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GRADES 1 to 12 Teacher: File Created by Ma’am ESTRELLITA S. VINZON Learning Area: ALL SUBJECTS
DAILY LESSON LOG Teaching Dates and
Time: JUNE 20, 2017 (WEEK 3) Quarter: 1ST QUARTER

OBJECTIVES
ESP A.P ENGLISH MTB MATH FILIPINO MAPEH ( Art )
( 7:45-8:15 ) ( 8:15- 8:55 ) ( 9:15- 10:05 ) ( 10:05- 10:55 ) ( 1:00-1:50 ) ( 1:50- 2:40 ) ( 2:40-3:20)
A. Content Standard Naipamamalas ang pag- Naipamamalas ang pag- Demonstrates Demonstrates Understanding of Naipamamalas ang Demonstrates
unawa sa kahalagahan unawa sa kahalagahan ng understanding of the understanding of grade addition of whole iba’t ibang kasanayan understanding on
ng pagkilala sa sarili at kinabibilangang komunidad relationship of phonetic level narrative and numbers up to 1000 upang makilala at lines, shapes and
pagkakaroon ng disiplina principles of Mother informational text including money. mabasa ang mga colors as elements of
tungo sa pagkakabuklod- Tongue and English to pamilyar at di-pamilyar art, and variety,
buklod o pagkakaisa ng decode unknown words na salita proportion and
mga kasapi ng tahanan in English contrast as principles
at paaralan of art through drawing
B. Performance Naisasagawa nang Malikhaing Apply reads and spells Uses literary and Is able to apply addition Nababasa ang usapan, Creates a
Standard buong husay ang nakapagpapahayag/ out grade appropriate narrative texts to develop of whole numbers up to tula, talata, kuwento composition /design
anumang kakayahan o nakapagsasalarawan ng regular and irregular comprehension and 1000 including money in nang may tamang bilis, by translating one’s
potensyal at kahalagahan ng words in English appreciation of grade mathematical problems diin, tono, antala at imagination or ideas
napaglalabanan ang kinabibilangang komunidad level appropriate reading and real-life situations. ekspresyon that others can see
anumang kahinaan materials. and appreciates

C. Learning Naisakikilos ang sariling 1. Nailalarawan ang Recognize/identify/ Naipahahayag nang Visualizes and writes Natutukoy ang bilang Composes the
Competency/ kakayahan sa iba’t ibang kabuuan ng kinabibilangang read/give example of pasalita ang mga three-digit numbers in ng mga pantig ng salita different fruits or
Objectives pamamaraan. komunidad. words with medial /e/ pangunahing expanded form. Nahahati sa pantig ang plants to show
Write the LC code for EsP2PKP- Ia-b – 2 2. Natutukoy ang EN2PA-IIIc-e-6.2 pangangailangan M2NS-Ic-14 mga salita overlapping of shapes
each. pagkakatulad at pagkakaiba Answer Wh-questions Nababasa nang may pag- F2PT-Ic-e-2.1 and the contrast of
ng mga komunidad. unawa ang tugma at tula colors and shapes in
AP2KOM-Ic-5 gamit ang kaalaman sa his colored drawing
kahulugan ng mga salita A2EL-Ic
na ginamit dito
Nasasabi ang tampok na
katangian ng tula
MT2LC-Ic-d-2.1.1
II. CONTENT Aralin 3 ARALIN 1.3 –Larawan ng Lesson 9: Speech IKATLONG LINGGO Writing 3 digit numbers Aralin 3: Maglibang at ARALIN 3 -MGA
Kakayahan Ko, Aking Komunidad Sounds Pangunahing in expanded form Magsaya sa Piling ng BAGAY IGUHIT SA
Pagbubutihin Ko! Medial /e/, Rimes /- Pangangailangan Pamilya LIKOD NG ISA PANG
Pagkilala sa Sarili em/, /-ell/, and /-eb Tampok na katangian ng Pagpapantig ng mga BAGAY
tula Salita
Pag-unawa sa tugma at
tula
LEARNING
RESOURCES
 A. References K-12 CGp 26- 27 K-12 CGp.37 K-12 CG p. K-12 CG p.87 K-12 CGp26-27 K-12 CGp.39 K-12 CG p16
1. Teacher’s Guide 11-13 p.8-9 P 23-24 p.25-27 p.39-42 p.15-16 P119-120
pages
2. Learner’s 14-18 p. p.30-31 P27-28 p. 174-177
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Larawan, tarpapel pictures, onset, rime, 1. Place Value Chart 3. larawan ng lalawigan at bond paper, crayons,
Resource word cards, charts, Flashcards ng siyudad pictures or real fruits
sentence strips 2. Show Me Board 4. and plants
Mystery Box of
Knowledge
III. PROCEDURES
A. Reviewing Paano ninyo Pag-awit ng Ako, Ikaw, Review: Ipakita ang mga larawan 1. Drill - Game: Ano-ano ang makikita Provide exercises in
previous lesson or mapapaunlad ang tayo’y Isang Komunidad Use the word cards from sa LM. RELAY sa karagatan? recalling the different
presenting the new inyong kakayahan? yesterday’s lesson. Ask Itanong kung ano-ano ito 2. Writing Sabihin ang ngalan shapes by showing
lesson pupils to read these at ang gamit ng mga ito. numbers in kasabay ng cut-out pictures of
words. figures and in pagpalakpak upang fruits and plants or
words maipakita ng bilang actual objects
at paraan ng
pagpapantig ng salitang
sagot.
B. Establishing a Magpakita ng mga Magpakita ng larawan kung Present picture and Ipabigkas muli ang tugma Motivation Ipakita ang larawan ng Show pictures of
purpose for the larawan na nagpapakita saan makikita ang mga word cards of the tungkol sa pag-inom ng Strategy: GUESS and isang lalawigan at ng fruits/plants showing
lesson ng kakayahan. Pag- komunidad. following: gatas. CHECK isang siyudad. overlapping (picture
usapan ang mga ito well hem web peck Itanong kung ano ang Present a mathematical Paghambingin ang A) and another picture
bell Pem deb neck kabutihang naidudulot problem in the form of a dalawang lugar sa of fruits/plants that
sell gem deck nito. riddle. Post this on the tulong ng Venn does not show
tell Jem Ano ang paksa ng tula? board. Diagram overlapping. ( picture
fell Rem Ano-ano ang Talakayin sa iba’t ibang B)
dell Tem pangunahing kaparaanan ang mga Original File Submitted
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C. Presenting Balikan ang binasang Muling iapabasa ang tulang Ask the children to Ipakuha ang LM sa mga Distribute a word Basahin ang kuwento Instruct the pupils to
examples/ tula, Larawan ng Aking match the words with bata. Basahin mo ang tula problem written in the tungkol sa pamilya De observe the two
instances of the new Komunidad. the pictures and post nang tuloy-tuloy gamit strip of manila paper. los Reyes sa Basahin pictures then
lesson them on the board.. ang tamang tono, baybay Tell the pupils to Natin compare.
at paghahati ng mga underline the questions sa LM, pahina___
salita sa bawat linya nito. asked in the problem.
Ipabasa ito sa mga bata Let them rewrite the
ayon sa iyong ginawang problem into answer-
pagbasa sa LM. statement form.
Distribute popsicle
sticks. Tell the pupils to
use the popsicle sticks to
represent given in the
problem.
Let the pupils solve the
equation.
D. Discussing new ano-anong kakayahan Ano ang pagkakaiba ng Modelreading the Ano ang paksa ng tula? 1. What digit is in the Pasagutan ang Sagutin What are the
concepts and ang inyong komunidad saa words. Let pupils read Ano-ano ang hundreds place of a Natin sa LM, pahina__. fruits/plants that you
practicing new nabanggit dito? komunidad na inilarawan sa after you. pangunahing four-digit number in a Ipakita ang mapa ng see in pictures A and
skills #1 tula? pangangailangan? Mathematical problem? Pilipinas, ituro ang B?
Ano ang pagkakatulad ng 2. How about in the Masbate at magbigay Name the shape of
inyong komunidad sa ones place? ng ilang mga kaalaman each fruit/plants that
komunidad na inilarawaan 3. What are the tungkol sa lugar. you see in the picture.
sa tula? operations to be used to Ano-ano ang salitang - Compare the
form an equation? ngalan ng tao? Lugar? arrangement of the
4. What is the Bagay? Hayop na fruits/plants in picture
mathematical equation? binanggit sa kuwento? A and in picture B
5. What is the correct
answer?
6. Is your answer
correct? Why? Explain
your answer.
E. Discussing new Pasagutan sa mga bata Pangkatang Gawain Present the new rime, - Pangkatang Gawain Post the Place Value Pumili ng isang salita. Help the students say
concepts and ang tsart sa pahina 15. ell. Do the same Pangkat I:Pagkain Mo, Chart Pantigin ito. Basahin and understand the
practicing new skills procedure as in the rst Pangkatin Mo! Present an example muli. Ipalakpak ang term overlap by
#2 rime presented Pangkat II: Kasuotan Mo, Say: The numeral 896 pantig. Ilang pantig asking:
Iguhit Mo! can be mayroon ang salitang - What fruit/plant is
Pangkat III: Tirahan Natin! expressed in expanded ito? behind the other?
Pangkat IV: Makata ako! form: Gawin ito sa iba pang - What are the shapes
salita. of the fruits/plants?
Ipagawa sa mga bata - How do we show
Elaborate that; 8 ang ipinakitang gawain overlapping of
hundreds = 800 sa pagpapantig. fruits/plants?
9 tens = 90 Ano ang dapat tandaan The teacher will show
6 ones = 6 sa paggamit ng oras? how to draw showing
 Numbers can be written Ipabasa ang overlapping of
in different ways. These Pahalagahan Natinsa objects.
can be done in words, LM, pahina ___.
symbols and expanded
form.
Draw the pupils’
attention to the place
value chart.
Illustrate how 896 be
expressed in expanded
form:
F. Developing Talakayin ang mga Distribute the onset, a. Tungkol saan ang tula? Ipagawa sa mga mag- 1. Divide the pupils
mastery (leads to kasagutan ng mga bata. rime, picture and word Ano ang unang aaral ang Gawin Natin into small groups then
Formative Saang hanay ka mas cards. pangunahing sa LM, pahina___. instruct them to draw
Assessment 3) maraming naisulat? Challenge pupils to find pangangailangan natin? fruits/plants that
Ano ang naramdaman their group mates Ano-ano ang pangkat ng overlap with each
mo? Bakit? (pupils holding the onset pagkain?Ano-ano ang other. Let them color
Ano ang dapat mong and rime cards that naidudulot nito sa atin? their drawings.
gawin? make a whole word). Tunghayan natin ang pag- 2. Instruct the learners
Paano mo ito gagawin uulat ng Pangkat I. to post their output
Ano ang dapat nating then let them choose
isaalang-alang sa pagkain somebody to name
batay sa 3 pangkat nito? the fruits/plants and
Ano ang dapat kainin ng their shapes that they
Group the class into
mga batang katulad have drawn.
three small learning
ninyo?
stations. Each group will
b. Ano pa ang ating
be given an activity
pangunahing
worksheet containing
pangangailangan?
the activity and
Ano-ano ang halimbawa
directions
nito?
Ano ang dapat isuot kung
taglamig?Kung tag-init?
Pakinggan natin ang pag-
uulat ng Pangkat II.
Paano natin
pangangalagaan ang ating
kasuotan?
c. Ayon sa tula,ano pa ang
ating pangunahing
pangangailangan?
Alamin natin ang mga
halimbawa nito.
G. Finding practical Ano ang dapat gawin sa Ano ang pagkakaiba at Connect the pictures to Pangkat III. Refer to LM- Gawain 3 Hatiin ang klase sa ilang Instruct the learners
application of mga kakayahang kayang pagkakatulad ng saring the phrases/sentences. Alin sa iniulat na tula ang and 4 pangkat at ipagawa ang to work on Alamin
concepts and skills in gawin? komunidad sa ibang (Refer to LM, p. 31) katulad ng pagkakayari ng Sanayin Natin. Natin then on
daily living Ano ang dapat gawin sa komunidad. inyong bahay? Pag-uulat ng bawat Magpakitang Gilas.
mga kakayahang hindi d. Saan galing ang mga pangkat.
mo kayang gawin? pangunahing Bigyang-halaga ang
pangangailangang ito? ginawa ng bawat
Ano ang dapat nating pangkat.
gawin sa ating mga
anyong lupa at tubig?
Mahalaga ba ito?
Pakinggan ang tula ng
Pangkat IV.
Bilang isang mag-aaral,
paano mo maipakikita
ang pangangalaga mo sa
mga pinagkukunan ng
pangunahing
pangangailangan
H.Making Ating Tandaan Pangkatang Gawain Medial /e/, Rimes (-em Paano ninyo naunawaan How do you write Paano natin papantigin Have an oral recall of
generalizations Lahat tayo ay may Pangkat 1- iguhit ang –ell – eb ) ang Tula? numbers in expanded ang isang salita? things to remember in
and abstractions kakayahan at kahinaan. isinasaad ng unang Ipabasa ang Tandaan form? Tingnan ang Tandaan drawing overlapping
about the lesson Ang iyong kakayahan ay saaknong ng tula. Kulayan Writing number in Natin sa LM, objects .
dapat pagyamanin. Ang ito. expanded form is pahina_____. Guide the learners in
iyong kahinaan ay dapat Pangkat 2- - iguhit ang expressing the number generating the idea
paunlarin. isinasaad ng ikalawang as the sum of the values that Overlapping of
saaknong ng tula. Kulayan of its digits. The objects can be
ito. expanded form gives the achieved by drawing
Pangkat 3-- iguhit ang value of each in the an object one behind
isinasaad ng ikatlong number the other.
saknong ng tula. Kulayan
ito.
I. Evaluating Bumuo ng isa hanggang 1. Using the digits 2, 8, Pantigin ang mga salita Return the artwork of
learning dalawang pangungusap 9, 4 and 6 only once, at tukuyin ang bilang ng the pupils and tell
kaugnay saa iginuhit na what is the greatest pantig ng bawat saluita. them to work on
kabuuan ng kinabibilangang three-digit numbers can Ipagawa Linangin Natin Ipagmalaki Mo.
komunidad. be formed? Then sa LM, pahina___.
express it in expanded
form. ___________
2. Teacher Danny draws
number cards: 2, 0, 9, 8
and 7. Using the digits
only once, form the
smallest three-digit
numbers and express it
 in expanded form.
__________________
3. Write 708 in
expanded form.
____________________
______
4. Express in expanded
form: Three hundred
fifteen”_______
5. What is 897 in
expanded form?
______________
J. Additional Isaulo ang gintong aral: Magdaala ng mga laarawan HOME ACTIVITY Isulat ang mga Bring crayons and
activities for Lakas ng loob ang ng mga bagay at estruktura Refer to the LM 10 – pagdiriwang sa sariling clean sheet of bond
application or kailangan, na makikita sa inyong Gawaing Bahay pamayanan. paper
remediation Upang magtagumpay sa komunidad. Pantigin ang sagot.
lahat ng bagay
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who ___ of Learners who earned ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who earned ___ of Learners
who earned 80% in earned 80% above 80% above earned 80% above earned 80% above earned 80% above 80% above who earned 80%
the evaluation above
B.No. of learners ___ of Learners who ___ of Learners who require ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who require ___ of Learners
who require require additional additional activities for require additional require additional require additional additional activities for who require
additional activities activities for remediation activities for activities for remediation activities for remediation additional activities
for remediation remediation remediation remediation for remediation
who scored below
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners
No. of learners who caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson who caught up the
have caught up with lesson
the lesson
D. No. of learners ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners
who continue to continue to require continue to require continue to require continue to require continue to require continue to require who continue to
require remediation remediation remediation remediation remediation remediation remediation require
remediation
E. Which of my Strategies used that Strategies used that work Strategies used that Strategies used that work Strategies used that Strategies used that work Strategies used
teaching strategies work well: well: work well: well: work well: well: that work well:
worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games collaboration
___ Solving ___ Solving Puzzles/Jigsaw ___ Solving ___ Solving ___ Solving ___ Solving Puzzles/Jigsaw ___ Games
Puzzles/Jigsaw ___ Answering preliminary Puzzles/Jigsaw Puzzles/Jigsaw Puzzles/Jigsaw ___ Answering preliminary ___ Solving
 ___ Answering activities/exercises ___ Answering ___ Answering ___ Answering activities/exercises Puzzles/Jigsaw
preliminary ___ Carousel preliminary preliminary preliminary ___ Carousel ___ Answering
activities/exercises ___ Diads activities/exercises activities/exercises activities/exercises ___ Diads preliminary
___ Carousel ___ Think-Pair-Share (TPS) ___ Carousel ___ Carousel ___ Carousel ___ Think-Pair-Share (TPS) activities/exercises
___ Diads ___ Rereading of ___ Diads ___ Diads ___ Diads ___ Rereading of ___ Carousel
___ Think-Pair-Share Paragraphs/ ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share Paragraphs/ ___ Diads
(TPS) Poems/Stories (TPS) (TPS) (TPS) Poems/Stories ___ Think-Pair-
___ Rereading of ___ Differentiated ___ Rereading of ___ Rereading of ___ Rereading of ___ Differentiated Share (TPS)
Paragraphs/ Instruction Paragraphs/ Paragraphs/ Paragraphs/ Instruction ___ Rereading of
Poems/Stories ___ Role Playing/Drama Poems/Stories Poems/Stories Poems/Stories ___ Role Playing/Drama Paragraphs/
___ Differentiated ___ Discovery Method ___ Differentiated ___ Differentiated ___ Differentiated ___ Discovery Method Poems/Stories
Instruction ___ Lecture Method Instruction Instruction Instruction ___ Lecture Method ___ Differentiated
___ Role Playing/Drama Why? ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why? Instruction
___ Discovery Method ___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Role
___ Lecture Method ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Availability of Materials Playing/Drama
Why? ___ Pupils’ eagerness to Why? Why? Why? ___ Pupils’ eagerness to ___ Discovery
___ Complete IMs learn ___ Complete IMs ___ Complete IMs ___ Complete IMs learn Method
___ Availability of ___ Group member’s ___ Availability of ___ Availability of ___ Availability of ___ Group member’s ___ Lecture
Materials Cooperation in Materials Materials Materials Cooperation in doing their Method
___ Pupils’ eagerness to doing their tasks ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Pupils’ eagerness to tasks Why?
learn learn learn learn ___ Complete IMs
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Availability of
Cooperation in Cooperation in Cooperation in Cooperation in Materials
doing their tasks doing their tasks doing their tasks doing their tasks ___ Pupils’
eagerness to learn
___ Group
member’s
Cooperation in
doing their tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
did I encounter __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ behavior/attitude pupils
which my principal behavior/attitude __ Colorful IMs behavior/attitude behavior/attitude behavior/attitude __ Colorful IMs __ Pupils’
or supervisor can __ Colorful IMs __ Unavailable Technology __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Unavailable Technology behavior/attitude
help me solve? __ Unavailable Equipment (AVR/LCD) __ Unavailable __ Unavailable __ Unavailable Equipment (AVR/LCD) __ Colorful IMs
Technology __ Science/ Computer/ Technology Technology Technology __ Science/ Computer/ __ Unavailable
Equipment Internet Lab Equipment Equipment (AVR/LCD) Equipment Internet Lab Technology
(AVR/LCD) __ Additional Clerical works (AVR/LCD) __ Science/ Computer/ (AVR/LCD) __ Additional Clerical works Equipment
__ Science/ Computer/ __ Science/ Computer/ Internet Lab __ Science/ Computer/ (AVR/LCD)
Internet Lab Internet Lab __ Additional Clerical Internet Lab __ Science/
__ Additional Clerical __ Additional Clerical works __ Additional Clerical Computer/
works works works Internet Lab
__ Additional
Clerical works
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned
or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Innovations:
materials did I __ Making big books __ Making big books from __ Making big books __ Making big books from __ Making big books __ Making big books from __ Localized Videos
use/discover which I from views of the locality from views of the locality from views of the locality __ Making big
wish to share with views of the locality __ Recycling of plastics to views of the locality __ Recycling of plastics to views of the locality __ Recycling of plastics to books from
other teachers? __ Recycling of plastics be used as Instructional __ Recycling of plastics be used as Instructional __ Recycling of plastics be used as Instructional views of the
to be used as Materials to be used as Materials to be used as Materials locality
Instructional Materials __ local poetical Instructional Materials __ local poetical Instructional Materials __ local poetical __ Recycling of
__ local poetical composition __ local poetical composition __ local poetical composition plastics to be used
composition composition composition as Instructional
Materials
__ local poetical
composition

File Submitted by DepEd Club Member - depedclub.com

File Created by Ma’am ESTRELLITA S. VINZON