Professional Documents
Culture Documents
C. Learning RC1a: Use predictive and anticipatory RC1b: Use information presented in GS2a: RC1e: Respond to ideas, issues,
devices/tasks to activate prior a reading or viewing selection to Use correct determiners. and concerns presented in a reading
Competencies/Objecti knowledge about the topic of infer, to evaluate, and to express or viewing selection in creative
ves: reading/viewing selection. critical ideas. forms.
LC2b: Determine the order of RC1e: Respond to ideas, issues,
Write the LC Code for significant events in the text listened to. and concerns presented in a reading WC2b: Distinguish between and
each RC1a: Use predictive and anticipatory or viewing selection in creative among a journal entry, an anecdote,
devices/tasks to activate prior forms. a travelogue, a personal letter, and a
knowledge about the topic of VD2b: Identify figures of blog entry.
reading/viewing selection. speech that show comparison:
RC1b: Use information presented in a simile. SS2a: Identify the features of
reading or viewing selection to infer, primary information sources.
to evaluate, and to express critical
ideas.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a week or two.
II. CONTENT
Features of primary
The Mats The Mats
Determiners. information sources.
by Francisco Arcellana by Francisco Arcellana
Simile
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
RESOURCES concept development.
A.References
1. Teacher’s Guide 9 10 11 11
Pages
2. Learner’s Materials 7-12 12-13 13-14 14-15
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Activity sheet Hand-outs
Resources Tarpapel/ real mat, & handouts ( Copies of Pictures of a Filipino Samples of journals,
handouts ( Copies of the selection) family travelogue, and
the selection) pictures personal letter
chart/table/diagram
( sociogram)
B. Establishing a
Purpose for the The learners will be asked to
Lesson share ideas and observations
related to death.
(5 minutes)
C. Presenting
Examples/Instances TOTAL RECALL:
Activating Prior Knowledge (5 minutes)
of the Lesson d. Ask students their experiences
regarding remembering dead loved ones.
e. Have them listen to similarities and
differences of their experiences.
D. Discussing New Concepts and Practicing SEE YOUR TEXT: LISTENING ACTIVITY
New Skills #1 a. The class will be divided into 10 groups.
b. The concept of jigsaw reading will be
discussed and each group will decide the
parts to read and the order of
reading these parts.
d. They need to listen for cues that will signal
transition of paragraphs or ideas.
e. They must listen for important details about
the narrative. ( 20 minutes)
CHECK POINT (20 MINUTES)
a. Process what the students have listened to by
discussing the following:
i. structure of the jigsaw reading vis-à-vis the
structure of the narrative
ii. importance of cues like transition devices,
repetitions,
pronouns and their antecedents
b. The students will answer the comprehension
questions regarding the listening text.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% in the evaluation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers?