this on this activity sheet.

Then, let them share the poem to the

June 29, 2016 Wednesday class.
A New Friend
Flag Raising Ceremony 7:30 – 7;40
One day at school _______ found a_______.
Edukasyon sa Pagpapakatao 7:40 – 8:10 It belonged to someone who is _______ and _______.
________ asked, “Is this your ______?”
I. Layunin: “Yes, it is,” said the friendly ______.
Nakatutukoy ng mga damdamin na nagpapamalas ng katatagan ng Encourage pupils to ask questions about the poem created by their
kalooban. classmate.
Learning Activities
II, Paksang Aralin: 1. Oral Language and Vocabulary Development
a. Hawak Ko: Tatag ng Loob (Katatagan ng Loob (Fortitude) Activity 1: Look and Tell
b. Mga Kagamitan: Manila paper, pentel pen, 4 na malalaking Have pupils study the Pictures
metacard na may nakasulat na mga pamagat ng nakalarawan sa
5 5
Aralin 1, manila paper na may ilustrasyon tulad ng nasa Isapuso
Natin (Isa sa bawat pangkat), tig-iisang graphic organizer kagaya
ng nasa Isapuso Natin Gawain 2 at Subukin Natin
5 5
III. Pamamaraan: Picture
of a girl
Ipabasa nang tahimik sa mga mag-aaral ang panimulang salita.
Magsisilbi itong motibasyon upang maihanda ang kanilang
damdamin sa pag-aaralang leksyon. Magbigay ng mga tanong na
hahamon sa kanilang kakayahan para makapag-isip para sa 5 5

talakayang mangyayari.
5
Alamin Natin
Inaasahan na nakagawa ka na ng mga metacard o mga drawing na Listen and Repeat
gagamitin mo sa klase. Ito ang ipapaskil mo sa pisara o sa bulletin Play
board. Pagsumikapang magawa ito bago pa pumasok ang mga house
(A
bata sa loob ng silid-aralan upang sa kanilang pagdating ay Fairy doll
hobby) Christmas Basketball
magkaroon sila ng “Aha!” na pag-uugali at kaisipan. Tale ball
painting
1. Gumawa ng malalaking metacards ng sumusunod. toy car
Batang Sumasali sa Talakayan toy train
Batang Umaawit Story Play
Batang Nakikipag-usap sa may katungkulan Hobby Holiday Sport
book things
Batang umaakyat sa palo-sebo Complete each sentence with three correct word or words.
2. Ipaskil sa dingding ang mga larawan. 1. Cinderella is my favorite _____________________.
3. Ipagawa sa mga mag-aaral ang Aralin 1. 2. Collecting dolls is my favorite_________________.
4. Pumili ng ilang mag-aaral upang ipaliwanag ang kasagutan. 3. Ball, doll, toy car, marbles, and tops are _________________.
MTB – MLE 8:10 – 9:00 4. Christmas is the happiest _______________________.
5. Basketball is a popular_________________________.
I. Objective: Presentation
Relate one’s own experiences and ideas related to the topics using Listen, Read, and Repeat (Refer TG p.28)
a variety of words with proper phrasing and intonation. Comprehension Check
Ask:
II. Subject Matter: 1. Who are talking in the dialog?
a. Writing poems, riddles, chants, and raps 2. What are they talking about?
b. Materials: Realia, pictures, small books, 3. Who collects toy cars?
Song: The More We Get Together, 4. Who collects dolls?
Story: Helping is Fun (Poem), At the Park, 5. What does and collect?
Poem: A New Friend, True Friends 6. Do you collect things? What do you collect?
Act out the Dialog
III. Procedure: Practice reading the lines. Role Play the dialog.
A. Pre-Assessment Think, Pair, Share
Teacher models reading of the short poem with proper expression, Think about these questions:
intonation and phrasing. 1. What food do you like?
Have the pupils read it by rows, by pairs and individually. 2. What TV program do you watch?
A New Friend 3. What place do you want to go to?
By: Nelia D. Bamba 4. Who are your friends? Why do you like them?
One day at school Willy found a ball. 5. What things do you like to do with your friends
It belonged to someone who is young and small. 6. Get a partner and talk about it.
Willy asked, “Is this your toy?” 7. Share with your group or the whole class what you talked about.
“Yes it is,” said the friendly boy.
And friends they became. IV. Evaluation;
Have the pupils arrange the events in the story in order by writing Teacher may give points in every group based on their
the numbers 1– 4 on the blanks. performance during role playing.
______ He found out that the toy belonged to a young boy.
______ Willy and the boy became friends. V. Assignment:
Have the pupils create their own version of the poem. Ask Study further at home.
them to substitute some words to the underlined. Have them write Filipino 9:00 – 9:50
 V. Takdang Aralin: Isagawa sa sariling pamamahay ang mga
I. Mga Layunin: natutunang magandang asal.
1. Nasasagot ang mga tanong tungkol sa napakinggang kuwento.
RECESS 9:50 – 10:05
2. Nagagamit ang magagalang na pananalita sa pagbati, pakikipag-
usap, at paghingi ng paumanhin. Mathematics 10:05 – 10:55

II. Paksang Aralin: I. Objective:

a. Paggamit ng Magagalang na Pananalita Order numbers up to 10 000 in increasing or decreasing order
b. Kagamitan: LM, tsart, kopya ng dayalogo “Ang Mahal kong
Lolo at Lola” II. Subject Matter:
a. Ordering Numbers up to 10 000
III. Pamamaraan: b. Materials: Flats, longs, and squares; pictures/illustrations;
1. Tukoy-Alam charts/tables; activity cards;
Ipalarawan sa mga bata ang kanilang lolo at lola. number line; counters
Hayaang ibahagi ng mga bata ang kanilang karanasan tungkol sa
kanilang lolo at lola. III. Procedure:
2. Paglalahad A. Preliminary Activities
Pagpapalawak ng Talasalitaan 1. Drill
Piliin sa loob ng panaklong ang kasingkahulugan ng salitang may a. Using the flash cards, have the pupils give the place value of a
salungguhit. digit in the number. (Say the digit as the card is flashed.)
1. Dumalaw si Lea sa kaniyang kaibigang may-sakit. Example: 7 634 (six) 4 351 (four)
( bumisita, nagtampo, nagpaalam ) b. Using another set of flash cards, have the pupils give the
2. Masarap tumira sa probinsiya dahil payak ang pamumuhay number that comes before or after the number that is flashed.
doon. Example: 4 723 ________ _________ 2 391
( maingay, simple, marumi) 2. Review
3. Maraming magandang tanawin ang makikita sa probinsiya ng a. Play a game between pairs.
Ilocos. 1) Provide each pair of pupils a small circle of cardboard with the
( lungsod, bayan, lalawigan) word “more” on one side and the word “less” on the other side.
4. Sabi ng tatay ko, manang-mana ako sa kaniya dahil pareho Also give them a set of number cards with 4- to 5-digit numbers
kaming mabait. written on them.
( magkaiba, magkatulad, magkabagay) 2) Have each pair lay one of their number cards on the table face
Sabihin ang pamagat ng babasahing teksto. down.
Itanong: Ano kaya ang nangyari kina Lolo at Lola? 3) Have one pupil throw the circle cardboard in the air. As the
Isulat ang hula ng mga bata sa pisara. cardboard lands on the table or the floor, the pupils check and find
3. Pagtalakay at Pagpapahalaga out which side lands up. If it is “more,” the pair whose number is
Basahin nang malakas sa mga bata. greater earns a point. If the “less” side lands up, then the pair
(TG p.14 “Ang Mahal kong Lolo at Lola”) whose number is less gets the point. (Let the class decide which of
Itanong : the numbers is more or less.)
Sino ang pangunahing tauhan sa kuwento? 4) Have the pupils place another set of number cards on the table,
Kailan dumalaw ang pamilya ni Benjie sa Bicol? and then repeat the same procedure.
Bakit sinabi ng lolo na hindi na dapat kumikilos ang lola ni 5) The pair to earn 3 out of 5 points wins the game.
Benjie? b. Study each pair of numbers, and then, answer the following
Paano mailalarawan ang batang si Benjie? questions.
Ano-ano ang magagalang na pananalitang ginamit ni Benjie sa What digit or digits will you write in the blank to make the
usapan? number greater than the number on the right?
Ano-ano ang magagalang na pananalitang ginagamit sa pagbati? 1) 4 __37 4 794
Ano ang dapat tandaan sa pakikipag-usap sa mga matatanda? 2) __143 1 268
(Bigyang-diin na ang paggamit ng po at opo ay kaugalian lamang 3) 7 8__ 9 7 861
ng mga What digit or digits will you write in the blank to make the
Tagalog. Ang mga Bisaya at iba pang pangkat etniko ng Pilipinas number less than the number on the left?
ay hindi gumagamit nito, at hindi ibig sabihin na sila ay hindi na 1) 4 763 __ 457
magagalang na 2) 5 994 5 __58
Pilipino. Sa halip, sa tono, intonasyon at diskurso makikita ang 3) 6 745 6 74____
paggalang.) 3. Motivation
Paano pa maipakikita ang pagiging magalang sa mga nakatatanda? Call on pupil volunteers to stand in front and arrange themselves
Ano ang dapat sabihin kung nais humingi ng paumanhin? from tallest to shortest.
4. Pagpapayamang Gawain Ask: How many pupils are there?
Pangkatin ang klase. What do you notice about their arrangement? How are they
Magpagawa ng isang dula-dulaan na nagpapakita ng arranged?
- magalang na pagbati Who can come up front and arrange all your classmates in order
- pakikipag-usap sa nakatatanda from tallest to shorter/shortest to tallest?
- pakikipag-usap sa mga hindi kakilala B. Developmental Activities
- paghingi ng paumanhin 1. Presenting the Lesson
5. Paglalahat a. Show a clothesline with two numbers (6 392 and 4 354) pinned
Ano ang natutuhan mo sa aralin? on it.
Let the pupils read the numbers.
IV. Pagtataya: Maaaring bigyan ng karampatang marka ang mga
bata batay sa ipinakita nilang dula-dulaan.
 IV. Evaluation:
1) These are the school population of four elementary schools.
Arrange them in increasing order.
3 427 2 564 1 976 2 839
________ ________ ________ ________
2) These are the number of people in four barangays.
Say: What if there is another number like 5 253? Where should it Write the numbers in decreasing order.
be placed so that the numbers are arranged from greatest to least? 4 745 6 983 9 357 7 450
(Answer: between 6 392 and 4 354) ________ ________ ________ ________
Ask: Why should it be placed in that position? (because 5 253 is
less than 6 392, but greater than 4 354 and we are following the V. Assignment:
decreasing order) Answer Activity 4 p.31 of your LM.
What if there is another number like 2 998? Where should it be Remedial Instruction 10:55 – 11:15
placed?
(Answer: after 4 354)
School-Wide Synchronized Reading 1:00 – 1:30
Why? (to arrange the numbers in order from greatest to least)
Remember that you are arranging the numbers from greatest to
least. Science 1:30 – 2:20
Remind pupils that when the numbers are arranged in decreasing Handled by Science Teacher Mrs. Norma A. Pajarito
order, the arrangement starts with the greatest number and ends
English 2:20 – 3:10
with the least number.
Ask: If the numbers were arranged from least to greatest or in
I. Objective:
increasing order, how will the arrangement be done? Which
Realize that a smart person can usually think about the different
number should come first? second? third? last?
ways of solving problems.
Tell pupils that when the numbers are arranged in increasing
order, the arrangement starts with the least number and ends with
II. Subject Matter:
the greatest number.
a. Stone Soup adapted from a Hungarian Folktale by Esperanza
2. Performing the Activities
Diaz-Cruz
a. Divide the pupils into two groups and let them continue
b. Materials: Copy of “Stone Soup”, Word/Sentence strips,
“hanging” all the numbers in the clothesline. The first group is to
Pictures of traveler, village, pan, pot, Prediction Chart, LM –
hang the numbers in increasing order by comparing first the digits
Activity 22 pp. 32, LM Activities 23-25 pp. 33
with the highest place value; in this case the thousands place.
6 392 2 998 4 354 5 253
III. Procedure:
Let another group do the hanging of another set of numbers on a
*Pre-Reading
clothesline in decreasing order.
Unlocking of key words in the story using pictures, role play
1 463 5 678 3 975 7 123
*Divide the class into groups with group names based on the word
b. Give 2 sets of number cards to the two groups. Instruct one
STONE and have each group play the Think, Ask and Up.
group to arrange the first set of number cards in increasing order
*Let pupils fill up the first column of the Prediction Chart
and the second group to arrange their cards in decreasing order.
*Reading
Tell them that this is a timed activity (5 minutes).
Read text using Chunking Method
Set 1 : 4 163, 3 985, 5 421, 2 134, 3 154
*Post Reading: Allow pupils to answer second column of the
Set 2 : 6 789, 1 567, 4 678, 1 987, 5 234
Prediction Chart
Tell them to copy the arrangements done on their paper later.
*Wrap-up discussion
3. Processing the Activities
*Engagement Activities:
Call on each group to post their work on the board. Have the
· Let pupils write 2 – 3 sentences commending the best trait of the
pupils focus on what had been posted. Let them check if all the
traveler.
numbers were arranged correctly.
Ask: How can you say that the numbers were arranged in
IV. Evaluation:
increasing order? in decreasing order?
Which part of Stone Soup did you like best? Draw it on the sheet.
If I have another number like 6 835, where would I place it in the
Then, write one or two sentences about your drawing.
first set? Why?
If I have another blank card and wanted to place it after the second
V. Assignment:
number in the second set, what number should be written on the
Soup Recipe On a clean sheet of paper, draw the traveler’s stone
card?
soup recipe. Write the ingredients inside the pot. Write one or two
Can we write the numbers in a column? If yes, how will they be
sentences about the soup.
arranged? (Many possible answers)
Which way of arranging numbers do you prefer, vertical or
horizontal? Why?
4. Reinforcing the Concept
Ask the pupils to answer the exercises under Activities 1 and 2 5.
Summarizing the Lesson
How do we arrange numbers in decreasing order? Araling Panlipunan 3:10 – 3:50
How do we arrange numbers in increasing order?
To arrange numbers in increasing or decreasing order, compare I. Layunin:
two numbers at a time, starting from left to right. Find out which is Natutukoy ang mga katangian ng lalawigan sa sariling rehiyon
greater or lesser, then put them in the right order. batay sa lokasyon, direksyon, laki at kaanyuan.
6. Applying to New and Other Situations
Ask the pupils to answer the exercises under Activity 3 of the LM. II. Paksang Aralin:
a. Katangian ng mga Lalawigan sa Rehiyon
b. Kagamitan: Concept map ng katangian ng mga lalawigan sa
isang rehiyon, mapa ng sariling rehiyon, puzzle ng sariling rehiyon
III. Pamamaraan:
A. Panimula:
1. Maghanda ng limang set ng mapa ng sariling rehiyon (Maaring
dagdagan ang set ng puzzles batay sa dami ng lalawigan sa
sariling rehiyon). Kasama na sa set ang buong mapa na gagayahan
at ang mga puzzle pieces na ang mga hugis ay katumbas ng mga
hugis ng iba’t ibang lalawigan ng Rehiyon
2. Pangkatin ang mga mag-aaral ayon sa dami ng set at ipabuo ang
mapa ng rehiyon.
3. Pagkatapos mabuo ang puzzle, itanong ang mga
sumusunod sa mga mag-aaral:
 Anong mapa ang nabuo mula sa puzzle?
 Ilang bahagi/ kulay ang bumubuo sa puzzle? Ano-ano kaya ang
mga ito?
 Paano nagkakaiba ang mga bahaging bumubuo sa mapa?
4. Ituon ang pansin ng mga mag-aaral sa Panimula sa kanilang
LM. Talakayin ang inaasahang matutunan ng mga mag-aaral sa
Aralin 4.
5. Ipabasa ang mga tanong sa Alamin Mo ang LM at sabihin na
sasagutan nila ang mga tanong pagkatapos ng aralin.
B. Paglinang
1. Ipabasa ang aralin sa Tuklasin mo ng kanilang LM at pasagutan
ang mga sumusunod na tanong sa kanilang sagutang papel
2. Talakayin ang sagot ng mga bata. Sa pagtalakay ng mga sagot,
maaring magsagawa ng sariling stratehiya katulad ng paunahan ng
mga pagsagot ng mga pangkat o pakontest.
(Paalala: Sa pagtalakay ng mga sagot, ituon ang pansin ng mga
mag-aaral sa nabuong mapa lalo sa direksyon at ang relatibong
lokasyon ng mga lalawigan sa rehiyon)
3. Magpakopya ng Gawain A at ipagawa sa bawat mag-aaral.
Maaring gawing pangkatan ayon sa kakayahan ng mga mga-aaral.
4. Pangkatin ang klase sa lima (ayon sa dami ng lalawigan sa
sariling rehiyon)at ipagawa ang Gawain B sa LM.
IV. Pagtataya:
Bigyan ng karampatang puntos ang nagawa ng mga bata.
V. Takdang Aralin;
Pag-aralan ang paksang natalakay sa araw na ito.
Physical Education 3:50 – 4:30
I. Objectives:
1. Walk in different directions with proper body mechanics
2. Move in different directions in response to sounds and music
3. Perform flexibility exercises while singing
4. Enjoy and have fun in walking activities
II. Subject Matter:
a. Let’s Walk and Sing: Walking and Flexibility Exercises
b. Materials: CD ,cassette, laptop, pictures
III. Procedure:
A. Routinary Activities:
1. Checking of attendance and PE uniform (appropriate attire for
physical activities)
2. Warm-up activities
(Note to the teacher: warm –up activities must be done before the
activity)
a. Refer to Lesson 1 on warm up exercises. (You can use music to
accompany the movement)
b. Pupils must do the stretching exercises. (Refer to TG p.17-18
for the instructions on how to do stretching exercises)
B. Preparatory Activities:
Ask the pupils to perform any movement based on the following
song:
Song: Tong tong tong tong Pakitong kitong
Tong tong tong tong Pakitong kitong
Alimango sa dagat, malaki at masarap
Mahirap mahuli, sapagkat nangangagat. (Repeat)
(Sing this using different vowels.)
Ask: What animal was mentioned in the song?
What actions can you create for the song?
What parts of your body did you use in doing the movements?
Are these movements locomotor or non- locomotor? Why?
C. Developmental Activities:
Activity 1 SPOT THE DIFFERENCE
Show pictures of
Boy walking/ Kyphosis Boy Boy walking w/ Boy w/
correct posture correct posture knocked knees
A B C D
 What can you see in the pictures?
A and B? Boy walking w/ Incorrect posture/Hunchback Boy
C and D? Boy walking w/ Correct posture/Boy w/ knocked knees
 Compare the pictures A and B. These both Boy show incorrect
posture
 Who walks properly, the boy in picture C? or the one in picture
D?
 Who can demonstrate proper walking?
Pupil will demonstrate proper body mechanics.
Activity 2 WALKING ALL THE WAY
Direction: Group the pupils into four columns, with five for each
line. Upon signal of the teacher (whistle), the pupils will execute
walking with proper body mechanics (with music).
(Note for the teacher: The activity should allow you to identify
pupils with postural problems.)
What can you say about walking activity?
D. Generalization:
Walking properly in different directions is an enjoyable activity
that will help the proper functioning of our body system.
Values infusion: Patience and Discipline are important when
playing with classmates.
E. Application
LET’S DO IT
 Wring the Dishrag
Choose a partner. Face your partner and join hands. Raise one pair
of your joined hands while lower the other.
Turn your bodies under the raised hands until you both end in a
back-to back position.
(Refer to TG p.19 for the illustration)
D. Closing Activity:
Now, let’s sing a song with actions.
Song: Maliit na Gagamba
Maliit na gagamba umakyat sa sanga
Dumating ang ulan itinaboy sila
Sumikat ang araw natuyo ang sanga
Maliit na gagamba palaging Masaya
IV. Evaluation:
Answer the following question with YES or NO.
1. Do you walk with arms raised upward? _______
2. Do you walk crisscrossed? _______
3. Do you walk with knees bent? _______
V. Assignment:
A. Use proper body mechanics while walking.
B. Practice at home the flexibility exercises that you have learned.
Ground Improvement 4:30 – 4:50
 ng pagsusuring pansarili – maaaring ito ay kanila nang naranasan o
Flag Retreat 4:50 – 5:00
hindi pa.
1. Pasagutan sa mga mag-aaral ang Gawain 1 sa Kagamitan ng Mag-
aaral. Sundin ang nasa ibaba bilang pagbibigay halaga sa sagot ng mga
mag-aaral
0 -12 - wala pang katatagan ng loob
13 -25 - may kaunting katatagan ng loob
26-38 - may katatagan ng loob subalit maaari pang paunlarin
39-50 - matatag ang loob
(Tagubilin sa guro. Isa-isa ang pagpapakita ng kinalabasan ng
pagtataya upang hindi mapahiya ang mga bata.)
Gawain 2
Sa Pangkatang Gawain, ihanda sila sa mga alituntunin na iyong nais na
mangyari. Makabubuting maintindihan nila ang normal na ingay
subalit hindi ito dapat nakaiistorbo sa ibang pangkat. Pagsumikapan
din na muling magamit ang sosyo-etikal na teorya para sa pagkatuto.
1. Pangkatin ang mga mag-aaral. Papiliin ng lider at tagatala ng
usapan.
2. Ipagawa ang Gawain 2 sa Kagamitan ng Mag -aaral.
3. Ipaulat sa lider ang ginawa ng bawat pangkat.
Sa talakayang mangyayari, hayaang magsalita ang mga mag-aaral.
Huwag silang putulin sa kanilang mga sinasabi. Pagsumikapang
makuha ang kanilang mga iniulat para ito ang iyong basehan kung
papaano mo bubuuin o itatama ang mga maling impormasyon, at
bibigyan ng pagsuporta ang mga iniulat ng bawat lider ng grupo.
MTB – MLE 8:10 – 9:00

I. Objectives:
 Sequence 3 to 5 events in a story listened to.
 Express love for stories and other texts by browsing the books read
to them and asking to be read more stories and texts.
 Differentiate between count nouns and mass nouns.

II. Subject Matter:

a1. Giving the correct sequence of 3 – 5 events in a story
a2. Differentiating count from mass nouns
b. Materials: Realia, pictures, small books,
Song: The More We Get Together,
Story: Helping is Fun (Poem), At the Park,
Poem: A New Friend, True Friends

III. Procedure;
June 30, 2016 Thursday 1. Listening to Narrative Texts
A. Pre-Listening
Flag Raising Ceremony 7:30 – 7;40 Unlocking of Difficulties: Context Clues
Edukasyon sa Pagpapakatao 7:40 – 8:10 1. Entrance Fee
The entrance fee to the resort is Php 50.00.
I. Layunin: 2. The pool has artificial waves like in the sea.
Nakatutukoy ng mga damdamin na nagpapamalas ng katatagan ng 3. The table is dusty. Wipe it with a clean dust cloth to remove the
kalooban. dust.
4. The old house has cobwebs everywhere.
II, Paksang Aralin: B. Motivation
a. Hawak Ko: Tatag ng Loob (Katatagan ng Loob (Fortitude) Show picture of a picnic resort / beach resort (or similar places in the
b. Mga Kagamitan: Manila paper, pentel pen, 4 na malalaking community).
metacard na may nakasulat na mga pamagat ng nakalarawan sa Aralin Ask:
1, manila paper na may ilustrasyon tulad ng nasa Isapuso Natin (Isa sa 1. What place is in the picture?
bawat pangkat), tig-iisang graphic organizer kagaya ng nasa Isapuso 2. What are the people doing there?
Natin Gawain 2 at Subukin Natin 3. Have you been to a picnic resort?
4. What did you do there?
III. Pamamaraan: C. Setting Purpose
Bago ang gawain, ihanda ang mga mag-aaral sa pamamagitan ng The story I am going to read today is entitled “The Helpful Girls” it is
pagbabalik-aral sa mga talakayang ginawa nang nakaraang araw. about two friends who want to see the newest resort in town. But they
Ipaliwanag ang mahahalagang pangyayari at tanungin kung ito ay do not have money for the entrance fee.
tumimo sa kanilang mga puso at isipan. Motive Questions:
Gawain 1 Ask: How did the two friends get their wish to see the new resort?
Ipaliwanag ang ibig sabihin ng Gawain 1. Ito ay pagsusuring pansarili 2. Listening Activity
sa kanilang mga magagawa nang may matatag na kalooban: sa pag- “The Helpful Girls” TG p. 29
iwas sa mga bagay na di-maganda, paggawa sa mga bagay na kaya Note: Interactive Reading. In the second Reading of the story the
nilang isakatuparan, at iba pa. Huwag kalimutang sila ay magkaroon following comprehension questions will be asked after each paragraph.
The number in each box serves as a guide for the questions. ng mga mag-aaral.
3. Post Listening 1. Umupo nang maayos.
Below are the events in the story. Arrange the events in sequence or in 2. Itaas ang dalawang kamay.
the order, they happened in the story. Put the correct number before the 3. Sabihin nang malakas ang iyong pangalan
event. 2. Paglalahad
_____ Mina and Carla helped Teacher Sally clean the room. Linangin ang salitang masipag.
_____ Mina and Carla wanted to go to the picnic resort but they did Ipagamit ito sa sariling pangungusap.
not have Money for the entrance fee. Sabihin ang pamagat ng kuwento.
_____ Teacher Sally invited the two girls to join her in a family Itanong: Bakit kaya gustong-gusto ni Ian ang araw ng Sabado?
celebration at The new picnic resort. Isulat sa pisara ang hula ng mga bata.
_____ Mina and Carla helped Teacher Sally carry her three plastic Hula Ko Tunay na Nangyari
bags.
_____ Teacher Sally thanked the two girls for helping her.
Remember:
The events in a story are arranged in sequence or in the order they 3. Pagtatalakay at Pagpapahalaga
happened in the story. Ipabasa sa mga bata ang “Ang Sarap Talaga” sa Alamin Natin, p.10.
Application: Itanong:
Guide pupils in answering Activity 1-2 Q1 Week 3 LM. Tama ba ang hulang ibinigay bago basahin ang kuwento?
Grammar Awareness (Balikan ang tsart na ginawa at lagyan ng sagot ang kolum ng tunay na
Count nouns are nouns that can be counted. nangyari.)
Mass Nouns – are nouns that cannot be counted. Sino ang bida sa kuwento?
Counters are used to determine the quantity of mass nouns. Paano siya inilarawan sa kuwento?
Guided Practice: Ano-ano ang patunay ng katangiang ito?
Write C if the underlined noun is a count noun. Write M if the Bakit para kay Ian, masarap ang araw ng Sabado? Ganito rin ba ang
underlined noun pakiramdam mo sa araw ng Sabado? Ipaliwanag ang sagot.
is a mass noun. Dapat ba siyang tularan?
____1.Ther Farmer plants rice in the field. Ano-ano kaya ang mga tuntunin sa bahay nila na kaniyang sinunod?
____2. You should drink plenty of milk. Ipabasa sa mga bata ang mga nakasulat na panuto.
____3. The eggs are in the tray. Ipagawa ang mga ito.
Independent Practice 1. Gumuhit ng isang bilog. Sa loob nito, isulat ang pangalan mo.
Use the correct counters with mass nouns to answer these questions? 2. Sa kaliwa ng bilog, gumuhit ng isang puso. Kulayan ito ng pula.
1. What did you buy at the book store? I bought 3. Sa itaas ng bilog, gumuhit ng isang ulap. Isulat dito ang isang utos
___________________. na sinunod mo sa bahay.
2. You are going to the market. What are you going to buy? I am going 4. Sa kaliwa ng bilog, gumuhit ng isang parihaba. Isulat dito ang isang
to buy ___________________________. bagay na ayaw mong gawin.
5. Sa ibaba ng bilog, gumuhit ng isang parihaba. Isulat dito ang “Ako
IV. Evaluation: ay masunurin.”
The sentences from the story are in the jumbled. Copy and then arrange Nasunod mo ba ang mga panuto?
the sentences according to the correct sequence of events. Do this in a Bakit? Bakit hindi?
separate sheet of paper. 4. Pagpapayamang Gawain
 That night, I had a stomach ache. Maghanda ng ilang learning centers sa loob ng silid-aralan.
 Mother brought home a basket of fruits from the farm. - Art Center (lagyan ng kagamitan sa art)
 I ate green mangoes, camias and sampaloc when mother was not - Music center (lagyan ng cassette o radyo, tape o CD ng mga awit)
looking. - Writing center (lagyan ng papel , lapis)
 She told me not to eat sour fruits at one time. Ipagawa ang Linangin Natin, p. 11.
 I felt very full. Sabihin sa mga bata na pumili ng isang center na nais nilang puntahan.
Ipagawa ang nakasulat na mga panuto sa center na pupuntahan. Bigyan
V. Assignment: sila ng ilang minuto upang maisagawa ang mga panuto sa pupuntahan.
Mother is going to the grocery to buy thing she needs for the dish she Matapos ang nakalaang oras, hayaang ipakita ng mga bata ang
is going to cook. Put a check mark (/) on the things that you get by kanilang natapos na gawain at pag-usapan ito sa klase.
using exact numbers and a star for the things that you will buy using - Art center – Gumuhit ng isang malaking puso. Magpunit ng maliliit
different counters. na papel mula sa colored magazine na makikita sa center. Idikit ito sa
_______ 1. powdered pepper loob ng malaking puso upang maging kulay nito.
_______ 2. oregano leaves - Music Center – Gumawa ng pangkat na may tatlong miyembro. Mag-
Filipino 9:00 – 9:50 aral ng isang bagong awit.
- Writing center – Sumulat ng dalwang panuto na nais mong ipagawa
I. Mga Layunin: sa ibang kaklase.
1. Nakasusunod sa nakasulat na panuto 5. Paglalahat
2. Nakikilala at napagyayaman ang talasalitaan sa pamamagitan ng Ano ang natutuhan mo sa aralin?
paggamit ng mga salitang magkasingkahulugan
IV. Pagtataya:
II. Paksang Aralin: Sundan ang mga sumusunod na panuto.
a. Pagsunod sa Nakasulat na Panuto 1. Gumuhit ng isang malaking bilog.
b. Kagamitan: LM, tsart, kagamtan sa arts 2. Sa loob nito isulat ang iyong pangalan.
3. Sa gawing kanan, gumuhit ng isang bahay.
III. Pamamaraan: 4. Lagyan ng mga bulaklak ang paligid ng bahay.
1. Tukoy-Alam
Isulat ang sumusunod na panuto sa isang malinis na papel at ipagawa V. Takdang Aralin:
ang mga ito sa mga mag-aaral. Tingnan kung masusunod ang mga ito Basahing mabuti ang sumusunod na panuto at sundan ito.
1. Gumuhit ng isang parihaba. How were you able to know the ordinal number of the letters?
2. Sa itaas nito, ipatong ang isang tatsulok. (by counting, starting with the first letter)
3. Sa loob ng tatsulok, isulat ang iyong apelyido. How can ordinal numbers be written?
4. Sa gawing kaliwa ng parihaba, gumuhit ng isang punong niyog. (Ordinal numbers can be written in words or in symbols.)
5. Kulayan ang iyong ginawa. Write or show: 21st can also be written as twenty-first
33rd as thirty-third
RECESS 9:50 – 10:05 44th as forty-fourth
Mathematics 10:05 – 10:55 2. Performing the Activities
Say: In a writing period, the teacher’s objective is for the pupils to
I. Objective: master the proper writing strokes so she asked them to write the
Identify ordinal numbers from 1st to 100th Filipino alphabet four times in the same order.
ASK: What would be the 50th letter? (T or t) 100th letter? (NG or ng)
II. Subject Matter:
a. Ordinal Numbers from 1st to 100th
b. Materials: Calendar, picture of children lined up, number cut-outs,
fruits (real or
drawing)
What’s another way of writing the ordinal number 100th?
III. Procedure: Say: Here are some numbers. Write th, rd, nd, or st as superscripts for
1. Drill: Identifying the place value each of the following to change them into ordinal numbers.
2. Review: Show a picture of children lined one after another. Have 1. 31 ______________ 4. 81 ______________
them read the name of each child below the picture. 2. 45 ______________ 5. 68 ______________
3. 33 ______________ 6. 92 ______________
This time, write the ordinal numbers in words.
Ordinal Number Answer
Lito Roman Bitoy Ana Jay Riza Gina Maria Jasna Atoy
1) 31st
Name the child in the line.
Who is the first? ___________ 2)45th
Who is the fourth? ___________ 3. Processing the Activities
Who is the sixth? ___________ What do we call numbers like 1st, 2nd, 3rd? (ordinal numbers)
Who is the second? ___________ What do ordinal numbers show?
Who is the third? ___________ How are ordinal numbers written?
Who is the fifth? ___________ Which ordinal numbers end with st? nd? rd? th?
Who is the 10th? ___________ Ask the pupils to practice writing ordinal numbers in words and in
Who is the 8th? ___________ symbols.
Who is the ninth? ___________ Examples: In words In symbols
Who is the 7th in line? ___________ Twenty-second 22nd
3. Motivation Thirty-fifth 35th
Ask: Have you experienced falling in line during recess or meal time in Forty-third 43rd
the school canteen? What should you observe when falling in line? Sixty-first 61st
Give other similar situations such as during flag ceremony, when 4. Reinforcing the Concept
receiving relief goods, and when buying tickets for rides during town a. Name the fruit and tell its position from 21st to 30th. Use mango as
fiesta. Ask the importance of falling in line in these situations. the point of reference and denote it as the 21st.
B. Developmental Activities
1. Presenting the Lesson
Posing the Problem b. Ask the pupils to answer the exercises in Activities 1 and 2 in the
Show the Filipino alphabet from the first letter up to the last. LM.
Ask: How many letters does the Filipino alphabet have? Check pupils’ answers.
A B C D E F G 5. Summarizing the Lesson
H I J K L M N What are ordinal numbers? What do they tell?
Ñ NG O P Q R S How are they written?
Lead pupils to say that ordinal numbers are numbers that indicate the
T U V W X Y Z
position or order of an object or number in relation to other objects or
The letters of the alphabet are arranged with letter A being the first
numbers.
letter, B as the second, C as the third, and so on.
When objects are placed in order, we use ordinal numbers to tell their
Ask: What does the arrangement of the letters of the alphabet indicate?
position.
(The arrangement indicates the position or order of one letter in
To write ordinal numbers in symbol, use superscript letters st for
relation to the other letters.)
numerals with the number 1(1st, first), nd for numerals with the
Explain to pupils how to write ordinal numbers.
number 2 (2nd, second), rd for numerals with the number 3 (3rd, third),
To write ordinal numbers in symbol, connect the number with the
and th for numerals with the number 4 and above (4th, fourth; 29th,
letters st for numerals with the number 1(1st, first), nd for numerals
twenty-ninth).
with
Examples of ordinal numbers are first, second, third, fourth,
the number 2 (2nd, second), rd for numerals with the number 3 (3rd,
twentyninth, eighty-eighth.
third), and th for numerals with the number 4 and above (4th, fourth)
6. Applying to New and Other Situations
Except for eleventh, twelfth, and thirteenth (11th, 12th, 13th), all other
Ask the pupils to answer the exercises under Activity 3 in the LM.
numbers take the letters th.
Provide help as needed.
Have the pupils read all the letters and let them take note of the ordinal
numbers of all the letters in the alphabet.
IV. Evaluation:
Ask: What is the 21st letter? (letter S)
Give the word from the following sentence with “The” as the point of
21st is an ordinal number.
reference corresponding to the given position. I. Layunin:
The boys and
girl
are playing in the playground happily. Natutukoy ang mga katangian ng lalawigan sa sariling rehiyon batay sa
s
lokasyon, direksyon, laki at kaanyuan.
(point of reference)
31st __________ 36th __________
II. Paksang Aralin:
32nd _________ 37th __________
a. Katangian ng mga Lalawigan sa Rehiyon
b. Kagamitan: Concept map ng katangian ng mga lalawigan sa isang
V. Assignment:
Challenge yourself. Read and answer each question. rehiyon, mapa ng sariling rehiyon, puzzle ng sariling rehiyon
1) Mary Joy is not the second. Faye comes after
Nelia. Aliza is ahead of Mary Joy. Who is the 3rd? III. Pamamaraan:
*Balik aralan ang paksang natalakay sa nakaraang araw.
___________
2) What is 50th number starting from 22? ___________ *Balikan ang gawaing ginawa ng mga bata.
*Ipaulat sa bawat pangkat ang mga katangian ng mga sumusunod na
Remedial Instruction 10:55 – 11:15 lalawigan batay sa lokasyon, direksiyon, laki at kaanyuan na makikita
sa Tuklasin Mo LM.
School-Wide Synchronized Reading 1:00 – 1:30 Pangkat 1: Lalawigan ng _______
Pangkat 2: Lalawigan ng _______
Science 1:30 – 2:20 Pangkat 3: Lalawigan ng ________
Handled by Science Teacher Mrs. Norma A. Pajarito Pangkat 4: Lalawigan ng ________
Pangkat 5: Lalawigan ng ________
English 2:20 – 3:10 * Gabayan ang paguulat ng mga pangkat sa pamamagitan ng iba’t
ibang istratehiya katulad ng “news reporting”.
I. Objectives: Talakayin ang mga sagot ng mga mag-aaral sa
1. Distinguish between asking and telling sentences. pamamagitan ng pagtanong ng mga sumusunod:
2. Read words with short u sound.  Paano mo nailarawan ang bawat lalawigan sa iyong rehiyon?
 Ano anong mga katangiang pisikal ang ginamit mo upang ilarawan
II. Subject Matter: ang mga lalawigan?
a.1. Asking Sentences and Telling Sentences  Kung kayo ay maghahambing ng mga lalawigan, paano ninyo
a.2. Words with short u sound paghahambingin ang mga ito?
b. Materials: Sentence strips, Flashcards of /u/ words, LM Activity 26  Ano anong mga salita ang gagamitin ninyo upang
pp. 34, LM Activity 27 pp. 35 makapaghambing? Magbigay nga nag halimbawa ng paghahambing ng
dalawang lalawigan ayon sa lokasyon nila sa rehiyon.
III. Procedure: Halimbawa: Ang ______ ay nasa pinaka Timog na bahagi ng rehiyon
*Presentation/ Introduction kaysa sa lalawigan ng ____________.
Present examples of sentences taken from the stories “ The Stone
Soup” and “ Belling the Cat” IV. Pagtataya:
*Modeling/Teaching: Punan ng tamang impormasyon ang bawat kahon sa ibaba upang
Discuss the sample asking and telling sentences makumpleto ang talaan ng mga katangian ng mga lalawigan.
*Lead the pupils to generalize differences between asking and telling Katangian ng mga Lalawigan sa Aking Rehiyon
sentences Lalawigan Lokasyon Sukat Anyo
*Guided Practice
Have pupils do the activity 26 page 34
*Allow pupils to read short u CVC words (-ub,-ud,-ug,-um,-un,-up,-ut)
through various types of drills.
*Allow pupils to sound out the vowel u in words V. Takdang Aralin:
*Use pictures, realia, action and context to make pupils understand the Sabihin kung anong direksyon ang tatahakin ng mga tao kung sila ay
meaning of words with short u. pupunta sa mga lugar ng rehiyon sa bawat bilang.
1. Papuntang ___________ mula sa _____________?
IV. Evaluation: 2. Papuntang ___________ mula ________________?
A. Copy the sentences in your notebook. Draw a line under each telling 3. Papuntang ___________ mula ________________?
sentence. Draw a box around each asking sentence. Health 3:50 – 4:30
1. Do you like soup?
2. The soup is hot. I. Objectives:
3. Can you cook stone? 1. Identify nutritional problems- undernutrition
B. Copy the choices on your paper. Put a check mark on the blank next 2. Describe the characteristics, signs and symptoms, and effects of the
to each phrase or sentence that tells something about the picture. various forms of malnutrition - undernutrition, specifically protein-
energy malnutrition.
___ a jug and a mug
___ a mug and a cup
II. Subject Matter:
1. a. Are You Undereating?
b. Materials: pencil and crayons
V. Assignment:
Copy the sentences in your notebook. Circle the capital letter at the III. Procedure:
beginning of each sentence. Circle the period at the end of each telling A. Preliminary Activity (1 minute)
sentence. Circle the question mark at the end of each asking sentence. 1. Say: We will play a Word Association game. I will write a word and
1. Jon has a rod. call a pupil who will quickly give a related word.
2. What does Jon do with the rod? 2. Write “Malnutrition” on the board and call a pupil who will give a
Araling Panlipunan 3:10 – 3:50 word related to “malnutrition” as fast as possible. Call about five
children. If there are doubts about the relationship of the words, ask the
pupil to explain how the word is related.
B. Developmental Activities (25 minutes)
Activity 1: A Story of Two Children
1. Tell the pupils that they are going to read two stories about
malnutrition.
2. Let the pupils read the stories silently.
3. Ask the pupils to answer the questions orally after each story.
4. Let the pupils recall the nutrients they learned in Grade 2.
Have a guessing game.
Divide the class into small groups. Tell the groups to guess the name of
the nutrient after you will write its first letter on the board. Let the
groups take turns in answering.
Write the beginning letters of the nutrients:
P: Protein
C: Carbohydrates
D: Fats
V: Vitamins
M: Minerals
Once the pupils have identifies the correct word, complete the word on
the board and ask the pupils to read it aloud.
5. Recall with the pupils the functions of the food nutrients:
Which is the body-building nutrient?
Which are the energy-giving nutrients?
Which are the body regulating nutrients?
Once the correct answer have been given, write the functions on the
board and let the class read it aloud.
6. Ask: What does M lack in her diet?
What does K lack in his diet?
7. Write the phrase “Protein-energy malnutrition” on the board and tell
the pupils that it is a kind of undernutrition where there is lack of
bodybuilding and energy-giving nutrients in the diet.
Activity 2: Draw Me a Picture
Tell the pupils to do Activity 2 on page ___.
C. Generalization (6 minutes)
Call some pupils to read aloud their endings to the statements.
IV. Evaluation:
On the space before the number: write True if the statement is correct,
write False if the statement is wrong.
___1. A child who eats too little suffers from over nutrition.
___2. A child who eats too much suffers from malnutrition.
___3. A child who suffers from protein-energy malnutrition is stout.
V. Assignment:
Divide the class into small groups and assign to bring different kinds of
food rich in vitamins.
Ground Improvement 4:30 – 4:50
Flag Retreat 4:50 – 5:00
July 4, 2016 Monday
Flag Raising Ceremony 7:30 – 7;40
Edukasyon sa Pagpapakatao 7:40 – 8:10
I. Layunin:
Nakatutukoy ng mga damdamin na nagpapamalas ng katatagan ng
kalooban.
II, Paksang Aralin:
a. Hawak Ko: Tatag ng Loob (Katatagan ng Loob (Fortitude)
b. Mga Kagamitan: Manila paper, pentel pen, 4 na malalaking
metacard na may nakasulat na mga pamagat ng nakalarawan sa
Aralin 1, manila paper na may ilustrasyon tulad ng nasa Isapuso
Natin (Isa sa bawat pangkat), tig-iisang graphic organizer kagaya
ng nasa Isapuso Natin Gawain 2 at Subukin Natin
III. Pamamaraan:
1. Bigyan ang bawat pangkat ng manila paper at pentel pen.
2. Ipagawa ang Gawain 1 sa Kagamitan ng Mag-aaral.
3. Ipapaskil ang gawain sa pisara at talakayin ito
4. Ipagawa sa sagutang papel ang Gawain 2.
5. Ipabasa ang Tandaan Natin sa Kagamitan ng Mag-aaral.
Sa bahaging ito ng iyong pagtuturo, huwag mong hayaang
mayroon kang makaligtaang sagot ng mga mag-aaral. Isa-isahin
ang mga nakapaskil na output ng mga mag-aaral. Pagkatapos nito,
bigyang- pansin ang Tandaan Natin na siyang magsisilbing
paglalahat sa mga isinakatuparang gawain. Pagsumikapang kunin
ito sa kaisipan ng bata.
MTB – MLE 8:10 – 9:00
I. Objective:
 Sequence events in a story.
 Read aloud grade level text with proper phrasing, expression,
and an accuracy of 95% - 100%
 Use the correct counters for mass nouns.
II. Subject Matter:
a.1. Giving the correct sequence of 3 – 5 events in a story.
a.2. Using the correct counters for mass nouns (ex: a kilo of meat).
b. Materials: Realia, pictures, small books,
Song: The More We Get Together,
Story: Helping is Fun (Poem), At the Park,
Poem: A New Friend, True Friends

III. Procedure;
1. Pre – Reading Activities
a. Unlocking of Difficulties
Unlock the words using context clues
1. Father and I stroll at the park every afternoon.
a. run c. do exercise
b. take a walk d. play
2. Mother is proud of henry because he makes nice drawings.
a. satisfied c. honored
b. ashamed d. fulfilled
3. The audience was quiet as they waited for the emcee to
announce the winner.
a. tell c. proclaim
b. establish d. ignore
4. A big crowd waited for the guest to come.
 a. group c. audience
b. mass d. bunch
b. Motivation
1. Have the class sing “The More We get together”.
TG p.31
2. Show pictures of a family eating together strolling in the park,
and working together. Show also a group of friends playing
together.
Ask: What do you see in each picture?
Who are the people in the picture?
What do they do in each picture?
What do the people feel in each picture?
Setting Purpose
Show the book cover and say: Our story for today is entitled “At
the Park” what do you think is the story about?
Motive Question: Why were teddy’s parents at the park?
2. During Reading
Say: As I read aloud the story, think about what happens in the
beginning, middle, and end of the story. They ask a good reader to
read aloud the story again as the rest of the class follow reading
silently.
(Refer to TG. p.32)
3. Post reading
Discussion:
Ask:
1.) What occasion was held at the park?
2.) Why didn’t Father and Mother see Teddy at once?
3.) What did Teddy do in the program?
4.) How did Teddy’s parents feel when he was announced winner?
5.) Do you think Teddy deserved to win?
6.) In what did Teddy’s parents show their support?
Engagement Activities (Differentiated Group Activities)
Group 1. It’s Late
Draw a picture of a scene in the story when Mother and Father
came late in the program.
Group 2. Looking for Teddy
Act out what father and mother did to find Teddy
Group 3. “My True Friends”
Create a picture showing the people you want to be with. Choose
from the cut outs inside the envelope the characters you want to
include in your picture. Paste them on a cardboard and label who
they are. Write “My True Friends “for the title of your work.
Ask:
1. What things do you think makes a family happy?
2. If you were asked to do a thing to make your family happy,
what would it be?
3. Do you agree that togetherness always makes a family happy?
Explain your answer.
Group 4. “Start and End”
Arrange the events in the story in sequence or in the order that
they happened.
Next they tried to find where Teddy was.
Soon the emcee announced the winner in the contest.
Teddy thanked his parents for being there for him.
Father and mother went to the park hurriedly.
They held each other’s hands when Teddy recited his
poem.
Follow up
Retell the story to the class giving the events as they happened in
the story.
Enrichment Activity
Small Group Activity
Create a poem for your parents. Use the format below.
Thank You!
Thank you for being ___________________________,
And for being ________________________________
All this time you remained ________________________
I will always be proud of you because _____________.
IV. Evaluation:
Number the following sentences according to the sequence of
events in the story.
Write the numbers 1-5 on the blank.
__________ The farmer got a wooden stick.
__________ The dog ran away.
__________ The hungry dog saw a hen with her chicks.
__________ The dog entered an open gate.
__________ He walked towards the chickens ready to attack.
V. Assignment:
Match the correct quantifier for the following mass nouns. Draw a
line from the object to the quantifier.
Handful
Bottle
glass
Filipino 9:00 – 9:50
I. Layunin:
Nagagamit ang pangngalan sa pagsasalaysay tungkol sa tao, lugar,
at bagay sa paligid.
II. Paksang Aralin:
a. Paggamit ng Pangngalan sa Pagsasalaysay
b. Kagamitan: LM, tsart, kopya ng kuwentong “Ang Sarap
Talaga”
III. Pamamaraan:
1. Tukoy-Alam
Bigyan ng flashcard ang bawat bata.
Pasulatin ang bawat bata sa hawak na card ng isang pangngalan.
Ipapasa ito sa kaklaseng nasa kanan, magpasulat sa kaniya ng
isang salita tungkol sa pangngalang nakasulat sa papel.
Ipasa muli sa kanan ang papel. Hayaang gumawa ng pangungusap
gamit ang mga salitang nakasulat sa card. Ibalik sa orihinal na
may-ari ang papel.
Tumawag ng ilang bata upang ipabasa ang pangungusap na nasa
card.
Ipapaskil ito sa pisara matapos basahin nang malakas.
2. Paglalahad
Ipabasang muli ang ”Ang Sarap Talaga” sa Alamin Natin, p.10.
3. Pagtalakay at Pagpapahalaga
Itanong:
Ano-ano ang pangngalan na ginamit sa kuwento? Ipatala ang mga
ito.
Ipabasa sa mga bata ang nakatalang pangngalan.
Alin-alin ang ngalan ng tao? Bagay? Pangyayari?
Papiliin ang mga bata ng isang pangngalan. Ipagamit ito sa
sariling pangungusap na nakabatay sa binasang kuwento.
Balikan ang mga pangungusap na nakasulat sa card sa unang
gawain.
Ano-ano ang pangngalan na ginamit sa bawat pangungusap?
Ipapangkat ang mga ito ayon sa kategorya.
Paano isinulat ang bawat pangngalan?
4. Pagpapayamang Gawain
Maghanda ng ilang mga larawan ng tao, bagay, hayop at
pangyayari.
Ilagay ito sa isang malaking kahon.
Ipagawa ang pagsasanay sa Linangin Natin, p. 11.
5. Paglalahat
Ano ang natutuhan mo sa aralin? For color:
orange for PhP20 red for PhP50
IV. Pagtataya: blue for PhP100 green for PhP200
Hintayin ang hudyat ng iyong guro upang lumabas ng silid. Mula How about the coins, how are they different from one another?
sa hardin, kumuha ng isang bagay na nakapukaw ng iyong pansin. (Let the pupils describe each coin.)
Idikit ito sa iyong notebook at sumulat ng pangungusap tungkol 4. Reinforcing the Concept
dito. Form pupils into two groups and have them do Activity 1 in the
LM. Check their answers. Group 1 will answer Activity 1 A and
V. Takdang Aralin: Group 2
Sumulat ng isang talata tungkol sa iyong nanay at ang mga bagay Activity I B.
na gusting-gusto niya. Check if pupils can recall the images in the paper bills. Have them
use their “Show Me” boards to answer Activity 2 in the LM.
RECESS 9:50 – 10:05 5. Summarizing the Lesson
Mathematics 10:05 – 10:55 Ask: What features of the paper bill will help you identify or
recognize it?
I. Objective: How are the coins different from one another?
Recognize coins and bills up to PhP1 000 Aside from the marked amount, paper bills can be recognized by
their colors and the faces of some Filipino heroes printed on them.
II. Subject Matter: The coins can be recognized by their marked amount, sizes, color
a. Recognizing Coins and Bills up to PhP1 000 and images or faces printed on one side of the coin.
b. Materials: Philippine money or play money (bills and coins), 6. Applying to New and Other Situations
flash cards A. Ask the pupils to read and answer the questions in Activity 3 in
the LM. Discuss how the pupils get the answers.
III. Procedure: B. Show a picture of a child saving money.
1. Drill Ask: Why is the child saving money? Is it good to save money?
Count numbers orally through 100. Why?
Skip count by 2s, 5s and 10s through 1 000. Do you also save money? Why
2. Review
Lay the play money or real money of different denominations on IV. Evaluation:
the table. Using flash cards, let pupils read the following and pick Match the items in Column A with those in Column B.
the correct bill or coin that corresponds to each. On which paper bill or coin can you find the faces in Column B?
3. Motivation Column A Column B
Say: Nilo is counting the Philippine coins and bills he saved for
one year. A. Jose Rizal
Show three 100-peso bills, one fifty-peso bill and four 20-peso _____1)
bills.
Can you identify the bills and coins he has saved? B. Andres Bonifacio
Let the pupils name the coins and bills that Nilo has. _____2)
Ask: What do you see in each of the Philippine coins and bills?
B. Developmental Activities V. Assignment:
1. Presenting the Lesson Ask pupils to identify the paper bills and coins in Activity 5 in the
Show the following Philippine coins and bills one at a time. Call LM.
on pupils to give the value of these coins and bills. Remedial Instruction 10:55 – 11:15

School-Wide Synchronized Reading 1:00 – 1:30

Science 1:30 – 2:20

Handled by Science Teacher Mrs. Norma A. Pajarito

English 2:20 – 3:10

2. Performing the Activities
Tell pupils to describe each paper bill. (Let the pupils recognize
the paper bills by its markings, face and color.)
a. Twenty-pesos
b. Fifty pesos
3. Processing the Activities
Distribute play money (paper bills and models of different
Philippine coins) to the pupils. Tell them to examine the play
money.
Ask: What picture can be seen on each side of the coins? the bills?
How fast can you recognize paper bills? Can you give their exact
amount?
Say: I have paper bills here. Identify them. (Flash the paper bills
one at a time and the pupils identify them).
How were you able to recognize each paper bill that fast?
(Possible answers: Each paper bill has a different color, number/
amount and image printed on it.)
I. Objectives:
1. Sequence events using signal words.
2. Read and write short u vowel in simple stories.
II. Subject Matter:
a. Sequencing Events (use of signal words)
b. Materials: Sentence Strips, Word Cards, Picture for Picto-
Quest, LM Activity 28 pp. 36, LM Activities 29-30 pp. 37-40
III. Procedure:
*Recall the “The Stone Soup” by reading lines.
*Discuss the ways on how the sentences are arranged following
the sequence of events in the story
*Allow pupils notice the signal words used in sequencing events.
*Guided Practice
· Allow pupils to use signal words for sequence
· Ask pupils to form groups for the sequencing activity using the
story “ Belling the Cat” b. Materials: CD/CD Player, chart of rhythmic patterns
· Have pupils practice reading short u CVC.
*Let pupils do Activity 28 on using signal words for sequence III. Procedure:
· Have pupils do practice exercises on short u words plus sight A. Preliminary Activities
words (LM Activities 29-30 pp. 37-40) 1. Drill
Echo Clap
IV. Evaluation:
Copy the sentences in your paper. Write the word that tells when
the part of the story happened. Choose from these words. There
can be more than one answer.
First Next Then At last Finally
1. ____________, Jud got a pot. ____________, he put some
ingredients in the pot. ____________, he had some hot soup.
2. _________________, a thirsty crow saw a pitcher with little
water. He could not drink because the pitcher was narrow.
___________, he dropped stones into the pitcher. The water rose.
__________, the crow could drink.

V. Assignment:
Read the sentence. Does it make sense?
If the sentence makes sense, put a (/) on the Yes column. If not,
put a (/) on the No column. Do this in your notebook.
Does It Make Sense? Yes No
1. I use a mug for drinking.
2. We play jug of war.
Araling Panlipunan 3:10 – 3:50

I. Layunin:
Naipaghahambing ang mga lalawigan sa sariling rehiyon ayon sa
lokasyon, direksyon, laki at kaanyuan.

II. Paksang Aralin:

a. Katangian ng mga Lalawigan sa Rehiyon
b. Kagamitan: Concept map ng katangian ng mga lalawigan sa
isang rehiyon, mapa ng sariling rehiyon, puzzle ng sariling rehiyon

III. Pamamaraan:
*Balik aralan ang paksang natalakay sa nakaraang araw.
Ipaliwanag ang panuto na gagawin sa Gawain C LM.
Ibigay ang pares ng lalawigan na paghahambingin. Ipasulat ang
mga sagot sa sagutang papel. Gabayan ang mga magaaral na
kailangan ng tulog.
8. Pagkatapos magsagot, ipabuod ang aralin sa pamamagitan
ng pagtatanong ng mga sumusunod:
 Anu-ano ang mga katangian ng mga lalawigan sa ating sariling
rehiyon?
 Anu-ano ang mga pagkakapare-pareho ng sariling nating
lalawigan sa ibang lalawigan sa ating rehiyon batay sa lokasyon,
direksyon, laki at kaanyuan?
 Anu-ano ang mga pagkakaiba-iba nga sarili nating lalawigan sa
ibang lalawigan sa ating rehiyon batay sa lokasyon, direksyon, laki
at kaanyuan?
9. Talakayin ang mga kasagutan at magbigay ng pagwawasto sa
mga sagot.
10. Bigyang diin ang mga kaisipan sa Tandaan Mo LM

IV. Pagtataya:
Paghambingin ang sumusunod na pares ng lalawigan sa iyong
rehiyon nang hindi lalampas sa tatlong pangungusap bawat isa.

V. Takdang Aralin:
Pag-aralan sa bahay ang paksang natalakay sa araw na ito.
Music 3:50 – 4:30

I. Objective:
Clap rhythmic patterns using stick notations

II. Subject Matter:

a. Rhythm in Music
 sounds.)
a. 5. Application
Group the class into 5.
Group 1 – Sing the song “Araw at Buwan”
Groups 2, 3, 4, and 5 – Play the rhythmic patterns using
rhythmic instruments:
2. Review Group 2 - Pair of sticks
Divide the class into two groups. Group 3 – Drum
Group A will stomp the pulse. Group 4 – Clapper
Group 5 – Tambourine

IV. Evaluation:
Put a check ( /) on the appropriate box.
Very Needs
SKILL Good Satisfactory
Good Improvement
1. Can demonstrate long and short
Group B will clap the rhythm. sounds
2. Can tap/clap rhythmic patterns using
stick notation

V. Assignment:
Create three rhythmic patterns using stick notation in 4s.
Ground Improvement 4:30 – 4:50
B. Lesson Proper
1. Motivation Flag Retreat 4:50 – 5:00
Present a picture showing day and night time and ask the children
to tell something about it.

2. Presentation (Let the children recite the song.)

“Araw at Buwan” (Refer to TG p.12)
What can you say about the song?
(It tells about the sun, the moon, and the stars.)
What is the source of light during day time? (Sun)
What is the source of light during night time? (Moon and stars)
Who made the sun, moon, and stars? (God made them all.)
3. Discussion
Araw at Buwan
Araw at buwan bituing kumikinang,
Yan ang ‘yong mamamasdan,
Sa kalangitan.

Let the pupils do the following activities.

1. Clap the steady beats (pulse) only.
2. Clap the rhythmic pattern.
3. Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.
Which group clapped the beats? (Group A)
How did Group B clap the rhythmic pattern?
(They clapped according to the syllables of the song)
What have you noticed about the sound produced by Group A and
Group B?
(Group A produced the steady beats.)
(Group B produced long and short sounds.)
We call this rhythmic pattern.
4. Generalization:
What is a rhythmic pattern?
(Rhythmic pattern refers to the combination of long and short