DLL - Q4 - Week 1 - All Subjects - MTAP

GRADE 1 to 12 Paaralan BAMBAN GABALDON ELEMENTARY SCHOOL Baitang / Antas TWO - SAMPAGUITA
DAILY LESSON LOG Guro EMELYN O. RAZON Asignatura FILIPINO

Petsa / Oras 8:50 – 9:40 Markahan IKAAPAT
LUNES MARTES MIYERKULES HUWEBES BIYERNES

Jan. 14 , 2019 Jan. 15, 2019 Jan. 16 , 2019 Jan. 17, 2019 Jan. 18 , 2019
I. LAYUNIN *Nauunawaan na may mga Naiguguhit ang mensahe/kaisipan ng Nagagamit nang wasto ang pang- Nakabubuo ng mga payak na
salitang magkasing kahulugan at tekstong binasa/napakinggan. ukol na ng Metrobank Math Challenge pangungusap tungkol sa isang
kasalungat na kahulugan Natutukoy ang mga salitang may Natutukoy ang kahalagahan ng 2019 bagay, o larawan
maling baybay sa isang pangungusap paggamit ng malaking letra sa isang
salita o pangungusap
A. Pamantayang Pangnilalaman Naisasagawa ang mapanuring Nagkakaroon ng papaunlad na Naipamamalas ang kakayahan at Naipamamalas ang kamalayan
pagbasa upang mapalawak ang kasanayan sa wasto at maayos tatas sa pagsasalita at sa mga bahagi ng aklat at kung
talasalitaan na pagsulat pagpapahayag ng sariling ideya, paano ang ugnayan ng simbolo
kaisipan, karanasan at damdamin at wika
B. Pamantayan sa Pagganap Nababasa ang usapan, tula, tala- Nakasusulat nang may wastong Naipahahayag ang Nababasa ang usapan, tula,
ta, kuwento nang may tamang baybay, bantas at mekaniks ng ideya/kaisipan/damdamin/reaksyon talata, kuwento nang may
bilis, diin, tono, antala at ekspres- pagsulat nang may wastong tono, diin, bilis, tamang bilis, diin, tono, antala at
yon F2TA-0a-j-3 antala at intonasyon ekspresyon
C. Mga Kasanayan sa Pagkatuto Nakakagamit ng mga pahiwatig Naiguguhit ang mensahe/kaisipan Nagagamit nang wasto ang pang- Nakabubuo ng mga payak na
(Isulat ang code ng bawat upang malaman ang kahulugan ng ng tekstong binasa ukol na ng pangungusap tungkol sa isang
kasanayan) mga salita tulad ng paggamit ng mga Natutukoy ang mga salitang may Natutukoy ang kahalagahan ng bagay, o Larawan
palatandaang nagbibigay ng ka maling baybay sa isang paggamit ng malaking letra sa isang F2AL-IVe-g-13
hulugahan (pagbibigay ng salita opangungusap F2WG-IVa-c-1
pangungusap F2KM-IVa-2.4
halimbawa) F2PT-IVa-d-1.9
II. NILALAMAN
Aralin 1 - Magtiwala Tayo sa Diyos Aralin 1 - Magtiwala Tayo sa Diyos Aralin 1 - Magtiwala Tayo sa Diyos Aralin 1 - Magtiwala Tayo sa
Paksang-Aralin: Paksang-Aralin: Pagguhit ng Paksang-Aralin: Paggamit ng wasto Diyos
Pag-unawa sa mga salitang mensahe/kaisipan ng tekstong ng pang-ukol na ng Paksang-Aralin:
magkasing kahulugan at binasa/napakinggan Pagtukoy sa kahalagahan ng Pagbuo ng mga payak na
kasalungat na kahulugan Pagtukoy sa mga salitang may paggamit ng malaking letra sa isang pangungusap tungkol sa isang
maling baybay sa pangungusap salita o pangungusap bagay o larawan.
III. KAGAMITANG PANTURO
I. Sanggunian K to12 Curriculum Grade 2 – FILIPINO 2 K to12 Curriculum Grade 2 – FILIPINO 2 K to12 Curriculum Grade 2 – FILIPINO 2 K to12 Curriculum Grade 2 – FILIPINO 2
1. Mga pahina sa gabay ng guro TG pp 180-182 TG pp. 182-183 TG pp. 183-185 TG pp. 185-186
2. Mga pahina sa Kagamitang Pang- LM pp. 378-381 LM pp. 381-384 LM pp. LM pp.
mag-aaral
3. Mga pahina sa Teksbuk
4.Mga Karagdagang Kagamitan mula sa Larawan ng iba’t ibang damdamin, batang Larawan ng isang tao/bata na Larawan ng mga tumutulong sa kapwa Larawan ng magkapatid na nagtutulungan
portal ng Learning Resource tumutulong sa matanda, at bayanihan tumutulong sa kapwa
II. Iba Pang Kagamitang Laptop ,powerpoint presentation, Laptop ,powerpoint presentation, Laptop ,powerpoint presentation, Laptop ,powerpoint presentation,
Panturo
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IV. PAMAMARAAN
A. Balik-aral sa nakarang aralin at Ipagawa ang paunang pagtataya na Alam ba ninyo kung gaano kayo Sino-sino sa inyo ang gumagamit ng Magpapakita ang guro ng larawan
/ o pagsisimula ng bagong makikita sa “Subukin Natin”, pahina kabilis magbasa? Gaano kara-ming pang-ukol na ng? Kailan at paano ng “Bayanihan”. Atasan ang mga
aralin __ng LM upang maging gabay sa salita ang inyong nababasa sa loob ninyo ito ginagamit? Sino ang may mag- aaral na bumuo ng mga
isasagawang pagtalakay ng isang minuto? alam tungkol sa pagga-wa ng pangungusap mula sa larawan.
caption?
B. Paglalahad sa layunin ng Ano-ano ang mga damdamin na Magpapakita ng larawan ng isang Ipakikita ang larawan ng lunsarang Magsusulat ang guro ng isang
aralin nararamdaman ng tao lalo na ng mga batang tinutulungan ang isang akda at pamagat nito na “Halinang parirala at isang payak na
bata na katulad ninyo? matanda sa pagtawid sa kalsada. Gumawa ng Bagay na Mabuti.” pangungusap. Alin sa dalawa ang
Itanong: Ano ang masasabi ninyo sa Itanong: Sa tingin ninyo, tama ba ang higit na naintindihan ninyo?
larawan? Nangyayari ba ito sa tunay ipinakikita sa larawan? Bakit? Ano Itanong: Bakit hindi ninyo
na buhay? ang napansin ninyo sa pamagat ng naunawaan ang ibig sabihin ng mga
akda? nakasulat?
C. Pag-uugnay ng mga Ipakita ang larawan ng limang Basahin at pag-aralan ang mga Pagtalakay ng guro sa wastong gamit Pagtalakay sa payak na
halimbawa sa bagong aralin damdamin na maaaring madama ng salitang magkasing kahulugan mula ng pang-ukol na ng, gamit ang pangungusap gamit ang tekstong
isang bata: natutuwa,natatakot, sa binasa lunsaran. lunsaran.
nagagalit, nanghihinayang, at Mula sa mga salitang magkaka-sing Paano ginagamit ang malaking letra Ano ang katangian ng payak na
nalulungkot kahulugan sa itaas, ibigay ang mga sa isang salita at sa pangungusap? pangungusap?
salitang kasalungat nito at gamitin sa Mahalaga ba ang kaalaman at Ang payak na pangungusap ay
sarilingpangungusap kasanayan sa wastong paggamit ng nagsasaad ng isang diwa o
malaking letra? Bakit? kaisipan. Ito ay may isang paksa at
panaguri.
D. Pagtatalakay ng bagong konsepto Ipabasa nang malakas ang pang-kat Ipabasa sa mga mag-aaral ang akda Paano ang wastong paraan sa Ang kakayahan sa pagbuo ng mga
at paglalahad ng bagong ng mga salita mula sa komiks strip. Ano-anong mga salita sa akda ang pagsulat ng caption sa mga bagay at payak na pangungu-sap ay
kasanayan # 1 Pag-aralan ang mga salitang mali ang pagkakabaybay? Iwawasto larawan? Ang paglalagay ng caption nakatutulong sa pagbibigay ng tiyak
magkakasing kahulugan at mag- ang mga ito kung mayroon. ay ginagawa sa pamamagitan ng na kaisipan. Magbigay ng mga
kasalungat na kahulugan Ibigay ang mensahe o kaisipan ng pagkuha ng pangunahing kaisipan ng halimbawa ng payak na pangungu-
akdang binasa. nasa larawan. sap batay sa mga larawan
E. Pagtatalakay ng bagong konsepto Itanong ang mga gabay na tanong at Sumasang-ayon ka ba na ang Ang mga mag-aaral ay magbibi-gay Ang mabuting bata ay kayamanan
at paglalahad ng bagong ipasagot sa mga mag-aaral ga-mit paggawa ng mabuti ay hindi mag- ng iba’t ibang paraan ng paggawa ng ng mga magulang. Sumasang-ayon
kasanayan # 2 ang kanilang sariling panama-lita bubunga ng masama? Ipagawa ang bagay na mabuti sa kapwa. Tingnan ka ba rito? Bakit? Tingnan ang
kung paano nila ito naunawa- bahaging “Pahalagahan Natin”, ang bahaging “Pahalagahan bahaging “Pahalagahan Natin”, sa
an(Tingnan ang bahaging “Sagutin pahina __ ng LM Natin”, sa LM, pahina _____. LM, pahina _____.
Natin”, na nasa LM).
F. Paglinang sa Kabihasan pagsagot sa bahaging “Gawin Ipagawa ang bahaging “Gawin Ipagawa l ang nasa bahaging ipagawa ang bahaging “Gawin
( Tungo sa FormativeAssessment Natin”, na makikita sa p. __ ng LM. Natin”, pahina __ ng LM. “Gawin Natin”, p. __ ng LM Natin”, sa LM, pahina ____
G. Paglalapat ng aralin sa pang- Gabayan ang mga bata sa 2. Patnubayan ang mga mag-aaral sa Patnubayan ang mga bata sa Ipagawa sa mga bata ang nasa
araw-araw na buhay Gawin ang nasa bahaging “Sana-yin paggawa ng bahaging pagsasagawa ng bahaging bahaging “Sanayin Natin sa LM,
Natin”, pahina __ ng LM. “Sanayin Natin”, p, __ ng LM “Sanayin Natin”, p. __ ng LM pahina ____.
H. Paglalahat ng Aralain Ano-ano ang mga damdaming Bukod sa pagsasalita at pagsusulat, Kailan at paano ginagamit ang pang- Ano ang katangian ng isang payak
nararamdaman ng tao? ano-ano pa ang mga paraan na Maa- ukol na ng? Ipaliwanag kung kailan at na pangungusap? Ipaliwanag ito.
May mga salita ba sa Filipino na aring gawin upang maiparating ang paano ginagamit ang malaking letra. Tingnan ang bahaging “Tandaan
magkakapareho ang kahulugan? mensahe na nais nating sabihin? Pag-aralan ang bahaging “Tandaan Natin”, sa LM, pahina ______.
Basahin ang bahaging “Tandaan Tingnan ang bahaging “Tandaan Natin”, pahina __ ng LM
Natin” na makikita sa p. __ ng LM. Natin”, sa pahina __ ng LM.
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I. Pagtataya ng Aralin Ipagawa ang bahaging “Linangin Ipagawa ang bahaging Upang umunlad ang kasanayan Sukatin ang kakayahan ng mga
Natin”, pahina __ ng LM upang “Linangin Natin”, pahina __ ng ng mga bata, ipagawa ang bata, ipagawa ang bahaging
maiugnay sa sariling karanasan LM bahaging “Linangin Natin”, “LinanginNatin”, sa LM, pahina
ang pinag-aralan pahina __ ng LM _____.
J. Karagdagang Gawain para sa Basahin ang akdang “Halinang Basahin muli nang may katamta- Bumuo ng limang pangungusap Bumuo ng limang payak na
takdang-aralin at remediation Gumawa ng Bagay na Mabuti”, na mang bilis ang akdang “Halinang na ginamitan ng pang-ukol na ng. pangungusap. Isulat ito sa
nasa pahina __ ng LM Gumawa ng Bagay na Mabuti”. inyong kuwaderno
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na na- ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya ng 80% sa pagtataya ng 80% sa pagtataya ng 80% sa pagtataya
kakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai-
langan ng iba pang gawain para sa langan ng iba pang gawain para sa langan ng iba pang gawain para sa langan ng iba pang gawain para sa
nangangailangan ng iba pang remediation remediation remediation remediation
gawain para sa remediation
C. Nakatulong ba ang remedial? ___ Oo ____ Hindi ___ Oo ____ Hindi ___ Oo ____ Hindi ___ Oo ____ Hindi
___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa
Bilang ng mag-aaral na sa aralin sa aralin sa aralin sa aralin
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu-
loy sa remediation loy sa remediation loy sa remediation loy sa remediation
magpapatuloy sa remediation
E. Alin sa mga istratehiyang Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
pagtuturo nakatulong ng __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
lubos? Paano ito nakatulong? __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
nara-nasan na solusyunan sa __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. kagamitang
tulong ng aking punungguro at __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Di-magandang pag-uugali ng mga bata.
__Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata
superbisor lalo na sa pagbabasa. lalo na sa pagbabasa. lalo na sa pagbabasa.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
__Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
aking nadibuho na nais kong
__Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning
ibahagi sa aking kapwa guro sa __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
aking kapwa guro __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
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DAILY LESSON LOG Guro EMELYN O. RAZON Asignatura EDUK. SA PAGPAPAKATAO

Jan. 14 , 2019 Jan. 15 , 2019 Jan. 16 , 2019 Jan. 17 , 2019 Jan. 18 , 2019
I. LAYUNIN 1. Natutukoy ang mga paraan ng 2. Naisasagawa ang mga paraan 3. Naipapahayag ang mga pa- 4. Naipapakita ang pagpapa-
pagbibigay halaga sa bigay ng ng pagbibigay halaga sa bigay raan ng pagbibigay halaga ng Metrobank Math Challenge halaga sa bigay ng Diyos sa
Panginoon. ng Panginoon sa pagsisimula ng bawat isa sa biyayang galing sa 2019 pangangalaga ng mga ginawa
. araw. Panginoon. ng Panginoon
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa Naipamamalas ang pag-unawa Naipamamalas ang pag-unawa Naipamamalas ang pag-unawa
sa kahalagahan ng pagpapasa- sa kahalagahan ng pagpapasa- sa kahalagahan ng pagpapasa- sa kahalagahan ng pagpapasa-
lamat sa lahat ng likha at mga lamat sa lahat ng likha at mga lamat sa lahat ng likha at mga lamat sa lahat ng likha at mga
biyayang tinatanggap mula sa biyayang tinatanggap mula sa biyayang tinatanggap mula sa biyayang tinatanggap mula sa
Diyos Diyos Diyos Diyos
B. Pamantayan sa Pagganap Naisasabuhay ang pagpapasa- Naisasabuhay ang pagpapasa- Naisasabuhay ang pagpapasa- Naisasabuhay ang pagpapasa-
lamat sa lahat ng biyayang tina- lamat sa lahat ng biyayang tina- lamat sa lahat ng biyayang tina- lamat sa lahat ng biyayang tina-
tanggap at nakapagpapakita ng tanggap at nakapagpapakita ng tanggap at nakapagpapakita ng tanggap at nakapagpapakita ng
pag-asa sa lahat ng pagkaka- pag-asa sa lahat ng pagkaka- pag-asa sa lahat ng pagkaka- pag-asa sa lahat ng pagkaka-
taon taon taon taon
C. Mga Kasanayan sa Pagkatuto 22. Nakapagdarasal nang may 22. Nakapagdarasal nang may 22. Nakapagdarasal nang may 22. Nakapagdarasal nang may
(Isulat ang code ng bawat pagpapasalamat sa mga biya- pagpapasalamat sa mga biya- pagpapasalamat sa mga biya- pagpapasalamat sa mga biya-
kasanayan) yang tinanggap, tinatanggap at yang tinanggap, tinatanggap at yang tinanggap, tinatanggap at yang tinanggap, tinatanggap at
tatanggapin mula sa Diyos tatanggapin mula sa Diyos tatanggapin mula sa Diyos tatanggapin mula sa Diyos
II. NILALAMAN
Aralin 1: Mga Biyaya ng Panginoon Aralin 1: Mga Biyaya ng Panginoon Aralin 1: Mga Biyaya ng Panginoon Aralin 1: Mga Biyaya ng Panginoon
Paksa 1: Pasasalamat sa bigay Paksa 1: Pasasalamat sa bigay Paksa 1: Pasasalamat sa bigay Paksa 1: Pasasalamat sa bigay
ng Poong Maykapal ng Poong Maykapal ng Poong Maykapal ng Poong Maykapal

I. Sanggunian K to 12 CG in ESP p. 38 K to 12 CG in ESP p. 38 K to 12 CG in ESP p. 38 K to 12 CG in ESP p. 38
1. Mga pahina sa gabay ng guro TG pp. 123-127 TG pp. 123-127 TG pp. 123-127 TG pp. 123-127
2. Mga pahina sa Kagamitang Pang- LM .pp. 152-155 LM .pp. 152-155 LM .pp. 152-155 LM .pp. 152-155
mag-aaral
4.Mga Karagdagang Kagamitan mula sa Larawan, Awit, Tsart Larawan, Awit, Tsart Larawan, Awit, Tsart Larawan, Awit, Tsart
portal ng Learning Resource
II. Iba Pang Kagamitang Panturo
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IV. PAMAMARAAN
A. Balik-aral sa nakarang aralin at / Ituturo ang awit sa tunog na Ipaawit ang “Ninung ginawa Pag-awit sa awiting “Ninung Ipaawit ang “Ninung ginawa
o pagsisimula ng bagong aralin “Sinong Gumawa ng Lahat”.ang kareng egana-gana?”. ginawa kareng egana-gana?”. kareng egana-gana?”.
“Ninung ginawa kareng egana-
gana?”.
B. Paglalahad sa layunin ng aralin Magtanong ang guro tungkol sa Sabihin: “Bilang isang tao ay Sabihin: “ Laging magpasalamat Magtanong ang guro tungkol sa
kinanta ng mga bata. dapat tayong magpahalaga sa sa mga biyayang bigay ng kinanta ng mga bata.
bigay ng Panginoon sa pagsisi- Panginoon sa atin ngunit dapat
mula ng ating araw sa pamama- natin pangalagaan ang mga ito.”
gitan ng pagpapasalamat”.
C. Pag-uugnay ng mga halimbawa sa Magpakita ng larawan ng isang Basahin ang maikling panala- Ipakitang muli ang larawan na Sabihin: “Maraming paraan
bagong aralin bukid na maraming biyaya ng ngin na nakalarawan sa tsart. Likha ng Panginoon. (Illus.1.1) upang maipakita natin ang ating
Panginoon Salamat Po Sa Lahat Ng Mga Biyaya pasasalamat at pagpapahalaga
Panginoon Diyos, kami po’y nagpapasalamat
Sa magandang araw na kay gandang pagmasdan sa mga biyayang bigay ng
Patnubayan kami sa maghapong gagawin
Upang lahat ng iyong biyaya aming pagyamanin Panginoon sa atin
Ikaw ang may likha ng lahat ng bagay Buhay o wala
Turuan mo po kami na pangalagaan
Lahat ng likha na ikaw ang may gawa.
D. Pagtatalakay ng bagong konsepto at Pag-usapan ito. Sagutin ang mga tanong. Isulat Magbigay ng sitwasyon na Dapat ba tayong magpasala-mat
paglalahad ng bagong kasanayan # 1 a. Sinong gumawa ng bulaklak?, ang sagot sa papel. isasadula ng mga bata sa mga biyayang bigay ng
ibon, isda, tao? 1. Ano ang ginawa ng bata Diyos?
b. Sinong may bigay ng mga ito? pagkagising niya?
a.)Magdasal b.) Kumain c.) Maligo
E. Pagtatalakay ng bagong konsepto at c. Ano ang dapat gawin sa mga 2. Ginagawa nyo rin ba ang Pumili ng kapareha at pag-usa- Paano natin bibigyang halaga
paglalahad ng bagong kasanayan # 2 ginawa ng Panginoon? magpasalamat sa Diyos pan kung ano ang dapat gawin ang bigay na biyaya ng Diyos?
pagkagising ninyo sa umaga? upang bigyang halaga ang mga
A.) Oo b.)Hindi biyaya ng Panginoon.
F. Paglinang sa Kabihasan d. Bakit dapat pangalagaan ang 3. Bakit dapat tayong a. Nagdarasal ang pamilya Cruz Magbigay ng mga sitwasyon na
( Tungo sa Formative Assessment ) mga ginawa ng Panginoon? magpasalamat sa Diyos? bago kumain upang magpasala- isasadula ng mga bata
a.) Upang patnubayan tayo sa maghapon mat sa biyayang bigay ng Diyos.
b.) Upang pagyamanin natin ang biyaya ng
Diyos?
c.) Upang hindi maganda ang buong araw
natin
G. Paglalapat ng aralin sa pang- e. Dapat ba tayong magpasala- 4. Dapat ba nating bigyang b. Namamasyal sa Luneta Park Isulat ang bituin ( ) sa mga
araw - araw na buhay mat sa mga biyayang bigay ng halaga ang mga ang mag-anak. Nakita ni Cely at larawan ay nagpapakita ng
Diyos? biyaya ng Diyos? ng kanyang kapatid na si Ian ang pagpapahalaga sa biyaya ng
A.) Oo b.) Hindi isang garden may nakapaskil na Panginoon. Isulat ang sagot sa
“ Keep off the Grass”. papel. Tunghayan sa LM p. d15 4.
H. Paglalahat ng Aralain f. Paano natin bibigyang halaga Paano naisasagawa ang mga Paano naipapahayag ang mga Paanbo naipapakita ang pagpa-
ang bigay na biyaya ng Diyos? paraan ng pagbibigay halaga sa pa-raan ng pagbibigay halaga ng pahalaga sa bigay ng Diyos sa
bigay ng Panginoon sa pagsisi- bawat isa sa biyayang galing sa pangangalaga ng mga ginawa
mula ng araw? Panginoon? ng Panginoon?
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I. Pagtataya ng Aralin Iguhit ang na nagpapakita ng Ano ang dapat nating gawin sa Nakita mo si Berto na nagtata- Ipasagot ang Subukin na
pagbibigay halaga sa mga mga biyaya ng Diyos? pon ng basura sa tabing-ilog ka- matutunghayan sa LM p. 155
bigay ng Panginoon at kung a.)Pangalagaan b.) Sirain sama ang ilan niyang mga kaibi-
hindi. Isulat ang sagot sa papel. c.)IPagsawalang Bahala gan. Ano ang iyong gagawin?
(Sumangguni sa LM p. 152)
J. Karagdagang Gawain para sa
takdang-aralin at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na nanganga ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai-
langan ng iba pang gawain para sa remediation remediation remediation remediation
remediation
___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa
Bilang ng mag-aaral na nakaunawa sa aralin sa aralin sa aralin sa aralin
sa aralin
D. Bilang ng mga mag-aaral na ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu-
pagtuturo nakatulong ng lubos? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
Paano ito nakatulong? __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
F. Anong suliranin ang aking nara- Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitang
nasan na solusyunan sa tulong ng __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata.
aking punungguro at superbisor __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata
lalo na sa pagbabasa. lalo na sa pagbabasa. lalo na sa pagbabasa. lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
G. Anong kagamitang panturo ang aking __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
nadibuho na nais kong ibahagi sa
aking kapwa guro __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
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DAILY LESSON LOG Guro EMELYN O. RAZON Asignatura ARALING PANLIPUNAN

I. LAYUNIN 1. Natutukoy ang mga bumubuo 2. Nasasabi ang mga serbisyong nara- 3. Nailalarawan kung paano tumu- 4. Nahihinuha mula sa mga
ng komunidad rapat na idulot ng mga bumu-buo ng tugon ang mga serbisyong ito sa Metrobank Math Challenge serbisyong ito ang mga karapatan
komunidad (barangay, paaralan, sen- mga pangangailangan ng tao at 2019 ng tao
.
trong pangkalusugan, atbp.) na tinala- komunidad.
kay sa unang markahan.
A. Pamantayang naipamamalas ang pagpapaha- naipamamalas ang pagpapaha- naipamamalas ang pagpapaha- naipamamalas ang pagpapaha-
Pangnilalaman laga sa kagalingang pansibiko laga sa kagalingang pansibiko laga sa kagalingang pansibiko laga sa kagalingang pansibiko
bilang pakikibahagi sa mga bilang pakikibahagi sa mga layunin bilang pakikibahagi sa mga layunin bilang pakikibahagi sa mga
layunin ng sariling komunidad ng sariling komunidad ng sariling komunidad layunin ng sariling komunidad
B. Pamantayan sa nakapahahalagahan ang mga nakapahahalagahan ang mga nakapahahalagahan ang mga nakapahahalagahan ang mga
Pagganap paglilingkod ng komunidad sa sa- paglilingkod ng komunidad sa sa- paglilingkod ng komunidad sa sa- paglilingkod ng komunidad sa sa-
riling pag-unlad at nakakagawa ng riling pag-unlad at nakakagawa ng riling pag-unlad at nakakagawa ng riling pag-unlad at nakakagawa ng
makakayanang hakbangin bilang makakayanang hakbangin bilang makakayanang hakbangin bilang makakayanang hakbangin bilang
pakikibahagi sa mga layunin ng pakikibahagi sa mga layunin ng pakikibahagi sa mga layunin ng pakikibahagi sa mga layunin ng
sariling komunidad sariling komunidad sariling komunidad sariling komunidad
C. Mga Kasanayan sa 1. Natatalakay ang kahalagahan 1. Natatalakay ang kahalagahan ng 1. Natatalakay ang kahalagahan ng 1. Natatalakay ang kahalagahan
Pagkatuto ng mga paglilingkod/ serbisyo ng mga paglilingkod/ serbisyo ng mga paglilingkod/ serbisyo ng ng mga paglilingkod/ serbisyo ng
(Isulat ang code ng bawat komunidad upang matugunan ang komunidad upang matugunan ang komunidad upang matugunan ang komunidad upang matugunan ang
kasanayan) pangangailangan ng mga kasapi pangangailangan ng mga kasapi pangangailangan ng mga kasapi pangangailangan ng mga kasapi
sa komunidad. sa komunidad. sa komunidad. sa komunidad.
AP2PKK-IVa-1 AP2PKK-IVa-1 AP2PKK-IVa-1 AP2PKK-IVa-1
II. NILALAMAN
Aralin 1.1 Aralin 1.1 Aralin 1.1 Aralin 1.1
Ang Kahalagahan ng Komunidad/ Ang Kahalagahan ng Komunidad/ Ang Kahalagahan ng Komunidad/ Ang Kahalagahan ng Komunidad/
Mga Serbisyo ng Komunidad Mga Serbisyo ng Komunidad Mga Serbisyo ng Komunidad Mga Serbisyo ng Komunidad
I. Sanggunian K to 12 CG in AP p. 54 K to 12 CG in AP p. 54 K to 12 CG in AP p. 54 K to 12 CG in AP p. 54
1. Mga pahina sa gabay ng guro TG pp, TG pp, TG pp, TG pp,
2. Mga pahina sa Kagamitang Pang- LM pp. LM pp. LM pp. LM pp.
mag-aaral
4.Mga Karagdagang Kagamitan larawan, tsart larawan, tsart larawan, tsart larawan, tsart
mula sa portal ng Learning Resource
II. Iba Pang Kagamitang Panturo
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IV. PAMAMARAAN
A. Balik-aral sa nakarang Balitaan: Ano-ano ang kailangan Balitaan: Ilarawan ang paaralan Ilarawan ang inyong barangal hall . Mayroon ba kayong barangay
aralin at / o pagsisimula ng mo bilang isang bata upang lumaki natin. Ano ang ginagawa ng mga Ano ang ginagawa ng tao dito? health center ?Bakit mahalaga ito
bagong aralin ka nang maayos? bata dito? Balik-aralan ang mga Balik-aralan ang serbisyong dulot sa barangay? Balik-aralan ang
panguna-hing pangangailangan ng paaralan sa mga tao at komuni- serbisyong dulot ng barangay hall
natin at ang mga iba pang panga- dad. sa mga tao at komunidad
ngailangan natin.
B. Paglalahad sa layunin ng Ipaskil ang larawan ng mga panguna- Pag-usapan ang ipinagawang Pag-usapan ang ipinagawang Pag-usapan ang ipinagawang
aralin hing pangangailangan sa pisara ( takdang aralin sa mga bata. kasunduan sa mga bata. kasunduan sa mga bata
tunghayan ang mga larawan sa Ipakilala ang mga larawan na
Gawan 1 ) at ipatukoy sa mga bata bumubo sa komunidad
ang mga pangunahing pangangaila-
ngan ng kanilang pamilya.
C. Pag-uugnay ng mga Hayaan ang mga bata na magba- Magpaskil sa pisara ng larawan ng Itanong kung ano pa ang bumubuo Magpaskil sa pisara ng mga
halimbawa sa bagong aralin hagi ng kanilang karanasan tung- iba’t-ibang lugar na bumubuo ng sa komunidad maliban sa paara- larawan ng sentro ng pangkalu-
kol sa paano tinutugunan ng kani- komunidad,( tunghayan ang mga lan. Magpaskil ng larawan ng isang sugan at ng ospital( tunghayan
lang mga magulang ang pagkaka- larawan sa Gawan 6) munisipyo o barangay hall ( tung- ang larawan sa Gawan 14 ).
roon ng pangunahing pangangai- hayan ang larawan sa Gawan 11)
langan
D. Pagtatalakay ng bagong Itanong: Bukod sa mga panguna- Ipatukoy sa mga bata kung alin sa Hatiin sa dalawang pangkat ang Pag-usapan: Bakit kailangan ng
konsepto at paglalahad ng hing pangangailangan, may iba pa mga ito ang tumutugon sa panga- klase. Magpasaliksik sa bawat ospital o sentrong pangkalusugan
bagong kasanayan # 1 ba tayong pangangai-langan? ngailangan nating matuto sa pag- pangkat kung ano ang mga ser- (health centers) sa komunidad at
basa at pagsulat. Ipakita ang lara- bisyong maibibigay ng munisipyo bigyang diin sa pagtatalakayan
wan ng isang paaralan. sa mga tao ang:
E. Pagtatalakay ng bagong Hayaan ang mga bata na magbi- Pag-usapan kung bakit dapat may Ipaulat ang nakalap na impormas- Talakayin: Ano ang kahalagahan
konsepto at paglalahad ng gay ng kanilang palagay o haka paaralan ang komunidad at big- yon ng bawat pangkat. ng mga ospital at health centers
bagong kasanayan # 2 tungkol sa iba pang pangangai- yang diin sa talakayan kung ano Pag-usapan ang mga serbisyong sa komunidad?
langan ng isang komunidad. Itala ang ibinibigay na serbisyo ng paa- naibibigay sa tao at sa komunidad
ang mga ito sa pisara ralan ng barangay hall o munisipyo
F. Paglinang sa Kabihasan Hatiin sa apat ang klase at bigyan Itanong kung anong pangangai- Talakayin: Paano natutugunan ng Ipasadula sa ilang bata ang
( Tungo sa Formative ng larawan ang bawat pangkat. langan ng komunidad ang tinutu- mga opisyal ng barangay ang iba mensahe ng tugmang pinag-
Assessment ) Ipasuri ito at pag-usapan ang iba gunan ng paaralan. pang mga pangangailangan ng tao aralan at ipabigay ang kabutihang
pang pangangailangan ng isang Pag-usapan ang kahalagahan ng at komunidad ? dulot ng mga ospital (health
komunidad batay sa mga impor- isang paaralan sa isang komunidad centers) sa komunidad. ( gumamit
masyong nasasaad sa mga lara- ng rubris sa pagpupuntos sa
wan pagsasadula)
G. Paglalapat ng aralin sa Ipasulat sa bawat pangkat ang Ipabuo ang sumusunod na graphic Ipabuo ang sumusunod na graphic Ipabuo ang sumusunod na grap-
pang-araw-araw na buhay kanilang napag-usapan at lagumin organizer bilang paglalahad ng organizer bilang paglalahad ng hic organizers bilang paglalahad
ang ginawa ng mga bata sa tulong serbisyong naidudulot ng paaralan serbisyong naibibigay ng barangay ng mga serbisyong naibibigay ng
ng graphic organizer hall o munisipyo mga ospital at health centers
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H. Paglalahat ng Aralain Anu-ano pa ang ibang pangangai- Paano tinutugunan ng paaralan Paano tinutugunan ng mga namumuno Paano tinutugunan ng mga ospital at
langan ng isang komunidad? ang pangangailangan ng mga tao sa barangay ang iba pang mga panga- health centers ang iba pang mga
Sumangguni sa Gawan 4 at komunidad? ngailangan ng mga tao at komunidad? pangangailangan ng mga tao at
komunidad?
I. Pagtataya ng Aralin Ipagawa ang Gawan 5 na nasa Ipagawa ang Gawan 10 na nasa Ipagawa ang Gawan 13 na nasa Ipagawa ang Gawan 18 na nasa
LM p. LM p. LM p. LM p.
J. Karagdagang Gawain para sa -Gumupit ng larawan ng paaralan, Magtala ng mga 3 kabutihang dulot Gumupit ng 3 mga larawan na Magtala ng 3 serbisyong
takdang-aralin at remediation ospital, simbahan at munisipyo. ng pagpasok sa paaralan nagpapakita ng serbisyong naibibigay ng mga ospital sa tao.
Idikit ang mga ito sa bond paper. naibibigay ng barangay hall.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha ___ bilang ng mag-aaral na nakakuha
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai- ___ bilang ng mag-aaral na nangangai-
nanganga ilangan ng iba pang remediation remediation remediation remediation
gawain para sa remediation
___ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa ____ bilang ng mag-aaral na nakaunawa ___ bilang ng mag-aaral na nakaunawa
Bilang ng mag-aaral na sa aralin sa aralin sa aralin sa aralin
nakaunawa sa aralin
D. Bilang ng mga mag-aaral na ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu- ___ bilang ng mag-aaral na magpapatu ___ bilang ng mag-aaral na magpapatu-
pagtuturo nakatulong ng lubos? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
Paano ito nakatulong? __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
F. Anong suliranin angaking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitan __Kakulangan sa makabagong kagamitang
nara nasan na solusyunan sa __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata.
__Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
tulong ng aking punungguro at __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Kakulangan sa Kahandaan ng mga bata
superbisor __Kakulangan sa Kahandaan ng mga bata lalo __Kakulangan sa Kahandaan ng mga bata lalo __Kakulangan sa Kahandaan ng mga bata lalo lalo na sa pagbabasa.
na sa pagbabasa. na sa pagbabasa. na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng makabagong teknolohiya
makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya __Kamalayang makadayuhan
__Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
G. Anong kagamitang panturo ang __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
aking nadibuho na nais kong
ibahagi sa mga kapwa guro __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
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GRADE 1 to 12 School BAMBAN GABALDON ELEMENTARY SCHOOL Grade Level TWO - SAMPAGUITA
DAILY LESSON LOG Teacher EMELYN O. RAZON Learning Area ENGLISH
Teaching Dates and Time 10:05 – 10:55 Quarter FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES *Participate in group and indivi-dual Engage in a variety of ways to share Use simple sentences to express Recognize and identify punctuation
oral interpretation of short stories in information (dialogue) ideas and opinions through marks
English Interpret signs and symbols creative and fun writing activities Metrobank Math Challenge Determine what words mean based
*Identify and differentiate sentences Making connections of text to self 2019 on the punctuation marks used in a
and non-sentences sentence
D. Content Standard *Oral Language demonstrates un- *Oral Language Demonstrates Demonstrates understanding of Demonstrates understanding of
derstanding of familiar words used to understanding of familiar words used to information heard to make concepts of nouns and adjectives
communicate personal experien-ces, communicate personal experiences,
ideas, thoughts, actions, and feelings ideas, thoughts, actions, and feelings meaningful decisions for identification and description
*Grammar demonstrates unders- *Reading Comprehension:
tandding of concepts of nouns and Demonstrates understanding of the
adjectives for identifi-cation and elements of literary and expository texts
description for creative interpretation
E. Performance Standard Shares/express personal ideas, Shares/express personal ideas, Uses information from theme- Correctly names people, objects,
thoughts, actions, and feelings using thoughts, actions, and feelings using based activities as guide for places and things through theme-
familiar words familiar words decision making and following based activities
Correctly names people, objects, Uses information from theme-based instructions
places and things through theme- activities as guide for decision
based activities making and following instructions
F. Learning Participate in group and individual Engage in a variety of ways to share Use simple sentences to express Recognize and identify punctua-tion
Competency/Objectives oral interpretation of short stories in information (dialogue) ideas and opinions through marks
Write the LC code for each. English Interpret signs and symbols creative and fun writing activities Determine what words mean based
Identify and differentiate sentences Making connections of text to self on the punctuation marks used in a
and non-sentences sentence
II. CONTENT
Lesson 1: I am a Man for Others Lesson 2: My Responsibility, My Community Lesson 3 : Let’s Talk About Our Community Les. 4: Learn More about Your Community
Subject Matter: Taxi, Ma’am Sir! Subject Matter: Dialogue Drill Subject Matter: Expressive Subject Matter: The Books That
and Diff. Means ofTransportation Writing Using Simple Sentences We Read and Punctuation Marks
III. LEARNING RESOURCES
A. References K-12 CG IN English 2 p. K-12 CG IN English 2 p. K-12 CG IN English 2 p. K-12 CG IN English 2 p.
1. Teacher’s Guide pages TG pp. 2-3 TG pp 4-5 TG pp. 6-7 TG pp. 7-9
2. Learner’s Materials pages LM pp. 365-369 LM pp. 369-372 LM pp. 372-374 LM pp. 374-376
3. Textbook pages
4. Additional Materials from Learning Manila paper, flashcard and Teacher Pictures of commercially made signs, Flashcards, tarpapel, powerpoint Tarpapel, bond / oslo paper,
Resource (LR )portal chart pentel pen, bond paper, CD, CD player,
B. Other Learning Resource
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IV. PROCEDURES
A. Reviewing previous lesson or Let the pupils answer Pre- Words for the day (Drill). Daily Language Activity Daily Language Activity
presenting the new lesson Assessment in the LM p. 2 . for this to have . the Words for the day (Drill) Words for the Day (Drill)
1. has 2. yes 3. No 4. you 5. your 1. so 2. how 3. what 4. where 5. When
B. Establishing a purpose for the Show the Teacher Chart and then Close your eyes and imagine Show the Teacher Chart Compose a short dialogue
lesson act out the poem while reciting it to that we are now outside. What Ask: What is the saying below (bubble) using a declarative,
show how to care for people. Then do you see on the streets? trying to tell us? interrogative or exclamatory
allow the children to repeat and read Answer the LM – Lesson 2: Get sentence.
the lines after the first reading. Refer
Set Activity
to LM - Every Time by Amcy M. Esteban
C. Presenting examples/Instances of Unlocking of difficult words Try to read and answer my Think Aloud while showing the Let’s Listen – The Books that We
the new lesson Village Passenger riddle. Teacher Chart. Read by Amcy M. Esteban
Taxi Pay Riddle: You see me on the streets. Example:
Motive Question: In our story today, who I make sure there’s no traffic. 1. The boy helps the man.
will show his/her care for others? Let the I am kind to law-abiding drivers. 2. The man is
children guess and make their But I give tickets to irresponsible ones. ____________________
predictions and list them down on the Who am I?
board. Interactive storytelling - Taxi, Answer: Policeman or MMDA
Ma’am Sir!
D. Discussing new concepts and Modelling: Interactive storytelling - Who am I? Aside from the policemen, Which of the two groups of words Read and look at the poem again.
practicing new skills # 1 Taxi, Ma’am Sir! Please refer to who else do you see on the streets? is a sentence? What should you What punctuation marks did you
LM. – Let’s Aim Show and Tell –Favorite Community
Helper. Today, we will try to recall the put at the end of a sentence? see? Ask for volunteers to
Draw the characters and the setting encircle the punctuation marks.
story you read yesterday by using the
on the board and bring props to let
dialogue in the story. Can you Etc.
the pupils visualize the story. Allow remember the characters that were on
them to analyze the text of the story. the street? etc
E. Discussing new concepts and Instruct the pupils to get their Explain the I Can Do It Activity in Guided Practice: Group Work: Ask the children to
practicing new skills # 2 books and answer the following their LMs. Show the flashcards . Let the pupils read. find as many punctuation marks
1. The dog barks at me
questions: 2. the cat has
as they can in the story, “Taxi,
What is the title of our story? How will you know if the group of words is Ma’am, Sir!”
Who is the author of the story? a sentence or not? Refer to TG p. 8
F. Developing mastery Allow the pupils to do the Trio Talk Group Activities How did Ted help his family and a Let’s read the sentence with the
(leads to Formative Assessment 3) and make your own chart on a member of his community? correct intonation, expression, and
manila paper. Do the Trio Talk. Please refer to LM, Let’s Aim . Let the punctuation. Then, put the correct
Group by threes and discuss how children draw their answers and construct punctuation marks in the box.
2-3 sentences to express their ideas.
you will answer this chart (Refer to I Can Do It on LM p. 8)
G. Finding practical application of Independent Practice: Make your Presentation of the outputs in The pupils may share using their mother Construct 3 sentences using the
concepts and skills in daily living own wanted poster – Refer to each group. tongue and list down their responses on different kinds of punctuation marks
the board. Write their names beside their that you’ve learned today. Be ready
LM p 368 – I Can Do It sentences and the translation will be done for Speak Up Time later.
by the class.
H. Making generalizations and Refer to LM – Remember This What mode of transportation was A sentence has a complete thought and is When do we used a period,
abstractions about the lesson Explain the basic elements of a mentioned in the story? What usually composed of a subject and a question mark or exclamation
story: other means of transportations do predicate.
A phrase is only a group of words but point?
1. characters 2. setting (time and you know? Draw them.
does not have a complete thought.
place) 3. plot ( events
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I. Evaluating learning Aside from your family who else in the Why do we need to follow, respect and Tell whether the group of words is a Answer Measure My Learning on LM
community do you wish to help? Why? appreciate the different commu-nity sentence or not. Color the smiling p. 9
Use the Express Myself Page in LM – helpers in our areas/ barangay? Let us face J if it is a sentence and cross the
Refer to Measure My Learning. LM p. 3 appreciate the different com-munity sad face L if it is not. Have fun!
helpers because they can help the
( Refer to Measure My Learning oin the
people in ou neighbourhood
LM p. 7
J. Additional activities for application Agreement: LM – Be Your Favorite Agreement: . Write five sentences and use the
or remediation Community Helper. Let the children Answer the LM – UBLS, Student’s correct punctuation marks
draw and write why they want to Worktext, Exercise p.159.
help their family.
I. REMARKS
II. REFLECTION
A. No. of learners who earned 80% in the
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
evaluation
B. No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored activities for remediation activities for remediation activities for remediation activities for remediation
below 80%
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the
lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
D. No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching strategies 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
worked well? Why did these work?
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ 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
___ Group member’s Cooperation in tasks ___ Group member’s Cooperation in tasks ___ Group member’s Cooperation in tasks ___ Group member’s Cooperation in tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
other teachers? Instructional Materials
Instructional Materials Instructional Materials Instructional Materials
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DAILY LESSON LOG Teacher EMELYN O. RAZON Learning Area MATHEMATICS

Jan, 14 , 2019 Jan. 15 , 2019 Jan. 16 , 2019 Jan. 17 , 2019 Jan. 18 , 2019
I. OBJECTIVES Show and tell the appropriate unit Show and tell the appropriate unit Compare length in centimeters Use the appropriate unit of
of length to measure a particular of length to measure a particular and meters length to measure a particular
object and its abbreviation (cm) object and its abbreviation (m) Metrobank Math Challenge object and its abbreviation (cm
2019 and m).
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
time, standard measures of time, standard measures of time, standard measures of time, standard measures of
length, mass and capacity and length, mass and capacity and length, mass and capacity and length, mass and capacity and
area using square-tile units. area using square-tile units. area using square-tile units. area using square-tile units.
B. Performance Standard Is able to apply knowledge of Is able to apply knowledge of Is able to apply knowledge of Is able to apply knowledge of
time, standard measures of time, standard measures of time, standard measures of time, standard measures of
length, weight, and capacity, and length, weight, and capacity, and length, weight, and capacity, and length, weight, and capacity, and
area using square-tile units in area using square-tile units in area using square-tile units in area using square-tile units in
mathematical problems and real- mathematical problems and real- mathematical problems and real- mathematical problems and real-
life situations. life situations. life situations. life situations.
C. Learning Shows and uses the appropriate Shows and uses the appropriate Shows and uses the appropriate Shows and uses the appropriate
Competency/Objectives unit of length and their unit of length and their unit of length and their unit of length and their
Write the LC code for each. abbreviation cm and m to abbreviation cm and m to abbreviation cm and m to abbreviation cm and m to
measure a particular object. measure a particular object. measure a particular object. measure a particular object.
M2ME-IVb-23 M2ME-IVb-23 M2ME-IVb-23 M2ME-IVb-23
II. CONTENT
Subject Matter Subject Matter Subject Matter Subject Matter
a. Topic Linear Measure a. Topic Linear Measure a. Topic Linear Measure a. Topic Linear Measure
II. LEARNING RESOURCES

A. References K to 12 CG in Mathematics 2 K to 12 CG in Mathematics 2 K to 12 CG in Mathematics 2 K to 12 CG in Mathematics 2
1. Teacher’s Guide pages TG pp. 395-396 TG pp. 397-398 TG pp. 399-400 TG pp.
2. Learner’s Materials pages LM pp. LM pp. LM pp. LM pp.
3. Textbook pages
4. Additional Materials from Tape measure, ruler, activity Tape measure, ruler, activity Tape measure, ruler, activity Tape measure, ruler, activity
Learning Resource(LR)portal sheets, and real objects sheets, and real objects sheets, and real objects sheets, and real objects
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IV. . PROCEDURES
A. Reviewing previous lesson or 1. Conduct a drill on comparing 1. Do a drill on measuring objects. Conduct a drill on the unit of measure Have a drill on the unit of
presenting the new lesson numbers. 2. Checking of assignment. used to measure short and long objects. measure used in measuring
2. Checking of assignment.
2. Have a review on short and 3. Have a review on the unit of 3. Have a review on cm and m. short and long objects.
long objects. measure used to measure short What unit of measure is used for long
objects. objects? Short objects?
B. Establishing a purpose for the a. Let the pupils sing “Math Is If we want to measure longer What does > mean? What about Do you want to know the actual
lesson Easy” objects, what shall we use to get <? How about =? measurement of objects?
b. Ask: Do you know the size of their measurement? What will you use to measure
your waist? If your answer is yes, them?
how did you know it? What did
you use to measure it?
C. Presenting examples/Instances of Present a ruler to the class. Show a meter stick or a tape Read and answer. Show a tape measure. Ask one
the new lesson Ask: What do you see in the measure. Have pupils point out the Mary Rose’s ribbon is 10 cm long. pupil to measure the length of the
centimeters. Jelly’s ribbon is 12 cm long. blackboard. Then ask another pupil
ruler? Whose ribbon is longer?
Tell pupils that there are 30 Ask one pupil to count 10 cm. Tell the to measure its width.
Ask: What is the length of Mary Rose’s ribbon?
pupils that 10cm = 1dm (decimeter). What unit of measure did you use?
centimeters in one ruler. Point this What is the length of Jelly’s ribbon?
Explain to the class that there are Who has a longer ribbon? What measuring tool did we use?
to the pupils. 100cm in 10dm. So, 100cm = 1m What symbol is used to show greater than?
How about less than?
D. Discussing new concepts and Explain to them that we write cm Have the class work in groups. Group the pupils. Have each Have another pupil measure the
practicing new skills # 1 for centimeters. Assign each group a task. group answer the activity sheet. length of the teacher’s table.
Show a pencil to the class. Let Group 1- Measure the length of the blackboard Compare. Write >, <, or =. Then ask another pupil to
Group 2- Measure the length of the show board
one pupil measure it using a ruler. Group 3- Measure the length of the window measure its width.
Ask: How many cm long is the Group 4- Measure the height of the cabinet Let the pupils report their group Ask: What is its length? How
pencil? Ask the pupils to report their output. work. about its width?
Show a meter stick. What can you say about the objects What symbols did we use to What unit of measure did you
that you had measured? Are they compare the lengths? use?
short or long?
E. Discussing new concepts and Have pupils do an activity by How many meters long is the What symbol do we use to show Ask pupils to work in groups.
practicing new skills # 2 group. blackboard? greater than? Distribute the activity sheets.
Measure the length of the How many meters long is the cabinet What symbol do we use to show less Measure the following
following objects using a ruler What unit of measure is used for long than? What symbol do we use to
objects? show equals?
F. Developing mastery Describe the objects that we Let the pupils do Gawan 1 Week 3 Ask the pupils to answer Gawan 1 Ask the pupils to do Gawan 1
(leads to Formative Assessment 3) measured. Are they short or long? Day 2 in the LM. Week 30 Day 3 in the L M. Week 30 Day 4 in the L M.
What did we use to measure the
objects? What unit of measure
was used?
G. Finding practical application of Ask the pupils to answer Gawan 1 Ask the pupils to answer Gawan 2 Have the pupils do Gawan 2 Let the pupils answer Gawan 2
concepts and skills in daily living Week 30 Day 1 in the LM Week 30 Day 2 in the LM. Week 30 Day 3 in the L M. Week 30 Day 4 in the L M.
Have the pupils do Gawan 2
Week 30 Day 1 in the LM
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H. Making generalizations and What unit of measure do we use What unit of measure is used to What symbols do we use when What measuring tool do we use to
abstractions about the lesson in measuring short objects? measure long objects? comparing length? measure objects?
We use centimeter to measure Meter is used to measure long We use >, <, and = when We use a ruler, meter stick, or tape
short objects. We write cm for objects. The word meter is written comparing length. measure to measure objects.
cm is used to measure short
centimeter. as m.
objects. m is used to measure long
objects
I. Evaluating learning Let the pupils answer Subukan Ya Have the pupils do Subukan Ya Let the pupils answer Subukan Ya Have the pupils do Subukan Ya
Week 30 Day 1 in the LM Week 30 Day 2 in the LM. Week 30 Day 3 in the L M. Week 3 Day 4 in the L M.
J. Additional activities for application Measure the height of your Measure the objects.
or remediation seatmate in meters door window cabinet
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
below 80%
D. No. of learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation remediation remediation remediation remediation
worked well? Why did these
work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
did I use/discover which I wish to __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
share with other teachers? __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality
Instructional Materials Instructional Materials Instructional Materials Instructional Materials
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DAILY LESSON LOG Teacher EMELYN O. RAZON Learning Area MOTHER TONGUE

Jan. 14 , 2019 Jan. 15 , 2019 Jan. 16 , 2019 Jan. 17 , 2019 Jan , 18 , 2019
I. OBJECTIVES 1. Listen to and interact with others in 1. Tell the distinguishing feature Use culturally appropriate com- 1.Recognize correct spelling of words and
a group or class discussion on texts of a poem. mon words or expressions on do some necessary corrections for the
Metrobank Math Challenge misspelled words and correct punctuation
heard. 2. Read the poem with ease and the different resources in our 2019 marks.
2. Supply rhyming words to two to fluency. community such as food crops
three-stanza poem. 2. Observe mechanics when copying/
3. Supply rhyming words to two (nouns) writing a poem with proper capitaliza-
3. Tell the distinguishing feature of a
poem. to three-stanza poem. tion space between words andcorrect
punctuation marks.
A. Content Standard Oral Language Fluency Grammar Awareness demonstrates knowledge of and skills
possesses developing language skills demonstrates the ability to read demonstrates understanding and in word analysis to read, write in
and cultural awareness necessary to grade level words with sufficient knowledge of language grammar cursive and spell grade level words.
participate successfully in oral accuracy speed, and expression to and usage when speaking and/or
communication in different contexts. support comprehension. writing
B. Performance Standard uses developing oral language to reads with sufficient speed, speaks and writes correctly and applies word analysis skills in read-
name and describe people, places, accuracy, and proper expression effectively for different purposes ing, writing in cursive and spelling
and concrete objects and communi- in reading grade level text. using the basic grammar of the words independently
cate personal experiences, ideas, language
thoughts, actions, and feelings in
different contexts.
C. Learning Relate one’s own experiences and Read aloud grade level text with Identify and use nouns in Read content area-related words.
Competency/Objectives ideas related to the topics using a an accuracy of 95 - 100%. sentences. (Math and Science terms)
Write the LC code for each. variety of words with proper phrasing MT2F-IVa-i-1.4 MT2GA-IVa-2.4.1 MT2PWR-IVa-c-7.6
and intonation. MT2OL-IVa-b-10.1
II. CONTENT
Resources in our Community Resources in our Community Resources in our Community Resources in our Community.
Listening to and interact ing with Reading the poem with ease and Using culturally appropriate com-mon Recognizing correct spelling of words
fluency words or expressions on the different and do some necessary corrections for
others in a group or class discus- the misspelled words and correct
Supplying rhyming words to two to resources in our community such as
sion on texts heard three-stanza poem food crops (nouns) punctuation marks
III. LEARNING RESOURCES
A. References K to 12 CG in MTB 2 pp. 83 , 122 K to 12 CG in MTB 2 pp. 83 , 122 K to 12 CG in MTB 2 pp. 83 , 122 K to 12 CG in MTB 2 pp. 83 , 122
1. Teacher’s Guide pages TG .pp. 283-285 TG .pp. 285-286 TG .pp. 287-288 TG .pp. 288-289
2. Learner’s Materials pages LM pp. 156-158 LM pp. 158-15 LM pp. 159-161 LM pp. 161-162
3. Textbook pages
4. Additional Materials from Copy of song, pictures of farm, real Copy of song, pictures of farm, real Copy of song, pictures of farm, real Copy of song, pictures of farm, real
Learning Resource (LR)porta objects objects objects objects
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IV. PROCEDURES
A. Reviewing previous lesson or Show picture of a farm. Tell Ask pupils to sing the song “Bahay Let the pupils exchange pictures Review nouns studied yesterday.
presenting the new lesson something about the picture. Kubo” (In Mother Tongue). with their seatmates as part of their
assignments yesterday
B. Establishing a purpose for the Have a warm-up activity by Show again the picture of a typical Let pupils describe their favorite Teacher will ask pupils to spell words
lesson singing a song: “Bahay Kubo” or farm and ask: vegetable to their classmates. (nouns) given orally by the teacher
“Atin Cu Pung Singsing.” Will you further observe the picture. like sugar cane (Atbu),petchay(pitse),
What additional informa-tion does blood (daya),vision (bista), farm
the picture tell us? (taldawa), successful (minawa).
C. Presenting examples/Instances of Introducing new words through Ask pupils to read once again the Call volunteers to describe the 1.Present the poem written on a
the new lesson pictures and gestures. poem Munta Tamu Asikan vegetables manila paper. Have pupils
Asikan- through picture/real objects Ask the following questions: observe the first word in every line
Kamatis, balasenas, okra, What qualities the farmer has? of the poem and then ask:
kulabasa – pictures What is the farmer doing?
a. How do we write the first word
Who among you have a farm? What What kind of plants you have at
is seen on the farm? Have you gone home? Why? in every line?
to the farm?
D. Discussing new concepts and Teacher reads the poem with proper Read the poem to the class with Giving sentences from the Say ..We start every word in every
practicing new skills # 1 intonation and expression while proper intonation and correct poem using nouns. line of the poem in capital letter.
pupils listen. Then asks the children expression. E.g. Tara munta tamu keta king They end with the same sound.
to read the poem after her . Then by taldawa. we call these words?
group and indivi-dually. Munta
Rhyming words.
Tamu Asikan ( see LM P. 156)
E. Discussing new concepts and Divide the class into five groups. Give Then let the pupils read after Discussion and Analysis Let the pupils write sentences on the
practicing new skills # 2 each group a question to answer. applying the same intonation. 1. Read the following words. board correctly/legibly.
Group 1 – (Answer the question in their paper)
(whole class, groups/rows, and Examples:
Who is talking in the poem?
individually) taldawa ortelanu Aku ing ortelanu a kekong kaluguran
Group 2 – (Draw their answer) Where did he
ask you to go? Tara munta tamu keta king asikan
pale bista
Group 3 – (show their answer through gesture) Miyayaliwang bunga ing kekatang
What are you going to do on the farm? gule marangle kwanan
Group 4 – (Draw their answer) What crops are Ask what are these words Pwede lang iluto, pisali o kanan
seen on the farm? called.(nouns) ..
Group 5 – (write answers in a cut out) Why did
he/she ask you to plant crops?
F. Developing mastery Ask the children how they can Let the p[upils read the poem Show pictures of other Copy your most liked stanza in
(leads to Formative Assessment 3) improve the food resources in their individually examples of nouns the poem
community. Let pupils give their own
Expected answers: By showing examples of nouns
cooperation or by helping one
another.
G. Finding practical application of Ask pupils to read the poem orally Ask the following comprehension Ask pupils to identify the visible Give some example of words that
concepts and skills in daily living with ease and fluency questions: nouns found inside/outside the rhyme
1. Name the person in the poem. classroom.
2. Describe the place in the poem.
3. Why is life easy at the farm? Ex.. gule -kalame
4. What are the different crops on the
farm?
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H. Making generalizations and How will you read poem? What are rhyming words? What do you call these words? How will you write a poem?
abstractions about the lesson What is a noun? Nouns are names What are Rhyming Words?
of persons, places
I. Evaluating learning Write the missing rhyming words in Supply the missing rhyming word in Give nouns that are found Write a poem about any topic.
each line of the poem. each line of the poem. Choose from inside your bags/ classroom. Limit it to four lines.
Aku ing ortelanu a kekong _______. the words in the box.
Tara munta tamu keta king _______ Ing paboritu kung gule a pane kung ____
Bibie yang sustansya keng kakung _____
Miyayaliwang bunga ing kekatang __.
Ing kanakung bista kaya yang _______
Pwede lang iluto, pisali o ______ Iti ing kulubasang saguling ______
J. Additional activities for application Ask pupils to bring a picture of Memorize your most-liked stanza
or remediation their favorite vegetable and be able to recite it tomorrow.
V . REMARKS
VI. REFLECTION
the evaluation
below 80%
___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities ___ Answering preliminaryactivities/exercises
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories __ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
did I use/discover which I wish to __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
share with other teachers? __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality
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DAILY LESSON LOG Teacher EMELYN O. RAZON Learning Area MAPEH

I. OBJECTIVES MUSIC MUSIC MUSIC MUSIC
a. Distinguish “slow”, “slower”, a. Distinguish “slow”, “slower”, a. Replicate “slow”, “slower”, Metrobank Math Challenge a. Replicate “slow”, “slower”,
“fast”, and “faster” in recorded “fast”, and “faster” in recorded “fast” and “faster” vocally or with 2019 “fast” and “faster” vocally or with
music. music. instruments. instruments.
b. Apply varied tempi to enhance b. Apply varied tempi to enhance b. Use improvised musical b. Use improvised musical
poetry, chants, drama, and poetry, chants, drama, and instruments instruments
musical stories. musical stories.
A. Content Standard Tempo Tempo Tempo Tempo
demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
the basic concepts of tempo the basic concepts of tempo the basic concepts of tempo the basic concepts of tempo
B. Performance Standard uses varied tempito enhance uses varied tempito enhance uses varied tempito enhance uses varied tempito enhance
rhymes, chants, drama, and rhymes, chants, drama, and rhymes, chants, drama, and rhymes, chants, drama, and
musical stories musical stories musical stories musical stories
C. Learning 5. distinguishes “slow,” 5. distinguishes “slow,” replicates “slow,” “slower,”“fast,” replicates “slow,” “slower,”“fast,”
Competency/Objectives “slower,”“fast,” and “faster” in “slower,”“fast,” and “faster” in and “faster” with voice or with and “faster” with voice or with
Write the LC code for each. recorded music with voice or with recorded music with voice or with instruments instruments
instruments instruments MU2TP-IVb-6 MU2TP-IVb-6
MU2TP-IVb-5 MU2TP-IVb-5
II. CONTENT
Lesson: Tempo - Distinguishing Lesson: Tempo - Distinguishing Lesson: Tempo - Replicating Lesson: Tempo - Replicating
“slow”, “slower”, “fast”, and “slow”, “slower”, “fast”, and “slow”, “slower”, “fast”, and “fas- “slow”, “slower”, “fast”, and
“faster “ in recorded music “faster “ in recorded music ter” vocally or with instruments “fas-ter” vocally or with
instruments
LEARNING RESOURCES
A. References K to 12 CG in Music p. 21 K to 12 CG in Music p. 21 K to 12 CG in Music p. 21 K to 12 CG in Music p. 21
1. Teacher’s Guide pages TG pp. 137-142 TG pp. 137-142 TG pp. 143-146 TG pp. 143-146
2. Learner’s Materials pages LM pp. LM pp. LM pp. 67-73 LM pp. 67-73

3. Textbook pages
4. Additional Materials from CD player, recorded songs with CD player, recorded songs with Improvised musical instruments like Improvised musical instruments like
Learning Resource different tempo different tempo castanets, Maracas, sticks and castanets, Maracas, sticks and
tambourines tambourines
B. Other Learning Resources
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III. PROCEDURES
A. Reviewing previous lesson or Show picture of a turtle and a snail. Show picture of a turtle and a snail. 1. Play songs with different 1. Play songs with different
presenting the new lesson Ask: How does a turtle move? Ask: How does a turtle move? tempo (slow, slower, fast and tempo (slow, slower, fast and
How does a snail move? How does a snail move? faster). faster).
(Turtle moves slow. Snail moves (Turtle moves slow. Snail moves
slower than turtle.) slower than turtle.)
B. Establishing a purpose for the Show pictures of a horse and a Show pictures of a horse and a Ask the pupils to identify the Ask the pupils to identify the
lesson carabao. Ask: Which runs fast? carabao. Ask: Which runs fast? tempo of the songs being tempo of the songs being played.
Which runs faster? Which runs faster? played.
(The carabao runs fast. The horse (The carabao runs fast. The horse
runs faster than the carabao.) runs faster than the carabao.)
C. Presenting examples/Instances Guidelines in Listening to songs: Guidelines in Listening to songs: 1. Sing/Play the song “Bale Kubu 1. Sing/Play the song “Bale Kubu
of the new lesson a. Listen carefully to the songs a. Listen carefully to the songs “(CD Track 6) 2. Teacher sings the “(CD Track 6) 2. Teacher sings the
played. played. song first. Ask: What is the tempo song first. Ask: What is the tempo of
b. Compare how the songs are sung. b. Compare how the songs are sung. of the song. 3. Teach the song to the song. 3. Teach the song to the
c. Distinguish which song was sung c. Distinguish which song was sung the children by phrase, then the children by phrase, then the whole
with a slow, slower, fast with a slow, slower, fast whole song. 4. Singing of the song song. 4. Singing of the song in a
or faster speed. or faster speed. in a slow tempo slow tempo
D. Discussing new concepts and Play recorded songs with slow, Play recorded songs with slow, Ask the pupils to bring out their Ask the pupils to bring out their
practicing new skills # 1 slower, fast, faster tempo. slower, fast, faster tempo. improvised musical instrument. improvised musical instrument.
a. Atsi Kung Rusing b. Aruy! a. Atsi Kung Rusing b. Aruy! Ask the children to describe Ask the children to describe their
c. Oyan na ing Papel c. Oyan na ing Papel
d. Inyang Malati Ku d. Inyang Malati Ku their musical instrument musical instrument
E. Discussing new concepts and Describe how Atsing Rusing was Describe how Atsing Rusing was Group the pupils into two. Ask Group the pupils into two. Ask
practicing new skills # 2 sung in terms of speed. sung in terms of speed. the first group to sing Bale Kubu the first group to sing Bale Kubu
Say something about the way Iniang Say something about the way Iniang and the other group to play the and the other group to play the
Malati Ku was sung. Malati Ku was sung.
instruments. instruments.
Compare the way the two songs were Compare the way the two songs
sung in terms of speed. were sung in terms of speed.
F. Developing mastery Discuss speed or tempo. Discuss speed or tempo. Let the pupils listen to the recorded Let the pupils listen to the recorded
(leads to Formative Assessment 3) Discuss how it is applied. Discuss how it is applied. songs with different tempo. Ask songs with different tempo. Ask
Ask: When do we sing in a slow Ask: When do we sing in a slow pupils to imitate the tempo of the pupils to imitate the tempo of the
tempo? When is fast tempo used tempo? When is fast tempo used song using their improvised song using their improvised musical
/applied? /applied? musical Instruments Instruments
G. Finding practical application of Allow pupils to join in singing while Allow pupils to join in singing while What is the speed or tempo of the What is the speed or tempo of the
concepts and skills in daily living the recorded songs are being played. the recorded songs are being played. song “Ating Metung a Dalaga“? song “Ating Metung a Dalaga“?
Observe if they follow the tempo of Observe if they follow the tempo of What is the speed or tempo of the What is the speed or tempo of the
the songs correctly the songs correctly song “Atsi Kung Rusing “? What song “Atsi Kung Rusing “? What
speed or tempo did you use in speed or tempo did you use in
accompanying the song “Iniang accompanying the song “Iniang
Malati Ku “? Malati Ku “?
H. Making generalizations and Describe the speed of the songs you Describe the speed of the songs you What are the different tempo used What are the different tempo used in
abstractions about the lesson sang and heard. sang and heard. in the songs heard and sang? the songs heard and sang?
What makes them different from each What makes them different from each
other? other?
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I. Evaluating learning What do you think will happen if all songs What do you think will happen if all songs Divide the class into two groups. Divide the class into two groups.
are sung and played in the same way? are sung and played in the same way? Group 1 will sing Iniang Malati ku Group 1 will sing Iniang Malati ku
Play the recorded songs. Ask pupils to Play the recorded songs. Ask pupils to using improvised maracas. using improvised maracas.
listen carefully. Ask them to identify and listen carefully. Ask them to identify and Group 2 will sing Ating Metung a Group 2 will sing Ating Metung a
compare the tempo of the song. .Stop the compare the tempo of the song. .Stop the
Dalaga using improvised Dalaga using improvised
music, instruct pupils to be aligned on the music, instruct pupils to be aligned on the
marker of the tempo played. marker of the tempo played. tambourine. tambourine.
J. Additional activities for Tell pupils to listen to some songs from Tell pupils to listen to some songs from Bring recorded music and replicate . Bring recorded music and replicate
application or remediation the radio, CD player and television. Ask the radio, CD player and television. Ask or imitate the songs while playing or imitate the songs while playing
them to write the title and put a check (/) them to write the title and put a check (/) with the improvised instruments. with the improvised instruments
mark on their respective tempo. mark on their respective tempo.
IV. REMARKS
V. REFLECTION
the evaluation
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
of learners who have caught up with
the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities/exercises ___ Answering preliminaryactivities ___ Answering preliminaryactivities/exercises
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Story ___ Rereading of Paragraphs/Poems/Stories
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality __ Making big books from views of t locality
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DLL - Q4 - Week 1 - All Subjects - MTAP

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DLL - Q4 - Week 1 - All Subjects - MTAP

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GRADE 1 to 12 Paaralan BAMBAN GABALDON ELEMENTARY SCHOOL Baitang / Antas TWO - SAMPAGUITA

DAILY LESSON LOG Guro EMELYN O. RAZON Asignatura FILIPINO

LUNES MARTES MIYERKULES HUWEBES BIYERNES

LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. KAGAMITANG PANTURO

LUNES MARTES MIYERKULES HUWEBES BIYERNES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. LEARNING RESOURCES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials pages LM pp. LM pp. LM pp. 67-73 LM pp. 67-73

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