Observation Lesson Plan

Romaguera Elementary School
Hagonoy II District
Romaguera, Hagonoy, Davao del Sur
LESSON PLAN IN MATH 3

Quarter 2 Week 9
Tuesday ( 2:00 – 2 : 45 )
I. Objective
 Divide 2- to 3-digit numbers by 10 and 100.
 Write and solve the method in easier way to use.
 Share one's blessings to other.
II. Subject Matter

Topic: Lesson 50 Dividing 2- to 3-Digit Numbers by 10 and 100
Reference: Module, MELC CODE: M3NS-IIg-51.3
Value Focus : Helpfulness
Prerequisite Concepts and Skills : Division and Multiples of 10 and 100
Materials: “Show me” boards , table grid, publisher visual aid, laptop, flashcard, chalk and
boad
III. Instructional Procedures

A. Preliminary Activities
Mode setting: Sing a song of “Modern Math”
Drill : Show a flash card of multiplication.
8 x 2

3 x 6 7 x 10 2 x 9

10 x 4 5 x 8 1 x 9 4 x 7
Review: Complete each table by following the rule.

Given Multiply by 10 Multiply by 100
2 20 200
3 30 300
4
5
6
7
8
9
B. Developmental Activities
Motivation: Story Problem
Typhoon Yolanda caused severe damage to some of the Philippines
biggest sources of income, destroying coconut farms all over the islands. A civic
organization receives a donation of 200 bottles of mineral water for the victims of
Typhoon Yolanda in Tacloban City. The bottles of mineral water will be distributed
equally among 10 families. How many bottles of mineral water would each family
receive?
 Can you help them find ways on how to distribute the number of bottles
equally among them?
 What are given on a problem?
 What operation we will used?
Presenting the Lesson
1. Use of family of 2. Cross Out 3. Long Method

multiplication and Method/Short Step 1
division facts cut method 2
10 200
2 x 1 = 2 2 ÷ 1 = 2 Cross out zeros to make division -
20 x 1 = 20 20 ÷ 10 = easier. 20
2 20 x 10 = 200 200 200 ÷ 10 Divide: 20 ÷ 10 = 2
÷ 10 = 20 Multiply 2 x 10 =
Cross out the same number of zeros 20 Subtract 20 - 20
Each Barangay will in both the dividend and divisor. = 0
receive 20 boxes of 20 ÷ 10 = 2
noodles Step 2
Think: 20
2 tens ÷ 2 = 2 tens 10 200
-
So 200 ÷ 10 = 20 20
0 bring down -
0 zero in the 0 ones
place
Divide 0 ÷ 10 = 0
Multiply 0 x 10 = 0
Subtract 0 - 0 = 0
Let us find 200 divided by 10.
Ask:
a. Which method would you think is easier to use? Why?
b. As a pupil what can you offer/give to these people who were victims
of typhoon Yolanda? Why?
Let us have another example: 9000 ÷ 100 =

 Look at the number of zeros in the divisor, then cross-out as many zeros in the
dividend as there are in the divisor. What do you get?
9000 ÷ 100 =
90 ÷ 1 = 90

So, 9000 ÷ 100 = 90
Let us have more examples
Let us find 42 ÷ 10.

4 r 2
10 42
-
40
2
There are no digits left to divide, so 2 is the remainder.
The answer is 4 remainder 2.
Group Activity: Divide the class into two groups. Each group have different assign
task.
Group 1 will find the answer using the family of multiplication and
division facts and the remaining groups will be using cross-out method or
cancellation.
1) 320 ÷ 10
2) 560 ÷ 10
3) 125 ÷ 10
4) 2560 ÷ 100
5) 4500 ÷ 100
Group 2: ( Word Problem)
1. There are different kinds of books in the library. If there are 100 books of
each kind, how many kinds of books are there in 800?
2. Renz and Angelu help their father pack mangoes to be sold in the
market. They have gathered 850 mangoes to be divided equally
between 10 baskets. How many mangoes are there in every basket?
 Ask the pupils to post their answers on the board and let the group
leader explain their work.
Processing the Activities
 What are the methods used in dividing numbers by 10 and 100
without remainder? with remainder?
Generalization
 What do you do to divide whole numbers by 10 or 100? To divide whole
numbers by 10 or 100, cancel the same number of zeros from both the
dividend and the divisor.
Application
Solve the following problems.
1. The 500 pupils of San Isidro Elementary School are going on a field trip. They
will be distributed equally among ten buses. How many pupils will be in
each bus?
2. The pupils are going to watch the dolphin show which can accommodate 100
pupils per group. How many groups of 100 will there be in 500?
Answer Key: 1) 50 buses 2) 5 groups
IV. Evaluation
Multiple choice. Write the corret answer in your paper.
1. If the number 200 is divided by 10, the quotient is.
A 2 C 5
B 20 D 10
2. If the number 370 is divided by 10, the quotient is..
A2 C 7
B 37 D 10
3. Noli is a rich kid and a nice boy. He always loved to bring food
to share with his classmate. He has some candies. He wants to share 100 candies chocolates equally
to his 20 classmates.How many candies will he give to each of them?
A 50 C 5
B 20 D 10
4. How can you show 63 divided by 10?
A Six groups of ten and three single units
B Three groups of ten

C Three groups of ten and six single unit
D Six groups of ten
5. The following steps in order to solve a division problem:
a. Subtract, multiply, divide and drop down
b. Divide, multiply, drop down and subtract
c. Divide, multiply, subtract and drop down
d. Multiply, divide, subtract and drop down
V. Home Activity
1. There are 36 mangoes on the table. If Rina will put 4 mangoes in each box, how many
boxes will be used?
2. Mang Tomas sells rice in the market. He wants to pack 75 kilos of rice into 5-kilo bags.
How many bags will he need?
Prepared by: Jonnah Mae P. Gragasin
Checked and Reviewed by:

Lorela L. Gomez
SP - II

Hagonoy II District

Quarter 2 Week 9
Wednesday ( 2:00 – 2 : 45 )
Jan. 17, 2023
III. Objective
 Divide 2- to 3-digit numbers by 10 and 100.
 Write and solve the method in easier way to use.
 Share one's blessings to other.
IV. Subject Matter

Topic: Lesson 50 Dividing 2- to 3-Digit Numbers by 10 and 100
Value Focus : Helpfulness
Prerequisite Concepts and Skills : Division and Multiples of 10 and 100
Materials: “Show me” boards , table grid, publisher visual aid, laptop, flashcard, chalk and
boad

B. Preliminary Activities
Drill : Show a flash card of multiplication.
8 x 2

3 x 6 7 x 10 2 x 9

10 x 4 5 x 8 1 x 9 4 x 7
Review: Find the answer using the family of multiplication and

division facts and the remaining groups will be using cross-out method or
cancellation.
1) 320 ÷ 10
2) 560 ÷ 10
3) 125 ÷ 10
4) 2560 ÷ 100
5) 4500 ÷ 100
Motivation: : ( Word Problem)
1. There are different kinds of books in the library. If there are 100 books of
each kind, how many kinds of books are there in 800?
Presenting the Lesson
Let us have another example: 9000 ÷ 100 =
 Look at the number of zeros in the divisor, then cross-out as many zeros in the
dividend as there are in the divisor. What do you get?
9000 ÷ 100 =
90 ÷ 1 = 90

So, 9000 ÷ 100 = 90
Let us have more examples
Let us find 42 ÷ 10.

4 r 2
10 42
-
40
2
There are no digits left to divide, so 2 is the remainder.
The answer is 4 remainder 2.
Group Activity: Divide the class into two groups.

Renz and Angelu help their father pack mangoes to be sold in the
market. They have gathered 850 mangoes to be divided equally
between 10 baskets. How many mangoes are there in every basket?
 Ask the pupils to post their answers on the board and let the group
leader explain their work.
Processing the Activities
 What are the methods used in dividing numbers by 10 and 100
without remainder? with remainder?
Generalization
 What do you do to divide whole numbers by 10 or 100? To divide whole
numbers by 10 or 100, cancel the same number of zeros from both the
dividend and the divisor.
Application
How important is division in our daily lives? Can you share in fair?
The pupils are going to watch the dolphin show which can accommodate 100
pupils per group. How many groups of 100 will there be in 500?
IV. Evaluation
Have pupils work on Activities 5 and 6 in the LM. Check their answers. Answer Key:
Activity 5
Quotient Number sentence
Divisor: 10 Divisor: 100
1) 9 90 ÷ 10 900 ÷ 100
2) 7 70 ÷ 10 700 ÷ 100
3) 36 360 ÷ 10 3 600 ÷ 100
4) 60 600 ÷ 10 6 000 ÷ 100
5) 78 780 ÷ 10 7 800 ÷ 100
V. Home Activity
1. There are 36 mangoes on the table. If Rina will put 4 mangoes in each box, how many
boxes will be used?
2. Mang Tomas sells rice in the market. He wants to pack 75 kilos of rice into 5-kilo bags.
How many bags will he need?

Lorela L. Gomez
SP - II

Hagonoy II District

Quarter 2 Week 10
Monday ( 2:00 – 2 : 45 )
I. Objective
 Divide 2- to 3- digit numbers by 2-digit numbers without and with remainder
II. Subject Matter
Topic: Dividing 2- to 3-Digit Numbers by 2-Digit Numbers without and with Remainder
Value Focus : Love for reading/Care for books
Prerequisite Concepts and Skills :
1. Basic division facts
2. Concept of repeated subtraction
3. Concept on dividing 2- to 3-digit numbers by 1-digit numbers without and
with remainder
Materials: Flashcards on basic division facts, problems printed on the board
Drill : Conduct a drill on basic division facts.
Review : Ask pupils to solve this problem on the board.
∙ “ I have 50 packs of biscuits and I’m giving them equally among 8
groups of pupils. How many packs of biscuits will be left? “
Motivation : Show storybook to the pupils.
Ask: Who among you likes to read books? Why?
What kind of books do you read?
Do you love your books?
How do you take care of your books?
1. Presenting the Lesson : Post this problem on the chart.
a. Mang Ramon is selling 39 kilograms of lanzones. If each of the
13 customers will buy the same number of kilograms of lanzones, how
many kilograms of lanzones will each customer buy?
Ask: How will you solve the problem?
1) Divide 39 by 13 to get the answer.
Look for the multiples of the divisor 13.
1 x 13 = 13
2 x 13 = 26
3 x 13 = 39
So 39 ÷ 13 = 3 kilograms of lanzones for each customer
2) Use of repeated subtraction
Let the pupils subtract 13 from 39 repeatedly until they reach
the difference of 0.
39
1 3
26
– 13
13
– 13
0
So, what is the division sentence that we can use to represent the problem?
(39 ÷ 13 = 3)
a) How many times did we subtract 13 from 39?
b) Is the number of times 13 is subtracted from 39 equivalent to the quotient
3?
b. Collette has PhP48. She wants to buy handkerchiefs for her sister. If each handkerchief
costs PhP15, how many handkerchiefs can she buy with her money? How much change
will she get?
1) Have the pupils divide 48 by 15 to solve the problem.
Let them look for the multiples of the divisor 15.
1 x 15 = 15
2 x 15 = 30
3 x 15 = 45
There are 3 groups of 15 in 48. Since 3 x 15 = 45, subtract 45 from 48. 48 – 45 =3
Therefore: 48 ÷ 15 = 3 r 3
Collette can buy 3 handkerchiefs with her money. Her change would be PhP3.
2) Another solution: Repeated subtraction
48 ÷ 15 = 3 r. 3
48 – 15 = 33
33 -15 = 18
18 – 15 = 3
48 – 45 = 3 (The remainder is 3 since there is no more digit to bring down in
the division process.)
2. Performing the Activities : Divide the class into three groups.
Have the pupils solve the problem in different ways. Let them present their work to
the class.
“Cleff has 96 pieces of marbles to be placed equally in 12 boxes.
How many marbles will be in each box? “
3. Processing the Activities
How do we divide 2-digit numbers by 2-digit divisors?
4. Reinforcing the Concept
Ask pupils to find the quotient in the exercises of Activity 1 in the LM. Let
them write their answers on their papers.
Answer Key: 1) 10 r 11 2) 7 3) 20 r 4 4) 6 5) 37 r 4 6) 30 r 1 7) 12
5. Summarizing the Lesson
How are 2- to 3-digit numbers divided by 2-digit numbers?
6. Applying to New and Other Situations
Refer to Activity 2 in the LM. Have the pupils find the quotient. Let them show their
solutions on their paper.
Answer Key: 1) 8 2) 3 3) 4 r 4 4) 8 r 12 5) 19
IV. Evaluation
Refer to Activity 3 in the LM. Let the pupils fill in the blanks. Ask them to choose
the answer from the numbers in the box. Have them write their answers on their papers.
Answer Key: 1) 7 2) 1 3) 20 4) 23 5) 11
V. Home Activity
Refer to Activity 4 in the LM. Ask the pupils to complete the table. Let them
copy the activity on their notebooks. Have them work at home. Answer Key: 1) 2 r 12 2)
4 3) 5 4) 11 r 6 5) 20 r 8

Lorela L. Gomez
SP - II
Hagonoy II District
Jan. 20, 2023

FRiday ( 2:00 – 2 : 45 )
I. Objective: Estimate the quotient of 2- to 3-digit numbers by 1- to 2-digit numbers
with reasonable results
II. Subject Matter
Topic: Lesson 51 Estimating the Quotient
Value Focus : Love for reading/Care for books
Prerequisite Concepts and Skills : Rounding off numbers
Materials: “Show Me” boards, number wheel
Preliminary Activities
Drill : Show the number wheel to the class. Distribute “Show me” boards to the pupils.
Instruct them to round off each number that the pointer indicates.
Review : Divide the class into five groups. Let them complete the grid for 3 minutes.
Make a table as shown below. Let the pupils divide the numbers along the first row
(dividend) with the numbers along the first column (divisor). Write the quotient in the
grid. Provide an example.
Dividend

÷ 90 120 150
3 30

v
6
i
D
10
Presenting the Lesson : Present a problem.
Let the pupils analyze the given problem.
A jeepney driver travelled a total distance of 325 km in 31 days.
About how many kilometers did he travel in each day? (This is assuming
he did not have a day off and the distance covered daily is uniform).
Ask:
a. What process will you use to solve the word problem?
b. How will you represent the problem into a number sentence? c. Can
you think of a possible solution to get the answer?
Look at the given: 325 ÷ 31.
Ask the pupils to estimate 325 ÷ 31.
Lead the pupils in discovering the steps.
Lead them to answer the problem by asking questions. Write the pupils’
response on the chart.
Ask:
d. What is the divisor in the given? How many digits are in the divisor? e. What
about the dividend?
f. What is 31 when you round it off to the nearest tens?
Now, can you think of a compatible number closer to 325 that can be divided by
31?
Explain compatible numbers in math are numbers that are close together in value. They
can be used for estimations, or when attempting to do mental math. For example, 21 ÷ 11,
the compatible numbers are 20 ÷ 10 because 20 can be easily divided by 10. So the
estimated quotient of 21 ÷ 11 is 2.
Given Round the Think of Estimate

divisor Compatible Numbers
What are 352 ÷ 31 300 ÷ 30 325 ÷ 31

given?
31 rounds to 30 10 10
325 ÷ 31
(Ask the pupils to give possible answers.)

From your list, which among these numbers is closer to 325 and can be a
compatible number to divide?
Now, what is your estimate answer?
How far did the driver travel a day?
Does it mean that the driver travels more or less than 10 kilometers in a day?
Why? (The driver travels more than 10 km in a day because 325 ÷ 31 = 10 r 15, which
is greater than 10 km.)
Let us have more examples:

If Karen pours 80 glasses of buko juice into 9 pitchers, about how many
glasses of buko juice will be in each pitcher?

Let us estimate the quotient of 80 ÷ 9. Look at the divisor. How many digits
do we have in the divisor? What about the dividend?
This time let us analyze the dividend. Can you think of a number which is close to
80?
What is the closest number to 80 that can be divided by 9? (81)
Now, what is 81 ÷ 9? (9)
So, there will be 9 glasses of buko juice in each pitcher.
Why is it important to think of the basic facts in estimating the quotient? Is the
quotient of 33 ÷ 4 greater than or less than 8?
Now look at 33. This number is close to what number? (32)
32 ÷ 4 = 8
To check, let us multiply 8 and 4, and you will have the same answer. Emphasize
that, in estimating quotients, we do not round a 1-digit divisor.
2. Performing the Activities
a. Present the activity to the class. Let the pupils answer Activity 1 in the LM using
their paper.
Answer Key:
b. Given Think of Estimate Divide the
class into
Round off the
divisor five groups.
compatible
numbers
1) 184 ÷ 11 10 180 ÷ 10 18
2) 338 ÷ 48 50 350 ÷ 50 7
3) 508 ÷ 21 20 500 ÷ 20 25
4) 677 ÷ 56 60 660 ÷ 60 11
5) 889 ÷ 78 80 880 ÷ 80 11

Provide an activity card for each group to perform.
Ask somebody from the group to report their output.
Group 1 1) 25 ÷ 6 = __________
2) 274 ÷ 9 = __________
Group 2 3) 41 ÷ 7 = __________
4) 526 ÷ 12 = __________
Group 3 5) 65 ÷ 8 = __________
6) 615 ÷ 28 = __________
Group 4 7) 74 ÷ 9 = __________
8) 479 ÷ 18 = __________
Group 5 9) 85 ÷ 5 = __________
10) 285 ÷ 5 = __________
c. Activity: Read and answer the activity below. Give this problem one at a
time. Let the pupils answer each item for one minute.
(Present this sample first.)
Ask: What basic division fact can you use to help you estimate the quotient
of 14 ÷ 5? Explain.
Possible answer: 15 ÷ 5 = 3. Since 14 is close to 15, the quotient is about
15.
Ask:
1) Is the quotient of 49 ÷ 6 greater than or less than 8? Explain.
(Answer: 48 ÷ 6 = 8, so 49 ÷ 6 is greater than 8)
(Answer: 54 ÷ 9 = 6, so 53 ÷ 9 is less than 6)
(Answer: 42 ÷ 7 = 6, so 41 ÷ 7 is less than 6)
3. Processing the Activities
Ask:
a. How did you do to get the answer?
b. Why is it important to round off the divisor in estimating quotient?
4. Reinforcing the Concept
Have pupils answer Activity 2 in the LM. Check pupils’ work.

For additional activity, let the pupils estimate the quotient of the following. Let
them write their answers in their notebooks.
1) 16 ÷ 5
a. Write the closest number to 16 that divides 5 evenly _______
b. Write a new number sentence
c. 16 ÷ 5 is about _______
2) 786 ÷ 37
a. Write the closest number to 786 that divides 37 evenly _____
b. Write a new number sentence
c. 786 ÷ 37 is about _______
5. Summarizing the Lesson
Ask: How can we estimate the quotient?
To estimate a quotient, round the divisors.
Think of the compatible numbers to divide the estimate.
6. Applying to New and Other Situations
Have pupils work on Activities 3 and 4 in the LM. Discuss and check pupils’
answers.
Answer Key:
Activity 3: 1) 64 ÷ 8 = 8, about 8 pupils
2) 48 ÷ 3 = 16, 16 in each group
3) 700 ÷ 10 = 10, about 70 pupils or 732 ÷ 12 = 61, about 61 pupils
IV. Evaluation
Have pupils work on Activity 5 in the LM. Check pupils’ work.
V. Home Activity
Have pupils work on Activity 6 in the LM. Have them estimate the quotient.

Lorela L. Gomez
SP – I

Hagonoy II District
Monday ( )
LESSON PLAN IN FILIPINO 3
I. Layunin: Nasasagot sa mga tiyak na tanong sa kuwento.

Naibibigay ang mensahe ng napakinggang kuwento .
II.Paksang-Aralin
Paksa: Pagbibigay ng Mensahe ng Napakinggang Kuwento
Sanggunian:
Kagamitan:
III. Pamamaraan
A. Panlinang na Gawain
1. Tukoy-alam
Ipakuha ang water color ng bata.
Ano ang magiging kulay kapag pinagsama ang
Pula at asul (lila)
Pula at dilaw (kahel)
Berde at asul (blue green)
Pula at berde (brown)
Asul at dilaw (berde)
Tingnan kung nakukuha ng mga bata ang tamang kulay.
2. Paglalahad
Ipapikit ang mga mata ng mga bata.
Sabihing pumasok sa isang kuwarto na ang mga bagay ay walang kulay. Gusto
mo ba dito? Bakit ?
Basahin nang malakas ang kuwento sa mga bata.
May Magic ang Basahan
Angelika D. Jabines
Matagal nang hindi bumibisita sina Nando sa bahay nina Lola
Maring. (Itanong: Bakit kaya walang bumibisita sa bahay nina Lola
Maring? ) Bukod sa nag-aaral kasi silang magkakapatid ay malayo ang
probinsiya ni Lola Maring.
Ngunit, isang araw ng bakasyon, dinala ni Nanay Rosa si Nando sa bahay nina
Lola Maring . (Itanong: Bakit kaya siya rinala dito? ) Siyempre excited si Nando.
Tiyak masasarap ang pagkain at higit sa lahat makapaglalaro siya buong
maghapon. Pagpasok niya ng pintuan ng bahay ni Lola Maring biglang nalungkot si
Nando. (Itanong: Bakit kaya siya nalungkot?) Saan man siya tumingin, sa kanan , sa
kaliwa, sa itaas, sa ibaba, kahit saan. Kahit aling bagay ay walang kulay.
Nakakalungkot talaga. (Itanong: Bakit kaya walang kulay? Napaupo na lamang siya
sa isang sulok. At sa sobrang lungkot hindi niya napansin na tumulo na pala ang
kaniyang luha. Dali-dali niyang pinunasan ang patak ng kaniyang luha dahil sa takot
na makita ito ng kaniyang Nanay.
Pero laking gulat niya! (Itanong: Bakit siya nagulat?) May lumabas na kulay sa
pagpunas niya ng ibabaw ng mesa. (Itanong: Ano kaya ang sumunod niyang
ginawa?) Dali-dali siyang naghanap ng basahan, tubig at sabon. (Itanong: Ano
ang gagawin niya?) Punas dito, punas doon, punas kahit saan. Salamat nagkaroon na rin
ng kulay ang kaniyang paligid. Tiyak magiging masaya na rin ang kaniyang
pagbabakasyon.
3. Pagtalakay at Pagpapahalaga
Itanong:
Ano ang pamagat ng kuwento?
Saan naganap ang kuwento?
Sino-sino ang tauhan?
Ano-ano ang pangyayari sa kuwento?
Ano ang nangyari sa unang araw ni Nando sa bahay ni Lola Maring?
Gusto mo bang magbakasyon sa bahay ni Lola Maring? Bakit?
Anong katangian ni Nando ang ipinakita sa kuwento?
Kung ikaw si Nando, magpupunas ka rin ba ng mga gamit sa bahay?
Ano kaya ang naramdaman ng lola at ng Nanay at ni Lola Maring?
Talakayin sa klase ang tungkol sa kuwentong narinig.
Bakit malungkot si Nando?
Ano ang katangian ni Nando na dapat nating taglayin?
4. Pagpapayamang Gawain
Ipaguhit sa mga bata ang isang bahagi ng bahay na paborito niya.
Pakulayan ito. Matapos ang inilaang oras, tumawag ng ilang bata upang ipakita ang
iginuhit at ipaliwanag kung bakit ito ang kanilang iginuhit.
5. Paglalahat
Ano ang natutuhan mo sa aralin?
IV.Pagtataya:
Basahin ang kuwento ng Tumbang Preso ni Dolorosa S. de Castro. Ipasipi ang mga
salitang may klaster. Ipasulat ang sagot sa sagutang papel.
V. Karagdagang Pagsasanay
Sumulat ng dalawang pangungusap kung paano ka magiging malinis sa bahay. Ipabasa
sa ilang bata ang naisulat na pangungusap.
Bigyang-puna ang mga pangungusap. Ibalik ito sa mga bata upang muli nilang maisulat
nang isinasaalang-alang ang mga punang ibinigay.


Lorela L. Gomez
SP - II

Hagonoy II District
Tuesday ( )
LESSON PLAN IN FILIPINO 3
I. Layunin: Nasasagot ang mga tanong tungkol sa kuwentong nabasa

Nababasa ang mga salitang may klaster.
Naibibigay ang kasingkahulugan at kasalungat na kahulugan ng mga salita
II.Paksang-Aralin
Paksa: Mga Salitang may Klaster
Sanggunian:
Kagamitan:
III. Pamamaraan
A. Panlinang na Gawain
1. Tukoy-alam : Nagkaroon na ba kayo ng plano na hindi natuloy?
Ano ang nangyari at hindi ito natuloy?
Tumawag ng ilang bata upang magbahagi ng karanasan.
2. Paglalahad : Sabihin ang pamagat ng kuwento, “Muntik nang Hindi Matuloy.” Pag-usapan
ang pamagat ng kuwento.
 Bakit kaya muntik nang hindi matuloy ang kuwento?
 Isulat ang hula ng mga bata gamit ang prediction chart.
Hula Ko Tunay na Nangyari
A
Ipabasa ang kuwento na nasa Alamin Natin, p. 70 – 72.
3. Pagtalakay at Pagpapahalaga
Balikan ang mga hula na ibinigay bago basahin ang kuwento.
 Tama ba ang mga ito?
 Ano-ano ang tunay na nangyari sa kuwento?
 Isulat ang mga sagot sa tamang kolum.
 Ano-ano ang salitang hindi naunawaan sa binasang kuwento?
Isulat ang mga ito sa pisara sa paraang:
Salitang Hindi Salitang Salitang

Maunawaan Kasingkahulugan Kasalungat
Basahin ang mga salitang hindi maunawaan.

Linangin ang bawat salita sa talaan.
Ano ang kasingkahulugan ng salitang ito? Kasalungat? Ipagamit ang
mga salita sa sariling pangungusap.
Ipabasang muli ang kuwento.
Pagpangkat-pangkatin ang klase. Ipagawa ang sumusunod. (Bigyan
ang
bawat pangkat na mabubuo ng isang gawain.)
Gawain I
Ibigay ang hinihingi ng Kuwento “Bituin ng Kuwento”
Sino? Kailan?
Bakit?
Saan? Ano?
Gawain 2
Gumawa ng puppet para sa bawat kasapi ng mag-anak sa kuwento. Gamitin
ang carboard, yarn, plastic na baso.
Isulat sa baso ang pangalan ng bawat miyembro ng pamilya.
(Inaasahang Produkto ng Pangkat)
Gawain 3
Gumawa ng name tag para sa bawat ngalan ng mga larawan na nasa kuwento.
(Pabalikin ang mga bata sa kanilang upuan matapos ang inilaang oras para sa
dalawang gawain. )
Itanong:
Ano-ano ang bahagi ng kuwentong binasa?
(Tawagin ang pangkat na gumawa ng Gawain 1.)
Tungkol saan ang kuwento?
Bakit nalungkot ang mga bata?
Paano napawi ang kanilang lungkot?
Saan sila nagpunta matapos magawa ang dyip nila?
Ano-anong katangian ang ipinakita ng bawat tauhan sa
kuwento? Dapat ba silang tularan? Paano?
Sino-sino ang bumubuo sa mag-anak sa kuwento?
Ano-ano ang ngalan ng mga larawan na nasa kuwento?
Ipabasa sa mga bata ang mga salitang isinulat sa Gawain 2 at
3. Ano ang napansin sa mga salita?
Halimbawa: Troy
Ipabasa ang salita.
Ipapantig ang salita. Ilang pantig ang bumubuo dito?
Itanong: Ano-anong letra ang bumubuo sa salita?
Alin-alin ang katinig? Patinig?
Pansinin ang unang pares ng letra sa simula ng ngalan.
Anong uri ng letra ang mga ito?
Ano ang tunog ng t? R?
Ano ang nangyari sa tunog ng dalawang letra nang pagsamahin sila
sa isang pantig?
Ano ang tawag sa mga salitang ito?
(Gawin ang proseso sa iba pang salita mula sa talaan. )
Kapag natapos na ang halos lahat ng salita, ipabasa muli ang mga salita.
5. Paglalahat
Ano ang salitang may klaster?
Ang klaster ay binubuo ng dalawang magkasunod na katinig sa loob ng
isang pantig.
Kailan nagiging magkasingkahulugan/magkasalungat ang mga salita?
IV. Pagtataya
Ipahanap at ipasipi ang mga salitang may klaster sa loob ng kahon na makikita
sa Pagyamanin Natin, p. 73. (plantsa, trak, klinika)

V. Takdang aralin
Pasagutan ang mga gawain sa Linangin Natin, p. 72.

Lorela L. Gomez
SP - II

Hagonoy II District
Monday ( 2:00 – 2 : 45 )
LESSON PLAN IN SCIENCE 3
Lesson 3: Functions of the different Parts of the Plant

Duration: 1 day
Background Information
The roots of the plants are usually under the ground to keep the plant firmly in place. It
absorbs water and minerals needed by the plant. The stem supports the plants and holds the leaves.
It carries water and minerals to other parts of the plants. It also carries food from the leaves to other
parts of the plant.
The leaves make food for the plants. The flower develops into a fruit. The fruit contains
seeds that can grow into new plants
I.Objective : At the end of the lesson, the pupils should be able to inferthe function
of each plant part.
II. SUBJECT MATTER
Topic: Lesson : Same plant part, different plant
Materials : wilted cut flower or stem in jar with water plant parts and functions
written on separate strips of paper.
III.Developmental Procedure
A. Review : Show a plant.
Ask the pupils to name the different parts of the plant.
B. Motivation : Show a setup of a wilted, cut flower or stem in jar with water.
Questions:
∙ What do you notice about the cut flower/stem? (It looks dead/ wilted. Its
leaves/flowers are sagging/ dropping.)
∙ Why do you think the flower/stem looks that way? (It doesn’t have roots. It is
dehydrated/It is not getting enough water.)
∙ Plants need water. There is water inside the jar but still the plant died. What plant
part is missing? (Roots)
∙ Why is this plant part important? (Roots are important because they absorb water
and nutrients from the soil.)
C. Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity
3. Read through the activity sheet with the class and clarify procedures
as needed. Give the groups 5-7 minutes to do Activity 3.
4. Discuss the activity. Let the pupils check their answers (tell them
to exchange papers with their seatmate).
5. Discuss the function of each part of the plant.
∙ The roots of the plants are usually under the ground to keep the plant firmly in
place.
∙ The roots absorb water and minerals needed by the plant.
∙ The stem supports the plants and holds the leaves.
∙ The stem carries water and minerals to other parts of the plants. ∙ The stem
also carries food from the leaves to other parts of the plant.
∙ The leaves make food for the plants.
∙ The flower develops into a fruit.
∙ The fruit contains seeds that can grow into new plants.
IV. Assessment
Charade Game:
∙ Make enough copies of pairs of a plant part and its function for the whole class.
∙ Distribute strips of paper to each pupil. Written on the strips of papers are the parts
and function of the different parts of plants.
Example: ROOTS Absorb water and minerals from the soil
∙ The pupils will find their partner but they will neither say anything on what is
written on the paper nor show the paper to others. They have to act out what is
written on their strips of paper. When they think they found their match, they
have to go at once to the teacher and hand their strips of papers to see if they
made a correct pairing. The first pair of pupils who presents a correct pair of
plant part and function wins the game.
V. Assignment
Bring to class an example of an object made from plants.

Lorela L. Gomez
SP - II

Hagonoy II District
Monday ( 2:00 – 2 : 45 )
LESSON PLAN IN SCIENCE 3
Duration: 1 day
Background Information

Some plants are used as food:
Name of Plant Plant Part that can be Eaten
1. ampalaya stems, leaves, fruits
2. star apple Fruit
3. malunggay leaves, fruits
4. camote stems, leaves, roots
5. monggo fruit (seeds)

Some plants are used as medicines:
Name of Plant
DRAFT Plant Part that are Used as Medicine Used to cure
1. sambong Leaves kidney trouble
2. oregano Leaves scabies (skin disease)
3. gumamela leaves, roots, flower boil, wound
4. guava leaves, stems/twigs wound
5. ipil-ipil Leaves deworming
I. Objectives : At the end of each lesson, the pupils should be able to:
1. identify things that come from or are made of plants; and
2. identify different uses of plants
∙ Food
∙ building construction materials
∙ medicine
∙ fuel
∙ decorative purposes
∙ furniture
II. SUBJECT MATTER

Topic: Lesson 4: Uses of Plants
Materials : Video of different plants
III.Developmental Procedure
A. Preliminary Interview
Review : Ask the students to give the functions of the different parts of plants.
Motivation : Let the students name plants found in the school garden that
are useful, and let them describe why it is useful.
Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity 4. Read through the activity sheet with the class
and clarify procedures as needed.
3. Give the groups 5-7 minutes to do Activity 4.
4. Discuss the activity using the questions in activity sheet as guide. Let
the pupils check their answers.
5. Discuss the uses of plants and the plant parts. Show pictures or video clips if
available. Refer to background information for other examples.
∙ Some plants are used as food. Examples: eggplant, okra,
pechay
∙ Some plants are used to make building materials.
Examples: coconut, narra, molave.
∙ Some plants are uses as fuel.
Examples: ipil-ipil, coconut
∙ Some plants are used in making medicines.
Examples: Lagundi, sambong, banaba
∙ Some plants are used for decoration.
Examples: rose, daisy, fortune plant
∙ Some plants like cotton and piña (pineapple plant) are used as a clothing
material.
IV. Assessment
Give one example of a plant for each purpose. Tell them that they are not allowed to
cite plants that were discussed or used in the activity. a. Used as food:
b. Used as a building material:
c. Used as fuel:
d. Used as medicine:
e. Used as decoration:

V. Assignment
Give Activity 5

Lorela L. Gomez
SP - II
Hagonoy II District
Monday ( 2:00 – 2 : 45 )
LESSON PLAN IN MAPEH 3
QUARTER 2 PE
Lesson 7: THROWING AND CATCHING BALL

Time Allotment: 40 minutes
I. Objectives
1. Describe proper throwing and catching of a ball.
2.Demonstrate properly the basic throwing and catching positions at different
levels and directions.
3. Participate actively in throwing and catching the ball
II. Subject Matter:

A. Topic: Lead-Up Game
B. Skills: Catching/Passing (throwing)
C. Value Focus: Sportsmanship, Cooperation, Discipline
pD. References: DepEd LRMDS
E. Materials: whistle, rattan ball/plastic ball
Background Information For Teachers
∙ Lead-up Game – means a highly organized game that focuses on sports skills without
actually playing the sports in its entirety
tching – means receiving and controlling of an object by the body or its parts.
∙ Passing/Throwing – means transferring an object to another player in the same team.
III. Learning Activities

A. Routinary Activities
1. Checking of attendance
2. Checking of assignment
3. Warm Up Activities:
Do the following exercises:
A. Standing position:
a. Standing with arms shaking upward position…. 8 cts
b. Standing with arms shaking in a downward position….. 8 cts
c. Standing lunge (front) position entering finger together forward…….. 8 cts
d. Standing lunge (back) position entering finger together backward……8 cts
e. Right single arm stretch front position………. 8 cts
f. Left single arm stretch front position………… 8 cts
g. Low/small jump in place……………………… 8 cts
h. Jumping jacks………………………………….. 8 cts
i. Inhale and exhale ……………………………. 16 cts
B. Preparatory Activity
Are you ready?
Study the illustrations A and B
Ask:
∙ What actions are shown in the pictures?
∙ Can you identify the movements ∙ What object is in the pictures?
∙ Do you think you can perform shown the correct ways of catching and
throwing?
Bounce Catch
Ask the pupils to form a circle and select a leader. The leader throws
a rubber ball into the air and calls a number. The pupils try to catch the ball
after the leader says the number of times it should bounce. For example, if
the leader yells the number 5, then the players will try to catch the ball after it
hits the ground 5 times or before it hits the ground on the 6th time. The pupils
will compete one another The player who correctly catches the ball become
the next leader.
IV - Assessment:
Directions: Get a partner. You and your partner must do the task properly. After
showing the skills, rate each other.

Legend:
5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Good
1 – Poor

No SKILLS Self Assessment Trackers
Assessment
5 4 3 2 1 5 4 3 2 1
1 Two-Hand Over arm

Pass
2 Roll Pass
3 Ball Catching
V. Assignment
Ask the pupils to practice throwing and catching a ball at home.

Hagonoy II District
January 24, 2023

Tuesday ( 2:00 – 2 : 45 )
QUARTER 2 PE

I. Objectives
II. Subject Matter:


4. Presentation: Motivate the pupils by showing the picture
Ask:
∙ What actions are shown in the picture?
∙ Can you identify the movement?
∙ What object is shown in the pictures?
∙ Do you think you can perform the correct ways of
catching and throwing?
B. Developmental Activity
Group Activity: Note: The procedure should be delivered in MTB
A. Activity 1: Let’s Play!
Lead-up games
Title: Catch and Pass Relay
Materials: whistle, rattan ball/plastic ball
Playing area: playground covered court
No. of participants: Two teams (Class)
Fitness Component: Strength, Agility, Flexibility
Rules: Arrange two teams in files. The teams must stand behind the
starting line. The opposing teams must face each other or a distance
of 5 meters.
Mechanics of the game:
1. The starter play of both teams holds the rattan/plastic ball and throws to his
team
mates.
2. The second player will catch the flying ball down the line, and throw to the next
player who are now on the opposite ends.
3. The third player of both teams will repeat the
movement then, and so on.
4. The last player who will catch and hold the ball will
run at the back of the starting line and give the ball to the
starter player of each team.
5. The team that finishes first wins.
Ask:
∙ Did you enjoy the game?
∙ Did you do the movements properly?
∙ What did you do when the ball come on your way?
∙ What is the correct position of both hand and feet in catching and
throwing a ball?
∙ Can you demonstrate the proper ways of passing throwing and
catching?
Discussion: The teacher will explain and demonstrate the proper ways of catching
and throwing/passing of a ball. Ask the pupils to do the correct movements
correctly.
CATCHING:
- Get a partner. Your partner will throw or pass the ball to you.
Note: The manner of catching the basketball depends on the height of
the ball and the route where it is intercepted
‐ Look at the ball.
‐ Try to open your arms and hands and get ready to catch the ball.
‐ There should be a coordination of the eyes and the movement of arms
and hands. ‐ The legs must be in a stride position with knees slightly
bent.
THROWING/PASSING:
Note: The two-hand over arm pass is used for shorter passes.
The ball is held overhead with arms slightly bent.
‐ The ball is held overhead with arms slightly bent.
‐ Grip the sides of the ball .
‐ Spread your fingers
‐ Step into a stride position.
Note: The chest pass is the most effective pass; It is commonly used and done
in short distances.
‐ Use your fingertips in holding the ball
‐ Elbows must be pointed out and kept close to the sides of the body
‐ With thumbs downward, push the ball forward. Take a fast release with
a quick snap of the wrists.
‐ The ball rebounds at the waist level of the catcher.
IV - Assessment:
Directions: Get a partner. You and your partner must do the task properly. After
showing the skills, rate each other.

Legend:
5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Good
1 – Poor

No SKILLS Self Assessment Trackers
Assessment
5 4 3 2 1 5 4 3 2 1
1 Chest Pass
2 Ball Catching
V. Assignment
Ask the pupils to practice throwing and catching a ball at home.

Hagonoy II District
January 25, 2023

Wensday ( 2:00 – 2 : 45 )
QUARTER 2 PE

I. Objectives
II. Subject Matter:


B. Developmental Activity
Discussion
Summarize the lesson. Explain and discuss the information
about the lead up game.
Generalization
Do you really know the proper ways of catching and passing/throwing? If you
do, you can apply these well in the different lead –up games that you will play.
Application
Proper ways of throwing and catching a ball at different levels and directions
will help develop strength, agility and flexibility. It will also improve your skills in
playing ballgames like softball, baseball and basketball.
Enjoyable Game
Passing and Catching by Rows
Materials: whistle, rubber ball, plastic ball
Note: Play lively background music to make the game lively
Directions:
∙ Divide the class into four equal groups.
∙ Make four columns with 3 to 4 meters apart.
∙ Columns 1 and 2 must face each other and compose Team A.
∙ Columns 3 and 4 must face each other and compose Team B.
∙ Ask the first player of the group to hold the rubber ball.
∙ At a given signal, the first player of the group tosses the
ball to his/her partner. The partner catches the ball and
tosses it to the next member of the team. When the ball
reaches the last player, he/she tosses it back until
reaches the first player.
∙ If the ball falls, the member who loses it, picks it up, returns to his/her
place, and starts tossing again.
∙ The group that finishes first wins the game.
Ask:
Did you like the game?
Did you enjoy playing the game?
How did you play during the game with your groupmates?
What values did you show while playing the game.
IV - Assessment:
Refer the Lm on page 15
V. Assignment
Search on the internet. Print 3 pictures shows catching and throwing sports.


Lorela L. Gomez
SP – II

Hagonoy II District
Week 10
January 26, 2023
Thursday ( 2:00 – 2 : 45 )
QUARTER 2 MUSIC
Lesson : Singing in Tune

I. Objective: Perform songs confidently, giving appropriate emphasis on the beginning
and ending
II. Subject Matter
A. Topic: Singing songs confidently with emphasis on the beginning and ending
B. Songs: Lubi-Lubi,, C, C, mi, Bahay Kubo, , C, so Tayo’y Magsaya, , C, so, Come Let’s Play, , F, fa,
Yaman ng Bayan, , C, do Months of the Year, , F, do
C. Reference: A Filipino Song Collection
D. Materials: Musical scores
E. Values: Love and appreciation of Philippine folk songs and culture
F. Concept: Singing is an interesting activity. It helps us express our feelings and
improve our personality. Thus, singing develops self confidence.
III. Procedure
1. Drill : The teacher will sing the following songs emphasizing the beginning or
ending of the song.
a. “Yaman ng Bayan” (Mga hayop sa gubat…)
b. “Come Let’s Play” (Won’t the big bass drum join us
with boom,boom, boom.)
c. “Lubi-Lubi” (Enero, Pebrero…)
d. “Tayo’y Magsaya” (Ha, ha, ha, ha, ha,
lahat maligaya.)
2.Review : The teacher will let the pupils sing “Months of the
Year” accompanied by improvised musical instruments.
B. Lesson Proper
1. Motivation : The teacher will show pictures of a flag being raised during
flag ceremony and a flag being lowered during flag retreat. Ask the pupils to tell
something about the pictures in relation to the beginning and ending of a song.
2. Presentation : The teacher will present a previously learned song entitled
“Dance and Sing”, giving emphasis on the beginning and ending.
3. Discussion : The pupils will encircle the part of the musical score that
shows the beginning and ending of the song.
The teacher will talk about the song and discuss why it is important to put
emphasis on the beginning and ending of a song.
The teacher will let the pupils sing the wholesong confidently
emphasizing the beginning and ending of the song.
4. Generalization : When we sing, we should sing confidently and
beautifully from the beginning until the end of the song.
5. Application : The teacher will group the pupils into and draw lots
on the following songs: “Yaman ng Bayan”, “Come Let’s
Play”,”Lubi Lubi”, “Tayo’y Magsaya”.
The teacher will let each group perform the previously learned songs, putting
emphasis on the beginning and the ending.
IV. Evaluation
The class will be grouped into 4. Using the improvised rhythmic
instruments, each group will sing the songs giving emphasis on the beginning and
ending.
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very Good Needs
good help
1. Can sing in tune
2. Can sing with

correct rhythm/timing
3. Can sing confidently

the beginning and ending
of a song
4. Can sing with the

group happily
V. Assignment
Choose a song and practice singing confidently at home. Be ready to perform in front of the
class.
Hagonoy II District
Lesson Plan
in
MAPEH
QUARTER 2 Week 10
( January 27, 2034) 10:50- 11:30

I.Objective
Lagumang Pagsusulit
II.Content
Konsepto : Nakapagbibigay ng pagsusulit sa mga bata.
Kagamitan :lapis, testpaper
III.Pamamaraan
Pagsasanay: Kakanta ng “Ako ay Isang Komunidad”
Balik aral : Talakayin ang mga tinalakay na.
Gawaing Pagtuturo: Nakapagbibigay ng pagsusulit sa mga bata.
“ Lagumang Pagsusulit”
Hagonoy II District
Monday ( )
LESSON PLAN IN Mtb 3
QUARTER 2 Week 10
Theme: Important Places in the Community (Map of School)
Day 1
l. OBJECTIVES : Speak clearly and comprehensively by using standard language and

appropriate grammatical forms, pitch, and modulation.
II. SUBJECT MATTER

A. Topics
Value Focus: Taking Pride of One’s Place
B. References
C. Materials: pictures, cue cards, story – One Recess Time; poem:
III. PROCEDURE
A. Preliminary Activity
Drill: Pre- reading
Review: Show them a chart that have a word list. Then they will number it 1 – 10 based
on alphabetical order
B. Learning activities
1. Oral language and vocabulary development
Motivation:
How do you spend your weekends? What are the things that you can do on
weekends?
Reading of the Dialogue
Present the dialogue and call selected pupils to read the dialogue to the class.
Celia : Hello, Lorna, good morning.

Lorna : Hi, Celia. How was your weekend?
Celia : I had a wonderful time last Saturday! I spent my weekend at my
grandparent’s house in the barrio.
Lorna : You spent the week in the barrio? Isn’t it boring? I’m sure there’s
no video games and internet there.
Celia : There’s none but it was fun. I rode on a carabao on the way to the river
for a picnic with my cousins. Have you tried swimming in the river? The water
is so cool! Lorna : It’s the same as swimming in a pool. But I sure would love to
try riding a carabao.
Celia : Of course not, besides, its free. We had boiled bananas and coconut
jam for snacks.
Lorna : You really look like you enjoyed your weekend. Celia : Yes, I
did. How about you?
Lorna : I stayed home and helped my mother clean our house. Celia : That’s
good. Our weekends were very productive.
Comprehension Questions:
1. Who are the characters in the dialogue?
2. What were they talking about in the dialogue?
3. How did each one spend their weekend?
4. How did Celia feel about her weekend? Explain.
5. How did Lorna feel about her weekend as well? Explain.
⮚ Have pupils share their activities over the weekend. Use the
following questions as their guide in sharing their experiences.
1. What did you do this weekend?
2. Where did you go?
3. Who was your companion?
4. How did you feel?
5. When do you plan to do it again?
⮚ Group Activity: Group the class into 6.

Give each group a picture showcasing activities in the different places in the
community. Let each group create its own story out of the picture and ask each group
to share it in the class.
(Samples pictures to present: town/barangay fiesta activity, school program, church
activities, all saints ‘day, Christmas celebration, etc.)
Note: Include other activities that are celebrated in your community.
IV. EVALUATION
(Refer to LM, p.___, Let’s Try This)
Hagonoy II District

January 24, 2023 ( 8: 05 – 8: 35 ) QUARTER 2 Week 10
Tuesday
I. Objectives:
 Use singular and plural indefinite pronouns in sentences.
 Respond to a story through dramatization, songs or art activities.
 Show love for reading by listening attentively during story reading and making
comments or reactions.
II. SUBJECT MATTER
A. Topics
B. References
III. PROCEDURE
Drill: Pre- reading
B. Learning Activities
Listening to a narrative or informational text
1. Activities
∙ Unlocking of difficult words
Say: Before I’ll read to you a short story, let us try to unlock some difficult words
used in the story for better understanding of the selection.
Say: Choose the correct word in the box that gives the same meaning of the
underlined word. Read the sentences.
1. The children were so excited when they heard the bell ring.
2. They keep running and playing at the school playground.
3. The boy’s wound was bleeding.
4. A grade VI pupil witnessed the incident.
5. Ana’s forehead was swollen, too.
flowing of blood recreational area

inflamed saw eager
∙ Motivation
Have you observed the different places in your school? What are those places?
Who stay in those areas?
(Show different pictures of people and different places in the school. Have the
pupils match the picture of the person to the place where he/she stays in the
school.
The teacher should prepare the pictures ahead of time: nurse - clinic; principal –
office; teacher – classroom; playground – pupils; etc.)
∙ Motive question
In what place in your school do you take someone who gets hurt? Let’s find
out by listening to the story.
2. Listening Activities
Say: I will read to you a story. Listen carefully so that you can answer the questions
after.
One Recess Time
The school bell rang. Everybody in the Grade III class of Mr. Bernard Jaime
prepared for recess. Some brought out their packed snacks and started eating on their
desks. Others went straight to the canteen to buy their food. There were few boys and
girls who went to the playground and started running around.
Suddenly, they saw Eric and Dennis running towards their classroom. “Sir Jaime!
Sir Jaime!” called Eric.
Mr. Jaime went out of the classroom to meet the two boys. “What’s the problem,
kids?” asked Mr. Jaime.
“Sir, Jerry and Ana bumped each other while running! Jerry’s forehead is
bleeding!” said Dennis. Somebody carried Jerry and brought him there,” added Eric,
pointing to the school clinic.
Fortunately, that day, a group of medical team from the division office was visiting
the school. The nurse immediately cleaned Jerry’s wound. The doctor had it stitched.
Ana’s swollen forehead was given first aid. A cold compress was placed on the bump.
“Did anyone see what happened? asked the school principal to some children he
met in the clinic. A Grade VI pupil who said that the two pupils were both running very
fast from opposite directions and did not notice each other until they bumped. Ana’s
forehead hit Jerry’s right eyebrow which left an almost inch-long cut that caused the
bleeding.
When the bell rang, everyone returned to their room. All sat quietly and waited for
Mr. Jaime. When the teacher returned, he told everybody that the two were already fine.
“Recess is not a time for playing. Always be careful to avoid accidents,” the teacher
reminded the children.
IV. Evaluation
⮚ Answer the following:
1. Why were the pupils in the classroom excited when they heard the
bell ring?
2. What did they do next? Where did they go?
3. Why did Eric and Dennis go to Mr. Jaime? What did they tell him?
4. What happened to Gerry and Ana? Where were they brought to after the
incident?
5. Who attended to the wounded pupils? What did they do to Gerry and Ana? 6.
What should you do to avoid accidents or being hurt while playing?
V. ASSIGNMENT:
Choose one of the following activities and seek the help of your
parents or elders to go about your choice.
1. Think of a song with indefinite pronouns. Write it in your notebook and be ready to
sing it in class.

Hagonoy II District

Wensday
I. Objectives:
 Use singular and plural indefinite pronouns in sentences.
 Respond to a story through dramatization, songs or art activities.
 Show love for reading by listening attentively during story reading and making
comments or reactions.
II. SUBJECT MATTER
A. Topics
B. References
III. PROCEDURE
Drill: Pre- reading
B. Developmental. Learning Activities
Grammar awareness
1. Introduction
∙ Show the children each of the following words written in cue cards while asking
them if they heard each word in the story read – both, someone, few, others,
some, everyone, anyone, everybody.
Make them remember that this is a part of their past lessons on indefinite pronouns.
Ask: What do we call these terms? Which of these are singular indefinite
pronouns? Which are plural indefinite pronouns?
Have the pupils use these pronouns in a sentence.
2. Generalization
What are indefinite pronouns?
Indefinite pronouns are used to refer to people or things without saying
exactly who or what they are. An indefinite pronoun may be singular or plural. We
use pronouns ending in –body or –one for people, and pronouns ending in –thing for
things.
Examples: somebody someone anything everybody no one nothing
both most all few some
3. Guided Practice:
(Note to the teacher: Have the list of the indefinite pronouns be written in cue cards
for each group)
⮚ Differentiated Activity: Group the class into 4 and let each group do the
assigned activity.
Groups 1 – Classify the given list of indefinite pronouns into singular or plural. (chart
and cue cards)
everyone neither both all some
someone others most few nobody
Groups 2 – Classify the list of pronouns according to what they refer to – person, place
or thing. (hart and cue cards)
nothing someone whatever whoever
nobody anywhere anything someone
something everybody nowhere whichever
Group 3 – Complete each given sentence by supplying the appropriate indefinite
pronoun. (Note to the teacher: Sentences should have been written in a manila paper
or catolina)
▪ Everything has been prepared for the program.
▪ I opened the door but there is nobody in there.
▪ Each pupil was given a set of school supplies.
▪ I’ll take this one and you take the other.
▪ There is nothing I can do if you will not cooperate.
▪ Nowhere in this planet can we find such creature.
Group 4 – Complete the short paragraph by filling in the correct indefinite pronoun.
(Note to the teacher: The paragraph should be written in a manila paper or cartolina.)
Everyone in the classroom was busy writing when he hears sounds of drums
and trumpets coming from the road. Only few of the girls rose from their seats but
most of the boys immediately went near the door to see where the sounds come from.
Others stopped their work and everyone’s attention was disrupted. So, Mrs. Reyes told
her pupils to watch the parade for as long as no one will go out from the classroom.
Everybody was happy and excited of what he has seen.
∙ Presentation of outputs follows.
∙ Ask: How do you find our activity? Did everyone cooperate?
What do we call these words? When do we use them?
Say: Make your own sentences using the indefinite pronouns you found in your
activity.
IV. EVALUATION
(Refer to LM, p.___, Let’s Try This)
V. ASSIGNMENT:
Choose one of the following activities and seek the help of your
parents or elders to go about your choice.
1. With a partner, write a dialogue or a simple script with indefinite pronouns about any
topic. Act it out in the class.
2. Draw any scene in school. Write something about your drawing. Use indefinite
pronouns.


Lorela L. Gomez
SP – II

Hagonoy II District

Thursday
I. OBJECTIVES
Content Standard: Using elements in the story in making a paragraph.
Performance Standard: .Composing
Learning Competency/Objectives: Observes the conventions of writing in composing a 2 –paragraph
narrative that includes the elements of setting,characters, plot.- MT3C –Iia –i-3.3
II. CONTENT: Observing the conventions of writing in composing a 2 –paragraph narrative that includes the
elements of setting ,characters, plot
III. LEARNING RESOURCES:
References: Teacher’s Guide pages CG p.138 of 149
Other Learning Resource: Pictures,model of paragraph with elements of story
PROCEDURES
Review:
Motivation: -What makes elements of the story making paragraph important?
Presentation: - Show different pictures.Let them observes what they see.
Discussion: - What are the things you see in the pictures?
Application: Divide the class into three. Let them make a paragraph which includes elements of a story.
Generalizations: - What lesson did you learned today?
IV. Evaluation: Assess the group by their output.
V. Additional activities: Observe your environment.Make a good paragraph about it.

Hagonoy II District
Lesson Plan MTB

Friday
I. OBJECTIVES
Content Standard: Comprehending thought in a story.
Performance Standard: Listening Comprehension
Learning Competency/Objectives: Retells a story. MT3LC –Iii-8.1
II. CONTENT: Retelling a Story
III. LEARNING RESOURCES:
References: Teacher’s Guide pages CG p.138 of 149
Other Learning Resource: Copy of the story, graphic organizer, pictures
PROCEDURES
Review: What makes elements of the story making paragraph important?
Motivation: - What is your favorite story you have read?
Presentation: - Present the familiar story to the pupils.
Discussion: - What makes you listen to the story?
Application: Individual Activity ( Art Activity )
Generalizations: - How do we retell a story?
IV. Evaluation: Assess the pupils to their art activity or output made.Use rubrics as a guide
V. Additional activities: Make album of your favorite story.

Lorela L. Gomez
SP – II

Hagonoy II District
Monday ( 10:00-10:50 )
Jan. 23, 2023 LESSON PLAN IN ENGLISH 3
QUARTER 2 Week 10
I. Objectives:
a. Oral Language: Talk about insights drawn from the experiences of others.
b. Vocabulary: Get the meaning of words through context clues
II. Subject Matter:
Topic: Talking about insights drawn from the experiences of others.
Getting the meaning of words through context clues
References:K to 12 BEC Guide,Voyages in English by Brookes and Masino
Grammar Workbook Exercises in English by Loyola Press
Materials: Big book, graphic organizer, word card, Story: Let’s Dance by: Editha V.
Luna
Theme: Our Local Dances
Value Focus: Patriotic
III. PROCEDURE
Motivation: Show different pictures of well-known dance group in the television.
 Play a per-recorded dance remix and ask pupils to dance as they hear the sound track.
1.Activating Prior Knowledge
Ask: what kinds of dances do you like most?
2. Pre-Reading Phase
a. Unlocking of Difficulties
Show the following words written on flash cards.
1. spectators ( through context clues/picture)
2. culture lane (through pictures)
3. foreigner ( through picture/context clues)
4. audience ( through context clues)
5. province ( through pictures/context clues)
6. applause ( through pictures/context clues)
3. Developing the Purpose for Reading
 Let pupils listen again to dance music
(modern and local dance music).
Ask: Are you familiar with the other dance music?
 Motive Question
In our story let’s find out what dance music did Susan and her group chose to
dance.
B. Development of the Lesson
While Reading Phase
1. Reading of the story,” Let’s Dance” from cover to cover.
2. Ask: (Prediction questions will be asked from time to time)
“What do you think will happen next?”
Post Reading Phase
Comprehension check
1) Who is among the spectator of a dance contest in their school?
2) What did her group mates decided to showcase during the school
show?
3) What made they decide to present their own dance?
4) How do you find Susan? Why?
5) Do you think Susan and her group mates are proud being a Filipino?
Why do you say so?
C. Enrichment Activity

Infusion of Values: If you were given a chance like Susan to perform to dance
in other place, what would you show? Why?
IV. Evaluation
Answer the module “Assessment on Page 13.
V. Assignment
Research one of our local dances. Write something about it.
Be able to share it to your classmates tomorrow.

Lorela L. Gomez
SP – II
Hagonoy II District
Tuesday ( 10:00- 10:50 )

January 24, 2023 LESSON PLAN IN ENGLISH 3
QUARTER 2 Week 10
I. Objectives:
Comprehension of Literary text: Respond to the story or poem through art, dialogue, drama, and
other writing activities
B. Subject Matter:
Topic: Talking about insights drawn from the experiences of others.
Getting the meaning of words through context clues
References:K to 12 BEC Guide,Voyages in English by Brookes and Masino
Grammar Workbook Exercises in English by Loyola Press
Materials: Big book, graphic organizer, word card, Story: Let’s Dance by: Editha V.
Luna
Theme: Our Local Dances
Value Focus: Patriotic
III. PROCEDURE
1. Call some volunteer to share their assignment.
2. Review:
Let pupils watch recorded video on different Filipino folk dances. Afterwards ask pupils to tell
their experiences about the dances they just watched.
B. Development of the Lesson

1. Engagement Activities:
Divide the class into five groups. Let them do the following activities:
Group 1-Create a dialogue between the Susan and her Professor to get his
approval on the dance she proposed to present.
Group 2- Show to your classmate’s two steps of Binislakan.
Group 3- Draw the native costume Susan got from their province for their
show.
Group 4- Pretend that you are Susan, make a poster to convince other
students to love and patronize our own dances.
 Presentation and processing of group outputs.
IV. Evaluation
Answer the module “Assessment on Page 17.
V. Assignment
How sharp is your memory? Let us test it by remembering all the nouns mentioned in the story
“Let’s Dance”. Write them in your notebook.
Hagonoy II District
Wensday ( 10:00- 10:50 )

QUARTER 2 Week 10
Learning Competency: Read phrases, sentences and short stories consisting of 2-syllable
words EN3PWR-Ij-21
I. LEARNING OBJECTIVES:
Knowledge: Identify sentences, phrases with 2 syllable words;
Skills: Recognize two-syllable words in phrases, sentences and stories;
Affective: Apply the value of confidence in reading the word
II. CONTENT
References: Curriculum Guide p. 53 of 247, MELC p.132
C. PROCEDURES
Drills: Sing a song
Review: Let the pupils read the following words.
pilot booklet water absent

pencil expert majic elbow
tiger basket music silver
Motivation: Ask: How many syllables are there in each word?

Let us clap our hands as we read the words by syllable
Ask: How many times did we clap our hands as we read each word?
The times we clap our hands represents the number of syllables in each
word.
Then Say: These are all 2- syllable words. Today, you are going to learn about
phrases, sentences and short stories consisting of 2-syllable words.
Developmental Activites:
Presentation: Direction: Copy the two-syllable words and split the words into two
using a slash mark (/).
Example: The basket is wet.(The two syllable word in the sentence is basket.)
Answer: basket- bas/ket
1. I want to wear my jacket.
2. I put the apple in the box.
3. I have seven dolls.
4. I saw some shampoo on the floor.
5. The cat is sitting on the couch.
Say: The 2-syllable words found in the sentences are:
jac/ket
ap/ple
se/ven
sham/poo
sit/ting
Then say: Let us read the 2-syllable words as we tap our hands on the table.
The number times we tap on the table will base on the number of syllable of the
words.
Discussion: Present and discuss this in class.
Ask: What is the word? What does it mean?
Example: Filipino-Fi/li/pi/no
below-be/low
library-lib/ra/ry
computer-com/pu/ter
Developing Mastery: Refer the pupils to English 3 Quarter 1 – Module 10;
“What’s More” – A,B, and C, on pp 5-6
Application: Explain to pupils that Syllable Segmenting can be especially
helpful for literacy development because it allows pupils to approach
smaller pieces of a word.
Generalization: Ask:
What is a syllable?
How will you read words with 2 syllables?
Can you give more examples of 2-syllable words?
IV.Evaluation:
Direction: In your notebook, copy the table below. Match the word’s first
syllable in the second column with the other syllable in the third column. Use
different colors to identify each word with its respective syllables.
V. Assignment:
Direction: Match column A with column B. In your notebook, write the letter only.
Column A Colum B
1. arm a.pen
2. cur b. bow
3. rain c.lor
4. ball d.tain
5.co e. chai
Hagonoy II District
Thursday ( 10:00- 10:50 )

QUARTER 2 Week 10
Learning Competency: Review reading and writing short e, a, i, o, and u words in
CVC pattern (EN3PWR-IA-b-7)
Knowledge: Use the plural form of frequently occurring irregular nouns
Skills: Determine the correct usage of an irregular plural noun
Affective: Draw and write sentences about one’s drawing
II. CONTENT
Topic: Irregular Plural Nouns
References: Curriculum Guide p. 56 of 247, MELC p.132, English 3 Quarter 2:
Module 8
I. PROCEDURES
Drills: Sing a song
Review:
Directions: Rewrite the sentences with the correct plural form of the noun in parentheses. Add
capital letters and end marks to each sentence. Example: the dentist is checking my (tooth) next
week.
Answer: The dentist is checking my teeth next week.
1.will I be five (foot) tall next year. _________________________________________________

2. I will plant a (tomato) next summer. ______________________________________________
3.will those (man) leave tonight ____________________________________________________
4.gina saw arrowheads and old (knife) last night ____________________________________
5.hand me the (loaf) of bread _____________________________________________________
Motivation: Show them a picture of a one apple and two apples, one pencil and
three pencils
Presentation: Some irregular nouns don’t follow any established rules to become plural. For
example, the plural of person is people, the plural of woman is women, the plural form of goose is
geese. Similarly, mouse becomes mice in its plural form, while house becomes houses There are
hundreds of irregular plural nouns, and in truth, you must memorize them through reading and
speaking.
Discussion: Irregular Plural Nouns
• A noun that becomes plural by changing its spelling in other ways than adding an “s” or “es” to the
end of the word. This change can happen in a variety of ways.
• Nouns made plural by changing vowels, changing the word or adding a different ending. Irregular
plural nouns that end in” ves”. More than one elf - elves More than one calf -calves More than one
knife - knives More than one loaf -loaves More than one shelf -shelves More than one wolf -loaves
Irregular nouns made plural by changing vowels, changing the word, or adding different ending:
More than one man -men
More than one child -children
More than one foot -feet
More than one tooth -teeth
More than one louse -lice
More than one person -people
More than one cactus -cacti
More than one ox -oxen
Some irregular plural nouns have the same spelling as their singular form such as scissors, pants,
bison, deer and sheep. A then some animal nouns become plural by keeping the same spelling as the
singular form by adding a
More than one cod - cod or cods
More than one shrimp - shrimp or shrimps
more than one fish – fishes
Analyzation: Direction: Write in your notebook the answer/answers to the
following questions.
1. What are irregular plural nouns?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What are some irregular plural nouns? Give 5 examples a.___________________________
b.___________________________ c.___________________________
d.___________________________ e.___________________________
. Developing Mastery: Directions: Rewrite the sentences. Change the underlined

word to a plural noun.
Example: The child wondered about the future.

Answer: The children wondered about the future.
1.People might be able to fly like goose.

2.They might be ten foot tall.
3.They might have more tooth.
4.How else will our life be different.
5. The rivers might run out of fish.
Application: Say:
Some irregular nouns don’t follow any established rules to become plural. For
example, the plural of person is people, the plural of woman is women, the plural form of
goose is geese. Similarly, mouse becomes mice in its plural form, while house becomes
houses There are hundreds of irregular plural nouns, and in truth, you must memorize them
through reading and speaking.
Generalization: Ask:
What are irregular plural nouns?
D. Evaluation
A. Directions: Complete the sentences with the plural form of the word in brackets.
1. The _______________ run to the park. (child)
2. Your ____________have grown; you need new boots. (foot)
3. Many _______________will attend the show. (person)
4. Books are on the ____________. (shelf)
5. The farmer’s cow has two___________. (calf)
6. The choir had mainly __in it. (man)
7. Trees lose their ____________in the fall. (leaf)
8. I could hear the ____ howling last night. (wolf)
9. The “Three blind______” is a common nursery rhyme. (mouse)
10. Mom bought two___________ of bread at the store. (loaf)
E. Assignment
Direction: Proofread the paragraph for incorrect plural nouns. Circle each incorrect plural noun and write
its correct form on the lines below.
Number 1 is done for you.
What is in the store for the future? I think our lifes will change. Maybe humans will have four foots. Then
we will be able to run faster. Maybe we will have super sharp toothes. Then we will use them instead of
scissorses. Science will change the world in many ways. Tomato might be bigger than gooses. Mouses
might be as strong as mooses. I think the world will be a very strange place!
Incorrect Plural Nouns Correct Plural Nouns
1.lifes 1. lives
2. 2.
3. 3.
4. 4.
5. 5.

Hagonoy II District
Friday ( 10:00- 10:50 )

QUARTER 2 Week 10
Learning Competency: Use the plural form of frequently occurring irregular nouns
(e.g., children,feet, teeth
Knowledge: Read words, sentences, and short stories consisting of
short vowel words in CVC pattern.
Skills: Write words with short vowel sounds; and
Affective: Show interest in reading and writing.
II. CONTENT
References: Curriculum Guide p. 56 of 247, MELC p.132, English 3 Quarter 2:
Module 8
III. PROCEDURES
Drills: Sing a song
Review: Ask:
Do you still remember how many letters are there in the English Alphabet?
Good! There are 26 letters in the alphabet; 5 are vowels and 21 are consonants.
Motivation: Directions: For the activity below, supply the missing vowel to complete
the word. Write your answers in your notebook.
1. ___ pple
___ ggplant
___ cecream
____ range
___ mbrella
Great job! Now, you are ready to learn something new.
Developmental Activities
Presentation: Directions: Read the story aloud. Then, answer thequestions that
follow by completing the sentences.
Discussion: Consonant-Vowel-Consonant (CVC) words
Are integral to any pre-reading program and they have a special
importance, as they are the first step from knowing the letter sounds to sounding out
simple words. The first stage of reading is composed of only CVC words and can be
started as soon as you have a firm letter sound (phonemic) awareness.CVC words
are easy to sound out because they contain a short vowel sound, such as pig and
run.
Let’s try to check the CVC words used in the story

Dan tan can ran
Van fan pan man
What is the vowel used in the words? You’re right!
The short vowel used is /a/.
Now, let’s try to study and read words in CVC
pattern using other short vowels, as follows:
/e/
bed fed red leg
Ted led net ten
/i/
Bin bib rid big
tin kid sip rib
/o/
nod sob fog log
jog dog cop rot
/u/
Mud jug gum bug
hug nut cup sun
Say: Generally, CVC words are incredibly rewarding for you to work on, as they
allow you to experience and understand the transformation of simple sounds into
words.
An interesting element of CVC words is that they can be easily memorized, so
keep on reading!
Say: To solidify your understanding and skills, let’s try to do this task.
Directions: Read the story and complete the sentences in the task that follows.
Choose the correct word from among the choices.
Write only the letter in your notebook.
Say: To give more understanding of the lesson taken, let’s have another
activity for you.
Application: Directions: Identify the picture for each number. Choose the
correct word from the word bank. Write your answer in your notebook.

Developing Mastery:
Directions: In your notebook, write the name of the picture using the
consonant-vowel-consonant (CVC) pattern.
Generalizations:
Ask: How to read CVC words?
Consonant-Vowel-Consonant (CVC) words are integral to any pre-reading
program, and they have a special importance, as they are the first step from knowing
the letter sounds to sounding out simple words. The first stage of reading is
composed of only CVC words and can be started as soon as you have a firm letter
sound (phonemic) awareness.
IV. EVALUATION; Directions: Read the story and complete the sentence in each number.
Write only the letter of your answer in your notebook.
V.ASSIGNMENT
P
Hagonoy II District
Banghay Aralin sa Pagtuturo

Ng
Araling Panlipunan III
QUARTER 2 Week 10
I.Layunin
∙ Naiisa-isa ang ibat-ibang pangunahing makasaysayang lugar sa Luzon, Visayas, at Mindanao at
ang lokasyon ng bawat isa nito
∙ Naipapaliwanag ang pinagmulan at kasaysayan ng pangunahing makasaysayang lugar at
pamanang kultural ng mga Pilipino
∙ Nakaguguhit ng larawan na nagpamalas ng pagmamalaki sa mga makasaysayang lugar at
pamanag kultural ng mga Pilipino
∙ Nakagagawa ng advertisement na nagpapamalas ng pagmamalaki sa mga pangunahing
makasaysayang lugar at pamanang kultural ng mga Pilipino
II.Paksang Aralin
A. Ang katutubong kultura at sining ng mga Pilipino sa ibat-ibang lugar
B. Sanggunian :Katangiang Pilipino 2 ni Menardo O. Anda, Matapat na Pilipino 1 ni
Grace Estela C. Mateo, Ph. D, et. al
C. Konsepto :Maraming makasaysayang pook sa iba’t-ibang dako ng Pilipinas. Naganap
sa mga pook na ito ang mahahalagang pangyayari sa ating kasaysayan.
Ang mga pook na ito ay nagpapaalala sa kagitingang ipinamalas ng mga Pilipino.
Matatagpuan ang mga makasaysayang pook na ipinagmamalaki ng mga Pilipino sa
Luzon, Visayas, at Mindanao.
D. Kagamitan :Puzzle ng mapa ng Pilipinas, Manila papers, larawan, Audio player,
cd tape, bondpapers, crayons
Pamamaraan
Unang Araw
A. Panimulang Gawain
1. Pagbabalik-aral
a. Pangkatin ang mga bata sa limang (5) pangkat.
b. Bigyan ang bawat pangkat ng “puzzle” ng mapa ng Pilipinas na bubuuin. c.
Sa hudyat ng guro, ang bawat pangkat ay mag-uunahan sa pagbuo ng
“puzzle.” Ang unang pangkat na matatapos sa gawain ang tatanghaling
panalo.
d. Itanong:
Anong larawan ang inyong nabuo?
Ano-ano ang tatlong (3) malalaking pulo ng Pilipinas?
Batay sa mapa anu-anong mga lugar ang makikita sa Luzon? Sa
Visayas? Mindanao?
2. Pagganyak
a. Magpaskil ng mga larawan ng iba’t ibang makasaysayang pook ng Pilipinas
sa pisara (Hal. Simbahan ng Barasoain, Underground Cemetery, Dambana
ng Kagitingan, Corregidor, Palasyo ng Malacanang, Fort Santiago, Pulo ng
Mactan, Fort Pilar, atbp.)
b. Itanong:
Alin sa mga larawan ng mga makasaysayang lugar na nakapaskil sa
pisara ang napuntahan n’yo na?
Bakit iyon ang pinuntahan ninyo?
(Paalala sa guro: Kung walang bata na nakapunta sa alin mang lugar na
ipinakita ipagpatuloy ang pagtatanong.)
Alin sa mga makasaysayang lugar ang gusto ninyong puntahan? Bakit?
B. Panlinang na Gawain
1. Paglalahad
a. Sabihin: May maraming makasaysayang pook sa Pilipinas. Dahil sa mga
mahahalagang pangyayari na naganap sa kasaysayan ng ating bansa,
ang mga lugar na ito ay pinapahalagahan at priniserba upang magsilbing
alaala sa ating mga ninuno na naghirap upang makamit ang ating
kasarinlan. May mga makasaysayang pook na makikita sa Luzon,
mayroon sa Visayas, at mayroon din sa Mindanao.
2. Pagtatalakay
a. Pangkatin ang mga bata sa sampung (10) pangkat. Bigyan ang bawat
pangkat ng makasaysayang lugar na may mga nakasulat na pahayag
tungkol dito at Manila paper na may nakasulat na mga gabay na
katanungan na sasagutin nga mga bata.
Hal.
Makasaysayang Lugar :__________
Lokasyon :__________
Makasaysayang pangyayari na naganap: __________
Paano ninyo mapangangalagaan ang
makasaysayang lugar na ito :__________
b. Pagkatapos ng gawain, bigyan ang tagapag-ulat ng bawat pangkat
ng panahon na ilahad ang kanilang gawain.
c. Ginagabayan ng guro ang paglalahad ng mga taga-ulat ng mga pangalan
ng tao, petsa, at lugar na mahalaga sa bawat makasaysayang lugar
upang maging makabuluhan ang pag-unawa ng mga mag-aaral sa
paksang pinag aralan.
3. Paglalahat
Ano-ano ang mga makasaysayang lugar sa Luzon?
Ano-anong makasaysayang pangyayari ang naganap sa bawat isa
nito? Anong kahalagahan ang naidulot ng mga pangyayaring ito sa
ating bansa?
4. Pagpapahalaga
Paano natin mapangangalagaan ang mga makasaysayang lugar sa ating bansa?
V. Takdang Aralin
Ipaguhit sa mga bata sa kanilang kuwaderno ang kanilang gagawin upang
maipakita ang kanilang pagmamahal at pangangalaga sa mga
makasaysayang lugar sa bansa.
Hagonoy II District

Ng
QUARTER 2 Week 10
January 24, 2023 (10:50 – 11:30)

Tuesday
I.Layunin
∙ Naiisa-isa ang ibat-ibang pangunahing makasaysayang lugar sa Luzon, Visayas, at Mindanao at
ang lokasyon ng bawat isa nito
∙ Naipapaliwanag ang pinagmulan at kasaysayan ng pangunahing makasaysayang lugar at
pamanang kultural ng mga Pilipino
∙ Nakaguguhit ng larawan na nagpamalas ng pagmamalaki sa mga makasaysayang lugar at
pamanag kultural ng mga Pilipino
∙ Nakagagawa ng advertisement na nagpapamalas ng pagmamalaki sa mga pangunahing
makasaysayang lugar at pamanang kultural ng mga Pilipino
II.Paksang Aralin
A. Ang katutubong kultura at sining ng mga Pilipino sa ibat-ibang lugar
B. Sanggunian :Katangiang Pilipino 2 ni Menardo O. Anda, Matapat na Pilipino 1 ni
Grace Estela C. Mateo, Ph. D, et. al
III. Pamamaraan
Ikalawang Araw
A. Panimulang Gawain
1. Pagwawasto ng takdang aralin
2. Pagganyak
a. Magdikit nga mga larawan ng mga makasaysayang lugar sa
Visayas at Mindanao sa dingding ng silid-aralan.
b. Dalhin ang mga bata sa isang “Carousel Walk” paikot sa mga
larawan na nakadikit sa dingding.
c. Itanong:
Alin sa mga larawan ng mga makasaysayang lugar na nakadikit sa
dingding ang napuntahan n’yo na?
Bakit iyon ang pinuntahan ninyo?
Alin sa mga makasaysayang lugar ang gusto ninyong mapuntahan? Bakit?
B. Panlinang na Gawain
1. Paglalahad
a. . Sabihin: Maliban sa Luzon, may mga makasaysayang lugar din sa Visayas
at Mindanao. Bilang mga Pilipino, mahalagang mapangalagaan natin ang mga
makasaysayang lugar ng ating bansa.
2. Pagtatalakay
a. Pangkatin ang mga bata sa walong (8) pangkat. Ipasadula sa bawat pangkat
ang makasaysayang lugar sa Visayas at Mindanao na ibinigay sa kanila. Pangkat 1:
Sanduguan-Tagbilaran
Pangkat 2: Himagsikan sa Santa Barbara
Pangkat 3: Pulo ng Mactan
Pangkat 4: Balangiga
Pangkat 5: Kalye ng Kolon
Pangkat 6: Fort Pilar
Pangkat 7: Dambana ng Dapitan
Pangkat 8:Karim Ul-Makdum Mosque
b. Pagkatapos ng pagtatanghal ng bawat pangkat tanungin ang ibang mga mag-
aaral upang mapalawak ang talakayan:
Tungkol saan ang dula?
Saan naganap ang pangyayari na ipanakikita sa dula?
Sinu-sino ang mga indibidwal na sangkot sa bawat makasaysayang
pangyayari na ipinakikita?
c. Ginagabayan ng guro ang mga mag-aaral sa talakayan upang masiguro na
tama ang paglalahad ng mga pangalan, petsa, at lugar sa bawat makasaysayang lugar
at upang maging makabuluhan ang kanilang pag unawa sa paksang pinag-aralan.
3. Paglalahat
a. Ano-ano ang mga makasaysayang lugar sa Visayas? Sa Mindanao?
b. Bilang mga Pilipino, ano ang kahalagahan ng bawat makasaysayang lugar sa
atin?
4. Pagpapahalaga
a. Paano natin mapangangalagaan ang mga makasaysayang lugar sa
ating bansa?
IV. PAGTATAYA
Piliin ang tamang titik at isulat sa sagutang papel.
1. Epifanio delos Santos Avenue (EDSA)
a. Dito mamatagpuan ang Metro Rail Transit o MRT.
b. Dito dumaraan ang lahat ng sasakyang pandagat.
c. Dito nangyari ang mapayapang “People Power
Revolution”.
2. Fort Santiago
a. Ito ay isang pook pasyalan sa lungsod ng Maynila.
b. Dito ikinulong ang ating pambansang bayani na si Dr. Jose
P. Rizal c. Maraming sundalo rito na naghahanda sa oras ng
digmaan.
3. Palasyo ng Malacanang
a. Ito ay matatagpuan malapit sa Ilog Pasig.
b. Ito ang opisyal na tirahan ng Pangulo ng Pilipinas.
c. Dito nagmimiting ang lahat ng opisyal ng Pilipinas.
4. Pasong Tirad
a. Ipinagtanggol ito ni Heneral Gregorio del Pilar laban sa mga
Amerikano. b. Madaraanan ito kung pupunta ka sa Lungsod ng
Maynila.
c. Kilala ang lugar na ito sa mga murang isda.
V. TAKDANG ARALIN
Ipasabi sa mga bata kung bakit makasaysayan ang sumusunod na lugar.
Isulat ang sagot sa kuwaderno.
1. Pulo ng Mactan
2. Fort Pilar
3. Dambana ng Kagitingan
4. Sanduguan ng Tagbilaran

Hagonoy II District

Ng
QUARTER 2 Week 10
( January 25, 2034) 10:50- 11:30

Wednesday
I.Layunin
Nailalarawan ang lalawigan o mga lalawigan sa rehiyon na naging katangi-tangi sa para sarili
Nabibigyang- halaga ang natatanging katangiang ito ng sariling lalawigan o karatig lalawigan
Nakasusulat ng payak na kwento o isa hanggang dalawang talata tungkol sa lalawigan sa
kinabibilangang rehiyon na naging katangi- tangi para sa sarili
II.Paksang Aralin
A. PAGPAPAHALAGA SA KINABIBILANGANG LALAWIGAN AT REHIYON
B. Sanggunian : Lahat ng impormasyon tungkol sa mga produkto , likas na yaman,
hanapbuhay, pagdiriwang atbp……Araling Panlipunan TG, pahina
120 – 122, Araling Panlipunan LM, pahina 258- 202
III.Pamamaraan
Balik-aral: Balikan ang mga napag-aralan tungkol sa sariling lalawigan at karatig-lalawigan sa
kinabibilangang rehiyon sa pamamagitan ng charades.
Pagganyak: Maghanda ng playing cards na may nakasulat na mga sumusunod:
 Natatanging bayani o kasapi ng lalawigan
 Natatanging bahagi ng kasaysayan ng lalawigan
 Makasaysayang pook o lugar ng lalawigan
 Natatanging pagdiriwang ng lalawigan
Pagtatakay: Ilahad ang mga susing tanong sa Alamin Mo sa LM.
Ipasagot sa mga tanong .Isulat ang sagot sa sagutang papel.
 Alin sa mga lalawigan napag-aralan ang napupukaw ng iyong pansin?
 Ano ang nakatawag ng iyong pansin tungkol sa katangian ng lalawigan?
 Paano mo maipararating ang magagandang katangian ng naturing na lalawigan sa ibang
mga tao?
 Kaya mo ba itong ilarawan sa pamamagitan ng pagsulat ng kuwento o talata
Magpakita ng mapa. Balangkasin ang mga lalawigan ng rehiyon. Itanong sa mga bata kung
kaya nila ilarawan ang tiyak na kialalagyan nito.
Paglalapat: Gabayan ang klase sa pagtalakay ng Tuklasin Mo sa Lm.
Paglalahat: Paano magpapahalaga sa kinabibilangan lalawigan atb rehiyon.
IV. Pagtataya
Ipasagot ang Gawain sa Natutuhan Ko sa LM.
VI. Takdang Aralin

Magpasulat ng maikling talata upang ilarawan ang sariling lalawigan.

Hagonoy II District

Ng
QUARTER 2 Week 10
( January 26, 2034) 10:50- 11:30

Thursday
I.Layunin
 Natutukoy ang lalawigan o mga lalawigan sa rehiyon na naging katangi-tangi sa
para sarili
 Nakikita ang natatanging katangiang ito ng sariling lalawigan o karatig lalawigan
 Nakasusulat ng payak na kwento /1-2 talata tungkol sa lalawigan sa
kinabibilangang rehiyon na naging katangi-tanging para sa sarili
AP3KLR – IIj- 8
II.Paksang Aralin
A. PAGPAPAHALAGA SA KINABIBILANGANG LALAWIGAN AT REHIYON
B. Sanggunian : Lahat ng impormasyon tungkol sa mga produkto , likas na yaman,
hanapbuhay, pagdiriwang atbp……Araling Panlipunan TG, pahina
120 – 122, Araling Panlipunan LM, pahina 258- 202
III.Pamamaraan
Balik aral : Magkaon ng video tungkol likas na yaman , mga pangyayari noon at ngayon.
Pagganyak: Talakayin ang nakikita sa video clip. Hingkayatin ang mga bata na magbigay
ng mga halimbawa.
Pagtatalakay: Subaybayan ang bawat pangkat sa pagsasagawa ng Gawain.Bigyan ng
oras ang bawat pangkat upang makapag-ulat. Talakayin kasama ang mga bata at pag-
uusapan ang mga katangian na nagpakilala sa isang lalawigan.
Pagsusuri; Ipabuod ang aralin sa pamamagitan ng sumusunod na tanong .
 Bakit ninyo napili ang lalawigan na ito ?
 Paano maipararating ang magagandang katangian ng lalawigan sa ibang mga tao?
 Paano mo mailalarawan ang mga lalawigan sa kinabibilangang rehiyon na naging
katangi-tanging para sa iyo?
Paglalapat: Ipagawa sa parehong pangkat ang Gawain BLm. Talakayin ang mga
kasaguitan at iwasto kung kinakailangan.
Paglalahat: Paano magpapahalaga sa kinabibilangan lalawigan atb rehiyon.
IV.Pagtataya
Sagutin ang Gawain C sa LM.
V.Takdang Aralin
Magpasulat ng maikling talata upang ilarawan ang sariling lalawigan.

Hagonoy II District
Ng
QUARTER 2 Week 10
( January 27, 2034) 10:50- 11:30

I.Layunin
Lagumang Pagsusulit
II.Paksang Aralin
Konsepto : Nakapagbibigay ng pagsusulit sa mga bata.
Kagamitan :lapis, testpaper
III.Pamamaraan
Pagsasanay: Kakanta ng “Ako ay Isang Komunidad”
Balik aral : Talakayin ang mga tinalakay na.
Gawaing Pagtuturo: Nakapagbibigay ng pagsusulit sa mga bata.
“ Lagumang Pagsusulit”

Lorela L. Gomez
SP – II
;
Hagonoy II District
Lesson Plan
in
Science III
QUARTER 2
( January 30, 2023) 10:50- 11:30
I. OBJECTIVES:
At the end of the activities, students should be able to :
1.answer questions correctly,
2.write down their answers legibly
3.observe honesty while answering the exam
MATERIALS:
1.test questionnaire
2.one whole sheet of paper
3.pen
REFERENCE:Integrated Science Grade 3DepEd K-12 Modules
II. LEARNERS’ ACTIVITY:

A.Routine
1.Prayer
2.Classroom Management
3.Checking of Attendance
B.Lesson Proper
Discuss with the students the directions in answering the
periodical test. Students should be able to answer and finish
the periodical test within 3 hours.
Hagonoy II District
Lesson Plan
in
English III
QUARTER 2
( January 30, 2023) 10:50- 11:30
I. OBJECTIVES:
MATERIALS:
3.pen

A.Routine
1.Prayer
B.Lesson Proper
Hagonoy II District
Lesson Plan
in
Mapeh III
QUARTER 2
( January 30, 2023) 10:50- 11:30
I. OBJECTIVES:
MATERIALS:
3.pen

A.Routine
1.Prayer
B.Lesson Proper
Hagonoy II District
Lesson Plan
in
Math III
QUARTER 2
( January 30, 2023) 10:50- 11:30
I. OBJECTIVES:
MATERIALS:
3.pen

A.Routine
1.Prayer
B.Lesson Proper

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Romaguera Elementary School

LESSON PLAN IN MATH 3

II. Subject Matter

III. Instructional Procedures

Review: Complete each table by following the rule.

Presenting the Lesson

1. Use of family of 2. Cross Out 3. Long Method

Let us have another example: 9000 ÷ 100 =

9000 ÷ 100 =

Let us have more examples

Let us find 42 ÷ 10.

The answer is 4 remainder 2.

2. If the number 370 is divided by 10, the quotient is..

B Three groups of ten

Prepared by: Jonnah Mae P. Gragasin

Checked and Reviewed by:

Romaguera Elementary School

LESSON PLAN IN MATH 3

IV. Subject Matter

III. Instructional Procedures

Review: Find the answer using the family of multiplication and

9000 ÷ 100 =

Let us find 42 ÷ 10.

The answer is 4 remainder 2.

Group Activity: Divide the class into two groups.

Divisor: 10 Divisor: 100

1) 9 90 ÷ 10 900 ÷ 100

2) 7 70 ÷ 10 700 ÷ 100

3) 36 360 ÷ 10 3 600 ÷ 100

4) 60 600 ÷ 10 6 000 ÷ 100

5) 78 780 ÷ 10 7 800 ÷ 100

Prepared by: Jonnah Mae P. Gragasin

Checked and Reviewed by:

Romaguera Elementary School

LESSON PLAN IN MATH 3

Prepared by: Jonnah Mae P. Gragasin

Checked and Reviewed by:

Jan. 20, 2023

Given Round the Think of Estimate

What are 352 ÷ 31 300 ÷ 30 325 ÷ 31

(Ask the pupils to give possible answers.)

Let us have more examples:

1) 184 ÷ 11 10 180 ÷ 10 18

2) 338 ÷ 48 50 350 ÷ 50 7

3) 508 ÷ 21 20 500 ÷ 20 25

4) 677 ÷ 56 60 660 ÷ 60 11

5) 889 ÷ 78 80 880 ÷ 80 11

Prepared by: Jonnah Mae P. Gragasin

Checked and Reviewed by:

Romaguera Elementary School

I. Layunin: Nasasagot sa mga tiyak na tanong sa kuwento.

Prepared by: Jonnah Mae P. Gragasin

Checked and Reviewed by:

Romaguera Elementary School

I. Layunin: Nasasagot ang mga tanong tungkol sa kuwentong nabasa

Hula Ko Tunay na Nangyari

Salitang Hindi Salitang Salitang

Basahin ang mga salitang hindi maunawaan.

Checked and Reviewed by:

Romaguera Elementary School

Lesson 3: Functions of the different Parts of the Plant

Prepared by: Jonnah Mae P. Gragasin