School: CANIPAAN ELEMENTARY Grade One

SCHOOL Level:
Teacher: BIRGIDA D. CALUB Learning MTB-MLE 1
Area:
Teaching APRIL 04, 2024 Quarter: THIRD
Dates and 9:00 – 9:50 A.M. Quarter
Time:
I. OBJECTIVE
A. Content The learner demonstrates awareness of language grammar and
Standards usage when speaking and/or writing.
B. Performance The learner speaks and/or writes correctly for different purposes
Standards using the basic grammar of the language.
C. Learning Identifies describing words that refer to color, size, shape,
Competencies texture, temperature, and feelings in sentences. MT1GA-IVa-d-
/Objectives 2.4

Contextualized Identifies describing words in sentences that refer to color, size,

competency shape, texture, temperature, and feelings in the classroom, home,
or within the locality.
MT1GA-IVa-d-2.4
KBI
Being healthy and strong
Subject Integration
ESP (good values-being healthy)
MAPEH (Health- eating and drinking the right kind of food),
English (Spelling- letter Knowledge and Orthography),
Mathematics (numbers)
Filipino (Pang-uri)

II. CONTENT Describing Words/ Adjectives

III. LEARNING
RESOURCES
A. References
1.Teacher’s Guides TG Pages 229-237
2.Curriculum Guides Kto12 Curriculum Guide Page 64 of 155
pages
3.MELC MELC page 490
4.Textbook Pages LM pages 222-224
B. Other Learning charts, flashcards, multimedia presentations, real objects, pictures,
Resources laptop, videos,bigbook
(Non-Text-
Based)
IV. PROCEDUR
ES
* Teacher’s routine and rules inside the classroom

Greet the learners, set their mood, and give the classroom rules.
Remind the learners the do’s and don’ts in doing the different
activities and follow the set policies, guidelines, and procedures to
make learning effective.
Learners will response through a chant.

Eyes(3x) look at the teacher.

Ears(3x) listen to the teacher.
Brain (3x) understand the teacher.
Hands (3x) on my chair.
Mouth(3x) close your mouth.
 Indicator # 5: Established safe and secure learning environments
to enhance learning through the consistent implementation of
policies, guidelines, and procedures.
A. Reviewing Reviewing the previous lesson about identifying an action
previous lesson word in a sentence.

Direction: Circle the action words in the sentence.

Preliminary Activities:

Drill: Let the pupils read the following words below.

Paghulagway Grano
Kolor Temperatura
Gidak-on Pagbati
Porma

Motivation:
Recite a poem with action.

“ Gatas”
Ang gatas ug itlog pagkaong pampahimsog,
Ang saging ug kapayas makapahimsog sa lawas,
Moinom ka ug gatas mokaon ka og itlog,
Dali ra gayod kang mohimsog.

Ask: Have you tried to drink milk?

What is the color of the milk?
How do you describe the taste?

Valuing:

What will happen to you if you drink milk and eat the right kind of
food?

Infuse to the pupils the value of being healthy and strong.

Indicator # 1: Applied knowledge of content within and across

curriculum teaching areas.
 B. Establishing a Our lesson for today is Identifying describing words in
purpose sentences that refer to color, size, shape, texture, temperature,
for the lesson and feelings in the classroom, home, or within the locality.

Teacher reads the story using the big book while pupils listen.
Ang Gatas
Walay lami alang kang Miko ang lasa sa gatas.
Sitsirya ug softdrinks ang paborito niyang pagkaon.
Usa ka adlaw niana, nisakit ang iyang tiyan.
Nisakit kini pag -ayo ug nisuka pa gayod siya.
Gidala si Miko sa doctor nga nitambag kaniya nga ang gatas
maayong pagkaon sa lawas.
Sukad niadto, gatas na ang paborito ni Miko.
Nahimsog ug nigwapo na si Miko.

Questions:
1. What is the title of the short story read?
2. Who doesn’t like the taste of milk?
3. What are Miko's favorite foods?
4. What happened to Miko's stomach one day?
5. Who did Miko consult when his stomach started to ache?
6. According to the doctor, what is good for the body?

Give some important details about it that will learn from other
learning areas.
Let them relate it to their daily lives.

Indicator # 1: Applied knowledge of content within and across curriculum

teaching areas.

Indicator # 2: Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

Indicator # 3: Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.

C.Presenting (Teacher to Pupil) ICT integration

examples/ Describe it?
instances of
Click the picture and identify the describing words that fit to the
the new
picture given. (Pupils give the name of each picture).
lesson

Gigutom Giuhaw

Tambok Niwang

Puti Hinay

Naguol Nalipay
 Indicator # 7: Established a learner-centered culture by using teaching
strategies that respond to their linguistic, cultural, socio-economic, and
religious backgrounds.
Discussing new concepts (Teacher to Pupil to Pupil)
and practicing new Mystery Box.
skill #1 -- Get a box. Put a real object and describe it according to color,
size, shape, texture .
-- A volunteer pupil will get one. Give the name of the real object
and describe it. ( Consider the answer of the pupil whether its
Sinugbuanong Binisaya, Tagalog, or English name).
As the pupil name the real object , teacher will put / write the
name on the
board/ by a PowerPoint presentation. Teacher will demonstrate
proficiently the used of L1,L2,and L3.

Indicator # 4: Displayed proficient use of Mother Tongue,

Filipino and English to facilitate teaching and learning.

*Differentiated Activity in three groups with 5 members, each

E. Discussing new group will have a leader.
concepts
and practicing new
skill #2 Group Activity
Remind the learners the classroom rules.
Present the Standards in group activity.
(Follow the mnemonic/memory device.)
G- Give suggestions.
R- Respect others & their ideas.
O- On task all the time.
U- Use soft voices.
P- Participate actively.
S- Stay focus with your group.

Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other during group

activity.

2. Group planning and sharing is 5 minutes only while group

presentation is minutes or less.

Group 1:

Badlisi ang pulong nga naghulagway sa kolor,

gidakdon,porma,grano, temperatura o pagbati.

1. Gamay ang balay ni Rona.

2. Maldita ang akong maestra.
3. Asul ang langit.
Each group will choose a reporter and present their work.
Teacher will check groupwork and discuss the answers of each
group.

Teacher will emphasize the name, ,colors, numbers,

shapes, sizes, uses, characteristics, nutrients, etc., of the
different pictures of objects shown.
Emphasize what are the vowels and consonants.
Let the pupils spell the letters of the name of the objects/
animals/things to improve letter knowledge and
Orthography.
Let the learners relate the pictures using Language
1( Mother Tongue), Language 2 ( Tagalog), Language 3
( English)for better understanding.
Encourage the learners to participate and cooperate in
doing the activity so that they can be able to understand
how to do it.

Indicator # 1: Applied knowledge of content within and across

curriculum teaching areas.
Indicator # 4: Displayed proficient use of Mother Tongue,
 Filipino and English to facilitate teaching and learning.

Indicator # 6: Maintained learning environments that promote

fairness, respect, and care to encourage learning.
Indicator # 8: Adapted and used culturally appropriate teaching
strategies to address the needs of learners from indigenous
groups.
Independent Practice:
F. Developing mastery
(Leads to Formative Tugon: Ilha ang pulong nga naghulagway sa kolor,
Assessment) gidakdon,porma,grano,
temperatura o pagbati.

1. Dako ang among balay.

2. Maanindot ang among palibot.
3. Adunay mga rosas nga pula sa hardin.
4. Buotan ang akong mama ug papa.
5. Presko ang hangin sa among palibot.

G. Finding practical Write 2 describing words for the following:

applications of
concepts and skills
in daily living

Indicator # 3: Applied a range of teaching strategies to develop

critical and creative thinking, as well as other higher-order
thinking skills.

What is adjective/ pungway?

H. Making
generalizations Ang pungway/panghulagway usa ka pulong nga naghulagway sa
and abstractions tawo, butang,hayop, lugar, kolor, porma, tekstura, temperatura ug
about pagbati.
the lesson
Adjective are describing words.
 describing words that refer to color, size, shape, texture,
temperature, and feelings in sentences.

Direction: Ilha ang pulong nga naghulagway. Isulat ang saktong

I. Evaluating tubag.
learning
1. Limpyo ang among eskuylahan.Unsa ang pulong nga
naghulagway sa eskuylahan? A. among B.
eskuylahan C. limpyo

Pilia ang sakto nga

pungway.
2. ________ ang
kolor sa mansanas.
A. lunhaw
B. pula C. dalag
2. Pilia ang sakto nga pungway.2. ________ ang kolor sa
mansanas. A. lunhaw B. pula C. dalag

3. _________ ang ilaga. A. dako B. gamay

C. lapad

4. _______ ang ug plato

A. lingin B. kwadrado C. rektanggulo

Remediation
 Reinforcement

Enrichment

Indicator # 9: Used strategies for providing timely, accurate and

constructive feedback to improve learner performance.
 J. Home Activity /
Additional
activities for
application or
remediation

V. REMARKS Lesson to be continued:

Lesson done: Passed Failed Total
CPL: ___/____= __ %
Number of items: ___ Male
Passing 5 - ___
Score 4 - ___ Female
3 - ___
2 - ___ Total
1 -
___
0 - ____

VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above.
earned 80% on the
formative assessment
B. No. of learners who ___ of Learners who require additional activities for remediation.
require additional
activities for remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners ____ of Learners who caught up the lesson
who have caught up with
the lesson
D. No. of learners who ___ of Learners who continue to require remediation.
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games
Why did this work? ___ Answering preliminary activities/exercises ___ Carousel
___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Explicit Teaching
___ 4 E’s Approach in teaching ___ Complete Ims
__ Availability of Materials __Pupils’ eagerness to learn
__ Group member’s Cooperation in doing their tasks
F. What difficulties did I __ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal or supervisor __ Unavailable Technology Equipment (AVR/LCD)
can help me solve? __ Additional Clerical works

G. What innovation or Planned Innovations:

localized materials did I __ Localized Videos
use/discover which I __ Making big books from views of the locality
wish to share with other __ Recycling of plastics to be used as Instructional Materials
teachers? __ local poetical composition
Prepared by: Observed by:
BIRGIDA D. CALUB ELVIE
M. HISOLA
Teacher III
Principal I