Week 3

Day 1 June 19, 2017

ESP 2
8:00 – 8:30

I. Layunin:
Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-awit
EsP2PKP-Ia-b-2
Pagkilala sa sarili

II. A. Paksa: Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-
awit
B. Kagamitan: tsart, larawan
C. ESP CG p 13. TG p. 8 LM p.15-23
III. Pamamaraan:
a. Ipabasa ang isang diyalogo sa pahina 12 ng LM.
b. Pag-usapan ang diyalogo sa pamamagitan ng pagsagot sa mga
sumusunod na tanong?
 Sino-sino ang nag-uusap sa diyalogo?
 Ano ang kanilang pinag-uusapan?
 Ano ang kakayahan ni Chloe? ni Alyssa?
 Bakit ayaw sumali ni Chloe sa paligsahan? Ano naman ang ginawa ni Alyssa?
 Sumunod basi Chloe sa payo ni Alyssa? Bakit?
 Kung ikaw si Chloe, sasali rin ba kayo sa paligsahan? Bakit?
c. Ipabasa ang diyalogo sa mga bata.

IV. Pagtataya:
Batona an mga pakiana.
1. Hin-o an nagkurokayakan ha diyalogo?
a. Alyssa ngan Chloe b. Clarissa ngan Louie c. Lyssa ngan Chloe
2. Ano iton ira gin kaistoryahan?
a. paisan-isan b. patron c. pasko
3. Ano hiton abilidad ni Chloe?
a. kanta b. sayaw c. arte
4. Ano iton abilidad ni Alyssa?
a. kanta b. Chloe c. arte
5. Kay ano nadire hi Chloe pag-api?
a. kay nahadlok b. kay nadire iya mama c. kay naawod hiya

V. Kasunduan:
Igsurat an imo abilidad ha imo notebook ngan kun gin aano mu ini paggamit na imo
abilidad.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mother Tongue 2
8:30 – 9:20

I. Objective:
Retell familiar stories and short conversations by using appropriate gestures,
expressions, and illustrative objects.
Be cooperative always.
 II. A. Subject Matter: Retell familiar stories and short conversations by using appropriate
gestures, expressions, and illustrative objects.
B. Materials: chart, pictures
C. MTB-MLE CG p 35 n 7B. TG p. 27-28 LM p.16-17
III. Procedure:

A. PRE-READING
1. Unlocking of Difficulties
Let the pupils read the words. Show picture or through demonstration to give the
meaning.
Kuneho (through picture clue)
Katitirok (through demonstration )
Pasaylo (through demonstration )
Bukaw (through picture clue)
Pagtambong( through demonstration)
2. Activating Prior Knowledge Developing Motivation for the story
Teacher shows the cover of her story:
Ano nga hayop an nakikita niyo dida han aton istorya? Ano man an iya hitsura? Kay
ano dawla nga dako an iya talinga? May ada ba kamo ideya kay ano nga dako an
talinga han kuneho?
3. Setting the purpose for reading
Say: In the story that we will be reading today, let’s find out why the ear of the rabbit is big?
B. DURING READING
LISTENING STORY
Read a short one-page story to the students.
• Tell the students to listen as you read the story about the theme for the week.
• Read the story to the students in a lively and interesting way (no pictures
necessary
• As you read, stop 2 or 3 times to ask the students, (What do you think will happen
next?) let the students answer. Then say: okay, let’s read on to see what happened)
• Read the whole story. When you finish, ask the students to summarize the story
then ask them higher level thinking question about the story. Refer to LM 3,
Buruhaton 1, page 16. Kay Ano Nga Dako an Talinga Han Kuneho?
C. POST READING
1. Discussion questions (Literal and Motive)
a. Hin-o an nagpatawag hin katitirok?
b. Hira hin-o an nagtambong han katitirok?
c. May ada ba waray tumambong han katitirok? Kay-ano?
d. Ano an ginbuhat ni Hading Bukaw?
e. Ano an gin-abat ni Kuneho han iya talinga?
f. Ano man an iya ginbuhat?
IV. Evaluation:
Batona an mga pakiana, igsurat an letra han eksakto na baton.
1. Hin-o an nagpatawag hin katitirok?
a. Hading Bukaw b. Hading Tamsi c. Hading Agila
2. May ada ba waray tumambong han katitirok?
a. Waray b. Mayda c. Bangin
3. Ano an ginbuhat ni Hading Bukaw?
a. gin pasagdan la c. ginkadto niya ngan gin tagan han parusa
b. ginpatawag niya
4. Ano an natabo han talinga ni Kuneho?
a. nautod b. nawara c. nagtikadako
5. Anuman an ginbuhat ni Kuneho?
a.Lumayas ha ira lugar
b. Nangaru hiya han pasaylo han Hading Bukaw
c. Bumulos hiya ha Hadi.
 V. Kasunduan:
Igdrowing an parte han istorya na imo naayunan.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Filipino 2
10:15-11:05

I. Layunin
Naipapahayag ang sariling ideya/damdamin o reaksiyon tungkol sa napakinggan
kuwento batay sa tunay na pangyayari.
F2PS-If-1
Panatilihing matibay ang samahan ng pamilya.

II. A. Paksang-Aralin:
Naipapayahag ang sariling ideya/damdamin o reaksiyon tungkol sa napakinggan
kuwento batay sa tunay na pangyayari
B.Kagamitan:
larawan , tsart
CG p 20, TG p 14-15, LM p 34-38
III. Pamamaraan:
A. Paunang Pagtataya
May inihanda akong gawain sa inyo. Sagutan ang Subukin Natin upang matiyak natin ang
dati nang kaalaman na gagamitin natin sa pag-aaral ng bagong aralin sa linggong ito.
Ipakuha ang Kagamitan ng Mag-aaral, panulat at sagutang papel.
B. Tukoy-alam
Ano ang nararamdaman mo ngayon? Iguhit ito.
Hayaang sabihin ng mga bata ang dahilan ng kanilang nararamdaman.
C. Paglalahad
Ano ang pagdiriwang na nadaluhan o nasaksihan na?
Pagbabahagi ng mga bata ng karanasan sa nabanggit na pagdiriwang.
Ano ang naramdaman mo sa dinaluhang pagdiriwang?
Basahin ang sagutang liham ng magpinsang Mary Ann at Nilo
sa Basahin Natin sa LM, pahina_____.
D. Pagtuturo at Paglalarawan
Anong mga salita ang hindi naunawaan sa liham?
Linangin ang bawat salita.
Ipagamit sa sariling pangungusap ang mga bagong salita. Basahin muli ang liham.
Talakayin ang liham sa tulong ng mga gabay na tanong sa Sagutin Natin
Ano-anong damdamin ang ipinakita sa unang liham?
Basahin ang linya na nagpapakita ng pagkalungkot/pagkamasaya/pag-asa.
Gawin din ito sa ikalawang liham.
Ano ang naidudulot ng mga pagdiriwang sa ating bansa?
Basahin ang Pahalagahan Natin sa LM, pahina__
E. Kasanayang Pagpapayaman
Alamin ang damdaming ipinahihiwatig sa mga pahayag.
Pasagutan ang Gawin Natin sa LM, pahina ___
Pangkatin ang klase sa tatlo.
Ipagawa ang iba’t ibang gawain na nasa bahaging Sanayin Natin sa LM p. __.
F. Paglalahat
Ano-anong mga damdamin ang maaaring ipahiwatig ng usapan/ pahayag mula sa tauhan?
Tingnan ang Tandaan Natin sa LM, pahina___.
IV. Pagtataya
Tukuyin ang damdaming ipinahihiwatig ng bawat linya. Piliin ang letra ng wastong
sagot. Isulat sa sagutang papel.
A. B. C. larawan ng galit D. larawan ng nagulat
1. “Ang dami! Ayoko na. “
2. “Ang tataas ng mga marka ko. Tiyak matutuwa sa Nanay.”
3. “Naku! Walang ilaw. Ang dilim ng paligid.”
4. “ Hu! Hu! Hu! Ang sakit ng ngipin ko”.
5. “ Bakit kaya hindi ako isinama ni Ate sa parke?”
V. Takdang Aralin
Iguhit sa kuwaderno ang nakita mong damdamin ni nanay o tatay nang
dumating ka sa inyong bahay.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

ENGLISH 2
11:05-11:55

I. Objective:
Engage in a variety of ways to share information (e.g. role playing, reporting,
summarizing, retelling and show and tell.)
EN2OL-Ia-e-1.2
Be friendly.
II. A. Subject Matter: Engage in a variety of ways to share information (e.g. role playing,
reporting, summarizing, retelling and show and tell.
B. Materials: picture, chart
C. English CG p 21. LM p.30-32
III. Procedure:
Drill:
a. Show pictures to the class and ask some questions.
Which among the pencils is sharpened?
b. How did you get ready for the start of school?
c. Read the story to the class. “ Moses Gets a Haircut”
d. Comprehension Check-up
1. What did Moses do to get ready for school?
2. Did you do the same?
3. What did mother say about the hair of Moses?
IV. Evaluation:
Read and do the following.
1. One girl will pretend to be mother. A boy will pretend to be Moses. Dramatize what
mother told Moses and the answer of Moses.
2. One girl will pretend to be Miss Lara. A boy will pretend to be Miss Lara. A boy will
pretend to be Moses. Dramatize what Miss Lara told Moses and the answer of Moses.
V. Assignment:
Read a story at home.
 Mathematics 2
1:30 – 2:20

I. Objective:
Reads and writes numbers up to 1000 in symbols and in words.
M2NS-Ic-9.2
Listen attentively.
II. A. Subject Matter: Reads and writes numbers up to 1000 in symbols and in words.
B. Materials: Number cards, Chart, Pictures
C. Mathematics CG p 18 n. 5. TG p. 22-25 LM p.8-9
III. Procedure:
A. Preliminary Activities:
1. Drill:
Tell the place value of the underlined digit.
378 629 853 419 987
2. Review:
Write the digit for each place value.
463 = ______ hundreds ______ Tens ______ ones
876 = ______ hundreds ______ Tens ______ ones
935 = ______ hundreds ______ Tens ______ ones
278 = ______ hundreds ______ Tens ______ ones
514 = ______ hundreds ______ Tens ______ ones
3. Motivation:
In Lorenzo Daa Memorial School, there were 385 boys and 363 girls. Each one was asked to
bring seedlings to plant in their mini-forest park around the campus. Thus, the school was
able to collect 748 seedlings.
4. Presentation: a. The teacher asks the pupils. “What are the numbers that you see in our story? Lets
read them. 649 367 285 b. Teacher asks the pupils to bring out their “Show-me-board” and write the
numbers she dictates. c. Teacher tells the class that there’s another way of writing numbers. They can
write numbers in words.
Try writing in words the numbers written on the chart. d. Using the numbers written on your “”show-
me-board” read the numbers aloud as you finish writing them.
Valuing: Why do you think trees should be planted around the school/campus?
B. Performing a task/activity:
Read the number symbol and write the correct number word.
1. 109 = _______________
2. 215 = _______________
3. 483 = _______________
4. 719 = _______________
5. 214 = _______________

C. Processing the result of the activity:

a. How do we write the number 342 in words?
b. How do we write seven hundred five in symbol?
c. Compare the parts of the number word to that of the number symbol.

D. Generalization:
How do we write a number symbol in words?
IV. Evaluation:
Write the following number words in symbols about the mango fruits.
1. Five hundred sixty-seven __________
 2. Two hundred ninety-nine __________
3. Four hundred forty-one __________
4. Nine hundred sixty-eight __________
5. One hundred eighty three __________

V. Assignment:
Write the figures in words.
1. 535 ________________________________
2. 764 ________________________________
3. 896 ________________________________
4. 943 ________________________________
5. 486 ________________________________

MPS=______ 5X___= ____

4X___= ____
PL=______ 3X___= ____
2X___= ____
1X___= ____

ARALING PANLIPUNAN 2
2:20-3:00

I. Layunin
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan o paaralan, na
nagpapakita ng mga mahahalagang lugar at istruktura.
AP2KOM-Id-e-7
Pagkilala sa sariling lugar.
II. A. Paksang-Aralin: Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan
o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura.
B. Kagamitan: larawan , tsart
C. Reference : CG p 22 n. 7.4, TG p 9-10, LM p 16-19
III. Pamamaran:
A. Panimulang Gawain
1. Balik-aralan ang mga serbisyo o gawain ng mga bumubuo sa komunidad at ang
kaugnayan nito sa sarili at sariling pamilya
B. Panlinang na Gawain
1. Ipakita ang larawan ng isang komunidad.
(mga tao, paaralan, barangay, sentrong pangkalusugan, pamilihan, at simbahan o mosque)
2. Itanong:
a. Ano-ano ang makikita sa isang komunidad?
3. Ipagawa sa mga bata ang LM Buruhaton 1, Leksiyon 3, p. 16
4. Pangkatin sa tatlo ang mag aaral. Sabihan sa bawat pangkat na isipin nila ang kanilang
komunidad. Ano ang masasabi nila tungkol dito? Papiliin ang bawat pangkat kung alin ang
gusto nilang gawin sa paglalarawan ng komunidad.
Pangkat 1: Paggawa ng kuwento (5 pangungusap)
Pangkat 2: pagguhit
Pangkat 3: Paggawa ng tula (5 linya)
5. Ipaulat sa bawat pangkat ang kanilang gingawa.
6. Magtalakayan
a. Paano inilalarawan ng mga pangkat ang inyong komunidad?
b. Ano ang mga natutunan ninyo sa inyong komunidad?
IV. Pagtataya
Pagdrowing ngan paghimo hin istorya tungod hit iyo komunidad basi han mga pakiana.
1. Ano it ngaran han ito barangay?
2. Ano it mahihikit-an nga mga nakomponir ha iyo komunidad?

V. Takdang Aralin
Pagsurat han istorya han iyo komunidad.

MPS=______ PL=______ 5X___= ____

4X___= ____
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2X___= ____
1X___= ____

MAPEH 2
(MUSIC)
3:00-3:40

I. Objective
Identifies the pitch of tones as high and low.
MU2ME-IIa-1
Sing with the correct pitch or tune.
II. A. Lesson : Identifying the pitch of tones as high and low.
B. Reference : K to 12 MUSIC 2 pg. 14, TG p 12-13, LM 7-10
C. Materials : Chart, recorded song, casette
III. Procedure
Drill:
► Greet the pupils with the usual So-Mi-So greetings.
►Have the pupils greet same greetings.
►Present the following staff.
►Have pupils identify the notes on the staff by pointing out which notes lie on higher lines and
which notes lie on the lower lines.
Development of the Lesson
►Have pupils listen to the teacher as you pluck the piano keys ascending and descending. Let them
compare the highness and lowness of each keys sounds.
Ask:
1. What key has the lowest pitch?
2. What key the the highest pitch?
a. With the use of a real piano keyboard, let pupils do the activity below.
a.1 Pluck letter G. What sound do you hear? High or Low?
a.2 Pluck letter D. What sound do you hear? High or Low? Give the tune of letter D.
a.3 What letter has the highest tone? The lowest tone? Give the tune.
Teacher says: A pitch describes the highness or the lowness of a tone.
Generalization
Sound have different pitches. It may be high or low.
IV. Evaluation
Listen to the recorded song then write L if the pitch is Low, H if High.

V. Assignment/ Agreement:
Listen to the sounds heard at home. Have them identify the pitches if low, high.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____
Week 3
Day 2 June 28, 2016
ESP 2
8:00 – 8:30

I. Layunin:
Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-awit
EsP2PKP-Ia-b-2
Pagkilala sa sarili

II. A. Paksa: Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-
awit
B. Kagamitan: tsart, larawan
C. ESP CG p 13. TG p. 8 LM p.15-23
III. Pamamaraan:
a. Pag-usapang muli ang diyalogong nabasa. Tanungin ang mga mag-aaral kung ano
ang damdamin o opinyon nila tungkol dito, gayundin ang kanilang nabuong kaisipan
tungkol sa aral na napulot sa diyalogo.
b. Pangkatin ang mga mag-aaral. Bigyan ng manila paper at ipasulat ang sagot sa
tanong:
 Kung kayo ay sasali sa paligsahan, ano- ano ang sasalihan ninyo? Bakit?
c. Ipabasa ito sa napiling lider sa harap ng klase.
d. Talakayin ang sagot ng bawat pangkat.
IV. Pagtataya:
Lagyan ng tsek ang gusto ninyong salihan sa paligsahan.
Mga Abilidad Iyo baton
1. Pagsayaw
2. Pag-arte
3. Pagkanta
4. Pag-drowing
5. Pag-uyag han chess

V. Kasunduan:
Kung kayo ay sasali sa paligsahan ano ang inyong preperasyong gagawin. Isulat ang sagot
sa kwaderno.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mother Tongue 2
8:30-9:20

I. Objective:
Write through dictation simple phrases, sentences and paragraphs observing
correct punctuation marks, capitalization, indentions, format.

II. A. Subject Matter: write through dictation simple phrases, sentences and paragraphs
observing correct punctuation marks, capitalization, indentions, format.
B. Materials: chart, pictures
C. MTB-MLE CG p 35 n 7B. TG p. 27-28 LM p.16-17
III. Procedure:
A. Engagement Activities
1. Game (“Hide A Word Activity”)
Say: I have here words. Who wants to get some words?. Look at the words which
you got. Let us read the story again and match at the same word found in the story
then you paste it.
2. “Match My Skit Game”
a. Have the children re-tell yesterday’s story.
b. Divide into teams. Give teams a few minutes to plan a 3-4 minute skit about the
story.
c. Teams to take turns in doing their skits.
d. When everyone is finished, they will look into the “mystery corner” to find the
phrase or sentence which has similar thought or meaning as the one they uttered in their
skit.
3. “Writing through dictation” (Observing mechanics for writing)
(Use the Mother Tongue)
1. owl’s plan
2. fresh air
3. rabbit’s drama
4. grown big
5. clear voice
4. Rename the underlined words.
Think of other names that you can give to the words listed below. (Synonyms)
katitirok pasaylo pagtambong
nagpakabungol tigda
B. Discussion (based on the story presented) by group, let pupils fill up the chart.
C. Processing of the Activity:
Teacher should process the responses given by the group as written in the chart to
arrive at the valuing level
a. Is it proper for King Owl to punish the Rabbit?
b. If you were King Owl what would you do with the Rabbit? Will you do the
same?
D. Enrichment Activity( sequencing )
Prepare the pictures and arrange them at the center. Tell the first event of the story.
Then have the children start singing. Children stand in a circle with the teacher at the
center. Tell them that they are going to sequence the events in the story heard
yesterday. Hold the green flaglet in the one hand and red flaglet in the other hand
while children pass around the ball while singing a song. Hold up the red flag, they
stop singing and whoever holds the ball will be the one to give the next event in the
story.
IV. Evaluation
Igsurat an akon igyayakan na may eksakto na spelling.
1. Hading Bukaw
2. Katitirok
3. Kagurangan
4. Pasaylo
5. Nagpakabungol-bungol
V. Kasunduan:
Ighatag an kinaiya han mga masunod.
a. Hading Bukaw b. Kuneho

MPS=______ PL=______ 5X___= ____

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 Filipino 2
10:15-11:05

I. Layunin
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita.
F2KP-Id-5
Pagpapahalaga sa oras.
II. A. Paksang-Aralin:
Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita.
B.Kagamitan:
larawan ng mga taong naglilinis
CG p 20, TG p 15-16, LM p 39-42
III. Pamamaraan:
A. Tukoy-alam
Ano-ano ang makikita sa karagatan?
Sabihin ang ngalan kasabay ng pagpalakpak upang maipakita ng bilang
at paraan ng pagpapantig ng salitang sagot.
B. Paglalahad
Ipakita ang larawan ng isang lalawigan at ng isang siyudad.
Paghambingin ang dalawang lugar sa tulong ng Venn Diagram.
C. Pagpapayaman ng Talasalitaan
Talakayin sa iba’t ibang kaparaanan ang mga salita bago bumasa.
sagana (larawan ng maraming isda)
baybaying dagat (larawan)
bakawan-(pangungusap)
Itinanim ang bakawan malapit sa baybayin. Ito ay nagsisilbing pananggalang
sa malalaking alon. Tirahan din ito ng mga yamang tubig.
Caramelado- isang uri ng kendi mula sa gatas ng kalabaw
Ano ang ibig sabihin ng sagana? Baybaying-dagat? Bakawan? Caramelado?
Ipagamit ang mga ito sa sariling pangungusap.
Basahin ang kuwento tungkol sa pamilya De los Reyes sa Basahin Natin
sa LM, pahina___
D. Pagtuturo at Paglalarawan
Pasagutan ang Sagutin Natin sa LM, pahina__.
Ipakita ang mapa ng Pilipinas, ituro ang Masbate at magbigay ng ilang mga kaalaman
tungkol sa lugar.
Ano-ano ang salitang ngalan ng tao? Lugar? Bagay? Hayop na binanggit sa kuwento?
Pumili ng isang salita. Pantigin ito. Basahin muli. Ipalakpak ang pantig. Ilang pantig
mayroon ang salitang ito?
Gawin ito sa iba pang salita.
Ipagawa sa mga bata ang ipinakitang gawain sa pagpapantig.
Ano ang dapat tandaan sa paggamit ng oras?
Ipabasa ang Pahalagahan Natinsa LM, pahina ___.
E. Kasanayang Pagpapayaman
Ipagawa sa mga mag-aaral ang Gawin Natin sa LM, pahina___.
Hatiin ang klase sa ilang pangkat at ipagawa ang Sanayin Natin.
Pag-uulat ng bawat pangkat.
Bigyang-halaga ang ginawa ng bawat pangkat.
F. Paglalahat
Paano natin papantigin ang isang salita?
Natutukoy ang bilang ng pantig ng salita sa pagpapantig. Ang pagpapantig ay wastong
paghahati o paghihiwalay ng mga pantig ng salita. Nakatutulong ang pagpapantig sa
tamang pagbigkas at pagbaybay ng mga salita.
IV. Pagtataya
 Pantigin ang sumusunos at isulat ang bilang ng pantig sa dulo ng mga salita. Isulat sa
papel.
1. kapaligiran
2. paaralan
3. pasalubungan
4. tahanan
5. tandaan
V. Takdang Aralin
Isulat ang mga pagdiriwang sa sariling pamayanan. Pantigin ang sagot.
MPS=______ PL=______ 5X___= ____
4X___= ____
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2X___= ____
1X___= ____

Mathematics 2
11:05-11:55

I. Objective:
Reads and writes numbers up to 1000 in symbols and in words.
M2NS-Ic-9.2
Listen attentively.
II. A. Subject Matter: Reads and writes numbers up to 1000 in symbols and in words.
B. Materials: Number cards, Chart, Pictures
C. Mathematics CG p 18 n. 5. TG p. 22-25 LM p.8-9
III. Procedure:
A. Preliminary Activities:
1. Drill:
a. Match the numbers to their corresponding figures.
1) Forty-four a. 82
2) Seventy-nine b. 20
3) Ninety-four c. 44
4) Eighty-two d. 94
5) Twenty e. 79

b. Read the following correctly. Then, write the figure on the “show-me” board.
1. Four hundred six
2. Two hundred eighty-three
3. Five hundred forty-nine
4. One hundred twenty-four
5. Seven hundred ninety-on
2. Review:
Pupils read the number symbol
Twenty-six seventy-three
Forty-five twenty-two
Ninety-seven fifty-one
Twenty-nine sixty-six
3. Presentation:
Let the pupils read the number words and write in symbols.
Let them read the word and write in figure.
 Use other examples to give concrete concepts to the pupils.
B. Performing an activity:
Read the number symbol and write the correct number word.
1. 265 = ____________________________________________.
2. 814 = ____________________________________________.
3. 739 = ____________________________________________.
4. 643 = ____________________________________________.
5. 365 = ____________________________________________.

C. Processing the result of the activity:

a. How do we write numbers?
b. How do we write number 639?
c. How do we write seven hundred five in symbol?

D. Generalization:
Tell how you write a number in words.
E. Reinforcing the concepts and skills:
Match column A with column B
A B
1. 383 a. six hundred ninety-three
2. 475 b. eight hundred forty
3. 561 c. four hundred seventy-five
4. 693 d. five hundred sixty-one
5. 840 e. three hundred eighty-three
IV. Evaluation:
Supply the missing number word on this line.
1. 159 = one hundred ____________ ___________
2. 206 = _____________ hundred ________________
3. 354 = _____________ hundred ____________ four
4. 656 = six ______________ fifty _________________
5. 683 = ________ hundred ___________ _________

V. Assignment:
Write the figures in words.
1. 635 ________________________________
2. 784 ________________________________
3. 846 ________________________________
4. 643 ________________________________
5. 481 ________________________________

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
ENGLISH 2 1X___= ____
1:30-2:20
 I. Objective:
Give the beginning letter of the name of each picture.
EN2AK-IIa-e-3
Be friendly.
II. A. Subject Matter: Giving the beginning letter of the name of each picture.
B. Materials: picture, chart
C. English CG p 24. LM p.33-37
III. Procedure:
A. Review
Who was getting ready for school?
What is Moses’ grade level?
B. Drill
Show some pictures and let the pupils name the pictures of animals.
Read and let the pupils give the sound of each beginning letter.
C. Presentation
1. Let the pupils read the letters: Gg, Pp, Dd.
2. What is the beginning sound of dog? goat? Goose? Pig? Duck?
3. Let the pupils name the pictures.

4. Give the letter that begins the name of each picture.

IV. Evaluation:
Sound each letter. Name the pictures. Choose the picture whose name begins with the
letter on the left.

Pp
V. Assignment:
Give the beginning
Gg
letter of the
following
pictures.
Ww
1.

2. 3. 4. 5.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

ARALING PANLIPUNAN 2
2:20-3:00

I. Layunin
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan o paaralan, na
nagpapakita ng mga mahahalagang lugar at istruktura.
AP2KOM-Id-e-7
Pagkilala sa sariling lugar.
II. A. Paksang-Aralin: Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan
o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura.
B. Kagamitan: larawan , tsart
C. Reference : CG p 22 n. 7.4, TG p 9-10, LM p 16-19
III. Pamamaran:
1. Pag-usapan ang paglalarawan ng kanilang komunidad ng nakaraang araw.
a. Magbalitaan tungkol sa pangyayari sa komunidad nila.
b. Itanong: Ano ang masasabi ninyo tungkol sa inyong komunidad?
c. Sa paanong paraan ninyo inilalarawan ang inyong komunidad?
d. Ipagawa sa mga bata ang LM Buruhaton 2, Leksyon 3, p. 17
2. Ipakita ang larawan ng isang modelong komunidad, o di kaya ay magpakita ng isang
halimbawa ng modelong komunidad na gawa sa clay, papel at karton
3. Sabihin:
“Ito ay iba‟t ibang paraan sa paglalarawan ng isang komunidad. Kaya ba rating gumgawa
ng modelo ng ating komunidad?”
4. Ipagawa sa mga bata ang LM Buruhaton 3, Leksyon 3, p. 18
5. Pangkatin sa tatlo ang mga bata. Bawat pangkat ay bibigyan ng kaukulang gawain at
panuto kung paano nila gagawin ang nakaatang na gawain.
Panuto: Gumawa ng isang komunidad gamit ang papel at karton, clay at blocks. Puweda rin
kayong gumawa ng gusto ninyong komunidad.
6. Subaybayan at gabayan ang mga bata sa kanilang ginagawa.
7. Ipagawa sa mga bata ang LM Buruhaton 4, Leksyon 3, p. 19
8. Paglalahad ng bawat pangkat sa kanilang gingawa.
IV. Pagtataya
Gumawa ng isang modelo ng komunidad.
Modelo ng Pinakamaganda Mas maganda Maganda
Komunidad

V. Takdang Aralin
Pagdrowing han modelo han komunidad ngan surati ini han diskripsyon.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

MAPEH 2
(ART)
3:00-3:40

I. Objective
Draws a portrait of two or more persons – his friends, his family, showing the
differences in the shape of their facial features (shape of eyes, nose, lips, head, and
texture of the hair
A2EL-If
Love one’s family and friends.
II. A. Subject Matter: Portraits of Two or More People in One’s Work
B. Reference: CG p 15, TG p 94-96, LM p 98-100
B. Materials: pictures, cut-outs, video clips, bond paper, ruler
III. Procedure
A. Review
Teacher posts on the board different shapes of human face and call pupils to pick cut-out of
shapes inside the box which match the human face displayed. The pupils paste the cut-outs
below it.
B. Presentation of the Lesson
Teacher unlock Art words like trace and outline
Look at this picture. What is it all about? Teacher convinces pupils to tell something
about the picture. (Teacher writes their answers on the board).
Activity 1
Let students do the exercise in the Learning Material (LM) on page 3.
Activity 2 (Group Activity)
Tracing a Body in an Action Pose.
Divide the class into 5 students. Choose one to do an action pose and lie down on a
piece of Manila paper on the floor, on the earth or grass.
The rest of the group will trace the body of their classmates using either chalk, stick,
small stones, or any object found in the area.
Activity 3 (Reporting)
After tracing the person who posed can stand. The rest can color the action posed.
Each group presents their work in front and name each part according to the kind of
body shape they formed.
Fill up the shape with found objects in the environment such as leaves, glossy
magazines, and old news paper.
C. Generalization
What are the different body shapes of a person?
(People’s body differ in size. Some are big and small, others are
thin and fat).
IV. Evaluation
Teacher divides the class into five (5) groups. Each group will come in front to demonstrate
body shapes through actions. Each pupil will be rated based on their performance.
Name of Pupil Height Body Size Color

V. Assignment
List down five (5) family members/ friends/ relatives/ teachers. Describe each by filling out the chart.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Week 3
Day 3 June 29, 2016
ESP 2
8:00-8:30
I. Layunin:
 Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-awit
EsP2PKP-Ia-b-2
Pagkilala sa sarili

II. A. Paksa: Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-
awit
B. Kagamitan: tsart, larawan
C. ESP CG p 13. TG p. 8 LM p.15-23
III. Pamamaraan:
a. Muling itanong kung ano-ano ang paligsahan na gustong salihan ng mga bata.
b. Bigyan ang bawat bata ng mga ginupit na thumbs-up ( . ).).
c. Ipadikitito sa inihandang tally sheet sa pisara. ( Maaring may maraming kakayahan
ang bawat bata ngunit dikitan lamang angkakayahang nagagawa nila ng buong husay.)
d. Itanongsa mag-aaralangsumusunod:
 Anong kakayahan ang may pinakamaraming bilang na tinataglay ng mga
bata? pinakakaunting bilang?
 Anong kakayahan ang hindi tinataglay ng mga bata sa klaseng ito?
 Ano ang ipinapahiwatig ng buong tally sheet?
 Paano ninyo malilinang at mapapaunlad ang inyong sariling kakayahan?
 Nasubukan n‟yo na bang tumulong upang mapaunlad ang iba pang
kakayahan?
 Paano ninyo matutulungang mapaunlad ang kakayahan nila?
 Ano ang inyong pakiramdam? Bakit?
 Ano ang mangyayari kung hindi matuklasan at malinang ng isang tao ang
kanyang kakayahan.
IV. Pagtataya:
Basaha an pamulong, kumpletoha pinaagi han pagpili hiton baton dida ha ubos. Igsurat
an iyo baton ha iyo papel.
An kada bata may-ada hin iba-iba nga _____________ nga kinahanglan
________________ ngan _________________.

Abilidad gamiton
Pauswagon batasan

V. Kasunduan:
Igsurat an imo abilidad ngan paunan-o nimu ini pauswagon.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mother Tongue 2
8:30-9:20
I. Objective:
Talk about famous people, places, events, etc. using descriptive words in a culturally
appropriate manner.
Respect all community helpers.
II. A. Subject Matter: Talking about famous people, places, events, etc. using descriptive
words in a culturally appropriate manner.
B. Materials: chart, pictures
C. MTB-MLE CG p 36 n 8. TG p. 31-32 LM p.19
III. Procedure:
A. Preparatory Activity
 Song (community helpers)
Kami Nga Mga Tagaserbisyo Han Katawhan
(to the tune of „ LERON-LERON SINTA”)
Serbisyo publiko an amon trabaho
Ikalipay namon pagsirbi ha iyo.
Pulis, magturutdo, bombero, abogado
Ehenyero, doktor kamo segurado.
(Gallery walk)
Work we do in the community
Tell the children that you want them to see the work that people do in the community in the pictures
being displayed. After singing, let the pupils stand in front of the picture that they want to be in the
future.
B. Presentation
Ask:
Who is in picture # 1? Who are in picture # 2?
What is he/she doing? What are they doing?
(Answer the question using this pattern and supply the blank with your family name.)
1. This is Dr.(family name of the child).She/He is a (doctor).He/She treats the sick people.

(Writes on the board the responses of the children.)

Generalization:
(Let pupils read the sentences or responses written on the board. Let them fill the chart below with
the information taken from the written sentences they read. The first line is done for you.)

Community Worker Abbreviation

Doctor Dr.

IV. Evaluation
Igsurat an pagpahalipot han masunod nga pulong.
1. Doctor = ___________
2. Mister = ___________
3. Misis = ____________
4. Miss = ____________
5. Marso = ___________
V. Kasunduan:
Igsurat an pagpahalipot han masunod nga pulong.
1. Attorney = ___________
2. Engineer = ___________
3. Misis = ____________
4. Street = ____________
5. Pebrero = ___________

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Filipino 2
10:15-11:05

I. Layunin
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar,
pangyayari at mga bagay.
 F2WG-Ic-e-2
Magpasalamat sa mga biyayang natanggap.
II. A. Paksang-Aralin:
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar,
pangyayari at mga bagay.
B.Kagamitan:
larawan ng mga taong naglilinis
CG p 20, TG p 16-17, LM p 42-45
III. Pamamaraan:
A. Tukoy-alam
Suriin at ipangkat ang mga salita.
kaibigan kalaro damit
pinsan paaralan simbahan
larawan kabayo
B. Paglalahad
Ano-ano ang pinamili ni nanay sa palengke?
Itala ang mga isasagot ng mga bata.
Ipabasa ang mga ito.
Basahin ang diyalogo sa Basahin Natin.
C. Pagtuturo at Paglalarawan
Pag-usapan ang diyalogo sa pamamagitan ng mga tanong sa Sagutin Natin. Pumili ng bata
na makakasagutan sa pagbasa ng diyalogo.
Tumawag ng dalawang bata na babasa ng diyalogo.
Ano-ano ang ngalan ng tao, bagay, hayop at lugar na nasa kuwento?
Isulat ang mga ito sa pisara.
Alin-alin ang dapat magkakasama?
Hayaang isulat ng mga bata sa bawat pangkat ang kanilang kasagutan.
Pag-uulat ng bawat pangkat. Pangatwiranan ang ginawang pagpapangkat.
Ano ang itatawag natin sa bawat pangkat?
Paano mo ipinapakita ang iyong pasasalamat sa magulang sa kanilang
pagmamahal sa iyo?
Ipagawa Pahalagahan Natinsa LM, pahina___ .
D. Kasanayang Pagpapayaman
Ipagawa ang pagsasanay Gawin Natin sa LM, pahina___
Pangkatin ang mga mag-aaral at ipagawa ang pangkatang gawain sa
Tingnan ang bahaging Sanayin Natin sa LM, pahina___.
E. Paglalahat
Paano na napapangkat ang mga karaniwang pangalan? Ang karaniwang ngalan ay naayon
sa kategoryang tao, bagay, hayop, pook o lugar.
IV. Pagtataya
Lagyan ng tsek (/) kung ang bawat salita ay karaniwang pangngalan at ekis(x) naman
kung hindi.
ama ina anak
pusa kalabaw Muning
palengke simbahan palaruan
lapis Peen ruler
guro pulis Bb. De leon
V. Takdang Aralin
Gumupit ng larawan ng iba’t ibang pangngalan.
Idikit ang mga ito ayon sa klasipikasyon.
MPS=______ 5X___= ____ 2X___= ____
PL=______
Mathematics 2
4X___= ____ 1X___= ____
11:05-11:55
3X___= ____

I. Objective:
Reads and writes numbers up to 1000 in symbols and in words.
M2NS-Ic-9.2
 Listen attentively.
II. A. Subject Matter: Reads and writes numbers up to 1000 in symbols and in words.
B. Materials: Number cards, Chart, Pictures
C. Mathematics CG p 18 n. 5. TG p. 22-25 LM p.8-9
III. Procedure:
A. Preliminary Activities:
1. Drill:
Read the number symbols and the number words.
186
439
277
Two hundred seventy-eight
Three hundred forty-five
2. Review:
Write the following in figures.
One hundred eighteen __________
One hundred forty-seven __________
Two hundred forty-eight __________
Three hundred seventy-six __________
Write the following in words.
673
843
648
539
985
3. Presentation:
Let the pupils bring out their counters and count them. Read and write the correct number symbols
and number words individually on the board.
Ask:
How many counters does Ana have? How about Art?
 Distribute flashcards
 Pupils read and write the correct figures and words.
B. Performing an Activity:
Put number cards similar to the one below on different areas of the classroom or even outside. Pair a
pupil needing help to a fast one to form dyads.
Example:
With their dyads, ask pupils to go around and write the number word and number symbol in their
notebooks.

C. Processing the Results of the Activity:

1. Did you enjoy the task?
2. Do the number words and number symbols have the same parts? Show examples.
(e.g. 365=three hundred sixty and five)
D. Generalization:
1. How do we write number words in symbols?
2. How do we write number symbols in words?

E. Reinforcing the concepts and skills:

Provide pupils more exercises on reading and writing using a set of flashcards with three-to-four digit
numbers. Call four to five pupils to read the number or write them on the board as fast as they can.
The first to do this earns points.
IV. Evaluation:
Write the figures in words.
1. 635 ________________________________
2. 784 ________________________________
3. 846 ________________________________
4. 643 ________________________________
5. 481 ________________________________
V. Assignment:
Practice writing number words and symbols with correct spelling and stroke of the letter from
101 through 1000.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

ENGLISH 2
1:30-2:20
I. Objective:
Give the correct sequence of three events
EN2OL-Ia-j-1.1
II. A. Subject Matter: Giving the correct sequence of three events.
B. Materials: picture, chart
C. English CG p 21. LM p.38-39
III. Procedure:
A. Review
Read the sentences that happened in our story
a. Moses went to the barber shop
b. Mother told Moses that his hair is long.
c. Miss Lara told Moses to go to the barber shop.
B. Presentation
1. Today we will learn to arrange the events in a story from the first to the last that
happened.
2. Events tell what happened in the story.
3. Are the events arranged from the first to the last that happened? Which is first?
C. We Can Do It
Read the short story.
First, Dan took a bath
Next, he wore his pajama
Then he went to bed.
The events in this story follow an order. The words first, next and then tell us the correct
order.
IV. Evaluation:
Copy these sentences in your paper. Number these events 1, 2 and 3 to show the correct
order.
Then it laid an egg.
First the bird made its nest.
Next it sat on the nest.
______ then it laid an egg.
______ Fisrt the bird made its nest.
______ Next it sat on the nest.
V. Assignment:
Write the things you do before going to school in order.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____
 ARALING PANLIPUNAN 2
2:20-3:00

I. Layunin
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan o paaralan, na
nagpapakita ng mga mahahalagang lugar at istruktura.
AP2KOM-Id-e-7
Pagkilala sa sariling komunidad.
II. A. Paksang-Aralin: Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan
o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura.
B. Kagamitan: larawan , tsart
C. Reference : CG p 22 n. 7.4, TG p 9-10, LM p 16-19
III. Pamamaran:
1. Pag-usapan ang paglalarawan ng kanilang komunidad ng nakaraang araw.
a. Magbalitaan tungkol sa pangyayari sa komunidad nila.
b. Itanong: Ano ang masasabi ninyo tungkol sa inyong komunidad?
c. Sa paanong paraan ninyo inilalarawan ang inyong komunidad?
d. Ipagawa sa mga bata ang LM Buruhaton 2, Leksyon 3, p. 17
2. Ipakita ang larawan ng isang modelong komunidad, o di kaya ay magpakita ng isang
halimbawa ng modelong komunidad na gawa sa clay, papel at karton
3. Sabihin:
“Ito ay iba‟t ibang paraan sa paglalarawan ng isang komunidad. Kaya ba rating gumgawa
ng modelo ng ating komunidad?”
4. Ipagawa sa mga bata ang LM Buruhaton 3, Leksyon 3, p. 18
5. Pangkatin sa tatlo ang mga bata. Bawat pangkat ay bibigyan ng kaukulang gawain at
panuto kung paano nila gagawin ang nakaatang na gawain.
Panuto: Gumawa ng isang komunidad gamit ang papel at karton, clay at blocks.
Puweda rin kayong gumawa ng gusto ninyong komunidad.
6. Subaybayan at gabayan ang mga bata sa kanilang ginagawa.
7. Ipagawa sa mga bata ang LM Buruhaton 4, Leksyon 3, p. 19
8. Paglalahad ng bawat pangkat sa kanilang gingawa.
IV. Pagtataya
Gumawa ng isang modelo ng komunidad na gawa sa karton. Gamitin ang rubrics sa
pagmarka.
Pangalan ng Mag- Pinakamaganda ang Mas-maganda ang Maganda ang gawa
aaral gawa gawa

V. Takdang Aralin
Gumawa ng modelo ng komunidad gamit ang popsicle sticks.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
MAPEH 2 2X___= ____
(P.E.) 1X___= ____
3:00-3:40

I. Objective
Demonstrates movement skills in response to sound and music.
PE2MS-Ia-h-1
Be a good follower.
II. A. Subject Matter: Demonstrates movements skills in response to sound and music.
B. Reference: CG p 16, TG p 169-172, LM p 168
 B. Materials: pictures, charts, music
III. Procedure
A. Review
Proper running, jumping, hopping, jogging, galloping, and sliding
B. Activity
1. Song
Note: Repeat the song and change the underlined phrase by the phrases below:
- Hopping frogs - galloping horse

- Flying birds - running cat

- Swimming fish
 What actions /movements were mentioned in the song ?
 Can you perform those movements cited from the song?
 What else can man and animals do?
 What movements can animals do that can be done by man?
2. Show to the pupils different objects that produce sound when struck together like coconut
shell, sticks, and have the pupils hop, run, jump, leap, and gallop according to the rhythm.
3. Give some precautionary measures while performing the activity.
a. Avoid playing with the materials.
b. Use instruments in proper way.
c. Use instruments in proper way.
d. Be sure that no one is hurt in performing the activity.

4. Performing man/animal movements according to the rhythm.

 Elephant – walk
 Boy- scrub
 Bird – fly
 Frog- jump
 Man- swim
 Horse- gallop
C. Analysis
- How did you feel in doing the activities?
- Were you able to do your task correctly?
- How did you do it?
- Did you bump into each other while doing the activity? Why?
- Why is discipline important in such activity?
D. Abstraction
1. Activity
Group the class by 6. Have them think of an activity having a combination of locomotor
movements. Have them perform those movements in sequence according to the rhythm
using different object such as : coconut shells, maracas, sticks, etc.
E. Generalization
- What movements did you perform?
- What do we call those movements?
- Were you able to fit your movement with the rhythm? Why?
IV. Evaluation
Choose a partner. Plan and create a combination of locomotor movements in sequence to the
recorded rhythm .
Criteria Very Good Good Fair
1. perform
combination of
locomotor movements
2. demonstrate
 locomotor movements
according to rhythm
3. show creativeness in
performing locomotor
movement according to
rhythm

V. Assignment
Listen to any music at home. Practice doing any animal or human movement in response to
the rhythmic sound heard.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Week 3
Day 4 June 30, 2016
ESP 2
8:00-8:30

I. Layunin:
Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-awit
EsP2PKP-Ia-b-2
Pagkilala sa sarili
 II. A. Paksa: Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-
awit
B. Kagamitan: tsart, larawan
C. ESP CG p 13. TG p. 8 LM p.15-23
III. Pamamaraan:
a. Ipaawit sa mga bata.
Himig: Ako ay Masaya
Ako ay masaya, ikaw ay masaya
Dahil tayo ay marunong sumayaw.
Ako ay masaya, ikaw ay masaya.
Dahil tayo ay marunong sumayaw.
La, la, la, la, la
Tayo ay lumundag at sumayawsayaw.(2x)
(Papalitanang may salungguhit ng iba pang kakayahan tulad ng umawit, gumuhit,
maggitara)
b. Itanong sa mag-aaral kung sino ang kilala nilang mang-aawit, mananayaw, manlalaro
at iba pang may talent na kanilang iniidolo.
c. Pag-usapan kung ano-ano ang kanilang magagawa upang maging katulad sila sa
kanilang iniidolo?
IV. Pagtataya:
Kumpletuha hiton masunod nga saad. Igsurat ha iyo papel para ha iyo portfolio.

Ako hi ______________________________________ nagsasaad nga magpaupay

ko iton akon mga abilidad.

_______________________
Pirma
V. Kasunduan:
Bilang kasunduan, padalhin ang mga bata ng sariling litrato, bond paper at pandikit.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mother Tongue 2
8:30-9:20
I. Objective:
Talk about famous people, places, events, etc. using descriptive words in a culturally
appropriate manner.
Be determined.
II. A. Subject Matter: Talking about famous people, places, events, etc. using descriptive
words in a culturally appropriate manner.
B. Materials: chart, pictures
C. MTB-MLE CG p 36 n 8. TG p. 31-32 LM p.19

III. Procedure:
A. Guided Practice
1. “Puppet Show”: (Teacher should encourage pupils to observe and listen to the dialogue
2. Partner 1: I am Dr. Delos Reyes. I am a doctor. Partner 2. I am Bb. Suarez. I am a
nurse. Partner 1. I give medicine if you are sick. Partner 2. I help a doctor to take care of
you.
Partners 1 & 2: We love to serve you.
3. Picture of the community helpers: NOTE: Teacher should provide names of the
community helpers.
Say: These are our community helpers”. View the picture.
(Give pupils few minutes to study the picture. Ask question/s that require the pupils to
identify the picture?
Ask: What do you see in the picture? What are they doing? Describe what you see. Say it
then write on the board. (Correct the spelling, capitalization, punctuations, etc.)
Possible Answers:
a. Mother is going to bring her son to the doctor.
(What do you think does mother say to her son?)
This is Dr. Delos Reyes. He is a doctor. He treats sick people.
b. Father went to the fire station with his son. He meets his friends.
(What do you think did father say to his son?)
These are Mr. Cortes and Mr. Bautista. They are firemen. They put out the fire.
c. One boy saw the two teachers eating at the canteen.
(What do you think did the boy say?)
Those are Mrs. Cruz and Ms. Suarez.
They are teachers. They teach the children.
IV. Evaluation (Independent Practice)
Act Out: Let the pupils find their partner. Encourage them to pretend that they are now as what they
want in the future. Let them act the scenes that they meet each other by using some form of nouns in
their conversation. Give them enough time to present in front of the class.
V. Kasunduan:
Pagsurat han lima (5) nga pahayag gamit an pinahalipot na pulong.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Filipino 2
10:15-11:05

I. Layunin
Nababaybay nang wasto ang mga salita tatlo o apat na apat pantig batayang
talasalitaang pampaningin natutunang salita mula sa mga aralin.
F2PY-Ij-2.1
Paglinis ng paligid.
II. A. Paksang-Aralin:
Nababaybay nang wasto ang mga salita tatlo o apat na apat pantig batayang
talasalitaang pampaningin natutunang salita mula sa mga aralin.
B.Kagamitan:
Larawan, tsart
CG p 21, TG p 17-18, LM p 46-49
III. Pamamaraan:
A. Tukoy-alam
Ano ang mali sa sumusunod na salita? Paano ito isusulat nang tama?
1. aparador
2. platto
3. tindahan
4. bumberoh
5. mannsanas
B. Paglalahad
Bigyan ang mga bata ng pagkakataon na maglaro. Kung wala namang kagamitan, maaaring
magpagawa na lamang ng isang gawain na nangangailangan ng kagamitan.
Patigilin ang mga bata sa ginagawa. Pabalikin na sa sariling upuan.
Tingan kung ano ang ginawa nila sa mga ginamit. Papurihan ang nag-ayos ng
sariling gamit.
Ano ang dapat ginawa matapos ang isang gawain?
 Basahin ang kuwento sa Basahin Natin sa LM, pahina____.
C. Pagtuturo at Paglalarawan
Sagutan ang mga tanong sa Sagutin Natin sa LM, pahina____.
Ipabigay ang mga salitang may salungguhit sa kuwento at isulat sa pisara.
Ipabasa sa mga mag-aaral ang mga salita ng tatlong beses.
Ipabaybay isa-isa ang mga salita. (Sabihin ang salita-Baybayin-Sabihin ang salita)
Burahin ang mga salitang nakasulat sa pisara.
Isulat na muli ang kuwento tsart na may mga salitang mali ang pagkakabaybay.
Ano ang napansin?
Ano-anong salita ang may maling baybay?
Ano ang tamang baybay nito?
D. Pagpapahalaga
Paano mo pinapahalagahan ang iyong mga gamit katulad ng laruan?
Ipagawa ang Pahalagahan Natin sa LM, pahina___.
E. Kasanayang Pagpapayaman
Ipagawa ang Gawin Natin sa LM, pahina_____.
Paano isusulat nang tama ang mga salitang may maling baybay?
Ipagawa ang Sanayin Natin sa LM, sa pahina ___
F. Paglalahat
Paano natin matutukoy ang mga salitang may maling baybay sa
pangungusap?
IV. Pagtataya
Piliin at iwasto ang salitang may maling baybay sa pangungusap. Isulat ang sagot sa
sagutang papel.
1. Marami akog natanggap na rigalo sa aking kaarawan.
2. Mga damit, laroan, at pagkain ang aking nagustuhan.
3. Si lola at lolo nagdala rin ng sourbetes sa handaa.
4. Maging mga kaibigan ko nagpunta sa bahaiy.
5. Pagkatapos, pumunta kami sa sembahan at nagdasal.
V. Takdang Aralin
Isulat ang tamang baybay ng sumusunod.
1. papil= _______
2. basu= _______
3. aparrador = _______
4. gwantess= ________
5. lebro = ___________
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mathematics 2
11:05-11:55
I. Objective:
Reads and writes numbers up to 1000 in symbols and in words.
M2NS-Ic-9.2
Listen attentively.
II. A. Subject Matter: Reads and writes numbers up to 1000 in symbols and in words.
B. Materials: Number cards, Chart, Pictures
C. Mathematics CG p 18 n. 5. TG p. 22-25 LM p.8-9
III. Procedure:

A. Preliminary Activities:
1. Drill:
Match the number words with the number symbol or figure.
a. Four hundred fifteen a. 411
b. Four hundred eleven b. 415
c. Two hundred fifty-nine c. 186
d. Three hundred thirty-four d. 344
e. One hundred eighty-six e. 251
2. Review
Write the following numbers in standard form:
a. Six thousand seven hundred twenty-four
b. Eight thousand one hundred twelve
c. One thousand one hundred seventy-five
d. Seven thousand six hundred thirty-nine
e. Three thousand five hundred forty
3. Presentation
Call on pupils in groups to come-up front. Give a numeral cutout and a number word to each pupil.
Have each pupil say the following sentences, fill in the blanks appropriately: “This number is
__________. Its number word is spelled ___________________. We read it as __________.”
B. Processing the result of the activity:
 Take note of the answer given. Are these correct? Why? How will you correct the wrong answers.
 How can we write the numbers? (in words or in symbols)
 How do we write number 753? (Seven hundred fifty-three)
 Is it necessary to write legibly and spell correctly? (Yes, because it helps the reader to read with
understanding.)
C. Generalization:
 How do we write a number symbol and a number word? From 501 to 1000.
IV. Evaluation:
Ask for the following data in your school.
1. Total enrollment for Grade 2 in each section.
2. How many are males? Females?
3. What is the total number of pupils in Grade II Level?
Write the data in words and in symbols.
V. Assignment:
How many members of family you have? Write it in words and in figures.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
ENGLISH 2 1X___= ____
1:30-2:20

I. Objective:
Recognize nouns in simple sentences.(Proper Names)
EN2G-1h-2-4
Listen attentively.
II. A. Subject Matter: Recognizing nouns in simple sentences. (Proper Names)
B. Materials: picture, chart
C. English CG p 23. LM p.39-40
III. Procedure:
A. Review
 I will read the sentences that happened in our story.
First the bird made its nest.
Nest it sat on the nest.
Then it laid an egg.
B. Drill
Sound these letters. Pp, Gg, Jj, Dd, Ww.
Let the pupils name the pictures and give the beginning letter.
C. Presentation
1. Let the pupils read the following sentences.
a. My grandfather is from Marikina.
b. Mr. Pascual is the principal.
c. I drink Milo every morning.
d. My sister has a Barbie doll.
e. I named my kitten Dana.
2. In our sentences, let read the proper name.
3. Let the pupils underline the proper name.
D. Generalization
Proper Names are names of people, places, things and animals that begins in big
letters.
E. Application
Read the words in the box. Pick a proper names from the list.
city singer Inquirer
Adidas cat Sarah Geronimo
shoes doctor newspaper
Muning Marikina City Dr. Melchor Prado

IV. Evaluation:
Write the proper names correctly.
1.My sister is fiona.
2. My uncle lives in cotabato.
3. My doctor is dr. Mendoza.
V. Assignment:
Write the proper names correctly.
1.tacloban city
2. gaisano
3. mongol
4. islander
5. bantay

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
ARALING PANLIPUNAN 2 ____
1X___=
2:20-3:00

I. Layunin
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan o paaralan, na
nagpapakita ng mga mahahalagang lugar at istruktura.
AP2KOM-Id-e-7
Pagkilala sa sariling lugar.
II. A. Paksang-Aralin: Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan
o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura.
B. Kagamitan: larawan , tsart
C. Reference : CG p 22 n. 7.4, TG p 9-10, LM p 16-19
III. Pamamaran:

1. Pagpapakita ulit ng nagawang modelong komunidad ng mga bata kahapon.

2. Itanong:
a. Ano-ano ang nakikita niyong pagkapareho ng tatlong modelong komuinidad? Ang
pagkakaiba?
b. Alin sa tatlong ipinapakita ang nagustuhan ninyo? Bakit?
3. Ipasulat ang pagkapareho at pagkakaiba ng mga modelong komunidad.
Pagkakapareho Pagkakaiba

4. Ipagawa sa mga bata ang LM Buruhaton 5, Leksyon 3, p. 19

5. Suriin at talakayin ang mga sinabing pagkakapareho at pagkakaiba ng mga ginwang
modelong komunidad.
a. Ano-ano ang nakikita sa lahat ng ginagawa ng mga klase?
b. Ano-ano ang natatanging bagay sa bawat ginawa ng mga klase?

6. Pag usapan ang sariling barangay o komunidad.

Itanong:
a. Alin sa mga modelong konidad ang may pagkakatulad sa sariling komunidad?
b. Alin sa mga bagay ang wala sa sariling kominidad?
IV. Pagtataya
Tandinga an iyo mga modelo han komunidad. Igsurat an pagkakapareho ngan pagkakaiba
niyo han iyo klasmeyt.
Pagkakapareho Pagkakaiba
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

V. Takdang Aralin
Paghimu han modelo han komunidad. Igsurat an pagkakapareho han iyo barangay ngada
han modelo na imu nahimu.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

MAPEH 2
(P.E.)
3:00-3:40

I. Objective
Demonstrates movement skills in response to sound and music.
PE2MS-Ia-h-1
Self Discipline.
II. A. Subject Matter: Demonstrates movements skills in response to sound and music.
B. Reference: CG p 16, TG p 169-172, LM p 168
B. Materials: pictures, charts, music
III. Procedure
A. Review
Proper running, jumping, hopping, jogging, galloping, and sliding
B. Activity
1. Song
Note: Repeat the song and change the underlined phrase by the phrases below:
- Hopping frogs - galloping horse

- Flying birds - running cat

- Swimming fish
 What actions /movements were mentioned in the song ?
 Can you perform those movements cited from the song?
 What else can man and animals do?
 What movements can animals do that can be done by man?
2. Show to the pupils different objects that produce sound when struck together like coconut
shell, sticks, and have the pupils hop, run, jump, leap, and gallop according to the rhythm.
3. Give some precautionary measures while performing the activity.
a. Avoid playing with the materials.
b. Use instruments in proper way.
c. Use instruments in proper way.
d. Be sure that no one is hurt in performing the activity.

4. Performing man/animal movements according to the rhythm.

 Elephant – walk
 Boy- scrub
 Bird – fly
 Frog- jump
 Man- swim
 Horse- gallop
C. Analysis
- How did you feel in doing the activities?
- Were you able to do your task correctly?
- How did you do it?
- Did you bump into each other while doing the activity? Why?
- Why is discipline important in such activity?
D. Abstraction
1. Activity
Group the class by 6. Have them think of an activity having a combination of locomotor
movements. Have them perform those movements in sequence according to the rhythm
using different object such as : coconut shells, maracas, sticks, etc.
E. Generalization
- What movements did you perform?
- What do we call those movements?
- Were you able to fit your movement with the rhythm? Why?
IV. Evaluation
Choose a partner. Plan and create a combination of locomotor movements in sequence to the
recorded rhythm .
Criteria Very Good Good Fair
1. perform
combination of
locomotor movements
2. demonstrate
locomotor movements
according to rhythm
 3. show creativeness in
performing locomotor
movement according to
rhythm

V. Assignment
Listen to any music at home. Practice doing any animal or human movement in response to
the rhythmic sound heard.

Week 3
Day 5 July 1, 2016
ESP 2
8:00-8:30

I. Layunin:
Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-awit
EsP2PKP-Ia-b-2
Pagkilala sa sarili
II. A. Paksa: Naisasakilos ang sariling kakayahan sa iba’t ibang pamamaraan tulad ng pag-
awit
B. Kagamitan: tsart, larawan
 C. ESP CG p 13. TG p. 8 LM p.15-23
III. Pamamaraan:
a. Isa–isang tawagin ng guro ang mga bata sa harapan upang magpakita ng kanilang
kakayahan .
b. Ang mga batang nasa upuan naman ay may kanya – kanyang hawak na plaskard ng mga
smileys na masaya at malungkot.
c. Pagkatapos ng pagtatanghal ng batang tinatawag ng guro , itataas ng mga batang nasa
upuan ang plaskard nilang smileys upang ihayag kung nasiyahan ba sila o nalungkot sa
ipinakitang pagtatanghal.
d. Pagkatapos ay tatanungin ng guro ang mga bata tungkol sa ipinakita nilang smileys kung
bakit masaya o malungkot ito.
e. Ganon din ang batang nagtanghal kung ano ang masasabi niya sa kanyang ipinakita.
IV. Pagtataya:
An kada bata magpapakita han ira talent ha atubangan han klase. Mamarkahan an mga
bata gamit an rubrics.

Ngaran han bata Pinakamakarit Masmakarit Makarit

V. Kasunduan:
Ano iton imo hihimuon ha imo kalugaringon agud maipakita iton imo mga talento.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mother Tongue 2
8:30-9:20
I. Objective:
Observe some mechanics when copying and/or writing sentences; capitalization, spaces
between words, and correct punctuation mark.
Following directions correctly.
II. A. Subject Matter: Observe some mechanics when copying and/or writing sentences;
capitalization, spaces between words, and correct punctuation mark.
B. Materials: chart, pictures
C. MTB-MLE CG p 39 n 4. TG p. 34-35 LM p.21-22
III. Procedure:
Let‟s write a paragraph correctly:
Here is a paragraph written incorrectly. Rewrite the paragraph observing the correct
punctuation marks, capitalization, indentions and format. Write it on a clean sheet of paper
and underline all pronouns used in the sentence.
(Teacher may ask a volunteer to read his work to the whole class. Teacher should
check/correct the work of the pupils and give appropriate praises or comments. All pupils’
outputs should be published.)
Usa kaadlaw nagpatawag hin katitirok hi Hading Bukaw ha kagurangan. tumambong an
ngatanan nga hayop labot la kan Kuneho. nagpasugo hi Hading Bukaw kan Baboy. Nakadto hi
Baboy ha balay ni Kuneho ngan nagtinawag. Waray gumawas hi Kuneho, nagpakabungol-bungol la
hiya. Bumalik hi Baboy nga diri upod hi Kuneho. Nagpasugo utro hi Hading Bukaw kan Tamsi
pagpakuha kan Kuneho.
IV. Evaluation
Look at the picture. Write the sentence using the correct pronoun.
1. 2. 3. 4. 5.
V. Kasunduan:
Pagsurat hin pahayag gamit an eksakto nga tig-ngaran.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

Filipino 2
10:15-11:05

I. Layunin
Nasasagot nang wasto ang mga inihandang pagtataya. (Weekly Test)
F2WG-Ic-e-2
Pagsunod sa direksyon/alituntunin.
II. A. Paksang-Aralin:
Nasasagot nang wasto ang mga inihandang pagtataya.
Lingguhang Pagsusulit
B.Kagamitan:
Larawan, tsart,
CG p 20, TG p 19, LM p 49
III. Pamamaraan:
Panimulang Gawain
1. Ihanda ang mga bata sa gagawing pagtataya.
Basahin at ipaliwanag ang mga panuto sa mga mag-aaral.
IV. Pagtataya
A. Tukuyin ang damdaming nananaig sa sumusunod na pahayag.
Piliin ang letra ng wastong sagot.
A. nagagalit E. natatakot
B. nag-aalala F. nakikiusap
C. natutuwa G. nanunukso
D. nagpapasalamat
1. Nanay! Salamat po sa regalong inyong ibinigay para sa aking kaarawan.
2. Ano! Hindi ka na naman pumasok sa eskuwela?
3. Bakit na naman?
4. May bagyo raw na paparating baka bumaha na naman.
5. Yipee, matutuloy kami sa Boracay sa isang linggo.
6. Tulong! Tulong! Nabangga ang apo ko, tulungan ninyo ako!
B. Isulat nang papantig ang sumusunod na mga pangngalan.
7. lalawigan
8. halaman
9. polo
10. mamimili
11. bunso
12. Alin ang tamang pagpapantig ng salitang pagtitipon?
a. pagti-ti-pon b. pag-ti-ti-pon c. pagtiti-pon
13. Alin ang tamang pagpapantig ng salitang laruan?
a. la-ru-an b . la-ruan c. lar-u-an
14. Ilang pantig mayroon ang salitang alimango?
a. 1 b. 2 c. 3 d. 4
15. Ilang pantig mayroon ang salitang manika?
a. 1 b. 2 c. 3 d. 4
16. Alin sa mga karaniwang pangngalan ang ngalan ng tao?
a.tubig b. daga c. pulis d. bayan
17. Alin sa mga karaniwang pangngalan ang ngalan ng bagay?
a. kalsada c. bubuyog
 b. sasakyan d paliparan
18. Ang ilog ay karaniwang pangngalan ng
a.tao b. bagay c. hayop d. pook
19. Anong salita sa pangungusap ang may maling baybay.
Nagbakasyon ang mag-anak sa lalawigan ng Qkuezon
a.mag-anak c. lalawigan
b. Qkuezon d. nagbakasyon
20. Sumulat ng isang letrang may pailalim na kurba.

V. Takdang Aralin
Pantigin ang mga sumusunod.
Paaralan upuan aso guro papel
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____

Mathematics 2
11:05-11:55
I. Objective:
Reads and writes numbers up to 1000 in symbols and in words.
M2NS-Ic-9.2
Listen attentively.
II. A. Subject Matter: Reads and writes numbers up to 1000 in symbols and in words.
B. Materials: Number cards, Chart, Pictures
C. Mathematics CG p 18 n. 5. TG p. 22-25 LM p.8-9
III. Procedure:
A. Preliminary Activities:
1. Drill:
Match the number words with the number symbol or figure.
a. Four hundred fifteen a. 411
b. Four hundred eleven b. 415
c. Two hundred fifty-nine c. 186
d. Three hundred thirty-four d. 344
e. One hundred eighty-six e. 251
2. Review
Write the following numbers in standard form:
a. Six thousand seven hundred twenty-four
b. Eight thousand one hundred twelve
c. One thousand one hundred seventy-five
d. Seven thousand six hundred thirty-nine
e. Three thousand five hundred forty
3. Presentation
Call on pupils in groups to come-up front. Give a numeral cutout and a number word to each pupil.
Have each pupil say the following sentences, fill in the blanks appropriately: “This number is
__________. Its number word is spelled ___________________. We read it as __________.”
B. Processing the result of the activity:
 Take note of the answer given. Are these correct? Why? How will you correct the wrong answers.
 How can we write the numbers? (in words or in symbols)
 How do we write number 753? (Seven hundred fifty-three)
 Is it necessary to write legibly and spell correctly? (Yes, because it helps the reader to read with
understanding.)
C. Generalization:
 How do we write a number symbol and a number word? From 501 to 1000.
IV. Evaluation:
Ask for the following data in your school.
1. Total enrollment for Grade 2 in each section.
2. How many are males? Females?
3. What is the total number of pupils in Grade II Level?
Write the data in words and in symbols.
V. Assignment:
How many members of family you have? Write it in words and in figures.

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

ENGLISH 2
1:30-2:20

I. Objective:
Recognize nouns in simple sentences.(Common and Proper Names)
Weekly Test
EN2G-1h-2-4
Be friendly.
II. A. Subject Matter: Recognizing nouns in simple sentences. (Common and Proper Names)
Weekly Test
B. Materials: picture, chart
C. English CG p 23. LM p.42-43
III. Procedure:
A. Review
Do you remember how we arranged three events in the order that they happened?
What words do we use to tell about these events?

B. Drill
What do you do in the morning before going to school? Tell about it. Use the
words first, second, then and last to help you in telling them in order.
C. Presentation
1. Let us read the following words.
town father mayor
2. What do you know about this words? Present another words.
President Manila Dr. Rizal
3. What do you notice about those words?
4. What kind of words are they?
D. Generalization
Proper Names are names of people, places, things and animals that begins in big
letters. Common Names are names of people, places, things and animals that begins in
small letter.
IV. Evaluation:
Give a proper name for the following common name.
1. town 6. Street
 2. father 7. Girl
3. mayor 8. Soap
4. volcano 9. Biscuit
5. singer 10. classmate
V. Assignment:
Write the proper name of the following common name.
1.actress
2. river
3. book
4. city
5. hospital

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____

ARALING PANLIPUNAN 2
2:20-3:00

I. Layunin
Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan o paaralan, na
nagpapakita ng mga mahahalagang lugar at istruktura.
AP2KOM-Id-e-7
Pagkilala sa sariling lugar.
II. A. Paksang-Aralin: Nakaguguhit ng payak na mapa ng komunidad mula sa sariling tahanan
o paaralan, na nagpapakita ng mga mahahalagang lugar at istruktura.
B. Kagamitan: larawan , tsart
C. Reference : CG p 22 n. 7.4, TG p 11-12, LM p 16-19
III. Pamamaran:
1. Balik aralan ang mga sumusunod :
a. Ano ano ang papel, tungkulin at gawain ng mga bumubuo ng komunidad sa sarili at
sariling pamilya?
b. Paano nailalarawan ang isang pamilya?
c. Paano ginawa ang modelong komunidad?
d. Pagsasabi sa pagkakapareho at pagkakaiba ng mga nagawang komunidad.
2. Batay sa napag aralan, sa loob ng apat na araw, Ano ano ang bumubuo sa komunidad?
gawin ito sa pamamagitan ng concept map.
IV. Pagtataya
Basahin ang bawat kalagayan. Sabihin kung ano ang gagawin dito.
1. Tinawag ka ng iyong mga kalaro. Marami kang takdang aralin.
2. Inabutan mong nagluluto ang iyong nanay. Umiiyak ang bunso mong kapatid.
3. Nakita mong nagkalat ang basura sa inyong kapaligiran.
4. Tuwing araw ng Linggo ay nagsisimba ang mga magulang mo.
5. Pista sa inyong barangay. Maraming sa proyektong sa inyong pamayanan.

V. Takdang Aralin
Iguhit ang modelong komunidad na ayon sa gusto mo, sa isang short bond paper.
MPS=______ PL=______ 5X___= ____
4X___= ____
3X___= ____
2X___= ____
1X___= ____
 MAPEH 2
(HEALTH)
3:00-3:40

I. Objective
States that children have the right to nutrition (Right of the child to nutrition
Article 24 of the UN Rights of the Child)
H2N-Ia-5
Protects children’s rights.
II. A. Subject Matter: States that children have the right to nutrition.
B. Reference: CG p 13, TG p 283-286, LM p 240
B. Materials: pictures, charts
III. Procedure
A. Preparatory Activities:
1. Drill
Identifying parts of the body (Flash pictures of the different parts of the body)
2. Review
Last week we learned our individual differences in terms of our likes & dislikes, physical
features and attitude. What did we say about our individual differences? (Expected Response:
Learn to accept that persons have individual differences)
Compare yourself with one of your classmates. Tell about your likes & dislikes, physical
features and attitude.
B. Lesson Proper:
1. Motivation
a. Show the same picture of a family.
b. Compare the members of the family.
* Do they have individual similarities in their physical
appearance? (Possible response: Yes )
2. Presentation
Let us read again the story about Riza and Roy.
Mother Remy has two children named Riza and Roy. Riza is tall, fair skinned and
with long curly hair. Roy is also tall, but has dark skinned with short straight hair. Roy has
chinky eyes while Riza has big and round eyes. Riza and Roy have pointed nose with wide
mouths and small ears. Riza loves to eat chocolates and ice cream while Roy loves fruits
and vegetables. Both of them love to eat fried chicken and chicken barbecue.
Oftentimes, Riza & Roy help their mother do the household chores while Roy does the
gardening. Sometimes Roy does the gardening and Riza does the cooking of food in the
kitchen. Riza gets angry easily. Roy accepts his mistakes with open heart.
Mother Remy loves them both despite their differences and similarities.

1.What is again the story about?

(Expected Response: About the family)
2. Look at the two children. How is Riza similar from Roy in the story?( Possible Response :
both are tall, etc. )
3. Developmental Activity: ( By Group )
Activity 1:
Below are two big circles. Compare Riza and Roy.
Write the individual similarities of Riza and Roy in the
circles. Consider again the following:
their likes & dislikes
their physical features
their attitudes
4. Analysis/Abstraction
1. Look at your work. How are Riza and Roy similar? (Teacher elicits from the children responses
related to their likes & dislikes, physical features, and attitude)
(Expected response: they are both tall. etc. )
2. Do you think Riza and Roy are happy because they are alike in some of their physical
features?
(Possible response: Yes)
3. Do they both accept that they are alike in some ways? (Possible Response: Yes)
4. Since Riza and Roy look alike, do they have to quarrel with each other? (Possible response:
No)
5. What should they do? (Possible Response: They have to accept themselves that they are alike in
some ways, we call it individual similarities).
6. So what idea can you get out of this lesson for today? (Expected answer: Each one must learn
to accept that there are individual similarities).
5. Application
Choose someone in the classroom. Compare yourself to him by looking at your similarities:
likes & dislikes, physical features and attitude.
IV. Evaluation
Here are pictures of Brgy. Captain Pedro & Brgy. Captain Pablo in our barangay, (To
the Teacher: Use familiar people in the barangay). Study them carefully and answer the following
questions with either Yes or No. Write your answer on your answer sheet.
1. Brgy. Capt. Pedro & Brgy. Captain Pablo are both boys.
2. Both of them have the same color of the hair.
3. Capt. Pedro has long hair while Capt. Pablo has no hair.
4. Capt. Pedro likes to be a farmer while Capt. Pablo likes to be a barber.
5. Capt. Pedro and Capt. Pablo are both good barangay leaders.
V. Assignment
Cut-out pictures of two children. Paste them on paper. Then compare the two. How are they similar?

MPS=______ PL=______ 5X___= ____

4X___= ____
3X___= ____
2X___= ____
1X___= ____