Professional Documents
Culture Documents
Cot April
Cot April
APRILYN L.
Teacher Learning Area MATHEMATICS 2
SUBALDO
Teaching
Date and JUNE 25, 2021 Quarter 4TH QUARTER
Time
I. OBJECTIVES
B. Performance
Interpret simple representations of data (pictographs without and with scales)
Standards
II. CONTENT
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
SLM Mathmatics 2 Ikaapat na Markahan Modyul 7 pp. 1-14
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource CG, LM, TG
(LR) Portal
B. Other Learning
Resources
2. Books / Journals
IV. PROCEDURES
Balikan
Pagtambalin ang larawan sa Hanay A at ang katumbas na square units sa
Hanay B. Idugtong ang dalawang larawan. Isulat ang sagot sa sagutang
papel.
A. Preliminary
Activities
Subukin
Tingnan ang pictograph at sagutin ang mga tanong. Isulat ang titik ng tamang
sagot sa sagutang papel.
C. Teaching Modelling
PALATANDAAN = 2 = 1
D. Guided Practice Pag-aralan ang pictograp sa itaas at sagutin ang mga katanungan sa
ibaba.
6. Bilang bata, ano ang iyong maaaring gawin upang hindi ka mahawaan ng
sakit na COVID-19?
Basahin at unawain ang mga datos na nasa ibaba at sagutin ang mga tanong.
E. Independent
Practice
Tingnan ang pictograph at pag-aralan ang mga datos. Sagutan ang mga
katanungan sa ibaba.
G. Application
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Gumawa ng graph upang maipakita ang dami ng mga holen sa mga bata sa
I. Additional pamamagitan ng paggamit ng larawan o pagguhit ng holen.
Activities 1. Ben 25
2. Lisa 20
3. Tonyo 15
4. Roberto 10
5. Analisa 15
Palatandaan: = 5 na holen
V. REMARKS
VI. REFLECTION
A.Number of learners
who
earned 80% in the
evaluation.
B. Number of learners
who require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work?
Number of learners who
have caught up with the
lesson.
D. Number of learners
who continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
APRILYN L. SUBALDO
Process Observer:
APRILYN L.
Teacher Learning Area HEALTH 2
SUBALDO
Teaching
SEPTEMBER 13,
Date and Quarter 1ST QUARTER
2021
Time
I. OBJECTIVES
A. Content Standards The learner understands the importance of eating a balanced diet.
B. Performance The learner demonstrated good decision-making skills in choosing food to eat
Standards to have a balanced diet.
C. Essential Learning States that children have the right to nutrition (Right of the Child to Nutrition
Competency Article of the Rights of the Child)
II. CONTENT
B. Key concepts
III.LEARNING
RESOURCES
A. References
2. Learner’s Materials
SLM Health 2 pp.1-13
Pages
3. Textbook Pages
4. Additional
Materials from Learning
CG, LM, TG
Resource (LR) Portal
B. Other Learning
Resources
2. Books / Journals
IV. PROCEDURES
Subukin
Lagyan ng tsek (√) kung ang larawan ay nagpapakita ng sitwasyon hinggil
sa tamang pagkain at ekis (x) kung hindi. Gawin ito sa inyong kuwaderno
A. Preliminary Activities
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
Basahin ang linya sa awitin ng Apo Hiking Society na “Ang bawat bata sa
ating mundo ay may pangalan, may karapatan….”
Balikan
Magtala ng mga halimbawa ng mga masusustansiyang pagkaing nararapat
kainin ng mga mag-aaral sa ikalawang baitang. Gawin ito sa inyong
kuwaderno.
Magtala ng mga halimbawa ng mga masusustansiyang pagkaing nararapat
kainin ng mga mag-aaral sa ikalawang baitang. Gawin ito sa inyong
kuwaderno.
Tuklasin
Isulat sa kuwaderno ang letra ng larawan na nagpapakita ng paggalang sa
karapatan sa tamang nutrisyon.
Suriin
C. Teaching Modelling
Tandaan:
UN Convention on the Rights of the Child - ang lahat
ng bata ay may karapatan sa kalusugan at magkaroon
ng sapat na kalinga mula sa pamahalaan sa aspeto ng
kalusugan. United Nations Convention on the Rights of the Child
(UNCRC) Artikulo 24 – May karapatan ang mga bata sa
pinakamahusay na kalidad ng serbisyong pangkalusugan
at sa malinis na tubig, masustansyang pagkain, at malinis
na kapaligiran upang manatili malusog ang mga bata. Presidential Decree 603 -
Child Welfare Act ay mas kilala sa tawag na Child and Youth Welfare Code
nang Pilipinas ay isang batas na nagsasaad sa
pagpapahalaga ng ating bansa sa kabataan. PD 603, Artikulo 3, Seksiyon 4 –
ang bawat bata ay may karapatan magkaroon ng sapat na pagkain,damit,
tirahan, serbisyong medical at magkaroon ng lahat ng
pangunahing pangangailangan upang mabuhay ng marangal
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
Pagyamanin. Gawain 1
Sa iyong kuwaderno. Lagyan ng tsek (√) ang
larawan ng batang nakamit ang karapatan sa tamang
nutrisyon.
KRA 2.5:
Plan and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including:chronic illness
D. Guided Practice
Gawain 2
Iguhit sa kuwaderno ang mga sumusunod na larawan. Kulayan ng pula ang
larawan ng pagkain nararapat kainin lagyan ng ekis (X) ang mga pagkain
dapat iwasan.
Tayahin 1
Panuto: Piliin ang tamang sagot sa loob ng panaklong. Pagkatapos isulat ito sa
iyong kuwaderno ang tamang
sagot.
E. Independent
Practice
F. Generalizations
G. Application
H. Evaluation
H. Evaluation
I. Additional
Activities
V. REMARKS
VI. REFLECTION
A.Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work?
Number of learners who
have caught up with the
lesson.
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
APRILYN L. SUBALDO
Teacher I
Process Observer:
APRILYN L.
Teacher Learning Area ENGLISH 2
SUBALDO
Teaching
Date and September 29, 2021 Quarter 1ST QUARTER
Time
I. OBJECTIVES
A. Content Standards The learner can differentiate common nouns from proper nouns in a sentence.
B. Performance
The learner can distinguish common nouns from proper nouns in a sentence.
Standards
II. CONTENT
B. Key concepts
C. Attitude/Values
III.LEARNING
RESOURCES
A. References
2. Learner’s Materials
ENGLISH 2 Module 3 SLM pp 1-10
Pages
3. Textbook Pages
4. Additional
Materials from Learning
MELC, LM
Resource (LR) Portal
B. Other Learning
Resources
2. Books / Journals
IV. PROCEDURES
What I Know
Look at the picture. What do you see in the picture?
What is it all about?
A. Preliminary Activities
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
Read the dialogue and answer the questions that follow. Write your answers on
a sheet of paper or in your notebook
B. Introduction
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
C. Teaching Modelling
Remember:
Nouns are names of persons, places, things, animals or events. They may be
classified as common or proper. Common nouns are common names of
persons, places, things, animals or events. They start with a small letter (unless
they begin a sentence). Examples are trees, cars, shoes, fruits and mountain.
Remember:
Nouns are names of persons, places, things, animals or events. They may be
classified as common or proper. Common nouns are common names of
persons, places, things, animals or events. They start with a small letter (unless
they begin a sentence). Examples are trees, cars, shoes, fruits and mountain.
Proper nouns are specific names of persons, places, things, animals or events.
They always start with a capital letter. Examples are Jean, Johannes, Lolo
Ando, Mango Tree, Mr. Manaloto, Mrs. Manaloto and Clark Picnic Grounds
D. Guided Practice
KRA 2.5:
Plan and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances.
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1: Applies knowledge of content within and across curriculum teaching areas.
H. Evaluation
I. Additional Activities
I. Additional Activities
V. REMARKS
VI. REFLECTION
A.Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work?
Number of learners who
have caught up with the
lesson.
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
APRILYN L. SUBALDO
Teacher I
Process Observer:
APRILYN L.
Teacher Learning Area
SUBALDO
Teaching
Date and October 27, 2021 Quarter 1ST QUARTER
Time
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
D. Objectives
II. CONTENT
A. Topic
B. Key concepts
C. Pre-requisite skills
C. Attitude/Values
III.LEARNING
RESOURCES
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from Learning
Resource (LR) Portal
B. Other Learning
Resources
1. Websites
2. Books / Journals
C. Materials
IV. PROCEDURES
A. Preliminary Activities
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
B. Introduction
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
C. Teaching Modelling
D. Guided Practice
KRA 2.5:
Plan and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances.
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1: Applies knowledge of content within and across curriculum teaching areas.
H. Evaluation
I. Additional Activities
I. Additional Activities
V. REMARKS
VI. REFLECTION
A.Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work?
Number of learners who
have caught up with the
lesson.
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
APRILYN L. SUBALDO
Teacher I
Process Observer:
APRILYN L.
Teacher Learning Area MTB-MLE 2
SUBALDO
Teaching
Date and November 24, 2021 Quarter 2ND QUARTER
Time
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Essential Learning Identify and use the following pronouns when
Competency apllicable: MT2GA-IIa-e-2.2.2.
II. CONTENT
B. Key concepts
C. Pre-requisite skills
C. Attitude/Values
III.LEARNING
RESOURCES
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from Learning
Resource (LR) Portal
B. Other Learning
Resources
1. Websites
2. Books / Journals
C. Materials
IV. PROCEDURES
Subukin
Kilalanin at isulat ang mga panghalip na pamatlig na ginamit
sa bawat pangungusap. Isulat ang sagot sa
kuwadernong pagsasanay.
1. Dito tayo magkikita mamayang uwian.
2. Doon tayo sa purok maglalako ng kakanin.
3. Diyan mo itapon sa basurahan ang mga kalat sa silid aralan.
4. Iyan ang bola na gusto kong ibigay sa iyo.
5. Ito ang paborito kong gulay.
A. Preliminary Activities
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
B. Introduction
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
C. Teaching Modelling
D. Guided Practice
KRA 2.5:
Plan and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances.
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning
resources inclusing ICT to address learning goals
KRA 1: Applies knowledge of content within and across curriculum teaching areas.
H. Evaluation
I. Additional Activities
I. Additional Activities
V. REMARKS
VI. REFLECTION
A.Number of learners who
earned 80% in the
evaluation.
B. Number of learners who
require additional activities
for remediation who scored
below 80%.
C. Did the remedial lessons
work?
Number of learners who
have caught up with the
lesson.
D. Number of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
Prepared by:
APRILYN L. SUBALDO
Teacher I
Process Observer:
Naipamamalas ang pag unawa sa kahalagahan ng pagiging sensitibo sa damdamin at pangangailangan ng iba, pagiging
A. Content Standards
magalang sa kilos at pananalita at pagmamalasakit sa kapwa.
B. Performance
Naisasagawa ang wasto at tapat na pakikitungo at pakikisalamuha sa kapwa .
Standards
II. CONTENT
B. Key concepts
C. Pre-requisite skills
C. Attitude/Values Paggalang sa Kapwa
III.LEARNING
RESOURCES
A. References
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
B. Other Learning
Resources
1. Websites
2. Books / Journals
C. Materials
IV. PROCEDURES
Subukin
Piliin ang titik ng mga larawang nagpapakita ng magalang na pagkilos. Isulat ang ng titik sa inyong kwadernong panggawain.
A. Preliminary Activities
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning resources inclusing ICT to address learning
goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
Balikan
Isulat sa iyong kwadernong panggawain ang tamang magalang na salitang iyong sasabihin ayon sa ipinapakita ng larawan. Piliin
ang iyong sagot sa loob ng kahon. Mano Po. Salamat
po.
Paalam na po. Padaan po.
Magandang araw po. Sorry po
B. Introduction
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning resources inclusing ICT to address learning
goals
KRA 1.3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
Ang magalang na pagkilos ay nakapagbibigay ng tuwa sa iba. Ito ay nagpapakita nga pagrespeto sa ating kapwa. Ang magalang
na pagkilos ay naipapakita sa iba’t ibang paraan.Ang sumusunod ay nagpapakita ng magalang na
pagkilos tungo sa ating kaklase o kababata.
Pagngiti, pagtapik sa balikat, pakikipagkamay, Pagyuko bilang pasasalamat, pagkaway
paglalagay ng kamay sa dibdib, pagbibigay
Ito ay nakakapagpakita na ikaw ay may respeto at paggalang sa iyong kapwa bata o kaklase. Bilang mga bata kailangan natin
igalang ang ating kapwa bata upang tayo naman ay igalang nila. Ang pagiging magalang ay marapat nating ipakita, ipadama at
isakilos sa ating kapwa. Isaisip natin na ang batang magalang ay dangal ng magulang.
Pagyamanin.
A. Hanapin sa kahon ang mga salitang
D. Guided Practice nagpapakita ng magagalang na kilos at isulat ang iyong sagot sa iyong kwadernong panggawain.
Gawain B
Panuto: Pagmasdang mabuti ang Maze Puzzle. Tulungan mong makapunta si Ting sa Bahay may respeto. Tulungan siyang
marating ang kanyang pupuntahan sa pamamagitan ng pagsulat ng mga numero ng magagandang lugar na dadaanan niya. Isulat
ang sagot sa inyong kwadernong panggawain.
Gawain C
Panuto: Ipakita ang pagkamagalang sa pamamagitan ng pagpili ng wastong lobo na may magagalang na pagkilos. Isulat sa
kwadernong panggawain ang inyong sagot.
E. Independent
Practice
KRA 3.7: Selected, developed, organized and used appropriate teaching and learning resources inclusing ICT to address learning
goals
Panuto: Basahin at unawain ang mga sumusunod na sitwasyon. Isulat sa iyong kwadernong panggawain ang tsek ( ) kung dapat
mo itong gawin at ekis ( ) naman kung hindi.
1. Humingi ng permiso kung ikaw ay dadaan sa gitna ng nag-uusap mong mga
kaklase.
2. Isigaw mo nang napakamalakas ang galit mo dahil di ka pinahiram ng aklat ng kaklase mo.
3. Sinipa ni Bea ang laruan ng kanyang dalawang kaklase na naglalaro sa gilid nga kanilang silid aralan.
4. Kinamayan ni Andy ang kaklase ng siya ay pahiramin nito ng lapis para sa pagsusulit.
5. Nagpaalam si Mark nang maayos sa mga kaibigan niyang naglalaro sa may labas ng silid aralan.
1. Paano mo maipapakita ang iyong pagiging magalang na pagkilos sa iyong mga kaklase o kapwa bata?
F. Generalizations 2. Bakit mahalaga ang pagpapakita ng magagalang na kilos sa iyong kaklase o kapwa bata?
Panuto: Isulat sa kwadernong panggawain angMagalang kung ang sitwasyon ay nagpapakita ng pagkamagalang at Di magalang
naman kung hindi.
1. Sarap na sarap si Ela sa turon na kanyang kinakain. Nakita niya ang bata na nakatitig sa kanya kaya binigay niya ang isang
turon sa bata.
G. Application 2. Masayang naglalaro sina Ben at Iya sa labas ng bahay nang bigla lang sinipa ni Art ang kanilang mga laruan.
3. Bigla nalang kinuha ni Joy ang lapis ng kanyang kaklase ng walang paalam.
4. Nakangiting iniabot ni Allan ang aklat na hiniram ni Bell para sa kanilang takdang aralin.
5. Niyakap ni Mai ang kanyang matalik na kaibigan matapos siyang tulungan sa kaniyang mga takdang gawain.
Panuto: Siipin at isulat sa kwadernong panggawain ang 5 pangungusap na nagpapakita ng maggalang na pagkilos para sa
kaklase o kapwa bata.
1. Tinulak ni Ben si Ali sa pagmamadali niyang mauna sa pila.
2. Nakangiting ipinahiram ni Bea ang kanyang lapis kay Ana.
3. Niyakayap ni Boy ang kapatid matapos siyang tulungan sa mga gawain sa bahay.
H. Evaluation 4. Sinigawan ni Aya ang batang nais humingi ng kanyang pagkain.
5. Natuwa si Nita nang makitang nilalaro ni Tess ang mga bigay niyang laruan.
6. Kinamayan nila ang bago nilang kaklase bilang pagtanggap sa kaniyang pagdating.
7. Marahang tinapik ni Iya ang balikat ng kaklaseng napagalitan ng guro dahil maingay sa klase.
Karagdagang Gawain
I. Additional Activities Panuto: Sa iyong kwadernong panggawain gumuhit ng isang larawang nagpapakita ng magalang na pagkilos para sa kaklase o
kapwa bata.
V. REMARKS
VI. REFLECTION
A.Number of learners who earned 80% in the evaluation.
B. Number of learners who require additional activities for remediation who scored below 80%.
C. Did the remedial lessons work?
Number of learners who have caught up with the lesson.
D. Number of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by:
APRILYN L. SUBALDO
Teacher I
Process Observer: