Week 1 Lesson Log Plan Grade 2

GRADE 1 to 12 School LINDABAN ELEMENTARY SCHOOL Grade Level: II
DAILY LESSON Teacher MARY CRIS A. CAÑETE Checked by: CATHY JANE C. BARRON
LOG Date June 4-8, 2018 Q 1 Week 1 Subject: Edukasyon sa Pagpapakatao
OBJECTIVES June 4,2018 June 5,2018 June 6,2018 June 7,2018 June 8,2018
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 Pre-
Competency/ ibang pamamaraan: pamamaraan: ibang pamamaraan: iba’t ibang pamamaraan: assessment Test?/Diagnostic Test
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 Nasusuri ang sariling gusto, Aralin 1 Nasusuri ang sariling gusto, Aralin 1 Nasusuri ang sariling gusto, Aralin 1 Nasusuri ang sariling gusto, Pre-assessment Test/ Diagnostic
interes, kakayahan, kahinaan, interes, kakayahan, kahinaan, damdamin/ interes, kakayahan, kahinaan, interes, kakayahan, kahinaan, Test
damdamin/ emosyon emosyon damdamin/ emosyon damdamin/ emosyon
Pagsuta sa Kaugalingong Abilidad Pagsuta sa Kaugalingong Abilidad Pagsuta sa Kaugalingong Pagsuta sa Kaugalingong
ug ug Abilidad ug Abilidad ug
Interes Interes Interes Interes
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
1. Teacher’s Guide P 2-5 P 2-5 P 2-5 P5
pages
2. Learner’s Materials pages p. 2-6 p. 4-8 p. 5-8 pp. 6-10
3. Textbook pages
4. Additional Materials from Edukasyon sa Pagpapakatao 2. Tagalog.
Learning Resource (LR) portal 2013. pp. 2-13
B. Other Learning Resource Tarpapel, larawan Tarpapel, larawan Tarpapel, larawan Tarpapel, larawan Pre-assessment Test/ Diagnostic
Test Files
III. PROCEDURES
A. Reviewing previous lesson or Magkaroon ng pagpapakilala sa sarili. Hikayatin Ipaawit sa buong klase ang “Talento, Ipakita Ipakita muli ang mga larawan na natalakay
presenting the new lesson ang mga bata Mo!” sa tono ng Kung Ikaw ay Masaya. kahapon. Ipasagot ang mga tanong tungkol
na sabihin sa pagpapakilala ang natatangi sa mga larawang ipinakita.
nilang kakayahan.
Tubaga ang mga pangutana

-Asa man ang imong hilig niining mga
hulagway?
-Anaa ba diri?
-Kon wala diri, unsa man kini?
-Malipayon ba ka nga ginabuhat nimo
imong hilig/ abilidad sama sa gipakita sa
mga hulagway? Ngano?
B. Establishing a purpose for the Ipaawit sa buong klase ang “Talento, Ipakita Talakayin muli ang sagot ng mga bata tungkol Sa gawaing ito, ang mga bata Awit
lesson Mo!” sa tono ng Kung Ikaw ay Masaya. sa kanilang larawan na napili.
.Itanong: ay papipiliin sa mga
*Unsa man ang inyong gibati sitwasyon kung ito ba ay
samtang kamo nagkanta? tama o mali. Maaari nilang
lagyan ng tsek ang kahon.
*Mahitungod sa unsa man nag
kanta?
C. Presenting examples/ Para mas mapalalim ang gawaing ito, Dito sa unang gawain sa Pagbibigay ng pamantayan
instances of the new lesson hatiin ang klase sa apat at sundin ang Pag-usapan ang nakaraang Ipagawa ang Unang Gawain:
direksyon sa Learning Module pahina
pasulit, dahil magkaiba-iba
2-3.
gawain sa kanilang gusto o ang hilig , interes o talento ng
Sa unang gawain, hayaan ang mga bata
mga hilig na gawin. Magtanong na pumili sa mga larawang gusto nilang bawat isa, sa ipinakitang
Unang Pangkat: Awitin ang “ Kung kung anong tawag sa hilig o gawin. Magguhit sila ng masayang
larawan, ipasunod-sunod nila
Ikaw ay Masaya “ kakayahan nila sa pagkanta, mukha kung ito ay hilig o talento nila at
malungkot na mukha naman kapag hindi ito, lagyan ng bilang mula 1
Ikalawang Pangkat: Kantahin at pag-awit, pagsayaw, pagtula o nila hilig. hanggang 6 batay sa kanilang
Isayaw “ Dinhi Malipayaon” pagguhit
Ikatlong Pangkat: Ipatula ang “Talento, gusto, hilig o talento.
Ipakita Mo”
Ikaapat na Pangkat: Ipa Rap “Dinhi

Malipayon”
D. Discussing new Talakayin ang kani-kanilang mga Pagsasabi ng panuto

concepts and practicing new sagot.
skills #1
Ipagawa ang nakasaad sa Ipagawa muli ang nakasaad sa
Talento Ipakita Mo. Talento Ipakita Mo.
Talento , Ipakita Talento , Ipakita Mo!
Mo! Magpuli-puli ang matag pundok
sa pagpalabas sa ilang tahas.
Magpuli-puli ang matag Ang pinakanindot na palabas
pundok sa pagpalabas sa ilang mao ang mananaug.
tahas. Ang pinakanindot na
palabas mao ang mananaug.
E. Discussing new concepts and Ipasagot ang mga katanungang nakasaad sa Ipaintindi sa mga bata na lahat tayo ay may kani Dito sa ikalawang gawain, hayaan ang mga Pagsagot sa pagsusulit
practicing new skills #2 “Tubagon Ta at Hisgutan Ta” na nasa Learning kanilang interes, kakayahan o talento na bata na pumili sa tatlong larawan na gusto
Module pahina 4-5. maaaring mapakita sa lahat. nila.Lagyan ng bilang ang kahon mula 1
hanggang 3.
F. Developing mastery (leads to Ipakira sa mga bata ang larawan. - Tanungin sila kung bakit nila ito gustong -Asa man ang imong hilig Pagtsek ng Pagsusulit
Formative Assessment 3) gawin.
- Tanungin din kung nagustuhan ba nila ang niining mga hulagway?
kakayahan nila.
- Tanungin din kung magkapareho ba ang
kanilang mga hilig o talento. Bakit?
Ipasagot
ang mga tanong tungkol sa mga larawang
ipinakita.
Tubaga ang mga pangutana

-Asa man ang imong hilig niining mga hulagway?
-Anaa ba diri?
-Kon wala diri, unsa man kini?
-Malipayon ba ka nga ginabuhat nimo imong
hilig/ abilidad sama sa gipakita sa mga
hulagway? Ngano?
G. Finding practical application of Magpakita ng katapatan sa
Itanong: Hisgutan Ta!
Kailangan nilang pumili sa mga larawang -Kon wala diri, unsa man kini?
concepts and skills in daily living ipinakita kung saan sa mga ito ang gusto nilang pagsusulit.
1. Unsa ang inyong gibuhat karon?
gawin at bakit Tanungin ang mga bata kung
nagpapasalamat ba sila sa Puong Maykapal
2. Unsa ang inyong ikasulti sa palabas
sa kanilang natanggapo naangking kakayahan
sa matag pundok?
o talento.
-Unang pundok tubagon sa ikaduhang
Tanungin din kung paano nila mapa-unlad
grupo
ang kanilang talento?
-Ikaduhang pundok tubagon sa
ikatulong grupo
-Ikatulong pundok tubagon sa ikaupat
na grupo
-Ikaupat na pundok tubagon sa unang
grupo.
3. Unsa ang angay nga buhaton sa
H.Making generalizations Hinumdumi Kini: Hinumdumi Kini: Hinumdumi Kini:

and abstractions about the lesson Ang matag-usa kanato, adunay Ang matag-usa kanato, adunay Ang matag-usa kanato, adunay
nagkadaiyang abilidad o talento. nagkadaiyang abilidad o talento. nagkadaiyang abilidad o talento.
Ang uban kanato malipayon sa Ang uban kanato malipayon sa Ang uban kanato malipayon sa
pagdibuho, pagsayaw, pagkanta, pagdibuho, pagsayaw, pagkanta, pagdibuho, pagsayaw, pagkanta,
pakig-istorya ug daghan pa.. pakig-istorya ug daghan pa.. pakig-istorya ug daghan pa..
I. Evaluating learning Ipasaulo ang kanta o rap na kanilang ginawa. Talakayin ang mga sagot ng mga bata tungkol sa Magpaguhit sa mga bata ng malaking hugis Lagyan ng tsek (/) kon asa dinhi ang Itala ang mga puntos ng mag-
kanilang larawan na napili. puso at ipasulat sa loob nito ang kanilang imong kayang buhaton. aaral.
__1. pagkanta
__2. pagdebuho
__3.pagsayaw
__4.pagtula
__5.pagrap
mga sagot.
J. Additional activities for May karugtong na aralin kinabukasan Bigyan ng paghahamon ang mga
application or remediation mag-aaral para sa susunod na
pagtataya.
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
require remediation remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: 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
___ Group member’s Cooperation in
Why? Why? Why? Why? 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
Prepared by: Checked by:
MARY CRIS A. CAÑETE
Adviser CATHY JANE D. CUÑADA-BARRON
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 Subject: English
A. Content Standard Demonstrate understanding of grade level Demonstrate understanding of punctuation Demonstrate understanding of letter-sound Demonstrate understanding of letter-
appropriate words used to communicate marks, rhythm, pacing, intonation and vocal relationship for effective transfer of learning sound relationship for effective transfer
patterns of learning
B. Performance Take turns in sharing inter and intra personal Fluently expresses ideas in various speaking task Correctly hears and records sounds Correctly hears and records sounds
Standard experiences, ideas, thoughts actions and
feelings using appropriate words
C. Learning Talk about oneself and one’s family Talk about oneself and one’s family Classify sounds heard Classify sounds heard Administer Pre-assessment Test?
Competency/ EN2OL-If-j-1.3 EN2OL-If-j-1.3 EN2PA-Ia-c-1.1 EN2PA-Ia-c-1.1 Diagnostic Test
Objectives
Write the LC code for each.
II. CONTENT Lesson 1: Sounds Around Lesson 1: Sounds Around Lesson2 Animal sounds Lesson 3: Sounds of Musical Instruments Pre-assessment Test/ Diagnostic
Transportation sounds Transportation sounds Classification of loud or soft sounds Musical Instrument Sounds Test
Answering Wh questions Answering Wh questions High/Low Sound
A. References K-12 C.G p 28 K-12 C.G p 28 K-12 C.G p 28 K-12 C.G p 28

1. Teacher’s Guide p. 1-3 p. 4 pp. 5-7 pp. 7-8
pages
2. Learner’s Materials pages p. 2-5 pp. 5-6 pp. 7-9 pp. 10-13
3. Textbook pages
4. Additional Materials from BEAM ENG1 Module 3A – Sounds like Science. BEAM ENG1 Module 3A – Sounds like Science. BEAM ENG1 Module 3A – Sounds like BEAM ENG1 Module 3A – Sounds like
Learning Resource (LR) portal English (Learner’s Material). Grade 2. 2013. pp. English (Learner’s Material). Grade 2. 2013. pp. Science. English (Learner’s Material). Grade Science. English (Learner’s Material).
2-15. Let’s Begin Reading in English 2. 2013. 2-15. Let’s Begin Reading in English 2. 2013. pp 2. 2013. pp. 2-15. Let’s Begin Reading in Grade 2. 2013. pp. 2-15. Let’s Begin
pp 275-276. 275-276. English 2. 2013. pp 275-276. Reading in English 2. 2013. pp 275-276.
B. Other Learning Resource Audio ( mp3), pictures, tarpapel,muti-media Audio ( mp3), pictures, tarpapel Audio ( mp3), pictures, tarpapel Audio ( mp3), pictures, tarpapel Pre-assessment Test/ Diagnostic
Test Files
III. PROCEDURES
A. Reviewing previous lesson or Listen to the sound made by what you see in How do you go to school? Mimic the transportation sounds and identify Listen to the animal sounds and identify
presenting the new lesson the pictures. Put a check mark if it is a correct them as loud or soft sound. them whether high or low.
sound and cross if it is not correct.
B. Establishing a purpose for the What sounds do you hear when you go to What other transportations do you know? What kind of pet do you have ? What is your favorite musical Song
lesson school? Do you walk to school? What kind of Plot animals mentioned by the pupil using instrument?
transportation do you take? bubble map.
C. Presenting examples/ Present pictures of vehicles. say the words and Today we shall have a game Look at the picture of the goat. What sound Let’s do the Orchestra Game. I will assign Setting of standard
instances of the new lesson let the pupil repeat them. Pupil A will choose a picture of transportation does it make? pupils to play instruments. As I point on
and ask pupil B to produce its sound. them, each pupil will make the sound
that the instrument can produce.
D. Discussing new Listen to the story of a grade 2 boy. Find out This time mimic the sound of transportation and Listen as the teacher reads the story of “Five What instruments did they play? What Giving of instruction
concepts and practicing new how he goes to school. ask your seatmate to identify the Little Goats”. sounds did you hear? Which has loud
skills #1 transportation. sound? soft sound? high sound?low
sound?
E. Discussing new concepts and Where was Lito going? Who is Kuya Ben? How Mimic the sound of the transportation in the What animal was mentioned in the story? Listen to the sound and Identify the Answer the weekly test.
practicing new skills #2 did Lito get to school? picture and classify the sound they make as What sound did it make? instrument.
loud or soft.
F. Developing mastery (leads to What sounds were heard by Lito? Check the picture if it makes loud sound and Play a CD tape. Let the pupils identify the Encircle the musical instrument. Checking the test
Formative Assessment 3) cross it if it makes soft sound. sound of animals and classify them as loud or
soft sound.and soft sound.
G. Finding practical application of I Can Do it Group Activity Look at the picture of the animal and Do the activity on “I Can Do it” on p.12 of Show honesty in answering the
concepts and skills in daily living Who said the ff. lines; Imitate the sounds of transportation and let the produce the sound it makes and classify them test questions
1. “I’m sorry Lito, there’s a traffic jam again. group identify the transportation. as loud or soft sound or let the pupils do “ I
Can Do It on page 8 of LM.
LM.
H.Making generalizations What did you learn for today’s lesson? Transportations make different sounds.They Remember this: Remember this:
and abstractions about the make loud and soft sounds. Different animals make different sounds. Musical instruments have different
lesson Their sounds could be soft or loud. sounds. Some musical instrument
produce loud/soft, high/low sounds.
I. Evaluating learning Look at each pictures. Check (/) if the sound it Measure My Learning Measure My Learning Recording the test resulte
makes is loud or soft. Connect the animals to the sound they make Connect the musical instruments to the
on page 9 of LM. sound it makes. p 13 of LM
J. Additional activities for Assignment: Complete the following story. Agreement: Think of other animals to take Encircle the musical instrument that Challenge the pupils for the next
application or remediation Hello. I’m ___________. I ride in a ___ in going the place in the story. Be able to mimic its makes loud sound. test.
to school. 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 ___ of Learners who earned 80%
in the evaluation above
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
remediation
___ Carousel
Poems/Stories
Why?
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 composition
Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 SubjecT: Araling Panlipunan
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 Naipamamalas ang pag-unawa sa kahalagahan Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa
Standard ng kinabibilangang komunidad ng kinabibilangang komunidad kahalagahan ng kinabibilangang komunidad kahalagahan ng kinabibilangang
komunidad
C. Learning Nauunawaan ang konsepto ng ‘komunidad’ Nauunawaan ang konsepto ng ‘komunidad’ Nauunawaan ang konsepto ng ‘komunidad’ Nauunawaan ang konsepto ng Nakapagbibigay ng Pre-
Competency/ 1.1 Nasasabi ang payak na kahulugan ng 1.1 Nasasabi ang payak na kahulugan ng 1.1 Nasasabi ang payak na kahulugan ng ‘komunidad’ assessment Test/Diagnostic Test
Objectives ‘komunidad’ ‘komunidad’ ‘komunidad’ 1.1 Nasasabi ang payak na kahulugan
1.2 Nasasabi ang mga halimbawa ng 1.2 Nasasabi ang mga halimbawa ng ng ‘komunidad’
Write the LC code for each. ‘komunidad 1.2 Nasasabi ang mga halimbawa ng ‘komunidad ‘komunidad 1.2 Nasasabi ang mga halimbawa ng
AP2KOM-Ia-1 ‘komunidad
AP2KOM-Ia-1 AP2KOM-Ia-1 AP2KOM-Ia-1
II. CONTENT Aralin 1: Kahulugan ng Salitang Aralin 1: Kahulugan ng Salitang Pre-assessment Test/ Diagnostic
Komunidad Komunidad Aralin 2: Mga Bumubuo ng Aralin 2: Mga Bumubuo ng Test
(Ang Kahulugan sa Pulong (Ang Kahulugan sa Pulong Komunidad) Komunidad Komunidad
Komunidad) (Ang mga Naglangkub sa (Ang mga Naglangkub sa
Komunidad) Komunidad)
A. References K-12 C.G p.33 K-12 C.G p.33 K-12 C.G p.33 K-12 C.G p.33
1. Teacher’s Guide p. 2-3 p. 2-3 p. 4-5 p. 4-5
pages
2. Learner’s Materials pages p. 2-6 p. 2-6 p. 6-8 p. 6-8
3. Textbook pages
4. Additional Materials from Araling Panlipunan 2.2013.pp.2-12 Araling Panlipunan 2.2013.pp.2-12 Araling Panlipunan 2.2013.pp.2-12 Araling Panlipunan 2.2013.pp.2-12
Learning Resource (LR) portal
B. Other Learning Resource Diorama ng komunidad, larawan, Diorama ng komunidad, larawan, tarpapel,muti- Diorama ng komunidad, larawan, Diorama ng komunidad, larawan, Pre-assessment Test/ Diagnostic
tarpapel,muti-media media tarpapel,multi-media tarpapel,multi-media Test Files
III. PROCEDURES
A. Reviewing previous lesson or Ipakita ang larawan ng komunidad. Pag-usapan Ipakita muli ang larawan ng komunidad. Pag- Ipakita ang larawan ng komunidad na ginamit
presenting the new lesson usapan ito. sa nakaraang aralin. Muling itanong kung ano
ito.
ito.
B. Establishing a purpose for the Mga Tanong: Mga Tanong: Anu- ano ang mga bumubuo sa komunidad? Pagtalakay muli sa mga pangkatang Awit
lesson Unsa inyong ikasulti sa hulagway? Unsa pa Unsa inyong ikasulti sa hulagway? Unsa pa Gawain na ginawa ng mga bata kahapon.
gyud? gyud?
Kinsa man ang naa sa hulagway? Nag-unsa Kinsa man ang naa sa hulagway? Nag-unsa
man sila? Asa man sila nahimutang? man sila? Asa man sila nahimutang?
Unsa ang mga istruktura nga makita sa Unsa ang mga istruktura nga makita sa
hulagway? Unsa imong ikasulti niini? hulagway? Unsa imong ikasulti niini?
C. Presenting examples/ Itupi muna pansamantala ang larawan bilang LOOP A WORD Itanong ang sumusunod: Pagbibigay ng pamantayan
instances of the new lesson panghamon at paghahanda sa susunod na Ipahanap sa loop a word ang pangalan ng Unsa ang gibuhat sa una nga pundok?
gawain. mga istruktura na makikita sa larawan. Sa ikaduha? Sa ikatulo? Sa ikaupat?
Hamunin ang mga bata na hanapin sa Unsa ang gipa kita sa matag buluhaton?
Gawain – “Sa Mata Makita” susunod na gawain ang kaugnay na larawan Sa unang pundok? Etc.
“Inyo karon nga ilista ang inyong mga nakita ng mga pangalang ito. Unsa sa mga nahisgutan ang makita sa
dinhi sa hulagway. Apan ang inyong inyong komunidad?
pagabuhaton magdepende kung unsa ang
gipangayo kaninyo.”
Pangkatin ang klase sa dalawa. Ibigay ang

activity card sa bawat pangkat bilang gabay.
D. Discussing new Unang Pangkat Ipagawa sa mga bata ang Gawain sa pahina 3-5 Gawin ang mga pangkatang Gawain. Muling ipabasa sa mga bata ang kanilang Pagsasabi ng panuto
concepts and practicing new Ipatala ang mga tao na nasa larawan. Unang Pangkat mga sagot sa tsart.
skills #1 Aralin 1: Kahulugan ng Salitang Komunidad Unsa ang pangalan sa matag hulagway? Ipahanap ang larawan ng mga bahagi ng Itanong: “Gikan niini nga mga tubag nga
(Ang Kahulugan sa Pulong Komunidad) Ipahaum ang imong mga tubag sa mga kahon komunidad na binanggit sa word puzzle. inyong gihatag, asa man kaha niini ang
Aralin 1: Kahulugan ng Salitang Komunidad nga giandam alang sa mga niini. Ipaguhit ang linya na magdudugtong sa mga kabahin sa atong komunidad?”
(Ang Kahulugan sa Pulong Komunidad) larawan at pamagat ng gawain.
Ikalawang
Pangkat
Gupitin
ang mga
bahagi ng
larawan
at hayaan
ang mga
bata na dugtungin ito ng tama. Pagkatapos
nito ay ipaayos ang mga salita upang makuha
ang wasto at makahulugang pangungusap.
Ikatlong Pangkat
Pahulaan kung ano ang misteryosong salita
na tinutukoy sa bawat pangungusap.
Ikaapat na Pangkat
Ipaguhit ang lugar kung saan makikita ang
mga nasa larawan.
Magkaroon ng pag-uulat ng kanilang ginawa
pagkatapos ng limang minuto
E. Discussing new concepts and Ikalawang Pangkat .Tatalakayin ito sa pamamagitan ng mga Pagsagot sa pagusulit
practicing new skills #2 Ipatala ang mga istruktura na nasa larawan. tanong. Isulat ang sagot ng mga bata sa tsart
na kagaya ng nasa ibaba. Huna-hunaa kung tama o mali ang
gisulti sa matag hugpulong. Isulat ang
TAMA kung husto kini ug MALI kung
dili.
F. Developing mastery (leads to Magkaroon ng pag-uulat ng kanilang ginawa Pagwawasto at pagtatalakay sa kanilang mga Itanong ang sumusunod: Ipasok sa loob ng isang kahon ang Pagtsek ng Pagsusulit
Formative Assessment 3) pagkatapos ng limang minuto. sagot. Unsa ang gibuhat sa una nga pundok? Sa larawan ng mga bumubuo ng komunidad
Tatalakayin ito sa pamamagitan ng mga tanong ikaduha? Sa ikatulo? Sa ikaupat? kasama ng mga larawang panggulo.
na ito: Haluin ito.
Unsa ang gihisgutan sa unang grupo? Sa Unsa ang gipa kita sa matag buluhaton? Sa Tumawag ng bata at padukutin siya ng
ikaduha? Unsa ang mga gihimo sa mga tawo unang pundok? Etc. larawan sa kahon. Ipadikit ito sa pisara
nga gihisgutan sa unang grupo? Unsa sa mga nahisgutan ang makita sa kung ito ay kabilang sa bumubuo ng
Unsa ang mga nakita nga hulagway sa inyong komunidad? komunidad. Ipalagay sa mesa kung hindi.
ikaduhang grupo? Para unsa man kini?
Giunsa nimo pagtabang ang imong mga
kauban aron mahuman ang buluhaton?
G. Finding practical application of Itanong ang mga sumusunod: Magpakita ng katapatan sa
concepts and skills in daily living Unsa ang mga susama niini nga mga pagsusulit.
istruktura ang makita dinhi sa atua? Asa kini
makita? Unsa ang mga benipisyo nga atong
nadawat gikan niini?
Sa unsang paagi namahimong susama ang
hulagway ug ang imong lugar gipuy-an?
Sa mga nakita nato sa hulagway, unsa ang
pinakagamay nga kabahin sa komunidad?
Mahinungdanon ba ang pamilya isip kabahin
sa komunidad? Nganong mahinungdanon man
kini?
H.Making generalizations Sabihin: “Mga bata, kining tibuok hulagway Sabihin: “Mga bata, kining tibuok hulagway
and abstractions about the gitawag nga komunidad.” gitawag nga komunidad.”
lesson
Itala ang mga puntos ng mag-

I. Evaluating learning  Ipasagot ang Gawain sa pahina Itanong sa mga bata ang sumusunod:
a. Nganong mahinungdanon man nga aduna
Pagtalakay sa sagot ng mga bata.
aaral.
“Base sa hulagway, sa 5-6. kitay mga susama niini sa atong komunidad?
inyong mga tubag ug mga b. Unsa ang imong matabang aron mas
mapalambo kining mga butanga?
buluhaton nga inyong gihimo, c. Unsa ang imong gibati sa imong
unsa man ang kahulugan sa pagkahibalo nga aduna kay ikatabang sa
komunidad?” nahisgutan nga mga butang?
d. Pananglitan ang inyong lugar nga gipuy-an
Isulat ang sagot ng mga walay simbahan o isa niining mga naa sa
bata sa pisara. Salungguhitan
ang pangunahing kaisipan na tsart, matawag ba gihapon kini nga
komunidad? Ngano man?
sasagot sa tanong. Ipabasa
ito sa mga bata.
J. Additional activities for Pagtalakay sa sagot ng mga bata. Encircle the musical instrument that Bigyan ng paghahamon ang mga
application or remediation makes loud sound. mag-aaral para sa susunod na
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% above ___ of Learners who earned 80%
above
below 80%
work?
the lesson
remediation
___ Carousel
Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why?
___ Complete IMs
Why? Why? Why? Why? ___ Group member’s Cooperation in
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs 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.
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 SubjecT: Mother Tongue
A. Content Standard Demonstrates understanding and knowledge Possesses developing language skills and Demonstrates the ability to read grade level Demonstrates the ability to formulate
of language grammar and usage when cultural awareness necessary to participate words with sufficient accuracy speed, and ideas into sentences or longer texts using
speaking and/or writing. successfully in oral communication in different expression to support comprehension conventional spelling.
contexts.
Demonstrates knowledge of and skills in word
analysis to read, write in cursive and spell grade
level words.
Demonstrates understanding of grade level
narrative and informational texts.
Demonstrates positive attitude towards
language, literacy, and literature.
B. Performance Speaks and writes correctly and effectively for Uses developing oral language to name and Reads with sufficient speed, accuracy, and Naipamamalas ang pag-unawa sa
Standard different purposes using the basic grammar of describe people, places, and concrete objects proper expression in reading grade level text. kahalagahan ng kinabibilangang
the language. and communicate personal experiences, ideas, komunidad
thoughts, actions, and feelings in different
contexts.
Applies word analysis skills in reading, writing in
cursive and spelling words independently.
uses literary and narrative texts to develop
comprehension and appreciation of grade level
appropriate reading materials.
values reading and writing as communicative
activities.
C. Learning Participate actively during story Read a large number of regularly Read grade level texts with Nauunawaan ang konsepto ng Nakapagbibigay ng Pre-
Competency/ reading by making comments and spelled multi-syllabic words. appropriate speed. (Note: should ‘komunidad’ assessment Test/Diagnostic Test
Objectives asking questions using complete MT2PWR-Ia-b-7.3 include benchmarks on number of 1.2 Nasasabi ang payak na kahulugan
ng ‘komunidad’
sentences. Use words unlocked during story words per minute once research and
Write the LC code for each. 1.2 Nasasabi ang mga halimbawa ng
MT2OL-Ia-6.2.1 reading in meaningful contexts. data have been gathered ) ‘komunidad
MT2VCD-Ia-i-1.2 MT2F-Ia-i-1.5 AP2KOM-Ia-1
II. CONTENT UNANG SEMANA UNANG SEMANA UNANG SEMANA Pre-assessment Test/ Diagnostic
Aralin 2: Mga Bumubuo ng Test
Ako Ug Ang Akong Ako Ug Ang Akong
Ako Ug Ang Akong Pamilya Komunidad
Pamilya Pamilya (Ang mga Naglangkub sa
Komunidad)
*Recite/sing with ease and

confidence 3 to 5 stanza
rhymes in culturally appropriate *Identify rhyming words in *Supply rhyming words
manner. poems consisting of two to three
* Use independently culturally stanza poems. (Pulong Nagaray)
appropriate common social *Identify the sound of letters of
greetings in different situations. the alphabet by showing
different pictures.
A. References K-12 C.G p.83-84 K-12 C.G p.83-84 K-12 C.G p.83-84 K-12 C.G p.33
1. Teacher’s Guide p.2-3 p.2-3 p.2-3 p. 4-5
pages
2. Learner’s Materials pages p.2-4 p.2-4 p.4-7 p. 6-8
3. Textbook pages
4. Additional Materials from Araling Panlipunan 2.2013.pp.2-12
B. Other Learning Resource name tag, stickers, songs, family name tag, stickers, songs, family name tag, stickers, songs, family Diorama ng komunidad, larawan, Pre-assessment Test/ Diagnostic
tarpapel,multi-media Test Files
pictures, poem “Ang Akong pictures, poem “Ang Akong pictures, poem “Ang Akong
Pamilya”, pictures of word chart Pamilya”, pictures of word chart Pamilya”, pictures of word chart
rhymes,muti-media rhymes,muti-media rhymes,muti-media
III. PROCEDURES
A. Reviewing previous lesson or Let the pupils open their Learner’s Kantahin muli ang mga kanta na napag-aralan 1. Ask the pupils to display on the wall their
presenting the new lesson kahapon. family pictures.
Material, Unit 1, Week 1, Review the sound of letters of the 2. Gallery walk: Pupils go around the
Manganta Kita and singthe song alphabet by showing different classroom and look at the different family
“Kon Kita Magakatigom”to the pictures mounted on the wall of the
pictures. classroom.
tune of The More We Get Pupils open their Learner’s Material 3. Once the pupils are seated, the teacher
Together. Unit 1, Week 1 Ikaduhang calls volunteers to tell something about their
Buluhaton family.
B. Establishing a purpose for the Ask: 1. Let the pupils go to their respective groups. 1. Show pictures of a family doing household Pagtalakay muli sa mga pangkatang Awit
lesson What did you feel while singing? Group 1 - Classroom Setting (Pupil introducing chores together and a family having a picnic Gawain na ginawa ng mga bata kahapon.
(Unsa ang imong gibati samtang nagkanta?) himself/herself) in the park.
Are you happy seeing your classmates last Group 2 - Principals Office (Pupil bringing a Ask:
year? certificate for the principal to sign) Can you describe the picture?
(Nalipay ba mo nga nakakita sa inyong mga Group 3 - In the Playground ( Meeting a new (Ihulagway kini.)
classmates sa niaging tuig?) friend) What are they doing?
Is it possible to make friends with those Group 4 - In the House (Pupil getting ready to (Unsa man ang ilang gibuhat?)
people that you know now? go to school) Do you do these at home?
(Mahimo ba nimo nga mahigala ang imong Group 5 – In the Library (Pupil asking (Inyo ba kining gibuhat sa balay?)
naila-ila karon?) permission to borrow a book) What are the activities that you do at
What are we going to do now? 2. Ask: What are the Common Social Greetings home?
(Unsa man ang atong buhaton karon?) that you use? (Unsa man ang inyong mga buluhaton sa
How are you going to introduce yourself? Are these words important? Why? balay?)
(Unsaon man nimo pagpaila-ila ang imong
kaugalingon?)
C. Presenting examples/ Teacher introduces himself/herself using Unlock the following words by using pictures. 2. Think-Pair and Share Activity: Let each pair Itanong ang sumusunod: Pagbibigay ng pamantayan
instances of the new lesson appropriate expressions. - kalipay (children laughing) share theirfamily activities at home. Unsa ang gibuhat sa una nga pundok?
Good morning/noon/afternoon children. - nagkahiusa (family holding hands together) 3. Big group sharing: Encourage pupils to Sa ikaduha? Sa ikatulo? Sa ikaupat?
(Maayong(buntag/udto/hapon) mga bata.) - buluhaton ( children doing household chores) share the activities that their family do at Unsa ang gipa kita sa matag buluhaton?
How are you? - nagkauyon (through context clue) home. Call some volunteers. Sa unang pundok? Etc.
(Kumusta na kamo?) - nagkahigugmaay ( through context clue) Unsa sa mga nahisgutan ang makita sa
I am ____________. I am your teacher. inyong komunidad?
(Ako si ___________.Ako ang inyong
magtutudlo.)
3
Day 2
I am glad to see and know each one of you.
(Nalipay ako nga nakakita ug nakaila kaninyo.)
I put a flower in my name tag.
(Gibutangan nako og bulak ang akong name
tag.)
It means that I love the beautiful things around
us.
(Nagpasabot kini nga gusto nako ang mga
maanindot nga butang saatong palibot.)
(Note: The teacher puts on her name tag as
she introduces herself.)
D. Discussing new Give each pupil a name tag. (pre-made) Activating Prior Knowledge 1. Matching Game Muling ipabasa sa mga bata ang kanilang Pagsasabi ng panuto
concepts and practicing new 1. Pupils put designs on their name tags. They Ask: Have a matching game using illustrations with mga sagot sa tsart.
skills #1 should be encouraged to choose materials that Have you read a poem about a family? words that rhyme. Give each pupil a picture. Itanong: “Gikan niini nga mga tubag nga
tell about themselves. (Nakabasa na ba kamo og balak mahitungod sa At the teacher’s signal, the pupils find his/her inyong gihatag, asa man kaha niini ang
(5 different materials are prepared by the partner by looking for the picture whose mga kabahin sa atong komunidad?”
teacher beforehand) words rhymes with the name of his/her
2. Group the pupils according to the designs of picture. The pairs then show their pictures to
their name tags. the class and say the rhyming words
(5 groups are expected to be formed) together.
3. Have a small group sharing about their
name tag designs for 3-5 minutes.
Each pupil in a group should be encouraged to
use the courteous expressions in introducing
one’s self.
pamilya?)
E. Discussing new concepts and Pair the pupils. Developing a purpose for reading 2. Word Ladder Pagsagot sa pagusulit
practicing new skills #2 Let the pupils open their Learner’s Material, a. Say: a. The class is divided into 5 groups. Assign an
Unit 1, Week 1 Unang Buluhaton A. We will read a poem today area for each group. Huna-hunaa kung tama o mali ang
Sing the song “Kumusta Higala” to the tune of (Magbasa kita og balak karon.) b. Giveeach group blank word cards and a gisulti sa matag hugpulong. Isulat ang
(Sampung Mga Daliri)to introduce oneself. Let’s find out what is the poem all about. crayon. TAMA kung husto kini ug MALI kung
Then, exchange partner. (Tan-awon natounsay ipasabot sa balak.) c. The teacher gives each group a word. For a dili.
We will see if you can read with proper given period, the groupsthink as many words
expression, and correct intonation as possible that rhyme with the word given to
(Tan-awon nato kon makabasa ba kamo nga their group, write these words on the blank
adunay husto nga “expression” ug husto nga word cards and arrange them in a ladder-like
“intonation”. ) order.
b. Post the poem on the board. d. The group who makes the highest ladder
c. Talk about the title and the author of the wins.
poem. (NOTE: Give the winning group simple
d. Pupils count how many stanzas there are in incentives)
the poem. baso
laso
F. Developing mastery (leads to Give other situations where in pupils will use 1. Reading of the poem by the Give more examples of Rhyming words Ipasok sa loob ng isang kahon ang Pagtsek ng Pagsusulit
Formative Assessment 3) the common social greetings.
teacher. (Modelling) (Pulong Naggaray). larawan ng mga bumubuo ng komunidad
Example: You meet your school principal one kasama ng mga larawang panggulo.
afternoon in the library, how are you going to 2. Pupils read the poem after the Haluin ito.
greet him/her? teacher using their Learner’s Material Tumawag ng bata at padukutin siya ng
Unit 1, Week 1, Ikatulong Buluhaton. larawan sa kahon. Ipadikit ito sa pisara
kung ito ay kabilang sa bumubuo ng
komunidad. Ipalagay sa mesa kung hindi.
G. Finding practical application of Ask: Magpakita ng katapatan sa

concepts and skills in daily living a. Who are the persons mentioned in the poem? pagsusulit.
(Kinsa ang mga tawo nga gihisgotan sa balak?)
b. Can you describe the family in the poem?
(Imo bang mahulagway ang pamilya sa balak?)
c. Why is the home of this family happy?
(Nganong malipayon man ang ilang panimalay?)
d. Do you do the same at home?
(Ingon ba usab niini ang inyong gibuhat sa
inyong panimalay?)
e. What do you think makes a family happy?
(Unsa man ang naghatag og kalipay sa pamilya?)
f. Do all families look like this?
(Ingon niini ba ang tanang pamilya?)
H.Making generalizations Ano-ano ang magagalang na pananalita at Post the following words on the board.
and abstractions about the pagbati ang ating ginagamit? Nanay - Tatay kalipay – kanunay buluhaton –
lesson Kailan natin ginagamit ang mga ito? nagkauyon
Ask:
What have you observed on the ending sound
of each pair of words?
(Unsay inyong naobserbahan sakatapusang
tingog sa pares nga pulong?)
How do we call the pair of words that rhyme?
(Unsa man ang atong tawag sa mga pares sa
pulong nga naggaray?)
What are rhyming words?
(Unsa man ang naggaray nga pulong?)
Look for the rhyming words in the poem. (can
be done orally)
(Pangitaa ang mga pulong sa balak nga
naggaray).
I. Evaluating learning Pagtalakay sa sagot ng mga bata. Itala ang mga puntos ng mag-
aaral.
J. Additional activities for Pagtalakay sa sagot ng mga bata. Have the pupils paste a picture of their Encircle the musical instrument that Bigyan ng paghahamon ang mga
application or remediation family in a ¼ size cartolina. Let them put makes loud sound. mag-aaral para sa susunod na
designs on it. pagtataya.
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?
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
No. of learners who have caught ____ of Learners who caught up the ____ of Learners who caught up the
the lesson
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
__I –Search __I –Search __I –Search __I –Search ___ Discovery Method
__Discussion __Discussion __Discussion __Discussion ___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
doing their tasks
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 SubjecT: Mathematics
A. Content Standard Demonstrates understanding of whole Demonstrates understanding of whole numbers Demonstrates understanding of whole Demonstrates understanding of whole
numbers up to 1000, ordinal numbers up to up to 1000, ordinal numbers up to 20th, and numbers up to 1000, ordinal numbers up to numbers up to 1000, ordinal numbers up
20th, and money up to PhP100. money up to PhP100. 20th, and money up to PhP100. to 20th, and money up to PhP100.
B. Performance Is able to recognize, represent, compare, and Uses developing oral language to name and Iis able to recognize, represent, compare, and Is able to recognize, represent, compare,
Standard order whole numbers up to 1000, ordinal describe people, places, and concrete objects order whole numbers up to 1000, ordinal and order whole numbers up to 1000,
numbers up to 20th, and money up to PhP100 and communicate personal experiences, ideas, numbers up to 20th, and money up to ordinal numbers up to 20th, and money
in various forms and contexts. thoughts, actions, and feelings in different PhP100 in various forms and contexts. up to PhP100 in various forms and
contexts. contexts.
Applies word analysis skills in reading, writing in
cursive and spelling words independently.
uses literary and narrative texts to develop
comprehension and appreciation of grade level
appropriate reading materials.
values reading and writing as communicative
activities.
C. Learning Visualizes and represents numbers from 0- Read a large number of regularly Visualizes and represents numbers from 0- Associates numbers with sets having 501 Administer Pre- assessment
Competency/ 1000 with emphasis on numbers 101 – 1 000 spelled multi-syllabic words. 1000 with emphasis on numbers 101 – 1 000 up to 1000 objects and gives the number Test/Diagnostic Test
Objectives using a variety of materials. MT2PWR-Ia-b-7.3 using a variety of materials. of objects
M2NS-Ia-1.2 M2NS-Ia-1.2 M2NS-Ib-2.2
Use words unlocked during story
Write the LC code for each. groups objects in ones, tens, and hundreds.
reading in meaningful contexts. M2NS-Ib-2.2
MT2VCD-Ia-i-1.2
II. CONTENT LESSON 1 Lesson 2: Associating Numbers with Sets Lesson2: Lesson 3: Pre-assessment Test/ Diagnostic
Visualization and Identification of Numbers having 101 up to 500 Objects or Things Associating Numbers with Sets having 101 Numbers with sets having 501 up to Test
from 101 – 500 up to 500 objects 1000 objects.
A. References K-12 C.G p26 K -12 C.G p. 26 K-12 CG p 26 K-12 C.G p 26

1. Teacher’s Guide P.1-5 p. 5-9 p. 9-13 P 13-19
pages
2. Learner’s Materials pages P.1-4 p. 5-7 p.8-10 P11-12
3. Textbook pages
4. Additional Materials from
B. Other Learning Resource 1. Counters- such as drinking straws, sticks, 1. Pictures 1. Picture, 1. Rubber bonds Pre-assessment Test/ Diagnostic
seeds, pebbles, coins 2. Counters (bottle caps, pebbles, sticks, 2. Bottle caps, sticks, drinking straws, 2. Bottle caps Test Files
2. Cutouts of mangoes drinking straws, shells, seeds, flashcards, other counters 3. Sticks
3. Drawings/illustration of a tree 3. Flats, longs, ones 3. Cut-outs 4. Drinking straws
4. Cut-outs of objects 5. Flashcards
5. Number Cards
Lesson 2
III. PROCEDURES
A. Reviewing previous lesson or Drill Preparatory Activities Drill 1. Drill
presenting the new lesson A. Using flash cards complete each item. Write 1.Drill The teacher will start number pattern, then Counting numbers using the number
your answer on your Show Me Board A. Ask the pupils to orally count numbers from the pupils should recite chart 0-100.
Example: 100 to 500, 222 to 293, 467 to 500 continuously until the teacher stops then
B. Give the next number. a. 100, 200, 300 pupils, 900
Ask the pupils to “give the number before” each b. 210, 220, 230, pupils 290
given number written in the flash card c. 405, 406, 407, 408, pupils, 433
C. Ask the pupils to count backwards numbers d. 695, 696, 697, 698, pupils, 710
299 to 290, 412 to 2. Review
400 and 500 to 489 Shade the objects that give the number in the Review
B. Let the pupils give the correct number. 2. Review box Give the correct answer.
1. 5 tens + 7 ones = Count and write the correct numeral for each
2. 9 tens + 4 ones = illustration.
C. Give the correct answer. Write your answer
on your Show Me Board
1. 6 tens and 3 ones
_____ and ____ ones is ______
2. 5 tens and 8 ones
_____ and _____ ones is _____
B. Establishing a purpose for the Show a mango tree with numbered fruits in it. 1.Motivation 1. Motivation Group the pupils into five. Awit
lesson Call the pupils to pick the fruit from the mango Using number cards the teacher will show Sing a Song (Tune: Are you sleeping) Give each group 3 sets of cutout objects
tree and read the number written on it. numbers 2, 7 and 5. Then ask the pupils to form There are 10 tens (2x) with 100s, 10s and 1s in three colors, red,
three digit numbers using these numbers. Then In 100 in 100 yellow and green.
ask- what is the biggest and smallest numbers Let us add 1 to it, let us add 1 to it The teacher will say,” Bring me 3 red
formed? It’s 101, it’s 101. hundreds, 2 yellow tens and 4 green
Ask. ones”
Ask: How many tens are there in 100? The first group who can bring the objects
1. Can you eat the number of fruits shown at What if we add 100 to 100, what number will to the teacher wins.
the back? be formed? Ask:
2. Is it too many? Or is it few? What if we add 20 to 100, what number will Why is it important to follow directions?
3. Can you explain how many is the number be formed? What will happen if you do not follow
you are holding? Is it important to know how to count directions?
numbers?
C. Presenting examples/ a. Concrete Activity Presentation Ask the pupils to bring out their counters. Presentation Pagbibigay ng pamantayan
instances of the new lesson Group the pupils by five depending on the Divide the class into groups. Provide each group Activity: The teacher will post the picture as
number of pupils in a class. Make sure that with counters such as popsicle sticks or drinking Divide the class into five. Give each group illustrated below.
each pupil has objects bundled or grouped into straws. bundles/sets of counters of 100s, 10s and 1s.
100s in trays or bags. Using the straws, the Let the pupils bundle 5 sets of 100 popsicle Call 2 or 3 pupils to read the short story. (
teacher will show groupings by 1s, 10s, and sticks. see tarpapel ) and let them answer the
100s. Let the pupils count the number of Let the pupils write the number symbols on questions that follow.
straws they have. their Show Me Board.
b. Pictorial Do these lines of questioning until the pupil
Using the play money- ask the pupils to count reach 1000?
the value of the following: At these points, the teacher will use the flats,
Example: longs and ones.
Show a chart as shown below, ask the pupils to
complete the table numbers up to 1000.
c. Abstract
Let the pupils write the number symbols that
represent the value of money.
D. Discussing new Ask: How many hundreds are there? Ask: How many popsicle sticks do you have? If Ask: Processing Pagsasabi ng panuto
concepts and practicing new How many tens? How many ones? you add another one bundle of 100, how many Ask each group to complete the series given What did you do to get the number of
skills #1 What is the total value of the money? are there? below. hundreds, tens and ones?
Ask- What if P 5 added to P100? Group I 120, 121, 122, 123, 124, 125___, Did you count the objects carefully?
How will you describe the value? ____, ____, ____, ____
What is the number? Group 2 210, 211, 212, 213, 214, 215 __,
Ask them to write the number symbols. ____, ____, ____, ____
Give another illustrative example such as 145, Group 3 325, ___, ___, 328, ___, 330, ____,
356, 275 and 452. ____, ___, ____
Ask the pupils to describe and write the Group 4 500, 450, 400, 350, ____, ____,
number symbols. ____, ____, ____
Ask each group record the process of
completing the series.
What did you do to discover the next five
number using sets of objects?
How many objects are there in bigger and
smaller bundles?
E. Discussing new concepts and Bilangin ang mga nakalarawang bagay at isulat Refer to the LM Gawain 1 pahina 8 Gamit ang mga kongkretong bagay gaya Pagsagot sa pagsusulit
practicing new skills #2 ang katumbas na bilang nito sa iyong Ibigay ang tamang bilang ayon sa ng straw, patpat, maliliit na bato o
kuwaderno. nakalarawan. kabibe, bumuo ng mga bilang na
nakasaad sa bawat bilang gamit ang
hundreds, tens at ones.
Halimbawa:
Sagot: __________
F. Developing mastery (leads to Bilangin ang mga nakalarawang bagay at isulat Bilangin ang mga nakalarawan bagay sa Hanay A Refer to the LM Gawain 2 pahina 9 Gawain 2 Pagtsek ng Pagsusulit
Formative Assessment 3) ang katumbas na bilang nito sa iyong at itambal ang angkop na bilang nito sa Hanay B. Ibigay ang tamang bilang ayon sa Bilangin ang mga larawan sa kahon at
kuwaderno. Isulat ang titik nang tamang sagot sa iyong nakalarawan. isulat ang angkop na bilang nito sa iyong
sagutang papel. papel.
Sagot: __________
G. Finding practical application of Bilangin ang mga nakalarawang bagay at isulat G. Finding Practical applications of concepts and Let the pupils identify the number for each Let the pupils identify the number for Magpakita ng katapatan sa
concepts and skills in daily living ang katumbas na bilang nito sa iyong skills sets of objects. each sets of objects. pagsusulit.
kuwaderno. Write the number of hundreds, tens and
ones. Then, write the number on your
paper.
Example:
6 hundreds + 4 tens + 2 ones

600 + 40 + 2 = 642
1. 7 hundreds + 7 tens + 8 ones
_____ _ + __ ____ + _______ =
_________
2. 9 hundreds + 0 tens + 8 ones
_____ _ + __ ____ + _______ = __
H.Making generalizations Ask the following questions: How do you visualize numbers from 501 How do we associate numbers using sets of What should you do to associate
and abstractions about the What have you learned today? through 1000? objects from 101 – 500? numbers with objects or things?
lesson How do you identify the number of each set of How do you identify the number of each set of
objects from 101 to 500? objects from 501 to 1000?
How do drawings of objects in bundles or What should you do to identify the number We can associate numbers with objects
packs help you count numbers from 101- 500 from 101 to 500 in a given sets of objects or or things by identifying and counting
things? them.
I. Evaluating learning Give the correct number for each set. Directions: Count and write the correct numeral Give the number for each set of objects. Write the letter of the correct answer. Itala ang mga puntos ng mag-
for each illustration. 1.Which is equal to 784? aaral.
2.Which number is equal to the

illustration below?
B. Let the pupils give the

correct number.
1. 2 hundreds + 7 tens + 8 ones =
2. 3 hundreds + 4 tens + 9 0nes
D. Fill in the blanks with the correct number.
1. 452 = _____hundreds _____tens _____ones
2. 276 = _____hundreds _____tens _____ones
J. Additional activities for ( Assignment) ( Assignment) Ibigay ang kabuuang bilang. Isulat sa iyong ( Assignment) sa pahina 12 sa LM Bigyan ng paghahamon ang mga
application or remediation Gumuhit ng mga bagay ayon sa nakasaad na Iguhit ang sumusunod na bilang sa iyong papel. kuwaderno. Punan ang kahon nang tamang bilang ng mag-aaral para sa susunod na
bilang sa iyong kuwaderno. Maaring gumamit ng kahit anong larawan. 1. 600 + 100 + 10 + 10 + 10 + 1 + 1 + 1 + 1 + 1 bagay. Isulat sa kuwaderno ang tamang pagtataya.
Halimbawa: Halimbawa: + 1 = ____ sagot.
2. 400 + 100 + 100 + 100 + 100 + 100 + 10 +
10 + 10 + 10 + 10 + 10 + 10 + 1 + 1 + 1 = _____
3. 300 + 100 + 100 + 100 + 10 + 10 + 10 + 10 +
10 + 10 + 10 + 10 + 10 + 1 + 1 + 1 + 1 + 1+ 1 +
1 = _____
4. 200 + 100 + 100 + 100 + 100 + 100 + 100 +
10 = _____
5. 500 + 100 + 100 + 100 +70 + 10 + 10 + 1 + 1
+ 1 = ___
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
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 SubjecT: Filipino
A. Content Standard Naipamamalas ang kakayahan at tatas sa Nauunawaan ang ugnayan ng simbolo at tunog Naipamamalas ang kakayahan at tatas sa Nagkakaroon ng papaunlad na kasanayan
pagsasalita at pagpapahayag ng sariling ideya, pagsasalita at pagpapahayag ng sariling ideya, sa wasto at maayos na pagsulat
kaisipan, karanasan at damdamin kaisipan, karanasan at damdamin
Naisasagawa ang mapanuring pagbasa upang
mapalawak ang talasalitaan
B. Performance Naipahahayag ang Nababasa ang usapan, tula, talata, kuwento Naipahahayag ang Nakasusulat nang may wastong baybay,
Standard ideya/kaisipan/damdamin/reaksyon nang may nang may tamang bilis, diin, tono, antala at ideya/kaisipan/damdamin/reaksyon nang bantas at mekaniks ng pagsulat
wastong tono, diin, bilis, antala at intonasyon ekspresyon may wastong tono, diin, bilis, antala at F2TA-0a-j-4
F2TA-0a-j-2 F2TA-0a-j-3 intonasyon
Nababasa ang usapan, tula, talata, kuwento F2TA-0a-j-2
nang may tamang bilis, diin, tono, antala at
ekspresyon
F2TA-0a-j-3
C. Learning Nagagamit ang naunang kaalaman o karanasan Nagagamit ang naunang kaalaman o karanasan Nasasabi ang mensaheng nais ipabatid Nakagagawa ng pataas-pababang guhit Nakapagbibigay ng Pre-
Competency/ sa pag-unawa ng napakinggang teksto sa pag-unawa ng napakinggang teksto F2PP-Ia-c-12 F2PU-Ia-j-1.1 assessment Test/ Diagnostic Test
Objectives F2PN-Ia-2 F2PN-Ia-2

II. CONTENT Aralin 1 Aralin 1 Aralin 1 Aralin 1 Pre-assessment Test/ Diagnostic
Kalusugan ng Pamilya ay Dapat Pangalagaan Kalusugan ng Pamilya ay Dapat Pangalagaan Kalusugan ng Pamilya ay Dapat Pangalagaan Kalusugan ng Pamilya ay Dapat Test
Pagtukoy sa mga Pangunahing Ideya Mga Salitang Magkakasintunog Pagbibigay Kahulugan sa mga Di-Kilalang Pangalagaan
Salita Pataas-Pababang Guhit
A. References K-G p 22,38 K-12 C.G p.22,38 K-12 CG p 22,38 K-12 C.G p 22, 38
1. Teacher’s Guide p.4-6 p. 2-7 p. 7-8 P 8-9
pages
2. Learner’s Materials pages p 2-7 p.6-7 p. 11-14 P15-17
3. Textbook pages
4. Additional Materials from 1. Pagdiriwang ng Wikang Filipino 2. 2003. Pp. 1. Kayamanan ng Lahi.Pagbasa 3.2000. Pp.58- 1. Pagdiriwang ng Wikang Filipino
Learning Resource (LR) portal 2-7 60* 2.2003.p.75*
2. Ang Bagong Batang Pinoy Filipino 2.
2013. p.16
B. Other Learning Resource larawan ng mga taong naglilinis, tarpapel larawan ng batang babaeng pilay flashcard ng mga di kilalang salita at mga Lapis, papel, tarpapel Pre-assessment Test/ Diagnostic
larawan nito Test Files
III. PROCEDURES
A. Reviewing previous lesson or Ipakuha sa mga bata ang kanilang sagutang Ipabasa ang mga salita na nakasulat sa Tukuyin kung nasa itaas ba o nasa ibaba
presenting the new lesson papel, lapis at ang Kagamitan Ipagawa ang Tukoy Alam sa T.G pahina 6 flashcard. ang ilang mga bagay na makikita sa
ng Mag-aaral at pasagutan ang “Subukin Tukoy-alam (estante, bentilador, paminggalan, palikuran, kapaligiran.
Natin” sa LM, pahina 2 . Sabihin kung magkasintunog o hindi ang pares kubyertos) - ulap - bubong - aklat
ng mga salita. Ano ang ibig sabihin ng bawat salita? - tubig - sahig - mesa
walis- bote - kalesa - mesa Ipaguhit ang bawat salita. - puno - ilaw - electric fan
dahon – kahon - gulay -palay
malaki – lalaki - baso - tasa
B. Establishing a purpose for the Tumutulong ka ba sa pangangalaga ng ating Ipakita ang larawan ng isang batang pilay. Alin sa mga binasang salita sa unang gawain Ipakita kung paano ginagawa ang pataas- Awit
lesson kapaligiran? Hayaang pag-usapan ito ng mga bata. ang hindi mo maintindihan ang pababang guhit.
Pagbabahagi ng mga bata ng kanilang Bakit kaya siya pilay? kahulugan? Sa pagsulat nito, siguraduhin na sabayan
karanasan kaugnay ng pagsama sa paglilinis ng Hadlang ba ito sa kaniyang araw-araw na Ano ang ginawa mo upang maibigay ang ng bilang ang pagsulat.
kapaligiran o kaya ay ng sariling bahay. pamumuhay? kahulugan nito?
Ipakita ang larawan ng isang maruming Pagpapayaman ng Talasalitaan
kapaligiran. Tukuyin ang kasingkahulugan ng mga salitang
Gusto mo bang tumigil dito? Bakit may salungguhit sa
Bakit kaya naging marumi ang lugar na ito? pangungusap sa Hanay A. Piliin ang letra ng
Ano ang dapat nating gawin sa lugar na ito? tamang sagot sa Hanay B.
Pagpapayaman ng Talasalitaan Hanay A Hanay B
Hanapin ang kahulugan ng salitang 1. Hinuhugot ni Pedro ang kaniyang gamit na
maysalungguhit sa pangalawang nasa ilalim ng mesa
pangungusap. 2. Nakababagot ang buhay ng isang taong
walang ginagawa.
3. Dapat magbasa ng mga aklat dahil
kapupulutan natin makabuluhang aral.
Hanay B
a. nakakawalang gana at nakakatamad
b. makukuhanan
c. kinukuha ng may
lakas
Ano ang ibig sabihin ng hinuhugot?
nakababagot? kapupulutan?
Ipagamit ang mga ito sa sariling pangungusap.
C. Presenting examples/ Basahin sa mga bata ang tulang “Magtulungan Basahin ang mga pangungusap. Pagbibigay ng pamantayan
instances of the new lesson Tayo” sa LM pahina 2. 1. Ang plorera ay nilalagyan ng bagong
bulaklak Mga dapat tandaan sa pagsulat:
sa pahina 8 - sa LM “.” tuwing umaga. 1. Hawakan ang lapis nang isang pulgada
Basahin ang tula. Si Sonya” 2. Mangkok naman ang ang layo mula sa dulo ng daliring
nilalagyan ng pagkaing may sabaw. hinlalaki, hintuturo, at gitnang daliri.
3. Ang batang siga ay malapit sa gulo at 2. Iayos ang papel sa desk. Ipatong sa
walang kinatatakutan. bandang itaas nito ang kanan o kaliwang
4. Masarap magbakasyon sa isang liblib na kamay.
pook. 3. Magsulat mula kaliwa-pakanan.
Karaniwan ito’y tahimik at tago na lugar. 4. Magsulat nang marahan at may
5. Si Carlo ay nagpakita ng larawan ng tamang diin.
bandurya. Kahawig ito ng gitara. 5. Umupo nang maayos sa upuan.
D. Discussing new 1. Kanino ipinatutungkol ang tula? 1.Saan inilalagay ang bulaklak? Pagsasabi ng panuto
concepts and practicing new 2. Bakit kailangang maglinis ng paligid? 2. Ano ang inilalagay sa mangkok?
skills #1 3. Ano ang nais gawin ng sumulat ng tula? 1. Sino ang tinutukoy sa tula? 3. Bakit malapit sa gulo ang batang walang
4. Ano ang pangunahing ideya ng tula? 2. Bakit hindi siya nakababagot? kinatatakutan? pahina 15 sa LM
5. Saang bahagi ng tula makikita ang 3. Ano-anong katangian ang taglay niya? 4. Ano-anong salita ang may salungguhit? 1. Ano-ano ang dapat tandaan sa
pangunahing ideya? pagsulat?
6. Batay sa iyong karanasan, ano ang maaaring 4. Naging sagabal ba ang kaniyang kapansanan 5. Ano ang tawag sa salitang may 2. Bakit may mga dapat tandaan sa
gawin upang makatulong sa kalinisan ng sa kaniyang buhay? Bakit? salungguhit? pagsulat?
paligid? 5. Paano mo maipakikita na hindi hadlang ang 6. Ano ang ginamit na paraan upang 3. Sa iyong palagay, ano ang mangyayari
kapansanan para lumigaya? malaman kung hindi natin ito isasagawa?
6. Ano ang napansin sa mga salitang nasa dulo ang di-kilalang mga salita?
ng bawat linya ng tula?
7. Paano nalalaman na
magkasintunog ang pares ng mga salita?
E. Discussing new concepts and Ipakita ang masayang mukha kung wasto ang Pagsagot sa pagsusulit
practicing new skills #2 gawain at malungkot na mukha kung mali.
1. Magtatanong sa mga magulang.
Ang paglilinis ng kapaligiran ay tungkulin Basahin ang salitang nasa loob ng kahon. Mahalaga na sundin ang mga
2. Huwag sagutan ang takdang aralin.
nating lahat nang tayo ay makaiwas sa Pumalakpak kung dapat taglayin ang katangian panuntunan sa pagguhit upang
3. Magpatulong kina ate at kuya.
anumang sakit. at pumadyak naman kung hindi dapat. matutunan ang tamang pamamaraan at
4. Tingnan sa diksiyonaryo o internet.
mabait maging malinis at maayos ang sulat o
5. Ipagawa sa kaklase ang takdang aralin.
madamot guhit.
mareklamo
masigasig
masipag
palasigaw
F. Developing mastery (leads to A. Basahin ang teksto. Sagutin ang sumusunod Kilalanin ang mga salita sa tulong ng mga Pagtsek ng Pagsusulit
Formative Assessment 3) na mga tanong. larawan. Isulat ang letra ng sagot.
“Kumilos at Magkaisa” Isagawa ang Gawin Natin sa LM sa pahina 9 1.plorera
Gumawa ng pataas-pababang guhit.
1. Ano-anong patapong bagay ang makikita sa Basahin ang mga salita sa Hanay A at piliin ang 2. katre
Gawin sa papel ng limang beses. Gayahin
ating paligid? kasintunog nito sa Hanay B. 3. gwantes
ang modelo
2. Bakit ito hinahayaan ng mga tao? Hanay A Hanay B 4. pluma
3. Ano ang mangyayari kung maraming basura 1. bata 5. batingaw
sa ating paligid? 2. abogado
4. Sino ang hinihiling na kumilos at magkaisa? 3. kalaro
5. Ano ang pangunahing ideya ng kuwento? 4. palaka
5. Nanay
Hanay B
(baso, beke, tuta)
(abaka, abokado, doktor)
(baro, kalapati, tupa)
(manok, talangka, dahon)
(tubero, nars, tinapay )
G. Finding practical application of Pangkatin ang mga bata. Ipagawa ang Sanayin Pangkatin ang mga bata. Ipagawa ang Sanayin Hanapin ang kahulugan ng di-kilalang salitang Magpakita ng katapatan sa
concepts and skills in daily living Natin sa LM pahina 5 Natin may salungguhit sa pangalawang pagsusulit.
pangungusap. Isulat sa sagutang papel. Gumawa ng pataas-pababang guhit.
1. Marusing ang bata sa lansangan. Marumi
din
Sa iyong pangkat, pag-usapan kung ano ang Pagsamahin ang mga salitang magkakasintunog. ang kaniyang damit at siya’y nakayapak.
maaari pang gawin sa mga lumang bagay. Isulat ang sagot sa isang papel. 2. Mahalimuyak ang buong hardin. Mabango
Isulat sa papel ang inyong mga sagot. kasi
Unang Pangkat – lumang diyaryo ang mga bulaklak dito. Unang Pangkat – Pagbakat ng putol-putol
Ikalawang Pangkat – lumang gulong 3. Masagana ang buhay ni Mang Narding. na guhit
Ikatlong Pangkat – lumang damit Mayaman kasi ang kaniyang pamilya. Ikalawang Pangkat – Pagdugtong ng mga
Ikaapat na Pangkat – basyong bote tuldok
Ikatlong Pangkat – Pagsulat sa hangin
Ikaapat Pangkat – Pagsulat sa papel
H.Making generalizations Ano ang dapat gawin upang masabi ang

and abstractions about the kahulugan ng mga hindi kilalang
lesson Ang teksto ay may pinahahayag na ideya. Kailan nagiging magkatunog ang mga salita? salita?
Ano ang mga dapat tandaan sa pagsulat
Nakatutulong ang pagbibigay ng pangunahing Matutukoy ang mga salitang magkakasintunog May ilang pamamaraan upang madaling
ng pataas-pababang guhit?
ideya upang maintindihan ang nilalaman ng kung magkapareho ang huling tunog. maunawaan ang mga di-kilalang salita.
Sa pagsulat ng pataas-pababang guhit,
narinig o binasa. Ang pangunahing ideya ay Halimbawa: 1. sa pamamagitan ng larawan
gamitin ang tatlong linyang may kulay
maaaring matagpuan sa pamagat, unahan, lola - bola 2. gamit sa pangungusap
asul,
gitna at huling bahagi ng teksto. suso - paso 3. aktuwal na bagay
pula, asul. Simulan ito sa kaliwa-pakanan
Nakatutulong sa pag-unawa ng pinakinggan atis - batis 4. pagsusuri ng hugis at anyo ng mga
ang pag-uugnay ng narinig sa sariling talangka - palaka nakalarawan
karanasan.
I. Evaluating learning A. Isulat ang tsek (/) sa sagutang papel kung Alamin ang mga di-kilalang salita sa Itala ang mga puntos ng mag-
naranasan mo na ang pahayag at ekis (X) pamamagitan ng larawan. Pagtambalin ito sa aaral.
naman kung hindi. pamamagitan ng pagsulat ng letra ng
1. Nagtatapon ako ng basura sa tamang pangalan ng bawat larawan. Gawin ito sa Gumawa ng pataas-pababang guhit sa
tapunan. Lagyan ng tsek (√) ang sagutang papel kung ang sulating papel. sulatang kuwaderno.
2. Iniuuwi ko ang aking basura. mga salita ay magkakasintunog at ekis (x)
3. Tumutulong ako sa proyektong naman kung hindi.
pangkalinisan sa aming barangay. 1. tinder - kusinera
4. Hinihiwalay ko ang nabubulok sa di- 2. kapitbahay - kaibigan
nabubulok na basura. 3. katulong – talong
5. Tinatakpan ko ang basurahan upang hindi 4. nainis – malinis
mangamoy at maiwasan ang pagkalat ng 5. sabay - sabaw
mikrobyo.
J. Additional activities for ( Assignment) Sumulat sa kuwaderno ng limang Gumawa ng Pasaporte ng mga Di-Kilalang Pasulatin ang mga bata ng pataas- Bigyan ng paghahamon ang mga
application or remediation Gumuhit ng mga bagay ayon sa nakasaad na magkakasintunog na mga salita. Salita. pababang guhit. (Umikot at gabayan ang mag-aaral para sa susunod na
bilang sa iyong kuwaderno. Gamitin ang mga ito sa pangungusap. Isulat dito ang mga di-kilalang salita na iyong mga batang nangangailangan ng tulong) pagtataya.
Halimbawa: natutunan.
Iguhit sa tapat nito ang natutunan mong
kahulugan nito.
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
Principal 1
_______________________ ____________________________
Date Remarks
LOG Date June 4-8, 2018 Q 1 Week 1 SubjecT: MAPEH
June 4,2018 June 5,2018 June 6, 2018 June 7,2018
OBJECTIVES June 8,2018
(Music) (Art) ( PE ) ( Health )
A. Content Standard Demonstrates basic understanding of sound, See that each person in this world has a unique Demonstrates understanding of body shapes The Learner demonstrates understanding
silence and rhythmic patterns and develops face (some are round, oval, square faced) and and body actions in preparation for various of the importance of respecting
musical awareness while performing the each has a different body shape (some are tall, movement activitie individual differences and managing
fundamental processes in music fat, thin, small, big)- showing the variety of feelings
human beings in this world.
B. Performance Responds appropriately to the pulse of the Learn to observe distinctions between facial Performs body shapes and actions properly The Learner demonstrates respect for
Standard sounds heard and performs with accuracy the features of persons: individual differences and managing
rhythmic patterns - like shape of the eyes, nose, lips, head; and feelings in healthful ways
texture of the hair and can show these in a
drawing.
C. Learning Identifies the difference between sound and Identifies and appreciates the different styles of Describes body shapes and actions Accept individual differences and Nakapagbibigay ng Pre-
Competency/ silence accurately . Filipino artists when they create portraits and PE2BM-Ia-b-1 similarities assessment Test/ Diagnostic Test
Objectives MU1RH-Ia-1 still life (different lines and colors)
A2EL-Ia
II. CONTENT Yunit 1: Unang Semana (Rythm) YUNIT 1: DEBUHO Lesson 1.1.1. Pre-assessment Test/ Diagnostic
Pag-ila sa Tingog (“Sound”) ug Kahilom UNANG PAGTULON-AN BODY SHAPES AND ACTIONS Test
(“Silence”) sulod sa “Rhythmic Pattern”
Retrato Objective: Differentiate symmetrical and

asymmetrical shapes
Objectives Objective:
A. Review about the different kinds of lines Answer 75% of the items of the test
and shapes correctly
B. Identify lines and shapes in the features of
a face
C. Drawportrait of one’s friend using lines and
basic shapes
D. Explore the storytelling qualities of art
E. Show love and pride in one’s identity
A. References K-12 C.G p9 K-1Gp. 16 K-12 CG p 16 K-12 C.G p

1. Teacher’s Guide p.2-4 P 120-123 p. 253-255 p.349-351
pages
2. Learner’s Materials pages p.2-8 p.106-110 p. 237-239 p. 318-320
3. Textbook pages
4. Additional Materials from
B. Other Learning Resource Materials : Materials: pencil, crayon,CD player and tape cut-outs of pictures of symmetrical and Charts, enlarged picture of the picture Pre-assessment Test/ Diagnostic
- picture of a toy car of classicalmusic(optional) asymmetrical objects, pictures, in the unit opener Test Files
- chart of the song illustrations of symmetrical and
- any object that produces sound
asymmetrical body movements, chart of
story “First Day Out”, and tarpaulin
(provided by the teacher) printed with
the game “Tell your Steps”. If tarpaulin
is not available teacher may draw the
game on the floor or use any available
materials creatively.
III. PROCEDURES
A. Reviewing previous lesson or Greet with the usual SO – SO – MI – SO – MI Prepare cut-out pictures of symmetrical and
presenting the new lesson greeting. Review of the lines and shapes (Please refer to asymmetrical objects cut into halves.
Learner’s Material Unang Yunit, Unang Sample of cut-out pictures.
Pagtulon-an)
B. Establishing a purpose for the Show a real toy car. Give each pupil half of the picture. Motivation Awit
lesson Ask: Motivation: Let the pupils stand and look for the one who Ask:
Do you have a toy car? 1. Have the pupils play the game “The holds the other half of his/her picture by What have you learned in your Health
(Aduna ba kamoy dulaan nga awto?) Boat is Sinking” (Malunod Na Ang singing the song below to the tune of “Are subject in Grade I?
Describe it. Baroto). You Sleeping Brother John” What else do you want to learn about
(Ihulagway kini.) The teacher says a specific number for health?
Do you have other toys? the pupils to group until they will have Present pictures of happy and healthy
(Aduna pa bamoy laing mga dulaan?) four (4) groups. children.
Have you experienced breaking your toy 2. Tell a story while the pupils act out the
accidentally? objects being mentioned (underlined) in
(Nakasulay naba kamo nga naguba ang inyong the story using body lang
dulaan nga wala tuyo-a?)
What did you do to fix it?
(Giunsa man nimo pag-ayo ang imong
naguba nga dulaan?
uage.
C. Presenting examples/ Presenta lively song “Ang Awtoni Juan”. (Tune: Ask: Tell children to go back to their cut-outs, Discussion of the Overview of the Unit Pagbibigay ng pamantayan
instances of the new lesson Ang Fiera ni Juan). a. Who is mentioned in the story? what pair is divided equally? (ball, tennis Our first unit is about personal health.
(Kinsa ang gihisgotan sa istorya?) racket, baseball bat) This unit will help us demonstrate
b. What are the things seen by Pedro Pupils with cut-outs divided equally will stand respect for individual differences and
Kwadrado? and show their cut-outs to the class then post manage feelings in healthful ways.
(Unsa ang mga butang nga nakit-an ni Pedro them on the board. We have to accept that no two
Kwadrado?) Into how many parts are these figures children are exactly alike. Children
c. Are there lines and shapes? What are these? divided? (Two) differ in physical characteristics. They
(Aduna ba kiniy mga linya ug porma? Unsa man What can you say about the parts? (Both also differ in their interests and
kini?) sides are the same/balance or equal.) capabilities.
d. How about your friend’s face, are there lines
and shapes?
D. Discussing new Sing the presented song and do the actions. Process: (Gallery Walk) Are the parts on both sides the same? (Yes) To be happy and healthy, children need Pagsasabi ng panuto
concepts and practicing new Let the pupils sing and follow the actions done. 1. Show different shapes of the face in a tree Tell pupils that those pictures whose halves to:
skills #1 Ask: chart. are the same/balance or equal are called 1. feel that they belong to a group.
- Who owns the car? Let the pupils have a “Gallery Walk” on the symmetrical. Emphasize the word 2. share their feelings.
(Kinsay tag-iya sa dulaan nga awto?) displayed shapes of face. symmetrical by letting the pupils say and 3. express their feelings appropriately.
- What happened to the wheel of the toy car? Ask: spell the word repeatedly to facilitate 4. be exposed to appropriate situations
(Unsa ang nahitabo saligidsadulaanni Juan?) a. What have you observed? retention. for them. They should be keep away from
- What did Juan do to fix his toy car? (Unsa ang inyong namatikdan?) Tell pupils that a symmetrical shape is a inappropriate places and inappropriate
(Giunsa pag-ayoni Juan ang iyang dulaan?) b. What are the different shapes of the face? shape that, if you draw a straight line from persons and activities.
- If you were Juan, would you do the same? (Unsa ang lain-laing porma sa nawong?) one point of it to the other, will cut the shape 5. show or demonstrate respect for the
Why? exactly in half, the same image is on both feelings of others.
(Konikawsi Juan, buhaton ba nimo ang paagi sides. For example, if you cut a perfect square 6. show proper attitude to the
nga gihimo niya? Ngano man?) in half from top to bottom, both sides are differently-able and mentally-challenged
- If you have toys or belongings, how do you symmetrical. individuals.
take care of them? Now focus on those pupils holding cut-outs
(Unsaon man nimo pag-amping sa imong not equally divided and let them show their
dulaan o butang?) cut-outs to the class. Ask them how the
- What did you feel while singing? halves of their cut-out differ from those of
(Unsa ang inyong gibati samtang kamo the symmetrical shapes.
nagkanta?) Tell pupils that those pictures whose halves
are not same/balance or equal are called
asymmetrical. Tell them that if you cut an
asymmetrical shape in half from top to
bottom, both sides just won’t match.
E. Discussing new concepts and 3. Repeat the song but gradually substitute the Doing My Art: Tell the pupils that they are going to play a Setting of Standards Pagsagot sa pagsusulit
practicing new skills #2 underlined word with action only one at a time 1. Let the pupils set the standards in doing game called statue dance. What are you going to do while taking
until all the underlined words are acted. the artwork. In playing the game all they have to do is to the test?
4. Tap the table to the rhythmic pattern of the 2. Let them draw freely their friend’s portrait dance while the music is played and freeze as
song. (Refer to the pattern below as guide for in a bond paper. the music is stopped.
tapping.) Let the pupils sing the song again 3. You may play a classical or any Remind them to move their body, hands and
while tapping the table. instrumental music as background while the feet freely as they dance to have varied
AngAwtoni Juan pupils are doing their artwork. positions when they freeze. Let the whole
AngawtoniJuan class play.
May buslotsaligid After the game, instruct pupils to sit and
(Repeat 3x) choose four or six children to play the game
Gipapitlanog “bubble gum”. in front of the class.
5. Have the pupils tap the table while Assign a pupil to take charge of the music
singing.
F. Developing mastery (leads to Then let the pupils clapto the rhythmic Show a chart with illustrations of the shapes Pagtsek ng Pagsusulit
Formative Assessment 3) pattern of the song (clap only without singing Talking Time: formed.
it). Make sure they pause for every underlined 1. Once done, pupils show their artwork to the
word one at a time as they repeat the song. class (Voluntary).
2. Congratulate the pupils for doing the artwork
well.
3. Letthem tell something about their
artwork.
G. Finding practical application of Ask: Guide Questions: Ask how the shapes in Chart A differ from Test Proper Magpakita ng katapatan sa
concepts and skills in daily living - How did we sing the underlined words? a. What are the different shapesof the face? that of Chart B. Refer to LM I p. 82-83 pagsusulit.
(Giunsa nato pagkanta ang mga gibadlisan nga (Unsa ang mga nagkalain-laing porma sa Let them distinguish symmetrical and
mga pulong?) nawong?) asymmetrical shapes.
- The teacher discusses that sounds can be b. In what parts of the face do you see the
associated with actions. different lines and shapes?
- Were we able to produce a pleasant visual (Hain nga bahin sa nawong makita ang mga
image with the song? nagkalain-laing linya ug porma?)
(Nakahimo ba kita og nindot nga mga c. Do we have the same shape of the face?
lihok/talan-awon sa atong gikanta?) How about our eyes? Nose? Lips? Head?
- What were those visual images? Texture of the hair? Why?
(Unsa man kini nga mga talan-awon?) (Managsama ba ang porma sa atong
- Did you notice silence and sound in the given dagway? Ang atong mata? Ilong? Baba?
song/rhythmic pattern? Ulo? Grano sa buhok? Ngano man?)
(Nakamatikodbakamoog “kahilom” ug “tingog” d. How did you feel while drawing your
saatonggikanta?) friend’s face? Why?
- What part of the song/rhythmic pattern is in
“silence”?
(Unsangbahinasakantaangwalagitingog?)
- What part of the song or rhythmic pattern is
sung or “sounded”?
(Unsangbahinasakantaanggitingog?)
H.Making generalizations Art Vocabulary: Remember: Teach the value of Honesty
and abstractions about the Portrait- a painting of a person's face A symmetrical pose is when you draw a
lesson Natural Shapes- a shape created by straight line at the center part of your body
natural forces; not man-made from top to bottom; both sides are the
same/balance/proportion.
Asymmetrical pose is when you draw a
straight line at the center part of your body
from top to bottom, both sides are not alike.
I. Evaluating learning Let the pupils draw a portrait of another friend Show simple dance steps using symmetrical Checking and Recording Itala ang mga puntos ng mag-
or classmate in a bond paper. and asymmetrical body movements. aaral.
Let them tell what they like best in that (Teacher selects a song that is fitted for the
particular person. simple dance movement to be executed.
Post the best work in the “Art Corner
J. Additional activities for Proceed to end the class by singing the Cut out from old magazines or newspapers 5 Pasulatin ang mga bata ng pataas- Bigyan ng paghahamon ang mga
application or remediation goodbye song. Group the class into four. First and second pictures of symmetrical and 5 pictures of pababang guhit. (Umikot at gabayan ang mag-aaral para sa susunod na
group will perform the first rhythmic pattern asymmetrical shapes. mga batang nangangailangan ng tulong) pagtataya.
while the third and fourth group will perform
the second rhythmic pattern.
Note: Patterns follow the 4/4 time signature.
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
Principal 1
_______________________ ____________________________
Date Remarks

Week 1 Lesson Log Plan Grade 2

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

III. LEARNING RESOURCES

Tubaga ang mga pangutana

Ikaapat na Pangkat: Ipa Rap “Dinhi

D. Discussing new Talakayin ang kani-kanilang mga Pagsasabi ng panuto

Tubaga ang mga pangutana

H.Making generalizations Hinumdumi Kini: Hinumdumi Kini: Hinumdumi Kini:

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

Write the LC code for each.

III. LEARNING RESOURCES

A. References K-12 C.G p 28 K-12 C.G p 28 K-12 C.G p 28 K-12 C.G p 28

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

III. LEARNING RESOURCES

Pangkatin ang klase sa dalawa. Ibigay ang

Itala ang mga puntos ng mag-

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

*Recite/sing with ease and

G. Finding practical application of Ask: Magpakita ng katapatan sa

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

III. LEARNING RESOURCES

A. References K-12 C.G p26 K -12 C.G p. 26 K-12 CG p 26 K-12 C.G p 26

6 hundreds + 4 tens + 2 ones

2.Which number is equal to the

B. Let the pupils give the

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

Write the LC code for each.

III. LEARNING RESOURCES

H.Making generalizations Ano ang dapat gawin upang masabi ang

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

Retrato Objective: Differentiate symmetrical and

A. References K-12 C.G p9 K-1Gp. 16 K-12 CG p 16 K-12 C.G p

Prepared by: Checked by:

MARY CRIS A. CAÑETE

Adviser CATHY JANE D. CUÑADA-BARRON

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