SCHOOL LACUB CENTRAL SCHOOL EDUKASYON SA PAGPAPAKATAO

Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )

DAILY LESSON LOG September 04-08, 2017 Checked by:
Date

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
09/04/2017 09/05/2017 09/06/2017 09/07/2017 09/08/2017
A. Content Standard Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag- Naipamamalas ang pag-unawa sa
kahalagahan ng pagiging kahalagahan ng pagiging sensitibo unawa sa kahalagahan ng kahalagahan ng pagiging sensitibo sa
sensitibo sa damdamin at sa damdamin at pangangailangan pagiging sensitibo sa damdamin at pangangailangan ng iba,
pangangailangan ng iba, pagiging ng iba, pagiging magalang sa kilos damdamin at pagiging magalang sa kilos at
magalang sa kilos at pananalita at at pananalita at pagmamalasakit pangangailangan ng iba, pananalita at pagmamalasakit sa
pagmamalasakit sa kapwa sa kapwa pagiging magalang sa kilos at kapwa
pananalita at pagmamalasakit
sa kapwa
B. Performance Naisasagawa ang wasto at tapat Naisasagawa ang wasto at tapat Naisasagawa ang wasto at Naisasagawa ang wasto at tapat na
Standard na pakikitungo at pakikisalamuha na pakikitungo at pakikisalamuha tapat na pakikitungo at pakikitungo at pakikisalamuha sa
sa kapwa sa kapwa pakikisalamuha sa kapwa kapwa
C. Learning Nakagagamit ng magalang na Nakagagamit ng magalang na Nakagagamit ng magalang Nakagagamit ng magalang na
Competency/ pananalita sa kapwa bata at pananalita sa kapwa bata at na pananalita sa kapwa pananalita sa kapwa bata at
Objectives nakatatanda nakatatanda bata at nakatatanda nakatatanda
Write the LC code for each.
EsP2P- IId 8 EsP2P- IId 8 EsP2P- IId 8 EsP2P- IId 8
II. CONTENT Aralin 4 Aralin 4 Aralin 4 Aralin 4 Lingguhang Pagsusulit
Tingnan Mo Kaibigan Tingnan Mo Kaibigan Tingnan Mo Kaibigan Tingnan Mo Kaibigan
Pagkamagalang Pagkamagalang Pagkamagalang Pagkamagalang
(Respect)Pagmamahal sa (Respect)Pagmamahal sa (Respect)Pagmamahal sa (Respect)Pagmamahal sa kapwa/
kapwa/ Pagdama at pag- kapwa/ Pagdama at pag- kapwa/ Pagdama at pag- Pagdama at pag- unawa sa
unawa sa damdamin ng iba unawa sa damdamin ng iba unawa sa damdamin ng iba damdamin ng iba (Empathy)
(Empathy) (Empathy) (Empathy)
LEARNING RESOURCES
A. References K-12 C.G p.14 K-12 C.G p.14 K-12 C.G p.14 K-12 C.G p.14
1. Teachers Guide P.46-48 P.46-48 P.46-48 P.46-48
pages
2. Learners Materials P.105-113 P.105-113 P.105-113 P.105-113
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning krayola, larawan, lumang krayola, larawan, lumang krayola, larawan, lumang krayola, larawan, lumang magasin, Summative test files
Resource magasin, pandikit, at manila magasin, pandikit, at manila magasin, pandikit, at manila pandikit, at manila paper
paper paper paper
 PROCEDURE
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
Balikan ang gintong- aral sa
nakaraang aralin. Basahin ito
hanggang maisaulo.
Tulungan natin ang ating
kapwa
Sapagkat tayo ay higit na
pinagpala
Mga bata ano-ano ang
ginagamit niyong mga
magagalang na pananalita sa
inyong bahay at paaralan?
Asahan ang ibat ibang
kasagutan.
Basahin ang tula.
Magalang na Pananalita ni R.
B. Catapang
1. Ano-anong magagalang na
salita ang nabanggit sa tula?
2. Ano-ano pang magagalang
na salita ang alam ninyo na
hindi nabanggit sa tula?
3. Ano ang tawag sa batang
gumagamit ng ganitong mga
salita?
4. Sa iyong palagay, bakit
masarap pakinggan ang
magagalang na salita?
Ano ang kahalagahan ng
paggamit ng magagalang na
salita sa
pakikipag-usap sa kapwa?
Magbigay ng mga magagalang
na mga pananalita na
ginagamit niyo sa inyong
tahanan at paaralan.
Ipakita ang cut-outs ng upo na
may nakasulat na mga
magagalang na pananalita.
Ipabasa ito sa mga bata.
Talakayin kung ano ang
ipinahihiwatig ng bawat cut-outs
ng upo na ipapakita ng guro.
Sagutin ang sumusunod na
tanong:
Ano ang ipinahihiwatig ng mga
salitang nakasulat sa bawat
upo?
Bakit mahalaga ang
pagpapakita ng paggalang sa
kapwa?
Bilang isang mag-aaral, paano
mo maipakikita ang paggalang
sa inyong bahay at paaralan?
Magbigay ng mga Ano-ano ang kahalagahan ng
pananalita kung paano paggamit ng mga magagalang na
maipapakita ang paggalang pananalita sa pang-araw-araw
sa iyong kapwa. niyong pamumuhay bilang isang
anak sa magulang at mag-aaral sa
paaralan?
Itanong muli kung Magpapaskil ng isang usapan o Awit
naisasabuhay nila at mga larawan na nagpapakita ng
nasusunod ang paggamit paggalang sa iyong kapwa.
ng mga magagalang na
mga pananalita sa tahanan
at paaralan?
Pasagutan ang Isapuso Pasagutan ang Isabuhay Natin sa Pagbibigay ng pamantayan
Natin sa pahina 111 ng pahina 112 ng Modyul .
modyul. Gumupit ng isang larawan mula
Gumawa ng tseklis sa sa lumang magasin na
inyong kuwaderno katulad nagpapakita ng paggalang. Idikit
ng nasa ibaba. ito sa kuwaderno at isulat ang
Lagyan ng puso ( ) ang magagalang na salita na maaaring
kolum na nagsasabi kung sinasabi dito.
gaano mo kadalas
ginagamit ang magagalang
na salita sa iyong kapwa.
Gumawa ng usapan Ano ang nararamdaman niyo sa Pagsasabi ng panuto
tungkol sa mga tuwing nagagamit niyo ang mga
magagalang na mga magagalang na pananalita sa
pananalita.Gawin ito ng inyong kapwa mag-aaral? Ano ang
dalawang pangkat. mabuting naidudulot ng pagiging
Pangkat 1- Magagalang na magalang sa iyong kapwa sa isip
mga pananalita sa tahanan at sa gawa?
Pangkat 2- Magagalang na
mga pananalita sa paaralan
Tama ba ang ginawang Masaya bang maging magalang Pagsagot sa pagsusulit
usapan ng dalawang na bata? Bakit?
pangkat? Bakit? Ano-
anong magagalang na mga
pananalita ang iyong
narinig mula sa usapan?
 F. Developing mastery (leads
to Formative Assessment 3)
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
1.Hatiin sa lima ang klase.
Bawat pangkat ay bibigyan ng
mga magagalang na
pananalita. Gumawa ng cut-
outs na upo na may nakasulat
na magagalang
na salita kagaya ng nasa
modyul. Pipitasin ng bata ang
upo na may magagalang na
salita at ilalagay sa basket o sa
pamamagitan nang pagguhit
ng mga upo na mayrooong
nakasulat na magagalang na
pananalita.
(Tingnan ang tarpapel)
2. Pag-usapan ito ng bawat
pangkat.
3. Ilahad ito sa klase
Paglalahad sa klase ng tungkol
sa mga magagalang na salita
na kanilang napili o naiguhit sa
manila paper.
Bilang isang mag-aaral, paano
mo maipapakita ang
paggalang sa inyong bahay at
paaralan?
Basahin ang Ating Tandaan sa
pahina 108.
Gumawa ng usapan sa
tahanan o sa paaralan na
ginagamit ang mga
magagalang na mga
pananalita.
___ of Learners who earned 80%
Sagutan ang isagawa natin sa
pahina 108-109 sa LM.
Gawain 1
Alin sa mga larawan ang
nagpapakita ng paggalang?
Isulat ang bilang ng tamang
sagot sa inyong kuwaderno.
Gawain 2
Pagtapatin. Basahin ang mga
sitwasyon sa hanay A. Piliin
ang katumbas na magagalang
na pananalita sa hanay B.
Isulat ang letra ng tamang
sagot sa inyong kuwaderno.
Bigyang diin ang ating
tandaan sa pahina 108.
Basahin ang Ating Tandaan
nang sabay-sabay hanggang
sa ito ay maisaulo ng mga bata.
Itanong ang natutuhan sa Ating
Tandaan ayon sa kanilang
sariling pagkaunawa.
Ipaliwanag ang inyong sagot.
___ of Learners who earned 80%
Dapat bang gumamit ng
mga magagalang na mga
pananalita ang isang mag-
aaral na tulad mo? Bakit?
Anu-ano ang mga
magagalang na pananalita
ang dapat nating tandaan
at gamitin sa pakikipag-
usap sa araw-araw?
Bakit mahalagang masunod
ito?
Magpasulat sa mga bata ng
5 pangungusap na
nagpapakita ng paggalang
sa iyong kapwa gamit ang
mga magagalang na mga
pananalita.
Isaulo ang Gintong Aral:
Ang batang magalang ay
kinalulugdan, Sa salita at
gawa ay kapita-pitagan!
___ of Learners who earned 80%
Ano-ano ang magagandang ugali Pagtsek ng Pagsusulit
ang nabuo sa inyong pagkatao
ngayong alam na ninyo na
mahalaga ang paggalang sa
kapwa sa isip man at sa gawa?
Ipaliwanag ang inyong mga
kasagutan.
Dapat bang igalang ang kapwa? Magpakita ng katapatan sa
Bakit? pagsusulit.
Bakit mahalagang igalang ang
kapwa? Ipaliwanag.
Pasagutan ang Subukin Natin sa Itala ang mga puntos ng
pahina 113 sa LM. mag-aaral.
Isulat sa sagutang papel kung
Tama o Mali ang mga pag-uugali
na sinasabi sa bawat
pangungusap.
ng bahay.
Bigyan ng paghahamon
ang mga mag-aaral para
sa susunod na pagtataya.
___ of Learners who earned 80% above
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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
above above above
___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation additional activities for activities for remediation
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
lesson lesson the lesson lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation require remediation remediation
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon gamitin: __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture
__Event Map __Event Map __Paint Me A Picture __Event Map
__Decision Chart __Decision Chart __Event Map __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart
__I Search __I Search __Data Retrieval Chart __I Search
__Discussion __Discussion __I Search __Discussion
__Discussion
Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking
naranasan: naranasan: naranasan: naranasan:
__Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa __Kakulangan sa makabagong
makabagong kagamitang kagamitang panturo. makabagong kagamitang kagamitang panturo.
panturo. __Di-magandang pag-uugali ng panturo. __Di-magandang pag-uugali ng
__Di-magandang pag-uugali mga bata. __Di-magandang pag- mga bata.
ng mga bata. __Mapanupil/mapang-aping uugali ng mga bata. __Mapanupil/mapang-aping mga
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping bata
mga bata __Kakulangan sa Kahandaan mga bata __Kakulangan sa Kahandaan ng
__Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa mga bata lalo na sa pagbabasa.
ng mga bata lalo na sa pagbabasa. Kahandaan ng mga bata __Kakulangan ng guro sa
pagbabasa. __Kakulangan ng guro sa lalo na sa pagbabasa. kaalaman ng makabagong
__Kakulangan ng guro sa kaalaman ng makabagong __Kakulangan ng guro sa teknolohiya
kaalaman ng makabagong teknolohiya kaalaman ng makabagong __Kamalayang makadayuhan
teknolohiya __Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan __Kamalayang
makadayuhan
__Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
presentation presentation presentation presentation
use/discover which I wish to
share with other teachers?
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
__Community Language __Community Language __Community Language __Community Language Learning
Learning Learning Learning __Ang Suggestopedia
__Ang Suggestopedia __Ang Suggestopedia __Ang Suggestopedia __ Ang pagkatutong Task Based
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material
Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
 School PENARRUBIA INTEGRATED SCHOOL ARALING PANLIPUNAN
Teacher BLESS P. BEAS Quarter: SECOND ( Week 4 )
DAILY LESSON LOG Checked by:
September 04-08, 2017
Date

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
09/04/2017 09/05/2017 09/06/2017 09/07/2017 09/08/2017
A. Content Standard Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag- Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang kahalagahan ng kinabibilangang unawa sa kahalagahan ng kwento ng pinagmulan ng sariling
komunidad komunidad kinabibilangang komunidad komunidad batay sa konsepto ng
pagbabago at pagpapatuloy at
pagpapahalaga sa kulturang nabuo ng
komunidad
B. Performance Malikhaingnakapagpapahayag/ Malikhaingnakapagpapahayag/ Malikhaingnakapagpapahayag Nauunawaan ang pinagmulan at
Standard nakapagsasalarawan ng nakapagsasalarawan ng / nakapagsasalarawan ng kasaysayan ng komunidad
kahalagahan ng kinabibilangang kahalagahan ng kinabibilangang kahalagahan ng
komunidad komunidad kinabibilangang komunidad

C. Learning Nakakukuha ng impormasyon
Competency/ tungkol sa mga epekto ng
Objectives kalamidad sa kalagayan ng mga
Write the LC code for each. anyong lupa, anyong tubig at sa
mga tao sa sariling komunidad
AP2KOM-If-h-8
Nasasabi ang mga wastong
gawain/ pagkilos sa tahanan at
paaralan sa panahon ng kalamidad
AP2KOM-If-h-8
Nasasabi kung paano Nakapagsasalaysay ng pinagmulan ng
ibinabagay ng mga tao sa sariling komunidad batay sa mga
panahon ang kanilang pagsasaliksik, pakikinig sa kuwento ng
kasuotan at tirahan mga nakakatanda sa komunidad, atbp
AP2KOM-If-h-8 AP2KNN-IIa-1

II. CONTENT Aralin 3.3 Aralin 3.3 Aralin 3.3 ARALIN 4.1 Ang Pinagmulan ng Aking Lingguhang Pagsusulit
Kapaligiran at Uri ng Kapaligiran at Uri ng Kapaligiran at Uri ng Komunidad
Panahon sa Aking Panahon sa Aking Panahon sa Aking
Komunidad Komunidad Komunidad
LEARNING RESOURCES
A. References K-12 CG p.40 K-12 CG p.40 K-12 CG p.40 K-12 CG p 42
1. Teachers Guide 27-30 27-30 27-30 34-35
pages
2. Learners Materials 87-93 87-93 87-93 102-108
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Larawan, tsart Larawan, tsart Larawan. tarpapel Tsart, tarpapel. Summative test files
Resource
PROCEDURE
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
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
Anu-ano ang ibat-ibang
kalamidad o sakuna na
nararanasan sa ating
komunidad?
Ipakita ang ibaibang larawan
na nagpapakita ng epekto ng
kalamidad sa ating anyong
lupa at anyong tubig
Ipabasa ang talata tungkol sa
epekto ng kalamidad sa ating
komunidad
Pagtalakay:
Anu-ano ang epekto ng
kalamidad na nabanggit sa tao
at sa kaniyang kalamidad?
Pangkatang Gawain
Bumuo ng isang larawan na
nagpapakita ng epekto ng mga
kalamidad sa tao at kalagayan
ng anyong lupa at tubig
Isulat ang epekto ngmga
kalamidad sa tao at sa
kalagayan ng mga anyong
tubif at lupa sa loob ng mga
ulap.
Anu- ano ang mga epekto ng
kalamidad sa tao at sa
kalagayan ng mga anyong-
tubig at Lupa?
Dula-dulaan tungkol sa aralin
Anu-ano ang mga epekto ng
kalamidad sa tao at sa mg
kalagayan ng anyong lupa at
tubig
Ipakitang muli ang iba-ibang
larawn ng komunidad at pag-
usapan ang mga ito
Ipabasa ang mga paghahanda
/ o dapat gawin sa tahanan at
paaralan sa panahon ng
kalamidad
Anu-ano ang mga paghahanda
o Gawain na dapat nating
gawin sa panahon ng
kalamidad
Ipakita ang larawan ng ibat-
ibang kalamidad at ipasabi ang
mga dapat gawing paghahanda
sa panahong ito
Lagyan ng ang patlang kung
nagpapakita ng paghahanda sa
oras ng kalamidad at X kung
hindi
____ 1. Mag-imbak ng pagkain
Tulad ng de lata.
Magkaroon ng dula-dulaan
tungkol sa paksa
Ibigay ang ibat-ibang
paghahanda o Gawain sa
panahon ng kalamidad.
Iguhit ang masayang
mukha kung nagpapakita ng
paghahanda sa panahon ng
Anu-ano ang 2 uri ng Magpakita ng larawan ng White
panahon ang nararanasan Beach, Puerto Galera
natin sa ating bansa? Pag-usapan ito.
Magpakita ng larawan ng Ilahad ang aralin sa pamamagitan Awit
iba-tibang kasuotan? ng mga susing tanong sa Alamin
Ipatukoy ito sa mga bata. Mo.
Ilagay ang mga larawan sa Gabayan ang klase sa pagbasa ng Pagbibigay ng
tamang hanay kuwento ng pinagmulan ng pamantayan
komunidad ng San Isidro
Tag-init Tag-ulan
Ipabasa ang mga talata Ipasagot ang mga tanong. Pag- Pagsasabi ng panuto
tungkol sa angkop na usapan ang sagot sa bawat
kasuotang nararapat sa tanong
bawat panahon.
Pangkatang Gawain. Ipaliwanag na gagawa rin ang mga Pagsagot sa pagsusulit
bata ng katulad na kuwento
tungkol sa kanilang komunidad.
Ipakuha ang mga kinalap na
impormasyon tungkol sa
kasaysayan
o pinagmulan ng kinabibilangang
komunidad
Piliin ang titik ng tamang Punan ang Graphic Organizer sa Pagtsek ng Pagsusulit
sagot. ibaba. Gamitin ang impormasyong
1.Ibinabagay ng mga tao nakalap.
ang kanilang kasuotan ( tingnan ang tsart )
kapag tag-init. Ain ang
dapat nilang isuot?
a.kapote b. sando c.
dyaket
Basahin ang mga Sumulat ng maikling kuwentng Magpakita ng katapatan
sitwasyon at sabihin kung binubuo ng 2-4 na pangungusap sa pagsusulit.
anong kasuotan ang tungkol sa pinamulan ng iyong
nararapat isuot sa bawat komunidad. Ikuwento ito sa klase.
sitwasyon.
Anu-anong kasuotan ang Bigyang pansin ang mga kaisipang
nararapat na gamitin sa nakatala sa Tandaan Mo sa LM
panahon ng tag-init/ tag- p108
ulan?
Bilugan ang kasuotang 1. Ipagawa ang Natutuhan Ko. Itala ang mga puntos ng
nararapat kung tag-init at 2. Gamitin ang rubrics sa mag-aaral.
ikahon ang pang tag-ulan. pagmamarka sa munting aklat 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
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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
kalamidad at malungkot
na mukha kung hindi.
1. Maglaro sa labas kahit
may bagyo.
( Tingnan ang start )
Magdikit ng larawan na Magdikit o gumuhit ng 5 Magpadala ng magasin na may Bigyan ng paghahamon
nagpapakita ng epekto ng kasuotang pang tag-ulan at mga larawan ng iba-ibang ang mga mag-aaral para
kalamidad sa tao at sa anyong 5 kasuotang pang tag-init pagdiriwang sa Pilipinas. sa susunod na pagtataya.
lupa at tubig
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
above ___ of Learners who earned 80% above
above
___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation additional activities for activities for remediation
remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
lesson lesson the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation require remediation remediation
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon gamitin: __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture
__Event Map __Event Map __Paint Me A Picture __Event Map
__Decision Chart __Decision Chart __Event Map __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart
__I Search __I Search __Data Retrieval Chart __I Search
__Discussion __Discussion __I Search __Discussion
__Discussion
Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan:
naranasan: naranasan: naranasan: __Kakulangan sa makabagong
__Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa kagamitang panturo.
makabagong kagamitang kagamitang panturo. makabagong kagamitang __Di-magandang pag-uugali ng

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
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 Suggestopedia
__ Ang pagkatutong Task
Based
__Instraksyunal na material
__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
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 pagkatutong Task Based
__ Ang pagkatutong Task
Based
__Instraksyunal na material
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
__Instraksyunal na material
 SCHOOL LACUB CENTRAL SCHOOL ENGLISH
Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )
DAILY LESSON LOG September 04-08, 2017 Checked by:
Date

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
09/04/2017 09/05/2017 09/06/2017 09/07/2017 09/08/2017
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates Demonstrates understanding of
the concepts of nouns, verbs and the concepts of nouns, verbs and understanding of the familiar literary texts and common
adjectives for proper adjectives for proper identification alphabets in English in expressions for effective oral
identification and description and description comparison to the interpretation and communication
alphabets of Filipino and
Mother Tongue.
B. Performance Uses verbs in a variety of oral Uses verbs in a variety of oral and Distinguish similarities and Uses appropriate expressions in oral
Standard and written theme-based written theme-based activities differences of the alphabets interpretation and familiar situations
activities in English and Mother
Tongue /Filipino.
C. Learning Identify action words in Recognize that by adding -s, - *Identify the sound of /ee/ Follow simple directions
Competency/ sentences ing, -ed to a rootword will which is not in the Mother Illustrate activity in a story
Objectives Form and use past tense change the time expression of a Tongue. Work with the group cooperatively
Write the LC code for each. frequently occurring regular verb *Read words / sentences EN2PA-IIi-j-2.4
verbs EN1G-IIa-e-3.4 with the /ee/ sound.
EN1G-IIa-e-3.4 EN2AK-Iif-j-2

II. CONTENT Lesson 12: Talking About Lesson 13: Time Attack Lesson 14: Lesson 15: Making Stories on Summative Test
Action Words The long e Sound Our Own
( /ee/ Sound ) Making Rhymes
LEARNING RESOURCES
A. References K-12 CG p.24 K-12 CG p 24 K-12 CG p K-12 CG p.33
1. Teachers Guide 16-17 17-19 19-20 p.20-21
pages
2. Learners Materials 149-151 152-154 154-155 p.156-159
pages
3. Textbook pages 1. BEAM ENG1 Module 5 All About
Rhymes 2009.
2. BEAM ENG2 Module 4 Rhymes.
2009.
3. *English Expressways 1.2010. pp. 51.
4. English (Learners Material). Grade
2. 2013. pp. 41-50, 181-182, 398.
5. Lets Begin Reading in English
2.2013. pp 49-56.
4. Additional Materials
 from Learning
Resource (LR) portal
B. Other Learning
Resource
PROCEDURE
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
Chart/tarpapel, pictures
Review:
Recall the past lesson.
Let them read the ff.
She wakes up late.
She jumps out of bed.
And opened her eyes.
Ana stretched her arms.
To teach the pupils in
identifying action words in
sentences
. Show the picture to the class
and let the children tell what
each one is doing
Play Charades Name the action
of each player and the whole
class will guess
Group Work:
Read the sentences aloud.
Ask what Ana did. Underline
Pictures, chart
Review
Read again the story Wake
Up! Wake Up! With accuracy
What is the story about?
What did you learn from the
story?
Motivation: Sing the song to
the tune of Insy Weensy
Spider.
Anna was Still Sleeping
To be able for the pupils to
learn how to
use verbs in a variety of oral
and written theme-based
activities
Read the story. See (LM p.
199)
Ask the pupils to answer the
comprehension check up on
page 152
Group Work
Let the children do the five-
minute buzz session
Story: I See Doubles,
Chart, picture, T.G., L.M.
Let the pupils identify the
rootword and the suffix of
the given words.
sleeping :________
__________
danced :________
__________
Read again the story
Wake Up Wake Up !.
Refer to L.M. p. 154 Get
Set.
As you listen to the children
reading the story, find out if
the pupils can identify and
produce the /ee/ sound in
the word sleep.
Spring Board
Read the rhyme,
emphasize the word /ee/.
Repeat the rhyme and
encourage the children to
join.Tell the children that /iy/
is the sound they hear in
see.
That ee make a long sound.
Let children listen and
repeat the sound.
See! See! What do you
Pictures, tarpapel Summative test files
Reading of words with long e sound
Close your eyes as I read the rhyme. Song
Think/Imagine.
Tell me what you see as I read the
rhyme.
A Ball in a Mall
Initiate making the story. Prompt the Setting of standard
children to make sentences for each
picture.
Refer to LM p.156
The teacher should familiarize the
children with the words that they are
going to use.
Make the children talk about the story
and give a title for it.
Let the pupils construct sentences Giving of instruction
based on the pictures of the rhyme
pairs.
1. Gabriel drinks milk in a (glass)
The glass is on the (grass)
2. He sits with friends under the
(tree)And saw a (bee)
3. They try to catch bee with a (net)The
rain fell, the net got (wet)
Give example of rhyming words Supervising the test

F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
the action words in the
sentences. Explain that the
words you underlined are
verbs. That a verb is an
action word, the word tells
what something or someone
does.
Practice Activities:
Directions: I will say a
sentence. Tell me the action
word or verb.
1. Mother cooks food for the
family.
2. Mother buys food from the
market.
3. Liza plants vegetables in the
garden.
4. The family eats together.
5. They also pray together
. Say:Listen and tell me the root
Box then action word.
1. The family cleans the house
together.
2. Father sweeps the yard.
3. Lito helps father in the yard.
4. Gina scrubs the floor.
What is a verb? What does a verb
tell?
Evaluation:
Underline the verb that will
Ask:
What are the things that Ana
did?
Let the pupils read the words.
sleep - sleeping kiss - kissed
jump - jumped startle startled
Say: The word sleep is the short
word or the rootword.
What are added to the
rootword?
-ing is added to sleep
-ed is added to jump
-ed is added to kiss
-ed is added to startle
word of the words I will say.
Dancing eats playing
shouted showed claps
sits standing drawing
Evaluation:
Let the pupils identify the
see?
I see a tree.
See! See! What do you
see?
Let the children read the
phrases . See T.G. p .20.
Draw a line to connect the Checking the test
word to its meaning. Refer
to I Can Do It on L.M. p.
155.
Distribute the bee cut- outs Let the pupils write a story by writing Show honesty in
.Draw a big tree.Show the all the sentences into a paragraph answering the test
list of words. Write the form. questions
words for the meaning or (Refer to LM, p. 159, I can Do It)
clue.I will give in your bee
cut- outs.
Ex ; It is the number after
two.
(Copy the word three in
your bee cut- outs).Refer to
T.G.p. 20.
Ask: What is the sound of What are rhyming words?
ee in the words we read?
/e/
Refer to Measure my Have the pupils complete the thought Recording the test resulte
Learning on L.M. p.155. bubble.(LM p. 159, Measure My

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?
make the sentence complete.
Father found a mango seed.
He said, I shall (plant, cook) it
in the yard.
Lito said, May I (go, help) you
Father?
Yes, go and (change, wash)
your clothes.
Then, they went to the yard.
They (watered, planted) the seed
in the yard.
___ 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 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
rootword and the suffix of the learning)
given words. I made the story _____________ on
Rootword Suffix my own. I feel _____
praying
baked
lives
watching
works
Cut or draw pictures with Challenge the pupils for
/ee/ sounds. the next test.
___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above
above 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
activities for remediation additional activities for activities for remediation
remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
lesson the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation remediation
Strategies used that work well: Strategies used that work Strategies used that work well:
___ Group collaboration well: ___ Group collaboration
___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises ___ Answering preliminary activities/exercises
___ Carousel activities/exercises ___ Carousel
___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Discovery Method ___ Lecture Method

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils eagerness to learn
___ Group members
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 from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils eagerness to learn
___ Group members 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 from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils eagerness to learn
___ Group members
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 from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils eagerness to learn
___ Group members 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 from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
 SCHOOL LACUB CENTRAL SCHOOL MOTHER TONGUE
Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )
DAILY LESSON LOG Checked by:
Date September 04-08, 2017

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
09/04/2017
A. Content Standard Demonstrates understanding and
knowledge of language grammar
and usage when speaking and/or
writing.
B. Performance Speaks and writes correctly and
Standard effectively for different purposes
using the basic grammar of the
language.
09/05/2017
Demonstrates understanding of
grade level narrative and
informational texts.
Uses literary and narrative
texts to develop
comprehension and
appreciation of grade
level appropriate reading
materials.
09/06/2017
Possesses developing
language skills and cultural
awareness necessary to
participate successfully in oral
communication in different
contexts.
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.
09/07/2017 09/08/2017
Demonstrates the ability to formulate
ideas into sentences or longer texts
using conventional spelling.
Uses developing knowledge and
skills to write clear and coherent
sentences, simple paragraphs, and
friendly letters from a variety of
stimulus materials

C. Learning Nakikilala ang panahunan ng Nagagamit ang mga Natutukoy ang Nababasa ang mga kuwento,
Competency/ pandiwa at nagagamit ang ekspresyong angkop sa impormasyon sa teksto na alamat, balita, at iba pa nang may
Objectives mga ito sa pangungusap at ikalawang baitang sa sumasagot sa literal at mas kasanayan at kahusayan.
Write the LC code for each. talata paghihinuha ng posibleng mataas na antas ng Nakasusulat at nakabubuo ng mga
MT2GA-IIIa-c-2.3.2 katapusan ng kuwento, pagtatanong (HOTS). pangungusap at talata tungkol sa
pangyayari, at iba pa MT2OL-IId-e-6.3 karanasang nabuo mula sa
Nahihinuha ang kasunod na pangkatang pagkukuwento.
mangyayari ayon sa pangyayari Nakabubuo ng kuwento, patalastas,
sa kuwento, alamat, at iba pa atbp.gamit ang tamang salita at
MT2RC-IId-e-8.1 maayos na teksto.MT2C-IIa-i-2.2
II. CONTENT IKALABINTATLONG IKALABINTATLONG LINGGO KALABINTATLONG KALABINTATLONG LINGGO Lingguhang Pagsusulit
LINGGO Pagmamalasakit sa Pamilya LINGGO Pagmamalasakit sa Pamilya
Pagmamalasakit sa Pamilya Paghihinuha ng posibleng Pagmamalasakit sa Suliranin at ang maaaring solusyon
PANAHUNAN NG PANDIWA katapusan ng kuwento, Pamilya nito sasanaysay, pangyayari,
pangyayari, at iba pa Mga impormasyon sa komentaryo, at iba pa
teksto na sumasagot sa
literal at mas mataas na
antas ng pagtatanong
(HOTS).
LEARNING RESOURCES
A. References K-12 CG p 112 K-12 CGp K-12 CGp K-12 CG p
1. Teachers Guide
pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resource
PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
114-116
96-97
Larawan, tarpapel
Laro: Charade
Kilos ko, Hulaan Mo
Itanong kung sinusunod ng
mga bata ang ipinagagawa sa
kanila ng kanilang magulang.
Itanong din kung bakit dapat
sundin ang mga ito.
Ipabasa ang mga pangkat ng
salitang nagsasaad ng kilos sa
pisara
116-118
93-97
Tarpapel, larawan
Sabihin sa mga bata na pag-
aralan at unawain ang
talasalitaan sa LM.
Ipabaybay sa mga bata ang
mga salita sa talasalitaan.
1.Ano ang dapat ninyong gawin
sa mga paalala ng inyong
magulang?
2. Pangganyak na Tanong
a. Ano ang nangyari kina
Melody at Herman nang hindi
sila sumunod sa paalala ng
kanilang ina?
b. Ano ang maaaring mangyari
sa katapusan ng kuwento?
118-119 119-120
99-104 99-104
Tarpapel, larawan Tarpapel, larawan Summative test files
Balikan ang kuwentong ang Pagbasa sa kuwentong Ang
Paalala ni Nanay Paalala ni Nanay sa LM.
Itanong kung tungkol saan ang
kuwento at kung ano ang
pagkakasunod-sunod ng mga
pangyayari sa kuwento gamit ang
sariling pangungusap, unang
nangyari, pangalawa, pangatlo, at
katapusan.
Talakayin muli ang Itanong ang mga bata kung may Awit
kuwento. karanasan din silang kagaya ng
nasa kuwento. Ipalahad ito.
Ipabasa ito sa mga Pag-usapan kung kaninong Pagbibigay ng
bata.Itanong ang mga karanasan ang isusulat upang pamantayan
sumusunod: makabuo ng kuwento. Pag-usapan
1. Sino-sino ang tauhan sa din kung ano ang gagawing
kuwento? pamagat ng kanilang sariling
2. Saan galing ang nanay? kuwento o karanasan Gabayan ang
3. Ano ang pasalubong ng mga bata para sa pagbubuo ng
nanay? kuwento gamit ang kanilang sariling
4. Kailan kinain nina karanasan. Ipasulat ito sa pisara
Melody at Herman ang gamit ang wastong pamantayan sa
tsokolate? pagsulat ng talata o kuwento.
5. Ano ang paalala ng Ipabasa ang nabuong kuwento
nanay kina Melody at nang wasto
Herman?
6. Sinunod kaya nila ito?
 Paano mo ito nasabi?
7. Kung ikaw si Melody o si
Herman, ano ang gagawin
mo? Bakit

D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
Ano ang ipinapakita ng mga
salita sa bawat pangkat? (kilos
o galaw)
Ano na nga ang tawag sa mga
salitang nagpapakita ng kilos o
galaw? (pandiwa)
Aling pangkat ng pandiwa ang
nagpapakita na ginawa na ang
kilos?
(pangkat B) Aling pangkat ng
salita ang nagpapakita na
ginagawa pa ang kilos?
(pangkat A)
Aling pangkat ng salita ang
nagpapakita na gagawin pa
lamang ang kilos? (pangkat C)
Ano ang tawag sa mga
pangkat na ito ng pandiwa? (
Panahunan ng pandiwa)
Ipangkat ang mga bata sa
apat (4). Ipagawa ang Gawin 1
sa LM.
Pagsagot sa pangganyak na 1. Ano-anong salitang Paano kayo nakabuo ng inyong Pagsasabi ng panuto
tanong pananong (question kuwento? Paano ninyo ito isinulat at
1.Ano ang nangyari kina words) ang ginagamit binasa?
Melody at Herman nang hindi upang matukoy ang detalye
sila sumunod sa paalala ng ng kuwento?
kanilang ina? 2. Ano ang sagot sa tanong
b. Ano ang maaaring mangyari na:
sa katapusan ng kuwento Sino?Ano?Saan?Kailan?Pa
ano? Bakit?
Ipagawa ang pangkatang Pangkatang Gawain Pagsagot sa pagsusulit
gawain sa Gawain.
a. Pangkat 1: Tagubilin Ko,
Gawin Mo!
b. Pangkat 2: Paalala!
c. Pangkat 3: Sulat
Paumanhin
.

F. Developing mastery (leads
to Formative Assessment 3)
1. Pinatnubayang Gawain Ipabasang muli ang kuwentong Si Ipabasa at pasagutan ang Pangkatin ang mga bata ng apat (4) Pagtsek ng Pagsusulit
( Tingnan ang tarpapel ). Pagong at Si Unggoy at ipabigay Gawain 3sa LM. at gawin ang Brainstorming
Patnubayan ang mga bata sa ang posibleng katapusn nito Activity sa Gawain 4 sa LM.
pagsagot nito.
Tulungang mamingwit ang
tatlong mangingisda.Basahin
ang mga pandiwang nakasulat
sa mga isda. Lagyan ng guhit
mula sa isda ng pandiwa
papunta sa tamang bangka.
Tingnan ang halimbawa.
 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 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?
Ipagawa ang Gawain 2 sa LM. Kumuha ng isang maikling
kuwento sa ibang aklat at
magtanong sa mga detalye
nito.
Ano ang tawag sa mga Paano ninyo naunawaan ang
salitang nagpapakita ng kilos o kuwento?
galaw? Ano ang tawag sa mga Mauunawaan ang kuwento sa
pandiwang ginawa na, pamamagitan ng pagbibigay ng
ginagawa pa, at gagawin pa kahulugan ng mga salitang
lamang? Ipabasa ang nabasa, pakikilahok sa
Tandaan sa LM talakayan ng grupo o klase, at
pagbibigay ng hinuha sa
mangyayari sa kuwento
Basahin ang mga pandiwa. Ipasaagot ang Gawain 3 sa p
Gamitin ang bawat isa sa 100-103.
pangungusap.
1. Tumakbo
2. Lumangoy
3. naglalaba
4. naglalakad
5. dadalaw
Magbasa ng isang kwento at
isulat ang posibleng katapusan
nito.
___ of Learners who earned 80%
above ___ of Learners who earned 80%
above
___ of Learners who require ___ of Learners who require additional
additional activities for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson
___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain
Kumuha ng isang maikling
kuwento sa ibang aklat at
magtanong sa mga detalye
nito.
Ano-anong salitang
pananong (question
words) ang ginagamit
upang matukoy ang detalye
ng isang kuwento.
Basahin at unawain ang
maikling kuwento.
Ang Nawawalang Bolpen
Akda ni Virginia C. Lizano
Sagutin ang mga
sumusunod na tanong (
tingnan ang tarpapel )
___ 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 continue to
require remediation
Stratehiyang dapat
gamitin:
__Koaborasyon
Bumuo ng apat (4) na pangkat. Magpakita ng katapatan
Magbahaginan ng sariling sa pagsusulit.
karanasan tungkol sa pagtulong sa
gawaing bahay. Gumawa ng
maikling kuwento tungkol dito. Iulat
ito sa klase pagkatapos.
Paano ang pagbubuo ng kuwento?
Paano ang wastong pagsulat at
pagbasa ng kuwento?
Ipabasa ang Tandaan sa LM.
Balikan ang Gawain 4 Itala ang mga puntos ng
Bumuo ng talata mula dito gamit mag-aaral.
ang wastong bantas, tamang salita
at maayos na teksto.
Bigyan ng paghahamon
ang mga mag-aaral para
sa susunod na pagtataya.
___ 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 continue to require
remediation
Stratehiyang dapat gamitin:
__Koaborasyon
__Pangkatang Gawain

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I Search __I Search
__Discussion
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 Suggestopedia
__ Ang pagkatutong Task
Based
__Instraksyunal na material
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__Data Retrieval Chart
__Discussion
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
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__I Search
__I Search __Discussion
__Discussion
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 pagkatutong Task Based
__ Ang pagkatutong Task
Based
__Instraksyunal na material
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
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
__Instraksyunal na material
 SCHOOL LACUB CENTRAL SCHOOL MATHEMATICS
Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )
DAILY LESSON LOG September 04-08, 2017 Checked by:
Date

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
09/04/2017
A. Content Standard Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000
including money.
09/05/2017
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000
including money
09/06/2017
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000
including money.
09/07/2017 09/08/2017
Demonstrates understanding of
subtraction and multiplication of
whole numbers up to 1000
including money.

B. Performance Is able to apply subtraction and Performance Standards is able to Is able to apply subtraction and Is able to apply subtraction and
Standard multiplication of whole numbers apply subtraction and multiplication of whole numbers up multiplication of whole numbers
up to 1000 including money in multiplication of whole numbers to 1000 including money in up to 1000 including money in
mathematical problems and real- up to 1000 including money in mathematical problems and real-life mathematical problems and real-
life situations. mathematical problems and real- situations. life situations.
life situations.
C. Learning Solves multi-step routine and Illustrate multiplication as Illustrates multiplication as Illustrates multiplication as equal
Competency/ non-routine problems involving repeated addition repeated addition using counting by jumps in a number line
Objectives addition and subtraction of 2- to M2NS-IIf-38 multiples M2NS-IIf-38
Write the LC code for each. 3-digit numbers including money M2NS-IIf-38
using appropriate problem
solving strategies and tools.
M2NS-IIe-34.4
II. CONTENT Lesson 39 Lesson 40 - Illustrate Lesson 41 Lesson 42 Summative Test
TOPIC: Solving two-step word multiplication as repeated Multiplication as Counting by Multiplication as Equal
problems involving addition and addition Multiples Jumps in a Number Line
subtraction.
LEARNING RESOURCES
A. References K to 12 CGp.21 K-12 CG p 38 K-12 CGp K-12 CGp 38
1. Teachers Guide 148-151 151-154 154-156 156-158
pages
2. Learners Materials 92-96 97-99 99-101 101-103
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning charts Illustration/pistures, counters, Illustration/pictures tarpapel Illustaration, tarpapel Summative test files
Resource tarpapel
PROCEDURE
A. Reviewing previous Read the following problems. Preparatory Activities Group the pupils. Let the group fill Conduct drill on addition of
lesson or presenting the
new lesson
B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
Write the operations are to be
used, transforming the word
problem into a number sentence
and the final answer.
1. Coco has to solve 125 Math
problems. She solved 46
problems yesterday and 53
problems today. How many
problems are to be solved yet?
What operations are to be used?
__________________
What is the mathematical
sentence? ______________
What is the final answer? ____
What is your fathers occupation?
What is the importance of the
farmers in the community?
What is the importance of the
farmers in our country?
What are the contributions of the
farmers in our economy?
Present this story problem.
Mang Digoy is a farmer. He has
356 cavans of rice to sell. He sold
98 cavans yesterday and 145
canvans today. How many cavans
of rice were left to him?
1. Drill Do this as group activity.
Use pebbles or counters. Instruct
each member of the group to
count five pebbles/counters. Let
them laid the pebbles/ counters
on the table or floor.
Ask:
How many groups of
pebbles/counters were there?
What is the total number of
counters/pebbles?
(Continue with other numbers like
6, 7, 8, etc...)
Play The Boat is sinking
Example: The boat is
sinkinggroup yourselves into
3...etc
1. Ask the pupils to go out and
collect 3 pieces of pebbles or dried
leaves each.
2.Ask them to group themselves
into groups with 5 members and
lay the materials on the table
separately to form groups.
Ask: How will you make these
materials useful?
How many groups of pebbles
(dried leaves) were there? 5
How many pebbles (dried leaves)
were there in each group? 3
Can you make other groupings of
the same number aside from what
we did? Please show it.
3.Tell the pupils that it is written in
word as five groups of three and in
symbol as 5 x 3.
in the missing number as fast as whole numbers using flashcards.
they could. (One digit by one digit only
1. 2, 4, 6, __, 10 4. __, 10, 15, 20, 25
2. 3, 6, __, 12, 15 5. 6, __, 18, 24, 30
3. 4, 8, 12, 16, __
Assign number to each of your Imitate the movement of some Song
pupils. Tell them to be alert and animals like frog, duck etc.
remember their corresponding
number because anytime you will
call them to tell their corresponding
number.
The pattern on how you call your
pupils is the multiples of a certain
number.
Example:
Multiples of 3 (3, 6, 9, 12,.etc.)
Group the pupils. Give each group Let the pupils play The Leaping Setting of standard
20 pebbles or counters whichever is Frog.
available in your classroom. Form a group with five members
Guide them to arrange the first 2 in each group. Draw a straight
sets as shown below. line on the floor. Mark the line.
II IIII Vary the number of markings for
Instruct them to add two more each group.
sets. Each member will take turn in
Let each group explains their jumping to the line. Make sure
corresponding answer. that they will land on the
Then show the correct set of markings.
counters. (IIIIII IIIIIIII)
Ask them the pattern they see.
Instruct them to form the fifth set.
(IIIIIIIIII)
This time show the illustration of
the above situation as shown
below.
1st set 2nd set 3rd set 4th set 5th

D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
What is asked in then problem?
_________________________
What are given?
________________________
How many operations should be
used in solving the problem?
____
What are they? __________
What are the word clue/s you
identify the operations to be
used in solving the problem?
__________
What is the mathematical
sentence? ________
What is the final answer?
___________
Raymund harvested 670
pineapples. He sold 345
pineapples on Monday and 156
pineapples on Tuesday. How
many pineapples were not sold?
Ask: How many pebbles (dried set II IIII IIIIII IIIIIIII IIIIIIIIII
leaves) were there in all? 15
How did you arrive in that answer?
We use addition.
Who can show how it was done?
4.Show this representation of the
above situation drawn in a manila
paper. 5 x 3
Is there any other way of What pattern have you observed? a. How many markings are there Giving of instruction
presenting it that will give the How many 2s were there in the in your line?
same result? first set? in the second set? in the b. Do they have the same
Possible answer third set? in the fourth set? in the distances?
How many groups were there in fifth set? c. How many jumps did you
A? in B? What pattern did you see? make?
How many members in each group Call some pupils to write the
were there in A? in B? numerical value of the first set,
How many objects in all were second and so on as shown below.
there in A? in B?
How did you know it? (Ask one
pupil to show it.)
(3 + 3 + 3 + 3 + 3) and (5 + 5 + 5)
See page 153 TG
1.Write the multiplication
equation of the above situation on
the board as shown below:
3 x 5 = 15
2.Then let the pupils write the
equation on how they come up
with 15 as their answer using
addition.
3. The possible answer is 3 + 3 + 3
+ 3 + 3 = 15 or 5 + 5 + 5 = 15
Ask: What pattern have you
observed?
E.Discussing new concepts and Do Gawain 1 on LMp.99 show an illustration of a number Supervising the test
practicing new skills #2(Guided line. Ask the pupils if they can
Practice) Refer to LM 40 Gawain 1 see the similarity between the
Gawain 1 illustration and what they have
A. Pangkatang Gawain done earlier.
1. Mag-ipon ng 8 piraso ng 1 mula Discuss how a number line can
sa mga kasapi ng iyong pangkat. be used to illustrate
Kung wala, manghingi ng play multiplication.
money sa iyong guro. The number line below shows 4
2. Pangkatin ang mga ito sa apat. groups of 3 or 4 x 3.

F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
Sagutin: Ilan lahat ang barya? 0 1 2 3 4 5 6 7 8 9 10 11 12
Ilang pangkat ang iyong binuo? Discuss further that the
Ilang barya sa bawat pangkat? multiplier shows how many
Isulat ang repeated addition equal jumps should be made in a
equation nito at ipakita sa iyong number line. The multiplicand
guro. determines the spaces.
B. Ipakita ang sumusunod na
paglalarawan bilang repeated
addition. Isulat din ang
multiplication sentence.
1. 4 na pangkat ng 3
repeated addition: ____
multiplication sentence: __
2. 3 pangkat ng 6
repeated addition: _____
multiplication sentence: __
3. 5 kolum ng 2
repeated addition: ____
multiplication sentence___
Refer to LM No. 39- Gawain F. Developing mastery Group activity Refer to the LM 42- Gawain 1-B Checking the test
( Independent Practice) pages 102
A. Ipagpatuloy ang pag-uulit sa
ibaba.
1. 5 x 4 = 4 +
____________________
2. 4 x 7 = 7 +
____________________
3. 4 x 9 = 9 +
____________________
4. 8 x 7 = 7 +
____________________
5. 4 x 4 = 4 + ______________
D. Ipakita ang multiplication sa
ibaba bilang repeated addition.
1. 8 x 8 = ____ 4. 7 x 6 = ______
2. 5 x 9 = _____ 5. 6 x 4 = _____
3. 2 x 7 = ________
Refer to LM 39 - Gawain Refer to LM 40- Gawain 2 Do Gawain 2 on p100-101 Pangkatang Gawain. Show honesty in
Bawat isa sa 10 mag-aaral sa Unang pangkat - 2 x 4 answering the test
Ikalawang Baitang ay may 2 lapis. Pangalawang pangkat - 3 x 3 questions
Ilan lahat ang lapis. Gamitin ang Pangatlong pangkat - 4 x 3
repeated addition para mahanap Pang-apat na pangkat - 2 x 3
ang sagot. Panglimang pangkat - 3 x 5
Ipakita ang multiplication gamit

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?
What are the steps in solving a 2-
step word problem involving
addition and subtraction
including money?
Read, analyze and solve the
following problems. Then answer
the questions after each
problem.
1.There are 245 Grade II pupils in
Montfort Academy. Of these124
are boys. How many are girls?
What is asked in the problem?
____________
What are given? ___________
What operations should be used?
__________
What is the number sentence?
________
What is the final answer? _____
Refer to the LM 39 Gawaing
Bahay
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
Ask: What have you learned
today?
To illustrate multiplication as
repeated addition, add the
multiplicand repeatedly according
to its multiplier
Illustrate the following
multiplication using repeated
addition.
1. 5 x 3 2. 7 x 4 3. 2 x 6
4. 4 x 8 5. 3 x 7
Ipakita sa pamamagitan ng
repeated addition ang
multiplication sa ibaba.
1. 2 x 5 2. 9 x 7 3. 6 x 3
4. 6 x 9 5. 8 x 4
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
To illustrate multiplication as
counting by multiples, get the
multiples of the multiplicand until
the number of times determined by
the multiplier.
Use the number grid below to
illustrate the following
multiplication as counting by
multiples. Follow the colour coding.
1. 7 x 5 (red) 2. 9 x 4 (yellow) 3. 8 x
6 (orange)
4. 6 x 3 (green) 5. 5 x 7 (blue)
( see grid posted on the board )
Refer to LM 41 Gawaing Bahay
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
ang number line. Iguhit ito sa
sahig. Subuking tumalon sa
bawat tanda
To illustrate multiplication as
equal jumps in a number line,
determine first the multiplicand
and the multiplier. The multiplier
determines the number of equal
jumps while the multiplicand
determines the number of
spaces per jump
Illustrate the following Recording the test resulte
multiplication as equal jumps in a
number line.
1. 4 x 5 2. 3 x 7 3. 5 x 6
4. 6 x 6 5. 7 x 4
Gumuhit ng number line. Ipakita Challenge the pupils for
ang multiplication sa ibaba bilang the next test.
equal jumps sa number line.
1. 5 x 7 2. 3 x 9 3. 8 x 2
4. 6 x 3 5. 4 x 8
___ of Learners who earned 80% above
___ of Learners who require additional activities
for remediation
___Yes ___No
 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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
____ of Learners who caught up the
lesson
___ 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 members
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 from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
____ of Learners who caught up the
lesson
___ 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 members 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 from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
____ of Learners who caught up the
lesson
___ 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 members 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 from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
____ of Learners who caught up the lesson
___ 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 members 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 from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
 SCHOOL LACUB CENTRAL SCHOOL FILIPINO
Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )
DAILY LESSON LOG Checked by:
September 04-08, 2017
Date

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
09/04/2017
A. Content Standard Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-
unawa sa napakinggan
09/05/2017
Naipamamalas ang ibat ibang
kasanayan upang makilala at
mabasa ang mga pamilyar at di-
pamilyar na salita
09/06/2017
Demonstrates understanding
and knowledge of language
grammar and usage when
speaking and/or writing.
09/07/2017 09/08/2017
Demonstrates the ability to formulate
ideas into sentences or longer texts
using conventional spelling

B. Performance Nakikinig at nakatutugon nang Nakapag-uuri-uri ng mga salita Speaks and writes correctly Uses developing knowledge and skills
Standard angkop at wasto ayon sa ipinahihiwatig na and effectively for different to write clear and coherent sentences,
kaisipang konseptwal purposes using the basic simple paragraphs, and friendly letters
grammar of the language. from a variety of stimulus materials.

C. Learning Nakikinig nang mabuti sa Nababasa ang mga salitang may Natutukoy ang mga panghalip Nasisipi nang wasto at maayos ang
Competency/ nagsasalita upang matukoy ang kambal katinig na PR panao na paari malalaking letra sa paraang kabit-kabit
Objectives damdaming ipinahihiwatig F2PP-IId-i-5 MT2GA-IIa-e-2.2.2 MT2C-IIa-i-2.2
Write the LC code for each. F2PN-IId-12.2

II. CONTENT Aralin 4: Sinabi Mo, Ramdam Ko Aralin 4: Sinabi Mo, Ramdam Ko Aralin 4: Sinabi Mo, Ramdam Aralin 4: Sinabi Mo, Ramdam Ko Summative Test
Pakikinig nang mabuti sa Pagbasa ng mga salitang may Ko Pagsipi nang wasto at maayos na
nagsasalita upang matukoy ang kambal katinig Pagtukoy ng mga panghalip malaking letra
damdaming ipinahihiwatig panao na paari
LEARNING RESOURCES
A. References K-12 CG p.42 K to 12 CG p.21 K-12 CG p.100 K-12 CGp 100
1. Teachers Guide p.91-92 84-85 93-94 94-95
pages
2. Learners Materials P181-185 173-174 188-189 190-191
pages
3. Textbook pages 1.Landas sa Wika at Pagbasa 2.
1999. pp. 90-95. (mula sa DANE
Publishing House, Inc.)*

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Larawan, tarpapel Larawan, tsart, plaskard Larawan, tarpapel Tarpapel, tsart Summative test files
Resource
PROCEDURE
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
F. Developing mastery (leads
to Formative Assessment 3)
Ano ang iyong ginagawa kung
masama ang loob mo?
Paano mo ito ipinakikita o
sinasabi
Sino ang inyong kaibigan sa
klase? Ano ang madalas ninyong
pinag-uusapan?
Pagpapayaman ng Talasalitaan
Gumawa ng tsart ukol dito.
( tingnan ang tarpapel )
Basahin ang kuwentong Ang
Magkaibigan sa LM, pahina 181-
182habang ang amga bata ay
nakikinig.
Pagtalakay
1.Sino ang magkaibigan?
2.Anu-ano ang dala ni Lino sa
palaruan?
3.Ano ang damdamin ni Ben
nang sabihin niyang Wow!
Ang ganda naman ng laruan
mo?
Ipasagot ang Gawin Natin sa LM,
p 183.
Ipakita ang mga damdaming
isinagot sa pamamagitan ng facial
expression habang binabasa ang
mga pangungusap
Ipasagot ang Sanayin Natin sa
LM, pahina 138.
Paano ka tumutulong sa mga
nasalanta ng bagyo o anumang
kalamidad?
Magpakita ng larawan ng mga
nasalanta ng bagyo.
Ano ang ginagawa ng mga tao?
Pagpapayaman ng Talasalitaan
Gamit ang semantic web ibigay
ang kahulugan ng pagtulong
Basahin ang kuwentong Ang
Batang si Prado.
Pagsagot sa mga tanong
tungkol sa kwento
Ibig ang mga salitang may
kambal katinig na pr sa
kuwento
Ipasagot ang Gawin Natin sa LM, p
186-187.
Ano ang madalas ninyong Ipabakat ang malaking letra na
paglaruan ng iyong kaibigan? ipasisipi.
Paano ninyo ito nilalaro
Paglaruin ang mga bata ng Sabihin: Ibigay ang alpabetong Filipino Song
Magtanungan Tayo
Tumawag ng 2 pares ng bata.
Pagdalahin ng gamit sa
harapan.
Itanong: Ano ang dala mo?
Sino ang nagbigay/bumili
niyan?
Pagkatapos yung kapareha
naman ang tatanungin
Ipabasa ang kuwentong Ang Ipabasa ang Dapat Tandaan sa Pagsulat Setting of standard
Magkaibigan. na nasa Basahin Natin sa LM,
Pahina 190
Ano ang napansin ninyo sa Talakayin ang mga sagot sa Sagutin Giving of instruction
teksto? Natin sa LM, pahina 190
Anong mga salita ang may
salungguhit?
Magbigay ng iba pang
halimbawa ng panghalip
panao na paari.
Ibigay ang gamit ng mga
panghalip panao na paari.
Talakayin rin na ang panghalip Sabihin: Supervising the test
panao na paari ay maaaring Ipalagay nating papel ninyo ang
isahan o maramihan. pisara. Gamitin ang tatlong linyang
may kulay asul, pula, asul. Simulan ito
sa kaliwa-pakanan. Tingnan ang aking
pagsulat.
Ipaulit ang istrok sa hangin.
Ipagawa sa pisara ang malaking letra
na isusulat.
Ipagaya ang modelo sa LM,
pahina____.
Ipasagot ang Gawin Natin sa Bakit mahalaga na sundin ang mga Checking the test
LM, pahina ___. panuntunan sa pagsulat?
 Ito ay pinatnubayang Maaaring isulat sa tsart ang mga Ipasabi kung ang
pagsasanay. salitang gagamitin. sinalungguhitang panghalip
Gabayan ang mga bata sa panao ay isahan o
paggamit ng mga salita kung maramihan
diyalogo ang
gagamitin.

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
Ibinabahagi mo ba ang iyong
laruan sa kaibigan?
Paano mo ito ginagawa?
Ano-anong damdamin ang
maaaring gamitin sa
pangungusap?
Magbigay ng halimbawa ng mga
ito.
Ipabasa ang Tandaan Natin sa
LM, pahina 184.
Ipagawa ang Linangin Natin sa
LM, p184-185.
Gumuhit ng 5 larawan sa
kuwaderno na nagpapakita ng
ibat ibang damdamin.
Ipasagot ang Sanayin Natin sa LM,
p187.
Ipagawa ang pagsasanay bilang
Pinatnubayang Pagsasanay.
Ang kambal- katinigay maaring
nasa unahan, gitna, at hulihan.
Isulat kung nasa unahan, gitna,
o hulihan ang kambal-katinig na
ginamit sa sumusunod.
___1. Sorpresa
___2. Presyo
___3. Prinsipe
___4. Nagprusisyon
___5. produkto
Gumupit o gumuhit ng larawang
may kambal katinig pr
pangungusap.
Ipasagot ang Sanayin Natin sa
LM, pahina___ bilang
Pinatnubayang Pagsasanay.
Gabayan ang bawat pangkat
sa gawain
Ano ang panghalip panao na
paari?
Kailan ito ginagamit?
Ipasagot ang Linangin Natin
sa LM, pahina___.
Gamitin ang 5 sa mga
panghalip panao na paari sa
Ipagawa ang Gawin Natin sa LM, Show honesty in
pahina ___. answering the test
Ipagawa ang Sulatin Natin at Sanayin questions
Natin sa LM, pahina___.
Kailan ginagamit ang malaking letra?
Ipagawa ang Linangin Natin sa LM, Recording the test resulte
pahina___.
Magsanay pa sa pagsulat. Challenge the pupils for
the next test.

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
___ 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 require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ 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 require additional
activities for remediation
___Yes ___No
____ 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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
___ of Learners who continue to
require remediation
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
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
___ of Learners who continue to
require remediation
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
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
___ of Learners who continue to
require remediation
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
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
__ Ang pagkatutong Task
Based
__Instraksyunal na material
___ of Learners who continue to require
remediation
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
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
__Instraksyunal na material
 SCHOOL LACUB CENTRAL SCHOOL MAPEH
Teacher MARTINA R. BARBOSA Quarter: SECOND ( Week 4 )
DAILY LESSON LOG Checked by:
September 04-08, 2017
Date

MONDAY (MUSIC) TUESDAY (ARTS) WEDNESDAY (P.E.) THURSDAY (HEALTH) FRIDAY

OBJECTIVES
09/04/2017
A. Content Standard Demonstrates basic
understanding of pitch and
simple melodic patterns
B. Performance Performs with accuracy of pitch,
Standard the simple melodic patterns
through body movements,
singing or playing musical
instruments
09/05/2017 09/06/2017
Demonstrates understanding of Demonstrates
using two or more kinds of lines, understanding of
colors and shapes through locations, directions,
repetition and contrast to create levels, pathways and
rhythm planes
Creates a composition or design of Performs movements
a tricycle or jeepney that shows accurately involving
unity and variety of lines, shapes locations, directions,
and colors levels, pathways and
planes
09/07/2017 09/08/2017
Demonstrates understanding of the
proper ways of taking care of the
sense organs
Consistently practices good health
habits and hygiene for the sense
organs

C. Learning Sings the following songs with Describes the unique shapes, Engages in fun and Describes ways of caring for the
Competency/ accurate pitch: colors, texture and design of the enjoyable physical eyes, ears, nose, hair and skin in
Objectives 4.1 wrote songs skin coverings of different fishes Activities rhythmic routines order to avoid common childhood
Write the LC code for each. 4.2 echo songs and sea creatures or of wild forest (ribbon, hoop, balls, and health conditions
4.3 simple childrens melodies animals from images any available indigenous H2PH-IIa-e-6
MU2ME-IIb-4 A2EL-IIb /improvised materials)
PE2PF-IIa-h-2

II. CONTENT Melody- high and low of tones ARALIN 4 - KULAY AT TEKSTURA Rhythmic sequences with Diseases and their Effects on Summative Test
NG LAMANG DAGAT NA IPININTA the use of Implements Childs Growth and Development
Such as ribbon, hoop,
ball etc.

LEARNING RESOURCES
A. References K-12 CG p 17 K-12 CG p.16 K-12 CG.17 K-12 CG p14
1. Teachers Guide 34-36 130-131 222-224 335-338
pages
2. Learners Materials 52-56 208-210 413-416
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Picture, chart, bond paper, water color, brush, Larawan, tarpapel Larawan, tarpapel Summative test files
Resource

PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
Greetings with melody: DO-MI-
SO-SO-DO
Good Morning Children
Good Morning Teacher
Good Morning Classmates
Ask the pupils who have a pet
bird.
1. Ask them demonstrate the
sounds produce by the bird .
2. Let the pupils know the value
of loving and caring their pet.
Activity 1:
Let them to sing Singing Little
Bird
Let us play.
1.Teach the song by rote
2. Draw dots showing the
directions of the melody.
3. Connect the dots.
4. Sing the song following the
dots and the lines.
pictures of animals
Show a picture of under the sea
scene. Let the pupils name the sea
animals that they sea. Call pupils
to show the picture of sea animals
that they have brought. Call pupils
attention on the differences in
colors and skin texture of these
animals.
Review how to create texture and
demonstrate to the learners how
to do it using water color.
Give one big drawing of sea
animals per group. This time,
these pictures are not colored.
Challenge the imagination of the
pupils by saying :Based on real life,
what colors shall we use to paint
the animal skin of fish crab, jelly
fish , alligator etc.
Activity 1
Tingnan mo ang balat ng lamang
dagat na ito?
Ano ang kulay ng kanyang balat?
Ano ang tekstura nito?
Drill
Warm Up Exercise
Stretching Activity
How can you create rhythm
by clapping?
Can you do other movements
while you clap?
What rhythm can you have by
stamping, tapping, snapping?
Can you do it
Activity 1
Let pupils perform the
following combinations
COMBINATION 1
a. stamp your right/left foot
alternately 4 cts
b. walk forward starting with
the right foot 4 cts
c. walk backward starting with
the right foot 4 cts
d. hop forward R twice, hop
backward L twice 4 cts
e. repeat all 16 cts
COMBINATION 2
a. fall in line while walking
take 4 walking steps forward
and 4 walking steps backward
8 cts
b. clap your hands in place 8
Have the pupils sing the song with
corresponding action:
Ako ay may mga Kamay
( To the tune of Eency, Wency
Spider)
Show to the children the cover page Song
of Lesson 3.
Ask: Have you experienced these
diseases? Who among you had
experienced these illnesses?
Have the pupils identify, describe
and tell something about each
disease.
Use a KWL chart for the learners to
place what they know and want to
know in the days lesson.
Encourage them to tell what they
want to know about these diseases.
Let them post their answers in the
chart.
Present the topic to the class. Setting of standard
a. Bulutong-tubig
b. Primary (Tuberkulosis)
Complex
c. Tigdas
d. Beke

D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
Activity 2:
1.Greet each one in a singing
way.
2. Teacher: Good morning
children
3. Children: Good morning
teacher
Let the pupils listen as you sing
the song Good Morning.
1. Let the pupils sing the song
with you.
2. Ask how the melody of the
song moves.
Introduce them the high and low
tones in the song.
Ask them to use the song in
greeting their classmates
,teachers and friends.
Gawain 2
Kumuha ka ng isang malinis na
papel at gumuhit ka ng isang
lamang dagat. Pintahan mo ito.
Ipakita ang tunay na kulay at
tekstura nito.
Tingnan ang pahina 209
Help the class to come up with the
idea that We can paint the
drawing animals to show the
variety of colors and texture found
in the skin covering of these sea
animals.
Create another artwork of animals
to show the variety of colors and
texture found in the skin covering
of these animals..
cts
c. leap forward 4x starting
with the R foot and leap
backward 4x starting L foot 8
cts
d. repeat b (8x) 8 cts
e. repeat all
Activity 2 What are the common childhood Giving of instruction
Perform the given diseases? Name them one by one.
combinations using available
implements like ribbon, hoop,
ball, wand, stick or
tambourines.
How did you perform the
activities using the different
implements? What rhythmic
sequences were you able to
do in performing activities
using the different
implements? Can you name
the implements you used in
the activities?
Activity 1 Explain the following: Supervising the test
Let pupils listen to a song Bulutong
entitled Magtanim Di Biro. Primary (tuberculosis) complex
Let them sing the song as Tigdas
well. Beke
Perform the given Have them answer the following Checking the test
combination accompanied by activity.
Magtanim ay Masaya(while Ibigay ang impormasyon angkop sa
singing or with instrumental sumusunod na sakit. Hanapin ito sa
accompaniment). kahon sa ibaba. Isulat ang letra ng
a. skip to the right/left tamang sagot.
alternately 4x ( tingnan ang tsart
while tapping your thigh 4 cts
b. one gallop step sideward R,
step R,close L to R 8 cts
c. walk forward while clapping
2x 2 cts
d. walk backward while
clapping 2x 2 cts
e. repeat all 16 cts
 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
Let them sing again the songs
that they have learned.
1.Ask what did they use in singing
the correct pitches of the tones in
the song.
Remember:
Rote songs, echo songs and
simple childrens melodies are
another way of singing the
correct pitches of tones.
Assess yourself how well you
learned and participated in the
activities. Rate from 1 to 3
following the legend.
Skills
3 larawan ng hayop.
2 Lagyan ng ___ kung Oo ang sagot
1 at ___ kung Hindi.
1. Sang correctly the pitch of the
song Singing Bird
2. Used song in greeting
classmates with correct pitch.
3. Sang the simple melody of the
song Good Morning
4. Made correct directions of the
melody using dots and lines.
5. Showed enjoyment through
singing.
3- Done
2- Moderately done
1-Not done
Practice singing the correct pitch
of the songs that you have
learned and be ready for the
group presentation next meeting.
Do this by asking the following
questions:
How can we show the real color of
an animal?(by painting or coloring
it)
How can we show texture in their
body covering?(by adding lines,
spots and shades)
When can we say that our
drawings are imaginary?
Let the learners read
ISAISIP MO: Sa ating pagkukulay
sa iginuhit na larawan ng hayop
mula sa dagat ay
makapagpapakita tayo ng ibat
ibang kulay at tekstura na
matatagpuan natin sa balat ng
mga hayop na ito.
Return the artwork to the pupils
and tell them to cut and post the
artwork on the farm mural then
work on Ipagmalaki Mo.
Kunin ang iyong kinulayang
Isulat sa kuwaderno ang iyong
sagot.
1. Napalabas ko ba ang tunay na
kulay ng lamang dagat?
2. Malinis ba ang aking ginawang
pagpipinta ?
3. Nakapagpakita ba ako ng
tekstura sa balat ng lamang dagat?
4. Gumamit ba ako ng tamang
kulay base sa tunay na kulay ng
balat ng lamang dagat?
5. Gumamit ba ako ng ibat ibang
kulay sa pagpipinta?
The teacher calls for the
group name. Then the group
will perform the assigned task
to them.
Using a chosen implement,
create a simple rhythmic
sequence
Movement skills combination
with musical accompaniment
is enjoyable and has fitness
benefits
Each group will perform
rhythmic sequence
combinations using 2 or more
implements in a group. Group
members should be in simple
costume. Each group shall be
rated by checking the correct
column using the rubrics
below.
See page 224 TG
Rubrics for Rating
Bring other improvised
implements (to be used in a
rhythmic sequence) which are
available at home
Show honesty in
Discuss the responses given by the answering the test
pupils. questions
Show again the pictures to the
pupils for emphasis
Ang karaniwang sakit ng mga bata
ay
beke, tigdas, bulutong-tubig, at
primary complex.
Let the pupils do Recording the test resulte
Alamin Natin:
Lagyan ng (/)kung ang larawan ay
karaniwang sakit ng bata at ekis (X)
kung hindi.P 413-416
Palalimin Natin:
Alamin sa iyong kasambahay kung Challenge the pupils for
sino ang nagkasakit ng beke, the next test.
tigdas, bulutong-tubig at primary
complex. Hikayatin sila na ikuwento
sa iyo ang kanilang naging

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?
F. What difficulties did I
encounter which my principal
or supervisor can help me
___ 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 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 members
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils behavior/attitude
__ Colorful IMs
___ 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 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 members Cooperation
in
doing their tasks
__ Bullying among pupils
__ Pupils behavior/attitude
__ Colorful IMs
___ 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 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 members
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils behavior/attitude
__ Colorful IMs
karanasan. Ipasulat sa notebook
ang kanilang kuwento.
___ 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 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 members Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils behavior/attitude
__ Colorful IMs
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
__ 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 composition
__ 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 composition
__ 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
composition
__ 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 composition