong Nagaray) 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 Resource

K-12 C.G p.26-27 P 2-5

K-12 C.G p.33 p. 4-5

p. 5-8

p. 6-8

Araling Panlipunan 2.2013.pp.2-12

Tarpapel, larawan

Diorama ng komunidad, larawan, tarpapel,multi-media

K-12 C.G p 28 pp. 5-7 pp. 7-9

BEAM ENG1 Module 3A – Sounds like Science. English (Learner’s Material). Grade 2. 2013. pp. 2-15. Let’s Begin Reading in English 2. 2013. pp 275-276. Audio ( mp3), pictures, tarpapel

K-12 C.G p.83-84 p.2-3

K-12 CG p 26 p. 9-13

K-12 CG p 22,38 p. 7-8

p.4-7

p.8-10

p. 11-14

K-12 CG p 16

p. 253-255 p. 237-239

1. Kayamanan ng Lahi.Pagbasa 3.2000. Pp.5860*

name tag, stickers, songs, family pictures, poem “Ang Akong Pamilya”, pictures of

1. Picture, 2. Bottle caps, sticks, drinking straws, flashcards, other counters 3. Cut-outs

flashcard ng mga di kilalang salita at mga larawan nito

cut-outs of pictures of symmetrical and asymmetrical objects, pictures, illustrations of

symmetrical and 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.

word chart rhymes,muti-media

III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Ipakita muli ang mga larawan na natalakay kahapon. Ipasagot ang mga tanong tungkol sa mga larawang ipinakita.

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? Talakayin muli ang sagot ng mga bata tungkol sa kanilang larawan na napili.

Ipakita ang larawan ng komunidad na ginamit sa nakaraang aralin. Muling itanong kung ano ito.

Mimic the transportation sounds and identify them as loud or soft sound.

1. Ask the pupils to display on the wall their family pictures. 2. Gallery walk: Pupils go around the classroom and look at the different family pictures mounted on the wall of the classroom. 3. Once the pupils are seated, the teacher calls volunteers to tell something about their family.

Drill The teacher will start number pattern, then the pupils should recite continuously until the teacher stops then a. 100, 200, 300 pupils, 900 b. 210, 220, 230, pupils 290 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

Ipabasa ang mga salita na nakasulat sa flashcard. (estante, bentilador, paminggalan, palikuran, kubyertos) Ano ang ibig sabihin ng bawat salita? Ipaguhit ang bawat salita.

Prepare cut-out pictures of symmetrical and asymmetrical objects cut into halves. Sample of cut-out pictures.

Anu- ano ang mga bumubuo sa komunidad?

What kind of pet do you have ? Plot animals mentioned by the pupil using bubble map.

1. Show pictures of a family doing household chores together and a family having a picnic in the park. Ask:  Can you describe the picture? (Ihulagway kini.)  What are they doing?

1. Motivation Sing a Song (Tune: Are you sleeping) There are 10 tens (2x) In 100 in 100 Let us add 1 to it, let us add 1 to it It’s 101, it’s 101.

Alin sa mga binasang salita sa unang gawain ang hindi mo maintindihan ang kahulugan? Ano ang ginawa mo upang maibigay ang kahulugan nito?

Give each pupil half of the picture. Let the pupils stand and look for the one who holds the other half of his/her picture by singing the song below

(Unsa man ang ilang gibuhat?)  Do you do these at home? (Inyo ba kining gibuhat sa balay?)  What are the activities that you do at home? (Unsa man ang inyong mga buluhaton sa balay?) C. Presenting examples/ instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Ipagawa ang Unang Gawain: Sa unang gawain, hayaan ang mga bata na pumili sa mga larawang gusto nilang gawin. Magguhit sila ng masayang mukha kung ito ay hilig o talento nila at malungkot na mukha naman kapag hindi nila hilig.

Talakayin ang kani-kanilang mga sagot.

LOOP A WORD Ipahanap sa loop a word ang pangalan ng mga istruktura na makikita sa larawan. Hamunin ang mga bata na hanapin sa susunod na gawain ang kaugnay na larawan ng mga pangalang ito.

Look at the picture of the goat. What sound does it make?

2. Think-Pair and Share Activity: Let each pair share theirfamily activities at home. 3. Big group sharing: Encourage pupils to share the activities that their family do at home. Call some volunteers.

Gawin ang mga pangkatang Gawain. Unang Pangkat Ipahanap ang larawan ng mga bahagi ng komunidad na binanggit sa word puzzle. Ipaguhit ang linya na magdudugtong sa larawan at pamagat ng gawain.

Listen as the teacher reads the story of “Five Little Goats”.

1. Matching Game Have a matching game using illustrations with words that rhyme. Give each pupil a picture. At the teacher’s signal, the pupils find his/her partner by looking for the picture whose words rhymes with the name of his/her picture. The pairs then show their pictures to the class and say the rhyming words together.

Ikalawang Pangkat Gupitin ang mga bahagi ng larawan at hayaan ang mga bata na dugtungin ito ng tama. Pagkatapos nito ay ipaayos ang mga salita upang makuha ang wasto at makahulugang pangungusap.

Ask. How many tens are there in 100? What if we add 100 to 100, what number will be formed? What if we add 20 to 100, what number will be formed? Is it important to know how to count numbers? Ask the pupils to bring out their counters. Activity: Divide the class into five. Give each group bundles/sets of counters of 100s, 10s and 1s.

Ask: Ask each group to complete the series given below. Group I 120, 121, 122, 123, 124, 125___, ____, ____, ____, ____ Group 2 210, 211, 212, 213, 214, 215 __, ____, ____, ____, ____ Group 3 325, ___, ___, 328, ___, 330, ____, ____, ___, ____ Group 4 500, 450, 400, 350, ____, ____, ____, ____, ____ Ask each group record the process of completing the series. What did you do to discover the next five number using sets of objects? How many objects are there in bigger and smaller bundles?

to the tune of “Are You Sleeping Brother John”

Basahin ang mga pangungusap. 1. Ang plorera ay nilalagyan ng bagong bulaklak tuwing umaga. 2. Mangkok naman ang nilalagyan ng pagkaing may sabaw. 3. Ang batang siga ay malapit sa gulo at walang kinatatakutan. 4. Masarap magbakasyon sa isang liblib na pook. Karaniwan ito’y tahimik at tago na lugar. 5. Si Carlo ay nagpakita ng larawan ng bandurya. Kahawig ito ng gitara.

Tell children to go back to their cut-outs, what pair is divided equally? (ball, tennis racket, baseball bat) Pupils with cut-outs divided equally will stand and show their cut-outs to the class then post them on the board. Into how many parts are these figures divided? (Two) What can you say about the parts? (Both sides are the same/balance or equal.)

1.Saan inilalagay ang bulaklak? 2. Ano ang inilalagay sa mangkok? 3. Bakit malapit sa gulo ang batang walang kinatatakutan? 4. Ano-anong salita ang may salungguhit? 5. Ano ang tawag sa salitang may salungguhit? 6. Ano ang ginamit na paraan upang malaman ang di-kilalang mga salita?

Are the parts on both sides the same? (Yes) Tell pupils that those pictures whose halves are the same/balance or equal are called symmetrical. Emphasize the word symmetrical by letting the pupils say and spell the word repeatedly to facilitate retention. Tell pupils that a symmetrical shape is a shape that, if you draw a straight line from one point of it to the other, will cut the shape exactly in half, the same image is on both sides. For example, if you cut a perfect square in half from top to bottom,

both sides are symmetrical. Now focus on those pupils holding cut-outs not equally divided and let them show their cutouts to the class. Ask them how the halves of their cut-out differ from those of the symmetrical shapes. Tell pupils that those pictures whose halves 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.

Ikatlong Pangkat Pahulaan kung ano ang misteryosong salita na tinutukoy sa bawat pangungusap.

E. Discussing new concepts and practicing new skills #2

Dito sa ikalawang gawain, hayaan ang mga bata na pumili sa tatlong larawan na gusto nila.Lagyan ng bilang ang kahon mula 1 hanggang 3.

Ikaapat na Pangkat Ipaguhit ang lugar kung saan makikita ang mga nasa larawan. Magkaroon ng pag-uulat ng kanilang ginawa pagkatapos ng limang minuto .Tatalakayin ito sa pamamagitan ng mga tanong. Isulat ang sagot ng mga bata sa tsart na kagaya ng nasa ibaba.

What animal was mentioned in the story? What sound did it make?

2. Word Ladder a. The class is divided into 5 groups. Assign an area for each group. b. Giveeach group blank word cards and a crayon. c. The teacher gives each group a word. For a given period, the groupsthink as many words as possible that rhyme with the word given to their group, write these words on the blank word cards and arrange them in a ladder-like order. d. The group who makes the highest ladder wins. (NOTE: Give the winning group simple incentives) baso laso

Refer to the LM Gawain 1 pahina 8 Ibigay ang tamang bilang ayon sa nakalarawan.

Sagot: __________

Ipakita ang masayang mukha kung wasto ang gawain at malungkot na mukha kung mali. 1. Magtatanong sa mga magulang. 2. Huwag sagutan ang takdang aralin. 3. Magpatulong kina ate at kuya. 4. Tingnan sa diksiyonaryo o internet. 5. Ipagawa sa kaklase ang takdang aralin.

Tell the pupils that they are going to play a game called statue dance. In playing the game all they have to do is to dance while the music is played and freeze as the music is stopped. Remind them to move their body, hands and feet freely as they dance to have varied positions when they freeze. Let the whole class play. After the game, instruct pupils to sit and choose four or six children to play the game in front of the class. Assign a pupil to take charge of the music

F. Developing mastery (leads to Formative Assessment 3)

- Tanungin sila kung bakit nila ito gustong gawin. - Tanungin din kung nagustuhan ba nila ang kakayahan nila. - Tanungin din kung magkapareho ba ang kanilang mga hilig o talento. Bakit?

Itanong ang sumusunod:  Unsa ang gibuhat sa una nga pundok? Sa ikaduha? Sa ikatulo? Sa ikaupat?  Unsa ang gipa kita sa matag buluhaton? Sa unang pundok? Etc.  Unsa sa mga nahisgutan ang makita sa inyong komunidad?

Play a CD tape. Let the pupils identify the sound of animals and classify them as loud or soft sound.and soft sound.

Give more examples of Rhyming words (Pulong Naggaray).

Refer to the LM Gawain 2 pahina 9 Ibigay ang tamang bilang ayon sa nakalarawan.

Kilalanin ang mga salita sa tulong ng mga larawan. Isulat ang letra ng sagot. 1.plorera 2. katre 3. gwantes 4. pluma 5. batingaw

Show a chart with illustrations of the shapes formed.

Hanapin ang kahulugan ng dikilalang salitang may salungguhit sa pangalawang pangungusap. Isulat sa sagutang papel. 1. Marusing ang bata sa lansangan. Marumi din ang kaniyang damit at siya’y nakayapak. 2. Mahalimuyak ang buong hardin. Mabango kasi ang mga bulaklak dito. 3. Masagana ang buhay ni Mang Narding. Mayaman kasi ang kaniyang pamilya. Ano ang dapat gawin upang masabi ang kahulugan ng mga hindi kilalang salita? May ilang pamamaraan upang madaling maunawaan ang mga di-kilalang salita. 1. sa pamamagitan ng larawan 2. gamit sa pangungusap 3. aktuwal na bagay 4. pagsusuri ng hugis at anyo ng mga nakalarawan

Ask how the shapes in Chart A differ from that of Chart B. Let them distinguish symmetrical and asymmetrical shapes.

Sagot: __________

G. Finding practical application of concepts and skills in daily living

Tanungin ang mga bata kung nagpapasalamat ba sila sa Puong Maykapal sa kanilang natanggapo naangking kakayahan o talento.

Look at the picture of the animal and produce the sound it makes and classify them as loud or soft sound or let the pupils do “ I Can Do It on page 8 of LM.

Let the pupils identify the number for each sets of objects.

Remember this: Different animals make different sounds. Their sounds could be soft or loud.

How do we associate numbers using sets of objects from 101 – 500? What should you do to identify the number from 101 to 500 in a given sets of objects or things?

Tanungin din kung paano nila mapaunlad ang kanilang talento?

H.Making generalizations and abstractions about the lesson

Hinumdumi Kini:

Ang matag-usa kanato, adunay nagkadaiyang abilidad o talento. Ang uban kanato malipayon sa pagdibuho, pagsayaw, pagkanta, pakig-istorya ug daghan pa..

Remember: A symmetrical pose is when you draw a straight line at the center part of your body from top to bottom; both sides are the same/balance/proporti on. Asymmetrical pose is when you draw a straight line at the center part of your body from top to bottom, both sides are not alike.

I. Evaluating learning

Magpaguhit sa mga bata ng malaking hugis puso at ipasulat sa loob nito ang kanilang mga sagot.

Itanong sa mga bata ang sumusunod: a. Nganong mahinungdanon man nga aduna kitay mga susama niini sa atong komunidad? b. Unsa ang imong matabang aron mas mapalambo kining mga butanga? 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 activities for application or remediation

Measure My Learning Connect the animals to the sound they make on page 9 of LM.

Give the number for each set of objects.

Alamin ang mga di-kilalang salita sa pamamagitan ng larawan. Pagtambalin ito sa pamamagitan ng pagsulat ng letra ng pangalan ng bawat larawan. Gawin ito sa sulating papel.

Show simple dance steps using symmetrical and asymmetrical body movements. (Teacher selects a song that is fitted for the simple dance movement to be executed.

Agreement: Think of other animals to take the place in the story. Be able to mimic its sound.

Ibigay ang kabuuang bilang. Isulat sa iyong kuwaderno. 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 + 1 + 1 + 1 + 1 = ____ 2. 400 + 100 + 100 + 100 + 100 + 100 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 1 + 1 + 1 = _____ 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 = ___

Gumawa ng Pasaporte ng mga Di-Kilalang Salita. Isulat dito ang mga di-kilalang salita na iyong natutunan. Iguhit sa tapat nito ang natutunan mong kahulugan nito.

Cut out from old magazines or newspapers 5 pictures of symmetrical and 5 pictures of asymmetrical shapes.

IV. REMARKS V. REFLECTION A..No. of learners who earned 80% in the evaluation

___ of Learners who earned 80% above

B.No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above ___ of Learners who require additional activities for remediation

___Yes ___No ____ of Learners who caught up the lesson

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

F. What difficulties did I encounter which my principal or supervisor can help me solve?

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa.

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang paguugali ng mga bata. __Mapanupil/mapangaping mga bata __Kakulangan sa

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

GRADE 1 to 12

DAILY LESSON LOG OBJECTIVES A. Content Standard

pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

School Teacher Date

Edukasyon sa Pagpapakatao Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa pagkakabuklod-buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

Grade Level Checked by: June 7, 2018- Thursday

Araling Panlipunan Naibibigay ang kahulugan ng komunidad.

Quarter

ENGLISH

Mother Tongue

Demonstrate understanding of letter-sound relationship for effective transfer of learning

Demonstrates the ability to formulate ideas into sentences or longer texts using conventional spelling.

Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

MATH Demonstrates understanding of whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100.

Computer/ Internet Lab __ Additional Clerical works

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical

II First- Wk. 1

FILIPINO Nagkakaroon ng papaunlad na kasanayan sa wasto at maayos na pagsulat

MAPEH ( Health ) The Learner demonstrates understanding of the importance of respecting individual differences and managing feelings

B. Performance Standard

Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan

Naipamamalas ang pag-unawa sa kahalagahan ng kinabibilangang komunidad

C. Learning Competency/ Objectives

Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: 1.1. pag-awit 1.2. pagguhit 1.3. pagsayaw 1.4. pakikipagtalastasan 1.5. at iba pa EsP2PKP- Ia-b – 2

Nauunawaan ang konsepto ng ‘komunidad’ 1.1 Nasasabi ang payak na kahulugan ng ‘komunidad’ 1.2 Nasasabi ang mga halimbawa ng ‘komunidad AP2KOM-Ia-1

Write the LC code for each. II. CONTENT

Aralin 1 Nasusuri ang sariling gusto, interes, kakayahan, kahinaan, damdamin/ emosyon

Pagsuta sa Kaugalingong Abilidad ug Interes

Aralin 2: Mga Bumubuo ng Komunidad (Ang mga Naglangkub sa Komunidad)

Correctly hears and records sounds

Classify sounds heard EN2PA-Ia-c-1.1

Lesson 3: Sounds of Musical Instruments Musical Instrument Sounds High/Low Sound

Uses developing knowledge and skills to write clear and coherent sentences, simple paragraphs, and friendly letters from a variety of stimulus materials.

Read with understanding grade level text. MT2PWR-Ia-d-7.5

UNANG SEMANA

Ako Ug Ang Akong Pamilya

Is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up to 20th, and money up to PhP100 in various forms and contexts. Associates numbers with sets having 501 up to 1000 objects and gives the number of objects M2NS-Ib-2.2

Nakasusulat nang may wastong baybay, bantas at mekaniks ng pagsulat F2TA-0a-j-4

Lesson 3: Numbers with sets having 501 up to 1000 objects.

Aralin 1 Kalusugan ng Pamilya ay Dapat Pangalagaan Pataas-Pababang Guhit

Nakagagawa ng pataaspababang guhit F2PU-Ia-j-1.1

The Learner demonstrates respect for individual differences and managing feelings in healthful ways Accept individual differences and similarities

Objective: Answer 75% of the items of the test correctly

*Read phrases and sentences consisting of words being studied and answer higher level questions about them. III. 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 Resource

K-12 C.G p.26-27 P5

K-12 C.G p.33 p. 4-5

K-12 C.G p 28 pp. 7-8

K-12 C.G p.83-84 p.2-3

K-12 C.G p 26 P 13-19

K-12 C.G p 22, 38 P 8-9

K-12 C.G p p.349-351

pp. 6-10

p. 6-8

pp. 10-13

P5-8

P11-12

P15-17

p. 318-320

Edukasyon sa Pagpapakatao 2. Tagalog. 2013. pp. 2-13

Araling Panlipunan 2.2013.pp.212

BEAM ENG1 Module 3A – Sounds like Science. English (Learner’s Material). Grade 2. 2013. pp. 2-15. Let’s Begin Reading in English 2. 2013. pp 275-276. Audio ( mp3), pictures, tarpapel

Tarpapel, larawan

Diorama ng komunidad, larawan, tarpapel,multi-media

1. Pagdiriwang ng Wikang Filipino 2.2003.p.75* 2. Ang Bagong Batang Pinoy Filipino 2. 2013. p.16

name tag, stickers, songs, family pictures,

1. Rubber bonds 2. Bottle caps 3. Sticks

Lapis, papel, tarpapel

Charts, enlarged picture of the picture in the unit opener

III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson

Listen to the animal sounds and identify them whether high or low.

poem “Ang Akong Pamilya”, pictures of word chart rhymes,muti-media

4. Drinking straws 5. Flashcards

Review the Rhyming words they learned yesterday.

1. Drill Counting numbers using the number chart 0-100.

Tukuyin kung nasa itaas ba o nasa ibaba ang ilang mga bagay na makikita sa kapaligiran. - ulap - bubong - aklat - tubig - sahig - mesa - puno - ilaw - electric fan

Review Give the correct answer.

B. Establishing a purpose for the lesson

Sa gawaing ito, ang mga bata ay papipiliin sa mga sitwasyon kung ito ba ay tama o mali. Maaari nilang lagyan ng tsek ang kahon.

Pagtalakay muli sa mga pangkatang Gawain na ginawa ng mga bata kahapon.

What is your favorite musical instrument?

C. Presenting examples/ instances of the new lesson

Dito sa unang gawain sa pasulit, dahil magkaiba-iba ang hilig , interes o talento ng bawat isa, sa ipinakitang larawan, ipasunod-sunod nila ito, lagyan ng bilang mula 1 hanggang 6 batay sa kanilang gusto, hilig o

Itanong ang sumusunod:  Unsa ang gibuhat sa una nga pundok? Sa ikaduha? Sa ikatulo? Sa ikaupat?  Unsa ang gipa kita sa matag buluhaton? Sa unang pundok? Etc.  Unsa sa mga nahisgutan ang makita sa inyong komunidad?

Let’s do the Orchestra Game. I will assign pupils to play instruments. As I point on them, each pupil will make the sound that the instrument can produce.

1. Singing the song “May Malipayong Panimalay” to the tune of “This is the Way”. Let the pupils open their Learners Material, Unit 1,Week 1, Manganta Kita. Actions: May malipayong (clap the hands) panimalay (form palms in inverted V position) Nga akong nakita(place your 4 right fingers on the right

Group the pupils into five. Give each group 3 sets of cutout objects with 100s, 10s and 1s in three colors, red, yellow and green. The teacher will say,” Bring me 3 red hundreds, 2 yellow tens and 4 green ones” The first group who can bring the objects to the teacher wins. Ask: Why is it important to follow directions? What will happen if you do not follow directions? Presentation The teacher will post the picture as illustrated below. Call 2 or 3 pupils to read the short story. ( see tarpapel ) and let them answer the questions that follow.

Ipakita kung paano ginagawa ang pataas-pababang guhit. Sa pagsulat nito, siguraduhin na sabayan ng bilang ang pagsulat.

Mga dapat tandaan sa pagsulat: 1. Hawakan ang lapis nang isang pulgada ang layo mula sa dulo ng daliring hinlalaki, hintuturo, at gitnang daliri. 2. Iayos ang papel sa desk. Ipatong sa bandang itaas nito ang kanan o kaliwang kamay. 3. Magsulat mula kaliwa-

Motivation Ask: What have you learned in your Health subject in Grade I? What else do you want to learn about health? Present pictures of happy and healthy children.

Discussion of the Overview of the Unit Our first unit is about personal health. This unit will help us demonstrate respect for individual differences and manage feelings in healthful ways. We have to accept that no two children are

eyebrow) Si Tatay ug si Nanay (point the left pointer, then the middle finger) Si Dodong ug si Inday(point the ring finger, then the little finger) Silang tanan naghinigugmaay (place the two hands on the chest) Sa usa ka panimalay (palms in inverted V formation)

talento.

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

Muling ipabasa sa mga bata ang kanilang mga sagot sa tsart. Itanong: “Gikan niini nga mga tubag nga inyong gihatag, asa man kaha niini ang mga kabahin sa atong komunidad?”

What instruments did they play? What sounds did you hear? Which has loud sound? soft sound? high sound?low sound?

Listen to the sound and Identify the instrument.

Ask: a. What is the song about?(Bahin sa unsa ang kanta?) b. Why is the family happy? (Nganong malipayon man ang pamilya?) c. Can you give rhyming words from the song? (Makahatag ba ka og mga pulong nga naggaray (rhyming words) gikan sa kanta?) d. What are these rhyming words? (Unsay buot ipasabot sa pulong nga “garay” o “rhyming words”?)

. 1. Let the pupils read the poem “ Ang Akong Pamilya” Ask: What are the rhyming words found in the poem? 2. Discuss the features of a poem. (e.g. rhythm and rhyme).

pakanan. 4. Magsulat nang marahan at may tamang diin. 5. Umupo nang maayos sa upuan.

Processing What did you do to get the number of hundreds, tens and ones? Did you count the objects carefully?

Gamit ang mga kongkretong bagay gaya ng straw, patpat, maliliit na bato o kabibe, bumuo ng mga bilang na nakasaad sa bawat bilang gamit ang hundreds, tens at ones. Halimbawa:

pahina 15 sa LM 1. Ano-ano ang dapat tandaan sa pagsulat? 2. Bakit may mga dapat tandaan sa pagsulat? 3. Sa iyong palagay, ano ang mangyayari kung hindi natin ito isasagawa?

Mahalaga na sundin ang mga panuntunan sa pagguhit upang matutunan ang tamang pamamaraan at maging malinis at maayos ang sulat o guhit.

exactly alike. Children differ in physical characteristics. They also differ in their interests and capabilities.

To be happy and healthy, children need to: 1. feel that they belong to a group. 2. share their feelings. 3. express their feelings appropriately. 4. be exposed to appropriate situations for them. They should be keep away from inappropriate places and inappropriate persons and activities. 5. show or demonstrate respect for the feelings of others. 6. show proper attitude to the differently-able and mentallychallenged individuals. Setting of Standards What are you going to do while taking the test?

F. Developing mastery (leads to Formative Assessment 3)

-Asa man ang imong hilig niining mga hulagway?

G. Finding practical application of concepts and skills in daily living

-Kon wala diri, unsa man kini?

Ipasok sa loob ng isang kahon ang larawan ng mga bumubuo ng komunidad kasama ng mga larawang panggulo. Haluin ito. Tumawag ng bata at padukutin siya ng larawan sa kahon. Ipadikit ito sa pisara kung ito ay kabilang sa bumubuo ng komunidad. Ipalagay sa mesa kung hindi.

Do the activity on “I Can Do it” on p.12 of LM.

H.Making generalizations and abstractions about the lesson

I. Evaluating learning

Lagyan ng tsek (/) kon asa dinhi ang imong kayang buhaton. __1. pagkanta __2. pagdebuho __3.pagsayaw __4.pagtula __5.pagrap

Encircle the musical instrument.

Pagtalakay sa sagot ng mga bata.

Call other pupils to choose a pair of rhyming words on the board. Let each pupil make a phrase out of the pair of rhyming words. (NOTE: Give incentives to pupils who are able to form the rhyming words) 8 Day 5 Example: kanding – saging ang kanding sa saging plato – bato adunay plato sa bato ulo – kulo ang kulo sa ulo Call again other pupils. Let each pupil construct sentences out of the given phrases. (NOTE: Give incentives to pupils who can formulate sentences out of the above phrases) Example: Nikaon og dahon sa saging ang kanding. Gibutang sa bato ang plato. Naigoog kulo ang ulo ni Nilo.

Remember this: Musical instruments have different sounds. Some musical instrument produce loud/soft, high/low sounds.

Hinumdomi: Adunay mga pulong nga magkaparego ug tingog ang sinugdanan o kinaulhian nga silaba.

Measure My Learning Connect the musical instruments to the sound it makes. p 13 of LM

The pupils read the sentences by group, by pair and then individually. Ask:  The goat eats the banana leaves. (Nikaon og dahon sa saging

Gawain 2 Bilangin ang mga larawan sa kahon at isulat ang angkop na bilang nito sa iyong papel.

Let the pupils identify the number for each sets of objects. Write the number of hundreds, tens and ones. Then, write the number on your paper. Example:

6 hundreds + 4 tens + 2 ones 600 + 40 + 2 = 642 1. 7 hundreds + 7 tens + 8 ones _____ _ + __ ____ + _______ = _________ 2. 9 hundreds + 0 tens + 8 ones _____ _ + __ ____ + _______ = __ What should you do to associate numbers with objects or things? We can associate numbers with objects or things by identifying and counting them.

Write the letter of the correct answer. 1.Which is equal to 784?

Gumawa ng pataas-pababang guhit. Gawin sa papel ng limang beses. Gayahin ang modelo

Gumawa ng pataas-pababang guhit.

Test Proper Refer to LM I p. 8283

Unang Pangkat – Pagbakat ng putol-putol na guhit Ikalawang Pangkat – Pagdugtong ng mga tuldok Ikatlong Pangkat – Pagsulat sa hangin Ikaapat Pangkat – Pagsulat sa papel

Teach the value of Honesty Ano ang mga dapat tandaan sa pagsulat ng pataaspababang guhit? Sa pagsulat ng pataaspababang guhit, gamitin ang tatlong linyang may kulay asul, pula, asul. Simulan ito sa kaliwa-pakanan Checking and Recording Gumawa ng pataas-pababang guhit sa sulatang kuwaderno.

J. Additional activities for application or remediation

Encircle the musical instrument that makes loud sound.

ang kanding.  Do you think the goat eats a banana? Why? (Mokaon kaha og dahon sa saging ang kanding? Ngano man?)  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?) Make 5 pairs of rhying words.

2.Which number is equal to the illustration below?

( Assignment) sa pahina 12 sa LM Punan ang kahon nang tamang bilang ng bagay. Isulat sa kuwaderno ang tamang sagot.

Pasulatin ang mga bata ng pataas-pababang guhit. (Umikot at gabayan ang mga batang nangangailangan ng tulong)

IV. REMARKS V. REFLECTION A..No. of learners who earned 80% in the evaluation B.No. of learners who require additional activities for remediation who scored below 80%

___ of Learners who earned 80% above ___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above ___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

C. Did the remedial lessons work? No. of learners who have caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

____ of Learners who caught up the lesson

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

F. What difficulties did I encounter which my principal

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo.

Mga Suliraning aking naranasan: __Kakulangan sa makabagong

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs

Mga Suliraning aking naranasan: __Kakulangan sa makabagong

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs

Mga Suliraning aking naranasan: __Kakulangan sa

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’

or supervisor can help me solve?

__Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

__ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

GRADE 1 to 12

DAILY LESSON LOG OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/ Objectives Write the LC code for each.

School Teacher Date

Edukasyon sa Pagpapakatao

Nakapagbibigay ng Preassessment Test/ Diagnostic Test

Grade Level Checked by: Quarter

June 8, 2018 - Friday

Araling Panlipunan

Nakapagbibigay ng Preassessment Test/Diagnostic Test

ENGLISH

Administer Pre-assessment Test? Diagnostic Test

Mother Tongue

Nakapagbibigay ng Preassessment Test?/Diagnostic Test

makabagong kagamitang panturo. __Di-magandang paguugali ng mga bata. __Mapanupil/mapangaping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical

II First- Wk. 1

MATH

FILIPINO

Administer Pre- assessment Test/Diagnostic Test

Nakapagbibigay ng PreassessmentTest/Diagnostic Test

MAPEH ( Music )

Nakapagbibigay ng Preassessment Test/ Diagnostic Test

II. CONTENT

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Pre-assessment Test/ Diagnostic Test Files

Awit

Awit

Song

Awit

Awit

Awit

Awit

Pagbibigay ng pamantayan

Pagbibigay ng pamantayan

Setting of standard

Pagbibigay ng pamantayan

Pagbibigay ng pamantayan

Pagbibigay ng pamantayan

Pagbibigay ng pamantayan

Pagsasabi ng panuto

Pagsasabi ng panuto

Giving of instruction

Pagsasabi ng panuto

Pagsasabi ng panuto

Pagsasabi ng panuto

Pagsasabi ng panuto

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 Resource III. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/ instances of the new lesson D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

Pagsagot sa pagsusulit

F. Developing mastery (leads to Formative Assessment 3)

Pagtsek ng Pagsusulit

G. Finding practical application of concepts and skills in daily living H.Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional activities for application or remediation IV. REMARKS V. REFLECTION A..No. of learners who earned 80% in the evaluation B.No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who

Pagsagot sa pagusulit

Answer the weekly test.

Pagsagot sa pagsusulit

Pagsagot sa pagsusulit

Pagsagot sa pagsusulit

Pagsagot sa pagsusulit

Pagtsek ng Pagsusulit

Checking the test

Pagtsek ng Pagsusulit

Pagtsek ng Pagsusulit

Pagtsek ng Pagsusulit

Pagtsek ng Pagsusulit

Magpakita ng katapatan sa pagsusulit.

Magpakita ng katapatan sa pagsusulit.

Show honesty in answering the test questions

Magpakita ng katapatan sa pagsusulit.

Magpakita ng katapatan sa pagsusulit.

Magpakita ng katapatan sa pagsusulit.

Magpakita ng katapatan sa pagsusulit.

Itala ang mga puntos ng magaaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

Itala ang mga puntos ng magaaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

Recording the test resulte

Itala ang mga puntos ng magaaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

Itala ang mga puntos ng mag-aaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

Itala ang mga puntos ng mag-aaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

Itala ang mga puntos ng mag-aaral. Bigyan ng paghahamon ang mga mag-aaral para sa susunod na pagtataya.

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who earned 80% above

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above

Huna-hunaa kung tama o mali ang gisulti sa matag hugpulong. Isulat ang TAMA kung husto kini ug MALI kung dili.

___ of Learners who earned 80% above ___ of Learners who require additional activities for remediation

___ of Learners who earned 80% above ___ of Learners who require additional activities for remediation

Challenge the pupils for the next test.

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

___Yes ___No

____ 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

the lesson

up the lesson

the lesson

up the lesson

up the lesson

up the lesson

D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work?

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

___ of Learners who continue to require remediation

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

Stratehiyang dapat gamitin: __Koaborasyon __Pangkatang Gawain __ANA / KWL __Fishbone Planner __Sanhi at Bunga __Paint Me A Picture __Event Map __Decision Chart __Data Retrieval Chart __I –Search __Discussion

F. What difficulties did I encounter which my principal or supervisor can help me solve?

Strategies used that work well: ___ Group collaboration ___ Games ___ Solving Puzzles/Jigsaw ___ Answering preliminary activities/exercises ___ Carousel ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

__ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

__Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan __Pagpapanuod ng video presentation __Paggamit ng Big Book __Community Language Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material

Mga Suliraning aking naranasan: __Kakulangan sa makabagong kagamitang panturo. __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya __Kamalayang makadayuhan

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition

Planned Innovations: __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical