Day 2 Week 32

GRADE 1 to 12 Paralan SAN PEDRO ELEMENTARY SCHOOL Baitang/Antas I
Guro MAURA G. AVANZADO Araw MARTES

DAILY LESSON LOG Linggo/ Petsa WK 32 JANUARY 22,2019 Markahan IKATLONG MARKAHAN
ESP MTB-MLE ARAL. PAN MATHEMATIC ENGLISH FILIPINO ARTS

S
1.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.To meet the objectives,necessary procedures must be followed and if needed,additional lessons,exercises, and remedial activities maybe done
for developing content knowledge and competencies.These are assessed using Formative Assessment strategies.Valuing objectives support the learning of content competencies and enable children to find significance and joy
in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
l Naipamamalas ang pag-unawa sa ORAL LANGUAGE Ang mag-aaral ay naipamamalas The Learner. . . The Learner. . . Naipamamalas ang kakayahan at The learner demonstrates
A.PAMANTAYANG kahalagahan ng pagmamahal sa ang pag-unawa sa konsepto ng demonstrates understanding of time demonstrates understanding of tatas sa pagsasalita sa understanding of texture and 3-D
PANGNILALAMAN nes, Diyos, paggalang sa paniniwala ng The learner manifests beginning distansiya sa paglalarawan ng and non-standard units of length, sounds and their meanings for pagpapahayag ng sariling shapes and principle of
beginnings and endings in iba at pagkakaroon ng pag-asa oral language skills to communicate mass and capacity. appropriate use of words ideya,kaisipan,karanasan at
sariling kapaligirang ginagalawan proportion and emphasis throug
music, and repeats in music demonstrates understanding of damdamin.
in different contexts. tulad ng tahanan, paaralan at ng 3-D works and sculpture.
familiar English words for effective
kahalagahan ng pagpapanatili at communication
pangangalaga nito. demonstrates understanding of the
elements of literary and
informational texts for effective oral
expression
demonstrates understanding of
familiar words used to
communicate personal experiences,
ideas, thoughts, actions, and
feelings
Naipakikita ang pagmamahal sa ORAL LANGUAGE Ang mag-aaral ay nakagagamit The Learner. . . The Learner. . . Naipahahayag ang ideya /kaisipan The learner creates a useful 3-D
magulang at mga nakatatanda, ng konsepto ng distansiya sa is able to apply knowledge of time /dandamin/reaksyon nang may object/sculpture using found
paggalang sa paniniwala ng kapwa The learner uses beginning oral paglalarawan ng pisikal na and non-standard measures of manipulates skillfully the sounds in wastong tono ,diin ,bilis,antala at objects and recycled materials.
at palagiang pagdarasal language skills to communicate length, mass, and capacity in words to express meaning uses intonasyon
kapaligirang ginagalawan.
mathematical problems and real-life
personal experiences, ideas, and Nakapagpapakita ng payak na basic vocabulary to independently
situations
feelings in different contexts. awain sa pagpapanatili at express ideas about personal, home,
pangangalaga ng kapaligirang school and community experiences
B.PAMANTAYAN SA
ginagalawan. uses elements of literary and
PAGGANAP
informational texts to sufficiently
extend meaning and understanding
Shares/express personal ideas,

thoughts, actions, and feelings using
familiar words
C. Mga Kasanayan sa EsP1PD- IVa-c–1 MT1OL- IVa-i-6.2 Participate AP1KAP-IVb-3.2 EN1PA-IVa-b-2.3 F1PS-IIc-3 A1EL-IVb
Pagkatuto: Nakasusunod sa utos ng magulang actively in class discussions on tells and writes time by hour, half- Distinguish rhyming words from Naiuulat nang pasalita ang mga
Isulat ang code ng bawat at nakatatanda familiar topics. Nailalarawan ang lokasyon ng non-rhyming words naobserbahang pangyayari
hour and quarter-hour using analog Identifies the different
kasanayan sariling tahanan. EN1V-IVa-e-3 sa paaralan (o mula sa sariling
clock. Sort and classify familiar words into karanasan) materials that can be used in
basic categories (colors, shapes, F1-IVb-2
foods, etc) Nagagamit ang naunang creating a 3-dimensional
M1ME-IVb-3 EN1LC-IIIa-j- 1.1 kaalaman o karanasan sa pag- object.
Listen to short stories/poems and unawa ng
retell a story listened to give the napakinggang teksto
correct sequence of three events • Natutukoy ang mga pang-uri at
EN1OL-IVa-j-1.3.1 kung anong aspekto ng isang
Talk about stories heard, when and bagay ang
where it took place, the characters, nilalarawan nito (kulay, hugis,
some important details of the story laki, atbp.)
Use action words and describing
words when retelling and/or
describing what happened in a
story*
*Basa-added objective
II. Nilalaman Pagmamahal sa Diyos (Love of ORAL LANGUAGE AKO AT Ang Aking Tahanan Elements
God)
ATE AT KUYA
KO,SINUNSUNOD KO
Kagamitang Panturo
A. Sanggunian: K-12 Curriculum Guide p. 19 CG pah.14
1. Mga pahina sa Gabay ng TG 191-196 174-175 34-37 K-12 Curriculum Guide p. 13

Guro
74-77
2. Mga pahina sa Kagamitang LM 237-244 240-245 67

Pang-Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan Larawan,activity Unsa man ang nagkalain laing Ituro sa mga mag-aaral ang
mula sa portal ng Learning Code. cards,krayola,cartolina parte sa panimalay? awiting “Ang Alitaptap.”
Mahahanap ang titik at tono ng
awiting ito sa Internet:
https://www.youtube.
com/watch?v=ftFDgEi0ZIc.
Sabihin: Ano nga ulit ang
pamagat ng kuwentong binasa
natin noong nakaraang linggo?
Anong klaseng insekto si Dindo
Pundido? Tama—alitaptap.
Ngayong umaga, may aawitin
tayong kanta tungkol sa alitaptap.
Aawitin ko muna ito upang
makuha ninyo ang tono.
• Ipaskil ang manila paper na
kinasusulatan ng letra ng awitin.
Gamitin lamang ang unang
dalawang saknong/berso ng
awitin sa sabayang pag-awit.
Kantahin sa mga bata ang awitin
o patugtugin ito kung may kopya
kayo ng kanta. Pasabayin ang
mga mag-aaral sa pag-awit.
Itanong ang sumusunod upang
talakayin ang awitin/tula:
a.Ano raw ang ginagawa ng
alitaptap tuwing hatinggabi ayon
sa kanta?(lumilipad)
b. Saan inihalintulad ng kanta/tula
ang alitaptap? (bituin)
c. Ano raw ang ginagawa ng
alitaptap kung kaya’t kamukha ito
ng bituin?
(kikisap-kisap, kumukutitap)
d. Nakakita na ba kayo ng
alitaptap? Batay sa inyong
karanasang makakita ng alitaptap,
sang-ayon ba kayo sa
paglalarawan ng kanta/
tula sa alitaptap?
B. Iba pang Kagamitang Recall the events of the story “ si Karon atong hisgutan ang What time is it now? Teacher Introduce a Poem Gamiting lunsaran ang takdang-
Panturo estoy nga buotan” nahimutangan sa tong panimalay. aralin para sa pagsasanay tungkol
Allow pupil to look at the clock “Boys and Girls Come Out to Play” sa mga salitang naglalarawan.
posted on the wall . Sabihin: Kahapon, bilang
takdang-aralin, pinapansin ko sa
inyo ang isang bagay sa inyong
tahanan na maaari ninyong
ilarawan. Pinatukoy ko
rin sa inyo kung ano ang kulay,
hugis, at laki ng bagay na iyon at
pinaisip ko kayo ng mga salita na
makapaglalarawan ng mga
aspektong ito. Sino
ang nais magbahagi tungkol sa
kanilang ginawang takdang-
aralin?
III. Pamamaraan Teacher: Tan-awa kining maong Show the pupils the functioning SHARING INFORMATION
Today we will be having a group panimalay. clock.
activity from our story si estoy nga Point out the numbers in the clock Teacher shows a picture and asks
buotan. the pupils questions about it. Pupils
Have the pupils tell the number or
answer the teacher’s questions and
time as teacher points out the hour
hand. talk about the picture.
What do you see in the picture?

Are you like the boy in the picture?
Do you also show respect to your
elders? Tell your seatmate how you
show respect to your grandparents
and older relatives.
A. Balik-Aral sa nakaraang Balik-aral sa Venn diagram Review the vocabulary words Sumala sa inyong nakita sa Focus on the hour hand and the WORD GROUPS Tumawag ng ilang mag-aaral Niadtong niaging semana
aralin at/o pagsisimula ng maong panimalay, unsa man ang minute hand. Set the clock which is upang maglahad ng kanilang naghisgot kita unsaon pag-ila sa
bagong aralin. Have the pupils re-read the whole inyong tan-aw sa lokasyon sa not functioning at six o’clock. Ask: Teacher reviews the pupils on the takdang-aralin. Isulat ang mga butang nga adunay 3 ka
story words they learned from the detalye/salita na kanilang
maong balay? What do you observe about the dimension nga porma.
ibinabahagi sa
clock? (The hour hand points to 6 previous day.
Read the story altogether with the porma ng isang talahanayan.
teacher Unsa man ang mga tanom o and the minute hand points to 12.)
estraktura nga Makita sa palibot Tell: The time shown by the clock Teacher posts a new graphic
niini? is six o’clock organizer and pictures with labels
on the board. He or she points at the
pictures, reads each label, and asks
pupils to say and spell the names of
the pictures. Pupils group the words
according to the given category.
Can you still remember the group to

which those words belong?
Today, we are going to learn a new

set of words. We are also going to
group them. I posted a graphic
organizer on the board. What do
you think our category is today?
(Colors)
B. Paghahabi ng layunin ng Talakayin muli ang mga sagot sa Divide the class into 3 groups Ang mga nagkalin laing makita Write six o’clock on the board. Tell RETELLING OF READ ALOUD Basahin ang mga salita sa bawat Karon usab atong ilhon ang mga
aralin. venn diagram at hayaang ang mga sa usa ka lugar diin nahimutang them that it can be written using STORY: ARROZ CALDO NI hanay at iugnay sa salitang butang nga puyde nato gamiton
bata ang magbibigay ng wastong Each group has a task to do the ang lokasyon sa inyong numbers such as 6 o’clock or 6:00 LOLO WALDO (LOLO inilalarawan nito. Halimbawa: paghimo sa mga 3-d nga butang
kaalaman mulsa sa illustrasyon. activity “Ito ang mga salitang binanggit
panimalay. which can be read as 6 o’clock. WALDO’S ARROZ CALDO)
ninyo na nagpapakita ng kulay—
Write 6 o’clock and 6:00 on the asul ang libro, dilaw ang platito,
board. Teacher returns the pictures to the puti at itim ang kalendaryo, pula
pupils. Pupils use the pictures to ang unan.”
Sa atong nakita nga hulagway, retell the events of the stor y • Tulungan ang mga mag-aaral na
malinawon kaha ang lokasyon sa bumuo ng mga tanong at sagot, sa
maong panimalay? Ngano man? porma ng buong pangungusap,
batay sa mga naitala sa
talahanayan.
Halimbawa:
a. “Malaki ba ang libro? Hindi,
isang dangkal lamang ang libro.”
b. “Dilaw ba ang unan? Hindi,
pula ang unan.”
c. “Parihaba ba ang platito?
Hindi, bilog ang platito.”
• Hayaan silang magpalitan ng
tanong at sagot ng kanilang
katabi.
Bigyan sila ng limang minuto
para dito. Pagkatapos, tumawag
ng ilang pares upang maglahad ng
kanilang tanong at sagot sa harap
ng klase. (Alternatibong Gawain:
Kung hindi pa kaya ng mga bata
na bumuo ng mga tanong,
magpabuo na lamang ng simpleng
pangungusap batay sa
impormasyon sa talahanayan.
Halimbawa:
“Bilog ang platito.Asul ang
libro.Malaki ang unan.
C. Pag-uugnay ng mga Group I. (Draw and Tell) Kon ikaw papilion asa man nimo Ask: Presntation of 3ach group. Tan-awa kining maong butang.
halimbawa sa bagong aralin. Group II. Act out the scene when gusto mahimutang ang inyong
Estoy met elder persons in the panimalay? Do you know how the clock works
community. so that from 6 o’clock the time
Group III. List down describing becomes 7 o’clock? Demonstrate
words used to describe Estoy in the how the clock works and ask the
story.
pupils to observe. Rotate the minute
hand until it reaches 12.
D. Pagtalakay ng bagong Maghanda ng Activity card at mga Give instruction to each group Niangay ka bas a nahimutangan Ask: NOTE Sumala sa inyong nakita pila ka
konsepto at paglalahad ng kagamita para sa Gawain 2 sa inyong panimalay karon? dimension ang makita niining
bagong kasanayan #1 Bumuo ng tatlong pangkat. Give the questions to each group so Ngano man? What do you notice? Observe if pupils are using action butanga?
Gagawin ng bawat pangkat ang they do their assigned task. words and describing words. If they
nakasulat sa activity card .Ipaulat
aren’t, encourage them to use action
ito ng lider sa harap ng klase.
(Makikita sa pahina 192 ng words and describing words when
Patnubay ng Guro ang isulat sa they retell the story. Sakto, kining butanga adunay 3
activity cards.) ka dimension.
Unsa kaha nga mga galamiton

ang puyde nato gamiton sa
pagbuhat niini?
E. Pagtalakay ng bagong Encourage each member of the Unsa man ang hulagway sa Encircle the action words then box Puyde ta mogamit og clay aron
konsepto at pagalalahad ng group to participate the activity lokasyon sa inyong panimalay the describing words. ma porma nato ang mga tawo ug
bagong kasanayan #2 karon?Sakto ba kini aron puy-an? How many hours in a mananap.
Guide each group of their activity clock? beautiful run long kind
Dili ba kini dilikado?
tall Puyde usab ang mga lipak o
kawayan kon maghimo kita og
big wide thin fat balaybalay.
Puyde usab ang mga papel,

cardboard o bisan unsang mga
materyales sama sa parol ug
tabanog.
F. Paglinang sa Kabihasaan Pag-uulat sa harap ng klase Ask: Idibuho ang palibot/lokasyon sa Ask: What are the action words from the Magsagawa ng mabilisang
(Tungo sa Formative inyong panimalay. story? pagpupulso tungkol sa mga
Assessment Do you like our activity this Focus on the rotation of the hands paksangtinalakay ngayong araw.
morning? of the clock. Emphasize that the How about describing words? Patayuin ang mga mag-aaral.
Tatalon sila kung sumasang-ayon
direction of the rotation is
sila sa sumusunod na
clockwise. Highlight that if the What is an action words? pangungusap at tatayo lamang
minute hand has rotated from 12 sila kung hindi sila sumasang-
and back to 12, 1 hour has passed. What is describing words? ayon:
As a result, the hour hand points to • Mas naintindihan ko ang
the next number. kantang “Ang Alitaptap” dahil sa
personal kong karanasang
makakita ng alitaptap.
• Naintindihan ko ang lahat ng
salita sa kantang “Ang Alitaptap.”
• Malinaw na para sa akin kung
paano ilarawan ang isang bagay
batay sa kulay nito.
batay sa hugis nito.
batay sa laki nito.
• Madali para sa akin na bumuo
ng tanong at sagot batay sa
detalye sa talahanayan
G. Paglalapat ng aralin sa Pagtatalakay sa mga presentasyon Let each group to present their task Buluhatong Papel 2 Ask the pupils to answer the
pang-araw-araw na buhay ng bawat pangkat. in front of the class activity on LM pp. 67.
Isulat ang oras nga makita sa
hulagway. Isulat ang tubag sa papel.
(pls. refer to LM on page 344
H. Paglalahat ng Aralin Talakayin ang HInumdumi Kini sa Ihulagway si Ate ug kuya Ang atong mga personal nga
pahinan 241 sa kagamitan ng mag- impormasyon sama sa ngalan ug
aaral. apelyido, edad, pinuy-anan, mga
ginikanan, ug uban pang
Muling ipagpapatuloy sa sususnod
na araw sa kakulangan ng oras. importanteng impormasyon
kinahanglan kahibalo kita.
Apan kining mga impormasyon

puyde lang nimo isulti sa mga
tawo nga kasaligan o anaa sa
otoridad.
I.Pagtataya ng Aralin Pagsagot ng mga Pagtataya gawa

ng Guro.
Tama o mali
J.Karagdagang gawain para Isulat ang mga Gawain na
sa takdang-aralin at tinutulungan ka ng iyong mga
remediation kapatid.
V. Pagninilay
A. Bilang ng mag-aaral na ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
nakakuha ng 80% sa above above above above above above above
pagtataya.
B. Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
ngangailangan ng iba pang additional activities for remediation additional activities for remediation additional activities for additional activities for remediation additional activities for remediation additional activities for additional activities for
gawain para sa remediation remediation remediation remediation
C. Nakatulong ba ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
remedial? Bilang ng mag- ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
aaral na nakaunawa sa lesson lesson the lesson lesson lesson the lesson the lesson
aralin.
D. Bilang ng mga mag-aaral ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue t
na magpapatuloy sa require remediation require remediation require remediation require remediation require remediation require remediation require remediation
remediation?
E. Alin sa mga istratehiyang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo ang nakatulong ng ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
lubos? Paano ito nakatulong? ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s
in in Cooperation in in in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
F. Anong suliranin ang aking
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
naranasan na nasolusyunan
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
sa tulong ng aking
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
punongguro?
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be
as Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. Anong kagamitang The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
panturo ang aking nadibuho delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
na nais kong ibahagi sa mga ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
kapwa ko guro? ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s
in in Cooperation in in in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
PREPARED BY; CHECKED BY;

MAURA G. AVANZADO JULIE R. GALLETO
TEACHER III SCHOOL HEAD

Day 2 Week 32

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Day 2 Week 32

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GRADE 1 to 12 Paralan SAN PEDRO ELEMENTARY SCHOOL Baitang/Antas I

Guro MAURA G. AVANZADO Araw MARTES

ESP MTB-MLE ARAL. PAN MATHEMATIC ENGLISH FILIPINO ARTS

Shares/express personal ideas,

A. Sanggunian: K-12 Curriculum Guide p. 19 CG pah.14

1. Mga pahina sa Gabay ng TG 191-196 174-175 34-37 K-12 Curriculum Guide p. 13

2. Mga pahina sa Kagamitang LM 237-244 240-245 67

3. Mga pahina sa Teksbuk

What do you see in the picture?

Can you still remember the group to

Today, we are going to learn a new

Unsa kaha nga mga galamiton

Puyde usab ang mga papel,

(pls. refer to LM on page 344

Apan kining mga impormasyon

I.Pagtataya ng Aralin Pagsagot ng mga Pagtataya gawa

PREPARED BY; CHECKED BY;

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