WEEK2-June 11-15 2018

GRADE 1 to 12 School LINDABAN ELEMENTARY SCHOOL Grade Level: II
DAILY LESSON Teacher MANUEL P. NIBREDA JR. Checked by: CATHY JANE D. CUÑADA- BARRON
LOG Date June 10-14, 2019 Q 1 Week 2 Subject: Edukasyon sa Pagpapakatao
June 12,2019
OBJECTIVES June 10, 2019 June 11,2019 June 13,2019 June 14,2019
HOLIDAY
A. Content Standard Naipamamalas ang pag-unawa sa kahalagahan Naipamamalas ang pag-unawa sa kahalagahan Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa
ng pagkilala sa sarili at pagkakaroon ng ng pagkilala sa sarili at pagkakaroon ng disiplina kahalagahan ng pagkilala sa sarili at kahalagahan ng pagkilala sa sarili at
disiplina tungo sa pagkakabuklod-buklod o tungo sa pagkakabuklod-buklod o pagkakaisa ng pagkakaroon ng disiplina tungo sa pagkakaroon ng disiplina tungo sa
pagkakaisa ng mga kasapi ng tahanan at mga kasapi ng tahanan at paaralan pagkakabuklod-buklod o pagkakaisa ng mga pagkakabuklod-buklod o pagkakaisa ng
paaralan kasapi ng tahanan at paaralan mga kasapi ng tahanan at paaralan
B. Performance Naisasagawa nang buong husay ang anumang Naisasagawa nang buong husay ang anumang Naisasagawa nang buong husay ang Naisasagawa nang buong husay ang
Standard kakayahan o potensyal at napaglalabanan ang kakayahan o potensyal at napaglalabanan ang anumang kakayahan o potensyal at anumang kakayahan o potensyal at
anumang kahinaan anumang kahinaan napaglalabanan ang anumang kahinaan napaglalabanan ang anumang kahinaan
C. Learning Naisakikilos ang sariling kakayahan sa iba’t Naisakikilos ang sariling kakayahan sa iba’t ibang Naisakikilos ang sariling kakayahan sa iba’t Naisakikilos ang sariling kakayahan sa Nakapagbibigay ng lingguhang
Competency/ ibang pamamaraan: pamamaraan: ibang pamamaraan: iba’t ibang pamamaraan: pagsusulit
Objectives 1.1. pag-awit 1.1. pag-awit 1.1. pag-awit 1.1. pag-awit
1.2. pagguhit 1.2. pagguhit 1.2. pagguhit 1.2. pagguhit
Write the LC code for each. 1.3. pagsayaw 1.3. pagsayaw 1.3. pagsayaw 1.3. pagsayaw
1.4. pakikipagtalastasan 1.4. pakikipagtalastasan 1.4. pakikipagtalastasan 1.4. pakikipagtalastasan
1.5. at iba pa 1.5. at iba pa 1.5. at iba pa 1.5. at iba pa
EsP2PKP- Ia-b – 2 EsP2PKP- Ia-b – 2 EsP2PKP- Ia-b – 2 EsP2PKP- Ia-b – 2
II. CONTENT Aralin 1: Pagkilala at Pangangalaga sa Sarili Aralin 1: Pagkilala at Pangangalaga sa Sarili Aralin 1: Pagkilala at Pangangalaga sa Sarili Aralin 1: Pagkilala at Pangangalaga sa Lingguhang Pagsusulit
1.2 : Pagpakita ng sariling kakayahan 1.2 : Pagpakita ng sariling kakayahan 1.2 : Pagpakita ng sariling kakayahan Sarili
Layunin: Layunin: Layunin: 1.3 : Pagbaton og Pagsalig sa
Naisakikilos ang sariling kakayahan sa Naisakikilos ang sariling kakayahan sa Naisakikilos ang sariling kakayahan sa Kaugalingon Taliwala sa Kakulangon
pamamagitan ng pakikipagtalastasan, pag- pamamagitan ng pakikipagtalastasan, pag-awit, pamamagitan ng pakikipagtalastasan, pag-
awit, pagguhit pagguhit awit, pagguhit Layunin:
1.2 : Pagpakita sa Talento o Abilidad sa Pakig- 1.2 : Pagpakita sa Talento o Abilidad sa Pakig- 1.2 : Pagpakita sa Talento o Abilidad sa Pakig- Naipapadama ang pagtanggap ng
istorya,Pagkanta, Pagsayaw ug Pagdibuho istorya,Pagkanta, Pagsayaw ug Pagdibuho istorya,Pagkanta, Pagsayaw ug Pagdibuho sariling kahinaan sa pamamagitan ng
pagkakaroon ng tiwala sa sarili, paggawa
ng makakaya anuman ang kapansanan
III. LEARNING RESOURCES
A. References K-12 C.G p.26-27 K-12 C.G p.26-27 K-12 C.G p.26-27 K-12 C.G p.26-27 Summative test files
1. Teacher’s Guide P5 P5 P5 P 8-10
pages
2. Learner’s Materials pages p.13-14 p.22-26 p.22-26 p.32-35
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource Larawan, tarpapel Larawan, tarpapel Larawan, tarpapel Larawan, tarpapel
III. PROCEDURES
A. Reviewing previous lesson or Bago magsimula sa leksyon, tanungin muna Unang Gawain: Sabahaging ito, ang mga bata ay Unang Gawain: Sabahaging ito, ang mga bata Isalaysay sa kanila na, ang bawat isa ay Awit
presenting the new lesson ang mga bata sa nakaraang aralin kung anu- hayaang mamili sila sa larawan at gawan ng ay hayaang mamili sila sa larawan at gawan may iba’t ibang kakayahan o talento. Ang
ano ang mga hilig , kakayahan o talento nila. dayalogo. Gagawin ito sa harapan ng klase ng dayalogo. Gagawin ito sa harapan ng klase iba sa atin ay may kahinaan o
kasama ang napiling kapares. kasama ang napiling kapares. kapansanan. Kahit may kapansanan,
 Unsa ang mga abilidad nga gipakita sa kahinaan kaya itong paglabanan , pag-
miagi nga leksyon? unlarin ang kakayahang natanggap.
B. Establishing a purpose for the Hikayatin ang mga bata na awitin sabay sayaw Ikalawang Gawain: Hayaan ang mga bata na Ikalawang Gawain: Hayaan ang mga bata na Ipabasa ang kuwentong “Si Ana nga may Pagbibigay ng pamantayan
lesson ang “ Ako si Takuri ” Himukin sila na ibigay ang maghanap ng kapares sa klase. Pipili sila sa mga maghanap ng kapares sa klase. Pipili sila sa Pasalig”, tingnansaLearning Module
nararapat na gawin batay sa sinasaad ng kanta. sitwasyong ibinigay sa module. Maaaring mag mga sitwasyong ibinigay sa module. pahina 33.
handa ang guro ng iba pang mga sitwasyon. Maaaring mag handa ang guro ng iba pang
 Buot ba nimong molambo ang abilidad mga sitwasyon. Ipasagot ang mga katanungan, tingnan
nga imong naangkon karon? sa Learning Module pahina 34.
 Ipakita ang abilidad sa pagkanta nga
adunay aksyon.
C. Presenting examples/ Ipasagot ang mga katanungan sa “Tubaga ang Ikatlong Gawain: Ipasagot ang mga sitwasyon. Ikatlong Gawain: Ipasagot ang mga . Ipasagot sa mga bata ang Unang Pagsasabi ng panuto
instances of the new lesson mga Pangutanan” tingnan sa Learning Module Isulat ang Tama o Mali. sitwasyon. Isulat ang Tama o Mali. Gawain, tingnan sa Learning Module
pahina 14. pahina 35.. Isulat nila ang Tama o Mali sa
ibinigay na sitwasyon.
D. Discussing new Tanungin ang mga bata kung ano ang masasabi Ikaapat na Gawain: Sa gawaing ito, iguhit ng mga Ikaapat na Gawain: Sa gawaing ito, iguhit ng Ikalawang Gawain: May mga larawan na Pagsagot sa pagsusulit
concepts and practicing new nila sa larawang ipinakita (dalawang bata bata ang masayang mukha (smiley) kung ito ay mga bata ang masayang mukha (smiley) kung ipinakita, Piliin ng mga bata kung saan sa
skills #1 naglalaro), tingnan sa Learning Module pahina ginagawa nila at Malungkot na mukha (smiley) ito ay ginagawa nila at Malungkot na mukha mga ito ang dapat gawin para mapa-
15. Hayaan silang magpahayag ng kanilang kung hindi ginagawa ang sumusunod. (smiley) kung hindi ginagawa ang unlad ang talenton naangkin. Lagyan ng
sariling pananaw. sumusunod. tsek (/) kung ito ay tama at ekis (X) kung
mali.
E. Discussing new concepts and Magpakita ng larawan ng Magic Box, tingnan Refer to LM 6 - Gawain 1 and 2 Refer to LM 6 - Gawain 1 and 2
practicing new skills #2 saLearning Module pahina 15. Tanungin ang
mga bata kung anong bagay ang gusto nila sa
ipinakita na larawan at bakit? Hayaan silang
magpahayag o magsalita sa mga bagay na
napili nila.
F. Developing mastery (leads to Magtanong sa mga bata kung ano ang Sa gawaing ito, titik A- Pag-aralan ng mga bata Sa gawaing ito, titik A- Pag-aralan ng mga Sa puntong ito, pipili ang mga bata kung
Formative Assessment 3) masasabi nila sa dalawang larawang ipinakita ang larawang. Ipasagot ang mga katanungan sa bata ang larawang. Ipasagot ang mga gaano ba ka dalas ginagawa ang mga
sa titik B , tingnan sa Learning Module pahina susunod na pahina, tingnan sa Learning Module katanungan sa susunod na pahina, tingnan sa sitwasyon na maaring maranasan nila.
17. pahina 26. Learning Module pahina 26.
G. Finding practical application of Sa gawaing ito, titik C, ipabasa sa kanila ang Sa gawaing ito, titik B, Ipasagot ang mga Magpakita ng katapatan sa
concepts and skills in daily living kuwentong “Ang maghigala nga si Paulo ug si sitwasyon kung gaano ba ka dalas nilang pagsusulit.
Eric”, tingnan sa Learning Module pahina 18. ginagawa ang nakasaad sa sitwasyon
Ipasagot ang “Tubaga ang mga Pangutana” “Kanunay, Usahay, Dili”.
H.Making generalizations Ipabasa rin ang pangalawang kuwento na

and abstractions about the lesson pinamagatang “Ang Hilig ni Kimberly”. At
ipasagot ang mga katanungan sa “Tubaga ang
mga Pangutana”, bigkasin lang ang sagot nito,
tingnan sa Learning Module pahina 20
I. Evaluating learning Ipasagot din ang mga katanungan sa Itala ang mga puntos ng mag-
7. titik B kung “Uyon o Dili Uyon” sa mga Sa gawaing ito, titik C, Ipasagot sa Talakayin ang sagot ng mga bata. aaral.
ibinigay na mga sitwasyon. mga bata kung ano ang nararapat
nilang gagawin sa mga sitwasyon na
maaari nilang maranasan.
J. Additional activities for Sa gawaing ito, Ipapakita nila sa kanilang Bigyan ng paghahamon ang mga
application or remediation kakayahan sa pagguhit kung sumusunod mag-aaral para sa susunod na
ba sila sa alituntunin o direksyong pagtataya.
ibinigay.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
in the evaluation above
B.No. of learners ___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
who require additional activities activities for remediation for remediation activities for remediation activities for remediation additional activities for remediation
for remediation who scored
below 80%
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught
up with ____ 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 ____ of Learners who caught up the
the lesson lesson lesson
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 ___ of Learners who continue to
require remediation remediation remediation remediation remediation require 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: Strategies used that work well:
___ Group collaboration
worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Games
did these work? ___ Games ___ Games ___ Games ___ Games ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary activities/exercises
___ Carousel
activities/exercises activities/exercises activities/exercises activities/exercises ___ Diads
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Think-Pair-Share (TPS)
___ Diads ___ Diads ___ Diads ___ Diads ___ Rereading of Paragraphs/
Poems/Stories
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Role Playing/Drama
Poems/Stories Poems/Stories Poems/Stories Poems/Stories ___ Discovery Method
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method
Why?
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Complete IMs
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Availability of Materials
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn
Why? Why? Why? Why? ___ Group member’s Cooperation in
doing their tasks
___ 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 ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I encounter Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitang
which my principal or supervisor __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong panturo.
can help me solve? panturo. panturo. kagamitang panturo. kagamitang panturo. __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 __Di-magandang pag-uugali ng mga __Mapanupil/mapang-aping mga bata
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata. bata. __Kakulangan sa Kahandaan ng mga bata
lalo na sa pagbabasa.
__Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga __Kakulangan ng guro sa kaalaman ng
lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga bata makabagong teknolohiya
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga __Kamalayang makadayuhan
makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya __Kakulangan ng guro sa kaalaman
__Kamalayang makadayuhan ng makabagong teknolohiya
__Kamalayang makadayuhan
G. What innovation or localized __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video presentation
__Paggamit ng Big Book
materials did I use/discover which __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book presentation __Community Language Learning
I wish to share with other __Community Language Learning __Community Language Learning __Community Language Learning __Paggamit ng Big Book __Ang “Suggestopedia”
teachers? __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Community Language Learning __ Ang pagkatutong Task Based
__ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __ Ang pagkatutong Task Based
__Instraksyunal na material
DATE CHECKED
REMARKS
Prepared by: Checked by:
MANUEL P. NIBREDA JR.
Adviser CATHY JANE D. CUÑADA-BARRON
Principal 1
_______________________ ____________________________
Date Remark
LOG Date June 10-14, 2019 Q 1 Week 2 Subject: English
June 12,2019
HOLIDAY
A. Content Standard Demonstrates understanding of the alphabets Demonstrates understanding of text elements Demonstrates understanding of text Demonstrates understanding of the
in English in comparison to the alphabets of to see the relationship between known and new elements to see the relationship between relationship of phonetic principles of
Filipino and Mother Tongue information to facilitate comprehension known and new information to facilitate Mother Tongue and English to decode
comprehension unknown words in English
B. Performance Distinguishes similarities and differences of the Correctly presents text elements through simple Correctly presents text elements through Apply reads and spells out grade
Standard alphabets in English and Mother organizers to make inferences, predictions and simple organizers to make inferences, appropriate regular and irregular words
Tongue/Filipino conclusions predictions and conclusions in English
C. Learning Name the letters of the Filipino and English Answer Wh-questions from the story listened to Answer Wh-questions from the story listened Recognize/identify/read/give example of Administer Summative Test
Competency/ Alphabets Identify the elements of a story to words with medial /e/
Objectives Identify the letters of the Filipino Alphabet EN2LC-Ib-3.16 Identify the elements of a story EN2PA-IIIc-e-6.2
which are not present in the English Alphabet EN2LC-Ib-3.16 Answer Wh-questions
Write the LC code for each. and vice versa
EN2AK-If-g-1
II. CONTENT Lesson 5: Lesson 6: Lesson 6: Lesson 7: Speech Sounds Summative Test
Alphabet Elements of the Story Elements of the Story Medial /e/, Rimes (-et, -en)
A. References K-12 CG p.30 K-12 CG p. 30 K-12 CG p. 30 K-12 CG p. Summative test files

1. Teacher’s Guide p. 11-13 p.13-17 p.13-17 P 17-20
pages
2. Learner’s Materials pages p. 16-19 p. 20-22 p. 20-22 p. 23-26
3. Textbook pages
4. Additional Materials from English (Learner’s Material). Grade 2. 2013. pp English (Learner’s Material). Grade 2. 2013.
Learning Resource (LR) portal 20-23, 38-40, 59-62, 127-128, 315-318, 364-367, pp 20-23, 38-40, 59-62, 127-128, 315-318,
408-410. 364-367, 408-410.
English (Teacher’s Guide). Grade 2. 2013. pp 44- English (Teacher’s Guide). Grade 2. 2013. pp
46, 127-130. 44-46, 127-130.
*English for You and Me 3 (Reading). 2011. pp 4, *English for You and Me 3 (Reading). 2011.
8, 10-11, 21, 22. pp 4, 8, 10-11, 21, 22.
B. Other Learning Resource Letter cutouts of both Filipino and English Pictures of animals, word cards, chart Pictures of animals, word cards, chart word cards, pictures, chart,
Alphabets, magnetic letters/ phrase/sentence strips, four sets of
onsets and
board picture, onset, rime, word cards and rime cards and four pocket charts
chart
III. PROCEDURES
A. Reviewing previous lesson or Let the children recite the alphabet letters 1.Checking of agreement 1.Checking of agreement What is the title of our story yesterday? Song
presenting the new lesson 2.Ask: What do you do to help at home? 2.Ask: What do you do to help at home? (The Tenth Hen)
Do: Post pupils’ answers on the board or in a Do: Post pupils’ answers on the board or in a Post the words taken from the story on
Multi Bubble Map. Multi Bubble Map. the chart.
Model reading the content of the bubble map. Model reading the content of the bubble Model reading the words. Then, ask
Let the pupils repeat after you. map. Let the pupils repeat after you. pupils to repeat after you
( see tarpapel ) ( see tarpapel )
B. Establishing a purpose for the You have learned the Alphabet song in Grade Do: Show pictures of animals to the pupils. Do: Show pictures of animals to the pupils. You have learned how to read the letters Setting of standard
lesson One. Who among you can sing the Ask them to identify the animals. Ask them to identify the animals. of both Filipino and English alphabet in
English Alphabet song? the Filipino Alphabet? Ask if they have seen such animals. Ask if they have seen such animals. Grade 1. You shall learn how to put the
Let’s nd out who among you can Present the name card for each animal. Present the name card for each animal. sounds of letters together to
recall the song. Get your partner and sing the Read the words and let the pupils repeat after Read the words and let the pupils repeat come up with new words.
alphabet songs in English then in you. after you.
Filipino. As you sing with your partner, take Show the picture and say the word. Explain Show the picture and say the word. Explain Now Let’s Read
turns in completing the letters of both what the word means. what the word means.
alphabets in the boxes provided in your LM. Vocabulary: Vocabulary:
(Refer to LM, pp. 17-18) hens, coop, pen, counted, shouted, feeds hens, coop, pen, counted, shouted, feeds
C. Presenting examples/ Model the songs first and then lead the pupils Do: Present the big book/ accordion book/ Do: Present the big book/ accordion book/ Identify the pictures. With what letter Giving of instruction
instances of the new lesson in singing the Filipino Alphabet song and picture book /individual poster/chart. Talk picture book /individual poster/chart. Talk sound do they begin? Fill the blanks with
then, the English Alphabet song. Point to each about the cover of the book, the title, and the about the cover of the book, the title, and the the missing beginning letters. Then, write
letter on the chart as the pupils sing. Each song illustrations. illustrations. the whole word in
can be sung twice. Ask: What do you think is the story about? Ask: What do you think is the story about? the blanks at the right.
Say: Listen to the story. Find out the answer to Say: Listen to the story. Find out the answer
this question: to this question:
What does Ben do before going to school? What does Ben do before going to school?
Listening: Listening:
1. Read the whole story aloud. 1. Read the whole story aloud.
2. Read the story again and ask questions while 2. Read the story again and ask questions
reading to help pupils understand the story. while reading to help pupils understand the
story.
D. Discussing new Let’s count the letters of the Filipino Alphabet, Ask the following questions. Present the parts of Ask the following questions. Present the parts Ask: With what letter does Ben begin? (B) Supervising the test
concepts and practicing new how many letters are there? a story of a story Do: Continue asking until all the initial Give the correct name of the
skills #1 Now, let’s count the letters of the English using a story map or bridge using a story map or bridge letters of the words are identi ed.(b, h, t, following pictures:
Alphabet. map. map. p, r)
How many letters are there? 1. Where did the story happen? 1. Where did the story happen? Ask: With what letters do they end? (en)
Which alphabet has more letters? Why? (Setting: Ben’s house) (Setting: Ben’s house) What letter is found between the
Which letters in the Filipino Alphabet are not 2. Who were the characters in the story? 2. Who were the characters in the story? beginning and the ending letter? (e)
found in the English Alphabet? (Characters: Ben, Tem, Ren-ren and the other (Characters: Ben, Tem, Ren-ren and the other Say: Come in front and point the
hens) hens) beginning letter and the two ending
3. What was Ben’s problem? 3. What was Ben’s problem? letters. Put them
(Problem: The tenth hen, Ren-ren, was missing) (Problem: The tenth hen, Ren-ren, was together and read the whole word.
4. How was Ben’s problem solved? missing) (B+en=) Ben
(Solution: Father told Ben where to nd Ren-ren.) 4. How was Ben’s problem solved?
5. How did the story end? (Ending: Ben (Solution: Father told Ben where to nd Ren-
completed the ten hens.) ren.)
5. How did the story end? (Ending: Ben
completed the ten hens.)
E. Discussing new concepts and Have the pupils write on the blanks the Guide the pupils in posting the elements of Activity 1: Read each sentence. Let the
practicing new skills #2 missing letters of the alphabet. the story in a Bridge Map or Story Map. pupils repeat after you.
(Refer to LM, p. 18) 1. The ten hens are in the pen.
2. Ben met ten men.
3. The red hen is Ren-ren.
4. Ben fed the ten hens.
5. The tenth hen, Ren-Ren, is in the pen.
Activity 2: Say: Look at the pictures. Write
their missing beginning letters.
Then, write the whole word. (Refer to
LM, p. 24)
Activity 3: Let the pupils write the names
of the pictures. (Refer to LM, p.24)
F. Developing mastery (leads to Activity 1: Post the magnetic letters on the Group Activity Group Work:
Formative Assessment 3) magnetic board. Do the “Letter Sequencing Let’s read:
Game” on the magnetic board. Let the pupils
arrange the letters of the
English Alphabet in its proper sequence. Have
them also arrange the letters
of the Filipino Alphabet in its proper sequence.
Activity 2: Give a letter. Ask the pupils to give
words beginning with the given letter.
Activity 3: “Letter Game”
Say: Mother went to the grocery store. She
bought (fruits) the names of
which begin with letter (C).
The group to give the most number of correct
answer wins.
The following categories may be used:
Fruits Animals
Heroes Cartoon Characters
Flowers Trees
G. Finding practical application of What letters come before/after the following Identify the elements of the story. Encircle Write the correct beginning letter to form Show honesty in answering the
concepts and skills in daily living letters in the English Alphabet? the correct answer. (Refer to LM, p. 22) word. (Refer to LM, p. 25) test questions
(Refer to LM, p. 18)
H.Making generalizations There are 28 letters in the Filipino Alphabet The elements of the story are: Medial /e/, Rimes (-et, -en)
and abstractions about the and 26 letters in the English Alphabet. Setting .– tells where the story happened
lesson “Ñ” and “ng” in the Filipino Alphabet are not Character .– tells who are the
found persons/animals in the story
in the English Alphabet. Problem .– tells what the problem is
Solution .– tells how the problem is solved
Ending .– tells how the story ends
I. Evaluating learning In which alphabet are the following letters Ask the pupils to work as a group in doing this Complete the phrases and sentences. Recording the test resulte
found? exercise. (Refer to LM, p. 26)
Ring the correct answer. (Refer to LM, p. 19) Match and connect the elements of the story.
(Refer to LM, p. 25)
1. Mario the polite boy a. problem
2. In the school b. character
3. Mario lost his wallet c. solution
4. The school helper found the wallet d.
ending
5. Mario was able to have his recess e. setting
J. Additional activities for Show the Teacher Chart to the pupils and ask Assignment: Complete the following story. Let the pupils put a check mark (􀀹) if the Challenge the pupils for the next
application or remediation them to give a word that starts with the Hello. I’m ___________. I ride in a ___ in going statement is true and a cross (x) if the test.
following letters. (Refer to LM, p. 19) to school. statement is false.
_____ 1. There are twelve hens.
_____ 2. Ben goes to school at ten o’clock in
the morning.
_____ 3. Ben feeds the hens.
_____ 4. The ninth hen was missing.
_____ 5. Father got angry with Ben.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
in the evaluation above
activities for remediation for remediation activities for remediation activities for remediation additional activities for remediation
who require additional activities
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have caught ____ 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 ____ of Learners who caught up the
up with lesson lesson
the lesson
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 ___ of Learners who continue to
require remediation remediation remediation remediation remediation require remediation
___ Carousel
Poems/Stories
Why?
___ Group member’s Cooperation in
Why? Why? Why? Why? doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Unavailable Technology
Equipment (AVR/LCD) __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Additional Clerical works
Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
materials did I use/discover which __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from
I wish to share with other views of the locality __ Making big books from __ Making big books from __ Making big books from views of the locality
teachers? __ Recycling of plastics to be used as Instructional views of the locality views of the locality views of the locality __ Recycling of plastics to be used as
Materials __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used Instructional Materials
__ local poetical composition __ local poetical composition
Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 10-14, 2019 Q 1 Week 2 SubjecT: Araling Panlipunan
June 12,2019
HOLIDAY
A. Content Standard Naibibigay ang kahulugan ng komunidad. Naibibigay ang kahulugan ng komunidad. Naibibigay ang kahulugan ng komunidad. Naibibigay ang kahulugan ng
komunidad.
B. Performance Naipamamalas ang pag-unawa sa kahalagahan ng Naipamamalas ang pag-unawa sa kahalagahan Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa
Standard kinabibilangang komunidad ng kinabibilangang komunidad kahalagahan ng kinabibilangang komunidad kahalagahan ng kinabibilangang
komunidad
C. Learning Natutukoy ang mga bumubuo ng komunidad: Natutukoy ang mga bumubuo ng komunidad: Natutukoy ang mga bumubuo ng komunidad: Natutukoy ang mga bumubuo ng Nakapagbibigay ng lingguhang
Competency/ Nailalarawan ang papel, tungkulin at gawain ng Nailalarawan ang papel, tungkulin at gawain ng Nailalarawan ang papel, tungkulin at gawain komunidad: pagsusulit
Objectives mga bumubuo ng mga bumubuo ng ng mga bumubuo ng Nailalarawan ang papel, tungkulin at
komunidad komunidad komunidad gawain ng mga bumubuo ng
Write the LC code for each. AP2KOM-Ib-3 AP2KOM-Ib-3 AP2KOM-Ib-3 komunidad
AP2KOM-Ib-3
II. CONTENT Aralin 3: Mga Bumubuo ng Komunidad, Ako at Aralin 4: Larawan ng Aking Komunidad Aralin 4: Larawan ng Aking Komunidad Aralin 5: Modelo ng Aking Komunidad Lingguhang Pagsusulit
Aking Pamilya (Hulagway sa Akong Komunidad) (Hulagway sa Akong Komunidad) (Modelo sa Akong Komunidad)
(Mga Naglangkub sa Komunidad,
Ako ug Akong Pamilya)
Layunin: Layunin: Layunin:
Layunin: Nailalarawan ang isang komunidad sa Nailalarawan ang isang komunidad sa Paglikha ng modelong komunidad
Naipapaliwanag ang papel, tungkulin at gawain pamamagitan ng pagguhit at ibang malikhaing pamamagitan ng pagguhit at ibang mula sa papel, karton, clay, blocks at iba
ng mga bumubuo ng komunidad paraan malikhaing paraan pang gamit
Naiuugnay ang papel, tungkulin at gawain ng Pagsasabi ng pagkakapareho at
mga bumubuo ng komunidad sa sarili at sariling pagkakaiba ng nagawang komunidad
pamilya
A. References K-12 p. 35 K-12 p. 35 K-12 p. 35 K-12 p. 35 Summative test files

1. Teacher’s Guide p. 6-8 p. 10-13 p. 10-13 p. 13-15
pages
2. Learner’s Materials pages P 13-16 P P P 21-30
3. Textbook pages
B. Other Learning Resource larawan ng mga gawaing nagpapakita ng serbisyo Mga kagamitan sa pagguhit; mga lumang Mga kagamitan sa pagguhit; mga lumang Kagamitan:
na ginagawa ng paaralan, simbahan, ospital, magazines magazines Karton
kapulisan atbp., mga gawain na nakasulat sa Papel
activity cards Clay
blocks
III. PROCEDURES
A. Reviewing previous lesson or Pagtalakay sa takdang-aralin o kasunduan Itanong: “Unsa ang mga tabang nga imong Itanong: “Unsa ang mga tabang nga imong Gawin ito bilang isang laro. Maglagay ng Awit
presenting the new lesson “Unsa ang mga butang nga inyong nahibaluan nadawat gikan sa mga naglangkub sa imong nadawat gikan sa mga naglangkub sa imong mga poste na may titik A, B at C bilang
bahin sa mga tawo nga inyong gikaistorya o gi- komunidad? Pilia kini gikan sa mga giandam nga komunidad? Pilia kini gikan sa mga giandam pagpipilian ng mga bata. Sabihin na sa
interview?” “strips” sa papel ug idikit sa tama nga kolum.“ larong ito ay magbibigay ang guro ng
Pumili ng mga bata na magbabahagi sa klase ng Mga Tabang nga Nadawat nga “strips” sa papel ug idikit sa tama nga tanong at tatlong pagpipilian. Pupunta
kanilang nalalaman. kolum.“ at tatayo ang mag-aaral sa poste na may
Itanong: “Asa man kaha dinhi ang lugar kung asa Mga Tabang nga Nadawat titik ng sagot niya. Bibilang ang guro
nagtrabaho ang tawo nga imong gikaistorya?” mula isa (1) hanggang lima (5).
Pagkatapos ng bilang na lima (5) ay hindi
na papayagan pa ang bata na magpalit
ng sagot.Ang matitirang bata na
makabigay ng tamang sagot ang siyang
mananalo.
B. Establishing a purpose for the Hayaan ang mga bata na gawing kumpleto ang Ipaawit ang tula gamit ang tono ng “Leron-Leron Ipaawit ang tula gamit ang tono ng “Leron- Mga mungkahing tanong para sa laro: Pagbibigay ng pamantayan
lesson bulaklak sa pamamagitan ng pagguhit ng Sinta” o sa himig na gusto ng guro. Maari ding Leron Sinta” o sa himig na gusto ng guro. Unsa ang tawag sa tibuok pundok sa
nawawala ngunit tamang bahagi into. lapatan ng kilos ang awitin. Maari ding lapatan ng kilos ang awitin. mga tawo nga managkaubang nagpuyo
sa usa ka lugar?
Unsa ang pinakaimportante nga
kabahin sa komunidad?
Kung ang imong lugar walay
eskwelahan, matawag ba kini nga
komunidad?
Unsa ang nagatabang sa mga bata aron
makat-on mubasa ug musolat?
Unsa ang kabahin sa komunidad nga
mutobag sa panginahanglang medical sa
mga katawhan niini?
C. Presenting examples/ Ako ang batang si Ana Ipasagot sa mga bata ang sumusunod na mga Ipasagot sa mga bata ang sumusunod na mga Muling ipakita sa mga bata ang kanilang Pagsasabi ng panuto
instances of the new lesson Gusto nako magmaestra tanong. tanong. ginawang guhit at collage. Ipabigay ang
Mga bata akong tabangan a. Unsa ang gihisgutan sa awit? a. Unsa ang gihisgutan sa awit? kaibahan ng paraang ginamit.
Aron mapuslan sa katilingban b. Giunsa paghulagway ang mga pamilya nga b. Giunsa paghulagway ang mga pamilya nga
Ako usab si Nestor nagpuyo sa Barangay Malipayon? nagpuyo sa Barangay Malipayon?
Gusto nako magdoktor c. Unsa ang mga kabahin sa komunidad nga c. Unsa ang mga kabahin sa komunidad nga
Motambal maski libre nahisgutan sa awit? nahisgutan sa awit?
Labi na sa mga pobre. d. Unsa niini nga mga naglangkub sa komunidad d. Unsa niini nga mga naglangkub sa
Maayo mahimong pulis nga naa sa imong lugar? komunidad nga naa sa imong lugar?
Sagbat dayon ni Dennis
Ang komunidad magmalinawon
dautan akong dakpon.
D. Discussing new Itanong: Sabihin: ”Aron imong hingpit nga mapakita ang Sabihin: ”Aron imong hingpit nga mapakita Itanong sa mga bata ang sumusunod: Pagsagot sa pagsusulit
concepts and practicing new “Unsa ang gusto sa mga bata sa ilang pagdaku? kaanindot sa imong komunidad, tumana ang ang kaanindot sa imong komunidad, tumana Kinsay gusto maghimo og tulay?
skills #1 (Palingini kini) mga gisugo sa mosunod nga buluhaton”. ang mga gisugo sa mosunod nga buluhaton”. Eskwelahan? Gambalay? Pagtataya
“Nganong magpulis man si Dennis? Nganong Kinsay kabalo muhimo og balay? Hindi pa kailangan ang pagtataya
mag-maestra man si Ana? “Nganong mga doktor Mga Buluhaton: Ipakita ang kaanyag sa imong Mga Buluhaton: Ipakita ang kaanyag sa imong Kinsay gusto maghimo og balay karon sa araling ito. Maaring gawing
man si Nestor?” komunidad gamit ang usa sa mga musunod: komunidad gamit ang usa sa mga musunod: nga higayon? basehan ng guro ang “output” ng
8 Pagdibuho Pagdibuho Sabihin: mga bata bilang pagtataya.
“Kamo unsa man ang inyong gusto sa inyong Collage-making Collage-making Kanang inyong mga gipangandoy Gumawa lamang ng RUBRIC
pagdaku? Ngano man?” matuman karong higayuna. Sa atong upang mabigyan ng karampatang
Hingpit ba ninyong nasayran kung para unsa leksyon karon, atong makat-unan ang marka ang ginawa ng mga bata.
gayud ang inyong mga gipangandoy? pagmugna og modelo nga komunidad Success Indicator:
gamit ang nagkalain-lain nga mga
Sulayan ta kung asa kutob ang inyong kaalam butang. Andam na ba kamo? Kumpleto ang mga bahagi ng
niini pinaagi niining mga buluhaton. Pagasugdan na nato kini. komunidad: 4 points
Maganda ang pagkakagawa: 2
points
Gumamit ng mga malikhaing
disenyo: 2 points
Malinis ang pagkakagawa: 2
points
E. Discussing new concepts and Mga Gawain/Mga Buluhaton Sabihin:
practicing new skills #2 Ibigay ang sumusunod na mga panuto o “Maghimo kamo karon og modelo nga
direksyon. komunidad gamit ang papel, karton,
Unang Pundok: clay, blocks ug uban pa. Kamo ang mag-
Isumpay ang hulagway nga angayang mag-uban. igo kung unsa ang inyong gamiton.”
Isulat ang linya nga magsumpay kanila. Ipagawa ang nasabing gawain sa
Ikaduhang Pundok: limitadong oras upang matutuhan ng
Idibuho ang sa gamay nga kuwadro kung ang mga bata ang kahalagahan ng oras.
maayo o tama ang gipakita sa hulagway ug Mga paraan sa paggawa ng mga gawain: Mga paraan sa paggawa ng mga gawain: Ibigay sa kanila ang mga panuntunan sa
kung dautan o mali. e. Pangkatin ang mga bata. e. Pangkatin ang mga bata. pagkakaroon ng takdang gawain.
Ikatulong Pundok: f. Papiliin ang bawat pangkat ng gusto nilang f. Papiliin ang bawat pangkat ng gusto nilang Pag natapos na ng mga bata ang
Unsa ang imong nadawat gikan sa mga paraan ng paglalarawan ng komunidad. paraan ng paglalarawan ng komunidad. kanilang ginawa ay anyayahan silang
naglangkub sa komunidad? Isulat kini sa palad. g. Ipahanda sa kanila ang kanilang nga g. Ipahanda sa kanila ang kanilang nga ipresenta at ipaliwanag ito sa klase
Pananglitan: libre nga edukasyon gikan sa gagamitin. gagamitin.
tulunghaan. h. Paalalahanan sila sa tamang paggamit ng h. Paalalahanan sila sa tamang paggamit ng
kanilang kagamitan lalo na ang mga matutulis na kanilang kagamitan lalo na ang mga matutulis
bagay. na bagay.
i. Muling ibigay ang panuntunan sa i. Muling ibigay ang panuntunan sa
pagkakaroon ng gawain. pagkakaroon ng gawain.
j. Bigyan ang mga bata na sapat na oras na j. Bigyan ang mga bata na sapat na oras na
gawin ang mga itinakdang Gawain gawin ang mga itinakdang Gawain
Ipapaskil sa pisara ang kanilang Ipapaskil sa pisara ang kanilang

mga ginawa at gabayan sila sa mga ginawa at gabayan sila sa
pagpapaliwanag nito. pagpapaliwanag nito.
F. Developing mastery (leads to Magkaroon ng pag-uulat ng kanilang ginawa Iproseso ang bawat gawain pagkatapos na ito ay Iproseso ang bawat gawain pagkatapos na ito Iproseso ang gawain at itanong ang
Formative Assessment 3) pagkatapos ng limang minuto. Tatalakayin ito sa maipresenta ng mga bata. ay maipresenta ng mga bata. sumusunod:
pamamagitan ng mga tanong. Isulat ang sagot ng Mga tanong: Mga tanong: o Unsa ang inyong gibuhat?
mga bata sa tsart na kagaya ng nasa ibaba. Unsa ang paagi sa paghulagway nga inyong Unsa ang paagi sa paghulagway nga inyong o Unsa ang inyong gigamit aron
gipili? gipili? mapakita ang kaanyag sa inyong
Unsa ang mga kabahin sa komunidad nga Unsa ang mga kabahin sa komunidad nga komunidad?
inyong napakita sa inyong gihimo? inyong napakita sa inyong gihimo? o Naglisud ba kamo sa paghimo og
Nabisita na ba ninyo ni nga mga lugar? Unsa Nabisita na ba ninyo ni nga mga lugar? Unsa modelo sa inyong komunidad? Ngano
inyong ikasulti niini? inyong ikasulti niini? man?
Dali lang ba ang paghulagway nga inyong Dali lang ba ang paghulagway nga inyong o Unsa man ang inyong nadiskubrehan
gihimo? Ngano man? gihimo? Ngano man? nga mga bag-ong butang nga naa sa
Pagkahuman ninyo og himo sa inyong collage Pagkahuman ninyo og himo sa inyong inyong komunidad?
ug pagdibuho, unsa ang inyong nadiskubrehan collage ug pagdibuho, unsa ang inyong o Mahinungdanon ba nga atong ilhon
kalabutan sa inyong komunidad? nadiskubrehan kalabutan sa inyong ang atong komunidad? Ngano man?
Sa inyong kaugalingon? Nalipay ba kamo niini? komunidad? Unsa ang gibutyag niini bahin kanato?
Nagmapasalamaton ba kamo? Ngano man? Sa inyong kaugalingon? Nalipay ba kamo
Mga Tanong: niini? Nagmapasalamaton ba kamo? Ngano
Unsa ang gibuhat sa matag pundok? man?
Unsa ang naglangkub sa komunidad nga
gihisgutan niini?
Unsa man ang katungdanan sa matag
naglangkub sa komunidad base sa gihishutan sa
buluhaton.
Unsa ang inyong nakat-unan sa inyong
buluhaton?
Imo bang nasinati ang mga sama sa hulagway?
Unsa imong gibati?
Giunsa nimo sila pagpasalamat?
G. Finding practical application of Isulat ang sagot ng mga bata sa pisara. Muling itanong kung ano-ano ang mga paraan ng Muling itanong kung ano-ano ang mga paraan Itanong sa mga bata ang sumusunod: Magpakita ng katapatan sa
concepts and skills in daily living Kung ikaw nagakuyog sa parada sa mga paglalarawan ng komunidad ang ginawa ng mga ng paglalarawan ng komunidad ang ginawa ng 15 pagsusulit.
mahinungdanong selebrasyon, nagahimo ka ba bata. Itanong din kung ano ang natutuhan nila sa mga bata. Itanong din kung ano ang Kung inyong ikumpara ang inyong
sa imong katungdanan? gawaing ito. natutuhan nila sa gawaing ito. modelong komunidad ngadto sa mga
Unsay katungdanan sa imong tulonghaan hinimo sa imong classmates, sa unsang
nganha kanimo? Nakabenipisyo ba ang imong bahina sila managkapareho? Sa unsang
pamilya niini? paagi sila managkalahi?
Giunsa pagpapakita sa mga pampublikong Kung ikaw ang pabut-on sa mga
hospital ang ilang katungdanan ngadto sa imong butang nga mulangkob sa imong
pamilya? Angay ba kitang magmapasalamaton? komunidad, unsa man kini? Nganong
Ngano man? mao man kini ang imong mga gipili?
Isip membro sa simbahan, unsay nahimo niini Isulat sa pisara ang sagot ng mga bata sa
kanimo? Sa pamilya? mga tanong sa F.
Unsaon nimo pagpakita ang imong
pagpasalamat niini nga mga butang
H.Making generalizations Itanong:“Base sa inyong gihimo nga mga tubag, Sabihin: “Ang inyong gibuhat,mao ang mga Ipabasa sa mga bata ang kanilang mga
and abstractions about the unsa man diay ang mga katungdanan sa matag pamaagi unsaon paghulagway sa sagot.Salungguhitan ang mga
lesson naglangkub sa komunidad? Unsa man ang komunidad”. pangunahing kaisipan nito. Mula sa mga
gikatabang niini sa imong pamilya?” pangunahing kaisipan, gabayan ang mga
bata sa pagbubuod ng aralin.
I. Evaluating learning Ibigay ang panuto. Pagtataya Pagtataya Itala ang mga puntos ng mag-
Pilia ug lingini ang hulagway nga nagpakita og Hindi kailangan ang pagtataya sa araling ito, Hindi pa kailangan ang pagtataya sa aaral.
papel, katungdanan o buluhaton sa mga ngunit kung nais ng guro ay maari niyang araling ito. Maaring gawing basehan ng
naglangkub sa komunidad. gawing pagtataya ang paglalarawan ng mga guro ang “output” ng mga bata bilang
bata sa kanilang pamayanan sa pamamagitan pagtataya. Gumawa lamang ng RUBRIC
ng pagguhit. upang mabigyan ng karampatang marka
Gumamit lamang ng RUBRICS upang ang ginawa ng mga bata.
mabigyan ng tamang points ang ginawa ng Success Indicator:
mga bata. Kumpleto ang mga bahagi ng
Success Indicator: komunidad: 4 points
Kumpleto ang mga bahagi ng komunidad: 5 Maganda ang pagkakagawa: 2 points
points Gumamit ng mga malikhaing disenyo: 2
Maganda ang pagkakagawa: 3 points points
Malinis ang pagkakagawa: 2 points Malinis ang pagkakagawa: 2 points
J. Additional activities for Gawing takdang-aralin ang mga Encircle the musical instrument that Bigyan ng paghahamon ang mga
application or remediation kinakailangang dalhin ng mga bata para makes loud sound. mag-aaral para sa susunod na
sasusunod na aralin. pagtataya.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80%
in the evaluation ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
above above
B.No. of learners ___ of Learners who require additional activities ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
who require additional activities for remediation for remediation activities for remediation activities for remediation additional activities for remediation
below 80%
work?
the lesson
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 ___ of Learners who continue to
require remediation remediation remediation remediation require remediation require remediation
___ Carousel
Poems/Stories
Why?
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation
doing their tasks doing their tasks doing their tasks in doing their tasks
which my principal or supervisor __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong panturo.
can help me solve? panturo. panturo. kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga bata.
__Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng __Kamalayang makadayuhan
makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng mga bata lalo na sa pagbabasa.
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 10-14, 2019 Q 1 Week 2 SubjecT: Mother Tongue
June 12,2019
HOLIDAY
A. Content Standard Demonstrates understanding and knowledge Demonstrates understanding of grade level Demonstrates understanding of grade level Demonstrates knowledge of and skills in Demonstrates knowledge of and skills
of language grammar and usage when literary and informational texts literary and informational texts word analysis to read, write in cursive in word analysis to read, write in
speaking and/or writing. and spell grade level words. cursive and spell grade level words.
B. Performance Speaks and writes correctly and effectively for Comprehends and appreciates grade level Comprehends and appreciates grade level Applies word analysis skills in reading, Applies word analysis skills in reading,
Standard different purposes using the basic grammar of narrative and informational texts. narrative and informational texts. writing in cursive and spelling words writing in cursive and spelling words
the language. independently independently
C. Learning Read with understanding grade level text. Read aloud grade level text with an
Competency/ MT2PWR-Ia-d-7.5 Recite and sing in group longer poems, Recite and sing in group longer poems, Classify naming words into different accuracy of 95 - 100%
Objectives jingles, riddles, chants, and songs (folk, jingles, riddles, chants, and songs (folk, categories. MT2F-Ia-i-1.4.
Use words unlocked during story reading MT2GA-Ib-3.1.1 Write upper and lower case letters
rap, etc.) with ease and confidence. rap, etc.) with ease and confidence.
Write the LC code for each. in meaningful contexts using cursive strokes. MT2PWR-Ia-i-
MT2OL-Ib-4.1.1 MT2OL-Ib-4.1.1 3.3
MT2VCD-Ia-i-1.2 Note important details in grade level Note important details in grade level
. narrative texts: a. character b. setting c. narrative texts: a. character b. setting c.
plot (problem and resolution) MT2LC-Ia-b- plot (problem and resolution) MT2LC-Ia-
1.1.1 b-1.1.1
II. CONTENT IKADUHANG SEMANA IKADUHANG SEMANA IKADUHANG SEMANA IKADUHANG SEMANA IKADUHANG SEMANA
Ako Ug Ang Akong Pamilya Ako Ug Ang Akong Pamilya Ako Ug Ang Akong Pamilya Ako Ug Ang Akong Pamilya Ako Ug Ang Akong Pamilya
Objectives
 Modify prior knowledge based on new • Talk about story by recalling important • Talk about story by recalling important a. Use spelling knowledge to correctly
knowledge from the story. details details Objectives spell high frequency words
 Read aloud Grade II level texts with an  Sequence 3 events in the story by telling  Sequence 3 events in the story by a. Talk about story by recalling appropriate to the grade level.
accuracy of 95-100 %. which happened first, second, or last. telling which happened first, second, or important details. b. Observe proper mechanics when
last. b. Talk about famous people using copying/writing sentences:
descriptive words in a culturally capitalization, proper spacing
appropriate manner. between words and correct
c. Introduce significant peopleusing punctuation marks.
naming words in culturally appropriate c. Tell the distinguishing features of a
manner. story.
d. Read aloud words (noun). d. Read aloud Grade II level texts with
e. Modify prior knowledge based on an accuracy of 95-100 %.
new knowledge from the story.
A. References K-12 CG p.85 K-12 CG p.85 K-12 CG p.85 K-12 CG p.85 K-12 CG p.85
1. Teacher’s Guide p. 9-13 p. 9-13 p. 9-13 p. 9-13 p. 9-13
pages
2. Learner’s Materials pages p. 9-17 p. 9-17 p. 9-17 p. 9-17 p. 9-17
3. Textbook pages
4. Additional Materials from Biography “A School Nurse” by: Natividad P. Biography “A School Nurse” by: Natividad Biography “A School Nurse” by: Biography “A School Nurse” by:
Learning Resource (LR) portal Carag and Florinda B.Dimansana, Graphic P. Carag and Florinda B.Dimansana, Natividad P. Carag and Florinda Natividad P. Carag and Florinda
organizers, real objects, pictures, Activity Graphic organizers, real objects, pictures, B.Dimansana, Graphic organizers, real B.Dimansana, Graphic organizers,
Sheets Activity Sheets objects, pictures, Activity Sheets real objects, pictures, Activity
Sheets
B. Other Learning Resource Biography “A School Nurse” by: Natividad P.
Carag and Florinda B.Dimansana, Graphic
organizers, real objects, pictures, Activity
Sheets
III. PROCEDURES
A. Reviewing previous lesson or Unlocking of Difficulties Give a review on the biography of “Roda Action Song
presenting the new lesson a. kinamagulangan (eldest) – (use synonyms) Perez”.
b. limpyo (neat-looking) – (use picture)
c. pasyente (patient) – (through context clues)
d. maalamon (intelligent) – (use synonyms)
e. damgo (dream )– (through context clues)
f. nars (nurse) – (through picture, context
clues)
B. Establishing a purpose for the Teacher shows a picture of a nurse. The Teacher discusses the events/timeline that Teacher discusses the events/timeline that Action Song “Ako AlagadSa Komunidad”. Spelling of the following
lesson teacher asks: happened in the story. happened in the story. Let the pupils open their Leaners Lapulapu anak komunidad
1) Who is this person? What is her/his work in a. Let’s Complete the Web! a. Let’s Complete the Web! Material, Unit 1, Week 2, Manganta Kita. nars tawo
the community? Let the pupils open their Learner’s Material,Unit Let the pupils open their Learner’s (Teacher can make her/his own action.)
(Kinsa man kini siya? Unsa man ang iyang 1, Week 2 and do Unang Buluhaton A. Material,Unit 1, Week 2 and do Unang
trabaho sa komunidad?) Buluhaton A.
2) Do you know a person in your community
who looks like the person in the picture? Tell
something about this person in your
community.
(Aduna ba kamo’y nailhan sa inyong
komunidad nga pareha sa tawonga anaa sa
hulagway? Unsa ang imong ikasulti kaniya?) Ask:
1) Who was the school nurse? (Kinsa man
ang nars?)
2) Who are her parents? (Kinsa man ang
iyang mga ginikanan?)
3) Where does she live? (Hain man siya
nagpuyo?)
4) Where did she study? (Hain man siya
nagtungha?)
C. Presenting examples/ Developing a purpose for reading Presentation Pupils are made to play “Name
instances of the new lesson Say: Today, we will be reading a story about the a. Teacher shows picture of community Game”
life of a school nurse. Let’s find out who the helpers, different places, famouspersons, Pupils are given cards wherein
person is, her parents, where she lives and her objects and animals. they have to complete the name
work. b. Let the pupils place each picture under of their classmates by writing the
(Karon, magbasa kita og istorya mahitungod sa the proper column. missing letter of each name.
kinabuhi sa usa ka nars sa eskuylahan. Atong Learners Material Unit 1, Week 2,
susihon kon kinsa siya, kinsa iyang mga Ikaduhang Buluhaton.
ginikanan, hain siya nagpuyo ug nagtrabaho.)
D. Discussing new During Reading (shared reading) Let’s Go Upstairs! Let’s Go Upstairs! Discussion Ask:
concepts and practicing new 1. First Reading: Read the story without Let the pupils answer their Learner’s Material Let the pupils answer their Learner’s Material a. Let the pupils name each picture. 1) How did you complete the
skills #1 interruption while the pupilslisten. Unit 1, Week 2 Unang Buluhaton B. Unit 1, Week 2 Unang Buluhaton B. name of your classmate?(Giunsa
2. Second Reading: Read the story again. Use a nimo pagkompleto amg ngalan sa
pointer as you read the sentences in each imong classmate?)
page. Ask questions as you finish a page. 2) How did you write the missing
Before proceeding to the next page, let pupils letter? (Giunsa nimo pagsulat ang
make inferences about what will happen. nawala nga letra?)
b. Let
them also give other names of persons,
places, things and animals
E. Discussing new concepts and Let’s Read: Guided Practice Let the pupils read the story “
practicing new skills #2 a. Teacher shows some pictures or real Nars”
objects. Let the pupils name each and Ask: Where did the story happen?
identity whether it is a name of a person, (Asa nahitabo ang istorya?)
place, thing or animal. Who are the characters in the
story? (Kinsa ang mga tawo sa
istorya?)
What are the events in the story?
(Unsa man ang mga panghitabo
sa istorya?)
What part of the story that you
like most? Why? (Unsa nga bahin
sa istorya ang imong ganahan?
Ngano man)
What composes a story? (Unsa
man ang naglangkob sa usa ka
istorya?)
F. Developing mastery (leads to Answering comprehension questions: Independent Practice a. Writing words starting with
Formative Assessment 3) a. Who is the school nurse in the story? (Kinsa a. Color the nouns/naming words. capital letter.
man ang nars sa istorya?) (Kolori ang nouns.) b. Sentence making
b. When is her birthday? (Kanus-a man ang Let the pupils open their Learner’s Pupils will copy the following on
iyang adlaw nga natawhan?) Material, Unit 1, Week 2, Ikatulong their notebook.
c. Where did she study during her elementary Buluhaton A. Roda
grades? (Diin man siya nag-eskwela sa si Roda
elementarya?) si Roda usa
d. What are the qualities of Roda Perez? (Unsa Si Roda usa ka nars.
man ang mga kalidad niRoda Perez?) c. Sentence breaking
e. How about you? How do you keep yourself Si Roda usa ka nars.
clean? (Ikaw, giunsa man nimo paglimpyo ang si Roda usa ka
imong kaugalingon?) si Roda
f. What should you do?(Unsa man ang imong Roda
buhaton?) d. Writing a sentence
Si Roda usa ka nars.
G. Finding practical application of g. Is it good to be clean always? Why? (Maayo Let’s Fill inthe Form a. Pick the fruits that are a. Teacher discusses the use of
concepts and skills in daily living ba nga limpyo kanunay?Ngano man?) Let the pupils open their Learner’s Material nouns/naming words.(Pupoa ang capital letter in writing and
h. What was her dream? (Unsa man ang iyang Unit 1, Week 2 and answer Unang Buluhaton prutas nga adunay “nouns/naming copying sentences.
pangandoy?) C. words”.) b. Ask:
i. Did she fulfil her dream? Why do you say 1) How did we write the first letter
so?(Nakab-ot ba niya ang iyang pangandoy? in the sentence?
Nganong nakasulti man ka niana?) (Giunsa nimo pagsulat ang una
j. Being a nurse, what is her work? (Isip usa ka nga letra sa pahayag o sentence?
nars, unsa man ang iyang buluhaton?) 2) What did we do to separate the
k. How about you, what would you like to be words in a sentence?
when you grow up? Why? (Unsa man ang Day 5
imong pangandoy inig kadako nimo? Ngano (Unsa man ang atong gibuhat
man?) para buwagon ang mga pulong sa
l. Where would you like to work? Why? (Asa pahayag o sentences?)
man ka gusto motrabaho?Ngano man?) 3) What do we see at the end of a
m. If you were Roda, will you also work in sentence?
your own community? Why?(Kon ikaw si (Unsa man ang atong makita sa
Let the pupils open their Learner’s
Roda, gusto ba usab ka motrabaho katapusan sa pahayag o
Material, Unit 1, Week 2 and do
saimong komunidad? Ngano man? sentence?)
Ikatulong Buluhaton B.
4) What composes a sentence?
(Unsa man ang naglangkob sa
pahayag o sentence?)
5) What will you form when you
combine three or more related
sentences?
(Unsa man ang maporma kon
tiponon ang tulo o mas daghan pa
nga mga pahayag o sentences?)
H.Making generalizations Ask: . Generalizations Pupils copy sentences on their

and abstractions about the *Mahitungod sa unsa ang istorya? a. What are nouns/naming words? (Unsa Learner’s Material, Unit 1, Week 2,
lesson *Ikaw unsa man imong gustong trabaho inig man ang pulongan (nouns)?) Ikaupat nga Buluhaton A.
kadako nimo? b. Can you give an example of a noun?
(Makahatag ba ka og “example” sa
nouns?)
I. Evaluating learning Complete the details needed. (NOTE: Teacher processes the pupils’ Check (/) the nouns. Cross out (x) those a. Pupils will answer their
outputs.) that are not. Learner’s Material, Unit 1, Week 2
Let the pupils answer Learner’s Material Ikaupat nga Buluhaton B.
Unit 1, Week 2, Ikatulong Buluhaton C. b. Write the following sentences
on the board and let the pupils
read and copy them on their
notebook.
1) Nagsulat si Lisa sa blackboard.
2) Nagdula ang akong igsoon og
basketball.
3) Maayo moistorya ang akong
amigo.
J. Additional activities for Pagtalakay sa sagot ng mga bata. Encircle the musical instrument that
application or remediation makes loud sound.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
in the evaluation ___ of Learners who earned 80%
above
below 80%
work?
the lesson
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 ___ of Learners who continue to require
remediation
require remediation remediation remediation remediation remediation
E. Which of my teaching strategies Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Strategies used that work well:
worked well? Why __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon ___ Games
did these work? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain ___ Solving Puzzles/Jigsaw
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL ___ Answering preliminary
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner activities/exercises
___ Carousel
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga ___ Diads
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture ___ Think-Pair-Share (TPS)
__Event Map __Event Map __Event Map __Event Map ___ Rereading of Paragraphs/
Poems/Stories
__Decision Chart __Decision Chart __Decision Chart __Decision Chart ___ Differentiated Instruction
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart ___ Role Playing/Drama
___ Discovery Method
__I –Search __I –Search __I –Search __I –Search ___ Lecture Method
__Discussion __Discussion __Discussion __Discussion Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
doing their tasks
which my principal or supervisor __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong panturo.
can help me solve? kagamitang panturo. panturo. kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga bata.
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 10-14, 2019 Q 1 Week 2 SubjecT: Mathematics
June 12,2019
HOLIDAY
A. Content Standard Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of addition
whole numbers up to 1000 including money. whole numbers up to 1000 including money. whole numbers up to 1000 including money. of whole numbers up to 1000 including
money.
B. Performance Is able to recognize and represent ordinal Is able to apply addition of whole numbers up Is able to apply addition of whole numbers Is able to apply addition of whole
Standard numbers up to 20th in various forms and to 1000 including money in mathematical up to 1000 including money in mathematical numbers up to 1000 including money in
contexts. problems and real-life situations. problems and real-life situations. mathematical problems and real-life
situations.
C. Learning Counts and groups objects in ones, tens, and Reads and writes numbers from 101 through Reads and writes numbers from 101 through Counts numbers by 10s, 50s, and 100s Administer Summative Test
Competency/ hundreds 1000 in symbols and in words 1000 in symbols and in words M2NS-Ib-8.2
Objectives M2NS-Ib-2.2 M2NS-Ic-9.2 M2NS-Ic-9.2
Write the LC code for each.

II. CONTENT LESSON 5: LESSON 6: LESSON 6: LESSON 7: Summative Test
Counting and Grouping Objects in Ones, Tens Reading and Writing Numbers Reading and Writing Numbers Giving Place Value of 3Digit Numbers
and Hundreds
A. References K-12 CG p 26 K-12 CGp 26-27 K-12 CGp 26-27 K-12 CGp 27 Summative test files
1. Teacher’s Guide p. 20-26 P. 26-30 P. 26-30 p.30-33
pages
2. Learner’s Materials pages p. 13-15 P 16-18 P 16-18 p. 19-20
3. Textbook pages
4. Additional Materials from Mathematics Kagamitan ng Magaaral
Learning Resource (LR) portal Tagalog Grade 2. 2013. pp. 19-20
B. Other Learning Resource 1. popsicle sticks, bottle caps, sticks, drinking Number Cards Number Cards 1. Counters (Popsicle sticks, straws, etc.),
straws, flashcards, flats, longs, ones, picture, Mystery Box of Knowledge Mystery Box of Knowledge 2. Hundred chart Set of card with the 3-
pebbles, other concrete counters Show Me Board Show Me Board Digit numbers
2. Picture Numbers Chart Numbers Chart 3. Pictures
3. Cut-outs
III. PROCEDURES
A. Reviewing previous lesson or 1. Drill 1. Drill 1. Drill 1. Drill Song
presenting the new lesson Mental addition using flash cards Strategy: Game- “Guess and Check” Strategy: Game- “Guess and Check” “Show -Me - Board Activity”
Give the number for each set of objects Mechanics: Mechanics: Dictate the numbers and let the pupils
Draw 5 number cards inside the Mystery Box of Draw 5 number cards inside the Mystery Box write the tens and ones correctly on their
Knowledge of Knowledge show-me-boards. Let them raise their
Post it on the board Post it on the board boards after ten counts.
Ask the pupils to use the numerals in the Ask the pupils to use the numerals in the Example: 86 = 8 tens and 6 ones
number cards to form three- digit numbers. number cards to form three- digit numbers. 1. 19 = ___ ten and ___ ones (1 and 9)
Review Review 2. 25 = ___ tens and ___ ones (2 and 5)
Give the place value of the following: Give the place value of the following: 3. 48 = ___ tens and ___ ones (4 and 8)
In 987; what is the place value of 8? In 987; what is the place value of 8? 4. 70 = ___ tens and ___ ones (7 and 0)
What is the value of 9 in 987? What is the value of 9 in 987? 5. 96 = ___ tens and ___ ones (9 and 6)
What is the place value of 7 in 987? What is the place value of 7 in 987?
What is the value of 7 in 987? What is the value of 7 in 987?
B. Establishing a purpose for the 1. Motivation: Motivation Motivation Review Setting of standard
lesson Help the birdie find its way to her mother by Prepare a chart for the board work
counting from the starting point to the mother activity.
bird Activity 1
Ask: What do you do when you see birds in Give the missing word number.
your surroundings? 1. 125 = One hundred ____________-five
Why is it bad to hurt or kill animals? (twenty)
2. 389 = _________ hundred eighty-nine
(three)
3. 794 = Seven hundred ninety-________
(four)
4. 862 = Eight hundred _________-two
(sixty)
5. 930 = _________ hundred thirty (nine)
C. Presenting examples/ The teacher will show the pupils how to create Ask the pupils to identify the numbers Ask the pupils to identify the numbers Giving of instruction
instances of the new lesson ones, longs and mentioned in the story. Using the counters mentioned in the story. Using the counters
flats. Together, the pupils and the teacher will (straws), let the pupils make bundles of the (straws), let the pupils make bundles of the
create a long using 10 ones. The teacher will numbers identified and paired with the number numbers identified and paired with the
emphasize that 10 ones create a 10. The pupils cards. number cards.
will create 10 longs. Then, the teacher will Ask the pupils to write the number symbols in Ask the pupils to write the number symbols in
show with an illustration on the board that 10 their Show Me Board. their Show Me Board.
longs create one flat with 100 ones. The pupils Numbers can be written either in words or in Numbers can be written either in words or in
will also create a flat. There will be 10 tens in symbols (figures). Ask the pupils why we need to symbols (figures). Ask the pupils why we
one hundred. write the numbers in words and not in symbols need to write the numbers in words and not
( see illustrations on the board ) only. in symbols only.
D. Discussing new Distribute 25 objects/things to each pair of Give illustrative examples of writing numbers in Give illustrative examples of writing numbers Put the number on its correct place Supervising the test
concepts and practicing new pupils. Let them group the counters by tens words and in symbols. in words and in symbols. value.
skills #1 and ones, as instructed by the teacher
E. Discussing new concepts and Group the class into four. Give them sets of Itangkod ang numero sa iyahang paulong nga Itangkod ang numero sa iyahang paulong nga
practicing new skills #2 objects in bundles of 10s, 100s and some ones
(drinking straws, bottle caps, seeds, pebbles,
popsicle sticks, any other concrete counters).
Directions: Count the objects and group them
by hundreds, tens and ones. Then, write the
number on the blank. ( see tarpapel )
numero. numero.
F. Developing mastery (leads to Refer to LM No. 6 No. Gawain 3 and 4 Refer to LM No. 6 No. Gawain 3 and 4
Formative Assessment 3)
G. Finding practical application of Let the pupils identify the number for each How do you read and write numbers? How do you read and write numbers? Applying to New and Other Situations Show honesty in answering the
concepts and skills in daily living sets of objects. a. A number can be written in symbols and in a. A number can be written in symbols and in Pair - Solve - Share Activity test questions
Write the number of hundreds, tens and ones. words. words. a. Let pupils look for a partner.
Then, write the number on your paper. b. The first digit from the right is the ones, the b. The first digit from the right is the ones, b. Provide task card to every pair.
Example: second is tens and the third is the hundreds the second is tens and the third is the c. Let them do the activity.
589 = 5 hundreds + 8 tens + 9 ones c. Zero is used as placeholder. hundreds Activity Card: Complete the chart below.
1. 896 = _______ hundreds + _________ tens + d. Every digit has its own value according to its c. Zero is used as placeholder.
________ ones position in the number. d. Every digit has its own value according to
2. 465 = _______ hundreds + _________ tens + 1. Read the paragraph below. Then write all its position in the number.
________ ones numbers included in the paragraph. 1. Read the paragraph below. Then write all
3. 926 = _______ hundreds + _________ tens + “Polit had nine hundred seventy-nine pages of a numbers included in the paragraph.
________ ones book to read. He reads two hundred sixty-seven “Polit had nine hundred seventy-nine pages
4. 168 = _______ hundreds + _________ tens + pages on Monday and 79 pages on Tuesday. of a book to read. He reads two hundred
________ ones And he reads the remaining six hundred thirty- sixty-seven pages on Monday and 79 pages
5. 386 = _______ hundreds + _________ tens + six last Friday” on Tuesday. And he reads the remaining six
________ ones Write the numbers in words: hundred thirty-six last Friday”
__________________________ Write the numbers in words:
Write the numbers in symbols or figures: __________________________
__________________________ Write the numbers in symbols or figures:
__________________________
H.Making generalizations How do you group objects? How do you read and write numbers?
and abstractions about the How do you group tens and hundreds? a. A number can be written in symbols and in
lesson How many tens are in 100? words.
How many ones are in tens? b. The first digit from the right is the ones,
the second is tens and the third is the
hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to
its position in the number.
I. Evaluating learning Write the correct number symbols of the Recording the test resulte
following.
J. Additional activities for Refer to the LM 6 – Buluhaton sa Balay. Refer to LM 7 – Buluhaton Sa Balay Challenge the pupils for the next
application or remediation test.
IV. REMARKS
V. REFLECTION
above
below 80%
work?
the lesson
remediation
___ Carousel
Poems/Stories
Why?
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __Kakulangan sa makabagong __Kakulangan sa makabagong panturo.
can help me solve? __ Colorful IMs __ Colorful IMs kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga bata.
__ Unavailable Technology __ Unavailable Technology __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Mapanupil/mapang-aping mga bata
Equipment (AVR/LCD) Equipment (AVR/LCD) bata. bata. __Kakulangan sa Kahandaan ng mga bata
__ Science/ Computer/ __ Science/ Computer/ __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga __Kakulangan ng guro sa kaalaman ng
Internet Lab Internet Lab __Kakulangan sa Kahandaan ng mga bata makabagong teknolohiya
__ Additional Clerical works __ Additional Clerical works bata lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga __Kamalayang makadayuhan
__Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
makabagong teknolohiya __Kakulangan ng guro sa kaalaman
G. What innovation or localized Planned Innovations: Planned Innovations: __Pagpapanuod ng video presentation __Pagpapanuod ng video __Pagpapanuod ng video presentation
materials did I use/discover which __ Localized Videos __ Localized Videos __Paggamit ng Big Book presentation __Community Language Learning
I wish to share with other __ Making big books from __ Making big books from __Community Language Learning __Paggamit ng Big Book __Ang “Suggestopedia”
teachers? views of the locality views of the locality __Ang “Suggestopedia” __Community Language Learning __ Ang pagkatutong Task Based
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Ang pagkatutong Task Based __Ang “Suggestopedia” __Instraksyunal na material
Instructional Materials Instructional Materials __Instraksyunal na material __ Ang pagkatutong Task Based
__ local poetical composition __ local poetical composition __Instraksyunal na material
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 10-14, 2019 Q 1 Week 2 SubjecT: Filipino
June 12,2019
HOLIDAY
A. Content Standard Naipamamalas ang kakayahan sa Nauunawaan ang ugnayan ng simbolo at Nauunawaan ang ugnayan ng simbolo at Naipamamalas ang kakayahan at tatas sa
mapanuring pakikinig at pag-unawa sa tunog tunog pagsasalita at pagpapahayag ng sariling
napakinggan ideya, kaisipan, karanasan at damdamin
B. Performance Nakikinig at nakatutugon nang angkop at Nababasa ang usapan, tula, talata, kuwento Nababasa ang usapan, tula, talata, Naipahahayag ang
Standard wasto nang may tamang bilis, diin, tono, antala at kuwento nang may tamang bilis, diin, ideya/kaisipan/damdamin/reaksyon nang
ekspresyon tono, antala at ekspresyon may wastong tono, diin, bilis, antala at
intonasyon
C. Learning Nasasagot ang mga tanong tungkol sa tekstong Natutukoy ang unahan, gitna at huling tunog ng Natutukoy ang unahan, gitna at huling tunog Natutukoy ang pangalan ng tao, bagay, Nakapagbibigay ng lingguhang
Competency/ napakinggan salita. ng salita. hayop, at lugar pagsusulit
Objectives Nakapagbibigay ng hinuha kaugnay sa F2KP-Ib-g-6 F2KP-Ib-g-6 F2WG-Ic-e-2
pinakinggan/binasang teksto
Write the LC code for each. F2-PN-3.1.1
II. CONTENT A RALIN 2: M AHALIN AT I PAGMALAKI ANG A RALIN 2: M AHALIN AT I PAGMALAKI ANG P AMILYA A RALIN 2: M AHALIN AT I PAGMALAKI ANG A RALIN 2: M AHALIN AT I PAGMALAKI ANG Lingguhang Pagsusulit
P AMILYA Tunog ng Salita P AMILYA P AMILYA
Pagbibigay Hinuha Tunog ng Salita Ngalan ng tao, bagay, hayop, at pook
A. References K-12 CG p. 23 K-12 CG p. 23 K-12 CG p. 23 K-12 CG p. 23 Summative test files

1. Teacher’s Guide p. 8-9 p. 9-10 p. 9-10 p.10-11
pages
2. Learner’s Materials pages p.18-24 p.24-26 p.24-26 p. 27-30
3. Textbook pages
B. Other Learning Resource larawan ng pamilya, tarpapel larawan, flashcard, tsart larawan, flashcard, tsart tsart ng maikling talata, larawan ng inang
inaalagaan ang anak na may sakit,
III. PROCEDURES
A. Reviewing previous lesson or Tingnan natin ang nalalaman ninyo sa pag- Ano ang pangalan mo? Ano ang pangalan mo? Ikahon ang mga pangngalan na ginamit sa Awit
presenting the new lesson aaralan natin sa linggong ito. Pantigin ito. Pantigin ito. maikling talata sa ibaba.
Ipakuha sa mga bata ang kanilang sagutang Ano ang unang letra nito? Ano ang unang letra nito? Isulat ito sa tsart.
papel, pansulat at ang Kagamitan ng Mag-aaral Ano ang tunog nito? Ano ang tunog nito?
(LM). Pasagutan sa mga mag-aaral ang Sa anong letra ito nagtapos? Ano ang tunog Sa anong letra ito nagtapos? Ano ang tunog
Subukin Natin sa LM, pahina__. nito? nito?
B. Establishing a purpose for the Sino-sino ang kasapi ng iyong pamilya? Ano ang gagawin mo kung may sakit ang isang Ano ang gagawin mo kung may sakit ang Hatiin ang klase sa ilang pangkat. Pagbibigay ng pamantayan
lesson May nagkasakit na ba sa kanila? kasapi ng iyong pamilya? isang kasapi ng iyong pamilya? Hayaang magtala ang bawat pangkat ng
Tumulong ka ba sa pag-aalaga sa kanila? Basahing muli ang kuwentong“Maalagang Ina”. Basahing muli ang kuwentong“Maalagang mga ngalan ng mga makikita sa loob
Ano ang ginawa mo? Ina”. silid-aralan.
Pag-uulat ng bawat pangkat
C. Presenting examples/ Ilarawan ang sariling ina. Ipabasa sa mga mag-aaral ang mga salitang Ipabasa sa mga mag-aaral ang mga salitang Basahin sa mga bata ang “Nasaan Ka Pagsasabi ng panuto
instances of the new lesson nasa Basahin Natin sa LM, p 24 nasa Basahin Natin sa LM, p 24 Inay?” sa Basahin Natin sa LM, p. 27.
D. Discussing new Sabihin kung aling salita sa Hanay B ang Talakayin ito sa tulong ng mga gabay na tanong Talakayin ito sa tulong ng mga gabay na Pasagutan ang mga tanong sa Sagutin Pagsagot sa pagsusulit
concepts and practicing new kahulugan ng mga salita sa Hanay A. sa Sagutin Natin sa LM p. 24. tanong sa Sagutin Natin sa LM p. 24. Natin sa LM, pahina 28.
skills #1 Pagtambalin ang Hanay A sa Hanay B sa Sabihin: Ang mga salita ay may tunog sa Sabihin: Ang mga salita ay may tunog sa Ano-ano ang pangngalan na nasa
pamamagitan ng guhit. unahan, gitna, at hulihan unahan, gitna, at hulihan kuwento?
Hanay A Alin dito ang ngalan ng tao? Bagay?
Hanay B Hayop? Lugar?
dadalo pagsasama-sama Paano isinulat ang bawat ngalan?
pagtitipon Kailan ginamit ang malaking letra? Maliit
isangpagdiriwang na letra?
hilamusang may tubig pupunta Hayaang magbigay ang mga bata ng
anibersaryo palanggana ngalan ngtao/bagay/lugar o hayop.
Ano ang gagawin mo sa inyong bahay
kung naiwan kang mag-isa?
E. Discussing new concepts and Basahin sa mga bata ang “ Maalagang Ina.” Ipabasa sa mga bata ang sumusunod na salita. Ipabasa sa mga bata ang sumusunod na Ipagawa sa mga bata ang Pahalagahan
practicing new skills #2 Hanay AHanay B Hanay C salita. Natin sa LM, pahina 28.
Ato barya sabon Hanay AHanay B Hanay C
Ana serye kanin Ato barya sabon
Ilang pantig mayroon ang bawat salita? Ana serye kanin
Pantigin ang mga ito. Ilang pantig mayroon ang bawat salita?
Ano ang una/gitna/huling tunog ng bawat Pantigin ang mga ito.
Bakit pinamagatang Maalagang Ina? salita? Ano ang una/gitna/huling tunog ng bawat
Tungkol saan ang napakinggang kuwento. Gaano kahalaga ang kaalaman sa tunog ng mga salita?
Basahin muli ang kuwento sa mga bata. letra sa pagbasa? Gaano kahalaga ang kaalaman sa tunog ng
Pasagutan ang mga tanong sa Sagutin Natin. Talakayin ang Pahalagahan Natin sa LM, pahina mga letra sa pagbasa?
Ano-ano ang pangyayari sa kuwento/ 25. Talakayin ang Pahalagahan Natin sa LM,
Ano kaya ang nangyari kung hindi sinabi ni Fe pahina 25.
na may sinat ang kapatid?
Paano kung sa kabila ng lagnat ni Rey
aytumuloy pa sila sa kanilang lakad?
Ano kaya ang nangyari matapos gumaling si
Rey?
Ano ang gusto mong katapusan ng kuwento?
Paano mo ipakikita ang pagmamalasakit sa
kasapi ng iyong pamilya?
Ipagawa ang Pahalagahan Natin sa LM,

pahina___
F. Developing mastery (leads to Basahin muli sa mga bata ang Maalagang Ina. Tukuyin ang una, gitna at huling tunog ng mga Tukuyin ang una, gitna at huling tunog ng Sabihin kung ngalan ng tao, hayop, bagay
Formative Assessment 3) Maaaring tumawag ng ilang mga bata upang salita. mga salita. o lugar ang mga ngalan sa bawat
sumabay sa pagbasa ng guro o dili kaya Ipagawa ang Gawin Natin sa LM, sa pahina 25. Ipagawa ang Gawin Natin sa LM, sa pahina pangkat.
naman ay magbasa nang mag-isa. 25. Pasagutan ang Gawin Natin sa LM,
Ipagawa ang pagsasanay sa Gawin Natin na pahina29_upang matukoy ang ngalan ng
makikita sa LM, pahina___ tao, bagay, hayop, o lugar.
G. Finding practical application of Hatiin ang klase sa apat na pangkat. Bigyan ang Sabihin ang katunog ng mga salita. Piliin ang Sabihin ang katunog ng mga salita. Piliin ang Ipasagot ang Sanayin Natin sa LM, pahina Magpakita ng katapatan sa
concepts and skills in daily living bawat pankat ng activity sheet na may lamang sagot sa loob ng panaklong. sagot sa loob ng panaklong. 29 upang malaman kung natutukoy ng pagsusulit.
gagawin ng pangkat. Ipagawa ang Sanayin Sanayin Natin sa LM, pahina 25. Sanayin Natin sa LM, pahina 25. mag-aaral ang pangalan ng tao, bagay,
Natin sa LM, pahina__ hayop, at lugar.
Pag-uulat ng bawat pangkat.
Bigyang-halaga ang ginawa ng bawat pangkat.
H.Making generalizations Paano natin masasagot at makapagbibigay ng Saan maaaring magkasintunog ang mga salita? Saan maaaring magkasintunog ang mga Ano ang pangngalan? Tingnan sa
and abstractions about the sariling hinuha sa nabasa o napakinggang Tandaan Natin sa LM, pahina salita? Tandaan Natin sa LM, pahina 29.
lesson teksto? 26 Tandaan Natin sa LM, pahina
26
I. Evaluating learning Basahin ang kuwentong Ang Huwarang Tukuyin ang mga salitang magkatulad. Sabihin Tukuyin ang mga salitang magkatulad. Tukuyin ang pangngalan na tinutukoy sa Itala ang mga puntos ng mag-
Pamilya at pasagutan ang mga tanong kung saan nagkatulad ang mga piniling salita. Sabihin kung saan nagkatulad ang mga bawat bilang. aaral.
matapos magbasa. Linangin Natin Linangin Natin sa LM, pahina 26. piniling salita. Gawin ang pagsasanay sa LinanginNatin
Isulat sa papel ang sagot at basahin sa klase. Linangin Natin sa LM, pahina 26. sa LM, pahina
30.
J. Additional activities for ( Assignment) Magtala ng limang pares ng pangalan ng Gumupit at idikit sa kuwaderno ang Bigyan ng paghahamon ang mga
application or remediation Gumuhit ng mga bagay ayon sa nakasaad na iyong kapamilya o kamag-anak na larawan ng tao, hayop, pook, at bagay. mag-aaral para sa susunod na
bilang sa iyong kuwaderno. magkakasintunog Isulat ang pangngalang tumutukoy sa pagtataya.
Halimbawa: larawan.
IV. REMARKS
V. REFLECTION
above
below 80%
work?
the lesson
remediation
E. Which of my teaching strategies Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon
worked well? Why __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Pangkatang Gawain
did these work? __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __ANA / KWL
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __Fishbone Planner
__Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Sanhi at Bunga
__Paint Me A Picture
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Event Map
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Decision Chart
__Event Map __Event Map __Event Map __Event Map __Data Retrieval Chart
__I –Search
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Discussion
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion
which my principal or supervisor __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong panturo.
can help me solve? kagamitang panturo. panturo. kagamitang panturo. kagamitang panturo. __Di-magandang pag-uugali ng mga bata.
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 10-14, 2019 Q 1 Week 2 SubjecT: MAPEH
June 12,2019
HOLIDAY
A. Content Standard Demonstrates basic understanding of sound, Demonstrates understanding on lines, shapes Demonstrates understanding on lines, shapes Demonstrates understanding of body
silence and rhythmic patterns and develops and colors as elements of art, and variety, and colors as elements of art, and variety, shapes and body actions in preparation
musical awareness while performing the proportion and contrast as principles of art proportion and contrast as principles of art for various movement activities
fundamental processes in music through drawing through drawing
B. Performance Responds appropriately to the pulse of sounds Creates a composition /design by translating Creates a composition /design by translating Performs body shapes and actions
Standard heard and performs with accuracy the one’s imagination or ideas that others can see one’s imagination or ideas that others can properly
rhythmic patterns in expressing oneself and appreciates see and appreciates
C. Learning Demonstrate understanding of steady beats. Shows motion or action in the drawing of Shows motion or action in the drawing of Demonstrates momentary stillness in Administer Summative Test
Competency/ Maintain a steady beat when chanting, human bodies human bodies symmetrical and asymmetrical shapes
Objectives walking, tapping, clapping and playing musical A2EL-Ih-1 A2EL-Ih-1 using body parts other than both feet as
instruments a base of support
Write the LC code for each. MU2RH-Ic-4 PE2BM-Ig-h-16
II. CONTENT Modyul 2: Umawit, Kumilos at Tumugtog ARALIN 2 -LINYA, HUGIS AT GALAW ARALIN 2 -LINYA, HUGIS AT GALAW MOMENTARY STILLNESS Summative Test
Different Time- Meters – by 2s, 3s, 4s
A. References K-12 CG p 15 K-12 CG p. 17 K-12 CG p. 17 K-12 CG p. 16 Summative test files

1. Teacher’s Guide p. 8-13 p.118-119 p.118-119 p.167-169
pages
2. Learner’s Materials pages P,12-20 p. 171-173 p. 171-173 p.300-302
3. Textbook pages
4. Additional Materials from Music, Art, Physical Education and Health 2. Music, Art, Physical Education and Health 2. 1. MISOSA 4 - module 1.
Learning Resource (LR) portal Ramilo, Ronaldo V. et al, 2013. pp.172-173 Ramilo, Ronaldo V. et al, 2013. pp.172-173 2. Music, Art, Physical Education and
Health 2. (Tagalog) DepEd. Falculita,
Rogelio F. et.al. 2013. pp. 300-301
B. Other Learning Resource Materials: Songs manila paper, stick, pencil, bondpaper manila paper, stick, pencil, bondpaper Playground or play area, CD player & CD
Magmartsa Tayo 2 tape
Masayang Pag-Awit 3
Yaman ng Pamayanan
Tarpapel, mp3
III. PROCEDURES
A. Reviewing previous lesson or Review the kinds of lines by letting the learners Review the kinds of lines by letting the Warm-Up Exercises Song
presenting the new lesson Greet with the usual SO-LA- SO -MI greeting do what the teacher will say. learners do what the teacher will say. Directions: Let the pupils do the
“Using your point finger, draw a circle in the “Using your point finger, draw a circle in the following:
air/on the chair/at the back of your classmate air/on the chair/at the back of your classmate a) Stand on one foot. Extend one leg in
front. Then, bend the other knee in a
Repeat the same instruction but use other Repeat the same instruction but use other squat position. Raise arms sideward.
shapes and lines. shapes and lines. b) Do this alternately.
B. Establishing a purpose for the Ask the learners to do different actions. Based Ask the learners to do different actions. Ask the children the following: Setting of standard
lesson Ask if they still remember the songs learned in on action words: walking, jumping, swimming, Based on action words: walking, jumping, Are you watching noontime television
Grade I. climbing, etc. swimming, climbing, etc. shows? Have you watched the show “It’s
Showtime”? Look at this picture, it is one
of the activities the contestants of this
show are doing.
After the children have seen

the picture, ask them to answer the
questions. Discuss their responses.
Unlocking the Difficulties
Symmetrical shape -
Asymmetrical shape -
C. Presenting examples/ Ask the learners to draw one of them on manila Ask the learners to draw one of them on Do the following; Giving of instruction
instances of the new lesson Instruct to march with the beat of the song, paper using chalk. Trace the body in motion manila paper using chalk. Trace the body in a) Divide the class into three (3) groups.
“Twinkle, twinkle Little Star” while you sing it. motion Let each group select a leader.
b) Each group will be given an Activity
Sheet which contains the skills they are
to demonstrate.
c) Remind each group regarding the
standards to follow in performing the
activity.
d) Give each group enough time to
practice performing the skills.
e) After the designated time, let each
group perform the activity.
f) Once all the groups have performed
their assigned activity, discuss to the class
what they did.
g) For each activity, let the pupils turn
their LM on page 13.
Group I – Chest and Leg/Arms Raising
Group II – Legs Raise Up
Group III – Hand Stand
D. Discussing new Let the pupils do the “Rocking Chair” with Supervising the test
concepts and practicing new Let the pupils listen to the song “Magmartsa Instruct the learners to work on tracing the body Instruct the learners to work on tracing the the following steps. Please refer to page
skills #1 Tayo”. of one of their classmates who poses in an body of one of their classmates who poses in 10 of the LM.
action pose. (Divide the class by 5 persons per an action pose. (Divide the class by 5 persons
group. One will do the action and the rest will per group. One will do the action and the rest
trace the body with the chalk. ) will trace the body with the chalk. )
E. Discussing new concepts and
practicing new skills #2 Tell pupils to clap as you sing the song, Let the learners show their work to the class and Let the learners show their work to the class
“Magmartsa Tayo”. give a title to what they draw. and give a title to what they draw.
F. Developing mastery (leads to Let the pupils sing, clap and walk following the guide Let them label the different actions shown. Let them label the different actions shown.
below:
Formative Assessment 3)
G. Finding practical application of Can we show different movements in our Can we show different movements in our Let the children form a big circle in the Show honesty in answering the
concepts and skills in daily living drawing? (yes) How? (by using different kinds of drawing? (yes) How? (by using different kinds play area. Instruct them to do locomotor test questions
lines and shapes) of lines and shapes) movements to be given by the teacher
What elements shall we use to show What elements shall we use to show while moving in a circular movement. If
movements or actions? (lines and shapes) movements or actions? (lines and shapes) the music stops, ask them to
demonstrate a skill that shows temporary
stillness in either symmetrical or
asymmetrical shape using their body
parts other than both feet as base of
support. Repeat the procedure until they
demonstrated more than two skills.
H.Making generalizations Remember: Guide the learners to generate the idea that: Guide the learners to generate the idea that: Chest and Leg/Arms Raising, Legs Raise
and abstractions about the If there are two beats in a measure, the song is Movements can be seen in the different lines Movements can be seen in the different lines Up and Hand Stand are examples of
lesson in 2-time meter. and shapes. and shapes. activities which shows momentary
stillness. These are done for only a
moment because it is too difficult for the
performer to balance.
I. Evaluating learning Let the pupils chant the words of the song Directions: Divide the pupils into two Recording the test resulte
while clapping and walkingin different 1. Instruct the learners to display their finished 1. Instruct the learners to display their groups. Let each group demonstrate the
directions – forward, backward,sideward right, art works of the body in action. finished art works of the body in action. assigned skill that can be seen on page 11
sideward left. 2. Help the learners to appreciate their art 2. Help the learners to appreciate their art of the LM. Rate each group using the
Ask: “Have you noticed that each line works. Which work shows action well? works. Which work shows action well? rubrics.
represents a beat?Were you able to follow the Group One – V Sit
beat? The longer lines represent the bar lines. Group Two – One Knee and Hand
Between the two bar lines is what we called Balance
measure.”
Ask pupils to count the lines inside the
measure.
J. Additional activities for Ask the children to discover sounds that could Cut out from old magazines or newspapers 5 Cut out from old magazines or newspapers 5 A. Think of another skill that Challenge the pupils for the next
application or remediation be produced by any parts of their body. pictures of symmetrical and 5 pictures of pictures of symmetrical and 5 pictures of demonstrates momentary stillness in test.
asymmetrical shapes. asymmetrical shapes. symmetrical and asymmetrical shape
using body parts other than both feet as
base of support. Practice doing the skill at
home and be ready to demonstrate it
next meeting.
B. Be ready with your performance on
the different movement skills.
IV. REMARKS
V. REFLECTION
above
below 80%
work?
the lesson
remediation
___ Carousel
Poems/Stories
Why?
___ Group member’s Cooperation in doing
Why? Why? Why? Why? their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Colorful IMs
can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Unavailable Technology
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment (AVR/LCD)
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Science/ Computer/
Internet Lab
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Additional Clerical works
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos
materials did I use/discover which __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from views of the locality
teachers? views of the locality views of the locality views of the locality views of the 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 __ Recycling of plastics to be used Instructional Materials
__ local poetical
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical __ local poetical __ local poetical __ local poetical
DATE CHECKED
REMARKS
Principal 1
_______________________ ____________________________
Date Remarks

WEEK2-June 11-15 2018

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GRADE 1 to 12 School LINDABAN ELEMENTARY SCHOOL Grade Level: II

H.Making generalizations Ipabasa rin ang pangalawang kuwento na

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

III. LEARNING RESOURCES

A. References K-12 CG p.30 K-12 CG p. 30 K-12 CG p. 30 K-12 CG p. Summative test files

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

A. References K-12 p. 35 K-12 p. 35 K-12 p. 35 K-12 p. 35 Summative test files

Ipapaskil sa pisara ang kanilang Ipapaskil sa pisara ang kanilang

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

H.Making generalizations Ask: . Generalizations Pupils copy sentences on their

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

Write the LC code for each.

III. LEARNING RESOURCES

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

III. LEARNING RESOURCES

A. References K-12 CG p. 23 K-12 CG p. 23 K-12 CG p. 23 K-12 CG p. 23 Summative test files

Ipagawa ang Pahalagahan Natin sa LM,

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

III. LEARNING RESOURCES

A. References K-12 CG p 15 K-12 CG p. 17 K-12 CG p. 17 K-12 CG p. 16 Summative test files

After the children have seen

Prepared by: Checked by:

MANUEL P. NIBREDA JR.

Adviser CATHY JANE D. CUÑADA-BARRON

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