Professional Documents
Culture Documents
2ND Quarter Week 1 WITH REFLECTION Grade 2
2ND Quarter Week 1 WITH REFLECTION Grade 2
J. Additional activities for Ipabasa nang sabay-sabay ang Ipabasa nang sabay-sabay ang Ipabasa nang sabay-sabay ang Ipabasa nang sabay-sabay
application or remediation “Gintong Aral”. Maaaring sipiin ito “Gintong Aral”. Maaaring “Gintong Aral”. Maaaring sipiin ito ang “Gintong Aral”. Maaaring
sa isang kartolina at ipaskil sa lugar sipiin ito sa isang kartolina at ipaskil sa lugar na sipiin ito
na nakikita ng mga bata upang sa isang kartolina at ipaskil sa nakikita ng mga bata upang sa isang kartolina at ipaskil sa
maisaulo at maisagawa. lugar na nakikita ng mga bata maisaulo at maisagawa. lugar na nakikita ng mga bata
upang upang
maisaulo at maisagawa. maisaulo at maisagawa.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
80% in the evaluation above ___ of Learners who earned 80% above 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation additional activities for
activities for remediation who remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
caught up with lesson lesson the lesson lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
to require remediation require remediation require remediation require remediation remediation require remediation
E. Which of my teaching Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin: Stratehiyang dapat
strategies worked well? Why __Koaborasyon __Koaborasyon gamitin: __Koaborasyon gamitin:
did these work? __Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain __Koaborasyon
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL __Pangkatang Gawain
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner __ANA / KWL
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga __Fishbone Planner
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture __Sanhi at Bunga
__Event Map __Event Map __Paint Me A Picture __Event Map __Paint Me A Picture
__Decision Chart __Decision Chart __Event Map __Decision Chart __Event Map
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart __Decision Chart
__I –Search __I –Search __Data Retrieval Chart __I –Search __Data Retrieval Chart
__Discussion __Discussion __I –Search __Discussion __I –Search
__Discussion __Discussion
F. What difficulties did I Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking
encounter which my principal or naranasan: naranasan: naranasan: naranasan: naranasan:
supervisor can help me solve? __Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa
makabagong kagamitang kagamitang panturo. makabagong kagamitang kagamitang panturo. makabagong kagamitang
panturo. __Di-magandang pag-uugali ng panturo. __Di-magandang pag-uugali ng panturo.
__Di-magandang pag-uugali mga bata. __Di-magandang pag- mga bata. __Di-magandang pag-
ng mga bata. __Mapanupil/mapang-aping uugali ng mga bata. __Mapanupil/mapang-aping mga uugali ng mga bata.
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping bata __Mapanupil/mapang-
mga bata __Kakulangan sa Kahandaan mga bata __Kakulangan sa Kahandaan ng aping mga bata
__Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa mga bata lalo na sa pagbabasa. __Kakulangan sa
ng mga bata lalo na sa pagbabasa. Kahandaan ng mga bata __Kakulangan ng guro sa Kahandaan ng mga bata
pagbabasa. __Kakulangan ng guro sa lalo na sa pagbabasa. kaalaman ng makabagong lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng makabagong __Kakulangan ng guro sa teknolohiya __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya kaalaman ng makabagong __Kamalayang makadayuhan kaalaman ng makabagong
teknolohiya __Kamalayang makadayuhan teknolohiya teknolohiya
__Kamalayang makadayuhan __Kamalayang __Kamalayang
makadayuhan makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation presentation presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
teachers? __Community Language __Community Language __Community Language __Community Language Learning __Community Language
Learning Learning Learning __Ang “Suggestopedia” Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material __ Ang pagkatutong Task
Based Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na
material
B. Performance Nauunawaan ang pinagmulan at Nauunawaan ang pinagmulan at Nauunawaan ang pinagmulan Nauunawaan ang pinagmulan at Nauunawaan ang
Standard kasaysayan ng komunidad kasaysayan ng komunidad at kasaysayan ng komunidad kasaysayan ng komunidad pinagmulan at kasaysayan
ng komunidad
E. Discussing new concepts Pangkatang Gawain Tingnan ang iba’t-ibang pananda Pangkatang Gawain Pangkatang Gawain Ipagawa ang mga
and practicing new skills Ipatala ang mahahalagang lugar, na ginagamit sa paggawa ng mapa Gumawa ng mapa ng iyong Sumulat ng 2-3 salaysay tungkol sa pagsasanay sa Gawin Mo.
#2 estruktura , bantayog, komunidad gamit ang mga ginawang mapa ng inyong pangkat
palatandaan at pook pasyalan na patapong bagay tulad ng
matatagpuan sa inyong sariling kahon,
komunidad. bote at papel.
Sa tapat nito ay isulat ang
maikling paglalarawan dito
F. Developing mastery (leads 1. Ano ang mapa? Ipaguhit ang mahahalagang
to Formative Assessment 3) 2. Ano-ano ang pangunahing lugar, estruktura,
direksiyon? bantayog, palatandaan at
Pangalawang pangunahing pook pasyalan na makikita
direksiyon? sa
3. Ano ang kabutihan nang may kanilang komunidad. Ilagay
kaalaman sa sa tamang direksiyon.
pangunahin at pangalawang
pangunahing
direksiyon’
4. Ano-ano ang panandang
ginagamit sa
paggawa ng mapa? Iguhit sa
pisara.
5. Bakit mahalaga ang mga
pananda sa
paggawa ng mapa?
G. Finding practical application Ipakitang muli ang mga larawan Iguhit ang mahalagang lugar, Paano tayo makakagawa ng isang Sa Gawin C, pag-aralan ang
of concepts and skills in daily ng mga mahahalagang lugar, estruktura, bantayog, palatandaan mapa n gating komunidad? mapa. Ipasulat sa papel ang
living estruktura, bantayog, at pook-pasyalan na makikita mula sagisag at panandang
palatandaan at pook pasyalan na sa iyong paaralan. Ilagay sa tinutukoy ng direksiyong
makikita sa inyong komunidad. tamang direksiyon. nakasulat sa
Tumawag ng ilang bata upang ibaba ng mapa.
tukuyin kung alin ditto ang
matatagpuan sa kanilang
komunidad.
H.Making generalizations Anu-ano ang maaring matagpuan Ang lokasyon ng mga lugar na ito Sa paggawa ng payak na Sa paggawa ng payak na mapa, Pag-usapan at bigyang diin
and abstractions about the sa isang komunidad? ay maaaring nasa hilaga, timog, mapa, makakatulong ang kaalaman sa ang kaisipang nakasulat sa
lesson Ano ang kahalagahan ng mga ito? silangan at kanluran ng sariling makakatulong ang kaalaman pangunahin at pangalawang loob ng
tahanan. sa pangunahing direksyon sa pagtukoy ng kahon sa Tandaan Mo
Maaari ring gamitin ang pangunahin at pangalawang mga nabanggit na pagkakakilanlan
pangalawang pangunahing pangunahing direksyon sa
direksyon: Hilagang Silangan, pagtukoy ng mga nabanggit
Timog Silangan, Timog Kanluran, na pagkakakilanlan
Hilagang Kanluran sa pagtukoy ng
lokasyon ng mga nasabing
mahahalagang lugar at pook-
pasyalan.
I. Evaluating learning Pumili ng tatlo sa mahahalagang Pag-aralan ang mapa. Isulat sa Gumawa ng mapa ng inyong Sumulat ng 2-3 salaysay tungkol sa Ipagawa ang Natutuhan Ko.
mahahalagang lugar, estruktura, papel ang sagisag at panandang komunidad ginawa mong mapa ng iyong
bantayog, palatandaan at pook tinutukoy ng direksiyong nakasulat komunidad?
pasyalan na makikita sa inyong sa ibaba ng mapa.
komunidad. Iguhit ito at kulayan.
1. Timog ______ 5. Hilaga ______
2. Timog Kanluran ___ 6. Hilagang
Silangan ___
3. Kanluran ___ 7. Silangan _____
4. Hilagang Kanluran 8. Timog
Silangan ______
J. Additional activities for Bigyan ng paghahamon ang mga Magpagawa ng malaking
application or remediation mag-aaral para sa susunod na collage ng mapa ng
pagtataya. komunidad gamit ang
ginawang mapa ng mga
bata sa Natutuhan Ko.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
80% in the evaluation above ___ of Learners who earned 80% above 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation additional activities for
activities for remediation who remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught
caught up with lesson lesson the lesson up the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue
to require remediation require remediation require remediation require remediation remediation to require remediation
E. Which of my teaching Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin: Stratehiyang dapat
strategies worked well? Why __Koaborasyon __Koaborasyon gamitin: __Koaborasyon gamitin:
did these work? __Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain __Koaborasyon
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL __Pangkatang Gawain
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner __ANA / KWL
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga __Fishbone Planner
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture __Sanhi at Bunga
__Event Map __Event Map __Paint Me A Picture __Event Map __Paint Me A Picture
__Decision Chart __Decision Chart __Event Map __Decision Chart __Event Map
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart __Decision Chart
__I –Search __I –Search __Data Retrieval Chart __I –Search __Data Retrieval Chart
__Discussion __Discussion __I –Search __Discussion __I –Search
__Discussion __Discussion
F. What difficulties did I Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking
encounter which my principal or naranasan: naranasan: naranasan: __Kakulangan sa makabagong naranasan:
supervisor can help me solve? __Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa kagamitang panturo. __Kakulangan sa
makabagong kagamitang kagamitang panturo. makabagong kagamitang __Di-magandang pag-uugali ng makabagong kagamitang
panturo. __Di-magandang pag-uugali ng panturo. mga bata. panturo.
__Di-magandang pag-uugali mga bata. __Di-magandang pag- __Mapanupil/mapang-aping mga __Di-magandang pag-
ng mga bata. __Mapanupil/mapang-aping uugali ng mga bata. bata uugali ng mga bata.
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping __Kakulangan sa Kahandaan ng __Mapanupil/mapang-
mga bata __Kakulangan sa Kahandaan mga bata mga bata lalo na sa pagbabasa. aping mga bata
__Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa __Kakulangan ng guro sa kaalaman __Kakulangan sa
ng mga bata lalo na sa pagbabasa. Kahandaan ng mga bata ng makabagong teknolohiya Kahandaan ng mga bata
pagbabasa. __Kakulangan ng guro sa lalo na sa pagbabasa. __Kamalayang makadayuhan lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng makabagong __Kakulangan ng guro sa __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya kaalaman ng makabagong kaalaman ng
teknolohiya __Kamalayang makadayuhan teknolohiya makabagong teknolohiya
__Kamalayang makadayuhan __Kamalayang __Kamalayang
makadayuhan makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation presentation presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
teachers? __Community Language __Community Language __Community Language __Community Language Learning __Community Language
Learning Learning Learning __Ang “Suggestopedia” Learning
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Ang “Suggestopedia”
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material __ Ang pagkatutong Task
Based Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na
material
LEARNING RESOURCES
A. References K-12 CG p.26 K-12 CG. p.24 K-12 CG p.24 K-12 Curriculum Guide p.24 K-12 C G. p.24
1. Teacher’s Guide 1-3 3-4 4-5 6-7 7-8
pages
2. Learner’s Materials 123-125 126-127 127-129 129-131 131-133
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Pictures,tarpapel Pictures,tarpapel Pictures,tarpapel Pictures,tarpapel Picture, tarpapel, flashcards
Resource
PROCEDURE
A. Reviewing previous Put a cross on the word which Study the pictures. Put a star («) Study the pictures. Put a star What are the three elements of a Reading of words with
lesson or presenting the has a different on the picture («) on the picture story? long /a/ sound
new lesson sound of C as the given word: which shows correct order. which shows correct order. A story has ________________,
1. century .– center centavos _________________,
custard and ________________.
2. costume .– ceramic came card
B. Establishing a purpose for the Where have you seen people Main Character Guessing Game. Main Character Guessing Read the word chart with short long / ā Their family members.
lesson lining up? Game. / sound .(Refer to LM) (Refer to LM, p. 167)
Have you gone to a movie house? Ask the children to fill out
What do you do before you get the family tree with the
in? names of their family
Did you notice people lining up to members
buy their tick
C. Presenting examples/ Today, we shall read a story Read the story“Anton’s Spider Read the story“Anton’s Spider Show a family picture then ask the Teach/ Model:
instances of the new lesson about a family treat to the lesson.” (Refer to LM, Let’s Aim) lesson.” (Refer to LM, Let’s children to talk about the picture. kite Mike tire
movies. Aim) bite write fine
LM p.123-124 like line wide
D. Discussing new Ask: Let the children answer the Let the children answer the Reading phrases with long / ā /. Show the pictures with the
concepts and practicing new Who are in the scene /picture? comprehension question. comprehension question. long / ī /.
skills #1 Who suggested going to the 1. Who are the characters in the 1. Who are the characters in
movies? story the story
Why will Papa and Mama give 2. Where did the story happen? 2. Where did the story
the children a treat? 3. What important things/events happen?
happened in the story? 3. What important
things/events happened in
the story?
E. Discussing new concepts Ask the children to share their Read the story again and look for Read the story again and look Read: “An Enjoyable Party” (Refer to Read the phrases and use
and practicing new skills experiences related to the event the characters, events and the for the characters, events and LM). the Round Robbin Activity.
#2 in the story and express their place where it happened the place where it happened There will be 4 members in
feelings about it. Provide a group
scaffolding if needed. ex. What and the children will take
do you feel when somebody turns in answering the
wants to be served first even questions. Prepare strips of
if he/she has just come? paper as visual aids for the
following sentences:
F. Developing mastery (leads What can you say… Use graphic organizer (Wh- Use graphic organizer (Wh- Allow the children to read the words in Let the children answer the
to Formative Assessment 3) Why do the children deserve a Memory Card), for the story Memory Card), for the story the story with the long /a/ sound and We Can Do It exercise
movie treat? Do they deserve it, “Anton’s Spider Lesson”Refer to “Anton’s Spider Lesson”Refer let them answer their LM, We Can Do
too? LM. to LM. it
How would you feel treated to a
movie because of good deeds?
G. Finding practical application Did something like this story Make a thank you card for Lola Make a thank you card for Circle the word for each picture.
of concepts and skills in daily happen to you? Mary. Use the story for the letter. Lola Mary. Use the story for Illus. Cane crane
living What did you do? Share your “Happy birthday, Mike !greeted the letter. rake lake
own story with Lola Mary. “Don’t go out on the “Happy birthday, Mike ! Cane bake
the class. road yet. greeted Lola Mary. “Don’t go Game plane
You can practice riding on your out on the road yet.
bike at the backyard,” said Lola. You can practice riding on
”Oh, what a wonderful bike. This is your bike at the backyard,”
the best gift I’ve ever received. said Lola.
Thanks a lot Lola”. ”Oh, what a wonderful bike.
This is the best gift I’ve ever
received. Thanks a lot Lola”.
H.Making generalizations Remember This The story has characters, event The story has characters, The Long /a/ sound is the sound you The long /i/ sound is the
and abstractions about the We should always wait for our and the place where the story event and the place where hear if you place a silent /e/ at the end sound you hear if you place
lesson turn so that there happened. Knowing these will help the story happened. Knowing of the word. a silent /e/ at the end of the
will be order. you understand what you read. these will help you word.
understand what you read.
I. Evaluating learning Refer to LM p.125 Identify the characters, place and Identify the characters, place Read and Draw. Read the words below.
event. Use a graphic organizer. and event. Use a graphic 1. cage for sale Encircle the word with
SIMPLE ORGANIZER organizer. 2. bake a cake long /i/ sound
WHO:_________________ SIMPLE ORGANIZER 3. snake at the gate neat cane bite try
WHERE:_______________ WHO:_________________ coat lane hike baby
WHEN:________________ WHERE:_______________ seat site hire buy
WHAT:________________ WHEN:_________________ late note tire tape
WHAT:________________
J. Additional activities for Valuing: What happens when Tell who the characters are, place Tell who the characters are, Practice reading of words with long
application or remediation everyone wants to be served first and the events. place and the events. /a/.
or does not wait for one’s turn? 1. The buses, jeepneys and the 1. The buses, jeepneys and
cars stopped . Jose and Marie the cars stopped . Jose and
looked at the traffic lights. Marie looked at the traffic
The policeman signaled the people lights. The policeman signaled
crossing the street. Jose and Marie the people crossing the street.
crossed Jose and Marie crossthe
the street. street.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80%
80% in the evaluation above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned
above 80% above 80% above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation additional activities for
activities for remediation who remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught
caught up with lesson lesson the lesson up the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue
to require remediation require remediation require remediation require remediation remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration well:
did these work? ___ Games ___ Games ___ Group collaboration ___ Games ___ Group collaboration
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel activities/exercises ___ Carousel activities/exercises
___ Diads ___ Diads ___ Carousel ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction Paragraphs/
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama Poems/Stories
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method ___ Differentiated
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method Instruction
Why? Why? ___ Lecture Method Why? ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Complete IMs
Cooperation in in ___ Group member’s doing their tasks ___ Availability of Materials
doing their tasks doing their tasks Cooperation in ___ Pupils’ eagerness to
doing their tasks learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology
Internet Lab Internet Lab Internet Lab Internet Lab Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used __ Recycling of plastics
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials to be used as
__ local poetical composition __ local poetical composition Materials __ local poetical composition Instructional Materials
__ local poetical __ local poetical
composition composition
C. Learning Nakikilala at nagagamit ang Nakikinig at nakikilahok sa Nakikinig at nakikilahok sa Nakikilala ang ugnayan ng tunog at Lingguhang Pagsusulit
Competency/ pandiwang nagsasaad ng kilos o talakayan ng grupo o klase hinggil talakayan ng grupo o klase simbulo nito sa pagsulat.
Objectives galaw na natapos na sa sa napakinggan at binasang teksto hinggil sa napakinggan at Nababasa nang wasto ang mga salitang
Write the LC code for each. pangungusap at talata. MT2OL-IId-e-6.3 binasang teksto binubuo ng maraming pantig.
MT2GA-IIIa-c-2.3.2 Naipapahayag nang pasalita Nagagamit ang kaalaman at kasanayan
ang mga pangunahing sa pagbaybay ng mga salita sa unang
pangangailangan kita na angkop sa ikalawang baitang
MT2OL-IId-e-6.3 Nasusunod ang pamantayan sa pagsipi
o pagsulat ng mga pangungusap, talata
o kuwento na may tamang gamit ng
malaking letra, espasyo ng mga salita,
wastong bantas, tamang pasok ng
unang pangungusap sa talata, at anyo
II. CONTENT IKASAMPUNG LINGGO IKASAMPUNG LINGGO IKASAMPUNG LINGGO IKASAMPUNG LINGGO
Gawain ng Pamilya Gawain ng Pamilya Gawain ng Pamilya Gawain ng Pamilya
Unang Araw Ikalawang Araw Ikatlong Araw Mga salitang binubuo ng maraming
Elementong kuwento- pantig
pangyayari, lugar at tauhan Mga pamantayan sa pagsipi o
pagsulat ng mga pangungusap, talata
LEARNING RESOURCES
A. References K to12 CG p.112 K to12CG.p.100 K to12CG.p.100 K-12 CG p96
1. Teacher’s Guide 87-88 88-91 88-91 92-93
pages
2. Learner’s Materials 66-75 66-75 66-75
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Larawan,tarpapel Larawan,tarpapel Larawan,tarpapel Summative test files
Resource
PROCEDURE
A. Reviewing previous Ipaawit ang “Paggising sa Umaga” Bilugan ang pandiwang ginamit sa Bilugan ang pandiwang Itanong kung paano ang tamang
lesson or presenting the Paggising sa umaga pangungusap. Lagyan ng / ang ginamit sa pangungusap. pagbaybay ng mga salita. Ipabaybay
new lesson Ako‟y nagsisispilyo patlang kung ito ay ginawa na at X Lagyan ng / ang patlang kung nang papantig ang mga salita.Maaaring
Tingnan ninyo kung paano kung hindi . Gawin ito sa sagutang ito ay ginawa na at X kung ipalakpak ang kamay kasabay ng
Isa, dalawa, tatlo (2x) papel. hindi . Gawin ito sa sagutang pagpapantig.
Ako‟y nagsisipilyo. _____ 1.Namitas ako ng mangga papel. kasangkapan
kahapon. _____ 1.Namitas ako ng kalansingan
_____ 2. Nagdidilig ng halaman si mangga kahapon. okasyon
Ben araw-araw. _____ 2. Nagdidilig ng Bigyang diin sa mga bata ang ugnayan
halaman si Ben araw-araw. ng tunog at simbulo nito upang mas
madali ang pagbaybay nila sa mga
salita.
B. Establishing a purpose for the Itanong kung ano-ano ang ginawa Ipaawit ang NIYOG sa tono ng B-I-N-G- Awit
lesson nilang paghahanda bago O
pumasok sa paaralan kaninang N-I-Y-O-G (3x)
umaga. Bigyang diin kung kailan Ipalarawan sa mga bata ang Ipalarawan sa mga bata ang Baybay ng salitang niyog!
nila ginawa ang mga ito at kung larawan ng niyog ( o tunay na larawan ng niyog ( o tunay na Itanong kung ano ang ginawa nila sa
ano ang ipinahihiwatig ng puno ng niyog kung mayroon sa puno ng niyog kung mayroon salitang niyog sa awit.
pariralang kaninang umaga. paaralan).Hayaang ipahayag ng sa paaralan).Hayaang
(tapos na o ginawa na) mga bata ang kanilang nalalaman ipahayag ng mga bata ang
tungkol sa nakukuha at gamit ng kanilang nalalaman tungkol sa
niyog, at kung anong nakukuha at gamit ng niyog,
pangangailangan ng tao ang at kung anong
naibibigay nito. pangangailangan ng tao ang
naibibigay nito.
C. Presenting examples/ Ipabasa ang mga pangungusap na Ipabasa ang “Puno ng Buhay” sa Balikan ang detalye ng Ipabasa nang pabaybay ang mga unang Pagbibigay ng pamantayan
instances of the new lesson nasa LM. LM. kuwentong “Puno ng Buhay” kitang salita na ginamit sa kuwento
gamit ang Story Map Chart. gamit ang Total Physical Response
Ipabasa ito sa LM. (TPR) sa LM.
I-model kung paano ito binabasa nang
pabaybay kasabay ang pagpalakpak ng
kamay ayon sa baybay at bilis ng
pagbasa sa salita.
Ipaulit ito sa mga bata ng tatlong (3)
beses.
Idikta ang mga salita sa mga
bata.Ipasulat sa mga bata ang tamang
baybay ng mga salita.
Ipagamit din ang mga ito sa
pangungusap gamit ang pamantayan
sa pagsulat na kanilang natutunan sa
nakaraang aralin.
D. Discussing new Ano-anong salitang kilos ang Bakit tinawag na puno ng buhay Itanong kung ano ang tawag a. Paano ninyo binasa ang mga unang Pagsasabi ng panuto
concepts and practicing new ginamit sa mga pangungusap? ang puno ng niyog? sa mga gumanap sa kuwento, kitang salita?(Papantig na baybay)
skills #1 ( dumalaw, nagdilig, nagtanim) saan ito naganap, at kung b. Ano ang dapat isaisip sa pagbaybay
ano-ano ang nangyari. Itanong ng mga salita?
din kung ano ang tawag sa c. Paano naman ang dapat tandaan sa
mga bumubuong ito sa pagsulat ng mga pangungusap?
kuwento.
E. Discussing new concepts Humanap ng kapareha.Ibahagi ng Itanong kung ano ang tawag sa Pumili ng isang kuwento mula Pasagutan ang Gawain 4 sa LM. Pagsagot sa pagsusulit
and practicing new skills unang bata ang kaniyang mga gumanap sa kuwento, saan sa ibang aklat. Ipatala sa mga
#2 karanasan noong nakaraang ito naganap, at kung ano-ano ang bata ang pamagat, tauhan,
bakasyon habang nakikinig nangyari. Itanong din kung ano tagpuan, at pangyayari ng
naman ang ikalawang bata. ang tawag sa mga bumubuong ito kuwento.
sa kuwento.
F. Developing mastery (leads Ipagawa ang Gawain 1 sa LM. Ipangkat ang mga bata sa apat. Gamitin sa pangungusap ang mga Pagtsek ng Pagsusulit
to Formative Assessment 3) Magpakuha ng ibang aklat at salita.
humanap ng isang maikling a. pagdating
kuwento. Itala ang pamagat, b. nakapaskil
tauhan, tagpuan, at pangyayari ng c. magpahinga
kuwento. d. napangiti
e. tinawag
G. Finding practical application Ipagawa ang Gawain 2 sa LM. Pumili ng isang kuwento mula sa Ipangkat ang mga bata sa Ipabaybay sa mga bata ang sumusunod Magpakita ng katapatan sa
of concepts and skills in daily ibang aklat. Ipatala sa mga bata apat. Magpakuha ng ibang na salita. pagsusulit.
living ang pamagat, tauhan, tagpuan, at aklat at humanap ng isang a. napansin
pangyayari ng kuwento. maikling kuwento. Itala ang b. bakuran
pamagat, tauhan, tagpuan, at c. ipapasyal
pangyayari ng kuwento. d. kahoy
e. nakahanda
Ipagamit ang mga salitang binaybay sa
pangungusap gamit ang show-me-
board. Pansinin ang wastong gamit ng
pamantayan sa pagsulat.
H.Making generalizations Ano ang tawag sa mga salitang Tandaan Ano-ano ang elemento ng Ano-ano ang dapat tandaan sa
and abstractions about the nagsasaad ng kilos o galaw? Mauunawaan ang kuwento sa kuwento? pagbaybay at pagsulat ng mga salita at
lesson Kailan naganap ang mga pandiwa pamamagitan ng pagtukoy sa Ipabasa ang Tandaan sa LM. pangungusap?
o salitang kilos? tauhan, tagpuan, mga pangyayari
Ipabasa ang Tandaan sa LM. nito, at sa pagsagot sa mga
tanong.
I. Evaluating learning Bilugan ang pandiwang ginamit Gawin ang Gawain 3 sa LM. Gawin ang Gawain 3 sa LM. Isulat ang mga sumusunod. Itala ang mga puntos ng
sa pangungusap. Lagyan ng / ang 1. Ididikta mag-aaral.
patlang kung ito ay ginawa na at 2. Pasyalan
X kung hindi . Gawin ito sa 3. Namimingwit
sagutang papel. 4. Karagatan
_____ 1.Namitas ako ng mangga 5. Pagpapagal
kahapon.
_____ 2. Nagdidilig ng halaman si
Ben araw-araw.
J. Additional activities for Sumulat sa isang malinis na papel Magsanay bumasa ng maiikling Bigyan ng paghahamon ang
application or remediation ng mga halimbawa ng pandiwa. kwento. mga mag-aaral para sa
susunod na pagtataya.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
80% in the evaluation above ___ of Learners who earned 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation
activities for remediation who remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
caught up with lesson lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
to require remediation require remediation require remediation require remediation remediation
E. Which of my teaching Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin:
strategies worked well? Why __Koaborasyon __Koaborasyon gamitin: __Koaborasyon
did these work? __Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture
__Event Map __Event Map __Paint Me A Picture __Event Map
__Decision Chart __Decision Chart __Event Map __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart
__I –Search __I –Search __Data Retrieval Chart __I –Search
__Discussion __Discussion __I –Search __Discussion
__Discussion
F. What difficulties did I Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan:
encounter which my principal or naranasan: naranasan: naranasan: __Kakulangan sa makabagong
supervisor can help me solve? __Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa kagamitang panturo.
makabagong kagamitang kagamitang panturo. makabagong kagamitang __Di-magandang pag-uugali ng
panturo. __Di-magandang pag-uugali ng panturo. mga bata.
__Di-magandang pag-uugali mga bata. __Di-magandang pag- __Mapanupil/mapang-aping mga
ng mga bata. __Mapanupil/mapang-aping uugali ng mga bata. bata
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping __Kakulangan sa Kahandaan ng
mga bata __Kakulangan sa Kahandaan mga bata mga bata lalo na sa pagbabasa.
__Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa __Kakulangan ng guro sa kaalaman
ng mga bata lalo na sa pagbabasa. Kahandaan ng mga bata ng makabagong teknolohiya
pagbabasa. __Kakulangan ng guro sa lalo na sa pagbabasa. __Kamalayang makadayuhan
__Kakulangan ng guro sa kaalaman ng makabagong __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya kaalaman ng makabagong
teknolohiya __Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan __Kamalayang
makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
teachers? __Community Language __Community Language __Community Language __Community Language Learning
Learning Learning Learning __Ang “Suggestopedia”
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material
Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
B. Establishing a purpose for the Tukoy - alam : Tingnan ang mga bagay sa loob ng Pagpapakilala ng sarili at ng Ano ang dapat tandaan sa pagsulat? Awit
lesson Ano ang nalalaman nyo tungkol silid – aralan at magbigay ng kaniyang kaibigan. Ipabasa ang “Basahin Natin” sa
sa pakikipagtulungan? salitang may dalawang pantig. Itanong: Ano ang ginamit na LM,pahina 155.
Original File Submitted and Original File Submitted and salita sa pagpapakilala niya ng
Formatted by DepEd Club Formatted by DepEd Club Member kaniyang sarili at ng kaniyang
Member - visit depedclub.com - visit depedclub.com for more kaibigan? Maaari mo bang
for more ulitin?
C. Presenting examples/ Pagpapakita ng larawan ng Pagpapayaman ng talasalitaan : Pagrap ng “Ako sa Paaralan Talakayin ang binasa sa pamamagitan Pagbibigay ng pamantayan
instances of the new lesson pagtutulungan.Pag- usapan Alin ang naiiba ang kahulugan sa ng mga tanong na makikita sa
ito.Saan maaaring makakuha ng mga salitang nakakahon? T.G.ph. “Sagutin Natin” sa LM, pahina 155.
katangian ng 70 Basahin Natin
Pakikipagkapwa- tao ang mga Pagbasang muli ng kwentong “
anak? Ang Matulungin Mag-anak”
D. Discussing new Gamit ang Semantic Webbing , Sagutin Natin L.M. ph. Basahin ang bahaging may Hayaang pumili ang mga bata ng isang Pagsasabi ng panuto
concepts and practicing new pagbigayin ang mga bata ng 150.Ipalakpak ang kamay habang salitaan ng tauhan sa Basahin salita mula sa binasa.
skills #1 kaugnay na salita para sa binabasa ang mga salitang may Natin na makikita sa LM, Ipasulat ito sa papel.
pakikipag kapwa- tao. dalawang pantig . pahina ___. Paano mo ito isinulat?
Ipabasa ang bahaging ito sa
mga bata.
Ipasagot ang Sagutin Natin sa
LM, pahina ___.
E. Discussing new concepts Basahin Natin L.M. ph. 146 Gawin NatinL.M. ph .151 Ipakikita ng guro ang wastong Ipakita sa mga bata ang tamang Pagsagot sa pagsusulit
and practicing new skills “Ang Matulunging Mag-anak” Basahin ang mga salita.Piliin at gamit ng ako, siya ikaw sa pagsulat ng kanilang napiling salita.
#2 Sagutin NatinL.M. ph. 147 sipiin ang mga salitang may pamamagitan ng pagsagot sa Hayaang ikumpara ng mga bata ang
dalawang pantig. tanong. kanilang sinulat sa ipinakita ng guro
Talakayin ang iba pang
panghalip panao at mga gamit
nito
F. Developing mastery (leads Gawin NatinL.M. ph. 148 Sanayin Natin Ipabasa ang panuto sa Gawin Ipagawa ang“Gawin Natin” sa LM, Pagtsek ng Pagsusulit
to Formative Assessment 3) Sanayin NatinL.M. ph. 148 (GroupActivity)Magpaparamihan Natin sa LM, pahina___ at pahina 156.
ang bwat pangkat ng mga salitang ipasagot sa kuwaderno.
may dalawang pantig na mabubuo Ipasabi ang mga panghalip
mula sa tsart ng mga Ponema o panao na ginamit sa
Tunog. pangungusap.
G. Finding practical application Pagpapahalaga: Pagpapahalaga: Ipagawa ang Sanayin Natin sa Bakit kailangang maayos at malinis ang Magpakita ng katapatan sa
of concepts and skills in daily Paano naipapakita ng pamilya Paano naipapakita ng mga bata LM, pahina___ bilang ating pagsulat? pagsusulit.
living Reyes ang pakikipagkapwa – tao? ang pakikipagkapwa-tao? Malayang
Pahalagahan NatinL.M. ph. 147 Pahalagahan NatinL.M. ph. 151 Pagsasanay. Isusulat sa
kuwaderno ang mga
mabubuong payak na
pangungusap
H.Making generalizations Ano ang Pangunahing Ideya? Ano ang Ponema? Ano ang panghalip panao? Ano ang mga dapat tandaan sa
and abstractions about the Paano ito matutukoy? Paano nabubuo ang salita sa Kailan ito ginagamit? pagsulat ng salita?
lesson Ipabasa ang Tandaan NatinL.M. Filipino? Basahin ang “Tandaan Natin” sa LM,
ph. 149. Tandaan NatinL.M. ph. 151 pahina 156.
I. Evaluating learning Isulat ang Pangunahing Ideya sa Punan ng wastong pantig ang mga Ipasagot ang Linangin Natin Pasagutan ang “Linangin Natin”at Itala ang mga puntos ng
bawat talata. patlang para mabuo ang ngalan ng sa LM, pahina___ upang “Sulatin Natin”sa LM, pahina 156. mag-aaral.
Linangin NatinL.M. ph. 150 bawat isa. madagdagan
Linangin NatinL.M. ph. 152 ang kasanayan sa araling
tinatalakay
J. Additional activities for Sumulat ng talata na may tatlong Sumulat ng tatlong salitang may Gamitin sa payak na Bigyan ng paghahamon ang
application or remediation Payak na Pangungusap. dalawang pantig na makikita sa pangungusap ang mga mga mag-aaral para sa
loob ng inyong bahay. panghalip panao susunod na pagtataya.
na ako, ikaw, siya, niya at kita.
Basahin nang malakas sa klase
ang
ginawang pangungusap
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
80% in the evaluation above ___ of Learners who earned 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation
activities for remediation who remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
caught up with lesson lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
to require remediation require remediation require remediation require remediation remediation
E. Which of my teaching Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin:
strategies worked well? Why __Koaborasyon __Koaborasyon gamitin: __Koaborasyon
did these work? __Pangkatang Gawain __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain
__ANA / KWL __ANA / KWL __Pangkatang Gawain __ANA / KWL
__Fishbone Planner __Fishbone Planner __ANA / KWL __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture
__Event Map __Event Map __Paint Me A Picture __Event Map
__Decision Chart __Decision Chart __Event Map __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart
__I –Search __I –Search __Data Retrieval Chart __I –Search
__Discussion __Discussion __I –Search __Discussion
__Discussion
F. What difficulties did I Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking naranasan:
encounter which my principal or naranasan: naranasan: naranasan: __Kakulangan sa makabagong
supervisor can help me solve? __Kakulangan sa __Kakulangan sa makabagong __Kakulangan sa kagamitang panturo.
makabagong kagamitang kagamitang panturo. makabagong kagamitang __Di-magandang pag-uugali ng
panturo. __Di-magandang pag-uugali ng panturo. mga bata.
__Di-magandang pag-uugali mga bata. __Di-magandang pag- __Mapanupil/mapang-aping mga
ng mga bata. __Mapanupil/mapang-aping uugali ng mga bata. bata
__Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping __Kakulangan sa Kahandaan ng
mga bata __Kakulangan sa Kahandaan mga bata mga bata lalo na sa pagbabasa.
__Kakulangan sa Kahandaan ng mga bata lalo na sa __Kakulangan sa __Kakulangan ng guro sa kaalaman
ng mga bata lalo na sa pagbabasa. Kahandaan ng mga bata ng makabagong teknolohiya
pagbabasa. __Kakulangan ng guro sa lalo na sa pagbabasa. __Kamalayang makadayuhan
__Kakulangan ng guro sa kaalaman ng makabagong __Kakulangan ng guro sa
kaalaman ng makabagong teknolohiya kaalaman ng makabagong
teknolohiya __Kamalayang makadayuhan teknolohiya
__Kamalayang makadayuhan __Kamalayang
makadayuhan
G. What innovation or localized __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
materials did I use/discover presentation presentation presentation presentation
which I wish to share with other __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
teachers? __Community Language __Community Language __Community Language __Community Language Learning
Learning Learning Learning __Ang “Suggestopedia”
__Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based
__ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __Instraksyunal na material
Based Based Based
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
E. Discussing new concepts Ask the different tones they have Where can we see the texture of Let the children do the Discuss the bad effects of germs to the Pagsagot sa pagsusulit
and practicing new skills noticed in the song. an animal? following basic movement body and the sickness they bring. Help
#2 (higher-do,high-so, low-mi, How do we create texture in skills with partner in different them identify the relationship between
lower-do painting pictures? direction, location, level and germs and illness.
planes. Then, ask them to
describe the movements
done.
a) Running
b) Hopping
c) Galloping
d) Jumping
e) Sliding
F. Developing mastery (leads Group the class into four and Let the learners work on Pumalakpak ng isa kung tama ang Pagtsek ng Pagsusulit
to Formative Assessment 3) assign each group to use body Magpakitang Gilas. pangungusap at dalawa kung mali.
movements to show the different 1. Maiiwasan ang sakit sa
tones : pamamagitan ng kalinisan.
Group -1 - Lower Do 2. Ang mga mikrobyo ay naninirahan sa
Group -2 - Mi mga malilinis na lugar.
Group -3 - So 3. Mahalaga ang laging paghuhugas ng
Group -4 - Higher Do kamay .
Using the song “Tayo Na, Tayo
Na” pupils can show the different
pitch of tones
G. Finding practical application Pupils can also use any musical Ask: Did you enjoy making your art Divide the class into two Let the pupils do the enrichment Magpakita ng katapatan sa
of concepts and skills in daily instruments to show the different work? groups with the same number activity below. Have them pair with pagsusulit.
living tones they‟ve learned in the What elements did you use? of players. Relay each other to discuss this section.
song. How did you create texture? Ipaliwanag ang mga dapat gawin sa
What are the different tones that ibat-ibang bahagi ng
you have learned from the song katawan sa talaan upang maiwasan
ang karamdaman o sakit.
(tingnan ang talaan sa pisara )
H.Making generalizations Songs can be composed of Sa ating pagguhit ay maipapakita Everyday we move in a variety Ang mikrobyo ang sanhi ng sakit. Kung
and abstractions about the different tones such as lower do, ang mga kakaibang kulay, hugis, of ways directions, levels and ang bata ay hindi malinis sa katawan,
lesson low mi, highso and higher do tekstura at disenyo ng mga balat planes depending in the madali siyang magkakaroon ng
which we called pitch. ng isda at hayop sa kanilang situation that calls for the karamdaman dahil sa mikrobyo.,
sariling kapaligiran. body to respond correctly to
the situation.
I. Evaluating learning Based from the activity, rate the 1. Instruct the learners to display The words in Column A are Let them answer, Palalimin, LM p. 120. Itala ang mga puntos ng
pupils by putting a check in the their finished art works through a basic movement skills while mag-aaral.
box appropriate to their mobile of sea creatures. the sentences in Column B
performance.LMp42 2. Help the learners appreciate describe the fundamental
their art works through the rubrics movement abilities. Match
in module Ipagmalaki Mo. the word in Column A to its
correct description in Column
B. Select the letter of the
correct answer. Please refer
to page 327-328
of the LM.
J. Additional activities for Observe different sounds from Challenge the pupils for the next Describe how the following Ask the pupils to do the following as Bigyan ng paghahamon ang
application or remediation your surroundings that can test. movement skills are done as their assignment: mga mag-aaral para sa
produce low, lower, high and shown in the pictures. Itala ang iyong pang-araw-araw na susunod na pagtataya.
higher tones. List them in your gawaing pangkalusu-
notebook. Use body movements gan sa iyong Talaan ng Aking Araw-
for each pitch of tones. araw na Kalusugan¡¨kard.
Sabihin kung ano ang halaga na
magkaroon ng ganitong talaan ang
isang bata.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
80% in the evaluation above ___ of Learners who earned 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation
activities for remediation who remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson
caught up with lesson lesson the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
to require remediation require remediation require remediation require remediation remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration
did these work? ___ Games ___ Games ___ Group collaboration ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary
activities/exercises activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel activities/exercises ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
Cooperation in in ___ Group member’s doing their tasks
doing their tasks doing their tasks Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
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:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials
__ local poetical composition __ local poetical composition Materials __ local poetical composition
__ local poetical
composition
Grade Level Grade TWO MATHEMATICS
Teacher Quarter: SECOND ( Week 1 )
DAILY LESSON LOG Checked by:
Date
B. Performance Is able to apply subtraction and Is able to apply subtraction and Is able to apply subtraction Is able to apply subtraction and Is able to apply subtraction
Standard multiplication of whole numbers multiplication of whole numbers and multiplication of whole multiplication of whole numbers up to and multiplication of whole
up to 1000 including money in up to 1000 including money in numbers up to 1000 including 1000 including money in mathematical numbers up to 1000
mathematical problems and real- mathematical problems and real- money in mathematical problems and real-life situations. including money in
life situations. life situations problems and real-life mathematical problems and
situations real-life situations.
C. Learning Visualizes, represents, and Visualizes, represents, and Visualizes, represents, and Subtracts mentally 1-digit numbers Subtracts mentally 1-digit
Competency/ subtracts 2- to 3-digit numbers subtracts 2- to 3-digit numbers subtracts 2- to 3-digit from 1- to 3-digit numbers without numbers from 1- to 3-digit
Objectives with minuends up to 999 without with minuends up to 999 without numbers with minuends up to regrouping using appropriate numbers without
Write the LC code for each. and with regrouping. and with regrouping. 999 without and with strategies regrouping using
M2NS-IIa-32.5 M2NS-IIa-32.5 regrouping. M2NS-IIa-32.5 appropriate strategies.
M2NS-IIa-32.5 M2NS-IIb-33.2
II. CONTENT Subtraction Lesson 30: Subtraction Subtraction Lesson 32: Subtraction Lesson 33: Subtraction
Lesson No. 31 Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
LEARNING RESOURCES
A. References K to 12 CG p.21 K to 12 CG p.212 K to 12 CG p.21 K to 12 Curriculum Guide p.21 K to 12 Curriculum Guide
p.21
1. Teacher’s Guide 108-112 112-115 116-119 119-122 123-126
pages
2. Learner’s Materials 69-71 69-71 71-73 73-74 75-76
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Pictures,charts Pictures,charts Pictures,charts Pictures, charts charts
Resource
PROCEDURE
A. Reviewing previous Basahin at unawain ang mga Basic Facts of Subtraction Directions: Match Column A Ibigay ang sagot gamit ang isip lamang. Ibigay ang sagot gamit ang
lesson or presenting the sumusunod na suliranin. Sagutin Administer Basic Facts of with column B. Write your 1. Kung ang 6 ay ibawas sa 35, ang mental subtraction.
new lesson ang mga itinatanong. Isulat ang Subtraction using the window answer on the space below to sagot ay_____ 1. 961 - 1 = ______ 4. 456 -
sagot sa iyong kuwarderno cards (S1) solve the mystery word. 2. Ibawas ang 9 sa 18. Ang matitira ay 4 = ______
1. Magkano ang babayaran ni Time Limit: 5 minutes Column A Column B _____ 2. 874 - 2 = _____ 5. 895 - 5
Samuel kung siya ay bumili ng 9 - 3 A= 8 = ______
sandwich sa halagang 35 at isang 5-5M=6 3. 653 - 0 = _____ 6. 759 – 7
baso ng pineapple juice sa = ______
halagang 20?
B. Establishing a purpose for the “Story Telling” Ask: Why do we need to master Present the illustration below. Instruct the pupils to give subtraction Present this situation:
lesson “Edeson is a Grade 2 pupil of the basic subtraction facts? Ask the pupils to brainstorm combination facts with the difference “I am 89 less than 7” Who
Odiongan North Central School. on how to get the correct of 5. am I?
One day, he was asked by her answer.(See TG p.118) Example Ask:
mother to find the telephone 30 – 25 = 5 What are the given data in
numbers of Mayor Dario Manato 25 – 20 = 5 the problem?
and Governor Reagan Mayuga in What operation should be
the telephone directory. He used to find the answer?
wrote down the telephone What is the correct answer?
numbers 8 902 and 7 975. He
tried to subtract one from the
other. But he could not do it.
C. Presenting examples/ Tatay Ricarte has poultry in his Arminda and Analyn are twins. Find the mystery number. Read the story problem. Situation:
instances of the new lesson farm. He gathered 990 eggs in One day, they went to the garden. I am a 2-digit numbers. My One Saturday morning, Mother and On a way home, the Grade
the first poultry yard and 857 They saw many beautiful flowers. ones place is 0 and my tens Nilo went to the pet shop. Mother II pupils passed-by the
eggs in the second poultry. Mang Arminda picked 45 flowers. She place is five more than my bought a pet dog for P 358. Nilo gave P construction site. There are
Ricarte asked his Grade 2 son to gave 14 of them to Analyn. How ones place. If 30 is subtracted 5 as his share. How much did Mother 195 construction workers in
find the difference on the many flowers were left to from me, the difference is pay? all. Of these, 52 are wearing
number of eggs gathered in two Arminda? equal to 20. Who am I? yellow shirt and the rest are
days. His son finds hard in blue. How many
subtracting one from the other. construction workers are
wearing blue?
D. Discussing new Who has poultry in his farm? Who are the twins? Let pupils answer mentally? Ask the following questions: Let’s solve these number
concepts and practicing new Do you eat eggs? Why? Where did they go? The teacher may give varied Who went to the pet shop? stories in two ways.
skills #1 How many more eggs did he What did they pick? exercises for the pupils to What did they do in the pet shop? 1. Expanded Form
gather in the first than in the How many flowers did Ann pick? master the basic subtraction How much was the dog cost? 1 9 5 100 + 90 + 5
second poultry? How many flowers did Ann give to facts. How much did Nilo give to his mother? 5 2 50 + 2
Annie? 100 + 40 + 3 = 143
What will you do to find the 2. Short Method
number of flowers left to Arminda 195
52
E. Discussing new concepts SAY: Let us find the difference Transform the sentence above How did you subtract the Ask the pupils to underline the Present additional
and practicing new skills using the Place Value Chart. into number sentence/equation. given numbers? (We question in the story problem. examples:
#2 STEP I – Subtract the Ones Use the counter to represent the subtracted the numbers Rewrite the question in answer 1. 567 – 45 = ___________
Not enough ones given in the problem. mentally? statement. 2. 763 - 51 = ___________
Regroup Then, solve on the board. Call 2-4 In subtracting mentally do you 3. 689 - 77 = ___________
pupils. need counters? Why no
Check whether their asnwers are
correct?
F. Developing mastery (leads Refer to LM 29 Gawain We all know that the parts of a Refer to the LM 31 Gawain Refer to LM 32 Gawain 1-2 Refer to LM No. 33- Gawain
to Formative Assessment 3) subtraction sentence are minuend,
subtrahend and the difference.
We use the minus sign and equal
sign.
Show to the class how to subtract
2-3 digit numbers without
regrouping
G. Finding practical application Refer to LM 29-Gawain Refer to the LM 31- Gawain Refer to LM 32-Gawain Refer to LM No. 33- Gawain
of concepts and skills in daily Subtract the following:
living 1. 568 – 345 = ______
2. 537 – 15 = _____
3. 868 – 446 = _____
H.Making generalizations To subtract numbers with How do we subtract numbers In subtracting mentally what In subtracting mentally 3 digits by ones To subtract 3-digit numbers
and abstractions about the regrouping: when ones digit of the subtrahend are the things to remember? without regrouping, just subtract the by tens without regrouping,
lesson Write the numbers in vertically to is greater than the ones/tens digit ones bring down the tens and start with the ones, the
align the digits in each place on the minuend? hundreds. tens, and lastly the
value hundreds.
Subtract the from the left, We can subtract mentally 3-
starting with the ones digit numbers by tens in
Then, tens, hundreds and finally two ways: Expanded and
the thousands short forms.
I. Evaluating learning 1. What is the difference Find the difference of the Subtract mentally to find the Read and understand each situation. Subtract mentally.
between 7 841 and 2 975? following. difference. Then subtract mentally. 1. What is the difference if
Answer: __________ 1. 167 – 35 = _______ 1. 50 – 9 = ________ 1. Total rice harvest - - 359 sacks 46 is subtracted from 579?
2. Subtract 787 from 8 988. 2. 484 – 213 = _______ 2. If 5 is subtracted from 45, Number of sacks sold - - 8 sacks 2. 895 – 64 = ___________
Answer: _________ 3. 875 – 52 = _______ the difference is equal No. of sacks left - - ______
to_______
J. Additional activities for Refer to LM 29 – Gawaing Bahay Refer to the LM 30 – Gawaing Refer to LM 31 – Gawaing Refer to the LM 32 – Gawaing Bahay Refer to the LM 33 –
application or remediation Bahay Bahay Gawaing Bahay
IV. REMARKS
V. REFLECTION
A..No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
80% in the evaluation above ___ of Learners who earned 80% above 80% above
above
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
who require additional additional activities for remediation activities for remediation additional activities for activities for remediation additional activities for
activities for remediation who remediation remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the lesson ____ of Learners who caught
caught up with lesson lesson the lesson up the lesson
the lesson
D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue
to require remediation require remediation require remediation require remediation remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work
strategies worked well? Why ___ Group collaboration ___ Group collaboration well: ___ Group collaboration well:
did these work? ___ Games ___ Games ___ Group collaboration ___ Games ___ Group collaboration
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary
___ Carousel ___ Carousel activities/exercises ___ Carousel activities/exercises
___ Diads ___ Diads ___ Carousel ___ Diads ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Think-Pair-Share (TPS) ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories ___ Rereading of
___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction Paragraphs/
___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama Poems/Stories
___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method ___ Differentiated
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Lecture Method Instruction
Why? Why? ___ Lecture Method Why? ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs Why? ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s Cooperation ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Complete IMs
Cooperation in in ___ Group member’s doing their tasks ___ Availability of Materials
doing their tasks doing their tasks Cooperation in ___ Pupils’ eagerness to
doing their tasks learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal or __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
supervisor can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology
Internet Lab Internet Lab Internet Lab Internet Lab Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to __ Recycling of plastics to be used __ Recycling of plastics
used as Instructional Materials used as Instructional Materials be used as Instructional as Instructional Materials to be used as
__ local poetical composition __ local poetical composition Materials __ local poetical composition Instructional Materials
__ local poetical __ local poetical
composition composition