Republic of the Philippines

Department of Education
Caraga Region - XIII
Schools Division of Butuan City
Central Butuan District I
BUTUAN CITY SPECIAL EDUCATION CENTER
S.Y. 2023 - 2024
Teacher: JOYGLEE B. GREGORIO COT 1 Date & Time: DATE , 2024
Subject: ARALING PANLIPUNAN
Grade and Section : GRADE TWO - Quarter: SECOND QUARTER

I. OBJECTIVES Ang mag-aaral ay naipamamalas ang pag- unawa sa kahalagahan ng kinabibilangang

A. PAMANTAYANG komunidad.
PANGNILALAMAN
(Content Standards)
B. PAMANTAYANG Ang mag-aaral ay malikhaing nakapagpapahayag / nakapagsasalarawan ng kahalagahan
PAGGANAP ng kinabibilangang komunidad
(Performance
Standards)
C. MGA LC: Nailalarawan ang panahon na nararanasan sa sariling komunidad.
KASANAYAN SA
PAGKATUTO 2nd Grading Grading Week 7
Layunin:
1. Nailalarawan ang panahon na nararanasan sa sariling komunidad
2. Nailalahad ang gawain o aktibidad na maaring gawin sa dalawang uri ng
panahon
3. Nailalarawan ang panahon sa pagbuo ng simpleng ulat panahon.
4.
II. CONTENT Mga Pansariling Pangangailangan
III. KAGAMITANG Tsarts, Metacards , larawan, rubrics, laptop, TV
PANGTURO
A. Sanggunian Araling Panlipuan DBOW
1. Teacher’s Guide
pages
2. Learner’s
Material pages
3. Textbook pages Araling Panlipunan – Ikalawang Baitang
Unang Markahan – Modyul 16: Uri ng Panahon sa Komunidad
Ikalawang Edisyon, 2021
4. Additional PIVOT 4A Learner’s Material
Materials from Ikalawang Markahan
LRMDS Unang Edisyon, 2020
B. Other Learning Multimedia
Resources

III. PAMAMARAAN
A.Panimulang Panalangin
Gawain Ipaalala ang alintunin dapat sundin kapag may klase. KRA 2 Objective 5
Establish safe and secure
1. Pagbabahagi ng learning environments to enhance
Alituntunin na dapat learning through
sundin the consistent implementation
of policies, guidelines and
procedures.
2.Drill KRA 1 Objective 2
Use a range of teaching strategies that
enhance learner achievement in
literacy and
numeracy.

Balitaan
Bago tayo magsimula sa balitaan mayroon tayong
batayan sa pagpupuntos ng balitaan at ito ang
sumusunod :

3. Balik-Aral

Tukuyin ang magandang tanawin o imprastraktura ng

Butuan City.

B. Kantahin ang video mula sa youtube: KRA 1 Objective 1

Pagganyak o https://www.youtube.com/watch?v=wjpauA-Hw8w Applies knowledge of content within
and across curriculum teaching areas
Motibasyon (Music, Science)

 Tungkol saan kaya ang ating awitin?

 Ano-ano ang uri ng panahon na nabanggit sa
awit?
 Bakit mahalaga mahalaga malaman ang
panahon ng ating komunidad? KRA 1 Objective 3

Sa araling ito, inaasahan ang mga mag-aaral ay
mailalarawan ang panahon na nararanasan sa sariling
komunidad at masasabi ang iba’t ibang uri ng
panahong nararanasan sa sariling Komunidad.
C. Panlinang na Pagkakaroon ng malayang talakayan tungkol
Gawain aralin sa pamamagitan ng paggamit ng Power Point
Pag-uugnay ng mga Presentation.
halimbawa sa
bagong aralin
Applies a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-order
thinking skills
KRA 1 Objective 2
Use a range of teaching strategies that
enhance learner
achievement in literacy and
numeracy.
KRA 1 Objective 1
Applies knowledge of content within
and across curriculum teaching areas
(Science)
 KRA 2 Objective 8:
Adapts and use culturally appropriate
teaching strategies to address the needs
of learners from indigenous groups.

KRA 1 Objective 3
Applies a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-order
thinking skills

KRA 2 Objective 6
Used differentiated, developmentally
appropriate learning experiences to
Gabay na Katanungan address learners’ gender, needs,
 Ano ang panahon? strengths, interests and experiences.
 Ano ang dalawang uri ng panahon sa bansa?
 Anu-ano ang maaring gawin kapag tag-init?
Tag-ulan?
 Ano ang dapat tandaan kapag tag-ulan o tag-
init?
 Ano ang kasoutan ng mga batang lalaki o
 babae kapag tag-init? Tag-ulan?
 Paano nakakaapekto ang uri ng panahon sa
pagsasaka sa ating lalawigan?
 May proyekto ba ating pamahalaan sa
pagsasaka ng mga katutubo o IP Group ng
ating lalawigan?
 Bakit mahalagang pangalagaan ang sarili at
kapaligiran, lalo na sa uri ng panahon na ating
nararanasan sa komunidad?
D.Pagtatalakay ng Hanapin at bilugan sa loob ng kahon ang mga KRA 1 Objective 2
bagong konsepto at salitang nakalista sa ibaba. Use a range of teaching strategies that
enhance learner
paglalahad ng achievement in literacy and
bagong kasanayan numeracy.
#1

E. Pagtatalakay ng KRA 3 Objective 9

bagong konsepto at Use strategies for providing timely,
accurate and constructive feedback to
paglalahad ng improve learner performance.
bagong kasanayan
#2

F. Paglinang sa Bilugan ang larawan na may kinalaman sa Tag-init at

Kabihasaan (tungo kahon naman kapag Tag-ulan.
sa Formative
Assessment )

G. Paglalapat ng Performance Task (Differentiated Activities) KRA 2 Objective 5

aralin sa pang- Ipaalala ang mga dapat tandan kapag gumagawa ng Establish safe and secure
learning environments to
araw-araw na Performance Task. enhance learning through
buhay. the consistent implementation
of policies, guidelines and
procedures.
 KRA 2 Objective 6
Maintains learning environments that
promote fairness, respect and care to
encourage learning.

KRA 3 Objective 9
Use strategies for providing timely,
accurate and constructive feedback to
improve learner performance.

Rubrics sa pagmamarka:

KRA 1 Objective 1
Applied knowledge of content within
and across curriculum teaching areas.
(Science, Music, Arts)
H. Paglalahat KRA 1 Objective 3
Applies a range of teaching strategies
to develop critical and creative
thinking, as well as other higher-order
thinking skills

I. Pagtataya Panuto: Basahin at unawain ang bawat sitwasyon.

Piliin at isulat ang titik ng tamang sagot. KRA 3 Objective 9
Use strategies for providing timely,
accurate and constructive feedback to
improve learner performance.

J. Additional KRA 1 Objective 1

Activities for Applied knowledge of content within
and across curriculum teaching areas.
application or (ARTS, Science)
remediation

Annotation:
 Observable #1: Apply knowledge of content within and across curriculum teaching areas. In this lesson, the teacher introduces
the concept of stereotyping and points of view and integrates it with various subjects like Music, Arts and Science. The content is
seamlessly woven into the curriculum, demonstrating an application of interdisciplinary knowledge.

Observable #2: Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
Throughout the lesson, the teacher employs various teaching strategies, including reading comprehension, critical thinking, and
creative design exercises. These strategies help students develop literacy and numeracy skills while also enhancing their understanding
of waste management concepts.

Observable #3: Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills. The lesson encourages critical and creative thinking by asking students to consider the environmental impact of waste
materials and come up with innovative product designs. This promotes higher-order thinking skills, fostering creativity and problem-
solving abilities among students.

Observable #7: Establish a learner-centered culture by using teaching strategies that respond to their linguistic, cultural,
socio-economic and religious backgrounds.
The teacher after knowing their profile via SF1 and students profile, can use any of the learners’ background (linguistic, cultural,
socio-economic, or religious) as part of the lesson and have it integrated using the three-level strategy: a. fact level for specific
information or basic skills; b. concept level for exploring the facts and making generalization; and c. value level for establishing
connection between the lesson and the learners’ lives. The teacher uses prior knowledge activation strategy by asking the learners to
express themselves. Hence, this is a timely opportunity for the learners to express themselves in the language familiar to them. Thus,
a good venue for the teacher to identify learners’ background based on how they interpret the lesson.

Observable #8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous
groups. Every learner in your literacy program arrives with their own unique personal experiences, motivation for participating, and
program expectations. As their literacy practitioner, it’s up to us to find effective teaching methods that will work for each individual
especially with our diverse culture were we have indigenous groups learners. In the lesson I develop a cultural understanding and
inclusive learning that commit to continuously learning about local Indigenous culture, history and issues by asking relevant question
about IP groups.

Observable #9: Used strategies for providing timely, accurate and constructive feedback to improve learner performance. The
teacher uses both Oral and Written feedback.
The oral feedback is significant in this illustration because it closes the gap between the current and desired performance by
informing student behavior (Peer feedback, n.d.). In this practice, the teacher provides one-on-one oral feedback where a learner’s
need is addressed individually during a task. Oral feedback is sometimes considered less formal, but it can be a very powerful and
effective tool as it can be provided easily in the ‘teachable moment’ and in a timely way similar in the presented practice.
The teacher’s written feedback describes specific learner performance against a set of standards in the rubrics.
In the group work both oral and written feedback was used. The teacher use Rubrics at the same time give oral feedback after
the presentation.

Prepared by:

JOYGLEE B. GREGORIO
Teacher I, Ratee

Observed & Rated:

JOEY D. MAKILING
Master Teacher I, Rater

CAROLYN M. CAGA
Principal I, Rater