Grade Level FOUR

School: Parang-Pinagbayanan Elementary School

ENGLISH/FILIPINO/VALUES/HEALTH/PEACE
Learning Area EDUCATION/HOMEROOM
DAILY LESSON Teacher: H.AYAAY/A.LOSLOSO/AE.ILAGAN GUIDANCE/NUMERACY
LOG Teaching Dates
Quarter THIRD QUARTER
and Time: MARCH 1, 2024

NATIONAL
Homeroom
National Reading READING
Catch-up Guidance
Program PROGRAM Values Education Health Education Peace Education NUMERACY
Subject: Program
(NRP) (NRP)
(HGP)
FILIPINO
I. II. GENERAL OVERVIEW

Quarterly Drop Everything Drop Everything Sexual and Community

Community Awareness -
Theme: and Read and Read Reproductive Health Awareness

Puberty or sexual
maturation - an
effect on the body,
emotions, thinking,
Respect: Cultural Respect: Cultural
Sub-theme: - - and social -
Sensitivity Sensitivity
relationships,
including the body's
preparation for
reproduction
Treating others with
Respect and
Reading Reading respect and building Puberty - A I Care... We
I. Session Title Understanding Our
Intervention Enhancement positive relationships Wonderful Change Care
Neighbors
with neighbors.
By the end of the By the end of By the end of the By the end of the By the end of the Participate in 1.Visualize the
II. Objectives lesson, the the lesson, lesson, students will lesson, the learners lesson, students effective ways of concept of
student will retell students will identify elements of will be able to gain will identify and solving subtraction;
2.Subtract one
the story in their practice different cultures a basic understand the problems
to three-digit
own smooth, expres through the story "Ang understanding of concept of concerning numbers; and
words, focusing sive reading Elepante at Ang puberty and its conformity through family, school 3.Solve word
on key events. with proper Langgam" (The effects on the the story "Ang and community problems
phrasing and Elephant and the Ant). body, emotions, thi Emperador na / Nakalalahok involving
 sa wastong
Walang Damit"
pamamaraan
intonation and (Emperor's New
sa paglutas ng
engage in Clothes) and reflect
suliranin o
meaningful on their own biases
nking, and social problema
reflection and and assumptions subtraction.
relationships. patungkol sa
discussion regarding
pamilya,
about the conformity and
paaralan at
story's themes. cultural
komunidad.
expectations.
(HGIPS-IIId-10)
III. Learning K to 12 Basic K to 12 Basic K to 12 Basic Education K to 12 Basic K to 12 Basic Homeroom Skills:Calcula
Resources/ Education Education Curriculum Education Education Guidance e mentally
References Curriculum Curriculum Curriculum Curriculum Jhing Materials:Activ
ty sheets
 Filipino folktale  Copy of "Ang Pantaleon
Flashcards,
Copies of the story  Copies of "Ang Elepante at Emperador Working at San Projector,
"Si Pugak Tagak at the book Ang Langgam" Zumba dance: na Walang Remigio Laptop, box o
Si Islaw Kalabaw" "Good (The Elephant https:// Damit" National High crayons
Whiteboard or chart Night and the Ant) (Emperor's School Folow.
www.youtube.com/
paper Moon"  Chart paper or New Clothes) “AP 10 Aralin–
watch?
Markers or pens  Comforta whiteboard in Filipino Isyu at Hamong
v=8karI32ScFg
Vocabulary chart ble  Markers or pens https://www Panlipunan.”
seating  Construction  Short .youtube.com SlideShare.
arrange paper, crayons/ story: "Ang /watch? Accessed May
ment markers Tapat na v=G6rjg9jJuq 25, 2021.
(carpet, p (optional) Kaibigan" o https://www.sli
illows, be  World map (Filipino  Chart paper deshare.net/jhi
anbags) folktale) or ngsworld/ap-
 Whiteboa https:// whiteboard 10-aralin-isyu-
rd or www.youtube  Markers or at-hamong-
chart .com/watch? pens panlipuna n
paper v=Vy62tfgJve  Construction “224-
 Markers o paper, crayo 2240649_schoo
or pens  Chart ns/markers l-Tutoring-
paper/whiteb  Peace Cliparts-
oard education Students-
 Markers/ resources Studying-Clip-
crayons Art.Png(840×56
 Construction 1).”n.d.Accesse
paper/scisso dMay 30,
rs 2021.
https://
 www.clipartma
x.com/png/
middle/224-
2240649_schoo
l-tutoring-
cliparts-
 "Friend students-
Bingo" cards studying-clip-
 Reflection art.png.
prompts

Pencil,
Crayons, Clean
sheet of paper

IV. Activities and Begin with Begin with Begin with classroom Begin with Begin with Begin with Begin with
Procedures classroom routine: classroom routine: classroom routine: classroom routine: classroom classroom
a. Prayer routine: a. Prayer  Prayer d. Prayer routine:
routine:
b. Checking of a. Prayer b. Checking of  Checking of e. Checking of a. Kamu
a. Prayer tahan
Attendance b. Checking Attendance Attendance Attendance
c. Quick of c. Quick Kamustahan  Quick f. Quick b. Reminder on
A.Preparati
Kamustahan Attendanc Kamustahan Kamustahan Health and on and
e A. Introduction Safety Settling In
A. Pre-Reading c. Quick  Friday A. Preparation protocols
Kamustah  Warm-up Routine and Settling c. Checking of Create a
 Activating an Activity: Ask Exercise In Attendance welcoming
Prior students to share and
d. Quick inclusive
Knowledge their  Start with a  Create a
Kamustahan classroom
: Ask A. Preparation understanding of fun and calm and
students and Settling the word engaging welcoming A.
what they In "paggalang" warm-up classroom Introduction B. MOTIVA
know about (respect). List activity to get environmen TION -
animals  Create a their ideas on the students t. Play Sa panahon Class,Befor
that live in calm board. Briefly active and calming ng ewestartthe
farms. Wha and introduce the focused. music or pandemya, discussion.
t are some inviting concept of  Lead nature nasubok ang We will first
challenges atmosph students in a sounds if have an
cultural iyong
ere: Dim energizer
they might sensitivity as series of desired. kakayahan for our
 face? Have the respecting and exercises  Review na brain. I have
them share lights, pu understanding that promote classroom mapangalaga a box of
their t on soft different body expectations an ang iyong crayons
containing
experiences music, a cultures, custom awareness and sarili, gayun
24 pcs of
or stories nd s, and traditions. and emphasize din ang crayons. If
they have arrange appreciation, respectful iyong the teacher
heard. the B. Reflective such as communicat pamilya gets 17 pcs
 Vocabulary seating Thinking gentle ion. You can upang of crayons,
Preview: In to stretches, bo use a peace maging ligtas How many
troduce any encourag  Storytelling: Tell dy scans, or corner or sa patuloy na crayons are
unfamiliar e a cozy the Filipino mindful peace symbol pagkalat ng left? 24 - 17
vocabulary reading folktale "Ang movement to visually virusnaCOVI = ___ pcs of
crayons left.
words from experienc Elepante at Ang activities. represent D-19. Ikaw 24 pcs. -17
the e. Langgam" (The  Conclude this. bilang bahagi pcs. =pcs. -
story, such  Set Elephant and the with a  Warm-up ng lipunan, Who wants
as "tubig," expectat Ant) to the class calming cool- Activity: Ask maaari kang to answer?
"bukid," ions: Bri in down and students to makatulong Just go to
"tulong," efly Filipino. Encoura opportunity share their sapaglutas the board
"pasasalam discuss ge students to for students understandin ng suliraning and write
at." You the pay attention to to share their g of the word kinakaharap your answer
how the under the
can create importan physical "paggalang" ng iyong
problem.
a ce of characters sensations (respect) and lipunang
vocabulary active interact with and feelings. "pagkakaisa" kinabibilanga
chart where listening, each other. (unity). n ayon sa
students respectfu kakayahang C. LESSON
can write l EVER mayroon ka. PROPER
down the participa AFTER Ang isyung ●Activity -
words, their tion, and (Tiktok Hit) iyong Class, I will
by Bonnie group you
definitions, focusing Lipunan ay
Bailey | into 3, and
and on maaaring each group
illustration individua Zumba | makaapekto will be given
s. l reading TML Crew sa iyong a paper
Setting the goals. Kramer personal containingw
Purpose: Explain Preview the Pastrana napamumuh ordproblems
that today they book: Show the https:// ay kaya and number
will be reading a cover of the www.youtube maaari kang problems. -
.com/watch? Sonow,sitdo
story about two book and ask B. Peace makatulong
v=8karI32Sc wnandstart
animals who live students what Education upang ito ay counting
in a farm and the they predict the Fg malutas ayon
Learning from 1 to 4,
challenges they story will be Session sa after that
face. Tell them to about based on  Current kakayahang find your
listen carefully the title and Health iyong taglay groupmates.
and be prepared illustrations. Individual News Introduce the And form
to retell the story Reflection: Provide Sharing concept of peace B. Let’s Try your chairs
B. Dedicated education: Briefly This into a circle.
and answer students with Get a piece
questions Reading Time individual reflection  Briefly share explain how peace
of
afterwards. sheets with prompts a positive education promotes Gawain sa paperandwri
Individual like: and understanding, Pagkatuto teyouransw
B. During Reading reading: Distrib interesting respect, and non- Bilang 2: ers down
ute copies of  Ano ang health- violent conflict there. -
 Word the book and natutunan mo sa related news resolution. You can Panuto: Alin sa Youcanans
Decoding: allow students kwentong story (not use age- mga wer it now
As students to read specifically appropriate just like
ito? (What did you sumusunod
resources like what your
encounter independently learn from this about ang
stories, songs, or classmate
unfamiliar at their own story?) puberty) to nakapagpapata did earlier in
words, guid pace. Encourag  Naging bahat ba pique videos. as ng our
e them in e them to use ito ng iyong mga students' Storytelling: Read kakayahan energizer
using whisper voices iniisip o curiosity and "Ang Emperador na upang for our
phonics and practice paniniwala? (Did it interest. Walang Damit" matugunan ang brain. -
strategies silent reading challenge any of  Invite (Emperor's New These are
isyung personal
to sound strategies. students to Clothes) to the the
your assumptions at panlipunan.
them share any class in Filipino. problems
or beliefs?) Lagyan ng √ o X that you
out. Encour health news Encourage them to
 Paano nagpakita ang patlang na need to
age them to they have pay attention to
ng paggalang nasaunahan ng answer as a
use context encountered how characters
(respect) ang bawat bilang. group. I will
clues from with you or react and the
elepante at ang give it to
on their own. consequences of
the langgam sa isa't _______1. you okay?
conformity.
surroundin isa? (How did the  Use this as a Iugnay na hindi
Class Discussion:
g sentences elephant and the springboard lamang ang
Facilitate a
to guess ant show respect to discuss personal na
discussion about
the for each other? the isyuang dapat
the story in Filipino.
meaning of  Culture importance harapin kundi
Ask questions like:
the words. Exploration: Div of getting isang isyung
Ano ang
 Comprehe ide students into information
naramdaman mo panlipunan na
nsion small groups and from reliable sa mga pangyayari nakakaapekto
Checks: Pa assign each sources and sa kwento? (How sa isang
use group a different being critical did you feel about indibidwal.
periodically of . Word
Filipino cultural the events in the _______2. Problem: 1.
throughout aspect to misinformati story?) Bigyang Peter has
the reading research. This on. Ano ang ibig koneksyon ang 20 pesos in
to ask could include  Sample sabihin ng pangyayari sa hispocket.H
questions traditional Poem: ebuysa
 that assess clothing, food, fes sumunod sa agos? buhay bilang vanillaicecre
students' tivals, or My Body is (What does it mean isang amfor 12
understand beliefs. Provide Changing to follow the indibidwal at sa pesosfromth
crowd?) e best ice
ing. For them with By: Unknown pangkalahatan
creamshopi
example, " resources like My body is Sa iyong palagay, g kaganapan sa nthe
Who are books, websites, changing, it's mahalagang lipunang iyong neighborhoo
the main or pictures. Have growing and tall, magkaroon ng ginagalawan. d. How
characters them identify key Like a seed that sariling boses at _______3. much is
in the story aspects of their finds sunshine and opinyon? Bakit? Magkaroon ng Peter's
so far?" assigned cultural breaks through the (Do you think it's pansarili change? 2.
 Guided important to have Sebastian
"What reading: element. wall. lamang na
problem is  Create and your own voice and kaalaman sa has 8
If New feelings are
opinion? Why?) pencils. He
Pugak needed, g Share: Each stirring, like isyu ng gives away
Tagak uide group creates a butterflies free, panlipunan 5 pencils to
facing?" presentation or C. Progress _______4.
students his friends.
"How is poster Monitoring Unawain ang
through A mixture of wonder How many
Islaw showcasing their through sanhi at bunga pencils does
sections and what will I be?
Kalabaw assigned cultural Reflection ng isyu. he have
of the and Sharing now? B.
helping element. Encoura My voice may crack _______5.
book as a Number
him?" ge them to use sometimes, it's Iwasan ang
whole  Individual Problem: 1.
Character visuals, facts, an finding its sound, pagtugon sa
class, foc Reflection: P 50 - 37 =
Analysis: Discuss d personal My skin might isyung ____ 2. 100
using on rovide
the characters' reflections. surprise me, with panlipunan - 10 = ____
proper students
personalities, moti Empathy changes all upang hindi 3. 35 - 9 =
pronunci with
vations, and Challenge: Present a around. maapektuhan _____ -
ation, ph individual Group 2 A.
relationships. Ask scenario where But deep down ang personal na
rasing, a reflection Word
students to make someone makes a inside, I know who I isyu
nd sheets with Problem: 1.
inferences about culturally insensitive am,
fluency. prompts like: Diego
how the remark or behaves The same silly me, C. Let’s Explore
Repetition and  Ano bought 4
characters might inappropriately based with a brand new This apples.
rereading: Enc ang
be feeling based on the story or plan. Hegave1
ourage students natutu
on their actions another Filipino apple to his
who finish early nan Gawain sa
and words. cultural context. Ask So I'll listen and friendKenn.
to reread their mo sa Pagkatuto Howmany
students to learn, as I grow day
favorite parts or kwent Bilang 3 Suriin apples left
C. Post Reading brainstorm respectful by day, And
practice reading o ang mga now?
responses and welcome these
smoothly with tungk larawan.
Story solutions in changes, in my own
Retelling: Ask
expression. ol sa Lagyan ng
Filipino, emphasizing special way.
students to retell paggal tsek(/) kung
how their words and For puberty's a
C. Progress ang sa saan ito
the story in their actions can impact journey, a magical
Monitoring iba't nangyayari.
own others.
words, focusing through quest, ibang SAbihin kung
on the main Reflection C. Structure Values To become the best panan paanomakikila
events, characters and Sharing Activities me, and put my aw at hok sa wastong
, and setting. You  Philippines Map doubts to the test. kultur pamamaraan
can use a story  Individu Activity: Have a? (Wh ng paglutas sa
map or graphic al students mark  Health at did suliranin o
organizer to help reflectio their region and Sessions you problemana
them organize n: Provid other regions learn makikita rito.
their thoughts. e time for they are familiar  Introduction from
students with on a map of to the
to reflect the Puberty: Intr story
on their Philippines. Disc oduce the about
reading uss the diversity concept of respec
experienc of cultures and puberty as a ting
e using traditions within natural and differe
prompts the country. positive nt
like: process of perspe D. Keep in
growing Mind
ctives
What did up. Use age- and
appropriate Ang paglahok
you enjoy cultur
language and sa wastong
most es?)
imagery to pamamaraan
about  Naging
avoid ng
the bahat
embarrassme paglutassa
story? ba ito
nt or suliranin sa
ng
confusion. pamilya,paar
What iyong
 Body alan at
was sarilin
Changes: Dis komunidad
challengi g mga
cuss the ay isang
ng? Did karan
different napakabutin
you learn asan?
physical g gawi ng
anything (Did it
changes that isang batang
new? reflect
occur during tulad
any of
"Paggalang sa puberty for mo.Kailangan
your
Pakikipag-ugnayan" both boys itong
 Small own
(Respectful and pagyabungin
group experi
Communication) girls, such as at pasiglahin
discussi ences?
growth dahil ito ay
on: Divid Rules: Brainstorm and )
spurts, voice nagpapakita
e create a list of  Paano
changes, bod ng
students "Paggalang sa mo
y hair pagmamahal
maipa
 into Pakikipag-ugnayan" development, pakita at
small (Respectful and ang pagmamalasa
groups to Communication) Rules menstrual paggal kitna
share to guide interactions cycles. Be ang sa kinakailanga
their within the classroom inclusive and mga n ng bawat
 Discussion reflection and beyond. Emphasize respectful of taong isa. Sa
: Discuss s and diverse may panahon ng
active listening, using
the main discuss bodies and iba't pandemya,
respectful
themes of the experiences. ibang ikaw at ako
the story's language, and avoiding  Emotional panan ay
story, such themes stereotypes. and Social aw sa magkasangga
as (goodnig Changes: Ex iyo? (H . Kaya kilos
friendship, ht D. Group Sharing plain how ow na, iyong
cooperation rituals, c and Reflection puberty can can ibandera,gu
, and omfort, b also affect you mawa ng
helping edtime  Gallery emotions and show mabuti at
others. Ask routines). Walk: Display social respec tama,
students Encoura the group relationships. t to makilahok sa
what they ge them presentations or Discuss people wastong
learned to listen posters around concepts like who pamamaraan
from the attentivel the mood have ng paglutas
story and y and classroom. Allow swings, self- differe sa suliranino
how it build students to consciousnes nt problema.
relates to upon rotate through s, and perspe Pagsasama
their own each the developing ctives sama, may
lives. other's stations, learning new than magagawa.
Creative ideas. about different friendships. you?)
Response: Have  Whole- Filipino cultural Emphasize E. You Can
students complete class aspects and that these do It
discussi sharing their changes are  Small Group
a creative activity
on: Facili thoughts with normal and Discussion: Bilang Mag-
related to the
tate a each group in temporary. Divide aaral, paano
story, such as Filipino.
whole- Reproduction: In students into mo maipakikita
drawing a picture  Class
class a sensitive and small groups ang
of their favorite discussio Discussion: Facil factual pagpapataas
to discuss
scene, writing a n to itate a class manner, explain ng kakayahan
their
letter to one of the recap key discussion about the basic concept reflections upang
characters, or details, the learning of reproduction and share matugunan
creating a new make experience in and the body's personal ang isyung
ending to the inference Filipino. Ask preparation for experiences personal at
story. s about students to share having panlipunan.
 the what they children. Avoid related to
character learned about using technical conformity F. What I
D. Journal Wrting s' different cultural terms and focus and have
 Journal feelings, aspects, how on positive respect. Enco Learned
Writing: To and they can language like urage active
encourage explore demonstrate "becoming a listening and Isulat sa
personal the paggalang parent." respectful patlang ang
reflection and deeper (respect) in their communicati iyong sagot.
meaning daily lives, and  Reflection on.
deepen
understanding of the any challenges and
Ang aking
story. As they might face. Sharing D. Wrap Up
, have natutuhan sa
students k
aralin na ito ay
question E. Feedback and  Provide  Create a
engage in _______________
s like: Reinforcement students Class
journal writing _______________
with time for Mural: Provi
with one of the _____
Why do  Positive individual de materials
following _______________
you Feedback: Ackno reflection on for students
prompts: _______________
think the wledge and the to create a
 Imagine you _______________
author appreciate information mural
are one of the _______________
says students' presented. U depicting
animals in the _______________
goodnigh participation, effo se age- their
story. Write a _______________
t to rt, and respectful appropriate understandin
journal entry ______ Simula
everythin communication reflection g of cultural
describing ngayon ay
g? throughout the prompts like: sensitivity
your sisikapin kong
lesson in  "What and
experiences _______________
What Filipino. surprised you respect. Enco
and feelings _______________
does the  Reinforcement most about urage them
throughout the _______________
moon Activities: Offer learning to use
day. _____________
symboliz optional activities about symbols, ima
 What did you
e in the for further puberty?" ges, and
learn about
story? exploration, such  "What words to
friendship and G. Share
as creating a questions do represent
cooperation your
How does Filipino cultural you still their ideas.
from this thoughts
this story dictionary, learni have?" Action
story? Think of and
connect ng a simple  "How can you Planning: Ask
a time when Feelings
to your greeting in take care of students to
you helped
own another Filipino your changing brainstorm
someone or Kumuha ng
bedtime language, or body and individual actions
someone kapaehas at
routine? researching a emotions?" they can take to
helped ibahagi mo
regional Filipino  Create a safe promote respect
you, and write ang iyong
celebration. and and
 about it in D. Wrap Up Self-Assessment: Pro supportive understanding in natutunan sa
your journal. vide students with a environment their daily araw na ito.
 If you could  Creative self-assessment sheet for students lives. This could
change one response in Filipino to reflect to share their include speaking
thing about : Offer on their reflections up for
the story, what students understanding of and questions others, listening
would it a choice cultural sensitivity anonymously attentively, or
be? Why? Writ of and areas for or in small learning about
e about your creative improvement. groups. different cultures.
ideas in your activities  Address any  Closing
journal. to concerns or Reflection:
showcase questions Briefly
their respectfully discuss the
understa and importance
nding accurately. of cultural
and sensitivity
personali  Wrap Up and the value
ze their of
experienc individuality
e with  Provide in building a
the students peaceful and
story. Op with time for inclusive
tions individual society.
may reflection on
include: the
drawing information
a scene presented. U
from the se age-
book, wri appropriate
ting a reflection
poem prompts like:
about  "What
goodnigh surprised
t you most
wishes, c about
reating a learning
new page about
with puberty?"
their own  "What
goodnigh questions
t do you
 rituals, o still
r have?"
performi  "How can
ng a you take
short care of
skit for your
the class. changing
 Sharing body and
and emotions?
feedback "
: Provide  Create a safe
a and
platform supportive
for environment
students for students
to share to share their
their reflections
creative and
response questions
s with anonymously
the class or in small
and offer groups.
construct  Address any
ive concerns or
feedback questions
to each respectfully
other. and
Final accurately.
reflection: Con
clude the lesson
with a brief
reflection
asking students
what they
learned from
the reading
experience and
how they can
apply it to their
future reading
endeavors.