June 01, 2015

Monday
7:15 – 7:30 – Flag Ceremony

7:30- 8:10 (Edukasyon sa Pagpapakatao)

Layunin: Nasusuri ang mga sariling gusto o interes.
Paksa: Pagsusuri ng sariling gusto o interes.
Tema: Pananagutang Pansarili at Pagiging Kasapi ng Pamilya
Kagamitan: Larawan
Pamamaraan
Alamin / Isaisip
Pabuksan ang LM sa pahina 2. Ipasusuri sa mga bata.
- Sa unang larawan, ito ang mga laro.
* Anong laro ang nagustuhan mo?
* Bakit nagustuhan mo ito?
- Sa ikalawang larawan, ito ang pagkain.
* Ano ang gusto mong pagkain?
* Bakit nagustuhan mo ito?
- Sa ikatlong larawan, ito ang mga Gawain.
* Ano ang gusto mong gawin?
* Bakit gusto mo itong gawin?
Basahin ang maikling kuwento.
Si Lito
Si Lito ay isang batang may pangarap sa buhay. Mula noong maliit siya gusto na naiyang
umawit. Siya ay mabait, masunurin at masipag sa pag-aaral. Dahil sa interes sa pag-awit, lagi
siyang nananalo sa paligsahan. Ito ang naging simula ng kanyang pagsikat at unti-unting
umunlad ang kanyang buhay.
* Ano ang interes ng bata?
* Bakit umunlad ang kanyang buhay?
* Kayo ba ay may kakayahan din? Ano ang mga ito?
Tandaan:
Isagawa
Gawain 1
Hatiin sa tatlong pangkat ang klase. Ang lider ang siyang bubunot ng sitwasyong dapat ninyong
gawin.Ito ay ang mga sumusunod.
- Iguhit ang gusting laruan.
- Isulat ang gusting pagkain.
- Ipasabi ang gusto nilang cartoon characters

Ipareport sa lider ang mga nasulat ng miyembro.

ML:
ID:

8:10 – 9:00 (English)

Objectives:
Identify transportation sounds as loud/soft.
Answering Wh-questions
Subject Matter: Transportation sounds
Materials: Story: “Off to School”
by: Myrna J. Hipolito
pre-recorded transportation sounds, tape/CD player, transportation pictures/
models, word cards, charts.
Procedure:
Pre - Assessment: (Refer to LM, p. 2) “Let’s Try”
Key to correction:
I. x 􀀹 II. meeooow- meeooow III. x x
􀀹 􀀹 tweeet-tweeet x x
􀀹 􀀹 wheeeng-wheee x 􀀹
􀀹 x ding-dong, ding-dong
􀀹 􀀹 kleng-kleng
Motivation
Ask the pupils the sounds that they know.
Ask: How do you go to school?
Do you walk to school? What kinds of transportation do you take?
Write the pupils’ responses in a circle map or bubble map.
Model reading the pupils’ responses and let them repeat after you.
 bus jeep
transportations

car tricycle

Presentation:
Present a video about the transportation vehicles and their sound.
What sounds do they hear?
Do: Present pictures of vehicles/models and word cards.
Say the words and let pupils repeat after you.
Ask pupils to match the word cards and the pictures.
Ask the pupils to locate and encircle the word in the circle map.
Let them post the pictures and the words on the chart.
Present the story in a big book/accordion book/picture book/individual poster/chart.
Guide pupils to talk about its cover and guess what the story is about.
Say: Listen to the story of a Grade 2 boy.
Find out how he goes to school.
Listening:
Give the pupils the standards to observe during listening.
Refer to the following guidelines when reading to the class:
1. Read the whole story aloud. Point to the illustrations when needed.
2. Read the story again. Ask questions as the story is being read/listened to.
3. Read parts of the story where the pupils can mimic the sounds heard.
Off to School
by Myrna J. Hipolito
It was seven o’clock in the morning. Lito’s service vehicle arrived. “Brrroom, brrroom,brrroom,”
sounded the tricycle. Lito happily boarded the tricycle to school.

Where was Lito going?

When they reached the junction, the tricycle could not go fast like before. “I am sorry
Lito, there’s a traf c jam again! We can’t get ahead of the cars and jeeps,” Kuya Ben
said. “Yes, there are trucks, vans, and taxis, too,” Lito added.

Why can’t Lito’s tricycle get ahead of the cars and jeeps?

What other transportations were there?

“There, the signal light just turned green.” “Now, we can go,” Kuya Ben happily drove
to school. Brrroom, Brrroom, brrroom, tooot, tooot, tooot. eeeeeeeeng, beeep, beeep,
beeep! prrrriiiiit! These sounds can be heard everywhere. Everybody was in a hurry to
go.Screeeeech! “Here we are, Lito,” Kuya Ben said. Lito got off the tricycle. “Thank you,
Kuya Ben see you this noon.” And Lito happily walked to his classroom.

What sounds were heard?

Ask the pupils to give the best answer to the following:

1. Where was Lito going?
2. Who is Kuya Ben?
3. How did Lito get to school?
4. What sounds were heard by Lito on his way to school?
5. Which means of transportation made these sounds?
6. Do you think Lito arrived in school on time? What made you think so?
7. How did Lito feel that day?
8. Will Lito see Kuya Ben again?
Application
(Refer to LM, p. 4, I Can Do It)
Evaluation: (Refer to LM, p. 5)
Key to correction:
1. Lito
2. Brrroom-brrrom
3. 7:00 a. m.
4. tricycle driver
5. noon
ML:
ID:
9:00 – 9:10 (Handwashing)
9:00 – 9:20 (Recess)
9:00 – 9:30 (Toothbrushing)

9:30 – 10: 20 (Mother Tongue)

Objective:
Listen to and interact with others in a group or class discussions of texts heard
Subject Matter:
Introducing Oneself
Learning Activities:
Preliminary Activity
Song (Tune: Good Morning, How are You)
Maayong aga, Maayong aga
Maayong aga, Kamusta ka
Maayong aga, maayong aga
Maayo man kag salamat
Motivation
Ask:
Parte sa ano ang kanta?
San-o naton gamiton ang pagtamyaw?
Paano naton ginatamyaw ang mga tawo sa aton palibot?
Ngaa tamyawon naton sila?
Presentation
a. Introducing oneself using appropriate expressions
Teacher models the following:
Maayong aga, mga bata
Ako si Angie Flores, ang inyo manunudlo.
Kamusta kamo tanan.
Note: Teacher writes her name on the board.
b. Introducing oneself to the class

Halimbawa:
Ako si Rene Ortiz.
Nagaedad ako sang pito ka tuig.
Ara ako sa ikaduha nga halintang.
Ang tatay ko si Pedro Ortiz.
Ang nanay ko si Lita Ortiz.
Nagaistar kami sa Poblacion Ilawod, Da-o, Capiz.
Developmental Activity (Guided Activity)
a. Name Game

Say: Mahampang kita. Magkaptanay kita sang kamot para makahurma kita sang bilog. Ipasa
ang bola nga ini sa imo tuo samtang nagakanta kita. Kon sin-o ang nagakapot sini sa pag-untat
sang kanta, sia ang masabat sang akon pamangkot parte sa iya kaugalingon. Kon husto ang
sabat may premyo nga name tag.
Generalization
Paano mo ipakilala ang imo kaugalingon?
Ano ang mga impormasyon nga ginahatag?
Paano mo tamyawon ang imo manunudlo kon aga/hapon?
Possible Answer:
Introduce oneself properly which includes:
Ngalan:

Edad:
Ngalan sang iloy:
Ngalan sang amay:
Application
Magtawag sang isa ka bata agud magpakilala sang iya kaugalingon.
Ako si____________.
Nagaedad ako sang_____ka tuig.
Ara na ako sa________________.
Nagaeskwela ako sa______________.
Si____________ ang akon manunudlo.

ML:
ID:
10:20 – 11:10 (Mathematics)

Objective: Visualize and identify numbers from 101 through 500.

Materials: counters like sticks, straws, rubber bands, activity cards, pictures,
Show-Me-Boards
Value: helpfulness
Instructional Procedure
A. Preliminary Activities
1. Drill

Counting numbers 1-100 using the number chart

Let the pupils read the number symbols as you point each number in the number chart.
2. Review:

NOTE: Prepare the following pictures in card board or cartolina.

Assign pupils to bring a Show-Me-Board and chalk the day before, to be used in this activity.
Ask the pupils to write on your Show-Me-Boards the number represented by the group of
objects as you flash the activity cards.

B. Developmental Activities
1. Motivation
Let pupils study the illustration found in LM Leksyon 1.
Ask: Who among you have gone to the farm?
What did you do there?
What do you think will they do in the farm?
2. Activities:

Ask pupils to read the story found in LM Leksyon 1.

Reading the Story
A Day in the Farm
One Saturday morning, Roy, Mila and Rina went to the farm to help their parents harvest
mangoes and avocados. They brought with them a big basket where they placed the 100 fruits.
The children were excited as they counted each fruit.
Ask:
Who went to the farm?
Where did they go?

Say: Write the number on the board.

Provide other bigger numbers e.g. 192. Pupils could also be asked to show 200 using counters.

Ask: How many bundles of 100s? 10s? 1s?

Give other examples of bigger numbers. Let pupils continue filling in the number chart.
Activity 3. Using cut-outs, drawings or illustrations
Look at the set of pictures or illustrations on the board.
Say: Each bundle has 10 sticks.
Ask: How many bundles of 10 sticks are there in each group?
How many groups of 10 bundles are there?
C. Processing the Activities

Ask the pupils to show the following using their sticks.

105 106 107 149 367
Ask the pupils to show the following using drawings or illustrations.
398 465 489 249 286
D. Summarizing

How did we identify the number in each set of objects?

What did we do with the objects?
E. Reinforcing Concept/Skills

Look at the set of objects below and identify the correct number to represent the set of objects.
(Refer to LM Leksyon 1, Hilikuton 1)
F. Applying to New or Other Situations

Let pupils read the problem and do what is asked.

Problem:
In a Mathematics class, Miss Santos asked her pupils to group the rubber bands into hundreds,
tens and ones.
This is how the pupils group the rubber bands. Can you help the pupils identify the number by
encircling the correct number
(Refer to LM Leksyon 1, Hilikuton 2)

G. Evaluation
Look at the objects, give the correct number.
(Refer to LM Leksyon 1, Hilikuton 3)
H. Home Activity
Make a drawing or illustration showing
1. 104 2. 340
3. 365 4. 500
ML:
ID:

1:30 – 2:20 (Filipino)

Layunin

Natutukoy ang pangunahing ideya sa napakinggan/binasang teksto

Paksang-Aralin:
Pagtukoy sa mga pangunahing ideya sa napakinggan/binasang teksto
Kagamitan:
larawan ng mga taong naglilinis
Paunang Pagtataya
Ipakuha sa mga bata ang kanilang sagutang papel, lapis at ang Kagamitan ng Mag-aaral at
pasagutan angSubukin Natin sa LM, pahina __ .
Tukoy-alam
Tumutulong ka ba sa pangangalaga ng ating kapaligiran?
Pagbabahagi ng mga bata ng kanilang karanasan kaugnay ng pagsama sa
paglilinis ng kapaligiran o kaya ay ng sariling bahay.
Paglalahad

Ipakita ang larawan ng isang maruming kapaligiran?

Gusto mo bang tumigil dito? Bakit?
Pagpapayaman ng Talasalitaan
Isulat ito sa tsart.
Hanapin ang kahulugan ng salitang nakasalungguhit sa pangalawang pangungusap.
1. Maglinis satuwina.
Lagi-laging isaisip ang halaga ng kalusugan.
2. Huwag nating hintayin sakit ay mapala,
Upang kalusugan na nais ay makuha.
 3. Tayo nang kumilos, nang guminhawa.
Uunlad ang buhay kapag malusog at maraming nagagawa.
- Ano ang ibig sabihin ng tuwina? Mapalad? Guminhawa?
- Ipagamit sa mga bata ang mga bagong salita sa sariling pangungusap.
Basahin sa mga bata ang tulang “Magtulungan Tayo.”
Pagtuturo at Paglalarawan

Ipasagot sa mga mag-aaral ang Sagutin Natin na makikita sa LM, pahina__.

Basahin muli ang tula.
Tungkol saan ang tulang binasa?
Kasanayang Pagpapayaman
Basahin sa mga bata ang “ Kumilos at Magkaisa” na nasa Kagamitan ng Mag-aaral. Maaari
din naming gabayan ang mga bata sa pagbasa nito.
Tungkol saanang napakinggang teksto?
Itanong sa mga bata ang inihandang mga tanong na may kaugnayan sa binasang teksto.

Ipangkat ang klase sa 4 o higit pa. Depende sa laki ng klase.

Ano ang maaaring gawin sa sumusunod:
Unang Pangkat - lumang diyaryo
Ikalawang Pangkat – lumang gulong
Ikatlong Pangkat – lumang damit
Ikaapat na Pangkat – basyo ng bote
Paglalahat
Ano ang pangunahing ideya?Paano ito matutukoy?
Saan ito makikita sa isang teksto?
Paano maiuugnay ang sariling karanasan batay sa tekstong binasa ?
Ipabasa ang Tandaan Natinna makikita sa LM, pahina__
Karagdagang Gawain
Naranasan mo na ba ang sumusunod na gawain?
Pasagutan ang Linangin Natin A at B na makikita sa LM , pahina__
Pagtataya (Optional )
(Ito ay maaaring gawin pagkatapos ng layunin o lingguhang layunin.)
Basahin ang teksto at ibigay ang pangunahing ideya. Isulat ang sagot sa sagutang
papel.
Sina Rina at Roy

Magkaiba ang kambal na sina Rina at Roy. Palaaral si Rina.Lagi niyang

binabasa ang kaniyang mga aralin. Palagi tuloy matataas ang kaniyang mga marka sa
paaralan. Taliwas naman sa kanya si Roy. Mahilig siyang maglaro. Madalas ay
lumiliban pa siya sa klase para lang makapaglaro. Kaya naman marami sa kaniyang
marka ang bagsak. Palagi tuloy siyang napapagalitan ng kaniyang ina.
ML
ID

2:20 – 3:00 (Araling Panlipunan)

Layunin: Nakikilala ang komunidad

Paksa: Pagkilala ng Komunidad
Kagamitan : Larawan ng komunidad, awit, pangkulay, flashcard
Sanggunian: Pagsibol ng Lahing Pilipino 2; pp. 15-22
Katangiang Pilipino 2; pp. 24-33
Lakbay ng Lahing Pilipino 2; pp. 77, 244-251
Pagpapahalaga: Malayang pagpili ng komunidad na titirhan.
Pamamaraan
A. Panimulang Gawain:
1. Pagsasanay:
Ipabasa sa mga mag-aaral ang salitang nakasulat sa flashcard:
komunidad mosque pamilya klinika
tindahan simbahan baranggay paaralan
2. Pangganyak:
Sumangguni sa Learner’s Material sa pahina 37 at ipaawit ang awiting “Isang Komunidad” .
Pagkatapos awitin, itanong kung tungkol saan ang awit.
B. Panlinang na Gawain:
1. Paglalahad:
Ipakita ang larawan ng komunidad.
 A
B C D

2. Pagtatalakay:
Pag-usapan ang mga larawan. Itanong:
a. Ano-ano ang mga makikita sa larawan A? Ano-ano naman ang makikita sa larawan B? Sa
larawan C? Sa larawan D?
b. Sino-sino ang mga makikita na sa larawan A? sa larawan B? Sa larawan C? Sa larawan D?
c. Ano-ano ang ginagawa ng mga tao sa larawan A?
d. Saan kaya makikita ang mga lugar na nasa larawan A? Sa larawan B? Sa larawan C? Sa
larawan D?
e. Anong uri ng lugar ang inilahad ng bawat larawan?
f. Sino-sino sa inyo ang nakatira sa komunidad na katulad ng nasa larawan A? B? C? D?
3.Paglalahat:
Itanong:
a. Pare-pareho ba ang mga lugar na tinitirhan ng mga tao? Bakit?
b. Pare-pareho ba ang mga istraktura na makikita sa iba`t ibang lugar? Bakit?
C. Pangwakas na Gawain:
1. Paglalapat:
Sumangguni sa Learner`s Material, Aralin 1, Gawain 1.
2. Paglalagom/Pagpapahalaga:
Itanong:
a. Ano ang natutuhan ninyo ngayong araw?
b. May kalayaan ba ang bawat tao na mamili ng lugar na titirhan? Bakit?

Pagtataya
Sumangguni sa Learner`s Material, Aralin 1, Gawain 2. Ipasulat ang sagot sa ibinigay na sipi sa
mga bata.
Takdang Aralin
Sabihin: Ilista ang mga makikita sa paligid ng inyong komunidad. Isulat ang sagot sa papel.
ML:
ID:

3:00 – 3:40 (Music)

Objective:
Identify the difference between sound and silence.
Content:
Topic: Rhythm: Sounds and Silence
Reference: Halina‘t Umawit 3, Patnubay Ng Guro, pp. 56,69.
Song: ―Ang Amon Pamilya‖
Materials: Chart of song ―Ang Amon Pamilya‖, chart of rhythmic
patterns, CD/tape, cassette/CD player, any object that produces sound such as table/ arm chair,
pencils, drum/tin can, and coconut shells
Values: Being helpful at home
Love for music

Activities:
A. Opening Activity
Interpret the rhythmic pattern through echo clapping.
Clap for every │ (vertical line) in every measure (│ ││ │).
│ │││ ││ ││││
B. Developmental Activities
1. Motivation
(Refer to LM Lesson 1, Hilikuton 1 )
Place on the table all the instruments or objects that produce sound and do the following
activities:
- Strike a drum/tin can then lift your hand to rest.
Ask: What sound did you hear?
(Ans: Sound of a drum)
Did you hear a sound when I lifted my hand? (Ans: No)
- Tap a table/arm chair then lift your hand to rest.
- Strike an empty bottle then lift your hand to rest.
2. Presentation
(Refer to LM Lesson 1, Hilikuton 2)
Show a picture of a family.
Ask: Do you have a sister or brother?
How do they help your parents in doing household chores?
(Ans: by cleaning the shelves, sweeping the floor and
washing dishes, etc.)
How about you? How do you help your parents at home? (valuing)
Show to the class the chart of the song ―Ang Amon Pamilya‖.
Say: Let us now listen to the song ―

Ang Amon Pamilya‖.

Play the song again and let the class create rhythmic patterns by writing on
the board a vertical line ( │) for the sound heard and (quarter rest) for silence.
Say: Let us now interpret the rhythmic pattern of ―Ang Amon Pamilya‖ by
clapping for every │(vertical line) in producing the sound and open hands
for every (quarter rest) for silence or rest .

3. Discussion
Ask:
How did you respond to the activities?( Ans: Clap for every vertical line and open hand for
every quarter rest)
What is the symbol for sound? ( Ans: Vertical line)

What is the symbol for silence? (Ans: Quarter rest)

What did you do when you see this symbol ? (Ans: open hands)
What is the difference between sound and silence? (Ans: Sound is anything that we hear and
silence is the period of time with no sound.)
Did the rhythmic pattern show sound and silence? (Ans: yes)
4. Application

(Refer to LM Lesson 1, Hilikuton 3)

Divide the class into three groups. Let each group perform and experience the three activities
following the given rhythmic pattern while the song is being played.
Group 1-tap the table ││ │ │ │││ │ │ │
Group 2-clap ││ │ │ │││ │ │ │
Group 3-stomp ││ │ │ │││ │ │ │
Ask:
What visual image did we use for sound? (Ans: │)
What visual image did we use for silence?( Ans: )

How did you differentiate sound from silence?

(Ans: We clapped, tapped and stomped to produce sound and
open hand for silence)
5. Generalization

Ask:
What is sound and what is silence? (Ans: Sound is anything we hear. Silence is a period of time
with no sound or without sound)
C. Closing Activities

(Refer to LM Lesson 1, Hilikuton 4)

Sing the song ―Ang Amon Pamilya‖ with enjoyment while clapping for
the sounds heard and open hands for silence.
Evaluation:
Read the questions carefully and write your answer on a piece of paper.
1. What does the │ represent in the rhythmic pattern?

A. note B. sound C. silence D. rest

2. What does the represent in the rhythmic pattern?

A. tone B. sound C. note D. silence

3. Which activity shows love for music?

A. A boy participated in clapping the rhythmic patterns of a
song.
B. A girl did not join her group mate in their musical activity.
C. A pupil went out of the room while the class is singing a
song.
D. A pupil did not participate in chanting the rhythmic patterns.
4. Which symbol represents sound?
A.─ B. C. │ D. ꞌ
Assignment
(Refer to LM Lesson 1, Hilikuton 5)
Memorize the song learned.
Practice clapping for sound and open hands for silence in the following rhythmic pattern.
││ │ │ ││ │ │ │
Key to corrections: 1. B 2. D 3.A 4. C

ML:
ID: