Grade 2 DLL Week 6

GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject ESP
DAILY LESSON LOG Teacher MIRDEN FERNANDEZ Grade & Section II - MYANMAR
Date JULY 08-12, 2019 Quarter FIRST – Week 6
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa
kahalagahan ng pagkilala sa sarili at kahalagahan ng pagkilala sa sarili at kahalagahan ng pagkilala sa sarili at kahalagahan ng pagkilala sa sarili at
pagkakaroon ng disiplina tungo sa pagkakaroon ng disiplina tungo sa pagkakaroon ng disiplina tungo sa pagkakaroon ng disiplina tungo sa
pagkakabuklod-buklod o pagkakaisa ng pagkakabuklod-buklod o pagkakaisa ng pagkakabuklod-buklod o pagkakaisa ng pagkakabuklod-buklod o pagkakaisa ng mga
mga kasapi ng tahanan at paaralan. mga kasapi ng tahanan at paaralan. mga kasapi ng tahanan at paaralan. kasapi ng tahanan at paaralan.
B. Performance Naisasagawa ang kusang pagsunod sa Naisasagawa ang kusang pagsunod sa Naisasagawa ang kusang pagsunod sa Naisasagawa ang kusang pagsunod sa mga
Standard mga tuntunin at napagkasunduang mga tuntunin at napagkasunduang mga tuntunin at napagkasunduang tuntunin at napagkasunduang gagawin sa
gagawin sa loob ng tahanan. gagawin sa loob ng tahanan. gagawin sa loob ng tahanan. loob ng tahanan.
C. Learning Nakapagpapakita ng pagsunod sa mga Nakapagpapakita ng pagsunod sa mga Nakapagpapakita ng pagsunod sa mga Nakapagpapakita ng pagsunod sa mga Nakapagbibigay ng lingguhang pagsusulit
Competency/ tuntunin at pamantayang itinakda sa tuntunin at pamantayang itinakda sa loob tuntunin at pamantayang itinakda sa loob tuntunin at pamantayang itinakda sa loob ng
Objectives loob ng tahanan. ng tahanan. ng tahanan. tahanan.
5.1 paggising at pagkain sa tamang 5.1 paggising at pagkain sa tamang oras 5.1 paggising at pagkain sa tamang oras 5.1 paggising at pagkain sa tamang oras
oras 5.2 pagtapos ng mga gawaing bahay 5.2 pagtapos ng mga gawaing bahay 5.2 pagtapos ng mga gawaing bahay
5.2 pagtapos ng mga gawaing bahay 5.3 paggamit ng mga kagamitan 5.3 paggamit ng mga kagamitan 5.3 paggamit ng mga kagamitan
5.3 paggamit ng mga kagamitan 5.4 at iba pa 5.4 at iba pa 5.4 at iba pa
5.4 at iba pa EsP2PKP-Id-e 12 EsP2PKP-Id-e 12 EsP2PKP-Id-e 12
EsP2PKP-Id-e 12
II. CONTENT Aralin:6 Aralin: 6 Aralin: 6 Aralin: 6 Lingguhang Pagsusulit
Pagkakabuklod/Pagkakaisa Pagkakabuklod/Pagkakaisa Pagkakabuklod/Pagkakaisa Pagkakabuklod/Pagkakaisa
Tapusin at Ayusin! Tapusin at Ayusin! Tapusin at Ayusin! Tapusin at Ayusin!
III. LEARNING RESOURCES
A. References K-12 Curriculum ESP 2 K-12 Curriculum ESP 2 K-12 Curriculum ESP 2 Summative test files
K-12 Curriculum ESP 2
1. Teacher’s Guide TG page 20-22 TG page 20-22 TG page 20-22 TG page 20-22
pages
2. Learner’s Materials pages LM page 37-49 LM page 37-49 LM page 37-49 LM page 37-49
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resource Tali, atr papers, gunting, at pandikit Tali, atr papers, gunting, at pandikit
III. PROCEDURES
A. Reviewing previous lesson or Paghahawan ng Sagabal: Balik-aral: Ano ang ibig sabihin ng Pagwawasto ng itinakdang gawaing Pagwawasto ng guro sa itinakdang gawain Awit
presenting the new lesson  Palamuti banderitas? ng piyesta? ng palamuti? bahay.
 Piyesta
 banderitas
B. Establishing a purpose for the Pagpapakita ng larawan ng isang lugar Ano-ano ang makikita kapag piyesta sa Pagpapakita ng mga larawan. Itanong: dapat bang maging masunurin ang Pagbibigay ng pamantayan
lesson na may piyesta. isang bayan? bata sa tahanan, paaralan, pamayanan?
C. Presenting examples/ Basahin ang maikling kuwento “Ang Muling basahin ang kwento “Ang Paggawa Magkaroon ng talakayan tungkol sa Muling basahin ang kwento “Ang Paggawa ng Pagsasabi ng panuto
instances of the new lesson Paggawa ng Banderitas” ng Banderitas” larawan. Banderitas”
LM pahina 37-38
D. Discussing new Pagtalakay at pagtatanong ukol sa Suriin ang mga larawan sa pahina 38-40. Suriin ang mga larawan at hingin ang Pagtalakay at pagtatanong ukol sa kwentong Pagsagot sa pagsusulit
concepts and practicing new kwentong binasa. Magkaroon ng talakayan tungkol sa saloobin ng mga bata ukol ditto. binasa.
skills #1 ipinahihiwatig ng mga larawan sa
paaralan, tahanan at pamayanan.
E. Discussing new concepts and Gabayan ang mga bata upang Hingin ang saloobin ng mga bata sa Pangkatang Gawain: pahina 48 Group Activity:
practicing new skills #2 makasunod sa paggawa ng banderitas. larawan at sa sitwasyon sa pahina 41-43
F. Developing mastery (leads to Sagutin ang Gawain 1 sa LM pahina 42- Pahina 47
Formative Assessment 3) 43
G. Finding practical application of Itanong: Mahalaga na dapat nating Itanong: Bilang mag-aaral, ikaw ba ay Dapat bang maging masunurin ang isang Bigyang diin ang “Ating Tandaan.” Ipabasa sa Magpakita ng katapatan sa pagsusulit.
concepts and skills in daily living tapusin ang ano mang ating mga handang sumunod sa mga tuntunin at bata? Sa paanong paraan. mga bata ng sabay-sabay hanggang sa ito ay
gawain sa takdang panahon? pamantayan sa paaralan, tahanan at matandaan nila.
pamayanan?
H.Making generalizations Lagumin ang mga paraan na ginawa ng Ipabasa ng pasalita ang “Gintong Aral” sa Bigyang diin ang “Ating Tandaan.” Magtala ng 3 bagay na ipinatutupad sa
and abstractions about the lesson bata upang matapos ang kanilang pahina 49 Ipabasa sa mga bata ng sabay-sabay pamayanan.
gawain. hanggang sa ito ay matandaan nila.
I. Evaluating learning Sagutan ang Gawain 2 sa pahina 44-46 Sagutin ng Tama o Mali pahina 49 Itala ang mga puntos ng mag-aaral.
J. Additional activities for Gumupit ng larawan ng kapistahan sa Magtala ng 3 tuntunin na ipinatutupad sa Magtala ng 3 bagay na ipinatutupad sa Magtala ng mga dahilan bakit nahuhuli ang Bigyan ng paghahamon ang mga mag-
application or remediation isang lugar. inyong tahanan. paaralan/ mga bata sa pagpasok sa paaralan? aaral para sa susunod na pagtataya.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned 80%
in the evaluation _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above
B.No. of learners
who require additional activities _____ of Learners who require additional _____ of Learners who require additional _____ of Learners who require additional _____ of Learners who require additional activities _____ of Learners who require additional activities
for remediation who scored activities for remediation activities for remediation activities for remediation for remediation for remediation
below 80%
C. Did the remedial lessons work?
No. of learners who have caught _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No
up with
_____ of Learners who caught up the _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson
the lesson
lesson
D. No. of learners who continue to

require remediation _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why ____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration
did these work? ____ Games ____ Games ____ Games ____ Games ____ Games
____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw
____ Answering preliminary ____ Answering preliminary activities/exercises ____ Answering preliminary ____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises
activities/exercises ____ Carousel activities/exercises ____ Carousel ____ Carousel
____ Carousel ____ Diads ____ Carousel ____ Diads ____ Diads
____ Diads ____ Think-Pair-Share (TPS) ____ Diads ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS)
____ Think-Pair-Share (TPS) ____ Rereading of Paragraphs Poems/Stories ____ Think-Pair-Share (TPS) ____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories
____ Rereading of Paragraphs ____ Differentiated Instruction ____ Rereading of Paragraphs Poems/Stories ____ Differentiated Instruction ____ Differentiated Instruction
Poems/Stories ____ Role Playing/Drama ____ Differentiated Instruction ____ Role Playing/Drama ____ Role Playing/Drama
____ Differentiated Instruction ____ Discovery Method ____ Role Playing/Drama ____ Discovery Method ____ Discovery Method
____ Role Playing/Drama ____ Lecture Method ____ Discovery Method ____ Lecture Method ____ Lecture Method
____ Discovery Method Why? ____ Lecture Method Why? Why?
____ Lecture Method ____ Complete IMs Why? ____ Complete IMs ____ Complete IMs
Why? ____ Availability of Materials ____ Complete IMs ____ Availability of Materials ____ Availability of Materials
____ Complete IMs ____ Pupils’ eagerness to learn ____ Availability of Materials ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn
____ Availability of Materials ____ Group member’s Cooperation in ____ Pupils’ eagerness to learn ____ Group member’s Cooperation in ____ Group member’s Cooperation in
____ Pupils’ eagerness to learn doing their tasks ____ Group member’s Cooperation in doing their tasks doing their tasks
____ Group member’s Cooperation in doing their tasks
doing their tasks
F. What difficulties did I encounter ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils ___ Bullying among pupils
which my principal or supervisor ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude
can help me solve? ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
___ Science/ Computer/ Internet Lab ___ Science/ Computer/ Internet Lab ___ Science/ Computer/ Internet Lab ___ Science/ Computer/ Internet Lab ___ Science/ Computer/ Internet Lab
___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works ___ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
___ Localized Videos ___ Localized Videos ___ Localized Videos ___ Localized Videos ___ Localized Videos
___ Making big books from ___ Making big books from ___ Making big books from ___ Making big books from ___ Making big books from
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 used as ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
___ local poetical composition ___ local poetical composition ___ local poetical composition ___ local poetical composition ___ local poetical composition
G. What innovation or localized The lesson have successfully delivered due The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to:
materials did I use/discover which to: ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
I wish to share with other teachers? ___ pupils’ eagerness to learn ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ complete/varied IMs ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ uncomplicated lesson ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ worksheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
___ varied activity sheets Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
Strategies used that work well: ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Games ___ Games ___ Games ___ Games
___ Games ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Solving Puzzles/Jigsaw ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary activities/exercises activities/exercises activities/exercises activities/exercises
activities/exercises ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Carousel ___ Diads ___ Diads ___ Diads ___ Diads
___ Diads ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Rereading of Paragraphs/ Poems/Stories Poems/Stories Poems/Stories Poems/Stories
Poems/Stories ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? Why? Why? Why?
Why? ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
___ Group member’s Cooperation in doing their tasks doing their tasks doing their tasks doing their tasks
doing their tasks
Iniwasto ni: Inihanda ni:
OLIVE M. TAYAG MIRDEN FERNANDEZ

Principal I Teacher I
GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject ARALING PANLIPUNAN
OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang kahalagahan ng kinabibilangang kahalagahan ng kinabibilangang kahalagahan ng kinabibilangang
komunidad. komunidad. komunidad. komunidad.
B. Performance Malikhaing nakapagpapahayag/ Malikhaing nakapagpapahayag/ Malikhaing nakapagpapahayag/ Malikhaing nakapagpapahayag/
Standard nakapagsasalarawan ng kahalagahan ng nakapagsasalarawan ng kahalagahan ng nakapagsasalarawan ng kahalagahan nakapagsasalarawan ng kahalagahan ng
kinabibilangang komunidad. kinabibilangang komunidad. ng kinabibilangang komunidad. kinabibilangang komunidad.
C. Learning Nakikilala ang mga sagisag na ginagamit Nakikilala ang mga sagisag na ginagamit Nakikilala ang mga sagisag na Nakikilala ang mga sagisag na ginagamit Nakapagbibigay ng lingguhang
Competency/ sa mapa sa tulong ng panuntunan. sa mapa sa tulong ng panuntunan. ginagamit sa mapa sa tulong ng sa mapa sa tulong ng panuntunan. pagsusulit
Objectives AP2KOM-Id-e-7 AP2KOM-Id-e-7 panuntunan. AP2KOM-Id-e-7
AP2KOM-Id-e-7
Write the LC code for each.
II. CONTENT Aralin 2.2- Mga Sagisag at Simbolo sa Aralin 2.2- Mga Sagisag at Simbolo sa Aralin 2.2- Mga Sagisag at Simbolo sa Aralin 2.2- Mga Sagisag at Simbolo sa Lingguhang Pagsusulit
Aking Komunidad Aking Komunidad Aking Komunidad Aking Komunidad
“Komunidad ng San Isidro” “Komunidad ng San Isidro” “Komunidad ng San Isidro” “Komunidad ng San Isidro”
A. References Kto12 C.G p.22 Kto12 C.G p.22 Kto12 C.G p.22 Kto12 C.G p.22 Summative test files
z 15-16 15-16 15-16
15-16 Iniwasto ni:
2. Learner’s Materials pages 50-56 50-56 50-56
50-56
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource tsart, larawan tarpapel tsart, larawan tarpapel tsart, larawan tarpapel tsart, larawan tarpapel
III. PROCEDURES
A. Reviewing previous lesson or presenting the Pagpapakita ng larawan ng isang Pagpapakita na mga larawan na ibinigay Muling talakayin ang komunidad ng Pagpapakita ng larawan. Awit
new lesson komunidad..Pag-usapan ang larawan. na takdang aralin.Ano-ano ang mga San Isidro.
larawan ng sagisag na
Inyong dala?
B. Establishing a purpose for the Ano-anong mga sagisag na makikita Itanong: Ano-anong mga sagisag o Magpakita ng larawan. Itanong: Pagbibigay ng pamantayan
lesson ninyo sa inyong komunidad? simbolo ang inyong nakikita habang Itanong: Paano mo makikilala kung anong
kayo ay papuntang paaralan? a. Ano-ano ang nakikita ninyo sa sagisag ang tinutukoy ng simbolo?
larawan?
b. Bakit ninyo nasabi na ito ay isang
paaralan?
C. Presenting examples/ instances of the new Ipakita ang larawan ng sagisag na Ipakita ang larawan ng mga lugar. Ipakita ang mga larawan ng mga Ipabasa ang dyalogo sa dalawang Pagsasabi ng panuto
lesson makikita sa inyong komunidad. sagisag na ginagamit sa komunidad. batang magaling bumasa.
Ipaliwanag ang ibig sabihin ng mga Luna: Bella, tingnan mo ang crescent
simbolo o salitang ginagamit. moon sa itaas ng gusali na iyan. Ang isa
naman ay may krus sa itaas
Rea: Oo, alam mo ba ang sinisimbolo ng Inihanda ni:
mga iyan?
OLIVE M.
D. Discussing new Talakayin ang iba’t-ibang larawan na Talakayin ang mga lugar na nakita sa Itanong: Itanong: Pagsagot sa pagsusulit TAYAG
concepts and practicing new sumasagisag sa inyong komunidad. larawan. a. Ano ang ibig sabihin ng simbolo na Sino ang nagkukuwentuhan?
skills #1 Ano-anong lugar ang nakita nyo sa may bandila sa harap ng gusali at may Bakit may krus sa itaas ng gusali?
larawan? mga silid-aralan? Paano ipinaliwanag ni Rea ang ibig
b. Paano malalaman kung ang sabihin ng simbolo?
tinutukoy ng simbolo ay baranggay
hall?
MIRDEN FERNANDEZ
GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject FILIPINO
me sa na ya
DAILY LESSON LOG Teacher MIRDEN FERNANDEZ
ta la an ba
Grade & Section II – MYANMAR
MONDAY TUESDAYka so li
WEDNESDAY
le
THURSDAY FRIDAY
OBJECTIVES
07/01/19 07/02/19 su ha wa 07/03/19
ye 07/04/19 07/05/19
A. Content Standard Napapalawak ang kasanayan sa pag- Naipamamalas ang pag-unawa na ang Naipakikita ang kasanayan sa Naipapamalas ang lubusang
unawa mga salita ay binubuo ng mga tunog na paggamit ng Filipino sa pasalita at di pagkaunawa na may mga istratehiya sa
pagpapakahulugan,pagsusuri at may katumbas na tiyak na titik sa pasalitang pakikipagtalastasan pag-aaral na magagamit upang
pagbibigay halaga sa mga kaisipan o alpabeto Nagkakaroon ng papaunlad na makakuha ng mga bagong
paksang napakinggan kasanayan sa wasto at maayos na impormasyon at mapalawak ang dating
pagsulat at paggamit sa mga kaalaman
pamantayan sa pagsulat Nagkakaroon ng papaunlad na
kasanayan sa wasto at maayos na
pagsulat at paggamit sa mga
pamantayan sa pagsulat
B. Performance Nasususri ang mga impormasyon upang Nakikilala at nagagamit ang mga titik Nagagamit nang wasto ang bahagi ng Napipili ang gagamiting
Standard maunawaan ,makapgbigay kahulugan at upang makabuo ng salita. pananalita sa mabisang pamamaraan /mga pamamaraan ng
mapahalagahan ang mga tekstong pakikipagtalastasan upang ipahayag pagtuklas ng bagong kaalaman o
napakinggan at makatugon ng maayos ang sariling ideya ,damdamin at pagpapayaman ng dating kaalaman
karanasan
Nagkakaroon ng panimulang
kasanayan sa maayos na pagsulat ng
pakabit-kabit at sa paggamit ng mga
sangkap sa pagsulat
C. Learning Nasasagot ang mga simpleng tanong sa Napagsasama-sama ang mga ponema Nagagamit ang angkop na pananda sa Natutukoy ang mga bahagi ng aklat Nakapagbibigay ng lingguhang
Competency/ tekstong binasa upang mabasa ang mga salitang may pagtukoy ng pangngalang Naisusulat ng maayos ang mga maliliit pagsusulit
Objectives Nakapagbibigay ng maikling dalawa o higit pang pantig pambalana/ na letra gaya ng e, v, x, c, a, o, n, m, n,
panuto gamit ang pangunahing direksyon pantangi ng
Write the LC code for each. Nakasusulat sa kabit-kabit na paraan
na may tamang laki at layo ay
malalaking letra na may buntot gaya
ng J, Y, Z Iniwasto ni:
II. CONTENT Aralin 6: Aralin 6: Pagtukoy ng Pangngalan Bahagi ng Aklat Lingguhang Pagsusulit
Paggamit ng Direksyon sa Pagbibigay ng Pagbasa ng mga Salitang may Dalawa o Pagsulat ng J, Y,Z Pagsulat ng e, v, x, c, a, o, n, m, n, ng
Panuto Higit Pang Pantig
A. References K-12 CG p 24 K-12 CG p 23 K-12 CG p23 Summative test files

z 33-34 36-37
32-33 35-36
2. Learner’s Materials pages 82-86 86-88 89-92 93-98

3. Textbook pages
4. Additional Materials from Learning Resource larawan ng ferris wheel
(LR) portal
B. Other Learning Resource tsart ng kuwento, larawan ng mini train, flashcard ng mga salita laptop Tsart, larawan,plaskard
roller coaster, carousel
III. PROCEDURES
A. Reviewing previous lesson or presenting the Paunang Pagtataya Pagpasa ng takdang aralin Pagpasa ng kasunduan Balik aral sanakaraang aralin Awit
new lesson Pasagutan sa mga bata ang Sagutin Pag-awit ng Alpabetong Filipino
Natin sa LM.pahina 82
Itama ang sagot ng mga bata.
B. Establishing a purpose for the Masagot ang mga tanong sa binasang Makabasa ng mga salitang may dalawa Magamit ang angkop na pananda sa Matukoy ang mga bahagi ng aklat Pagbibigay ng pamantayan
lesson teksto at makapagbigay ng maikling o higit pang pantig pagtukoy ng pangngalang Maisulat ng maayos ang mga maliliit na
panuto pambalana/pantangi letra gaya ng e, v, x, c, a, o, n, m, n, ng
Makasulat sa kabit-kabit na paraan na Inihanda ni:
may tamang laki at layo ay malalaking
letra na may buntot gaya ng J, Y, Z
C. Presenting examples/ instances of the new Ipakita ang larawan ng ferris Ipagawa ang Tukoy Alam sa T.G pahina Ipagawa ang Tukoy Alam sa T.G Magpakita ng isang aklat. Pagsasabi ng panuto
wheel, carousel at roller 33 pahina 35 Ipakita ang ilang mga bahagi
GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject MATHEMATICS

OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of addition of Demonstrates understanding of
whole numbers up to 1000 including money. whole numbers up to 1000 including money. whole numbers up to 1000 including money. addition of whole numbers up to 1000
including money.
B. Performance Is able to apply addition of whole numbers Is able to apply addition of whole numbers up Is able to apply addition of whole numbers Is able to apply addition of whole
Standard up to 1000 including money in mathematical to 1000 including money in mathematical up to 1000 including money in mathematical numbers up to 1000 including money in
problems and real-life situations. problems and real-life situations. problems and real-life situations. mathematical problems and real-life
situations.
C. Learning Illustrates the properties of addition Illustrates the properties of addition To add 3-digit by 2-digit numbers with sums To add numbers with sums up to 1000 Administer Summative Test
Competency/ ( commutative ) and applies each in ( associative ) and applies each in appropriate up to 1000 without regrouping with regrouping
Objectives appropriate and relevant situations and relevant situations M2NS-Ig-27.4 M2NS-Ig-27.4
M2NS-Ig-26.3 M2NS-Ig-26.3
II. CONTENT Commutative Property of Addition Lesson 21 Adding Numbers Without Regrouping
Adding Numbers with Regrouping
Summative Test
Associative Property of Addition
A. References K-12 Curriculum Guide p.13 K-12 Curriculum Guide p.11 K-12 Curriculum Guide p.11 K to12 Curriculum Grade 2 – Summative test files
Mathematics
1. Teacher’s Guide 78 - 81 74-77 61 - 66 (softcopy) 67 - 70
pages
2. Learner’s Materials pages 50 - 52 47-49 40 - 42 42 - 44
3. Textbook pages
B. Other Learning Resource Book, Book, Real objects, cut-outs, Number Larawan, tarpapel, flashcards
Book, real Objects ,Show me board, cut- out
Book, Number Cards , Show me board
cards
III. PROCEDURES
A. Reviewing previous lesson or Drill: Game – “My Family Members” TG p. Commutative Property of Addition Game: “I DRILL - Basic Addition Facts using the Drill - Number Factory Song
presenting the new lesson 78 This activity shall be done in a contest Have My Partner” Materials: Sets of Number Window cards Review: STRATEGY: PUZZLE Tell the pupils to think of other
form. The teacher calls one pupil in each Cards Distribute two sets of cards to the pupils. GAME- “THE MAGIC OF ADDITION SQUARE” combinations with the sum of 25
group to answer the question while she TG page 82 TG p. 61
flashes the card.
B. Establishing a purpose for the Game- “Let’s Go Physical” Game – “Mystery Box of Knowledge” Story Problem Present a poster about “Save the Setting of standard
lesson This will be done by pairs. Prepare a box and labelled “My Mystery Box of This is Mark. He collected 23 4 empty Mother Earth Movement”
Each pair stands on tip toe on a cut-out of Knowledge” bottles on Saturday and 23 on Sunday. Can Ask: What can you do to help save the
heart - shaped paper. Fill the box with number cards from 1 to 9 you tell the number of bottles he collected earth?
Partners change position when they hear Call one member of each learning stations to for two days? The teacher will post the comics strip.
the music “Let’s Go Physical” Pairs of draw one card each from the Mystery Box of Ask the following questions: Say: let us read the dialogue on how to
partners who step out of the heart - shaped Knowledge ( TG page 82 ) 1. Who collected empty bottles save the earth. TG p. 68
paper are out of the game. The pair who 2. What did Mark collect?
survives win 3. When did he collect empty bottles?
C. Presenting examples/ Posing a Task Posing a Task: PERFORMING THE TASK Posing a Task Giving of instruction
instances of the new lesson Present a poster/drawing of a tree. Then, These are Ralph and Angelic counting their Present cut-outs of bottles. Divide the class into 5 working groups.
paste the cut-outs of birds in the different geometric toys. Let the pupil’s show the number of empty Distribute the counters (Popsicle sticks)
branches of a tree. TG p. 79 Let us help them. TG page 83 bottles Mark collected on Saturday and on Post the story problem.
Divide the class into 5 learning groups. Sunday. Present to the class the place value Then, call a pupil to read the problem
Distribute drinking straws in the absence of chart. TG p. 64 TG p. 68
geometric figures
Tell the pupils to use the said straws in
counting the number of geometric figures
mentioned in the problem.
D. Discussing new Performing a Task Performing the Task PROCESSING THE SOLUTIONS AND ANSWER Processing Supervising the test
concepts and practicing new Distribute cut outs of birds and ask pupils to Ask the pupils the number of balls, airplanes Ask: What will you do to find the total Ask the following questions:
skills #1 form an addition sentence. toys and marbles that Ralph and Angelic have. number of bottles which Mark had Who went to the backyard?
Write the given numbers on the board. Ask collected? What did they do in the backyard? How
one pupil to write the addition sentence on the Ask: In 234 what is the value of 4? many mangoes did Peter pick?
10 + 7 = 17; this time, rearrange the position board. What is the value of 3? How many mangoes did Paul pick?
of the addends such as: 5 + 3 + 8 = Ask: Can you add easily the three What is the value of 2? Where did they put the mangoes?
7 + 10 = 17 Let other pupils form addends at the same time? What should you Example 2- Using Expanded Form Method How many mangoes were in the
addition sentence out of the cut outs. do? basket? TG pages 69 -70
Ask them to write their answers on the
chart.
E. Discussing new concepts and Do “Activity 1” on page 50 Do “Activity 1” on page 52 Do “Activity 1” on page 40 Do “Activity 1” on page 42
practicing new skills #2
F. Developing mastery (leads to Do “Activity 2” on page 50 Do “Activity 2” on pages 52- 53 Do “Activity 2” on page 41 Do “Activity 2” on page 43
Formative Assessment 3)
G. Finding practical application of Do “Activity 3” on page 51 Do “Activity 3” on page 53 Answer the ff . Do “Activity 3” on page 413 Show honesty in answering the
concepts and skills in daily living Use the illustrations below to form 671 + 25 = test questions
mathematical sentence using commutative 456 + 12 =
property of addition. 345 + 34 =
679 + 10 =
945 + 22 =
H.Making generalizations What have you found out? Ask: To add three addends easily what should Ask: How do you add 2-3 digit numbers To add 3-2 digit numbers with
and abstractions about the lesson Tell the pupils that changing the order of the you do? What should you remember? without regrouping? We add first the ones, regrouping:
addends does not affect the sum. This Group the addends using the parenthesis tens and hundreds. We can add numbers Write the numbers in vertical column
property is called Commutative Property of using expanded form or short method. Add the numbers in the ones place.
Addition Regroup the sum of tens and ones.
Then add all the numbers in the tens
place. Add the numbers in the
hundreds place.
I. Evaluating learning Using the Commutative Property of Write the missing numbers Find the sum. Use expanded form and short Add the following: Recording the test resulte
Addition, reverse the addends and find the 1. (80 + 60) + 73 = 80 + (60 + 73) ______+ 73 = method. 1. 456 + 678 = _________________
sum. 80 + ______ 1. 527 + 60 = ____________ 2. 789 + 23 = _________________
1. 20 + 28 = _______ + _____ 2. (23 + 27) + 64 = 23 + (27 + 64) ______+ 64= 2. 429 + 70 = ____________ 3. 324 + 34 = _________________
__________ = _________ 23 + ______ 3. 312 4. 789 + 121 = _________________
2. 67 + 58 = ______ + ______ 3. (97 + 90) + 34 = 97 + (90 + 34) ______+34 = + 67 5. 547 + 89 =: _________________
__________ = _________ 97 + ______
3. 89 + 56 = ________+ _____ See TG p. 66
_______ = __________
4. 25 + 15 = _______ + _____
_________ + _________
5. 13 + 17 = _______ + _____
_________ = _________
J. Additional activities for Do “Gawaing Bahay” on page 42 Do “Gawaing Bahay” on pages 53 - 54 Do “Gawaing Bahay” on page 42 Do “Gawaing Bahay” on page 44 Challenge the pupils for the next
application or remediation test.
IV. REMARKS
V. REFLECTION
in the evaluation _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above
B.No. of learners
who require additional activities for _____ of Learners who require additional _____ of Learners who require additional activities _____ of Learners who require additional _____ of Learners who require additional _____ of Learners who require additional
remediation who scored below 80% activities for remediation for remediation activities for remediation activities for remediation activities for remediation
No. of learners who have caught up _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No
with the lesson
_____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the
lesson

require remediation _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require _____ of Learners who continue to require
remediation remediation remediation remediation remediation
worked well? Why ____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration
did these work? ____ Games ____ Games ____ Games ____ Games ____ Games
____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw
____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises ____ Answering preliminary ____ Answering preliminary
____ Carousel ____ Carousel ____ Carousel activities/exercises activities/exercises
____ Diads ____ Diads ____ Diads ____ Carousel ____ Carousel
____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Diads ____ Diads
____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS)
____ Differentiated Instruction ____ Differentiated Instruction ____ Differentiated Instruction ____ Rereading of Paragraphs ____ Rereading of Paragraphs
____ Role Playing/Drama ____ Role Playing/Drama ____ Role Playing/Drama Poems/Stories Poems/Stories
____ Discovery Method ____ Discovery Method ____ Discovery Method ____ Differentiated Instruction ____ Differentiated Instruction
____ Lecture Method ____ Lecture Method ____ Lecture Method ____ Role Playing/Drama ____ Role Playing/Drama
Why? Why? Why? ____ Discovery Method ____ Discovery Method
____ Complete IMs ____ Complete IMs ____ Complete IMs ____ Lecture Method ____ Lecture Method
____ Availability of Materials ____ Availability of Materials ____ Availability of Materials Why? Why?
____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn ____ Complete IMs ____ Complete IMs
____ Group member’s Cooperation in ____ Group member’s Cooperation in ____ Group member’s Cooperation in ____ Availability of Materials ____ Availability of Materials
doing their tasks doing their tasks doing their tasks ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn
____ Group member’s Cooperation in ____ Group member’s Cooperation in
doing their tasks doing their tasks
which my principal or supervisor can ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude
help me solve? ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
___ Recycling of plastics to be used as ___ Recycling of plastics to be used as Instructional ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as
Instructional Materials Materials Instructional Materials Instructional Materials Instructional Materials
G. What innovation or localized The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due The lesson have successfully delivered
materials did I use/discover which I ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn to: due to:
wish to share with other teachers? ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ complete/varied IMs ___ complete/varied IMs
___ worksheets ___ worksheets ___ worksheets ___ uncomplicated lesson ___ uncomplicated lesson
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ worksheets ___ worksheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: ___ varied activity sheets ___ varied activity sheets
___ Group collaboration ___ Group collaboration ___ Group collaboration Strategies used that work well: Strategies used that work well:
___ Games ___ Games ___ Games ___ Group collaboration ___ Group collaboration
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
activities/exercises activities/exercises activities/exercises ___ Answering preliminary ___ Answering preliminary
___ Carousel ___ Carousel ___ Carousel activities/exercises activities/exercises
___ Diads ___ Diads ___ Diads ___ Carousel ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Diads ___ Diads
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
Poems/Stories Poems/Stories Poems/Stories ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Poems/Stories Poems/Stories
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
Why? Why? Why? ___ Lecture Method ___ Lecture Method
___ Complete IMs ___ Complete IMs ___ Complete IMs Why? Why?
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
doing their tasks doing their tasks doing their tasks ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks
Noted by: Prepared by:

GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject ENGLISH
OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Reading comprehension Demonstrates understanding of sentence Demonstrates Demonstrates understanding of
Demonstrates understanding of paragraph construction for understanding of paragraph development to identify text
development to Identify text types correct expressions. sentence types Noted by:
construction for
correct expressions.
B. Performance Identifies correctly how paragraphs/ texts are Properly identifies and describes people, Properly identifie sand describes Identifies correctly how paragraphs/ texts
Standard developed. animals, people, animals, are developed
places, things and uses them in a variety places, things and uses them in a
of oral and variety of oral and
written theme-based written theme-based
activities activities
C. Learning Use words denoting sequences Identify nouns from the selection listened Recall how to form plural nouns by Give the main idea of the story listened to Administer Summative Test
Competency/ in telling their daily activities to adding -s EN1LC-Ic-1.1
Objectives EN2OL-Ia-j-1.1 Form plural nouns by adding -s Form plural nouns by adding -es
EN2G-If-g-2 EN2G-Ih-2.4
Write the LC code for each.
II. CONTENT Lesson 20: Words showing Lesson 21: Plural Form of Nouns by Lesson 22: More Rules: Plural Form Lesson 23: Doing it Right Summative Test
order of events Adding -s of Nouns Story: Mary and Martha on Duty
A. References K-12 CG p 30 K-12 Curriculum Guide p.22 K-12 Curriculum Guide p. K-12 Curriculum Guidep22 Summative test files
z 46 47-48 48-49 49-50
2. Learner’s Materials pages 63 - 64 65-66 67-68 71-73

3. Textbook pages
B. Other Learning Resource pictures, charts Pictures,tarpapel, chart Pictures,charts Chart, tarpapel, strips of cartolina
III. PROCEDURES
A. Reviewing previous lesson or Lead the pupils in singing “The Good Morning What are nouns? Write the plural of each ot the Answering wh questions in the story Song
presenting the new lesson Song” Give examples of nouns
following nouns.
_________
_________
B. Establishing a purpose for the Ask one pupil to tell something Ask pupils to look for nouns in the story Look at the pictures. Ask: Do you help your teacher clean your Setting of standard
lesson about one picture. Show pictures used listened to. classroom What do you usually do in
Prepared
previously. Write the pupils’ answers on the helping her in cleaning your classroom?
appropriate column: by:
-
C. Presenting examples/ instances of Introduce the use of words denoting sequences Ask pupils to give examples of singular Nouns ending in s, h, x Reading the story Giving of instruction
the new lesson like first, nouns. Limit the answers to nouns that kiss – kisses bush – bushes “Mary and Martha on Duty”
GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject MTB

OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Demonstrates understanding and Demonstrates understanding of grade level Demonstrates understanding of grade level Demonstrates the ability to read grade
knowledge of language grammar and usage narrative and informational texts. narrative and informational texts. level words with sufficient accuracy
of personal,possessive and object pronoun. speed, and expression to support
comprehension.
B. Performance Speaks and writes correctly and effectively Uses literary and narrative texts to develop Uses literary and narrative texts to develop Reads with sufficient speed, accuracy,
Standard for different purposes using og personal, comprehension and appreciation of grade level comprehension and appreciation of grade and proper expression in reading grade
possessive and object pronoun. appropriate reading materials. level appropriate reading materials. level text.
C. Learning Natutukoy ang mga panghalip na paari Nakikinig at nakikilahok sa talakayan ng grupo Nakikinig at nakikilahok sa talakayan ng Nababasa nang malakas ang mga Nakapagbibigay ng lingguhang
Competency/ (akin,iyo,kaniya) o ng klase sa tekstong binasa at napakinggan. grupo o ng klase sa tekstong binasa at babasahin o salitang para sa ikalawang pagsusulit
Objectives Nagagamit nang wasto ang mga panghalip Naisasalaysay muli ang kwentong binasa. napakinggan. baitang na may 95-100% kawastuhan at
na paari (akin, iyo, kaniya) Nababalikan ang mga mga detalye sa Naisasalaysay muli ang kwentong binasa. kahusayan
kuwentong napakinggan tulad ng tagpuan, Nababalikan ang mga mga detalye sa Naisusulat nang wasto ang mga salitang
mga tauhan at mahahalagang pangyayari sa kuwentong napakinggan tulad ng tagpuan, may diptonggo
kuwento. mga tauhan at mahahalagang pangyayari sa
Naipakikita ang pagsang-ayon at di-pagsang- kuwento.
ayon sa mga pangyayari sa kuwento Naipakikita ang pagsang-ayon at di-pagsang-
Naipakikita ang pagkaunawa sa kuwento sa ayon sa mga pangyayari sa kuwento
pamamagitan ng pagtalakay at pagsusunod- Naipakikita ang pagkaunawa sa kuwento sa
sunod sa mga pangyayari sa kuwento pamamagitan ng pagtalakay at pagsusunod-
sunod sa mga pangyayari sa kuwento
II. CONTENT Modyul 6 Ikaanim na Linggo Ikaanim na Linggo Modyul 6 Lingguhang Pagsusulit
Panghalip na paari Pakikinig at pakikilahok sa talakayan ng grupo Pakikinig at pakikilahok sa talakayan ng Pagbasa nang malakas ng mga
o ng klase sa tekstong binasa o napakinggan. grupo o ng klase sa tekstong binasa o babasahin o salitang para sa ikalawang
Muling pagsasalaysay ng kuwentong binasa. napakinggan. baitang na may 95-100% kawastuhan at
Detalye ng kuwentong napakinggan tulad ng Muling pagsasalaysay ng kuwentong kahusayan
tagpuan, mga tauhan at mahahalagang binasa. Salitang may diptonggo
pangyayari sa kuwento. Detalye ng kuwentong napakinggan tulad
ng tagpuan, mga tauhan at mahahalagang
pangyayari sa kuwento.
A. References K-12 CGp89 K-12 CG p89 K-12 CG p89 K-12 CG p Summative test files
1. Teacher’s Guide 50-53 53-54
pages 47-50 50-53
2. Learner’s Materials pages 39-40 41-43 43-44
41-43
3. Textbook pages
B. Other Learning Resource tarpapel tsart ng kuwento, tsart ng kuwento, larawan tarpapel tsart ng kuwento, larawan tarpapel tarpapel tsart
larawan
III. PROCEDURES
A. Reviewing previous lesson or Ipahula sa mga bata kung ano ang salitang Paghahawan ng balakid Paghahawan ng balakid Pagbasa ng mga salita napag-aralan na. Awit
presenting the new lesson mabubuo. (sa pamamagitan ng pahiwatig ng (sa pamamagitan ng pahiwatig ng
Ang tinutukoy ay ang kausap mo. Kapag ang pangungusap) pangungusap)
yo ay dinagdagan ng isa unahan ano ang . namamanglaw- . namamanglaw-
salita namabubuo? Si Lisa ay namamanglaw sa kanilang bahay. Si Lisa ay namamanglaw sa kanilang bahay.
2.Sinasabi mo sa kausap mo na iyo ang isang Nalulungkot siya dahil siya‟y nag-iisa at walang Nalulungkot siya dahil siya‟y nag-iisa at
bagay. Kapag tinanggal ang o sa salitang ako kasama. walang kasama.
at pinalitan ng in ano ang salitang mabubuo? 1.2 kasunduan 1.2 kasunduan
Nagkaroon ng kasunduan ang magkaibigan. Nagkaroon ng kasunduan ang magkaibigan.
Kukunin lamang ni Unggoy ang puno kung Kukunin lamang ni Unggoy ang puno kung
bibigyan siya ni Pagong ng kalahati ng puno. bibigyan siya ni Pagong ng kalahati ng puno.
(sa pamamagitan ng larawan) (sa pamamagitan ng larawan)
B. Establishing a purpose for the Ipabigkas at ipasulat angtamang baybay ng Magtanong kung ano ang mga hayop na nakita Magkaroon ng paligsahan sa pagbasa at Basahin ang tugma. Pagbibigay ng pamantayan
lesson mga salita sa pisara. na at ipalarawan ito. pagbaybay. Ang batang magiliw
Ipagamit ito sa pangungusap Itanong kung nakakita na at ano ang masasabi Bibigkasin ko ang salita isulat ito sa pisara at Marami ang naaaliw
nila sa unggoy at pagong . basahin nang malakas. Ang maraming Sa puso‟y di kailanman ibibitiw
tamang sagot ang panalo Nang mga taong gumigiliw
C. Presenting examples/ Ipahawak sa mga mag-aaral ang mga bagay Pangganyak na Tanong Magtanong kung ano ang mga hayop na Ipabasa ang mga salitang may Pagsasabi ng panuto
instances of the new lesson tulad ng walis, basahan, bunot, mop, Magkaibigan ba o magkaaway sina pagong o nakita na at ipalarawan ito. diptonggo mula sa kuwentong “Si
(Gamitin ng guro ang salitang iyo, akin at unggoy? Itanong kung nakakita na at ano ang Unggoy at si Pagong”sa LM.
kaniya sa pamamahagi ng mga bagay na masasabi nila sa unggoy at pagong .
panlinis.) Paano kayo nakatutulong sa
paglilinis ng inyong tahanan ?Ano ang
nagagawa mo?
D. Discussing new Ipabasa nang pabigkas ang diyalogo sa LM. Ipabasa ang kuwento sa LM. Pangganyak na Tanong Sa anong pinagsamang patinig at Pagsagot sa pagsusulit
concepts and practicing new Magkaibigan ba o magkaaway sina pagong o katinig nagtatapos ang mga salita?
skills #1 unggoy?
E. Discussing new concepts and Tungkol saan ang diyalogo? Pagsagot sa pangganyak na tanong Ipabasa ang kuwento sa LM. Ano ang tawag sa mga salitang may
practicing new skills #2 Paano natapos ang gawain?Sa iyong palagay Magkaibigan ba o magkaaway sina Pagong at tunog na nabubuo sa pagsasama ng alin
bakit natapos nila ang gawain?Tama ba ang Unggoy?Bakit? man sa limang patinig na a,e,i,o,at u at
kanilang ginawa?Bakit? ng katinig na w o y
Ano ang napansin ninyo sa ilang salita sa
diyalogo?
F. Developing mastery (leads to Gawain 1 Ipagawa ang pangkatang gawain. Pagsagot sa pangganyak na tanong Basahin ang sumusunod na mga
Formative Assessment 3) Piliin ang wastong panghalip na paari upang Magkaibigan ba o magkaaway sina Pagong salitang may
mabuo ang maikling kuwento. at Unggoy?Bakit? diptonggo nang wastong bigkas. Sipiin
ang mga ito
sa kuwaderno nang may tamang
espasyo.
G. Finding practical application of Ano ang sasabihin mo sa sumusunod na Paglinang sa Kasanayan Pag-uulat ng bawat pangkat sa nakaraang Bawat bata ay papagbigayin ng mga Magpakita ng katapatan sa
concepts and skills in daily living sitwasyon? Gamitin ang iyo, akin,o kanya. a. Ano ang pamagat ng kuwento? araw. salitang diptonggo, ipasulat sa papel at pagsusulit.
1.Nakita mong may bagong biling damit ang Sino-sino ang tauhan sa kuwento? ipabigkas ang wastong baybay nito.
iyong ina. Nais mong tanungin kung para sa Saan naganap ang kuwento?
iyo ang kaniyang binili. . Ano-ano ang katangian ni Unggoy?
Ano-ano ang katangian ni Pagong?
Ano-ano ang kanilang pagkakatulad?
Ano-ano ang kanilang pagkakaiba?
H.Making generalizations Ano ang tawag sa mga salitang iyo,akin, Ano ang dapat isaalang-alang sa muling Pagsagot sa mga tanong. Paano ang wastong pagbasa/pagbigkas
and abstractions about the lesson kaniya? pagsasalaysay ng kuwento? ng mga salitang may diptonggo?
Ano ang panghalip na paari? Paano ang wastong pagsulat ng mga
Ipabasa ang Tandaan sa LM. salitang may diptonggo?
Ipabasa ang Tandaan sa LM.
I. Evaluating learning Gawain 2 Ano ang dapat isaalang-alang sa muling Magdikta ng mga salitang diptonggo at Itala ang mga puntos ng mag-
Isulat ang wastong panghalip na paari sa pagsasalaysay ng kuwento? ipagamit ito sa pangungusap. aaral.
bawat patlang.
J. Additional activities for Bumuo ng limang pangungusap. Gamitin ang Magdala ng larawan ng unggoy at pagong Iguhit si unggoy at pagong ayon sa Sumulat ng limang salita na may Bigyan ng paghahamon ang mga
application or remediation panghalip na iyo, akin at kaniya.Gawin ito sa pangyayari s kuwento. diptonggo. mag-aaral para sa susunod na
sagutang papel. pagtataya.
IV. REMARKS
V. REFLECTION
_____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above _____ of Learners who earned 80% above
in the evaluation
B.No. of learners
_____ of Learners who require additional activities for _____ of Learners who require additional activities for _____ of Learners who require additional activities for _____ of Learners who require additional activities _____ of Learners who require additional
who require additional activities for remediation remediation remediation for remediation activities for remediation
remediation who scored below 80%
_____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No _____Yes _____No
No. of learners who have caught
up with the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson _____ of Learners who caught up the lesson

_____ of Learners who continue to require remediation _____ of Learners who continue to require remediation _____ of Learners who continue to require remediation _____ of Learners who continue to require _____ of Learners who continue to require
require remediation remediation remediation
____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration ____ Group collaboration
worked well? Why ____ Games ____ Games ____ Games ____ Games ____ Games
did these work? ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw ____ Solving Puzzles/Jigsaw
____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises ____ Answering preliminary activities/exercises
____ Carousel ____ Carousel ____ Carousel ____ Carousel ____ Carousel
____ Diads ____ Diads ____ Diads ____ Diads ____ Diads
____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS) ____ Think-Pair-Share (TPS)
____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories ____ Rereading of Paragraphs Poems/Stories
____ Differentiated Instruction ____ Differentiated Instruction ____ Differentiated Instruction ____ Differentiated Instruction ____ Differentiated Instruction
____ Role Playing/Drama ____ Role Playing/Drama ____ Role Playing/Drama ____ Role Playing/Drama ____ Role Playing/Drama
____ Discovery Method ____ Discovery Method ____ Discovery Method ____ Discovery Method ____ Discovery Method
____ Lecture Method ____ Lecture Method ____ Lecture Method ____ Lecture Method ____ Lecture Method
Why? Why? Why? Why? Why?
____ Complete IMs ____ Complete IMs ____ Complete IMs ____ Complete IMs ____ Complete IMs
____ Availability of Materials ____ Availability of Materials ____ Availability of Materials ____ Availability of Materials ____ Availability of Materials
____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn ____ Pupils’ eagerness to learn
____ Group member’s Cooperation in ____ Group member’s Cooperation in ____ Group member’s Cooperation in ____ Group member’s Cooperation in ____ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude ___ Pupils’ behavior/attitude
which my principal or supervisor ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs ___ Colorful IMs
can help me solve? ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology ___ Unavailable Technology
___ Recycling of plastics to be used as Instructional ___ Recycling of plastics to be used as Instructional ___ Recycling of plastics to be used as Instructional ___ Recycling of plastics to be used as ___ Recycling of plastics to be used as
Materials Materials Materials Instructional Materials Instructional Materials
G. What innovation or localized The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
materials did I use/discover which I ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
wish to share with other teachers? ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
Noted by: Prepared by:

GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject MAPEH
OBJECTIVES
07/01/19 07/02/19 07/03/19 07/04/19 07/05/19
A. Content Standard Demonstrates basic understanding of sound, Demonstrates understanding on lines, Demonstrates understanding of Demonstrates understanding of the
silence and rhythmic patterns and develops shapes and colors as elements of art, and body shapes and body actions in importance of respecting differences and
musical awareness while performing the variety, proportion and contrast as preparation for various movement managing feelings.
fundamental processes in music principles of art through drawing activities
B. Performance Responds appropriately to the pulse of sounds Creates a composition /design by Performs body shapes and actions Demonstrates respects for individual
Standard heard and performs with accuracy the rhythmic translating one’s imagination or ideas that properly. differences and managing feelings in
patterns in expressing oneself others can see and appreciates healthful ways.
C. Learning Creates simple ostinato patterns in measures of Draws from an actual still life Demonstrate locomotors skills in Expresses feelings in appropriate ways Administer Summative Test
Competency/ 2s, 3s, and 4s with body movements arrangement. response to even & uneven music.
Objectives MU2RH-Id-e-6 A2EL-Id Recognize simple folk dance
rhythmic routines.
Write the LC code for each. PE2MS-Ia-h-1
II. CONTENT Imitates and replicates a simple series of ARALIN 6 - STILL LIFE Lesson 1.3.2 Lesson 1.5Expressing Feelings in Summative Test
rhythmic sounds. RHYTHMIC ROUTINES Appropriate Ways
A. References K-12 CGp.16 K-12 CGp17

K-12 CG p16
K to 12 Curriculum Guide Summative test files
MAPEH 2
z p. 11-13 122-124 185-89 Pages 321-323
2. Learner’s Materials pages P 183-185 310 Page 397-400

3. Textbook pages Noted by:
B. Other Learning Resource Chart/tarpapel crayons, bond paper and pictures or real DVD, CD, Pictures pictures, activity cards
Mp3 objects
III. PROCEDURES
A. Reviewing previous lesson or Play a simple rhythmic Song 1. Drill Laro: Itaas ang kamay kung tama ang Song
presenting the new lesson pattern of steady beats Instruction: Use the 2 time ginawa ng tauhan sa bawat kaisipan at
learned in the past lesson. signature in demonstrating the kaliwang kamay kung mali.
different simple dance. 4
Example:
Leron Leron Sinta
B. Establishing a purpose for the Chant by 4's steady beats Look at the things around us. What doyou Show pictures of dance partners in Ipakita ang cover picture.Magbigay ang Setting of standard
lesson see? different movements bawat bata ng kaisipan ukol dito.
( see chart )
C. Presenting examples/ instances of The teacher clap 4x then the Show picture of a flower. Activity 1 Sagutin ang mga katanungan sa cover Giving of instruction
the new lesson pupils will imitate. In as much as you learned already picture. Prepared
the movement skills of the pictures by:
above, what do you think are the
dance steps shown? Can you
recognize the movements?
Box No. 1

Grade 2 DLL Week 6

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GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject ESP

D. No. of learners who continue to

Iniwasto ni: Inihanda ni:

OLIVE M. TAYAG MIRDEN FERNANDEZ

A. References K-12 CG p 24 K-12 CG p 23 K-12 CG p23 Summative test files

2. Learner’s Materials pages 82-86 86-88 89-92 93-98

GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject MATHEMATICS

D. No. of learners who continue to

OLIVE M. TAYAG MIRDEN FERNANDEZ

III. LEARNING RESOURCES

2. Learner’s Materials pages 63 - 64 65-66 67-68 71-73

GRADE 1 to 12 School MARCOS VILLAGE ELEMENTARY SCHOOL Subject MTB

D. No. of learners who continue to

Noted by: Prepared by:

OLIVE M. TAYAG MIRDEN FERNANDEZ

A. References K-12 CGp.16 K-12 CGp17

2. Learner’s Materials pages P 183-185 310 Page 397-400

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