SCHOOL: ANANIAS LAICO MEMORIAL ELEMENTARY SCHOOL TEACHING DATES: August 5-9, 2019

]] KINDERGARTEN TEACHER: JEAN B. ADVENTO WEEK NO. WEEK 10 QUARTER: 1ST QUARTER
DAILY LESSON LOG
CONTENT FOCUS: Ako ay ako. SECTION Kinder Love

Indicate the following:

Learning Area (LA)
BLOCKS OF TIME Content Standards (CS) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Performance Standards (PS) Aug. 5, 2019 Aug. 6, 2019 Aug. 7, 2019 Aug. 8, 2019 Aug. 9, 2019
Learning Competency Code (LCC)

ARRIVAL TIME LA: (KA) Kagandahang Asal Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(KP) Kalusugang Pisikal at Pagpapaunlad ng
Kakyahang Motor National Anthem National Anthem National Anthem National Anthem National Anthem
(LL) Language, Literacy and Communication Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
CS: The child demonstrates an understanding of… Exercise Exercise Exercise Exercise Exercise
 konsepto ng mga sumusunod na batayan upang
lubos na mapahalagahan ang sarili: 1. Disiplina Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
 kahalagahan ng pagkakaroon ng masiglang Attendance Attendance Attendance Attendance Attendance
pangangatawan Balitaan Balitaan Balitaan Balitaan Balitaan
 kanyang kapaligiran at naiiugnay dito ang angkop na
paggalaw ng katawan
 increasing his/her conversation skills
PS: The child shall be able to…
 tamang pagkilos sa lahat ng pagkakataon na may
paggalang at pagsasaalang-alang sa sarili at sa iba
 sapat na lakas na magagamit sas pagsali sa mga
pang-araw-araw na gawain
 maayos na galaw at koordinasyon ng mga bahagi ng
katawan
 confidently speaks and expresses his/her feelings
and ideas in words that makes sense
LCC: KAKPS-00-15/p. 12
KPKPF-Ia-2/p. 13
KPKGM-Ia-1/p. 13
KPKGM-Ie-2/p. 13
KPKGM-Ig-3/p. 13
LLKOL-Ia-1/p. 25
MEETING TIME 1 LA: (SE) Pagpapaunlad sa Kakayahang Sosyo-Emosyunal Mensahe: Ang pangalan ko Mensahe: Kaya kong Mensahe: Kaya kong Mensahe: Kaya kong Mensahe: Masaya ako
(KA) Kagandahang Asal
(LL) Language, Literacy and Communication ay___________ at gumawa ng maraming gumawa ng maraming alagaan ang aking katawan bilang Ako.
CS: Ang bata ay nagkakaroon ng pag-unawa sa…. ipinagmamalaki kong ako ay bagay sa paaralan kasama bagay dahil ako ay lumalaki sa iba’t ibang paraan.
 sariling ugali at damdamin kabilang sa Kindergarten. ng aking mga kamag-aral. na. Tanong: Ano ang
 konepto ng mga sumusunod na batayan upang
lubos na mapahalagahan ang sarili: Tanong: Ano ang ginagawa nakakapagpasaya sa iyo
1. Disiplina Tanong: Ano ang Tanong: Ano ang mga Tanong: Ano ang mga mo upang protektahan
 increasing his/her conversation skills maipagmamalaki mo bilang bagay na kaya mong gawin bagay na kaya mo nang /pangalagaan ang iyong
PS: The child shall be able to…
 kakayahang kontrolin ang sariling damdamin at pag- isang Kindergarten? kasama ang iyong mga gawin ngayon na di mo katawan?
uugali, gumawa ng desisyon at magtagumpay sa kaklase? nagagawa noon?
kanyang mga gawain
 tamang pagkilos sa lahat ng pagkakataon at
pagsasaalang-alang sa sarili at sa iba
 confidently speaks and expresses his/her feelings
and ideas in words that make sense
 LCC: SEKPSE-IIIc-6/p. 8
KAKPS-00-2/p. 11
KAKPS-00-3/p. 11
LLKOL-Ig-3/p. 25
LLKOL-00-10/p. 25
WORK PERIOD 1 LA: (SE) Pagpapaunlad sa Kakayahang Sosyo-Emosyunal Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng
(KA) Kagandahang Asal
(KP) Kalusugang Pisikal at Pagpapaunlad ng Guro:
Kakayahang Motor Crossword Names Classroom Scavenger Hunt Sequencing Pictures Word guess
(S) Sining Talent Show
(M) Mathematics
(LL) Language, Literacy and Communication
CS: Ang bata ay nagkakaroon ng pag-unawa sa… Malayang Paggawa: Malayang Paggawa: Malayang Paggawa: Malayang Paggawa: Malayang Paggawa:
 sariling ugali at damdamin
(Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain)
 sariling kakayahang sumubok gamitin nang maayos
ang kamay upang lumikha/ lumimbag
 pagpapahayag ng kaisipan at imahinasyon sa  My Name Starts  My Name Starts  My Name Starts  My Name Starts  My Name Starts
malikhain at malayang pamamaraan
 objects in the environment have properties or
with…… with…… with…… with…… with……
attributes (e.g., color, size, shapes, and functions)  Pasting Pieces  Pasting Pieces  Pasting Pieces  Pasting Pieces  Pasting Pieces
and that objects can be manipulated based on these  Writer’s Workshop  Writer’s Workshop  Writer’s Workshop  Writer’s Workshop  Writer’s
properties and attributes
 letter sound to name realtions  Puzzle  Puzzle  Puzzle  Puzzle Workshop
 letter representation of sounds – that letters as  Puzzle
symbols have names and distinct sounds
 acquiring new words/ widening his/her vocabulary
links to his/her experiences
PS: Ang bata ay nakapagpapamalas ng:
 kakayahang kontrolin ang sariling damdamin at
pag-uugali, gumawa ng desisyon at magtagumpay
sa kangyang mga gawain
 tamang pagkilos sa lahat ng pagkakataon na may
paggalang at pagsaalang-alang sa sarili at sa iba
 kakayahang gamitin ang kamay at daliri
 kakayahang maipahayag ang kaisipan, damdamin,
saloobin at imahinasyon sa pamamagitan ng
malikhaing pagguhit/pagpinta
 manipulate objects based on properties or
attributes
 identify/pick out the distinct sounds in words,
match sounds with letters and hear specific letter
sound by listening to familiar poems and stories,
and singing of rhymes and songs
 identify the letter names and sounds
 actively engage in meaningful conversation with
peers and adults using varied spoken vocabulary
LCC: SEKPSE-IIIc-6/p. 8
KAKPS-00-1/p. 11
KAKPS-00-2/p. 11
KAKPS-00-3/p. 11
KAKPS-00-12/p. 12
KPKFM-00-1.3/p.14
KPKFM-00-1.4/p. 14
SKMP-00-1/p. 16
SKMP-00-2/p. 16
SKMP-00-4/p. 16
SKMP-00-8/p. 16
MKSC-00-4/p. 17
MKSC-00-2/p. 20-21
MKSC-00-20/p. 17
MKSC-00-21/p. 21
 LLKPA-Ic-4/p. 26
LLKPA-Ig-7/p. 26
LLKAK-Ic-1/p. 26
LLKAK-Ih-3/p. 26
LLKAK-Ih-7/p. 27
LLKAK-Ih-5/p. 27
LLKV-00-2/p. 28
MEETING TIME 2 LA: (S) Sining Awit: “Sino Ako” Awit: “Sa Kindergarten ay Tula: Things I Can Do Tula: The Clock Awit: “I am special”
(LL) Language, Literacy and Communication
Masaya”
CS: The child demonstrates an understanding of… Gawain: Ang mga bata ay Gawain: Snap and Clap Gawain: Ano Ang Bagong Gawain: Hayaan ang
 pagpapahayag ng kaisipan at imahinasyon sa
malikhain at malayang pamamaraan pupunta sa unahan isa isa Itala ang mga Rhymes Salita? (Dadagan at alisin mga bata na ipakita at
 increasing his/her conversation skills at sasabihin ang kanilang magkakatugma na salita ang tunog) ilarawan ang kanilang
 letter sound to name relations pangalan. (rhyming pairs) na kayang ginawa. Pag-usapan ang
 letter representation of sounds-that letters as symbols
have names and distinct sounds isipin at ibigay ng mga bata. iba’t ibang bagay na
Ipabasa ito pagkatapos. kayang gawin ng tao mula
PS: The child shall be able to…
 kakayahang maipahayag ang kaisipan, damdamin, sa isang patapon na
saloobin at imahinasyon sa pamamagitan ng bagay.
malikhaing pagguhit/ pagpinta
 confidently speaks and expresses his/her feelings and
ideas in words that make sense
 identify/pick out the distinct sounds in words. Match
sounds with letters, and hear specific letter sounds by
listening to familiar poems and stories, and singing of
rhymes and songs
 identify the letter names and sounds
LCC: SKMP.00-8/p. 16
LLKOL-Ia-2/p. 25
LLKOL-Ig-3/p. 25
LLKOL-00-10/p. 25
LLKPA-Ic-2/p. 25
LLKPA-Ic-4/p. 26
LLKPA-00-3/p. 26
LLKPA-00-6/p. 26
LLKAK-Ih-3/p. 26
LLKAK-Ih-7/p. 27
SUPERVISED LA: (KP) Kalusugang Pisikal at Pagpapaunlad ng
Kakayahang Motor
RECESS
(PNE) Understanding the Physical and Natural
Environment
CS: Ang bata ay nagkakaroon ng pag-unawa sa…
 kakayahang pangalagaan ang sariling kalusugan at
kaligtasan SNACK TIME
 body parts and their uses
PS: Ang bata ay nagpapamalas ng… (Teacher -Supervised)
 pagsasagawa ng mga pangunahing kasanayan ukol sa Mungkahing Gawain: Panalangin Bago Kumain
pansariling kalinisan sa pang-araw-araw na Tamang Paghuhugas ng Kamay Bago at Pagkatapos Kumain
pamumuhay at pangangalaga para sa sariling
kaligtasan
 take care of oneself and the environment and able to
solve problems encountered within the context of
everyday living
LCC: KPKPKK-Ih-1
PNEKBS-Ii-9
NAP TIME
STORY LA: (SE) Pagpapaunlad sa Kakayahang Sosyo-Emosyunal Kuwento: Kuwento: Kuwento: Kuwento: Kuwento:
(KA) Kagandahang Asal
 (LL) Language, Literacy and Communication

CS: The child demonstrates an understanding of…

 konsepto ng pamilya, paaralan at komunidad bilang
kasapi nito
 konsepto ng mga sumusunod na batayan upang lubos
na mapahalagahan ang sarili: 1. Disiplina
 book familiarity, awareness that there is a story to read
with a beginning and and, written by author(s), and Klasmeyt Ang Lihim ni Kokoy Ang Matapang na si Dan Ayoko Na Masasayang Bata
illustrated by someone
 importance that books can be used to entertain self and By: Centeno San Miguel Unggoy Flor B. Conopio
to learn new things
 information received by listening to stories and be able
to relate within the context of their own experience
PS: The child shall be able to…
 pagmamalaki at kasiyahang makapagkuwento ng
sariling karanasan bilang kabahagi ng pamilya,
paaralan at komunidad
 tamang pagkilos sa lahat ng pagkakataon na may
paggalang at pagsaalang-alang sa sarili at sa iba
 use book – handle and turn the pages; take care of
books; enjoy listening to stories repeatedly and may
play pretend-reading and associates him/herself with
the story
 demonstrate positive attitude toward reading by
himself/herself and with others
 listen attentively and respond/interact with peers and
teachers/adult appropriately
LCC: KMKPKom-00-4/p. 11
KMKPKom-00-5/p. 11
KAKPS-00-6/p. 12
LLKBPA-00-2/p. 26
LLKBPA-00-3/p. 26
LLKBPA-00-4/p. 26
LLKBPA-00-5/p. 26
LLKBPA-00-6/p. 26
LLKBPA-00-7/p. 26
LLKBPA-00-8/p. 26
LLKBPA-00-9/p. 26
LLKBPA-00-9/p. 28
LLKLC-00-1/p. 29
LLKLC-00-10/p. 29
LLKLC-00-12/p. 29
WORK PERIOD 2 LA: (M) Mathematics Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng Guro: Pamamatnubay ng
CS: The child demonstrates an understanding of… Guro:
 objects in the environment have properties or attributes Dot Names Preparing Going to School Bilang 1, 2, 3 Greater than, Less than
(e.g., color, size, shapes, and functions) and that
objects can be manipulated based on these properties Shape Frame
and attributes
 the sense of quantity and numeral relations, that Malayang Paggawa: Malayang Paggawa: Malayang Paggawa: Malayang Paggawa: Malayang Paggawa:
addition results in increase and subtraction results in
decrease (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain) (Mungkahing Gawain)
 objects can be 2-dimensional or 3-dimensional
PS: The child shall be able to…  Bottle Cap Name  Bottle Cap Name  Bottle Cap Name  Bottle Cap Name  Bottle Cap Name
 manipulate objects based on properties or attributes
 perform simple addition and subtraction of up to 10  Finger Prints Ladder  Finger Prints Ladder  Finger Prints Ladder  Finger Prints Ladder  Finger Prints Ladder
objects or pictures/ drawings  Blocks 1-3  Blocks 1-3  Blocks 1-3  Blocks 1-3  Blocks 1-3
 describe and compare 2-dimensional and 3-
dimensional objects
 Rainbow Numbers  Rainbow Numbers  Rainbow Numbers  Rainbow Numbers  Rainbow Numbers
 LCC: MKSC-00-6/p. 17
MKSC-00-19/p. 17
MKSC-00-20/p. 17
MKSC-00-21/p. 17
MKSC-00-22/p. 18
MKC-00-8/p. 18
MKC-00-2/p. 18
MKC-00-3/p. 18
MKC-00-4/p. 18
MKAT-00-26/p. 18-19
MKAT-00-4/p. 19
MKAT-00-3/p. 19
MKAT-00-4/p. 19
MKAT-00-8/p. 19
MKAT-00-9/p. 19
MKAT-00-11/p. 19
MKAT-00-10/p. 19
MKSC-00-2/p. 20-21
INDOOR/OUTDOOR LA: (SE) Pagpapaunlad sa Kakayahang Sosyo-Emosyunal Gawain: Counting Game Gawain: Body Patterns Gawain: Monkey See, Gawain: Body Movement Gawain: Skipping Rope
ACTIVITY (KA) Kagandahang Asal
(KP) Kalusugang Pisikal at Pagpapaunlad ng Monkey Do
Kakayahang Motor Simon Says or Sabi ni
(PNE) Understanding the Physical and Natural
Environment
Pedro
CS: Ang bata ay nagkakaroon ng pag-unawa sa… Sanggunian: PEHT p. 9 Sanggunian: NKCG Part 1, Sanggunian: NKCG Part 1 Sanggunian: PEHT p. 22
 sariling ugali at damdamin p. 122 Sanggunian: NKCG Part 1 p. 122
 konsepto ng mga sumusunod na batayan upang lubos p. 122
na mapahalagahan ang sarili:
4. Pakikipagkapwa
 kahalagahan ng pagkakaroon ng masiglang
pangangatawan
 kanyang kapaligiran at naiuugnay dito ang angkop na
paggalaw ng katawan
 body parts and their uses
PS: Ang bata ay nagpapamalas ng…
 kakayahang kontrolin ang sariling damdamin at pag-
uugali, gumawa ng desisyon at magtagumpayan sa
kanyang mga gawain
 tamang pagkilos sa lahat ng pagkakataon na may
paggalang at pagsasaalang-alang sa sarili at sa iba
 sapat na lakas na magagamit sa pagsali sa mga pang-
araw-araw na gawain
 maayos na galaw at koordinasyon ng mga bahagi ng
katawan
 take care of oneself and the environment and able to
solve problems encountered within the context of
everyday living
LCC: SESKPSE-IIIc-6/p. 8
SEKPSE-00-8/p. 8
KAKPS-00-19/p. 12
KPKPF-00-1/p. 13
KPKPF-Ia-2/p. 13
KPKGM-Ia-1/p. 13
KPKGM-Ie-2/p. 13
KPKGM-Ig-3/p. 13
PNEKBS-Id-1/p. 21
PNEKBS-Ic-3/p. 21
MEETING TIME 3 DISMISSAL ROUTINE
Mungkahing Gawain: Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahanan.
Closing Prayer

Lunes; Martes Miyerkules
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 No. of learners who earned 80% in the evaluation. ____ no of learners who earned
80% and above.
 No. of learners who require additional activities for ____no. of learners who requires
remediation. additional activities for
remediation.
 Did the remedial lessons work? No. of learners who __Yes __ No
have caught up with the lesson. ___ of learners who caught up the
lesson.
 No. of learners who continue to require remediation. ___ of learners who continue to
require remediation.
 Which of my teaching strategies worked well? Why did Strategies used that work well:
these work? __ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s cooperation
in doing their task
REMARKS
REFLECTION
____ no of learners who
earned 80% and above.
____no. of learners who
requires additional activities for
remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
Huwebes
____ no of learners who
earned 80% and above.
____no. of learners who
requires additional activities for
remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
Biyernees
____ no of learners who
earned 80% and above.
____no. of learners who
requires additional activities for
remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
____ no of learners who earned
80% and above.
____no. of learners who
requires additional activities for
remediation.
__Yes __ No
___ of learners who caught up
the lesson.
___ of learners who continue to
require remediation.
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s cooperation
in doing their task
  What difficulties did I encounter which my principal or __ Bullying among pupils
supervisor can help me solve? __ Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
 What innovation or localized materials did I use/discover The lesson was successfully
which I wish to share with other teachers? delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s cooperation
in doing their task
Checked by: AILEEN B. MONTEMOR
Master Teacher I
__ Bullying among pupils
__ Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
__ Bullying among pupils
__ Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
__ Bullying among pupils
__ Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s
cooperation in doing their task
CZARINA S. RASCO
Principal II
__ Bullying among pupils
__ Pupil’s behavior/attitude
__ Unavailable Technology
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from views
of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ Pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__ Solving Puzzle/ Jigsaw
__ Answering preliminary
activities/exercises
__ Carousel
__ Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__ Lecture Method
Why?
__ Complete IMs
__ Availability of Materials
__ Pupil’s eagerness to learn
__ Group member’s cooperation
in doing their task
Week 10 Day 1
Klasmeyt
By: Centeno San Miguel

Unang pasok palang sa klase ay kilala mo na sina Ligaya Gaya-Gaya at si Peter Drowing. Nasa likod ni Leonor si Gaya-Gaya, iniinis, ginagaya ang lahat ng giangawa ni Leonor. Nasa blackboard
naman si Drowing at inuubos ang stak.

Isa pang kilala ko ay si Rigor. Pinakamalaki kasi sa klase. At ang salba-salbahe. Gusto niya siya ang laging bida. Masama nag mangyayari sa sinumang kumontra.

Pero tahimik sila pagdating ni Titser Fely.

Pagdating sa leksyon hanga ako kay Leonor. Alam niya ng sagot sa lahat ng mga tanong ni Titser Fely. Kaya tinutukso siyang Mis Ay Kyu ni Rigor. Siguro dahil makapal ang kanyang salamin. At
mahaba ang kanyang tirintas.

Saka gulat din ako kay Claro. Ang liit-liit- pero ang lakas ng boses. Namememorya niya ang kahit mahabang tula.

Kaya kapag recess, kina Leonor at Claro ako sumasama. Nauupo kami sa ilalim ng puno. “Klasmeyt,”ang tawag namin sa isat’isa. Hindi namin tinatawag na klasmeyt si Rigor, si Gaya-gaya, at si
Drowing at kahit si Lakwatsa.

Isang reses, naglaro kami ng harangang-taga. Sina Rigor ang taya. Naku ang bilis-bilis ni Claro. Kahit si Titser Fely ay pumapalakpak paglusot ni Claro sa bantay nina Rigor.

Ngunit napikon si Rigor, minsang lumusot si Claro, pinatid si Claro at nadapa ang aking klasmeyt. Dumugo ang ilong ni Claro.

Pinatigil ni Titser Fely ang laro at pinapunta si Rigor sa kwarto ng prinsipal.

Salbahe talaga si Rigor, biro mo nilagyang ng babolgam ang silya ni Tiser Fely. Siyempre, pag-upo ni Titser Fely ay nadikit ang kanyang palda.

Noo ko nakitang namula si Titser Fely. Parang sasabog na bomba. Iginala ang nanliliit na mata sa buong klase. Lahat naman ay yumuko, pati ako, dahil natatakot din kami kay Rigor.

Ngunit biglang tumayo si Leonor. Ang tapang-tapang ni klasmeyt . itinuro si Rigor. Napatawag tuloy ang magulang ni Rigor. At sanlinggong suspeneded si salbahe.

Uwian ng harangin kami ni Rigor. Kasama niya si Drowing at si Gaya-Gaya. “ Mis AY Kyu” biro mo itinulak bigla si Leonor. Natumba syempre ang klasmeyt kong marunong.

Akala ni Rigor tatakbo kami. Pero bigla siyang sinuntok ni Claro. Sinundan ko ang klasmeyt ko. Suntok ditto, sipa doon. Ang laki-laki ni Rigor. Pero hindi kami umatras ng klasmeyt ko.

Napaupo si Rigor. Saka biglang humagulgol. “ Pinagtulungan ako!” sigaw niyang tumutulo ang sipon at luha. “Ang day ninyo! Pinagtulungan ako!”

Iniwan namin si Rigor. Dumudugo uli ang ilong ni Claro. Masakit ang kanang tainga ko. Marumi ang uniporme naming tatlo. Pero tiyak naming, hindi na haharangin ni Rigor ang klasmeyt naming
si Leonor.
Week 10 Day 2
Ang Lihim ni Kokoy Unggoy

Ito si Kokoy Unggoy. Mabait at matalino. Lagi siyang nangunguna sa klase. Paborito siya ng guro at mga kaklase.

Ang asong s iDober lang ang inis kay Kokoy. “Tsamba lang kaya mataas ang marka niya!” pang-aasar ni Dober. “Tama na iyan, Dober. Maupo kana,” saway ni Gng. Porky.

Anang guro ay mag aral na mabuti s iDober para matalo s iKokoy. Humingi ng payo si Dober kay Bobowaya.“Simple lang ‘yan. Alamin mo ang sikreto kung bakit matalino si Kokoy,” anang

buwaya.

Nang gabing iyon ay palihim na nagpunta si Dober sa bahay nina Kokoy. Determinado siyang malaman ang dahilan ng katalinuhan ng kaklase.

Hindi nainip si Dober. Nakita niya si Kokoy na may dalang isang piling ng hinog na mga saging. “Aha! Saging pala ang sikreto niya!” bulalas niya.

Inilagay ni Kokoy ang saging sa mesa. Pagkatapos ay iniabot niya ang kanyang bag at may kinuha. Nagulat siya ng paglingon ay wala na ang saging.

Gabi-gabi ay ninanakaw at kinakain ni Dober ang saging ni Kokoy. “Siguradong matatalo ko na si Kokoy,” pagyayabang ni Dober kay Bobowaya sa araw ng kanilang pagsusulit.

Nagyabang din si Dober kay Gng. Porky na mangunguna siya sa eksamin. “Talaga? Okey iyan, a,” ang wika ng guro.Tumahimik na ang klase nang magsimula ang mahabang pagsusulit.

Gayon nalang ang gulat ni Dober ng lumabas ang resulta ng eksamin. Si Kokoy pa rin ang nanguna sa klase nila.“Papaanong nangyari ‘yon? Ninakaw ko na ang saging na pampatalino mo, a!”

sabi ni Dober.

“Hindi naman saging ang nagpapatalino sa akin. Gabi-gabi akong nagbabasa ng ating mga aralin para maging handa ako sa pagsusulit,” ang pakli ni Kokoy. Sa inis ay si Bobowaya ang

binalingan ni Dober.

“Ang akala ko pa naman ay tataas na ang marka ko,” inis na wika ni Dober. “Ang kailangan mo ay mag-aral na mabuti. Iyon ang sikreto para manguna sa klase,” payo ni Kokoy kay Dober.

“Pagbubutihin ko na ang pag-aaral mula ngayon,” pangako ni Dober sa guro at mga kaklase. Humingi rin siya ng tawad kay Kokoy sa ginawa niya rito. Pinatawad naman siya ni Kokoy at nagging

magkaibigan sila.

Week 10 Day 3
Ang Matapang na si Dan

Si Dan ay isang batang paslit.

Isang araw, habang siya ay natutulog sa kanyang kuna. Nagising siya sa narinig na “TWEET…….TWEET ..TWEET!” ang huni ng dilaw na ibon.
 Naghikab si Dan at narinig niya ang “NGIYAWAAW!..NGIYAWWW! .NGIYAWWW” ang iyak ng matabang pusang puti.

Ang batang si Dan ay inaantok pa, pagpikit ng kanyang mga mata ay narinig niya ang “ ARF!ARF!ARF” ang tahol ng kayumangging aso.

Iginalaw ni Dan ang kanyang mga paa at kamay, narinig niya ang POT!..POT!...POT! ang tunog ng bisikletang dumaan.

Ang mumunting si Dan ay tuluyan ng nagising. Narinig niya ang tunog nang mabilis na kotse “BROOM!...BROOM! BROOM!” “ BEEP!...BEEP!...BEEP!.. ang tunog naman ng makulay na dyip.

“TWEET..TWEET..NGIYAW..NGIYAW..POT-POT-POT…BROOOMMM..BROOOOMM,…BEEP…BEEP…BEEP…ARF..ARF..ARF..”

Kawawang batang Dan. Siya ay umupo at malapit ng umiyak.

Si Nanay ay pumasok sa silid, at nakitang gising na si Dan, “ Kanina ka pa gising anak?” tanong ng kanyang ina.

Kinuha ni Nanay si Dan sa kuna at niyakap, “ hindi ka umiyak Dan. Ang tapang mo anak.”

“Ang matapang kong si Dan” wika ng kanyang ina.

Week 10 Day 4

Ayoko Na

Anim na taong gulang si Roy. Nag-aaral siya sa paaralang malapit sa kanyang bahay.

May ugaling hindi maganda si Roy. Ayaw na ayaw niya ang malinis na katawan. Bihira siyang maligo. Palaging marumi ang kanyang damit. Mahilig siyang maglaro sa putikan. Madalas din siyang
nakakatulog na

hindi nagsisipilyo ng ngipin.

Isang gabi, nagising na umiiyak at sumisigaw si Roy.

“Ayoko na, tama na. Maawa kayo sa akin. Hindi! Hindi na ako uulit. Mula ngayon, maglilinis na ako ng katawan!”

Kaya pala ganoon, may masamang panaginip si Roy. Nanaginip siyang hinahabol at pinapalo siya ng malaking sipilyo.

Binubuhusan siya ng tubig ng malaking timba.

Week 10 Day 5
Masasayang Bata
Flor B. Conopio

Masasaya ang mga batang matitiyagang naghihintay sa Diyos;

sila’y dadalhin sa langit.

Masasaya ang mga batang mababait at mabubuting makipagkaibigan,

sapagkat tatamuhin nila ang gantimpala ng langit.

Masasaya ang mga batang naliligayahan sa kabila ng malulungkot na karanasan;

sila’y aaliwin at mamahalin ng Diyos.

Masasaya ang mga batang nagsisikap gumawa ng matuwid ;

mayroon silang kapayapaan.

Ang masasayang bata ay tulad sa asin. Kung mawawalan ng lasa ang asin,
mawawalan din ito ng kapakinabangan.

Ang masasayang bata ay tulad sa maliliwanag na ilawan.

Kung sinisindihan ang ilawan ay hindi itinatago,
kundi inilalagay sa mataas na dako upang lumiwanag ang buong paligid.

Masasayang bata, mangagalak kayo kung kayo ay kinukutya, sinasaktan

at pinagtatawanan sa dahilang mahal ninyo ang Diyos.

Mangagalak nga kayo at ipagmalaki ang katuwiran; may tanging gantimpala ang Diyos sa inyo.

Masasaya ang mga batang nakauunawa ng damdamin ng kanilang kapuwa;

Mauunawaan din sila ng Diyos.

Masasaya ang mga batang mabubuti ang isinasaisip;

Makikita nila ang Diyos.
Lumiwanag nga kayo sa buong paligid sa pamamamagitan
ng inyong mabubuting gawa.

Masasaya ang mga batang kinukutya sa paggawa ng mabuti,

sapagka’t bibigyan sila ng gantimpala.
 Masasaya ang mga batang tumutulong sa kapuwa at
nagbibigay ng mabubuting halimbawa ng pagsasamahan,
sapagka’t tatawagin silang mga anak ng Diyos.