GRADE 1 to 12 School Grade Level I

DAILY LESSON Teacher NINA SHERRY L. CLEMENTE

LOG Date Monday Quarter Third-Week 1
ESP MTB FILIPINO AP MATH ENGLISH MAPEH ( Music)
OBJECTIVES
A. Content Standard Naipamamalas ang pag- Demonstrates Naipamamalas ang Naipamamalas ang pag- Demonstrates Demonstrates Demonstrates understanding
unawa sa kahalagahan ng understanding of grade kakayahan at tatas sa unawa sa kahalagahan ng understanding of addition understanding of sounds of the basic concepts of timbre
pagiging masunurin, level narrative and pagsasalita pagkilala ng mga batayang and subtraction of whole and their meanings for
pagpapanatili ng kaayusan, informational text. atpagpapahayag ng impormasyon ng pisikal na numbers up to 100 appropriate use of words
kapayapaan at kalinisan sa sariling ideya, kaisipan, kapaligiran ng sariling including money
loob ng tahanan at paaralan Demonstrates positive karanasan at damdamin paaralan at ng mga taong
attitudes towards bumubuo dito na
language, literacy and nakakatulong sa paghubog
literature. ng kakayahan ng bawat
batang mag-aaral
Demonstrates developing
knowledge and use of
appropriate grade level
vocabulary and concepts.

B. Performance Naisasabuhay ang pagiging Comprehends and Naipapahayag ang Ang mag-aaral ay… To apply addition and Manipulates skillfully the Distinguishes accurately the
Standard masunurin at magalang sa appreciates grade level ideya/kaisipan/damdamin/r buong pagmamalaking subtraction of whole sounds in words to different sources of sounds
tahanan, nakasusunod sa narrative and informational eaksyon nang may nakapagpapahayag ng numbers up to 100 express meaning heard and be able to produce a
mga alituntunin ng paaaralan texts wastong tono, diin, bilis, pagkilala at pagpapahalaga including money in variety of timbres
at naisasagawa nang may antala at intonasyon sa sariling paaralan mathematical problems Displays sensitivity to
pagpapahalaga ang values reading and writing and real- life situations. sounds in spoken
karapatang tinatamasa as communicative language
activities.

uses developing
vocabulary in both oral and
written form.

C. Learning
Competency/
EsP1PPP- IIIa – 1 MT1LC-IIIa-b-1.2 F1PS-IIc-3 Nasasabi ang mga M1NS-IIg-32.2 EN1PA-IIIa-e-2.2 The learner . . .
Objectives Nakapagpapakita ng iba’t Note important details in Naiuulat nang pasalita batayang impormasyon visualizes, represents, Recognize rhyming identifies the source of
Write the LC code for
each.
ibang paraan grade level literary and ang mga naobserbahang tungkol sa sariling and solves routine and words in nursery sounds
ng pagiging masunurin at informational texts pangyayari paaralan: pangalan nito non-routine problems rhymes, poems, songs MU1TB-IIIa-1
magalang listened to. sa paaralan (o mula sa (at bakit ipinangalan ang involving subtraction of heard 1.1 wind, wave, swaying of
tulad ng: MT1ATR-IIIa-j-4.1 Show sariling karanasan) paaralan sa taong ito), whole numbers including the trees, animal sounds,
 - pagsagot kaagad kapag interest in texts by F1TA-0a-j-2 lokasyon, mga bahagi money with minuends up EN1V-IIIa-e-5 sounds produced by
tinatawag ng kasapi ng browsing/reading Nagagamit ang wika nito, taon ng pagkakatatag to 99 with and without Use words that are machines, transportation,
pamilya available print materials. bilang tugon sa sariling at ilang taon na ito, at mga regrouping using related to self, family, through body movements
MT1VCD-IIIa-i-2.1.1 pangangailangan pangalan ng gusali o silid appropriate problem school, community, and
Give meanings of words at sitwasyon (at bakit ipinangalan sa solving strategies and concepts such as the
through: a. picture clues F1PP-IIIh-1.4 mga taong ito) tools. . names for colors,
b. context clues Natutukoy ang AP1PAA-IIIa-1 shapes, and numbers
kahulugan ng salita
batay sa EN1PA-IIIa-e-2.2
kasingkahulugan Recognize rhyming
words in nursery
rhymes, poems, songs
heard
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pahina 2-4 Pahina 311-314 Pahina 6-7 Pahina 52-54 Pahina 3-23
pages
2. Learner’s Pahina 4-8 K-12 Curriculum Guide p.
Materials pages
12

3. Textbook pages
4. Additional Materials
from Learning
Larawan, powerpoint Larawan, tsart, Larawan, powerpoint Larawan, powerpoint Larawan, powerpoint Downloaded Videos Larawan, powerpoint
Resource (LR) portal presentation flashcard, patpat, presentation presentation presentation, flaskcard presentation
B. Other Learning
Resource
III. PROCEDURES
A. Reviewing tsart Ano ang ginawa mo Laro: Pahulaan : Ano Flashcards drill on basic Introduce the the song
previous lesson or
presenting the new nuong bakasyon? ito? Bahagi ito ng ng subtraction facts “Hello,how Do You Do?”
lesson Saan kayo nagpunta? tahanan kung saan: youtube.com/watch?v=
Ano ang ginawa niyo - tinatanggap ang ating M4Fkq
doon? mga panauhin? VR6bHU
- Dito niluluto ang pagkain (Constructivism)
ng mag anak
- Natutulog.
-Naliligo
(Constructivism) (Constructivism)
B. Establishing a Paghahawan ng balakid www.youtube.com/watch Anu-anong paghahanda What is you favorite Teacher divides the
purpose for the
lesson sa pamamagitan ng ?v ang inyong ginagawa fruit? class into small groups
=UH6otvl9EcM bago pumasok sa What should you do with 4-6 members. Each
larawan a. Balot-Penoy ni Levi paaralan? before you eat the fruit? group forms a circle.
Celerio Why? Members of the group
(Reflective approach) pass around a special
microphone and
Patimpalak subli
introduce themselves to
their group mates.
(Integrative Approach) Teacher’s moves
Palosebo sumbrero around as the pupils do
the activity.

www.youtube.com/watc
h?v=-rzpgTVGT9g

My name is _____.
What’s your name?
C. Presenting Ano sa inyong palagay ang Film Viewing – Ano kaya ang kinalaman Ano ang dapat mong There are 45 bananas in From the song “hello, Sabihin kung mababa o
examples/
instances of the new kahulugan ng pagiging Ipapanood sa mga bata ng awitin tungkol sa malaman tungkol sa iyong a tray for sale. The Hello, Hello” what words matinis na tunog ang
lesson masunurin? ang Sublian Dance. pagkaing paaralan? grade 1 pupils bought 23 sound the same? naliklikha ng bawat bagay:
Filipino sa tema natin (Itala ang kasagutan ng bananas. How many do and you(both words 1. bell
www.youtube.com/watch ngayong linggo? mga bata at pasagutan ito bananas were left in the end with oo sound. 2. pito
?v=sBeVicp102A mamaya) tray? 3. huni ng baka
4. huni ng sirena
Ano ang nais ipabatid ng 5. tunog ng biyolin
sayaw na ito?
D. Discussing new Ano-ano ang kahalagahan Sabihin: Marami tayong Isulat sa pisara ang Kuwento: What is the fruit Show pictures with
concepts and
practicing new ng pagiging masunurin sa katutubong sayaw na sumusunod na salita na Pasukan na Naman mentioned in the labels.
skills #1 mga magulang at sa iba nagpapakita ng tutukan para sa araw na “Hoy, Tonton! problem?
pang nakatatanda sa kaugalian, tradisyon, at ito: Saan ka pupunta? ang How many bananas
tahanan? pinagmulan ng isang kusinero, tanong ni Doni. Kina were there in the tray?
lugar. sinusuweldo, negosyo, Bong at Lita. Pupunta How many bananas Nun sun mat hat
umasenso, kami sa paaralan,” ang were bought by the
Ano pang katutubong ikinararangal, sagot ni Tonton. “Pasukan grade 1 pupils?
sayaw ang alam ninyo? mag-usyoso. na! Halika, sumabay ka What is asked in the
na! Sasabay rin ang mga problem? Call a pupil to
kalaro ko, e. Sina Dino, underline what is asked
Joy at Greggy. “Isama mo in the problem.
 na rin ang mga kaibigan Let the whole class red
mo.” “Sino? Sina Paul, what is asked in the
Leo at Alma?” ang tanong problem.
ni Doni. “Oo, halina.
Tawagin mo na sila.
Sabay-sabay na tayo.
Tayo na sa paaralan.
Pasukan na.
E. Discussing new Sa anong paraan mo Ano ang Subli? Paano Ipabasa sa mga bata a. Tungkol saan ang Read the word problems Do nun and sun
concepts and
practicing new skills maipakikita ang iyong ito isinasayaw? ang mga ss. Na kwento? and underline what is rhymes?
#2 pagiging masunurin sa pangungusap. b. Saan patungo ang asked. The mat and Hat?
inyong tahanan? (1) Sikat ang kusinero mga bata? a. . Carlos has 78 balls. Why?
ng Lety’s Carinderia sa c. Ano ang gagawin nila He gave 21 to his
mahusay na pagluluto sa paaralan? brother. How many
niya ng kare-kare. d. Nabanggit ba ang brothers were left?
(a) tagalaba (b) tagaluto pangalan ng paaralan b. Myra has 68
(c) tagalinis ng mga bata? mangoes. She shared
(2) Maliit lang ang e. Ikaw, ano ang alam 32 mangoes to her
sinusuweldo niya, kaya mo sa iyong paaralan? friends. How many
naghanap siya ng ibang Alam mo ba ang pangalan mangoes were left?
pagkakakitaan. ng iyong paaralan?
(a) binabayad (b) (Inquiry-Based)
inuutang
(c) kinikita
(3) Nagtayo ako ng maliit
na negosyo—nagtitinda
ako ng yelo at ice candy
sa aming purok.
(a) pagkakitaan (b)
libangan
(c) laruan
(4) Dahil sa sipag at
tiyag, umasenso rin ang
kabuhayan ng aming
pamilya.
(a) umunlad (b)
bumagsak
(c) nalugi
(5) Ikinararangal kong
 maging bahagi ng isang
mahusay na
kompanya.
(a) ikinahihiya
(b) ipinagmamalaki
(c) ikinalulungkot
(6) May aksidente sa
kanto, kaya niyaya niya
akong mag-usyoso.
(a) tumingin (b) magsaya
(c) kumanta
(Constructivism)
F. Developing Ang Subli Pair-Share Ano ang pangalan ng Do this: Ask the pupils to give Punong-puno ng iba‘t ibang
mastery (leads to
Formative Tanungin ang mga bata ni Nida C. Santos Subuking bumuo ng ating paaralan? Draw 32 balls. Color the more words that uri ng tunog ang ating
Assessment 3) kung bakit kaya maraming Ang Subli ay isa sa mga pangungusap gamit ang Bakit ito ang pangalan ng 12 balls red and the rest rhymes. mundo. Ang mga tunog
mata ang pinya bago kilalang sayaw sa mga salitang ating ating paaralan? of the balls blue. mula sa makina, kalikasan,
basahin sa kanila ang Pilipinas at paborito ng tinalakay. Gagawin itong Kailan itinayo ang ating at gawa ng tao ang
Alamat ng Pinya. Ipaalala mga taga-Batangas. Ang paligsahan. Ang paaralan? halimbawa nito.
ang tamang gawi sa sayaw na ito ay isang magkapares na Saan ito matatagpuan? Simulan sa mga tunog na
pakikinig. seremonya na makagagamit ng Sino-sino ang mga taong kaya nating gawin. Gaano
itinatanghal bilang pinakamaraming salita bumubuo sa ating ka kahusay kumilala ng
paggalang sa Mahal na mula sa ating listahan paaralan? boses ng iyong katabi, ng
Poong Santa Krus. Ang ang magiging kampeon iyong guro, at ng iyong mga
banal na krus ang sentro para sa araw na ito. kamag-aral?
ng sayaw na Subli. Bibigyan ng limang
Nagmula ito sa baryo ng minuto para sa gawaing
Dingin, Alitagtag, ito.
Batangas. Ang salitang Tandaan—mas
Subli ay mula sa maraming magagamit na
dalawang salitang salita sa tamang paraan,
Tagalog na subsob at mas mabuti.
bali. Ang mga (Collaborative)
mananayaw ay
gumagamit ng isang paa
at nakasubsob na may
sumbrero. Sa Batangas
ay may Sublian Festival,
isang patimpalak sa
pagsayaw ng Subli at
 palaro ng lahi. Layunin
ng Sublian Festival na
buhayin ang mga larong
kinalakihan ng ating mga
magulang.
G. Finding practical Ano ang Subli Festival? Matapos ang limang Ipagaya sa sulatang papel Answer: Pair-Share Iguhit ang mga bagay na
application of
concepts and skills Talakayin ang kuwentong minuto, tanungin ang ang pangalan ng paaralan How many red balls Teacher will posts unang pumasok sa iyong
in daily living kanilang napakinggan. mga mag-aaral kung sa mga bata. are there?_____ words and ask the pairs isip sa sagutang papel nang
a. Bakit maraming mata sino ang nakagamit ng Bigyang-pansin ang How many blue balls to write the words that marinig ang awit ng iyong
ang pinya? lahat ng salita. Ipabigkas tamang baybay at are there?____ rhymes, the pair that kamag-aral.
b. Ano ang aral na iyong sa kanila ang paggamit ng malaking titik Which is more? Red can write more will win Kamag-aral 1: _____
natutunan sa alamat na kanilang mga balls or blue balls?___ the game. Kamag-aral 2: _____
ito? pangungusap. Pansinin Which is less? Red balls (Collaborative) Kamag-aral 3:_____
kung tama ang or blue balls?___
pagkakagamitng mga
tinutukang salita. Isulat
sa pisara ang mga
pangungusap ng
nagwaging pares at
basahin sa buong klase.
H.Making Ano pang katutubong Ipasipi sa buong klase Saan ka nag-aaral? What is the first step in Rhyming words are
generalizations
and abstractions sayaw ang alam ninyo? ang talasalitaan para sa Bakit mahalaga na analyzing a word words that have the
about the lesson araw na ito: malaman mo ang problem? same ending sound.
(1) kusinero – tagaluto pangalan ng iyong Remember:
(2) sinusuweldo – paaralan? The first step in problem
kinikita solving is to know:
(3) negosyo – Tandaan: What is asked?
pagkakakitaan Ang pangalan ang aking
(4) umasenso – paaralan ay
umunlad ____________________
(5) ikinararangal –
ipinagmamalaki
(6) mag-usyoso –
tumingin
I. Evaluating Thumbs up-Thumbs Buuin ang mga Tawaging isa-isa ang mga Encircle the letter of Read, Write and Color.
learning
down pangungusap. Piliin sa bata. the correct answer. Pare-pareho ba ang iginuhit
1.Ang subli ay nagmula loob ng kahon ang Ipasabi ang kumpletong 1. Mother has 36 mo nang marinig mo ang
sa Alitagtag Batangas. tamang sagot. pangalan ng kanilang chicos. She gave 21 boses ng iyong mga kamag-
2.Ang Subli ay mula sa 1.Isang mahusay na paaralan. chicos to her friend. aral? Bakit? Bakit hindi?
 tatlong salitang tagalong. ______ ang tatay ni How many chicos were
3.Ginagamit din ang Khian, left to mother? What is
sombrero sa pagsayaw 2.Malaki ang _____ niya asked in the problem?
ng Subli. lingo-linggo. a. number of chicos
4.Ang subli ay isang 3.Magandang ____ang b. number of chicos
patimpalak sa pagtatayo karinderya. given to her friend
pagsayaw. 4._____ ang buhay nila c. number of chicos
5.Layunin ng Sublian dahil sa karinderya nila, left
Festival na buhayin ang 5.____ ko ang tatay 2. Susan collected 48
mga larong kinalakhan n kong kusinero. marbles. Her brother got
gating mga magulang. kusinero, 25 of them. How many
sinusuweldo, marbles were left to her?
negosyo, What is asked?
umasenso, a. number of marbles
ikinararangal, left
mag-usyoso b. number of marbles
Susana has
c. number of marbles
her brother got.
J. Additional Tandaan: Magdala ng kagamitan Tanungin ang Buuin at isaluo: Know what is asked in Cut pictures of 3 pairs Puno ng kakaiba at kawili-
activities for
application or Maipapakita natin ang sa pagsayaw ng subli isang miyembro ng Ako ay nag-aaralan sa this problem. of rhyming words from wiling tunog ang ating
remediation iba’t-ibang paraan ng inyong pamilya kung ano ___________________. Aling Nena baked 67 old magazines. Paste mundo. May sariling tunog
pagiging masunurin at ang paborito nilang Ipinagmamalaki ko ang cookies. She gave 45 to the pictures on your ang bawat bagay. Ito ang
magalang kung tayo ay pagkaing Filipino at kung aking paaralan. her children. How many notebook and label dahilan kaya ang boses mo
sasagot kaagad kapag bakit nila ito gusto. cookies were to her? them. ay iba sa boses ng iyong
tinatawag ng kasapi ng Maghandang What is kapatid at mga kamag-aral.
pamilya. magbahagi tungkol dito asked?______________ Sa musika, timbre ang
bukas. _ tawag sa kagandahan at
pagkakaiba ng tunog. Ito
ang nagbibigay sa iyong
boses ng natatanging
kalidad.
IV. REMARKS Lagyan ng / kung ang bata Integrasyon ng aralin sa Gayahin ang iba‘t ibang
at sumasagot agad sa utos ESP, Art at Filipino timbre ng tunog ng mga
ng magulang. hayop o bagay sa
___1. Si Alma na palaging sumusunod na larawan.
sumusunod s autos.
___2. Si John na
nagbibingibingihan kapag
 tinatawag ng tatay.
___3. SI Hana na agad
sumasagot kapag
tinatawag
V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
who require additional
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
remediation
C. Did the remedial
lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require
magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
 __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks
 GRADE 1 to 12 School Grade Level I
DAILY LESSON Teacher NINA SHERRY L. CLEMENTE
LOG Date Tuesday Quarter Third-Week 1
ESP MTB FILIPINO AP MATH ENGLISH MAPEH ( Music)
OBJECTIVES
A. Content Standard Naipamamalas ang pag- Demonstrates Naipamamalas ang Naipamamalas ang pag- Demonstrates Demonstrates Demonstrates understanding
unawa sa kahalagahan ng understanding of grade kakayahan at tatas sa unawa sa kahalagahan ng understanding of addition understanding of sounds of the basic concepts of timbre
pagiging masunurin, level narrative and pagsasalita pagkilala ng mga batayang and subtraction of whole and their meanings for
pagpapanatili ng kaayusan, informational text. atpagpapahayag ng impormasyon ng pisikal na numbers up to 100 appropriate use of words
kapayapaan at kalinisan sa sariling ideya, kaisipan, kapaligiran ng sariling including money
loob ng tahanan at paaralan Demonstrates positive karanasan at damdamin paaralan at ng mga taong
attitudes towards bumubuo dito na
language, literacy and nakakatulong sa paghubog
literature. ng kakayahan ng bawat
batang mag-aaral
Demonstrates developing
knowledge and use of
appropriate grade level
vocabulary and concepts.

B. Performance Naisasabuhay ang pagiging Comprehends and Naipapahayag ang Ang mag-aaral ay… To apply addition and Manipulates skillfully the Distinguishes accurately the
Standard masunurin at magalang sa appreciates grade level ideya/kaisipan/damdamin/r buong pagmamalaking subtraction of whole sounds in words to different sources of sounds
tahanan, nakasusunod sa narrative and informational eaksyon nang may nakapagpapahayag ng numbers up to 100 express meaning heard and be able to produce a
mga alituntunin ng paaaralan texts wastong tono, diin, bilis, pagkilala at pagpapahalaga including money in variety of timbres
at naisasagawa nang may antala at intonasyon sa sariling paaralan mathematical problems Displays sensitivity to
pagpapahalaga ang values reading and writing and real- life situations. sounds in spoken
karapatang tinatamasa as communicative language
activities.

uses developing
vocabulary in both oral and
written form.

C. Learning
Competency/
EsP1PPP- IIIa – 1 MT1LC-IIIa-b-1.2 F1PS-IIc-3 Nasasabi ang mga M1NS-IIg-32.2 EN1PA-IIIa-e-2.2 The learner . . .
Objectives Nakapagpapakita ng iba’t Note important details in Naiuulat nang pasalita batayang impormasyon visualizes, represents, Recognize rhyming identifies the source of
Write the LC code for
each.
ibang paraan grade level literary and ang mga naobserbahang tungkol sa sariling and solves routine and words in nursery sounds
ng pagiging masunurin at informational texts pangyayari sa paaralan: pangalan nito non-routine problems rhymes, poems, songs MU1TB-IIIa-1
magalang listened to. paaralan (o mula sa (at bakit ipinangalan ang involving subtraction of heard 1.1 wind, wave, swaying of
tulad ng: MT1ATR-IIIa-j-4.1 Show sariling karanasan) paaralan sa taong ito), whole numbers including the trees, animal sounds,
interest in texts by F1PN-IIIf-9 lokasyon, mga bahagi money with minuends up EN1V-IIIa-e-5 sounds produced by
pagsunod nang maluwag browsing/reading Nahuhulaan ang nito, taon ng pagkakatatag to 99 with and without Use words that are machines, transportation,
 sa dibdib kapag inuutusan available print materials. susunod na mangyayari at ilang taon na ito, at mga regrouping using related to self, family, through body movements
MT1VCD-IIIa-i-2.1.1 sa napakinggang pangalan ng gusali o silid appropriate problem school, community, and
Give meanings of words kuwento (at bakit ipinangalan sa solving strategies and concepts such as the
through: a. picture clues F1AL-IIb-1 mga taong ito) tools. . names for colors,
b. context clues Nasasabi ang nilalaman AP1PAA-IIIa-1 shapes, and numbers
ng aklat batay sa
pamagat EN1V-IIIa-e-5
Use words that are
related to self, family,
school, community, and
concepts such as the
names for colors,
shapes, and numbers
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pahina 314-315 Pahina 7-10 Pahina 52-54 Pahina 3-23
pages Pahina 2-4
2. Learner’s Pahina 4-8 K-12 Curriculum Guide p.
Materials pages
12

3. Textbook pages
4. Additional Materials
from Learning
Larawan, powerpoint Larawan, tsart, graphic Larawan, powerpoint Larawan, powerpoint Larawan, powerpoint Downloaded Videos Larawan, powerpoint
Resource (LR) portal presentation organizer presentation presentation presentation, flaskcard presentation
B. Other Learning
Resource
III. PROCEDURES
A. Reviewing tsart Saan nagmula ang Tumawag ng tatlong Ano ang pangalan ng Tell what is asked in this Fix the Mix words then,
previous lesson or
presenting the new Sublian Festival? bata na hindi pa iyong paaralan? problem There are 15 write then in the box.
lesson gaanong birds on the clothesline.
nakapaglalahad ng Six fly away. How many
kanilang ideya sa klase. birds are left?
Tulungan sila kung (Constructivism)
kinakailangan.
(Constructivism)
(Constructivism) Paborito ng aking __
ang ____.
Masarap ito dahil
 ______.
B. Establishing a Basahain muli ang Ipaskil sa pisara ang Ipakita ang isang mapa How many of you have Introduce the song:
purpose for the
lesson lathalain na binasa listahan ng mga salita na Ano ang tawag natin sa flower garden at home? Finger Family”
kahapon. pinag-aralan kahapon bagay na ito? Ano ba ang What is your favorite youtube.com/watch?v=
nakikita sa isang mapa? flower? M4Fkq
Mahalaga ba ito? VR6bHU

What words from the

song sound the same?
(Inquiry-Based Approach)
C. Presenting Pangkatang Gawain: Ipakita ang pabalat ng Ano ang dapat mong Abby bought 12 Unlocking New Words Gayahin ang iba‘t ibang
examples/
instances of the new Pangkat I:Kilalanin libro. Ang pamagat ng malaman tungkol sa iyong roses. She gave 9 of Family, Father, Mother, timbre ng tunog ng mga
lesson Natin! Bumuo ng ating kuwento ngayong paaralan? them to her teacher. Brother, Sister, Baby , hayop o bagay sa
‘Concept Map’ na araw ay Arroz Caldo How many roses were Grandfather and sumusunod na larawan.
tumatalakay sa Subli ni Lolo Waldo. Isinulat left? Grandmother
gamit ang mga ito ni Becky Santos- Who bought the roses?
flashcard. Gerodias at iginuhit ni How many roses did she
Pangkat II:Gumuhit Tayo Bernadette Solina-Wolf. buy?
Gumuhit ng malaking Nakakain na ba kayo ng What is asked in the
krus sa isang kartolina. arroz caldo? Ano ang problem?
Isulat sa ilalim nito ang, lasa nito? Ano kaya ang What should you know
‘Ang banal na krus ang mangyayari sa before you can answer
sentro ng sayaw na kuwentong Arroz Caldo the problem?
Subli.’ Pangkat III:Gawin ni
Natin Gawin ang Lolo Waldo batay sa
pangunahing galaw ng pamagat at makikita sa
Subli. pabalat nito?
(Collaborative Approach)
D. Discussing new a. Anong lathalain ang Pangnganyak na tanong: Isulat sa pisara ang Pictures of Family with
concepts and
practicing new Iugnay ang Alamat ng ating binasa? Subli Ano kaya ang halaga o buong pangalan ng labels
skills #1 Pinya sa Munting Gamo- b. Ano ang sayaw na naitulong ng arroz caldo paaralan. Tumawag ng 12
gamo. ito? sa mga tauhan sa ating batang babasa dito.
c. Ano-ano ang kuwento? Ano ang pangalan ng
mahalagang detalye iyong paaralan? -9
tungkol dito? Pakinggan Mahalaga na malaman
natin ang ulat ng ninyo rin ang lokasyon o =3
Pangkat I. kinalalagyan ng inyong
d. Ano ang sentro ng paaralan.
 sayaw na ito?Tingnan
natin ang ginawa ng
Pangkat II.
e. Ano ang
pangunahing galaw ng
Subli?Panoorin natin
ang Pangkat III
E. Discussing new Narinig mo na ba ang Sublian Festival Basahin ang kuwento Pakinggan: What are given in the Group Activity:
concepts and
practicing new skills kwento ng munting gamo- a. Panoorin Natin nang may damdamin. problem? Teacher assigns a
#2 gamo? Basahin at alamin Panoorin kung paano Panandaliang huminto Ang Paaralan stanza of the “Finger
kung bakit napahamak ang sayawin ang Subli. matapos basahin ang Elementarya ng Lapidario Song” to each group.
munting gamo-gamo. b. Sundan Natin ilang takdang pahina ay matatagpuan sa Grp. 1- 1st Stanza
Sundan ang guro kung upang palalimin ang Barangay ng Lapidario sa Grp. 2- 2nd Stanza
paano sayawin ang pag-intindi at pakikinig bayan ng Trece MArtires Grp. 3- 3rd Stanza
Subli. ng mga mag-aaral. City sa lalawigan ng Grp. 4- 4th Stanza
Huminto pagkabasa ng Cavite. Grp. 5- 5th Stanza
p. 3 (Gamitin ang mapa sa
Itanong: Sino-sino ang pagtuturo ng lokasyon ng
mga tauhan dito sa paaralan sa mapa ng
larawan? Ano ang Trece Martires City.)
nangyari sa nanay ng
batang bida kung kaya’t (Inquiry-Based)
si Lolo Waldo ang
kasama nila sa bahay?
Huminto pagkabasa ng
p. 6
Itanong: Ano ang
trabaho dati ni Lolo
Waldo? Ano ang
ginagawa ni Lolo Waldo
dito sa larawan?
Huminto pagkabasa ng
p. 7
Itanong: Paano
inilarawan ng batang
bida ang arroz caldo ni
Lolo Waldo? Nakakain
na rin ba kayo ng
ganitong kasarap
na arroz caldo?
Huminto pagkabasa ng
p. 8
Itanong: Ano ang ibig
sabihin ng buntong-
hininga? Ipakita nga
ninyo sa akin. Paano
naman ang hitsura ng
nakakunot na noo?
Bakit daw nakakunot
ang noo at panay
buntong-hininga ang
tatay sa ating kuwento?
Huminto pagkabasa ng
p. 9
Itanong: Ano kaya ang
naisip na paraan ni Lolo
Waldo? Ano ang hula
ninyo?
Huminto pagkabasa ng
p. 10
Itanong: Tama ba ang
hula ninyo kanina?
Paano kaya
magtatagumpay ang
plano ni Lolo Waldo?
Huminto pagkabasa ng
p. 13
Itanong: Ano ang
ginagawa ng mga tao
dito sa pahina? Sa tingin
ninyo, bibili kaya sila ng
arroz caldo?
Huminto pagkabasa ng
p. 19
Itanong: Ano ang
nangyari sa negosyo
nina Lolo Waldo?
(Constructivism)
F. Developing Ang Munting Gamo- Talakayin ang kuwento a.Ano ang pangalan ng Read the word problems Conducting Group Gayahin ang iba‘t ibang
mastery (leads to
Formative gamo sa pamamagitan ng iyong paaralan? and box what is/are activity timbre ng tunog ng mga
Assessment 3) Isang araw, magkasama pagtanong ng b.Anong barangay ang given . hayop o bagay sa
ang mag-inang Gamo- sumusunod: nakakasakop dito? There are 25 atis in the sumusunod na larawan:
gamo sa pamamasyal. • Sino-sino ang tauhan c.Saang lalawigan ito basket. After 2 days, 12
Nakakita si Munting Gamo- sa kuwento? kabilang? atis ripen. How many
gamo ng liwanag na • Ano ang nangyari sa atis were not ripe?
nagmumula sa ilawan. Ibig trabaho ni Tatay Sito? What is asked in the tilaok ng manok
ni Munting Gamo-gamo na • Paano nakatulong ang problem?___________
lumapit sa ningas ng arroz caldo ni Lolo What are given in the
ilawan. Waldo sa pamilya niya? problem?__________
“Huwag kang lalapit sa • Bakit kaya maraming kalantog ng pompiyang
ilaw, Anak,” ang sabi ng pumupunta sa tindahan
Inang Gamo-gamo. ni Lolo Waldo para
“Masusunog ang iyong matikman ang arroz 25
mga pakpak.” caldo niya? tahol ng aso
Hindi sumunod si Munting • Bakit daw ikinararangal
-12
Gamo-gamo. “Matatakutin ng batang bida ang arroz
si Inang Gamo-gamo. Hindi caldo ni Lolo Waldo?
ako natatakot sa ilaw,” ang • May alam din ba kayo = 13 dagundong ng tambol
sabi ng mayabang na si tungkol sa inyong lolo na
Munting Gamo-gamo. ikinararangal ninyo o
Noon din ay lumapit si puwede ninyong
Munting Gamo-gamo sa ipagmalaki? Ano ito?
ningas ng ilawan. At • May iba pa ba kayong
nasunog nga ang kanyang halimbawa ng maliit na
mga pakpak. negosyo na umasenso
katulad ng tindahan nina
Lolo Waldo? Ikuwento
ito sa buong klase.
(Inquiry-Based)
G. Finding practical Bakit napahamak si Sayawin Natin: Pagsagot sa Ipagaya sa mga bata ang Do this: Ask the pupils to Anu- ano ang mga tunog na
application of
concepts and skills Munting Gamo-gamo? Pagpapakitang sayaw Pangganyak na tanong. mapa kung saan Make 2 paper baskets. translate the ff. words in maaaring nagmumula sa
in daily living Tulad ka rin ba ni Munting ng bawat pangkat. Tama ba an gating sagot matatagpuan ang In one basket, put 14 red Filipino. boses o tinig, instrumento at
Gamo-gamo? Bakit? kanina? lokasyon ng paaralan. circles. In other basket, Family, Father, Mother, kalikasan? Magbigay ng
Ano kayang mahalagang put 9 blue circles. Brother, Sister, Baby , halimbawa.
aral ang natutuunan ni How many red circles Grandfather and
Munting Gamo-gamo? are in the basket? Grandmother
How many blue circles?
 How many more red
circles than blue circles
are there?
What is asked in the
problem?
What is/are given in the
problem?
H.Making a.Nakapagpapalakas ng Ano ang aral na Saan ka nag-aaral? What is the second step What have you learned Sumulat at gumuhit ng 3
generalizations
and abstractions a. Ano ang katangian ng katawan natutunan mo sa ating Bakit mahalaga na in analyzing a word today? bagay na makikita sa inyong
about the lesson munting gamo-gamo na ang pagsayaw. kwento? malaman mo ang problem? tahanan sa
katulad sa katangian ni b. Maipakikita ang lokasyon ng iyong Remember: kuwaderno.Ilarawan ang
Pina? Bakit mo ito nasabi? kultura natin sa paaralan? The second step in tunog na nalilikha nito.
b. Kung ikaw si Pina o ang pamamagitan ng iba’t Tandaan: problem solving is to
munting gamo-gamo, ano ibang sayaw. Ang Paaralan know:
ang iyong gagawin? Bakit? Elementarya ng lapidario What is/are given?
ay matatagpuan sa
Barangay ng Lapidario sa
bayan ng Trece Martires
City sa l alawigan ng
Cavite.
Ito ay matatagpuan
malapit sa Barangay Hall
at City Jail. Aguado ang
susunod na barangay na
kalapit nito.
I. Evaluating Pagpapakwento muli ng Tawaging isa-isa ang mga Read and solve : Ano ang mangyayari sa
learning
Pangkatin ang mga mag- ilang piling bata. bata. 1. In the vase, there are ating mundo kung pare-
aaral sa ____ pangkat. Ipasabi ang kumpletong 10 flowers. pareho ang tunog na
Tatalakayin nila ang lokasyon ng kanyang Five flowers have nalilikha? Bakit?
sumusunod sa loob ng paaralan. leaves. How many have
limang minuto. Ipaalala no leaves?
ang mga tuntunin sa What is asked?______
pangkatang-gawain. What are given?_____
Halimbawa: Bigyan ng 2. Mother gave Jam
pagkakataon ang bawa’t P20 for his snack. He
isa na magsalita. Igalang bought food worth P15.
ang opinyon ng iba. How much money was
Mga gabay na tanong: left to him?
a. Minsan ba ay naging What is asked?______
 tulad ka ni Pina o ng What are given?______
munting gamu-gamo?
Kung ang iyong sagot ay
oo, ipaliwanag mo ito.
Ganon din naman kung
ang sagot mo ay hindi.

b. Ano ang iyong dahilan

kung bakit ito nangyari?
c. Ano ang iyong natutunan
matapos ang pangyayaring
ito?
J. Additional Tandaan: Magpakuwento sa Isaulo ang batayang Collect drinking straws of Review at home the Sa musika, timbre ang
activities for
application or Mahalaga ang pagsunod inyong magulang o iba impormasyon tungkol sa different colors. Bundle things they have tawag sa kagandahan at
remediation sa utos o bilin ng pang lokasyon ng iyong them according to color. learned. pagkakaiba ng tunog.
magulang. Ito ay para sa kapamilya tungkol sa paaralan. 1. How many straws did Ang mga tunog ay maaaring
ating kabutihan at inyong lolo. Ano ang you collect? nagmumula sa boses o tinig,
kaligtasan. mga nagawa niya 2. How many are instrumento/bagay at
noong kaniyang red?__ kalikasan.
kabataan? Ano ang mga 3. How many are blue?_
bagay na maaari 4. How many are
ninyong ipagmalaki yellow?____
tungkol sa inyong lolo? 5. Whish straw are
May espesyal din ba more?___less?_____
siyang alam na lutuin
katulad ni Lolo Waldo?
IV. REMARKS Integrasyon ng aralin sa Isulat kung boses/tinig,
Matapos ang pangkatang- ESP, Art at Filipino instrumento/bagay o
gawain, tumawag ng ilang kalikasan.
mag-aaral mula sa mga ____1. Kokak kokak
pangkat upang ibahagi ang ____2. Whoosh
kanilang napag-usapan. ____3. ssssssss
____4. Tik tak
____5. meeeeeh
V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners
who require additional
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
remediation
C. Did the remedial
lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks
 GRADE 1 to 12 School Grade Level I
DAILY LESSON Teacher NINA SHERRY L. CLEMENTE
LOG Date Wednesday Quarter Third-Week 1
ESP MTB FILIPINO AP MATH ENGLISH MAPEH ( ARTS)
OBJECTIVES
A. Content Standard Naipamamalas ang pag- Demonstrates Naipamamalas ang Naipamamalas ang pag- Demonstrates Demonstrates Demonstrates understanding
unawa sa kahalagahan ng understanding of grade kakayahan at tatas sa unawa sa kahalagahan ng understanding of addition understanding of sounds of shapes and texture and
pagiging masunurin, level narrative and pagsasalita pagkilala ng mga batayang and subtraction of whole and their meanings for prints that can be repeated,
pagpapanatili ng kaayusan, informational text. atpagpapahayag ng impormasyon ng pisikal na numbers up to 100 appropriate use of words alternated and emphasized
kapayapaan at kalinisan sa sariling ideya, kaisipan, kapaligiran ng sariling including money through printmaking
loob ng tahanan at paaralan Demonstrates positive karanasan at damdamin paaralan at ng mga taong
attitudes towards bumubuo dito na
language, literacy and nakakatulong sa paghubog
literature. ng kakayahan ng bawat
batang mag-aaral
Demonstrates developing
knowledge and use of
appropriate grade level
vocabulary and concepts.

B. Performance Naisasabuhay ang pagiging Comprehends and Naipapahayag ang Ang mag-aaral ay… To apply addition and Manipulates skillfully the Creates prints that show
Standard masunurin at magalang sa appreciates grade level ideya/kaisipan/damdamin/r buong pagmamalaking subtraction of whole sounds in words to repetition, alternation and
tahanan, nakasusunod sa narrative and informational eaksyon nang may nakapagpapahayag ng numbers up to 100 express meaning emphasis using objects from
mga alituntunin ng paaaralan texts wastong tono, diin, bilis, pagkilala at pagpapahalaga including money in nature and found objects at
at naisasagawa nang may antala at intonasyon sa sariling paaralan mathematical problems Displays sensitivity to home and in school
pagpapahalaga ang values reading and writing and real- life situations. sounds in spoken
karapatang tinatamasa as communicative language
activities.

uses developing
vocabulary in both oral and
written form.
 C. Learning
Competency/
EsP1PPP- IIIa – 1 MT1LC-IIIa-b-1.2 F1PS-IIc-3 Nasasabi ang mga M1NS-IIg-32.2 EN1PA-IIIa-e-2.2 The learner . . .
Objectives Nakapagpapakita ng iba’t Note important details in Naiuulat nang pasalita batayang impormasyon visualizes, represents, Recognize rhyming identifies the source of
Write the LC code for
each.
ibang paraan grade level literary and ang mga naobserbahang tungkol sa sariling and solves routine and words in nursery sounds
ng pagiging masunurin at informational texts pangyayari sa paaralan: pangalan nito non-routine problems rhymes, poems, songs MU1TB-IIIa-1
magalang listened to. paaralan (o mula sa (at bakit ipinangalan ang involving subtraction of heard 1.1 wind, wave, swaying of
tulad ng: MT1ATR-IIIa-j-4.1 Show sariling karanasan) paaralan sa taong ito), whole numbers including the trees, animal sounds,
interest in texts by F1PN-IIIf-9 lokasyon, mga bahagi money with minuends up EN1V-IIIa-e-5 sounds produced by
pagsunod nang maluwag browsing/reading Nahuhulaan ang nito, taon ng pagkakatatag to 99 with and without Use words that are machines, transportation,
sa dibdib kapag inuutusan available print materials. susunod na mangyayari at ilang taon na ito, at mga regrouping using related to self, family, through body movements
MT1VCD-IIIa-i-2.1.1 sa napakinggang pangalan ng gusali o silid appropriate problem school, community, and
Give meanings of words kuwento (at bakit ipinangalan sa solving strategies and concepts such as the
through: a. picture clues F1AL-IIb-1 mga taong ito) tools. . names for colors,
b. context clues Nasasabi ang nilalaman AP1PAA-IIIa-1 shapes, and numbers
ng aklat batay sa
pamagat EN1V-IIIa-e-5
Use words that are
related to self, family,
school, community, and
concepts such as the
names for colors,
shapes, and numbers
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pahina 2-4 Pahina 314-315 Pahina 7-10 Pahina 3-23
pages
2. Learner’s K-12 Curriculum Guide p.
Materials pages
12

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Larawan, powerpoint Larawan, tsart, graphic Larawan, powerpoint Larawan, powerpoint Larawan, powerpoint Downloaded Videos Larawan, powerpoint
Resource
presentation organizer presentation presentation presentation, flaskcard presentation
III. PROCEDURES
A. Reviewing tsart Saan nagmula ang Tumawag ng tatlong Ano ang pangalan ng Tell what is asked in this Fix the Mix words then,
previous lesson or
presenting the new Sublian Festival? bata na hindi pa iyong paaralan? problem There are 15 write then in the box.
lesson gaanong birds on the clothesline.
 nakapaglalahad ng Six fly away. How many
kanilang ideya sa klase. birds are left?
Tulungan sila kung
kinakailangan. (Constructivism)
(Constructivism)
(Constructivism) Paborito ng aking __
ang ____.
Masarap ito dahil
______.
B. Establishing a Basahain muli ang Ipaskil sa pisara ang Ipakita ang isang mapa How many of you have Introduce the song:
purpose for the
lesson lathalain na binasa listahan ng mga salita na Ano ang tawag natin sa flower garden at home? Finger Family”
kahapon. pinag-aralan kahapon bagay na ito? Ano ba ang What is your favorite youtube.com/watch?v=
nakikita sa isang mapa? flower? M4Fkq
Mahalaga ba ito? VR6bHU

What words from the

song sound the same?
(Inquiry-Based Approach)
C. Presenting Pangkatang Gawain: Ipakita ang pabalat ng Ano ang dapat mong Abby bought 12 Unlocking New Words Gayahin ang iba‘t ibang
examples/
instances of the new Pangkat I:Kilalanin libro. Ang pamagat ng malaman tungkol sa iyong roses. She gave 9 of Family, Father, Mother, timbre ng tunog ng mga
lesson Natin! Bumuo ng ating kuwento ngayong paaralan? them to her teacher. Brother, Sister, Baby , hayop o bagay sa
‘Concept Map’ na araw ay Arroz Caldo How many roses were Grandfather and sumusunod na larawan.
tumatalakay sa Subli ni Lolo Waldo. Isinulat left? Grandmother
gamit ang mga ito ni Becky Santos- Who bought the roses?
flashcard. Gerodias at iginuhit ni How many roses did she
Pangkat II:Gumuhit Tayo Bernadette Solina-Wolf. buy?
Gumuhit ng malaking Nakakain na ba kayo ng What is asked in the
krus sa isang kartolina. arroz caldo? Ano ang problem?
Isulat sa ilalim nito ang, lasa nito? Ano kaya ang What should you know
‘Ang banal na krus ang mangyayari sa before you can answer
sentro ng sayaw na kuwentong Arroz Caldo the problem?
Subli.’ Pangkat III:Gawin ni
Natin Gawin ang Lolo Waldo batay sa
pangunahing galaw ng pamagat at makikita sa
Subli. pabalat nito?
(Collaborative Approach)
D. Discussing new a. Anong lathalain ang Pangnganyak na tanong: Isulat sa pisara ang Pictures of Family with
concepts and
practicing new Iugnay ang Alamat ng ating binasa? Subli Ano kaya ang halaga o buong pangalan ng labels
 skills #1 Pinya sa Munting Gamo- b. Ano ang sayaw na naitulong ng arroz caldo paaralan. Tumawag ng 12
gamo. ito? sa mga tauhan sa ating batang babasa dito.
c. Ano-ano ang kuwento? Ano ang pangalan ng
mahalagang detalye iyong paaralan? -9
tungkol dito? Pakinggan Mahalaga na malaman
natin ang ulat ng ninyo rin ang lokasyon o =3
Pangkat I. kinalalagyan ng inyong
d. Ano ang sentro ng paaralan.
sayaw na ito?Tingnan
natin ang ginawa ng
Pangkat II.
e. Ano ang
pangunahing galaw ng
Subli?Panoorin natin
ang Pangkat III
E. Discussing new Narinig mo na ba ang Sublian Festival Basahin ang kuwento Pakinggan: What are given in the Group Activity:
concepts and
practicing new skills kwento ng munting gamo- a. Panoorin Natin nang may damdamin. problem? Teacher assigns a
#2 gamo? Basahin at alamin Panoorin kung paano Panandaliang huminto Ang Paaralan stanza of the “Finger
kung bakit napahamak ang sayawin ang Subli. matapos basahin ang Elementarya ng Lapidario Song” to each group.
munting gamo-gamo. b. Sundan Natin ilang takdang pahina ay matatagpuan sa Grp. 1- 1st Stanza
Sundan ang guro kung upang palalimin ang Barangay ng Lapidario sa Grp. 2- 2nd Stanza
paano sayawin ang pag-intindi at pakikinig bayan ng Trece MArtires Grp. 3- 3rd Stanza
Subli. ng mga mag-aaral. City sa lalawigan ng Grp. 4- 4th Stanza
Huminto pagkabasa ng Cavite. Grp. 5- 5th Stanza
p. 3 (Gamitin ang mapa sa
Itanong: Sino-sino ang pagtuturo ng lokasyon ng
mga tauhan dito sa paaralan sa mapa ng
larawan? Ano ang Trece Martires City.)
nangyari sa nanay ng
batang bida kung kaya’t (Inquiry-Based)
si Lolo Waldo ang
kasama nila sa bahay?
Huminto pagkabasa ng
p. 6
Itanong: Ano ang
trabaho dati ni Lolo
Waldo? Ano ang
ginagawa ni Lolo Waldo
dito sa larawan?
Huminto pagkabasa ng
p. 7
Itanong: Paano
inilarawan ng batang
bida ang arroz caldo ni
Lolo Waldo? Nakakain
na rin ba kayo ng
ganitong kasarap
na arroz caldo?
Huminto pagkabasa ng
p. 8
Itanong: Ano ang ibig
sabihin ng buntong-
hininga? Ipakita nga
ninyo sa akin. Paano
naman ang hitsura ng
nakakunot na noo?
Bakit daw nakakunot
ang noo at panay
buntong-hininga ang
tatay sa ating kuwento?
Huminto pagkabasa ng
p. 9
Itanong: Ano kaya ang
naisip na paraan ni Lolo
Waldo? Ano ang hula
ninyo?
Huminto pagkabasa ng
p. 10
Itanong: Tama ba ang
hula ninyo kanina?
Paano kaya
magtatagumpay ang
plano ni Lolo Waldo?
Huminto pagkabasa ng
p. 13
Itanong: Ano ang
ginagawa ng mga tao
dito sa pahina? Sa tingin
 ninyo, bibili kaya sila ng
arroz caldo?
Huminto pagkabasa ng
p. 19
Itanong: Ano ang
nangyari sa negosyo
nina Lolo Waldo?
(Constructivism)
F. Developing Ang Munting Gamo- Talakayin ang kuwento a.Ano ang pangalan ng Read the word problems Conducting Group Gayahin ang iba‘t ibang
mastery (leads to
Formative gamo sa pamamagitan ng iyong paaralan? and box what is/are activity timbre ng tunog ng mga
Assessment 3) Isang araw, magkasama pagtanong ng b.Anong barangay ang given . hayop o bagay sa
ang mag-inang Gamo- sumusunod: nakakasakop dito? There are 25 atis in the sumusunod na larawan:
gamo sa pamamasyal. • Sino-sino ang tauhan c.Saang lalawigan ito basket. After 2 days, 12
Nakakita si Munting Gamo- sa kuwento? kabilang? atis ripen. How many
gamo ng liwanag na • Ano ang nangyari sa atis were not ripe?
nagmumula sa ilawan. Ibig trabaho ni Tatay Sito? What is asked in the tilaok ng manok
ni Munting Gamo-gamo na • Paano nakatulong ang problem?___________
lumapit sa ningas ng arroz caldo ni Lolo What are given in the
ilawan. Waldo sa pamilya niya? problem?__________
“Huwag kang lalapit sa • Bakit kaya maraming kalantog ng pompiyang
ilaw, Anak,” ang sabi ng pumupunta sa tindahan
Inang Gamo-gamo. ni Lolo Waldo para
“Masusunog ang iyong matikman ang arroz 25
mga pakpak.” caldo niya? tahol ng aso
Hindi sumunod si Munting • Bakit daw ikinararangal
-12
Gamo-gamo. “Matatakutin ng batang bida ang arroz
si Inang Gamo-gamo. Hindi caldo ni Lolo Waldo?
ako natatakot sa ilaw,” ang • May alam din ba kayo = 13 dagundong ng tambol
sabi ng mayabang na si tungkol sa inyong lolo na
Munting Gamo-gamo. ikinararangal ninyo o
Noon din ay lumapit si puwede ninyong
Munting Gamo-gamo sa ipagmalaki? Ano ito?
ningas ng ilawan. At • May iba pa ba kayong
nasunog nga ang kanyang halimbawa ng maliit na
mga pakpak. negosyo na umasenso
katulad ng tindahan nina
Lolo Waldo? Ikuwento
ito sa buong klase.
(Inquiry-Based)
 G. Finding practical Bakit napahamak si Sayawin Natin: Pagsagot sa Ipagaya sa mga bata ang Do this: Ask the pupils to Anu- ano ang mga tunog na
application of
concepts and skills Munting Gamo-gamo? Pagpapakitang sayaw Pangganyak na tanong. mapa kung saan Make 2 paper baskets. translate the ff. words in maaaring nagmumula sa
in daily living Tulad ka rin ba ni Munting ng bawat pangkat. Tama ba an gating sagot matatagpuan ang In one basket, put 14 red Filipino. boses o tinig, instrumento at
Gamo-gamo? Bakit? kanina? lokasyon ng paaralan. circles. In other basket, Family, Father, Mother, kalikasan? Magbigay ng
Ano kayang mahalagang put 9 blue circles. Brother, Sister, Baby , halimbawa.
aral ang natutuunan ni How many red circles Grandfather and
Munting Gamo-gamo? are in the basket? Grandmother
How many blue circles?
How many more red
circles than blue circles
are there?
What is asked in the
problem?
What is/are given in the
problem?
H.Making a.Nakapagpapalakas ng Ano ang aral na Saan ka nag-aaral? What is the second step What have you learned Sumulat at gumuhit ng 3
generalizations
and abstractions a. Ano ang katangian ng katawan natutunan mo sa ating Bakit mahalaga na in analyzing a word today? bagay na makikita sa inyong
about the lesson munting gamo-gamo na ang pagsayaw. kwento? malaman mo ang problem? tahanan sa
katulad sa katangian ni b. Maipakikita ang lokasyon ng iyong Remember: kuwaderno.Ilarawan ang
Pina? Bakit mo ito nasabi? kultura natin sa paaralan? The second step in tunog na nalilikha nito.
b. Kung ikaw si Pina o ang pamamagitan ng iba’t Tandaan: problem solving is to
munting gamo-gamo, ano ibang sayaw. Ang Paaralan know:
ang iyong gagawin? Bakit? Elementarya ng lapidario What is/are given?
ay matatagpuan sa
Barangay ng Lapidario sa
bayan ng Trece Martires
City sa l alawigan ng
Cavite.
Ito ay matatagpuan
malapit sa Barangay Hall
at City Jail. Aguado ang
susunod na barangay na
kalapit nito.
 I. Evaluating Pagpapakwento muli ng Tawaging isa-isa ang mga Read and solve : Ano ang mangyayari sa
learning
Pangkatin ang mga mag- ilang piling bata. bata. 1. In the vase, there are ating mundo kung pare-
aaral sa ____ pangkat. Ipasabi ang kumpletong 10 flowers. pareho ang tunog na
Tatalakayin nila ang lokasyon ng kanyang Five flowers have nalilikha? Bakit?
sumusunod sa loob ng paaralan. leaves. How many have
limang minuto. Ipaalala no leaves?
ang mga tuntunin sa What is asked?______
pangkatang-gawain. What are given?_____
Halimbawa: Bigyan ng 2. Mother gave Jam
pagkakataon ang bawa’t P20 for his snack. He
isa na magsalita. Igalang bought food worth P15.
ang opinyon ng iba. How much money was
Mga gabay na tanong: left to him?
a. Minsan ba ay naging What is asked?______
tulad ka ni Pina o ng What are given?______
munting gamu-gamo?
Kung ang iyong sagot ay
oo, ipaliwanag mo ito.
Ganon din naman kung
ang sagot mo ay hindi.

b. Ano ang iyong dahilan

kung bakit ito nangyari?
c. Ano ang iyong natutunan
matapos ang pangyayaring
ito?
J. Additional Tandaan: Magpakuwento sa Isaulo ang batayang Collect drinking straws of Review at home the Sa musika, timbre ang
activities for
application or Mahalaga ang pagsunod inyong magulang o iba impormasyon tungkol sa different colors. Bundle things they have tawag sa kagandahan at
remediation sa utos o bilin ng pang lokasyon ng iyong them according to color. learned. pagkakaiba ng tunog.
magulang. Ito ay para sa kapamilya tungkol sa paaralan. 1. How many straws did Ang mga tunog ay maaaring
ating kabutihan at inyong lolo. Ano ang you collect? nagmumula sa boses o tinig,
kaligtasan. mga nagawa niya 2. How many are instrumento/bagay at
noong kaniyang red?__ kalikasan.
kabataan? Ano ang mga 3. How many are blue?_
bagay na maaari 4. How many are
ninyong ipagmalaki yellow?____
tungkol sa inyong lolo? 5. Whish straw are
May espesyal din ba more?___less?_____
siyang alam na lutuin
 katulad ni Lolo Waldo?

IV. REMARKS

V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
who require additional
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
remediation
C. Did the remedial
lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
 __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks
 GRADE 1 to 12 School Grade Level I
DAILY LESSON Teacher NINA SHERRY L. CLEMENTE
LOG Date Thursday Quarter Third-Week 1
ESP MTB FILIPINO AP MATH ENGLISH MAPEH (HEALTH)
OBJECTIVES
A. Content Standard Naipamamalas ang pag- Demonstrates Naipamamalas ang Naipamamalas ang pag- Demonstrates Demonstrates Demonstrates understanding
unawa sa kahalagahan ng understanding of grade kakayahan at tatas sa unawa sa kahalagahan ng understanding of addition understanding of sounds of the proper ways of taking
pagiging masunurin, level narrative and pagsasalita pagkilala ng mga batayang and subtraction of whole and their meanings for care of the sense organs
pagpapanatili ng kaayusan, informational text. atpagpapahayag ng impormasyon ng pisikal na numbers up to 100 appropriate use of words
kapayapaan at kalinisan sa sariling ideya, kaisipan, kapaligiran ng sariling including money
loob ng tahanan at paaralan Demonstrates positive karanasan at damdamin paaralan at ng mga taong
attitudes towards bumubuo dito na
language, literacy and nakakatulong sa paghubog
literature. ng kakayahan ng bawat
batang mag-aaral
Demonstrates developing
knowledge and use of
appropriate grade level
vocabulary and concepts.

B. Performance Naisasabuhay ang pagiging Comprehends and Naipapahayag ang Ang mag-aaral ay… To apply addition and Manipulates skillfully the Practices good health habits
Standard masunurin at magalang sa appreciates grade level ideya/kaisipan/damdamin/r buong pagmamalaking subtraction of whole sounds in words to and hygiene in caring for the
tahanan, nakasusunod sa narrative and informational eaksyon nang may nakapagpapahayag ng numbers up to 100 express meaning sense organs.
mga alituntunin ng paaaralan texts wastong tono, diin, bilis, pagkilala at pagpapahalaga including money in
at naisasagawa nang may antala at intonasyon sa sariling paaralan mathematical problems Displays sensitivity to
pagpapahalaga ang values reading and writing and real- life situations. sounds in spoken
karapatang tinatamasa as communicative language
activities.

uses developing
vocabulary in both oral and
 written form.

C. Learning
Competency/
EsP1PPP- IIIa – 1 MT1VCD-IIIa-i-2.1.1 F1PS-IIc-3 Nasasabi ang mga M1NS-IIg-32.2 EN1PA-IIIa-e-2.2 The learner practices good
Objectives Nakapagpapakita ng iba’t Give meanings of words Naiuulat nang pasalita batayang impormasyon visualizes, represents, Recognize rhyming health habits and hygiene in
Write the LC code for
each.
ibang paraan through: a. picture clues ang mga naobserbahang tungkol sa sariling and solves routine and words in nursery caring for the sense organs.
ng pagiging masunurin at b. context clues pangyayari paaralan: pangalan nito non-routine problems rhymes, poems, songs
magalang sa paaralan (o mula sa (at bakit ipinangalan ang involving subtraction of heard
tulad ng: sariling karanasan) paaralan sa taong ito), whole numbers including
F1KP-IIIa-5 lokasyon, mga bahagi money with minuends up EN1V-IIIa-e-5
pagsunod sa tuntuning Nakikilala ang mga nito, taon ng pagkakatatag to 99 with and without Use words that are
itinakda ng: tunog na bumubuo sa at ilang taon na ito, at mga regrouping using related to self, family,
tahanan pantig ng mga salita pangalan ng gusali o silid appropriate problem school, community, and
F1TA-0a-j-2 Nagagamit (at bakit ipinangalan sa solving strategies and concepts such as the
ang wika bilang tugon sa mga taong ito) tools. . names for colors,
sariling pangangailangan AP1PAA-IIIa-1 shapes, and numbers
at sitwasyon
EN1G-IIIa-1.1
Recognize sentences
and non-sentences
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pahina 2-4 Pahina 316-317 Pahina 14-15 Pahina 3-23
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Larawan, powerpoint Larawan, tsart, graphic Larawan, powerpoint Larawan, powerpoint Larawan, powerpoint Downloaded Videos Larawan, powerpoint
Resource
presentation organizer presentation presentation presentation, flaskcard presentation
III. PROCEDURES
A. Reviewing tsart Magbigay ng tiyak na Laro: Ano ang nagsisilbing What are the first Start the class with
previous lesson or
presenting the new ngalan ng mga ss. Na Ang pangalan ng laro pangalawang tahanan ng three steps in solving greetings.
lesson salita. natin ay “Adobo at mga bata sa paaralan? problem?
1. Sapatos Sinigang.” Kapag
2. Lapis sinabi kong adobo at
tinuro ko kayo,
magbabanggit kayo ng
 sangkap na niluluto
bilang adobo.
Halimbawa: Adobong (Constructivism)
kangkong. Kapag sinabi
ko namang sinigang at
tinuro ko kayo,
magbabanggit kayo ng
sangkap na niluluto
bilang sinigang.
Halimbawa: Sinigang na
bangus. Iikot ako sa
buong klase habang
nagsasabi ng “adobo-
sinigang-adobo-
sinigang.” Kapag tumigil
ako
B. Establishing a Mystery bag: Humingi sa mga mag- Saan kayo bumibili ng Have you tasted a ripe Ask the pupils to stand
purpose for the
lesson Tatawag ang guro ng aaral ng iba pang pagkain kung kayo ay mango? How do you then sing and dance.
bata na bubunot mula sa halimbawa ng mga nasa paaralan? describe its taste? www.youtube.com/watc
bag ng salita at ibibigay pagkain h?v=
ang tiyak na ngalan nito. at lutuing Filipino at ilista OD9i2okmtnA
ito sa pisara. (the copy of the song
Halimbawa: lumpia, shoud be written on
balut, manila paper)
penoy, puto, pansit,
bibingka, pinakbet, (Constructivism)
dinengdeng.
C. Presenting Bakit kailangang sundin Partner Talk’ Pumili ng tatlong salita Ano ang dapat mong Flashcard Drill on Basic Elsa goes to school. Anu-ano ang mga bahagi n
examples/
instances of the new ang utos ng magulang sa Pag-usapan Natin mula sa listahan na may malaman tungkol sa iyong Subtraction Facts notebook and pencil gating mukha?
lesson tahanan? Unang Bata: Karpintero dalawa o tatlong paaralan? Which do you think is a
ang tatay ko. Ramon pantig. Ipapantig sa Saan mo dapat bilhin ang sentence?
ang pangalan niya. buong klase ang mga iyong pagkain sa A phrase?
Pangalawang Bata: salitang napili. paaralan? How did you know?
Pulis ang tatay ko.
Nestor ang pangalan
niya.
Unang Bata: Mabait si
tatay Ramon. Kasama
ko siya sa paglalaro.
 PangalawangBata:
Pareho pala tayo. Mabait
din ang tatay Nestor ko.
D. Discussing new Mahiwagang Kahon Matapos pantigin, Pag-usapan ang mga (Read and www.youtube.com/watc Magpakita ng isang larawan
concepts and
practicing new (Magic Box) atasan ang bawat karanasan ng mga bata sa translate the story h?v=
skills #1 (Naglalaman ang kahon magkatabi na tukuyin pang-araw-araw nilang problem below to the ]0Wrv_ZviMEc
ng mga bagay na may ang mga tunog na buhay sa paaralan sa oras children) The Sentence Song
tiyak na ngalan) bumubuo sa bawat ng rises. 1. Presentation: ng mukha.
pantig. Bigyan ng Saan kayo bumibili ng One Sunday
Ano-ano ang bagay na halimbawa ang mga mga pagkaing inyong afternoon, Frankie went
nasa loob ng mag-aaral kung paano kinakain sa paaralan to the farm to gather
mahiwagang kahon? ito gagawin. kapag rises? mangoes. He gathered
Ano ang tiyak na ngalan 38 mangoes. He
ng bawat bagay na iyong separated 15 yellow
nakita? ones from the green
ones. How many
mangoes are green?
a. Who gathered
mangoes?
b. What did he do with
the yellow ones?
c. How many mangoes
were separated?
d. Draw a picture or
diagram to illustrate the
problem.
E. Discussing new Halimbawa, maaaring Bakit kailangang sa Read the word problems MTB FIL EN
concepts and
practicing new skills sabihin: “Ang salitang kantina kayo bumili ng carefully. Draw a g
#2 balut ay may inyong pagkain para sa picture/diagram Mangm Kum Th
dalawang pantig—ba- at rises? to illustrate the problem angan akain e
lut-. Ang mga tunog sa Saan makikita ang ating then write the number ti bao. ang mo
pantig na ba- ay b at a. kantina? sentence. daga us
Ang mga tunog sa pantig Anu-anong mga pagkain Vincent drew 18 . e
na -lut ay l, u, at t.” ang mabibili sa ating triangles. He colored 12 eat
kantina? of them blue. How many s
Sa iyong palagay, ligtas triangles were not blue? The teacher will read
bang kainin ang mga the sentences followed
pagkain sa ating kantina? by the pupils.
Bakit?
 What do you notice
(Inquiry-Based) about the sentence?
Is there an action done
in the sentence in
MTB?FIL?/ENGLISH?
Is there a doer in each?
F. Developing Pangkatang Gawain: Bigkasin at isulat sa Bigyan ang mga mag- Buuin ang graphic The teacher will give Mayroon tayong mga bahagi
mastery (leads to
Formative Mag-isip ng iba pang pisara ang sagot ng aaral ng limang minuto organizer sa ibaba upang more examples of ng katawan na pandama:
Assessment 3) paraan upang maipakita bata. Ipagamit sa para sa gawaing maipakita ang mga sentences. Nakakikita ako gamit ang
ang pagiging masunurin. pangungusap ang ito. Umikot sa buong batayang impormasyon The boy is crying? aking mga mata.
Bigyan diin din na ngalan ng bagay na klase upang matulungan tungkol sa iyong paaralan. Who is crying? (the boy) Nakaririnig ako gamit ang
maipakita nila ang nakita ng bata sa ang mga pares na What does the boy aking tainga.
mabuting maibubunga nito. mahiwagang kahon. nahihirapan pa sa LM, pp. 8 doing? (crying) Nakaaamoy ako gamit ang
Bigyan sila ng 5-7 minuto gawaing ito. Give more examples. aking ilong.
upang ito ay pag-usapan at Nakalalasa ako ng pagkain
kung sa paanong paraan gamit ang dila.
nila ito ipakikita Nararamdaman ko ang init
(halimbawa: role play, at lamig dahil sa aking balat.
patula, etc.). Ipaalala na
ang kanilang palabas ay
tatagal lamang ng isa
hanggang dalawang
minuto.
G. Finding practical Basahin ang mga salita Pantigin ang mga ss, na Ipasakilos sa mga bata Do this: Complete the ff. Basahin ang tula.
application of
concepts and skills Talakayin ang mensahe ng sa inyong flashcard at salita. nang pangkatan kung Cut 15 hearts in a red art sentences. Choose the Ang Aking Maliliit na
in daily living bawat pangkat isulat ito sa tamang 1. Sayaw paano sila dapat pumila paper. Then give 6 of correct answer from the Katulong
(Iminumungkahi na kahon. 2. Posit sa kantina sa oras ng them to your teacher. box. ni Evelina M. Vicencio
talakayin agad ang 3. Walis rises. How many hearts were Ako ay may dalawang mata
ipinakita ng bawat 4. Kurtina left to you? upang makita ang mga
pangkat.) alpombra bagay sa aking paligid.
Ako ay may dalawang
tainga upang marinig ang
tunog, malayo man o
malapit.
Mystery Bag: Ako ay may isang ilong na
Few child will be called pang-amoy sa mabaho o
and ask them to get a mabango.
piece of paper from the Ako ay may isang dila
 bag. He will read the upang malaman kung ang
sentence and tell pagkain ay matamis o
whether it is a sentence maalat .
or a phrase. Ako ay may dalawampung
ngipin na pangkagat at
pangnguya.
Mayroon din akong balat
para ang init at lamig ay
aking madama.
H.Making Tandaan: Paano pinapantig ang Saan ka nag-aaral? What is the fourth A sentence is a word or
generalizations
and abstractions Ang pangngalang mga salita? Bakit mahalaga na step in analyzing a word group of words that has
about the lesson pantangi ay tangi o tiyak malaman mo ang problem? a complete thought. It
na ngalan ng tao, bagay, kinaroroonan ng kantina Remember: begins with big letter
hayop, pook o ng paaralan? The fourth step in and ends with a . / ? / !
pangyayari. problem solving is to
Nagsisimula ito sa Tandaan: transform word problem A phrase is a word or a
malaking titik. Mahalaga na alamin ang into number sentence. group of words that do
Hal. Bb. Santos Lolo kantina ng ating paaralan not have complete
Jose upang doon ka makabili thought.
Ang pangngalang ng mga masustansiyang
pambalana ay pagkain para sa iyong
karaniwang ngalan ng rises.
tao, bagay, hayop, pook,
o pangyayari.
Nagsisimula ito sa maliit
na titik.
Hal. guro lalawigan
lola

I. Evaluating Bilugan ang ngalan ng Ayusin ang mga pantig A. Iguhit ang kantina ng Write the correct Group the class into
learning
lugar sa tula. upang makabuo ng paaralan. number sentence for four and give each
Tayo na sa Trece salita. B. Isa-isang tawagin ang each problem. group an activity sheet
Martires mga bata upang sabihin 1. Mother needs 7 to work on. The first grp
Halika na sa Trece 1. ba-yo-ka ang kinalalagyan ng eggplants. If she has4 to finishes win.
Martires 2. sa-la-ka-ba kantina sa paaralan. already , how many
Ikaw ay aking ipapasyal 3. ku-ho-ne more does she need?
Sa Bantayog ng Labing 4. lak- lak –bu 2. Joan picked 5
Tatlong Martir. bi-tu-tu guavas. She shared 3 of
Dadaan din tayo them to her brother.
 Sa SM at sa Walter. How many guavas were
left?
3. There are 6 birds on
a tree. 4 birds flew
away. How many birds
did not fly away?
4. Mother bought a
pizza pie. She divided it
into 8 pieces. Her
children ate 5 pieces of
it. How many pieces
were left?
5. There are 12 chairs in
a row. The janitor
removed 7. How many
were left?

J. Additional Paano mo maipapakita Pag-isipan at alalahanin Iguhit ang iba pang bagay Draw a picture and write Review the lessons at Anu-ano ang iba’t-ibang uri
activities for
application or ang iyong pagiging ang mga tinalakay, na nais mong maidagdag the number sentence. home. ng pandama?
remediation masunurin sa iyong mga ginawa, at natutuhan sa sa mga gamit o Daniel has 25 balls.
magulang? klase nitong nakaraang kasangkapan sa ating he gave 12 to his
Tandaan: mga araw. Maging kantina. brother. How many balls
Ang pagsunod sa handa para were left?
magulang ay magandang makapagbahagi tungkol
kaasalan. dito bukas.
Makinig na mabuti sa
panuto at sundin ang mga
ito.

IV. REMARKS

V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
who require additional
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
 remediation

C. Did the remedial

lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require
magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks
 GRADE 1 to 12 School Grade Level I
DAILY LESSON Teacher NINA SHERRY L. CLEMENTE
LOG Date Friday Quarter Third-Week 1
ESP MTB FILIPINO AP MATH ENGLISH MAPEH (P.E)
OBJECTIVES
A. Content Standard Naipamamalas ang pag- Demonstrates Naipamamalas ang Naipamamalas ang pag- Demonstrates Demonstrates Demonstrates understanding
unawa sa kahalagahan ng understanding of grade kakayahan at tatas sa unawa sa kahalagahan ng understanding of addition understanding of sounds of qualities of effort in
pagiging masunurin, level narrative and pagsasalita pagkilala ng mga batayang and subtraction of whole and their meanings for preparation for participation in
pagpapanatili ng kaayusan, informational text. atpagpapahayag ng impormasyon ng pisikal na numbers up to 100 appropriate use of words physical activities.
kapayapaan at kalinisan sa sariling ideya, kaisipan, kapaligiran ng sariling including money
loob ng tahanan at paaralan Demonstrates positive karanasan at damdamin paaralan at ng mga taong
attitudes towards bumubuo dito na
language, literacy and nakakatulong sa paghubog
literature. ng kakayahan ng bawat
batang mag-aaral
Demonstrates developing
knowledge and use of
appropriate grade level
vocabulary and concepts.

B. Performance Naisasabuhay ang pagiging Comprehends and Naipapahayag ang Ang mag-aaral ay… To apply addition and Manipulates skillfully the Performs movements of
Standard masunurin at magalang sa appreciates grade level ideya/kaisipan/damdamin/r buong pagmamalaking subtraction of whole sounds in words to varying qualities of effort with
tahanan, nakasusunod sa narrative and informational eaksyon nang may nakapagpapahayag ng numbers up to 100 express meaning coordination.
mga alituntunin ng paaaralan texts wastong tono, diin, bilis, pagkilala at pagpapahalaga including money in
at naisasagawa nang may antala at intonasyon sa sariling paaralan mathematical problems Displays sensitivity to
pagpapahalaga ang values reading and writing and real- life situations. sounds in spoken
karapatang tinatamasa as communicative language
 activities.

uses developing
vocabulary in both oral and
written form.

C. Learning
Competency/
EsP1PPP- IIIa – 1 MT1VCD-IIIa-i-2.1.1 F1PS-IIc-3 Nasasabi ang mga M1NS-IIg-32.2 EN1PA-IIIa-e-2.2 The learner practices good
Objectives Nakapagpapakita ng iba’t Give meanings of words Naiuulat nang pasalita batayang impormasyon visualizes, represents, Recognize rhyming health habits and hygiene in
Write the LC code for
each.
ibang paraan through: a. picture clues ang mga naobserbahang tungkol sa sariling and solves routine and words in nursery caring for the sense organs.
ng pagiging masunurin at b. context clues pangyayari paaralan: pangalan nito non-routine problems rhymes, poems, songs
magalang sa paaralan (o mula sa (at bakit ipinangalan ang involving subtraction of heard
tulad ng: sariling karanasan) paaralan sa taong ito), whole numbers including
F1KP-IIIa-5 lokasyon, mga bahagi money with minuends up EN1V-IIIa-e-5
pagsunod sa tuntuning Nakikilala ang mga nito, taon ng pagkakatatag to 99 with and without Use words that are
itinakda ng: tunog na bumubuo sa at ilang taon na ito, at mga regrouping using related to self, family,
tahanan pantig ng mga salita pangalan ng gusali o silid appropriate problem school, community, and
F1TA-0a-j-2 (at bakit ipinangalan sa solving strategies and concepts such as the
Nagagamit ang wika mga taong ito) tools. . names for colors,
bilang tugon sa sariling AP1PAA-IIIa-1 shapes, and numbers
pangangailangan
at sitwasyon EN1G-IIIa-1.1
Recognize sentences
and non-sentences
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pahina 2-4 Pahina 316-317 Pahina 14-15 Pahina 3-23
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Larawan, powerpoint Larawan, tsart, graphic Larawan, powerpoint Larawan, powerpoint Larawan, powerpoint Downloaded Videos Larawan, powerpoint
Resource (LR) portal presentation organizer presentation presentation presentation, flaskcard presentation
B. Other Learning Downloaded Videos
Resource
III. PROCEDURES
A. Reviewing tsart Magbigay ng tiyak na Laro: Ano ang nagsisilbing What are the first Start the class with
previous lesson or
presenting the new ngalan ng mga ss. Na Ang pangalan ng laro pangalawang tahanan ng three steps in solving greetings.
lesson salita. natin ay “Adobo at mga bata sa paaralan? problem?
 3. Sapatos Sinigang.” Kapag
4. Lapis sinabi kong adobo at
tinuro ko kayo,
magbabanggit kayo ng
sangkap na niluluto
bilang adobo.
Halimbawa: Adobong (Constructivism)
kangkong. Kapag sinabi
ko namang sinigang at
tinuro ko kayo,
magbabanggit kayo ng
sangkap na niluluto
bilang sinigang.
Halimbawa: Sinigang na
bangus. Iikot ako sa
buong klase habang
nagsasabi ng “adobo-
sinigang-adobo-
sinigang.” Kapag tumigil
ako
B. Establishing a Mystery bag: Humingi sa mga mag- Saan kayo bumibili ng Have you tasted a ripe Ask the pupils to stand
purpose for the
lesson Tatawag ang guro ng aaral ng iba pang pagkain kung kayo ay mango? How do you then sing and dance.
bata na bubunot mula sa halimbawa ng mga nasa paaralan? describe its taste? www.youtube.com/watc
bag ng salita at ibibigay pagkain h?v=
ang tiyak na ngalan nito. at lutuing Filipino at ilista OD9i2okmtnA
ito sa pisara. (the copy of the song
Halimbawa: lumpia, shoud be written on
balut, manila paper)
penoy, puto, pansit,
bibingka, pinakbet, (Constructivism)
dinengdeng.
C. Presenting Bakit kailangang sundin Partner Talk’ Pumili ng tatlong salita Ano ang dapat mong Flashcard Drill on Basic Elsa goes to school. Anu-ano ang mga bahagi n
examples/
instances of the new ang utos ng magulang sa Pag-usapan Natin mula sa listahan na may malaman tungkol sa iyong Subtraction Facts notebook and pencil gating mukha?
lesson tahanan? Unang Bata: Karpintero dalawa o tatlong paaralan? Which do you think is a
ang tatay ko. Ramon pantig. Ipapantig sa Saan mo dapat bilhin ang sentence?
ang pangalan niya. buong klase ang mga iyong pagkain sa A phrase?
Pangalawang Bata: salitang napili. paaralan? How did you know?
Pulis ang tatay ko.
Nestor ang pangalan
 niya.
Unang Bata: Mabait si
tatay Ramon. Kasama
ko siya sa paglalaro.
PangalawangBata:
Pareho pala tayo. Mabait
din ang tatay Nestor ko.
D. Discussing new Mahiwagang Kahon Matapos pantigin, Pag-usapan ang mga (Read and www.youtube.com/watc Magpakita ng isang larawan
concepts and
practicing new (Magic Box) atasan ang bawat karanasan ng mga bata sa translate the story h?v=
skills #1 (Naglalaman ang kahon magkatabi na tukuyin pang-araw-araw nilang problem below to the ]0Wrv_ZviMEc
ng mga bagay na may ang mga tunog na buhay sa paaralan sa oras children) The Sentence Song
tiyak na ngalan) bumubuo sa bawat ng rises. 1. Presentation: ng mukha.
pantig. Bigyan ng Saan kayo bumibili ng One Sunday
Ano-ano ang bagay na halimbawa ang mga mga pagkaing inyong afternoon, Frankie went
nasa loob ng mag-aaral kung paano kinakain sa paaralan to the farm to gather
mahiwagang kahon? ito gagawin. kapag rises? mangoes. He gathered
Ano ang tiyak na ngalan 38 mangoes. He
ng bawat bagay na iyong separated 15 yellow
nakita? ones from the green
ones. How many
mangoes are green?
a. Who gathered
mangoes?
b. What did he do with
the yellow ones?
c. How many mangoes
were separated?
d. Draw a picture or
diagram to illustrate the
problem.
E. Discussing new Halimbawa, maaaring Bakit kailangang sa Read the word problems MTB FIL EN
concepts and
practicing new skills sabihin: “Ang salitang kantina kayo bumili ng carefully. Draw a g
#2 balut ay may inyong pagkain para sa picture/diagram Mangm Kum Th
dalawang pantig—ba- at rises? to illustrate the problem angan akain e
lut-. Ang mga tunog sa Saan makikita ang ating then write the number ti bao. ang mo
pantig na ba- ay b at a. kantina? sentence. daga us
Ang mga tunog sa pantig Anu-anong mga pagkain Vincent drew 18 . e
na -lut ay l, u, at t.” ang mabibili sa ating triangles. He colored 12 eat
kantina? of them blue. How many
 Sa iyong palagay, ligtas triangles were not blue? s
bang kainin ang mga
pagkain sa ating kantina? The teacher will read
Bakit? the sentences followed
by the pupils.

(Inquiry-Based) What do you notice

about the sentence?
Is there an action done
in the sentence in
MTB?FIL?/ENGLISH?
Is there a doer in each?
F. Developing Pangkatang Gawain: Bigkasin at isulat sa Bigyan ang mga mag- Buuin ang graphic The teacher will give Mayroon tayong mga bahagi
mastery (leads to
Formative Mag-isip ng iba pang pisara ang sagot ng aaral ng limang minuto organizer sa ibaba upang more examples of ng katawan na pandama:
Assessment 3) paraan upang maipakita bata. Ipagamit sa para sa gawaing maipakita ang mga sentences. Nakakikita ako gamit ang
ang pagiging masunurin. pangungusap ang ito. Umikot sa buong batayang impormasyon The boy is crying? aking mga mata.
Bigyan diin din na ngalan ng bagay na klase upang matulungan tungkol sa iyong paaralan. Who is crying? (the boy) Nakaririnig ako gamit ang
maipakita nila ang nakita ng bata sa ang mga pares na What does the boy aking tainga.
mabuting maibubunga nito. mahiwagang kahon. nahihirapan pa sa LM, pp. 8 doing? (crying) Nakaaamoy ako gamit ang
Bigyan sila ng 5-7 minuto gawaing ito. Give more examples. aking ilong.
upang ito ay pag-usapan at Nakalalasa ako ng pagkain
kung sa paanong paraan gamit ang dila.
nila ito ipakikita Nararamdaman ko ang init
(halimbawa: role play, at lamig dahil sa aking balat.
patula, etc.). Ipaalala na
ang kanilang palabas ay
tatagal lamang ng isa
hanggang dalawang
minuto.
G. Finding practical Basahin ang mga salita Pantigin ang mga ss, na Ipasakilos sa mga bata Do this: Complete the ff. Basahin ang tula.
application of
concepts and skills Talakayin ang mensahe ng sa inyong flashcard at salita. nang pangkatan kung Cut 15 hearts in a red art sentences. Choose the Ang Aking Maliliit na
in daily living bawat pangkat isulat ito sa tamang 5. Sayaw paano sila dapat pumila paper. Then give 6 of correct answer from the Katulong
(Iminumungkahi na kahon. 6. Posit sa kantina sa oras ng them to your teacher. box. ni Evelina M. Vicencio
talakayin agad ang 7. Walis rises. How many hearts were Ako ay may dalawang mata
ipinakita ng bawat 8. Kurtina left to you? upang makita ang mga
pangkat.) alpombra bagay sa aking paligid.
Ako ay may dalawang
tainga upang marinig ang
 tunog, malayo man o
malapit.
Ako ay may isang ilong na
pang-amoy sa mabaho o
mabango.
Ako ay may isang dila
upang malaman kung ang
Mystery Bag: pagkain ay matamis o
Few child will be called maalat .
and ask them to get a Ako ay may dalawampung
piece of paper from the ngipin na pangkagat at
bag. He will read the pangnguya.
sentence and tell Mayroon din akong balat
whether it is a sentence para ang init at lamig ay
or a phrase. aking madama.
H.Making Tandaan: Paano pinapantig ang Saan ka nag-aaral? What is the fourth A sentence is a word or
generalizations
and abstractions Ang pangngalang mga salita? Bakit mahalaga na step in analyzing a word group of words that has
about the lesson pantangi ay tangi o tiyak malaman mo ang problem? a complete thought. It
na ngalan ng tao, bagay, kinaroroonan ng kantina Remember: begins with big letter
hayop, pook o ng paaralan? The fourth step in and ends with a . / ? / !
pangyayari. problem solving is to
Nagsisimula ito sa Tandaan: transform word problem A phrase is a word or a
malaking titik. Mahalaga na alamin ang into number sentence. group of words that do
Hal. Bb. Santos Lolo kantina ng ating paaralan not have complete
Jose upang doon ka makabili thought.
Ang pangngalang ng mga masustansiyang
pambalana ay pagkain para sa iyong
karaniwang ngalan ng rises.
tao, bagay, hayop, pook,
o pangyayari.
Nagsisimula ito sa maliit
na titik.
Hal. guro lalawigan
lola

I. Evaluating Bilugan ang ngalan ng Ayusin ang mga pantig A. Iguhit ang kantina ng Write the correct Group the class into
learning
lugar sa tula. upang makabuo ng paaralan. number sentence for four and give each
Tayo na sa Trece salita. B. Isa-isang tawagin ang each problem. group an activity sheet
Martires mga bata upang sabihin 1. Mother needs 7 to work on. The first grp
 Halika na sa Trece 5. ba-yo-ka ang kinalalagyan ng eggplants. If she has4 to finishes win.
Martires 6. sa-la-ka-ba kantina sa paaralan. already , how many
Ikaw ay aking ipapasyal 7. ku-ho-ne more does she need?
Sa Bantayog ng Labing 8. lak- lak –bu 2. Joan picked 5
Tatlong Martir. bi-tu-tu guavas. She shared 3 of
Dadaan din tayo them to her brother.
Sa SM at sa Walter. How many guavas were
left?
3. There are 6 birds on
a tree. 4 birds flew
away. How many birds
did not fly away?
4. Mother bought a
pizza pie. She divided it
into 8 pieces. Her
children ate 5 pieces of
it. How many pieces
were left?
5. There are 12 chairs in
a row. The janitor
removed 7. How many
were left?

J. Additional Paano mo maipapakita Pag-isipan at alalahanin Iguhit ang iba pang bagay Draw a picture and write Review the lessons at Anu-ano ang iba’t-ibang uri
activities for
application or ang iyong pagiging ang mga tinalakay, na nais mong maidagdag the number sentence. home. ng pandama?
remediation masunurin sa iyong mga ginawa, at natutuhan sa sa mga gamit o Daniel has 25 balls.
magulang? klase nitong nakaraang kasangkapan sa ating he gave 12 to his
Tandaan: mga araw. Maging kantina. brother. How many balls
Ang pagsunod sa handa para were left?
magulang ay magandang makapagbahagi tungkol
kaasalan. dito bukas.
Makinig na mabuti sa
panuto at sundin ang mga
ito.

IV. REMARKS

V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
who require additional
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
remediation
C. Did the remedial
lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require
magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks

GRADE 1 to 12 School Grade Level I

DAILY LESSON Teacher NINA SHERRY L. CLEMENTE
LOG Date Monday Quarter Third-Week 1
ESP MTB FILIPINO ENGLISH A.P MATH MAPEH ( Music)
OBJECTIVES
A. Content Standard
B. Performance
Standard
 C. Learning
Competency/
Objectives
Write the LC code for
each.
II. CONTENT
LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resource
III. PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/
instances of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1

E. Discussing new
concepts and
practicing new skills
#2
F. Developing
mastery (leads to
Formative
Assessment 3)
 G. Finding practical
application of
concepts and skills
in daily living
H.Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning

J. Additional
activities for
application or
remediation

IV. REMARKS

V. REFLECTION
A..No. of learners who
earned 80% in the
___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng Mag-aaral ___ bilang ng mag-aaral na
evaluation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nakakuha ng 80% sa nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
Pagtataya
B.No. of learners ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
who require additional
activities for remediation
nangangailangan ng gawain nangangailangan ng nangangailangan ng nangangailangan ng gawain nangangailangan ng na nangangailangan ng nangangailangan ng gawain
para sa remediation gawain para sa remediation gawain para sa remediation para sa remediation gawain para sa remediation para sa remediation
who scored below 80% gawain para sa
remediation
C. Did the remedial
lessons work? No. of
___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
learners who have
____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag-aaral ____ bilang ng mag-aaral na ____ bilang ng mag-aaral ____ bilang ng mag- ____ bilang ng mag-aaral na
naka-unawa sa aralin na naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin na naka-unawa sa aralin naka-unawa sa aralin
caught up with the
lesson
aaral na naka-unawa sa
aralin
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral ___ bilang ng mag-aaral na
continue to require magpapatuloy sa remediation magpapatuloy sa magpapatuloy sa magpapatuloy sa magpapatuloy sa na magpapatuloy sa magpapatuloy sa remediation
remediation
remediation remediation remediation remediation remediation
E. Which of my teaching 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:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ 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)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Planned Innovations: __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: __ Localized Videos Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from views of the locality __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality __ Recycling of plastics to be used views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be as Instructional Materials __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used as
as Instructional Materials used as Instructional Materials used as Instructional Materials __ local poetical composition used as Instructional Materials used as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or 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 delivered
localized materials did I delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: delivered due to: due to:
use/discover which I wish ___ 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
to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ 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 in ___ Group member’s ___ Group member’s ___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s Cooperation in
doing their tasks Cooperation in Cooperation in in Cooperation in Cooperation in doing their doing their tasks
doing their tasks doing their tasks doing their tasks doing their tasks tasks