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