You are on page 1of 17

June 13, 2016 Monday Learning Activities

(Orientation and Organization of Classroom) 1. Oral language and Vocabulary Development


A. Priming Activity
Activity 1. Around We Go
June 14, 2016 Tuesday  Divide the class into two. Have the first group form, the inner
circle and the other group, the outer circle. As they go around in
Flag Raising Ceremony 7:30 – 7:40 opposite directions, have them sing “Hello, How Do You Do?” or
any other familiar song about getting to know new friends.
Edukasyon sa Pagpapakatao 7:40 – 8:10 Hello, hello, hello
Hello how do you do?
I. Layunin: I’m glad to be with you
Nakatutukoy at nakapagpakikita ng mga natatanging And you, and you, and you
kakayahan nang may pagtitiwala sa sarili Tra la la la la la la la
Tra la la la la la la la.
II. Paksa/Pagpapahalaga:  Have them shake each other’s hands while moving around. Tell
Positibong Pagkilala sa Sarilli (self-esteem) them to stop once in a while as the pupils in the inner circle face the
Pagtitiwala sa Sarili (confidence) ones in the outer circle as partners.
 Then have them introduce themselves to one another. Say:
Mga Kagamitan: Hello! I’m _____________. I’m _______years old you may call
Sulatang papel, bond paper, pangkulay, lapis, at me___________.
pambura Processing the Activity
Ask:
III. Pamamaraan: a. Do you know your classmates now?
Alamin Natin b. How many names and faces can you remember so far? Point and
1. Itanong: Ano-ano ang kakayahan ng mga batang tulad ninyo? say the names. (Call volunteers)
Pagsumikapang maipalabas sa mga mag-aaral ang kanilang c. How do you feel about your new friends?
mga naisin sa buhay na kaya nilang gawin sa kanilang edad. Gamitin d. Do you have old friends/old classmates in the group?
ang konsepto ng konstruktibismo kung saan gagamitin ng mga mag- e. How do you feel about being in the same class with them?
aaral ang kanilang mga karanasan para masagot ang iyong tanong. B. Presentation:
Listen as the teacher reads this dialog.
2. Ipagawa sa mga mag-aaral ang Gawain 1 at 2 at talakayin ang Say: It is the first day of school. The Grade 3 pupils come to school
kanilang mga kasagutan. Maaaring maghanda ng iba pang larawang early.
nagpapakita ng natatanging kakayahan. Bea: Hello, Sarah! I’m happy to see you again.
 Sino sa mga bata sa Gawain 2 ang nais mong tularan? Bakit? Sarah: Hi, Bea! I’m happy to see you, too.
Sa bahaging ito ng pagtalakay, maging sensitibo sa Bea: I didn’t see you during summer. Did you go somewhere else?
kanilang mga kakayahan na di nakita o nabanggit sa kahong iyong Sarah: Yes, I did, I spent two weeks with my aunt’s family in the
ipinasuri o ipinakita. Kailangan mong malinang ang kanilang city.
pagkamalikhaing kakayahan para lumabas ang tamang pagproseso sa Bea: What places did you visit?
aralin. Pagsumikapan mong gamitin ang iyong kaalaman sa Creative Sarah: We went to the Rizal Park. It is a very big park with so many
Thinking na istilo. people there. We also went to the Manila Ocean Park.
Bea: Did you enjoy your stay in the city?
3. Bigyang pokus ang pagkakaroon ng kakayahan ng bawat bata. Sarah: Of course, I did.
Sikaping mapag-isipan ng mga bata ang sariling kakayahan. Comprehension Check
Talakayin ang kasagutan ng mga bata sa mga tanong na nasa 1. Who are talking in the dialog? Where are they?
Kagamitan ng Mag-aaral. 2. Where did Sarah spend her vacation?
3. What interesting places did she see?
4. Did she enjoy her stay in the city?
MTB-MLE 8:10 – 9:00 5. Did Bea go with Sarah to the city?
6. Where do you think Bea spend her vacation?
I. Objectives: Listen, Repeat, and Role Play
 Participate actively during class sharing on familiar topics by Have pupils listen to the dialog again. Then ask them to take turns in
making comments and asking questions using complete sentences. reading the lines.
 Speak clearly and comprehensively by using standard language Call on some pupils to role play the dialog.
and appropriate grammatical form, pitch, and modulation Follow up Activity: Classroom Passport
 Have five (5) group of pupils. Assign each group a specific place
II. Subject Matter: to occupy and choose a name of a country or a popular tourist spot.
a. Filling out forms, giving the appropriate information Then label their corner with the chosen name. (prepare the materials
b. Materials: charts ahead of time)
 Imagine that your group is traveling to these places. Each group
III. Procedure: member will take turns going around and getting to know the people
A. Pre-Assessment (conduct this orally or on written form). and places of each group.
Say:  Have pupils ask these questions as they go around to the different
On your way to school, what did you see that caught your interest? places;
List down as many things you saw. 1. What is your place famous for?
On the first day of school, you meet your friends and classmates. 2. Who can be my friends from this place?
What do you say to each one of them?  Then have the group whose place you visited to sign your passport
You have a new classmate in grade 3. You want to make friends with as proof of your visit to their place…
him or her. Sample Passport
What do you do and say to him or her? Passport Places Visited
Name: __________________ Ako ay _________ taong gulang.
Address: ________________ Ipinanganak ako noong _______________.
Age:____________________ Nakatira ako sa___________________________.
Ang aking mga magulang ay sina_____________ .
 Call on some pupils to report on their travels. 5. Paglalahat
For example: Itanong:
I travelled to_________________________. The Place is famous Ano ang dapat tandaan sa pagpapakilala ng sarili?
of________________________. I made friends with Pasagutan sa mga bata ang mga patlang sa ibaba upang
_______________. higit na maunawaan ang mga dapat tandaan sa pagpapakilala ng
sarili.
IV. Evaluation: (Teacher may give points based on how they present Sa pagpapakilala ng aking sarili ay unang sinasabi ang aking
their outputs) _____.
Sinasabi din ang araw, buwan at taon ng aking ______.
V. Assignment: Draw some other places you have been. Be able to Ang lugar kung saan ako nakatira ay tumutukoy sa aking
express your experience in front tomorrow. _______.
Binabanggit din ang pangalan ng aking mga ______.
Filipino 9:00 – 9:50
IV. Karagdagang Pagsasanay
I. Layunin Tumawag ng ilang bata na magsasabi ng isang pangalan ng
Nasasagot ang mga tanong ayon sa napakinggang kuwento kaniyang kaklase at ilang impormasyon na natatandaan niya tungkol
Naisasagawa nang may kaayusan ang pagpapakilala sa sa tinukoy na kamag-aral. Ipaturo din sa tinawag na bata ang
sarili inilalarawang kaklase.

II. Paksang-Aralin RECESS 9:50 – 10:05


Pagpapakilala ng Sarili
Mathematics 10:05 – 10:55
III. Panlinang na Gawain
1. Tukoy-Alam I. Objective:
Hayaang ipakilala ng mga bata ang kanilang sarili. Visualize numbers 1 001 up to 5 000
Tumawag ng mga volunteer para sa gawaing ito.
2. Paglalahad II. Subject Matter:
Anong karanasan sa unang araw ng pasukan ang hindi mo a. Visualizing Numbers up to 5 000
malilimutan? b. Materials: Flats, longs and squares, flash cards, grid
Sabihin ang pamagat ng kuwentong babasahin. papers/hundreds chart
Ano kaya ang nangyari sa unang araw ng pasukan? III. Procedure:
3. Pagtalakay at Pagpapahalaga
Basahin nang malakas. A. Preliminary Activities
“Unang Araw ng Pasukan” (Refer to TG p. 2) 1. Drill
Itanong: Have pupils in the first row write a number between 101 and 1 000
1. Ano ang nararamdaman ng mga bata sa unang araw ng pasukan? on their "show-me board."
2. Bakit masaya ang mga bata? Call each one to show the number to the class to read. Do this as
3. Bakit kakaiba ang nararamdaman ni Ella? snappily as possible. Repeat the same procedure with the other rows.
4. Bakit siya malungkot? 2. Review
5. Ano kaya ang sumunod na nangyari? Give pupils exercises on writing numbers in words and in symbols.
6. Paano mo ipakikilala ang iyong sarili? Write the following in symbols, e.g.
Basahin sa mga bata ang sinabi ng bagong kaibigan ni Ella. 1) eight hundred forty-eight
Para sa Guro : Gumawa ng puppet upang magamit sa gawain na ito. 2) nine hundred ninety-nine
Ipakilala ang puppet na ginawa sa pamamagitan ng pagsasabi ng : 3. Motivation
Ako si Marina. Play a puzzle game. Provide each group of pupils with sets of
Ako ay pitong taong gulang. numerals
Nasa ikatlong baitang ako. 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The puzzle is a number (ranging from
Nakatira ako sa Purok 4. 101 to
Itanong: 1 000) written in bold figures. Ask pupils to answer the questions that
Ano ang unang sinabi ni Marina tungkol sa kaniyang sarili? you will read.
Ano-ano pa ang sinabi niya? Examples: What is the smallest 3-digit number that can be formed?
Ano ang dapat tandaan sa pagpapakilala ng kaniyang sarili sa kapwa How will you write two hundred eighty-five in symbols?
bata? The first group to form the puzzle wins the game.
Paano kung sa matanda siya magpapakilala? B. Developmental Activities
4. Pagpapayamang Gawain 1. Presenting the Lesson
Maghanda ng isang musikang patutugtugin. Post the puzzles formed on the board.
Iayos pabilog ang mga bata.Sabihin sa kanila na habang tumutugtog Ask: How are these numbers similar?
ang How many digits are there?
musika ay ipapasa nila ang bola sa kanilang katabi sa kanan. Kung What is the biggest place value in the numerals?
sino ang may 2. Performing the Activity
hawak ng bola paghinto ng tugtog ang siyang magpapakilala ng sarili Have the pupils use flats, longs, and squares to illustrate/visualize
sa pamamagitan ng pagbuo ng mga pangungusap na nasa tsart . Ulitin each number.
ito hanggang 1 square = one (1)
sa makapagpakilala ang lahat ng bata. 10 squares = 1 long (1 ten)
Ako si ________________ 10 longs (10 tens) = 1 flat (1 hundred)
10 flats (10 hundreds) = 1 block (1 thousand) *Ask the Motivation Question and the Motive Question to the
Say: Suppose you count on from 1 000, what would be the next learners (Alternate strategy: Semantic map)
number? *Read the story aloud to the pupils with some prediction questions at
Introduce the number 1 000. certain points to monitor comprehension
Using blocks, flats, longs and squares, 1 000 has how many loose *Post Reading:
squares? How many longs? flats? blocks? Discuss the story, highlighting the crow’s resourcefulness though
How many is 1 000 in hundreds? tens? ones? discussion questions
1 000 = 10 hundreds
= 100 tens IV. Evaluation:
= 1 000 ones Allow pupils to draw a picture and write a sentence about their
If we count from one to one thousand and add 1, we have one drawing. Let them share their drawing to the class.
thousand one.
Guide the pupils to visualize other numbers using flats, longs and V. Assignment:
squares. Draw your favorite pet and write 3 – 5 sentences about it.
3. Processing the Activity
Ask:
What do the blocks represent? the flats? the longs? the squares? Araling Panlipunan 3:10 – 3:50
When we add one square to 1 000 blocks, how much do we get?
In the representation, how much is 2 blocks, 4 flats, 2 longs, and 5 I. Layunin; Naiisa-isa ang mga simbolo na ginagamit sa mapa.
squares?
How many blocks, flats, longs, and squares is 3 627? II. Paksa: Mga Simbolo sa Mapa
Can you now visualize big numbers using this representation? Mga Kagamitan: Tsart, larawan ng iba’t ibang simbolong
4. Reinforcing the Concept ginagamit sa mapa
Divide the pupils into 10 groups. Give each group a chart with the
title "My 2 001 – 2 100 Chart”. Have them complete the chart: III. Pamamaraan:
2 001 – 2 100, 2 101 – 2 200, and so on. A. Panimula:
For additional exercises, let pupils answer Activities 1 and 2 in the 1. Magpalaro ng “scavenger’s hunt” gamit ang isang simpleng mapa.
LM. Sa larong ito, maghanda ng 4-5 simplemeng mapa ng silid-aralan
5. Summarizing the Lesson kagaya ng nasa ibaba. Maglagay ng mga kendi sa iba’t ibang sulok
How could we visualize numbers from 1 001 – 5 000? ng silid at markahan ito sa mga mapang ginawa. Ibaibahin ang mga
What helps us visualize the numbers? marka sa mga mapa sa bawat pangkat upang
6. Applying to New and Other Situations hindi magkagulo ang klase. Siguraduhin pareho ang bilang ng marka
Have pupils work on Activity 3 in the LM. sa bawat mapa. Ang pangkat na may pinakamaraming kending
nakuha ang siyang panalo.
IV. Evaluation:
Visualize the following numbers using flats, longs and squares.
1) 485 2) 392 3) 590

V. Assignment:

2. Itanong:
 Paano ninyo natagpuan ang mga kendi?
 Ano ang tiningnan ninyo sa papel na binigay ko sa inyo?
 Paano ito nakatulong sa paghahanap ninyo ng kendi?
 Anong mga bagay ang inyong tinandaan?
 Ano ang tawag dito? (Palitawin ang sagot na MAPA)
 Ano-ano ang makikita sa mapa? (Palitawin ang sagot na Mga
SIMBOLO)
Remedial Instruction 10:55 – 11:15 3. Isulat sa pisara ang sagot ng mga bata.
4. Iugnay ang mga ito sa aralin.
Synchronized Reading 1:00 – 1:30 B. Paglinang:
1. Ilahad ang aralin gamit ang mga susing tanong sa Alamin Mo sa
Science 1:30 – 2:20 LM
(Handled by Science Teacher Mrs. Norma A. Pajarito) 2. Magdaos ng “brainstorming” kaugnay ng tanong. Tanggapin
lahat ang sagot ng mag-aaral.
English 2:20 – 3:10 3. Ipabasa ang Tuklasin Mo sa LM Talakayin ang mga halimbawang
sagot sa bahaging ito.
I. Objectives:
1. Admire the crow for thinking of a smart way to solve his problem
2. Draw and write a sentence about the drawing. - kapatagan

II. Subject Matter:


a. Literature: The Crow and the Pitcher (adapted from Aesop) - talampas
b. Materials; Pictures of a crow, pitcher, Word cards, Learner’s
Materials: Activity1, 2 - katubigan
III. Procedure: 4. Bigyang-diin ang sagot ng mga bata na angkop sa aralin.
*Unlock the key words in the story using pictures and context  Ano ang mapa?
 Sino-sino ang kadalasang gumagamit ng mapa?
 Bakit gumagamit ng mga simbolo sa mapa? What images in the rhythmic pattern were used to represent the
 Paano nakatutulong ang mga simbolo sa pagbabasa ng mapa? sounds that you heard and the sounds that you did not hear?
 Ano ang maaaring mangyari kung walang mga simbolo sa isang (We used the illustrations of clapping hands and an open mouth for
mapa? sounds heard and open hands for silence.)
 Bilang isang mag-aaral, paano makatutulong sa iyo ang kaalaman The symbol ( ) shows the sound that we hear while ( ) shows the
sa pagbabasa ng mapa? sound that we do not hear, but could be felt.
 Paano mo kaya magagamit sa pang-araw-araw na What were the movements used to show the sounds that we heard and
pamumuhay ang iyong kaalaman sa pagbibigay ng the sounds that we did not hear?
kahulugan ng mga simbolo sa mapa? (clap, chant, and open hands at rests.)
5. Ipaliwanag ang panuto sa pagsasagawa ng bawat gawain. We can also use body movements to show sounds heard and the
6. Ipakita ang mapa ng sariling lalawigan. Ipasubok sa mga magaaral sounds that we do not hear.
ang pagtukoy sa ilang simbolo na kanilang makikita sa mapa ng Generalization:
kanilang lalawigan. What symbols were used to represent the sounds that we heard and
7. Ipagawa ang sumusunod: the sounds that we did not hear?
Gawain A: Ano ang Kahulugan 5. Application
 Bumuo ng limang pangkat. Group the class into four. Each group will perform the rhythmic
 Ipaliwanag ang pamamaraan sa paggawa ng Gawain A LM. patterns using the given movement while singing “Ang Alaga Kong
 Bigyan ng sapat na panahon ang bawat pangkat upang magawa ng Pusa”. (Refer to TG p.4)
maayos ang gawain.
 Pasagutan ang tanong 1-3 pagkatapos ng gawain. IV. Evaluation
 Ipaulat sa mga bata ang kanilang output. Put a check ( ) on the appropriate box.
Very Needs
Skill Good Satisfactory
IV. Pagtataya: BIbigyan ng kaukulang puntos ang outputs ng bawat Good Improvement
pangkat. 1. Can
differentiate
sounds
V. Takdang Aralin: that can be heard,
Iguhit ang mga simbolong napag-araln sa papel at lagyan ito ng from
sounds that
pangalan ng simbolo. cannot be
heard
Music 3:50 – 4:30 2. Can identify
sounds that we
do not hear but
I. Objective: receives a
Relate images with sound and silence within a rhythmic pattern. beat

II. Subject Matter: V. Assignment:


a. Pulse in Music Create appropriate movements that could be used to accompany a
b. Materials: chart of rhythmic patterns song.
CD/CD Player
Improvised rhythmic instruments
Ex. pair of sticks, pair of coconut shells, drum, maracas, shaker Ground Improvement 4:30 – 4:50

III. Procedure: Flag Retreat 4:50 – 5:00


A. Preliminary Activities
1. Drill
Clap

2. Review
Sing “Leron, Leron Sinta” and move to the rhythm of the song.
B. Lesson Proper
1. Motivation
Give examples of sounds that you hear.
(sound of vehicles, animals, rain, sounds people make)
Can we move without making any noise?
(Yes. We can move without making any noise by walking slowly,
writing, waving the hands)
What are the sounds that you love to hear?
(chimes, church bells, the voice of my mother, the voice of my
favorite singer)
2. Presentation
Study the following rhythmic patterns and do the movements
indicated in each beat.

3. Discussion
Makatutulong sa pagkilala sa sariling kakayahan ang mga gawain sa
Isagawa.

1. Ipagawa sa mga mag-aaral ang Gawain 1 sa unang araw. Talakayin


ang mga kasagutan.

2. Patnubayan ang mga mag-aaral sa susunod na araw na maisagawa


ang Gawain 2 Pagbabalak. Gabayan sila sa mga balakin o iniisip na
gagawin.

3. Maglaan ng isang araw para sa Gawain 3, Araw ng Pagtatanghal.


Matapos ang pagtatanghal ay alamin ang mga kasagutan sa mga
katanungang nakapaloob sa Gawain 3 sa Kagamitan ng Mag-aaral.

Sa bahaging ito, kailangang mong magamit ang teoryang social-


interactive learning. Iparamdam sa mga mag-aaral na sila ay
matututo sa pamamagitan ng pakikipagtalakayan sa kanilang kapwa
mag-aaral. Hayaan silang magkaroon ng ingay habang
nagtatalakayan. Huwag kalimutang bigyan sila ng mga alituntunin
kung papaano nila gagawin ang talakayan na hindi makaiistorbo sa
ibang pangkat.

MTB-MLE 8:10 – 9:00

I. Objectives:
 Note important details in narrative texts listened to by identifying
the setting, character, and the plot.
 Get the meaning of words through pictures and context clues.
 Express love for stories and other texts by browsing the books read
to them.

II. Subject Matter:


a. Noting important details in grade level narrative texts (character,
setting, and plot)
b. Materials: charts, pictures of family activities, copy of the story
“Doing Things for Mother”, story map

III. Procedure:
A. Listening to a Narrative text.
1. Pre Listening Activities
Unlocking of Difficulties
1. Alice chose a nice spot in the garden to plant her rose.
a. a pot c. a color
b. a place d. a shed
2. Dino is such a thoughtful boy. He never misses to bring me some
fruits from their farm.
a. smart c. happy
June 15, 2016 Wednesday b. industrious d. kind
3. Mother scrubbed the pots and pans until they are clean and shiny.
Flag Raising Ceremony 7:30 – 7:40 a. Rubbed hard with a brush or pad
b. Washed well
Edukasyon sa Pagpapakatao 7:40 – 8:10 c. Wiped thoroughly
d. Touched gently
I. Layunin: Motivation
Nakatutukoy at nakapagpakikita ng mga natatanging Present pictures of a family showing the following activities.
kakayahan nang may pagtitiwala sa sarili

II. Paksa/Pagpapahalaga:
Positibong Pagkilala sa Sarilli (self-esteem)
Ask:
Pagtitiwala sa Sarili (confidence)
Ask:
 Who are in all the pictures?
Mga Kagamitan:
 What does the family do in each pictures?
Sulatang papel, bond paper, pangkulay, lapis, at
 Is it good for the family to do things together? Why?
pambura
 What things do you do together with the family?
Setting Purpose
III. Pamamaraan:

Isagawa Natin
Sabihin ang kahulugan ng may salungguhit na salita na matatagpuan
din sa loob ng pangungusap.
1. Si Kaka Felimon ang pinakamatanda sa pamilya kaya maraming
humihingi ng kaniyang payo.
Ask: 2. Ipinagmamalaki ng mga Bikolano ang Bulkang Mayon sa kanilang
What is the boy doing in the picture? lugar.
Motivation Question: What did Louie do for his mother? 3. Ang pamahalaang lokal ay nagbigay ng mahalagang anunsiyo
During Listening tungkol sa padating na bagyo sa kanilang lugar.
Read the story to the class once without interruption. Then read it 4. Marami palang malilikhang kapaki-pakinabang na bagay mula sa
again and ask questions about it. indigenous materials tulad ng basket na gawa sa kawayan. Ipagamit
Post Listening/Comprehension check: sa mga bata ang mga bagong salita sa sariling pangungusap.
Ask: Itanong Nakapunta ka na ba sa isang pistahan?
1. What is the story about? Hayaang magbahagi ang mga bata ng sariling karanasan. Sabihin ang
2. Where did the story happen? pamagat ng kuwentong babasahin.
3. Who are the persons in the story? Itanong: Ano ang nais ninyong malaman sa kuwento?
4. What happened to Louie’s mother? Isulat sa pisara ang mga tanong na ibibigay ng mga bata. Gabayan
5. What did Louie do about this? sila upang makapagbigay ng tanong.
6. Why do you think Louie did it? 3. Pagtatalakay at Pagpapahalaga
7. What did Louie’s mother feel about his thoughtfulness? Ipabasa “Ang Pistang Babalikan Ko” sa Alamin Natin, p. 2. Balikan
8. What lesson does the story teach? ang mga tanong na ginawa ng mga bata bago nila basahin ang
Skill Focus: kuwento. Pasagutan ang mga ito sa kanila.
Identifying the Elements of a Story Listened to. Itanong:
“Doing things for Mother” is a narrative text. A narrative text or a Ano ang pamagat ng kuwento?
story has the following elements: Ano-ano ang pangyayari sa kuwentong binasa?
 Setting: It tells when and where the story happens. Ano ang katapusan ng kuwento?
 Character: It tells who the persons in the story are. Anong okasyon ang inilalarawan sa kuwento?
 Plot: It tells what the events or happenings are. Ano-anong kaugaliang Pilipino ang nabanggit sa kuwento?
Below is a story map of the story “Doing things for Mother” Ginagawa pa ba ang ganito sa inyong lugar?
Complete the map by putting the events below in the correct order or Dapat pa ba ito ipagpatuloy? Bakit?
sequence. Paano natin mapapahalagahan ang mga kaugaliang sariling atin?
(Refer to LM p. 4 for the story map) 4. Pagpapayamang Gawain
Application: Pasagutan ang Linangin Natin , p. 3.
Retell the story using the story map as a guide. 5. Paglalahat
Pagawain ng kiping ang mga bata. Magpagupit ng isang dahon mula
IV. Evaluation: (Teacher may read the story “The Pitcher and the sa isang berdeng papel. (Maaaring ipakita muna sa mga bata kung
Crow”) paano ito isagawa.)
Identify the following from the story: Ipasipi at ipakumpleto sa mga bata ang pangungusap batay sa
1. character- natutuhan niya sa aralin.
2. setting- Itanong: Ano ang natutuhan mo sa aralin?
3. plot-
IV. Karagdagang Pagsasanay
V. Assignment: Study more about character, setting and plot. Pasagutan ang Pagyamanin Natin p. 4.

Filipino 9:00 – 9:50 RECESS 9:50 – 10:05

I. Layunin Mathematics 10:05 – 10:55


Nasasagot ang mga tanong tungkol sa binasang kuwento
Naiuugnay ang binasa sa sariling karanasan I. Objective:
Visualize numbers 5 001 up to 10 000
II. Paksang-Aralin
Pag-uugnay ng Karanasan sa Binasa II. Subject Matter:
a. Visualizing Numbers up to 10 000
III. Panlinang na Gawain b. Materials: Flats, longs and squares, flash cards, grid
1. Tukoy-Alam papers/hundreds chart
Linangin ang salitang pista sa pamamagitan ng concept map.
Itanong: Nakadalo na ba kayo sa isang pista? III. Procedure:
Ano-ano ang inyong nakita o naranasan? A. Preliminary Activities
Isusulat ng guro ang sagot ng mga bata sa concept map. 1. Drill
Have pupils in the first row write a number between 5 001 and 6 000
on their "show me” board.
pista Call each one to show the number to the class and read. Do this as
snappily as possible. Repeat the same procedure with the other rows.
2. Review
Writing the number represented by each set of number discs.
Ano ang ibig sabihin ng salitang pista? Ipagamit ang bagong salita sa 3. Motivation
mga bata. Divide the class into four groups.
2. Paglalahad A number will be assigned and pinned to each group member - 0, 1,
Pagpapalawak ng Talasalitaan 2,
3, 4, 5, 6, 7, 8 and 9. They will be asked some questions and they will What could help us visualize numbers?
arrange themselves according to their answer. 6. Applying to New and Other Situations
The members without numbers assigned to them will serve as group Have pupils work on the exercises under Activity 3 in the LM.
facilitators and one will write the group answer on the board. Answer Key: 1) 6 431 2) 7 512 3) 5 754 4) 7 202
The group with the highest score wins the “Give Me” game.
Say: Give me: IV. Evaluation:
1. The smallest 4-digit number that you can form. (1 234) Use blocks, flats, longs and squares to illustrate the following
2. The biggest 4-digit number that you can form. (9 876) numbers.
3. A 4-digit number with 5 in the hundreds place 1) 2 217 2) 3 248 3) 3 760
After checking the scores, announce the winner.
This time, merge the groups and come up with two groups each with V. Assignment:
2 sets of (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). Use a graphing paper. Draw and color the following. Write the
Say: Give me: number they represent in symbols.
1. The smallest 4-digit number. (1 001) 1) 1 block, 8 flats and 2 squares
2. The biggest 4-digit number. (9 988) 2) 2 blocks, 5 flats, 7 longs, and 4 squares
B. Developmental Activities 3) 4 blocks and 9 longs
1. Presenting the Lesson
Post all the numbers formed: Remedial Instruction 10:55 – 11:15
1 234, 9 876, 2 468, 1 001, 9 988
Ask: Which of these numbers has the smallest digit in the thousands Synchronized Reading 1:00 – 1:30
place? (1 001)
Which has the biggest digit in the thousands place? Science 1:30 – 2:20
(9 876 and 9988) (Handled by Science Teacher Mrs. Norma A. Pajarito)
Which number has the biggest value? (9 988)
What is the highest place value of this numeral? (thousands) English 2:20 – 3:10
What is the highest place value if 9 988 is rounded off to10 000? (ten
thousands) I. Objectives:
2. Performing the Activity 1. Read words with short a, e, and i in CVC pattern
Have the pupils use flats, longs, and squares to illustrate/visualize 9 2. Read selected sight words from the Dolch list
000 and 10 000 3. Read words, phrases, sentences and stories containing the CVC
1 block = 10 flats or 100 longs or 1 000 squares = 1 000 words and sight words
1 flat = 10 longs or 100 squares = 100 4. Differentiate sentences from phrases
1 long = 10 squares = 10
1 square = 1 II. Subject Matter:
Let them use blocks, flats, longs, and squares to visualize 9 988. a.1. CVC Words and Sight Words
Represent 9 000 using blocks, 900 using flats, 80 using longs and 8 a.2. Sentences and Phrases
using squares. b. Materials; Word cards, Teaching Chart on the Differences
Ask: How many blocks are there? _____( 9 ) Between a Phrase and a Sentence, LM Activities 3, 4, LM Activities
How many flats?____ ( 9) longs? ____ ( 8 ) squares?____ (8) 5A, 5B, 5C, and 5D
Say: If we have 9 blocks or 9 000 and we add 1 more block or 1 000,
how many blocks do we have now? (10) III. Procedure:
10 blocks is equal to what number? (10 000) · Guide the pupils in recalling the story “The Crow and the Pitcher”
Since the number (10 000) is so large, aside from using blocks, flats, by asking questions that depict the events in the story
longs and squares, we can also represent it with a picture of a bundle · Classify students‟ responses as to phrases and sentences by writing
of straws with 10 000 label, e.g. them on the board
· Explain to the class the difference between a sentence from a phrase
· Present phrase cards and let pupils read the phrases.
· Combine the phrases to form sentences. Ask the pupils to
10 000
differentiate sentences from phrases
· Form the pupils into groups and let them form sentences by
Guide the pupils to see the relationship between the bundled straws combining 2 phrases.
and the flats, longs, and ones. · Have the groups present their work.
Post bundled straws on the board. Ask the pupils to give the number.
Provide bundled straws to pupils in 1 000s, 100s, 10s and 1s. Let the IV. Evaluation:
pupils show the following numbers using the bundled straws. Write P if it is a phrase and S if it is a sentence.
e.g. 8 207 6 482 9 025 ____1. looked for water
Provide or let the pupils bring out their pre-assigned blocks, flats, ____2. The crow looked for water.
longs and squares. Have the pupils answer Activity 1 in the LM.
3. Processing the Activity V. Assignment:
Ask the following questions: Write 2 phrases and 2 sentences.
How did you find the activity?
Did you find it helpful to use flats, longs and squares and the bundled
straws in visualizing numbers? Araling Panlipunan 3:10 – 3:50
4. Reinforcing the Concept
Provide pupils with bundled straws. Have pupils work on Activity 2 I. Layunin:
in the LM. Nabibigyang kahulugan ang mga simbolo na ginagamit sa mapa sa
5. Summarizing the lesson tulong ng mga panuntunan.
Ask pupils the following questions:
How do we visualize numbers 5 001 to10 000? II. Paksang Aralin:
a. Mga Simbolo sa Mapa In the drawing, you can see several linear designs. Linear
b. Kagamitan: mapa ng sariling lalawigan, papel, bond paper, yarn, designs are designs out of different kinds of lines that form
paste o glue, manila paper, panulat rectangles, triangles, and circles. The kinds of lines are straight and
curve while the types of lines are thin and thick.
III. Pamamaraan: The weave patterns and the lines and colors, used in the
*Balik aralan ang paksang natalakay sa nakaraang araw. woven textiles of the different ethnic groups/ indigenous people
*Gawain A: Ano ang Kahulugan (T’nalak of T’boli, Ifugao, etc.) emphasize their cultural heritage.
 Bumuo ng limang pangkat. 3. Art Activity:
 Ipaliwanag ang pamamaraan sa paggawa ng Gawain A LM. Activity I: Making a Design for a Gift Wrap
 Bigyan ng sapat na panahon ang bawat pangkat upang magawa ng Instruct the pupils to do BE CREATIVE on LM page _______.
maayos ang gawain. 4. Processing/Critiquing of Art Works:
 Pasagutan ang tanong 1-3 pagkatapos ng gawain. Encourage the pupils to post their artworks on the board. What
 Ipaulat sa mga bata ang kanilang output. experiences inspire them to create the design for a gift wrap?
*Bigyang diin ang kaisipan sa Tandaan Mo sa LM What makes your artwork special and different from others?
Aside from using it as a gift wrap, where can you use your designs?
IV. Pagtataya: C. Post- Activity:
Isulat ang kahulugan ng bawat simbolong ipinapakita sa larawan. 1. Generalization:
Simbolo Kahulugan Ask:
What makes your design artistic and creative?
Different kinds of lines can create artistic and creative designs.
2. Values Integration:
How can you make your art design different and unique?
How can you show appreciation of other’s artwork?

IV. Evaluation:
Refer to TAKE THE CHALLENGE on LM.
Evaluate the artworks of the pupils using the rubric below.
Very Evident Not Evident
V. Takdang Aralin:
Evident (5) (3) (1)
Pag-aralang mabuti ang mga simbolo.
The artwork is
Arts 3:50 – 4:30 original and creative.
The kinds of lines
I. Objectives; and their
a. Name the different kinds of lines and their characteristics. characteristics are
b. Create a geometric design with contrasting lines. shown in the artwork.
c. Show appreciation of own design and of others through an art Geometric design is
exhibit. used in the artwork.
The artwork is
II. Subject Matter: finished on time.
a. Creating a Gift Wrap
b. Materials: Oslo paper, pencil, crayons or pastel colors, pictures of V. Assignment:
beautiful sceneries, small flat stone Look for a picture of cloth with geometric designs from old
magazines or newspapers. Ask the assistance of your parents or
III. Procedure: guardian in cutting the picture.
A. Pre-Activity
Review: Ground Improvement 4:30 – 4:50
Show pictures of beautiful scenery found in your locality. Flag Retreat 4:50 –
Let the pupils talk about the pictures. June 16, 2016 Thursday
B. Activity Proper: Flag Raising Ceremony 7:30 – 7:40
1. Motivation:
Show an illustration of lines. Ask the pupils to describe the kinds of Edukasyon sa Pagpapakatao 7:40 – 8:10
lines and their characteristics.
I. Layunin:
Nakatutukoy at nakapagpakikita ng mga natatanging
kakayahan nang may pagtitiwala sa sarili
Show picture or a drawing with geometric designs. II. Paksa/Pagpapahalaga:
(You can also use the previous outputs of the pupils.) Positibong Pagkilala sa Sarilli (self-esteem)
2. Presentation Pagtitiwala sa Sarili (confidence)
Say: Look and examine the drawing. Does the picture show different
kinds of lines? Mga Kagamitan:
Motivate the class to participate as they name and describe the lines Sulatang papel, bond paper, pangkulay, lapis, at
and their characteristics as seen in the drawing. pambura

III. Pamamaraan:
Isapuso Natin
Sa pagkilala sa mga kayang magawa, mapapansin ninyo na madaling
maisusulat ng mga mag-aaral ang kaya nilang gawin.
1. Ipagawa ang Isapuso Natin. IV. Evaluation:
2. Ipaskil ang inyong gawain sa isang bahagi ng dinding bilang Have pupils retell the story. “The Pet” by completing these
lunsaran, pamantayan, o paalaalang kaisipan sa klase. statements:
Sa mga gawaing ito, gabayan ang mga mag-aaral sa mga 1. It was _________________________________.
ipinaskil na gawain sa pader ng silid-paaralan. Nilalayon nito na 2. Greg and Martha, together with their parents went
magkaroon ng pagbibigay papuri at bukas na talakayan hinggil sa to_____________________________________.
kanilang mga reaksyon sa mga bagay na sinusuri. 3. Greg and Martha _________________________.
3. Bigyang-diin ang Tandaan Natin. Ipabasa ito sa mga mag-aaral 4. They wanted to __________________________.
nang may pang-unawa. Ipaliwanag nang mahusay ang mensahe nito 5. But their parents _________________________.
upang lubos na maisapuso ito ng mga mag-aaral. 6. A boy came and _________________________.
7. Greg and Martha were happy to ____________________.

MTB-MLE 8:10 – 9:00 V. Assignment: Study more at home.

I. Objectives:
 Note important details in a narrative text read: Filipino 9:00 – 9:50
a. setting b. characters c. plot
 Read aloud grade level text with accuracy. I. Layunin
 Read grade level text with proper phrasing and with proper Nagagamit ang pangngalan sa pagsasalaysay tungkol sa mga tao,
expression. lugar, at bagay sa paligid

II. Subject Matter: II. Paksang-Aralin


a. Noting important details in grade level narrative texts (character, Paggamit ng Pangngalan sa Pagsasalaysay
setting, and plot)
b. Materials: charts, copy of the story “The Pet” III. Panlinang na Gawain
1. Tukoy-Alam
III. Procedure: Sabihin sa mga bata na magmasid sa paligid.
A. Pre – Reading Itanong: Ano-ano ang nakikita ninyo sa paligid?
1. Unlocking of Difficulties Gabayan ang mga bata na bumuo ng pangungusap tungkol sa nakita
1. There is a new beach resort where you can go swimming and nila sa paligid.
sailing. A resort is a place where you can __________. Itanong : Ano-ano ang pangngalan na ginamit sa pangungusap?
a. study c. have fun 2. Paglalahad
b. pray d. learn cooking Itanong : Ano ang ginagawa mo kung malapit na ang pista sa inyong
2. The dog hid under the bushes so that its master could not see him. bayan?
a. a cluster of a small plant c. a lawn 3. Pagtatalakay at Pagpapahalaga
b. a rice field d. a plantation Ipabasa ang “Pista sa Aming Bayan” sa Alamin Natin, p. 4.
3. The flowers and the butterflies in the garden are beautiful sight. Itanong:
a. something to see c. something to smell Ano ang magaganap sa bayan?
b. something to hear d. something to touch Ano-ano ang ginagawang paghahanda ng mga tao?
Motivation Ganito rin ba ang ginagawa sa inyong pamayanan tuwing sasapit ang
Ask: kapistahan?
1. Do you have a pet? Anong kaugalian ang ipinakita sa talata?
2. What pet do you have? Ano ang katangian ng mga tao na binanggit sa talata?
3. If you are planning to have a pet, what do you want for a pet? Dapat ba silang tularan? Paano mo sila tutularan?
Setting Purpose Paano ka makatutulong kapag may okasyon sa inyong bahay?
Show the book cover and say: the story we are going to read today is Bigyan ang mga bata ng isang card. Ipasulat sa mga ito ang mga
entitled ngalan ng tao/bagay/lugar/pangyayari sa talatang muling babasahin
“The Pet” ng guro.
Ask: Ipadikit sa mga bata ang kanilang sagot sa pisara.
What do you see on the cover? What do you think is the story about? Ipabasa ang mga ito sa mga bata. Linangin ang bawat salita.
Motive Question: What did Greg and Martha find in the grass? Ano ang tawag sa mga salitang ito?
During Reading Alin-aling salita ang dapat magkakasama?
Read the story aloud to the class or call on a good reader to read the Pabigyang-katwiran ang ginawang pagsasama ng mga salita.
story. Paano isinulat ang mga salita sa bawat kategorya?
(Refer to TG p. 8 “The Pet”) 4. Pagpapayamang Gawain
Post Reading Ipagawa ang Linangin Natin, p. 5.
Discussion 5. Paglalahat
Ask: Ipakumpleto ang pangungusap na makikita sa Tandaan Natin, p.5 .
1. What did Greg and his sister want to do with the kitten? Ano ang pangngalan?
2. Why did their parents not allow them to get the kitten? Ang pangngalan ay ngalan ng tao, bagay, hayop, pook/lugar, o
3. Who came looking for it? pangyayari.
4. How did Greg and Martha get a pet?
Have the pupils do week 1, activity 1. IV. Karagdagang Pagsasanay
Ask: Pasagutan ang Pagyamanin Natin, p. 5.
1. When and where did the story happen?
2. Who are the characters?
3. What was the problem of Greg and Martha? RECESS 9:50 – 10:05
4. How did they find a solution to the problem?
Mathematics 10:05 – 10:55
2. Performing the Activity
I. Objective: a. Divide the class into groups. Distribute number cards bearing
Give the place value and value of a digit in a number up to 10 000 numbers not greater than 10 000.
6 341 2 856 2 573 1 869
II. Subject Matter:
Have them write the digits in their correct place value using the place
a. Giving the Place Value and Value of Numbers up to 10 000 value chart provided to them.
b. Materials: Flash cards, counters, place value chart, grid papers
3. Processing the Activity
Ask the following questions.
III. Procedure:
Which digit in card 1 is in the thousands place? in the ones place?
A. Preliminary Activities What is the place value of each digit in card1?
1. Drill
What is the value of each digit in the number?
Have pupils work on Activity 1-A in the LM. Which digit has the greatest value? the least value?
2. Review
Ask the same questions for the rest of the given numbers.
Give Activity 1-B in the LM as a review. 4. Reinforcing the Concept
3. Motivation
Have pupils work by pairs on Activity 3 in the LM. Discuss their
Form four groups of three pupils each. Give each group two sets of answers afterwards.
number cards (numbers 0 through 9). Give these directions:
Answer Key: A. 1) thousands, 1000 2) hundreds, 600 3) tens, 30 4)
a. Each member of the group takes a number. As a number is called, hundreds, 400 5) ones, 8
group members line to form that number.
5. Summarizing the Lesson
Example: 654 982 Ask the following questions:
b. The first group to form the number correctly wins.
What are the place values in a 4-digit number?
B. Developmental Activities In which group of number or period name is each place value found?
1. Presenting the Lesson
How do you find the value of a digit in a given number?
Provide and present the counters – flats, longs, and squares or let the
pupils bring out their pre-assigned counters. Have the pupils count
IV. Evaluation:
them. Let them group them into thousands, hundreds, tens and ones. Give the place value and the value of 5 in each number.
Ask: How many thousands did you form?
1) 5 017 2) 7 305 3) 3 259
How many hundreds are there? tens? ones?
Have the pupils write the numbers on the board.
V. Assignment:
Have them write the number in expanded form. Answer the following questions.
Present this place value chart and refer pupils to the LM. Discuss the
1. Which digit has the greatest value in 2 179?
different place values. 2. Which digit has the least value in 5 378?
Ten 3. To write the number two thousand, five hundred eight, do you
Thousands Hundreds Tens Ones
Thousands need a 0? Why?

Remedial Instruction 10:55 – 11:15


Let pupils do Activity 2. Let them give the number represented by the
number discs on the chart. Let them answer the questions that follow. Synchronized Reading 1:00 – 1:30

Science 1:30 – 2:20


(Handled by Science Teacher Mrs. Norma A. Pajarito)

English 2:20 – 3:10

I. Objectives:
1. Read selected sight words and phrases
2. Read a decodable story and answer comprehension questions about
it
3. Sequence 3-4 events using pictures
Ask: How many digits are there? 4. Retell a story using pictures
What is the place value of 5? 3? 7? 2?
Let pupils see the value of each digit by having them write the II. Subject Matter:
number in expanded form. a. Sequencing Events
Let them note that the value of a number could be arrived at by b. Materials: Learner’s Materials: Activity 6, p. 9-11, LM Activities
multiplying the digit by its place value as shown in the procedure 7-8, Pictures showing three events from The Crow and the Pitcher,
below. Teaching Chart on Sequencing/Retelling Strategy, Activity 6C, p. 10
Digit Place Value Value
2 x 1 = 2 III. Procedure:
7 x 10 = 70 *Guide pupils on a Flashcard drill on more sight words from Dolch
3 x 100 = 300 List and CVC words with short a, e, and i
5 x 1 000 = 5 000 *Guide the pupils in reading the story “Funny Macmac” and
To give meaning to the value of the number, point out that putting answering comprehension questions about it
together the values of each digit will give the total value of the *Introduction/Presentation of sequencing strategy using events from
number. “The Crow and the Pitcher”
Illustrate this idea by adding all the values of each digit and equating *Explain to the pupils the how sequencing of event is done. Refer to
them to the number as shown. the teaching chart on the TG.
5 000 + 300 + 70 + 2 = 5 372 *Guided Practice:
Lead pupils to see the pattern that the place value of a digit is always Groups present tableau of 3 scenes from The Crow and the Pitcher;
10 times as great as the place value of the digit to its right. pupils retell the story shown in the tableau
II. Subject Matter:
IV. Evaluation: a. Body Shapes and Actions
Here are four pictures from the story “Funny Macmac.” b. Materials: CD & CD player, and Activity Cards
Write number 1 in the picture that happened first. Write number 2 in
the picture that happened next. Write number 3 in the picture that III. Procedure:
happened next to number 2. Write number 4 in the picture that (Note: The teacher must explain the concept of mirror image and
happened last. refer to the pictures in the LM, while giving instructions to the
(Refer to LM p.17) student.)
A. Routinary Activities:
V. Assignment: 1. Checking of attendance and PE uniform (appropriate attire for
Study again the story “Funny Macmac”. Be able to retell the story physical activities)
tomorrow. 2. Warm-up activities
a. Jog in place (8 counts) walk in place (8 counts)
b. Breathing exercise (10 counts)
Araling Panlipunan 3:10 – 3:50 c. Head bend (See TG p.1)
d. Head twist (See TG p. 2)
I. Layunin: e. Shoulder circle (See TG p.2)
Nasasabi ang kahalagahan ng bawat simbolo na ginagamit sa mapa. f. Trunk twist (See TG p.2)
g. Knee stretching/ pushing (See TG p.2)
II. Paksang Aralin: (Note: Point out that the knees should not go beyond the toes.)
a. Mga Simbolo sa Mapa h. Ankle (foot) Circle (See TG p.3)
b. mapa ng sariling lalawigan, papel, bond paper, yarn, paste o glue, i. Starting position: half knee bend (See TG p.3)
manila paper, panulat After all the activities, cool down with simple stretching and
breathing.
III. Pamamaraan: B. Preparatory Activities:
*Balik aralan ang paksang natalakay kahapon. Direction: Introduce the song and the action or if the pupils are
* Gawain C: Paggawa ng Mapa familiar with the song let them sing with you.
 Gamitin ang kaparehong pangkat sa mga naunang gawain. I’m a Little Teapot
 Ipaliwanag ang pamamaraan ng Gawain C. (may be replaced by any folk song in the region)
 Ipahanda ang mga kagamitan. I’m a little teapot short and stout
 Paalalahanan ang mga mag-aaral sa pagiging maayos at Here is my handle and here is my spout
malinis sa paggawa ng kanilang produkto. When the water‘s boiling hear me shout
 Ipagawa ang Gawain C. Lift me up and pour me out!
 Ipadikit sa pisara ang mga natapos na output ng mga  What actions did you perform while singing?
pangkat.  What shapes did you form with your body?
 How did you do it? Can you show it?
IV. Pagtataya: Ask them if they want to play another game.
Hanapin sa Hanay B ang kahulugan ng mga simbolo sa Hanay A. C. Developmental Activities:
Isulat sa patlang ang titk ng tamang sagot. Note: The procedures should be delivered in MTB
Hanay A Hanay B Activity 1: Popcorn
Directions: Tell the pupils to do the following as you say:
A. Pop – stand with arms upward
A. talampas B. Corn – stand with arms sideward
_____1. A. Papara – Stand with arms on side
B. Papap – side lunge
Note: You may vary the sequence of the words alternately.
B. Lawa
Ask: What actions did you perform?
_____2. What parts of your body did you move?
How did you do it?
Activity 2: Mirror revision on the wall
C. Ilog Note to the teacher:
_____3. Demonstrate the hand and feet movements and the pupils will follow.
You may also ask the pupils to get partners. Together, they will do
V. Assignment: the actions as if one is the reflection of the other. (Refer to TG p.4)
Pagdalahin ang mga bata ng kompass at mapa na nagpapakita ng mga Ask the following questions
pangunahin at pangalawang direksiyon. Gagamitin ito sa susunod na What can you say about the movements?
aralin. What different shapes were formed with bodies?
Can you describe the different positions?
What body parts were used to form the shapes?
Can you do it?
D. Generalization
Our bodies can perform different shapes and lines such as straight,
Physical Education 3:50 – 4:30 curled and twisted. It can also show different shapes and actions.
If you can move your body and form shapes in many ways, you will
I. Objectives: enjoy exercising.
1. Describe the proper body mechanics while standing. Values Infusion
2. Move the body properly in response to sounds and music. Cooperation, self-discipline, and initiative are important in doing
3. Engage in fun and enjoyable physical activities. varied activities.
E. Application:
Merry-Go-Round
Direction: Using the base method. Divide the pupils into four groups.
Ask them to form the shape assigned in each base. They should have
formed the shapes at the end of the song (Twinkle Twinkle Little
Star) and move to the next base using the prescribed locomotor
movement.
Station 1 – Form a circle shape with arms upward
Station 2 – Form a square shape with arms sideward
Station 3 –Form a triangle with arms in front
Station 4 – Form a diamond shape with arms in front

Ask the following:


What shapes did you form?
What locomotor movements did you use in traveling from one station
to another?
E. Closing Activities:
Follow the Leader
Direction: The teacher may use a whistle, clap or alter the signal so
that pupils can develop alertness.
The teacher blows a whistle.
Once …….. Pupils stand with feet together (parallel)
Twice …….. Pupils do stride stand (stand with feet apart)
Thrice …….. Pupils do side lunge position
Ask: Were you able to follow the signals? How?
(Note to the teacher: This activity allows you to correct pupil’s
posture problems.)

IV. Evaluation:
Yes No
1. Did you perform correctly?
a. feet together (parallel)
b. stride stand
c. side lunge
2. Did you perform correctly the following
shapes?
a. straight
b. curve
c. twisted
3. Did you cooperate in the different
activities?
4. Did you enjoy the different activities?

V. Assignment:
A. Ask the pupils to practice at home the different body shapes and
body actions.
B. Ask the pupils to list down five exercises that show flexibility.

Ground Improvement 4:30 – 4:50

Flag Retreat 4:50 – 5:00


Ang bahaging ito ng talakayan ay dapat na pagpapalalim ng
iyong tinalakay na paksa. Huwag itong hayaang matapos sa
pamamagitan ng pagsusumite ng mga natapos na gawain ng mga
mag-aaral. Isakatuparan ang proseso upang maintindihan at maikintal
sa kanilang kaisipan ang paksang tinalakay sa aralin. Palabasin ang
kahalagahan ng pagtitiwala sa sarili at kakayahan. Magdagdag ng
mga likhang-kuwento tungkol dito kung kinakailangan.

MTB-MLE 8:10 – 9:00

I. Objectives:
 Identify the elements of a story-setting, character, and plot
 Create riddles
 Identify and use nouns

II. Subject Matters:


a. 1. Writing poems, riddles, chants, and raps (write riddles)
a. 2. Spelling the words in the list of vocabulary words and the words
in the selections read
a. 3. Reviewing Nouns as naming words
b. Materials: charts, art materials

III. Procedure:
Learning Activities
1. Review the story “A kitten for a Pet”
a. Using a story map, have the pupils retell the story.
b. Values infusion: Have pupils answer this question. What do you do
to take care of your pet?
2. Art Link
Ask: What pet do you have?
Draw your pet. Write a sentence about it.
3. Creating Riddles
Tell me a Riddle, I’ll tell you one
Say: Riddles are fun ways to remember some things.
A riddle is a brain teaser that makes you think using the given clues.
June 20, 2016 Monday Group Activities
Using the story elements and the story map, create a riddle that you
Flag Raising Ceremony 7:30 – 7:40 may give to the class.
1. I am an important element of a story. Through me, you will know
Edukasyon sa Pagpapakatao 7:40 – 8:10 where and when the story takes place. What am I? (Setting)
2. Without me, there won’t be any story. I am the main actor in the
I. Layunin: different events in the story. Who am I? (Character)
Nakatutukoy at nakapagpakikita ng mga natatanging 3. I am the story itself. I represent the events in a story. What am I?
kakayahan nang may pagtitiwala sa sarili (Plot)
4. As the story begins the character becomes aware of me. So he does
II. Paksa/Pagpapahalaga: certain actions to solve me. What am I? (Problem)
Positibong Pagkilala sa Sarilli (self-esteem) 5. The story ends as the character finds me to solve the problem.
Pagtitiwala sa Sarili (confidence) What am I?
(Solution)
Mga Kagamitan: Grammar Awareness
Sulatang papel, bond paper, pangkulay, lapis, at a. Presentation
pambura Have the pupils read the sentences taken from the selection “A kitten
for a Pet”
III. Pamamaraan: 1. Father drove the jeepney.
2. The family arrived at Sunrise Beach Resort.
Isabuhay Natin 3. The beach has fine white sand
Ipagawa ang Isabuhay Natin sa Kagamitan ng Mag-aaral. 4. There were butterflies flitting among the beautiful flowers in the
Ang bahaging ito ng talakayan ay dapat na pagpapalalim ng garden.
iyong tinalakay na paksa. Huwag itong hayaang matapos sa 5. Greg and Martha wanted a kitten for a pet.
pamamagitan ng pagsusumite ng mga natapos na gawain ng mga 6. They called their pet cutie.
mag-aaral. Isakatuparan ang proseso upang maintindihan at maikintal Call on a pupil to read each sentence and circle all the words that
sa kanilang kaisipan ang paksang tinalakay sa aralin. Palabasin ang name persons, places, and things after reading the sentences, have
kahalagahan ng pagtitiwala sa sarili at kakayahan. Magdagdag ng pupils write the naming words, in the chart under the correct label.
mga likhang-kuwento tungkol dito kung kinakailangan. Person Place Thing

Isabuhay Natin
Ipagawa ang Isabuhay Natin sa Kagamitan ng Mag-aaral.
Itanong: Tama ba ang hula mo?
Ask: Tungkol saan ang kuwento? Ilarawan ang batang nagkukuwento.
1. What words name persons? Dapat ba siyang tularan? Bakit?
2. What words name places? Ano-anong ginagawa niya na ginagawa mo rin?
3. What words name things? Ipabasang muli ang kuwento sa mga bata.
4. What do we call words that name persons, places or things? Ipasipi sa mga bata ang mga salitang hindi nila nauunawaan.
Practice: Ipabasa ang mga ito.Linangin ang bawat salita.
Noun Challenge Tama ba ang pagkakasipi ninyo?
Divide the class into 4-5 groups. Ask them to look around the Paano mo sinulat ang bawat salita?
classroom and outside the window. Let the group copy the chart in a May sapat bang layo ang mga letra sa isa’t isa?
manila paper. Pantay-pantay ba ang pagkakasulat mo?
In one minute (60 seconds) have them write in the chart as many 4. Kasanayang Pagpapayaman
names of persons, places, or things they see around them. Ipagawa ang Linangin Natin, p. 6.
5. Paglalahat
NOUNS Itanong: Ano ang dapat tandaan sa pagsipi ng ngalan ng tao? Bagay?
Lugar? Hayop?
Ipakumpleto sa mga bata ang pangungusap na makikita sa
Person Thing/ Place Tandaan Natin, p. 7.
Object
IV. Karagdagang Pagsasanay
Pasagutan ang Pagyamanin Natin, p. 7.

Generalization: What is noun? RECESS 9:50 – 10:05

IV. Evaluation: Mathematics 10:05 – 10:55


Encircle the noun on each sentence.
1. The family was going to a beach resort. I. Objective:
2. Father saw a kitten on the grass. Read and write numbers up to 10 000 in symbols and in words.

V. Assignment: II. Subject Matter:


Give 2 examples for each noun. a. Reading and Writing Numbers up to 10 000
1. person: __________ __________ b. Materials: Flats, longs and squares, flash cards, grid papers/place
2. place: __________ __________ value chart
3. thing/ object: _________ __________
III. Procedure:
A. Preliminary Activities
Filipino 9:00 – 9:50 1. Drill
Pupils read numbers from 101–1 000. Use flash cards for this
I. Layunin purpose.
Nahuhulaan ang nilalaman/paksa ng aklat sa pamamagitan ng 2. Review
pamagat Writing the missing number in the shapes. (See TG p.17)
Nasisipi nang maayos at wasto ang mga salita 3. Motivation
Mix and match
II. Paksang-Aralin Distribute a set of cards with numbers written in symbols and another
Pagsipi ng mga Salita set of cards with their equivalent numbers in words. Tell the pupils to
find their match. The first pair to find a match wins. Post the pairs
III. Panlinang na Gawain found on the board.
1. Tukoy-Alam B. Developmental Activities
Magpaskil ng ilang salita sa paligid ng silid-aralan. 1. Presenting the Lesson
Bigyan ng pagkakataon ang mga bata na makapag-ikot sa loob ng Post the problem on the board.
silid-aralan. Glenda heard from the newscaster that there are one
Ipasipi sa kanila ang limang salita na kanilang nababasa at thousand twenty-five voters in barangay Sta. Ana and one thousand
nauunawaan ang three hundred twenty-four voters in barangay Nabalod. She wrote the
kahulugan. numbers on her paper this way,
Ipabasa sa mga bata ang kanilang ginawa. Barangay Sta. Ana – 1 250 voters
Isulat ang sagot ng mga bata sa pisara. Pag-usapan ang kahulugan ng Barangay Nabalod – 1 324 voters
bawat salita. Is she correct in writing the numbers? Why?
2. Paglalahad Which number is written correctly? Why?
Magpakita ng isang alkansiya. Which is not? What is the correct way of writing this number?
Pag-usapan ito sa klase. 2. Performing the Activity
Sabihin ang pamagat ng kuwento. Divide the class into groups. Assign each group a task. Ask them to
Itanong: Ano kaya ang nangyari sa kuwento? prepare the hundreds chart.
Isulat ang mga sagot ng mga bata. Group1 – Make a number chart from 1 001–1 100.
3. Pagtalakay at Pagpapahalaga Group 2 – Make a number chart from 2 401 –2 500.
Ipabasa sa mga bata “Ang Aking Alkansiya” na nasa Alamin Natin, Group 3 – Make a number chart from 3 501 –3 600.
p. 6. Group 4 – Make a number chart from 4 201–4 300.
Balikan ang mga hula ng mga bata sa simula tungkol sa mga Group 5 – Make a number chart from 6 801–6 900.
mangyayari sa kuwento. Group 6 – Make a number chart from 8 301–8 400.
Group 7 – Make a number chart from 9 901–10 000. *Guided Practice:
Ask: How were you able to do your task? · Allow pupils to play the Go-Bingo. Refer to TG
Call some pupils to read some numbers they have written, e.g. 1 083, · Refer the pupils to LM Activity 9 pp 14-15
2 426, 4 238
Call some pupils to write some numbers in words on the board or on IV. Evaluation:
their show me boards, e.g. 3 575, 8 400 Complete each incomplete sentence with a word in the box.
3. Processing the Activity net swim happy Macmac funny
Ask the following questions. 1. __________ is a black crow.
 How many digits do numbers from 1 001 to 9 999 have? Which 2. Macmac can’t __________.
digit belongs to the thousands group? 3. She is a __________ crow.

 How many digits are there in 10 000? Which digit belongs to the Araling Panlipunan 3:10 – 3:50
thousands group?
 How did you write the numbers in symbols? How did you separate I. Layunin:
the digits in the thousands place to that in the digits in the hundreds, Makapagtukoy ng kinalalagyan ng bawat lalawigan sa
tens and ones place? rehiyon gamit ang mga pangunahin at pangalawang direksiyon.
 How do you write the numbers in words? Do you still need to
write zero when writing in words? Why? II. Paksang Aralin:
4. Reinforcing the Concept a. Kinalalagyan ng mga Lalawigan sa Rehiyon batay sa Direksiyon
Guide pupils in working on Activity 1 in the LM. b. Kagamtan: mapa ng sariling rehiyon, mapa ng ibang rehiyon,
5. Summarizing the Lesson Larawan o totoong compass, compass rose, north arrow, manila
Ask: How do we write numbers from 1 001 to ten thousand in paper, coupon bond, crayons
symbols and in words?
III. Pamamraan:
IV. Evaluation: A. Panimula:
Write the following in words: 1. Tumawag ng isang bata at patayuin sa gitna ng klase habang
1) 5 459 nakaharap sa pisara.
___________________________________________________ 2. Itanong sa mga bata ang sumusunod:
2) 6 568 a. Ano-ano ang mga bagay sa harapan ng inyong kaklase? Sa
___________________________________________________ kanyang likuran? Sa kanan? Sa kaliwa?
b. Sa anong direksiyon naroon ang __________ (magbanggit ng mga
V. Assignment: bagay na nasa silid-aralan)?
Read and answer each question. 3. Paupuin na ang bata.
1. What is the largest 4-digit number having different digits? Write it 4. Itanong sa mga mag-aaral, “Batay sa maikling gawain, ano-ano
in symbols and in words. ang mga salitang ating ginamit upang tukuyin ang iba-ibang
2. What is the number next to 5 473? Write it in symbols and in direksiyon? (harapan, likuran, kanan, kaliwa)
words. 5. Sabihin sa mga bata na maliban sa mga nabanggit na tawag sa
direksiyon, matututuhan nila sa araling ito ang wastong tawag sa mga
Remedial Instruction 10:55 – 11:15 direksiyon.
6. Itanong sa mga mag-aaral, “Ano-ano ang makikita sa mapa
Synchronized Reading 1:00 – 1:30 maliban sa mga simbolo o pananda na napag-aralan na natin?
Mayroon ba?
Science 1;30 – 2:20 7. Tumawag ng ilang bata at ipaturo sa mapa ang kanilang sagot.
(Handled by Science Teaher Mrs. Norma A. Pajarito) 8. Itanong ang mga nasa Alamin Mo LM p ___.
9. Tumawag ng ilang mag-aaral upang sagutin ang mga tanong. Isulat
English 2:20 – 3:10 ito sa pisara. Sabihin sa kanila na babalikan nila ang mga sagot na
iyon pagkatapos ng aralin.
I. Objectives: B. Paglinang:
1. Read words with short o in CVC pattern 1. Ipabasa ang Tuklasin Mo LM. Gamitin ang mga susing tanong 1-4
2. Read phrases, sentences and stories using short a e i o CVC in sa pagtalakay ng mga pangunahin at pangalawang direksyon.
combination with sight words and vocabulary words learned from the 2. Magpakita ng mapa ng sariling rehiyon sa klase. Ipatukoy ang mga
literature lalawigan sa iba’t ibang direksyon sa mapa.
3. Differentiate sentences from phrases 3. Ipaliwanag ang pamamaraan ng mga Gawain.
Gawain A: Mga Lalawigan sa Rehiyon
II. Subject Matter:  Hatiin ang klase sa limang pangkat.
a. Sentences and Phrases  Magbigay ng mga pamantayan sa paggawa upang mapanatili ang
b. Materials: Word cards for sight words, Pictures, Word cards and kaayusan ng klase.
teaching chart for –ox, -op, and –ot word families, Learner’s  Gawin muna ng buong klase ang Gawain A LM.
Materials: Activity 9, 10 pp. 14-17 Talakayin ang pagtukoy ng mga lugar sa mapa.
 Ipamahagi ang pinalaking kopya ng mapa ng inyong rehiyon.
III. Procedure: Kung wala, maaari mong ipasangguni ang mga mag-aaral sa mapa ng
*Let the pupils recall all the characters in all the stories they read sariling rehiyon.
since Day 1 of this week.  Sabihin sa mga bata na isulat ang kanilang mga sagot sa
Show a picture of a fox. Spell the word to them while pointing on the katanungan sa isang manila paper at maghanda sa gagawing pag-
letters as you say each of them. uulat pagkatapos ng Gawain.
*Present a pocket chart of words with o sounds. Ask them to read the  Bigyan ng sapat na panahon ang mga pangkat sa paggawa ng
words on the chart. kanilang output.
*Present the teaching chart for the –ox, -op, and –ot families. Refer to  Ipaulat ang gawa ng mga pangkat.
the TG.
IV. Pagtataya: speeds while chanting to show and feel the steady beat.
Tingnan ang mapa ng ilang lalawigan ng bansa. Sagutin ang mga 3. Discussion
tanong sa ibaba ng mapa. What is the chant all about?
(It is about a carpenter making a chair.)
1. Ayon sa mapa, aling isla ang nasa What did you do to show the pulse of “Mang Kiko”?
pinaka kanlurang bahagi ng bansa? (We tapped, clapped, marched, and walked.)
a. Palawan c. Samar We used different movements while chanting to show the pulse.
b. Panlillo Islands d. Basilan These movements can be fast or slow.
2. Ilan pang mga isla ang How were you able to maintain the pulse while singing/chanting?
napangalanan sa mapa na nasa (by continuously moving to the regular beat up to the end of the
kanlurang bahagi ng Siquijor? song)
a. 11 c. 12 4. Generalization
b. 5 d. 7 What is steady beat?
(Steady Beat is the pulse we feel in music. It can be slow or fast.)
We use movements to show the pulse in music like marching,
tapping, clapping, walking, and playing musical instrument.
5. Application
Group the class into 5. Let the pupils practice steady beats using
V. Assignment: the song “Colors at School”. Ask the pupils to do the following:
Pag-araln pa nang mabuti ang tungkol sa mga pangunahin at (Refer to TG p.9)
pangalawang direksiyon.
IV. Evaluation:
Music 3:50 – 4:30 Put a check (/) in the correct box.
Adv Pro Satis Beg
I. Objective: Skill ance fici facto inni
Maintain a steady beat when chanting, walking, tapping, clapping d ent ry ng
and/or playing musical instruments. 1.
Can
II. Subject Matter: show
a. Moving with the Beat stead
b. Materials; CD/CD Player, chart of rhythmic patterns, y
improvised rhythmic instruments beats
throu
III. Procedure: gh
A. Preliminary Activities mov
1. Drill eme
a. Tonal Drill ( s – so , m – mi ) nts
whil
e
singi
ng
the
b. Rhythmic Drill song
2.
Can
perfo
rm
2. Review stead
Sing “Ang Alaga Kong Pusa” while tapping the steady beat of the y
song. beats
B. Lesson Proper usin
1. Motivation g
Show the class a picture of a carpenter. rhyth
mic
instr
ume
nts
What is the man doing? 3.
(the man is building a house/fixing the roof) Can
What do we call the man who builds a house? sing
What is his occupation? (carpenter) the
What does a carpenter do? (A carpenter builds houses.) song
Aside from houses, what other things does he do? corre
(He makes tables, cabinets, and chairs) ctly
2. Presentation “Mang Kiko” (chant) (Refer to TG p.8) 4.
Do the following activities: Can
a. Clap/tap the beat of “Mang Kiko”. parti
b. Clap/tap the beat while chanting. cipat
c. Do other movements such as walking and marching at different e
activ
ely
in
grou
p
activ
ities

V. Assignment:
Bring improvised musical instruments for the next lesson.

Ground Improvement 4:30 – 4:50

Flag Retreat 4:50 – 5:00

You might also like