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Culture Documents
QUEZON DISTRICT - CecilTugawin - Week 24
QUEZON DISTRICT - CecilTugawin - Week 24
QUEZON DISTRICT - CecilTugawin - Week 24
2016
Developmental Domain Introduce the letter Tracing Letter (Yy) Poster Making Beginning sound Y Bag
Alphabet Knowledge (AK) Yy (Things in our substitution
surrounding that
begins with letter Yy)
Content Standard
The child demonstrates an
understanding of letter
representation of sounds-that
letters as symbols have names
and distinct sounds.
Performance Standard
The child shall be able to
identify the letter names and
sounds
Competencies Identify the Trace,copy,writ Natutukoy Identify the • Name objects
sounds of letters e different ang sound of of that begin with a
orally given strokes: magagandang the letters particular letter of the
(LLKPA-Ig-1) scribbling (free bagay orally given alphabet (LLKV-00-5)
Identify several hand),straight na nakikita sa (LLKPA-Ig- • Tell the number
words that and,slanting paligid 1) of syllables in given
begin with the lines,curves,co (SKPK-00-1) spoken words (LLKPA-
same sound as mbination of Nakalilikha Ig-8)
the spoken straight and ng iba’t ibang
word (LLKPA- curved and bagay sa
Ig-7) zigzag (LLKH- pamamagitan
Identify the 00-6) ng malayang
letters of the pagguhit
alphabet (SKMP-00-1)
Paalala: Huling Sampung Bilang……. Isa, Dalawa, tatlo, apat, lima, anim, pito…………. sampu
Pamantayan sa Nilalaman
Take care of oneself and
environment and able to solve
problems encountered within
the context of everyday living
Pamantayan sa Pagganap
Take care of oneself and
environment and able to solve
problems encountered within
the context of everyday living
Palatandaang Kasanayan
Identify one’s basic body parts
Transition to Reminder: Huling Sampung Bilang
Recess Ang lahat ay maghanda3x
Ang lahat ay maghanda
Para kumain
Recess Time Developmental Domain: Prayer:
(15 min) Kalusugang Pisikal at Song: Apo umayka kadakam, ditoy ‘yanmi a panganan
Kasanayang Motor (KP) Toy kanen mi bendisionam, parabur mo punuen na kam. Amen.
Quiet Time
(10 min)
Oras na ng kwentuhan 3x
Transition to Oras na ng kwentuhan
Story time Makinig tayo
Story Time Pre-Reading
Post Reading
Palatandaang Kasanayan Noting Details Sequencing of Events Inferring the Role Retelling
Character Traits Playing/Teacher-
Listen to story and be able to Assisted Storytelling
relate within the context of their
own experience
Literal: • Literal: Sino ang • Literal: Sino ang • Literal: Sino The children are asked
Sino ang batang bida sa batang bida sa ang batang bida to retell the story.
batang bida kwento? kwento? sa kwento?
sa kwento? Inferential: Ano ang • Inferential: Ano
masasabi ninyo kay • Inferential: Ano ang masasabi Integration: PEACE
Yuri? ang masasabi ninyo kay Yuri? Processing Question:
ninyo kay Yuri? Critical: Sa 1. Nagalit ba si Yuri sa
inyong palagay kaniyang ina?
• Critical: makatotohanan 2. Pinatawad ba ni Yuri
Sa inyong kaya ang mga ang kaniyang ina?
palagay pangyayari sa Bakit?
makatotohanan kaya kwento?
ang mga pangyayari Bakit?
sa kwento? Bakit?
• Creative: Kung
ikaw si Yuri,
Itutuloy mo rin
Transition to
Work Period 2 Song: Sampung mga daliri
Independent Activities
1. Picture Match
2. Show and Tell (Lines)
3. I Spy Shapes
4. Same and Different: Colors
5. Touch and Tell (Soft-Hard)
Competencies • Describe objects based on attributes/properties (shapes, size, its use, and functions) (MKSC-00-4)
• Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
• Tell which objects/pictures are the same based on color, shape, size, direction, and other details l(LLKVPD-Id-1)
• Classify objects according to observable properties like size, color, shape, texture, and weight) (PNEKPP-00-1)
• Recognize simple shapes in the environment (MKSC-00-1)
Pamantayan sa Nilalaman
Kahalagahan ng pagkakaroon
ng masiglang pangangatawan
Pamantayan sa Pagganap
Sapat na lakas na magagamit sa
pagsali sa mga pang-araw-araw
na gawain
Goodbye Song
Reflections Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the evaluation. ___no of learners ___no of learners who ___no of learners ___no of learners ___no of learners who
who earned 80% and earned 80% and above. who earned 80% and who earned 80% and earned 80% and above.
above. above. above.
No. of learners who require additional activities for ___no. of learners ___no. of learners who ___no. of learners ___no. of learners ___no. of learners who
remediation. who requires requires additional who requires who requires requires additional
Did the remedial lessons work? No. of learners who __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
have caught up with the lesson. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson. caught up the lesson.
No. of learners who continue to require remediation. ___ of learners who ___ of learners who ___ of learners who ___ of learners who ___ of learners who
continue to require continue to require continue to require continue to require continue to require
remediation. remediation. remediation. remediation. remediation.
Which of my teaching strategies worked well? Why Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
did these work? work well: work well: work well: work well: work well:
__ Group __ Group collaboration __ Group __ Group __ Group collaboration
collaboration __ Games collaboration collaboration __ Games
__ Games __ Solving Puzzle/ __ Games __ Games __ Solving Puzzle/
__ Solving Puzzle/ Jigsaw __ Solving Puzzle/ __ Solving Puzzle/ Jigsaw
Jigsaw __ Answering Jigsaw Jigsaw __ Answering
__ Answering preliminary __ Answering __ Answering preliminary
preliminary activities/exercises preliminary preliminary activities/exercises
activities/exercises __Think-Pair-Share activities/exercises activities/exercises __Think-Pair-Share
__Think-Pair-Share (TPS) __Think-Pair-Share __Think-Pair-Share (TPS)
(TPS) __ Differentiated (TPS) (TPS) __ Differentiated
__ Differentiated Instruction __ Differentiated __ Differentiated Instruction
Instruction __ Role Playing/Drama Instruction Instruction __ Role Playing/Drama
__ Role __ Others, pls. specify __ Role __ Role __ Others, pls. specify
Playing/Drama _________________ Playing/Drama Playing/Drama _________________
__ Others, pls. _________________ __ Others, pls. __ Others, pls. _________________
specify specify specify
_________________ Why? _________________ _________________ Why?
_________________ __ Complete IMs _________________ _________________ __ Complete IMs
__ Availability of __ Availability of
Why? Materials Why? Why? Materials
Prepared by:
CECIL Y. TUGAWIN
KE Teacher
Noted by:
SALLY C. VIERNES
School Head
Objective/Competency: To identify the letters Ss 1. Ask the learners to draw objects that begin with letter Yy.
Materials: playdough 2. Let them color their drawing appropriately.
Number of Players/Participants: 6 children
Procedure:
1. Give each child a medium-sized ball of playdough. STORY: SI YURI AT ANG MAHIWAGANG YESO
2. Let them to form the letters Bb. Silver Mae Mogar
3. Then ask each child to create letter base on the picture shown.
Si Yuri ay galing sa mahirap na pamilya ngunit kahit kapos sa buhay hindi
2. LETTER MOSAIC (Yy) ito nagiging hadlang upang makamit niya ang kanyang pangarap.
Competencies: Malikhain at sadyang talentado ang batang si Yuri. Kinawiwilihan niya
1. SCAVENGER HUNT
4. SHAPE COVER-ALL
Materials: List of things (with drawings) that they need to hunt, baskets or
boxes. Materials: playing board games of shapes, calling cards of shapes that
match the playing board.
Procedure:
1. Form groups. Procedure:
2. Give each group a list of things that they need to hunt and a 1. Make some boards with shapes drawn on them and cut some
basket. shapes out card to match.
3. When the groups are ready, give them ample time to hunt for the 2. Teacher holds up each shape in turn for the players to claim.
things listed. 3. Continue until someone fills up his or her board.
4. After looking for the items, the group needs to identify them.
5. SAME AND DIFFERENT
2. TRACING SHAPES
Materials: Assorted objects from the junk box Procedure:
Materials: Worksheets, coloring materials 1. Give each child a pair of objects.
2. Ask the child to describe each object.
Procedure: 3. Ask the child to identify the similarities between the two objects.
1. Give each learner a worksheet. 4. Ask the child to identify the differences between the two objects.
2. Ask the learners to connect the broken lines to form different
shapes. WORK PERIOD 2 (INDEPENDENT ACTIVITIES)
3. Let the learners color their work.
1. PICTURE MATCH
4. STEP ON SHAPES