DLL in English 1ST and 2ND Week G1 6 - K.lariosa 2

COLLEGE OF SUBIC MONTESSORI SUBIC BAY
“Seipsum Facit Persona” – “Man Makes Himself” “Shaping Lives, Intellects and World Views”
DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

LESSO SUBIC BAY
N Teacher KARLA CRISTINA LARIOSA Learning Area ENGLISH
LOG Teaching Week Week 1 (October 29 ,-September 2, 2022 ) Quarter 1
DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard
Performance Standard
A. Learning SCHOOL SCHOOL SCHOOL PRE-TEST CLASSROOM
Competencies/Objectives ORIENTATION ORIENTATION ORIENTATION ROTATION AND
ORIENTATION
B. Engage: (Motivation)
C. Explore (Presentation of
new skills and new
concepts)
D. Explain (Presentation of
the topic)
E.
F. Experience:
(generalization)
G. Evaluation:
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Remarks:
Prepared by: KARLA CRISTINA LARIOSA Checked by, : ANGELA D. VIRAY LPT, RN,
Teacher Assistant Principal
Reviewed by: MARY CHRIS D. MANALO Noted by: BIENVENIDO V. MALIT MAED,LPT
Head Teacher School Principal

LESSO SUBIC BAY
LOG Teaching Week Week 1 (September 1 ,-September 2, 2022 ) Quarter 1

Content Standard
K. Learning SCHOOL SCHOOL SCHOOL PRE-TEST CLASSROOM
ORIENTATION
L. Engage: (Motivation)
M. Explore (Presentation of
new skills and new
concepts)
N. Explain (Presentation of
the topic)
O.
P. Experience:
(generalization)
Q. Evaluation:
R. No. of learners who
earned 80% in the
evaluation
S. No. of learners who
require additional
T. Remarks:
DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 3 and 4

LESSO SUBIC BAY

Content Standard
U. Learning SCHOOL SCHOOL SCHOOL PRE-TEST CLASSROOM
ORIENTATION
V. Engage: (Motivation)
W. Explore (Presentation of
new skills and new
concepts)
X. Explain (Presentation of
the topic)
Y.
Z. Experience:
(generalization)
AA. Evaluation:
BB. No. of learners
who earned 80% in the
evaluation
CC. No. of learners
who require additional
DD. Remarks:

LESSO SUBIC BAY

Content Standard
EE. Learning SCHOOL SCHOOL SCHOOL PRE-TEST CLASSROOM
ORIENTATION
FF.Engage: (Motivation)
GG. Explore
(Presentation of new
skills and new concepts)
HH. Explain
(Presentation of the
topic)
II.
JJ. Experience:
(generalization)
KK. Evaluation:
LL. No. of learners
evaluation
MM. No. of learners
NN. Remarks:

LESSO SUBIC BAY
N Teacher KARLA CRISTINA LARIOSA Learning Area VALUES EDUCATION

Content Standard
OO. Learning SCHOOL SCHOOL SCHOOL SCHOOL CLASSROOM
Competencies/Objectives ORIENTATION ORIENTATION ORIENTATION ORIENTATION ROTATION AND
ORIENTATION
PP.Engage: (Motivation)
QQ. Explore
RR. Explain
topic)
SS.
TT. Experience:
(generalization)
UU. Evaluation:
VV. No. of learners
evaluation
WW. No. of learners
XX. Remarks:
LESSO SUBIC BAY

Content Standard
YY. Learning SCHOOL SCHOOL SCHOOL SCHOOL CLASSROOM
Competencies/Objectives ORIENTATION ORIENTATION ORIENTATION ORIENTATION ROTATION AND
ORIENTATION
ZZ. Engage:
(Motivation)
AAA. Explore
BBB. Explain
topic)
CCC.
DDD. Experience:
(generalization)
EEE. Evaluation:
FFF. No. of learners
evaluation
GGG. No. of learners
HHH. Remarks:
LESSO SUBIC BAY
LOG Teaching Week Week 2 (September 5,-September 8, 2022 ) Quarter 1

Content Standard The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding of understanding of understanding of understanding of
familiar words used to familiar words used to familiar words used to familiar words used to
communicate personal communicate personal communicate personal communicate personal
experiences, ideas, experiences, ideas, experiences, ideas, experiences, ideas,
thoughts, actions, and thoughts, actions, and thoughts, actions, and thoughts, actions, and
feelings feelings feelings feelings
Performance Standard The learner The learners able to Learners able to practice Learners able to master
Shares/express master his/her skills in thinking skills through reading of vowel a
personal ideas and identifying vowels and context clues sound in words.
recognize different consonant in words
sounds of letters,
animals, and objects.
III.Learning 1. Talk about 1. Arrange letters 1. Distinguish 1. Distinguish
Competencies/Objective one’s self. of the alphabet context, picture short /a/ and
s 2. Recognize and order and long /a/ sounds
produce sounds 2. Identify vowels configuration 2. Identify
heard from and consonant clues synonyms
animals and in alphabets 2. Practice words
different student’s 3. Value
objects imagination and friendship
3. Identify letter comprehension
sounds 3. Recognize the
4. Follow value of sharing
directions and showing
correctly. concern.
JJJ. Engage: The students will draw Direction; Read the
(Motivation) a picture of the place Write the alphabet following sentences.
where he/she live then letter from A to Z Look for the meaning
describe it. of the underlines word.
Encircle the letters of
your answer.
1. It is my birthday
today. Let us Celebrate
a. have a good time
b. have a bad time
2. The weather is
perfect.
a. ideal
b. not great
3. I do not shout inside
the room.
a. whisper
b. yell
4. I am so tired. I want
to take a nap.
a. eat
b. sleep
5. You surprised me
with this wonderful
gift.
a. amazed
b. sadden
KKK. Explore The teacher will tell Make the students read Direction: Listen to
(Presentation of new different animals, the alphabet and your teacher as she
skills and new concepts) vehicles and objects let identify the vowel and pronounces the words.
the students produce its consonant Circle the words does
correct sounds. not rhyme.
1.Carabao
2. Chicken 1. can pan cane
3. Pig 2. lake bag bake
4. Ambulance 3. said sad bad
5. Drum 4. bat date gate
6. Bell
LLL. Explain The teacher will read Vowel What is context clues What is synonyms?
(Presentation of the SOUNDS ARROUND aeIou -are words that surround -are words having the
topic) US on page 5-6. RTL Consonant an unfamiliar word and same meaning. Let us
MMM. G1 bcdfghjklmnpq help and help in read these examples:
rstvwxyz understanding its Student-pupil
meaning Beautiful-pretty
Big-large,huge
Small-tiny,little
Configuration clues Good-nice,kind
-Shapes or outline of a Ill- sick
word that aids in
identifying words. What are words with
short /a/ sounds?
Picture Clues Let us read!
-are pictures, Dad
illustrations or objects Bag
that stand for what is Fat
written in the story. Cat
Want
Can
Zack
Nap
What are words with

long /a/ sounds?
Let us read!
Bake
Cage
Cake
Dale
Name
Safe
Jake
Later
Take
Gave
NNN. Experience: Let the students Directions: Let the students give
(generalization) produce the sounds of Write the letters of the Let the students shapes their own example of
the alphabet letters. alphabet according to and outline their full short and long /a/
simple directions. name using sounds.
1. In box number 1, configuration clues.
use you’re a green
crayon to write the Let the students think of
2. first letter of your the meaning of
first name unfamiliar words:
3. In box number 2, Excited
use a yellow Agree
crayon to write the Surprised
last letter of your Correct
last name
4. In box number 3,
use red crayon to
write all the vowels
in your first and
last names.
5. In box number 4,
use a blue crayon
to write all the
consonants in your
first and last
names.
OOO. Evaluation: Directions: Identify Directions: Write the Direction: Read and Classify the following
and produce the correct consonant that choose the correct words if they are
following sounds. starts or ends in the answer short /a/ sound or
name. NAME: long /a/ sound.
1. baa – baa _______ 1. Lio_
GRADE:
2. Meow – meow ____ 2. _histle 1. The delicious aroma of the apple pie made us hungry
a. Smell b. taste c. sound
Crab Cup Jam Can
3. Honk! Honk! _____ 3. Rooste_ 2. The girl is weeping because she lost her bag
Bag Cake Paint Quail
4. prrrrrrrrrrt ! ______ 4. _iano a. Smiling b. crying c. sleeping Lamp Flag Rain Train.
5. krriing! Krring! 5. _hunder 3.The children were surprised to see clowns and
magician in the party.
____ 6. Bel_ a. Amazed b. scared c. sad
4.Fred is a well child. He eats fruits and vegetables every

day.
a. Weak b. smart c. healthy
5. God is Almighty. He created everything good and

beautiful
a. powerful b. fast c. kind
PPP. No. of learners 5 out of 5 or 100% of the learners are passed in my evaluation.
evaluation
QQQ. No. of learners
activities for
remediation who scored
below 80%
RRR. Remarks: All of the learners reached my proficiency and ready for the new lesson.
LESSO SUBIC BAY
LOG Teaching Week Week 2 (Septemeber 5,-September 8, 2022 ) Quarter 1

Content Standard The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates
understanding of grade understanding of grade understanding of grade understanding of grade
level appropriate words level appropriate words level appropriate words level appropriate words
used to communicate. used to communicate. used to communicate. used to communicate.
Performance Standard The learner takes turns The learner takes turns The learner takes turns
The learner takes turns in sharing inter and in sharing inter and in sharing inter and
in sharing inter and intra personal intra personal intra personal
intra personal experiences, ideas, experiences, ideas, experiences, ideas,
experiences, ideas, thoughts actions and thoughts actions and thoughts actions and
thoughts actions and feelings using feelings using feelings using
feelings using appropriate words appropriate words appropriate words
appropriate words
Learning Talk about oneself and Talk about one’s name Talk about one’s Talk about one’s
Competencies/Objective one’s family. and other personal environment (e.g. environment (e.g.
s EN2OL-If-j-1.3 information persons, animals, persons, animals,
 Describe  Recognize places, things, events, places, things, events,
oneself using person’s etc.) etc.)
symbols identity using EN2OL-Ih-j1.3.2 EN2OL-Ih-j1.3.2
personal - Identify noun.
information - Identify the role - Recognize
of persons, Common and
EN2OLIg-1.3.1LER animals, things, Proper Nouns
events etc. in in pers
the
environment.
- Recognize
consonant in
the words used
to identify
persons, animal,
things, events
etc.
Engage: (Motivation) Draw your idolized Ask student to give

Talk About this
person in your bond example of the
paper. Share to the followng:
1.What do you do in
Draw what are you class why you idolized - Name of
school all day?
wearing when you go him/her. teacher, police
2.Whom do you meet
to school. officer,
in school?
president of the
Follow up questions. 3. How do you greet
Philippines
your teacher? your
What is Philippines,
classmate?
Japan, Korea,
America?
Explore (Presentation of Draw and share ideas Share a little personal Listen as your teacher Answer the exercise A
new skills and new about family and information about your says these words and B on page 10-11.
concepts) idolized person. idolized person. RIE-G2
Play Friends Exercise A

Greet Glad Give a proper noun for
each common noun.
What consonant sounds Exercise B.

do you hear at the Opposite of each
beginning of each proper noun, write a
word? How are they common noun for it.
said?
Student will get a

partner. Read the
following phrases
 Pretty dress
 Fresh flower
 Twig on a
branch
 Friendly
classmate
 Small crab
 Brown skin.
Students will do the

activity in the book
RIE pp 8.
RIE pp 5-8 as learning

exercise.
Explain (Presentation of Discuss the meaning of What is personal Teacher will use the Discuss the topic using
the topic) family. information? books of Rainbow in the books on page 9
Family is consisting of - It describes the English to further and 10. RIE g2
father, mother, brother, identity of explain the topic.
sister, and baby. individual. RIE 1 pp 9-13 What is noun?
Role of the member - -are words for persons,
of the family Show example of places, animals, and
Father – is the one who personal information things.
worked for the family sheet.
Mother – is the one Difference between
who taking care of Common and proper
their children noun.
Brother – helping the
sister to take of the COMMON NOUN
baby and assigned to -a noun that names any
do heavy work in the person, place or things.
house.
Sister – helping the PROPER NOUN
mother to take care of - a noun that names a
the child and in doing specific person, place,
household chores. or thing.
Baby – who give joy to
the family.
Experience: Exercise students idea LETTER HUNT! Answer the exercise D
(generalization) Ask the students about on how to write their The teacher will hide and E on page 12-13.
their role in the family. idolized personal the missing consonant RIE G2
information through of the word and the Exercise D
personal information students will find it. Read each sentence.
sheet in the board. After they find, they Circle the nouns.
were going to paste on
the board the missing
consonant to get
complete the words.
Evaluation: Instruction: Instruction Answer page 8. In the Answer the following:

Draw your happy Write your personal book Rainbow in Exercise A, B on page
family in a short bond identity on the personal English 2 18 and 19.
paper. Use your sheet provided. Exercise A
coloring materials to Look at each picture.
make it colorful. Circle the word that
has to do with picture.
Exercise B
Match the words in
COLOMUN B with the
pictures in Column A.
Exercise A and B on
page 20,21, and 22.
RIE-G2
Exercise A
Listen to your teacher
say each word below.
Write the missing
consonant letters on the
lines.
Exercise B
Read the word after
each number. Then
form a new word by
changing one or two
letters of the given
word. Use the picture
as your clue.
No. of learners who Out of 3 learners, 66% Out of 15 learners, Out of 3 learners, 34% 3 out of 3 or 100% of
earned 80% in the or 2 learners are passed 93% or 14 learners are or 1 learners are passed the learners are passed
evaluation in my evaluation. passed in my in my evaluation. in my evaluation.
evaluation.
No. of learners who There is 34% or 1 There is 34% or 1 There is 66% or 2
require additional learner did not reached learner did not reached learner did not reached
activities for my proficiency my proficiency my proficiency because
remediation who scored because she is absent. because she is absent. she is absent.
below 80%
Remarks: The 2 learners are The 2 learners are The 1 learner are ready All of the learners
ready the next lesson. ready the next lesson. the next lesson. For the reached my proficiency
For the 1 learner, I will For the 1 learner, I will 20 learners, I will give and ready for the new
give her a hand outs give her a hand outs her a hand outs lesson
regarding in my lesson regarding in my lesson regarding in my lesson
so she can cope up the so she can cope up the so she can cope up the
missing activities missing activities missing activities

LESSO SUBIC BAY
DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY F

RI
D
A
Y
Content Standard Th learner demonstrates The Learner demonstrates an
The learner demonstrates
The learner demonstrates an understanding that understanding of the
an understanding of the
an understanding of verbal words are composed of importance of using varied
elements of literary and
and nonverbal cues for different parts and their sources of information to
informational texts for
effective oral presentation meaning changes support writing
comprehension
depending on context
Performance Standard The learner recalls details, The learner uses varied sources
The learner uses strategies
sequence of events, and The learner efficiently of information to support
to decode the meaning of
shares ideas on texts delivers oral presentations writing
words in context
listened to
Learning At the end of the lesson, At the end of the lesson, At the end of the lesson, the
Competencies/Objectives the student able to … the student able to … student able to …
1. Note details in a 1. Read words, At the end of the lesson, 1. Locate information using
literary text listened to phrases, poems, or the student able to … print and nonprint resources
a. Identify stories with long
characteristics of vowel a sound 1. Use context clues 1.1 Identify printed and
literary text 2. Speak clearly using to find meaning of nonprinted resources.
appropriate unfamiliar words 1.2 Classify examples of
2. Show willingness and pronunciation and a. Use of non- printed and non-printed
enthusiasm in reading intonation print resources
or listening to a resources 1.3 Write a short
literary text to find its information about
meaning. specific topic using
EN4F-Ia-6/EN4OL- /EN4V-Ia-31 printed or non-printed
EN4LC-Ia-17 / EN4WC- Ia1.14.4 resources.
Ia-b15/ EN4A-Ia-c-19 EN4SS-Ia-6
Engage: (Motivation) Read a short story The students will listen to Group activity Activity
The Midas Touch the teacher as she Using dictionary, find the
pronounce words with meaning of the following Classify the following if they
In ancient Greek, there was more than syllable. unfamiliar words. are in printed resources or non-
a king named Midas. He printed resources:
had a lot of gold and Carrot Inefficient
everything he needed. He Attack Matriarch Dictionary
also had a beautiful Record Paleontologist Encyclopedia
daughter. Midas loved his Attitude Accelerate CD player
gold very much, but he Opinion Legislature Tape Recorder
loved his daughter more Apple Immigrant Internet
than his riches. Illuminate Atlas
One day, a satyr named Omnivore Television
Silenus got drunk and Radio
passed out in Midas’ rose Books
garden. Believing that Magazines
Satyrs always bring good Newspaper
luck, Midas lets Silenus Almanac
rest in his palace until he is Website
sober, against the wishes of
his wife and daughter.
Silenus is a friend of
Dionysus, the god of wine
and celebration. Upon
learning Midas’ kindness
towards his friend,
Dionysus decides to reward
the keg.
When asked to wish for
something, Midas says “I
wish everything I touch
turns to gold”. Although
Dionysus knew it was not a
great idea, he granted
Midas his wish.
Happy that his wish was
granted, Midas went
around touching random
things in the garden and his
palace and turned them all
into gold. He touched an
apple, and it turned into a
shiny gold apple. His
subjects were astonished
but happy to see so much
gold in the palace.
In his happiness, Midas
went and hugged his
daughter, and before he
realized, he turned her into
a lifeless, golden statue!
Aghast, Midas ran back to
the garden and called for
Dionysus. He begged the
god to take away his power
and save his daughter.
Dionysus gives Midas a
solution to change
everything back to how it
was before the wish. Midas
learned his lesson and lived
the rest of his life
contended with what he
had.
Explore (Presentation of Identify the character, The students will do the Share to the class what Ask the students about the
new skills and new settings, plot and theme of Exercise A and B from the have you searched and difference between blog and
concepts) the story. books RIE 4 pp6 written. vlog?
Explain (Presentation of Discuss the characteristics Listening as your teacher Discuss the significance When can get information
the topic) of literary text listened to. pronounces the words of context clues to easily through written and vocal just
below. RIE-3 pp. 321 find the meaning of like blog and vlog.
CHARACTER unfamiliar words. Printed resources are
- Characters are the people What common sound do dictionary, encyclopedia, atlas,
in a story. Depending on the words have? Example of unfamiliar newspaper, books, magazines,
the story, characters could Can you think of other almanac are examples where
be animals, imaginary words with a sounds? words. we can get reliable resources or
creatures, or even magical data.
objects that can think and -Play Convince: To move by Non-printed resources are
feel. A reader can learn -Father argument electronic materials use to
about a character through -Maze provide information. These are
his or her thoughts, -Stage In sentence: CD player, Tape recorder,
feelings, words, actions, -Afraid Television, Radio, Internet and
and interactions with other She might object to you, Website.
characters. Main characters but I can convince him to
often go through changes take you.
in a story.
SETTINGS Scarce: Insufficient to
- The setting of a story is satisfy the need
the time and place in which
the events happen. It In sentence:
includes the physical,
historical, and cultural He made herself scarce
settings of a story. It
includes the situation in
which a character or
characters find themselves.
There may be just one or
multiple settings in a story.
The setting affects the plot,
or events, of the story.
PLOT
- The plot of a story is
made up of a sequence of
events—it is what happens
in a story. At the beginning
of the story, the setting is
established, and the main
characters are introduced to
the reader. The conflict in
the story is usually
introduced soon afterward.
Then, the rising action
occurs. This series of
events leads to the climax.
After the climax, the
falling action leads to the
resolution at the end of the
story.
THEME
- A theme of a story is a
message, lesson, moral, or
meaning that can be drawn
from the story. It is not a
summary of the story’s
characters and events or a
statement of its topic. The
theme rises above the story
itself. It is what the reader
can learn from what
happens to the characters
in the story. There may be
more than one theme in a
story.
Experience SHARE YOUR STORY. Use unfamiliar words in
sentence:
Give example of plot about More
your life story. Level
Give example of moral Appoint
lesson about your life
story.
The character and settings
of your life story.
Evaluation: Teacher will ask the Instruction SLOGAN TIME!
Instruction: Write C if the students to do the exercise Find the correct meaning Write information about
sentence describe the A and B on the book RIE-3 of unfamiliar words. COVID19.
Characters of the story, S pp322. Materials needed:
for the Setting, P for Plot Column A Bondpaper
and T for Theme. Coloring materials.
__1. Come Rubrics:
____1. Four cows lived in a __2. Give CONTENT 4 3 2 1
forest near a meadow. __3. More

____2. But one day, the __4. Agreed
friends fought, and each __5. Wonderful
__6. Delicious
cow went to graze in a
__7. Breath Total of 12 points.
different direction. A tiger
and a lion decided to kill
Column B
the cows. They hid in the
bushes and surprised the A. To have shared the
cows and killed them all, same opinion with
one by one. B. tasting very good
____3. The cows, lion, and C. very good; amazing
tiger. D. move toward a
____4. The unity made by particular person or place
cows strengthen their E. to present voluntarily
ability not to kill or hunt by she knew
the lion and tiger F. in a greater quantity
G. to take air and out of
your lungs.
No. of learners who Out of 8 learners, 62.5% or Out of 8 learners, 75% or 6 Out of 8 learners, 75% or Out of 8 learners, 12.5% of the
earned 80% in the 5 learners are passed in my learners are passed in my 6 learners are passed in learners are passed in my
evaluation evaluation. evaluation. my evaluation. evaluation.
No. of learners who There are 37.5% or 5 There are 25% or 2 There are 25% or 2 There is 12.5% or 1 learner did
require additional learners did not reached learners did not reached learners did not reached not reached my proficiency
activities for remediation my proficiency because she my proficiency because she my proficiency because because he is absent.
who scored below 80% is absent. is absent. she is absent.
Remarks: The 5 learners are ready The 6 learners are ready The 6 learners are ready The 7 learners are ready the
the next lesson. For the 3 the next lesson. For the 1 the next lesson. For the 1 next lesson. For the 1 learner, I
learnerS, I will give her a learner, I will give her a learner, I will give her a will give her a hand outs
hand outs regarding in my hand outs regarding in my hand outs regarding in my regarding in my lesson so she
lesson so she can cope up lesson so she can cope up lesson so she can cope up can cope up the missing
the missing activities the missing activities the missing activities activities

LESSO SUBIC BAY

Content Standard The learner The learner demonstrates The learner demonstrates understanding The learner
demonstrates understanding of various of figurative language, word demonstrates
understanding of text linguistics nodes to relationships and nuances in word command of the
types to listen for comprehend various texts meanings to develop word conventions of
different purposes consciousness. standard English
from a variety of grammar and
texts usage when
writing or
speaking
Performance Standard The learner analyzes The learner demonstrates The learner uses figurative language, The learner uses
text types to understanding of various rhymes, sound devices and imagery in the correct
effectively linguistics nodes to various contexts/ function of nouns,
understand comprehend various texts pronouns, verbs,
information/ adjectives, and
message(s) adverbs in general
and their
functions in
various discourse
(oral and written)
Learning Analyze sound Analyze sound devices Analyze poem with 4 or more stanzas Compose clear
Competencies/Objectives devices (onomatop oeia, in terms of its elements (rhymes, sound and coherent
(onomatopoeia, alliteration, assonance, devices, imagery and figurative sentences using
alliteration, consonance ) language) appropriate
assonance, - Identify the difference between grammatical
personification, irony poem and poetry structures: -
and hyperbole) in a EN6RC-Ia2.3.1 EN6RC- - Recognize different types of Pluralization of
text heard Ia2.3.3 EN6RC-Ia2.3.2 poetry. regular nouns
EN6RC-Ia2.3.9 - Write a 3- line 4- stanza
EN6LC-Ia2.3.1 EN6G-Ia2.3.1
EN6LC-Ia2.3.3 EN6WC-Ia2.2.2
EN6LC-Ia2.3.2 EN6RC-Ib-6.1 EN6RC-Ib-6.2 EN6RC-
EN6LC-Ia2.3.6 Ib-6.3 EN6RC-Ib-6.4
EN6LC-Ia2.3.8
EN6LC-Ia2.3.7
Engage: (Motivation) Instructions: The Activity Activity 1
letter of the words are Write an acrostic poem of your name. Pluralization form
jumbled. Figured out You can choose either your first, second, of regular words:
what the word is and middle name or surname.
write it on your Apple
paper. Blanket
Monkey
Box
OMATOEIPONA Lunch
Country
ILLATERANIOT Potato
Trophy
SONIREPNOITACIF
Party
IYNRO Witch
ELBOHREPY
ECNANASSO
Explore (Presentation of Do you love poem? GROUP Activity Activity Activity 2
new skills and new Reporting about their own Look around your classroom and find the Use of plural
concepts) What makes a poem understanding in the missing words I hide. forms of the
different from other different sound devices. regular words in a
literary piece? HAIKU sentence.
FREE VERSE
Let the students read
SONNET Babies
the poem Mother – A
VILLANELLE Pupils
Sonnet by Julian
LIMERICK Countries
Miguel A Relente.
ODE Birds
REI-6 pp 8 ELLEGY Books
BALLAD Chairs
ACROSTIC Leaves
Officers
Explain (Presentation of Discuss the types of Discuss the difference between poem Discuss the
the topic) sound device and poetry. difference
between singular
ALLITERATION – Discuss the different types of poetry. and plural nouns.
repetition or quick HAIKU – consist of 3 lines and 5 7 5
succession of the syllables - When a noun
same initial FREE VERSE – it can be rhyme or not. indicates one
consonant or vowel SONNET - made up of 14 lines. ABBA only, it is a
sound in the word. ABBA CDE CDE rhymes. ABAB singular noun.
ONOMATOPOEIA – CDCD EFEF GG When a noun
indicates words that VILLANELLE – made of 19 lines; 5 indicates more
sounds like what it stanzas of four lines. ABA ABA ABA than one, it is
refers to or describes. ABA ABA ABAA plural.
ASSONANCE – this LIMERICK – funny poems with AABA
is the repetition of rhymes Example:
vowel sounds in ODE – written to praise person, animasl Singular
words within a or things
sentence of phrase. ELLEGY – written about love ones who 1. The boy had a
PERSONIFICATION passed away. It sounds sad and hopeful baseball in his
– It relies on note. hand.
imagination for BALLAD – tells dramatic or emotional 2. My horse
understanding. story. Consist of 4 stanza with a rhyme prefers to wear an
IRONY – scheme of ABAB ABCB English saddle.
contradictory ACROSTIC – spells out a name, words 3. That cat never
statements or or phrase with first letter of each line. It seems to tire of
situations reveal a can rhyme or not. jumping in and
reality that is out of the box.
different from what
appears to be true. Plural
HYPERBOLE – is
often a boldly 1. The boys were
overstated as throwing
exaggerated claim or baseballs back
statement that adds and forth between
emphasis without the bases.
intention of being 2. Our horses are
literally true. It much happier
express strong wearing
emotions. lightweight
English saddles.
3. Those cats
never seem to tire
of chasing one
another in and out
of those boxes
Experience: The students will Identify the different
Generalization give example in each sound devices in the
types. poem.
Evaluation: Instruction: Write a 3-4 stanzas of a free verse poem. Activity

Read and choose the Formulate
correct answer. Rubrics. sentences using
1. He fell sleep under CONTENT
Tittle of
5-4
Presents
3-2
Present some
1-0
Presents
the regular
the cherry tree poem creative titles creative titles tittles with words/noun in
related to the related to the little
a. Assonance poem poem creativity or activity 1.
no clear titles
b. Alliteration Creativity Very creative Has some Shows little
c. Onomatopoeia ideas and creative ideas or no
illustrations and creativity
2. The “boom” of a illustrations
firework exploding Conventions Evidence of
strong grade-
Evidence of
limited grade-
Little or no
evidence of
a. Personification level
grammar,
level
grammar,
limited grade-
level
b. b. Irony capitalization, capitalization, grammar,
punctuation, punctuation, capitalization,
c. Onomatopoeia and spelling and spelling punctuation,
3. It reveals a reality TOTAL
and spelling
15 ponts.
that is different
from what appears
to be true
a. Irony
b. Hyperbole
c. Personification
4. “Her body
trembled harder
than a huge
earthquake, And
when she opened
up her mouth, let
there be no
mistake, She let
out the most
terrifying, awful
shrieking scream,
The likes of which
a million banshees
only dared to
dream”. It is an
example of
a. Personification
b. Hyperbole
c. Alliteration
5. It relies on
imagination for
understanding
a. Personification
b. Assonance
c. Alliteration
No. of learners who Out of 8, 100% of the Ou.t of 8, 100% of the learners passed Ou.t of 8, 100%
earned 80% in the learners passed my my evaluation of the learners
evaluation evaluation passed my
evaluation
No. of learners who
require additional
Remarks: 100% of the learners are 100% of the learners are ready for the 100% of the
ready for the new lesson. new lesson. learners are ready
for the new
lesson.

LESSO SUBIC BAY

Content Standard The learner listens for comprehension, speaks clearly and uses appropriate expressions in talking about
oneself, family,
and other social context interactions.
Performance Standard The learner practice reading and writing of short and long sounds of vowels.
Learning Practice reading of English Distinguish short /e/ Distinguish short /o/ Recognize antonyms
Competencies/Objective word that are commonly from long /e/ sound from long /o/ sound and synonyms
s used Distinguish short /i/ Distinguish short /u/ Used synonyms and
from long /i/ sound from long /u/ sound antonyms in a
Identify the missing parts of sentence.
whole
Engage: (Motivation) DOLCH WORD LIST Reading Time! WORD HUNT! Find my broken
Is a list of English words pieces!
that are commonly used in Best “ Farm” Friends Students will find the
reading and writing. words and classify if it The student will be
About Find These is sound /o/ or /u/ going to find the
Al First They shapes that matches
And From This the one they have.
Been Get Under
But Had Use Inside the shapes are;
By Has Was Example of synonyms
Called Have Were and antonyms.
Can Him Where
Come His What
Could How When
Day Into Which
Did Like Who
Down Look Will
Eat Love With
Every Made Words
She May You
So My your
Some Not
Talk Number
That Other
The People
Them Said
Then Shall
there some
Explore (Presentation of 1. Who are the best They will be going to

new skills and new friends in the story? classify if the words
concepts) 2. Do you have a best they had is synonyms
friend? Describe him or antonyms.
or her.
3. Can two different
people be friends?
Explain your answer.
4. WhatTree
did you learn
from the story?
Explain (Presentation of Animals and objects have Let’s read! Let’s read! Synonyms
the topic) different body parts just Short /e/ sound Short /o/ sound -are the words having
like human beings. the same meaning.
Meg Hen Nest Bless Fox Mop Cop - Studentt
What will happen if one our Greg Red Rest Leg Top Rod Dot
body parts is missing? Get Best Pen Yell Antonyms
Jet Wet Help Let Long /o/ sound -are words having
It is really hard to move Fell. Hope Rode Goat different or opposite
forward if one of our body Note Coat meaning.
is missing. Long /e/ sound O+ silent e
/ee/ Toe How Foe Doe Meg is… Pete is …
Lee sheep bee feet /Ow/
Green Tree Three Bow Row Slow Flow Slow Fast
Sleep Need Know Blow Mellow Thin Fat
/oa/ Quiet Loud
/ea/ Baot Road Toad Roast Little Big
Each stream weak Coat Boast Load
/ey/ Sold Told Gold Scold

Honey
Short /u/ sound
/e/ + silent (e) Duck Bug Jug Cub
Cut Brush Mug Bun
Short /i/ Sun Truck
Kid swim string
Bit dip win fill Long /u/ sound
Big bill lift
Flute Tube Use
Long /i/ sound Costume Computer
Silent e Juice Dune
Kite Time Five Tired
Ride Fine Wide Other examples:
Lime Bike White Long
Shine Drive Slime Music Cure Mule
Perfume Excuse
-y; -ind and igh
Sky Behind Short
High Mind Tube Cube Cute Huge
Fly Bright
Experience: Paste the missing parts? READ!

(generalization) Give example of short Give example of short Synonyms
and long sound of /e/ and long sound of /o/ War-Battle
and /i/ and /u/ Start – Begin
Doctor-physician
Frightened – scared
Sleep – Nap
Antonyms
Good-Bad
Begin-End
Dry-Wet
Close-Open
Weak-Strong
Many-Few
Evaluation: Paste the missing parts? Direction: Color the Answer book page 66- Directions: Write S if
starsthat have the short 67 RTLG1. Teacher the words have the
/e/ and /i/ sounds. will produce copies of same meaning and A
the activity. if not.
__ 1. Hard – easy
__2. Smart – clever
__3. Near – Far
__4. Mad – Angry
__5. Quiet – Silent
__6.Stop – Go
__7. Pretty –
Beautiful
__8. Speak – Talk
__9. Love - Hate
No. of learners who Out of 15 learners, 93% or Ou.t of 8, 100% of the Out of 5 learners, 93%
earned 80% in the 14 learners are passed in learners passed my or learners are passed
evaluation my evaluation. evaluation in my evaluation.
No. of learners who There is 7% or 1 learner did There is 7% or 1
require additional not reached my proficiency learner did not
activities for because she is absent. reached my
remediation who scored proficiency because
below 80% she can’t read
correctly.
Remarks: The 14 learners are ready 100% of the learners The 5 learners are
the next lesson. For the 1 are ready for the new ready the next lesson.
learner, I will give her a lesson. For the 1 learner, I
hand outs regarding in my will give her a hand
lesson so she can cope up outs regarding in my
the missing activities lesson so she can cope
up with the activity
and practice her
reading skills.

LESSO SUBIC BAY
LOG Teaching Week Week 2 (Septemeber 12,-September 15, Quarter 1
2022 )

Content Standard
Performance Standard The learner can The learner recognizes The learner can use
recognize different environmental print parts of the book to
sounds heard in through their eye identify its content.
animals, objects, movement skills.
instrument and vehicles
Learning EN2PA-Ia-c1.1 EN2BPK-Id-e-5 EN2BPK-Ib-c-4
Competencies/Objectives Classify/Categoriz e Recognize proper Recognize the
sounds heard (animals, eye movement skills common terms in
mechanical, objects, (transfer skills) English relating to part
musical instruments, left to right of book (e.g. cover,
environment, speech) top to bottom title page, etc.) book
A. Identify soft and return sweep orientation
loud sounds heard
in objects, animals, EN2BPK-Ia-3
instruments. -Recognize
environmental print.
EN2PA-Id-e1.2
Discriminate sounds
from a background of
other sounds
Engage: (Motivation) . Review about the Recall about the topic Recall about the topic
The students will pick topic yesterday. yesterday. from Monday to
one paper on the magic What are the example What are the different Wednesday.
box. of soft and loud signage and logo
sounds. we’ve seen outside of
our room.
Explore (Presentation of
new skills and new Students will tell the The students will go Show picture of book
concepts) name and produce the outside of the and let the student
sounds of the objects, classroom and list all identify its body parts.
animals, or instrument the logo or signage
they picked. they can be seen.
Share in the class

what are they.
Explain (Presentation of the Show pictures of soft Environmental print is The teacher will
topic) and loud sounds. the print we see discuss the parts of the
everyday in the world books.
around us in the form COVER
of logos and signs. TITTLE
AUTHOR
Recognizing this kind TABLE OF
of print is one of the CONTENTS
beginning stages of
literacy development.
The letters, numbers,
shapes, and colors
found in logos for
products and stores
such as McDonald’s,
Indoor and outdoor
safety signs,
Directions etc. all
provide opportunities
for emerging readers
to interact with print
and the written word
in their own
environment
Experience: (generalization) Let the students show
Students will go Let the students draw the parts and meaning
outside of the their own signage or of the book one by
classroom and find logo. one.
objects that has sound.
Evaluation: Activity. Activity

Direction: Activity Make your own book
Use color green if the Instruction: and color it. Do this in
objects produce soft Using the across and your bond paper.
sound and use color down clues, write Follow the given color
violet if the objects spelling in the number of each part below.
produce loud sound. grib below.
Cross if the object does COVER - yellow
not produce sound. Down TITTLE - red
1. A sign giving SPINE - orange
warning of a hazard or AUTHOR - pink
danger ILLUSTRATOR -
2. a symbol or design green
use represent products
or foods.
Across
3.A device used to
extinguish or control
small fires.
4.Care taken to avoid
danger
5. use of signs or
symbols to
communicate a
message.
No. of learners who earned Out of 4, 100% of the Out of 4, 100% of the Out of 4, 100% of the Out of 4, 100% of the
80% in the evaluation learners passed my learners passed my learners passed my learners passed my
evaluation evaluation evaluation evaluation
No. of learners who require
additional activities for
below 80%
Remarks: 100% of the learners 100% of the learners 100% of the learners 100% of the learners
are ready for the new are ready for the new are ready for the new are ready for the new
lesson. lesson. lesson. lesson.
LESSO SUBIC BAY
LOG Teaching Week Week 2 (Septemeber 12-September 15, 2022 ) Quarter 1

Content Standard The learner demonstrates an The learner The learner The learning
understanding of the demonstrates a demonstrates a demonstrates an
elements of literary and command of the command of the understanding that
informational texts for conventions of conventions of word meaning can be
comprehension. standard English standard English derived from different
grammar and usage grammar and usage sources
when writing or when writing or
speaking. speaking.
Performance Standard The learner recalls details, The learner The learner The learner uses
sequence of events, and recognized the plural recognized the plural context clue
shares ideas on texts listened from of singular from of singular (synonyms) to find
to using 5W’s and H. words in a sentence. words in a sentence. word meaning.
Learning EN4RC-Ia-2.2 EN4G-Ia-b2.3 Use EN4V-Ib-13.1 Use

Competencies/Objective Note significant details in a the plural form of context clues
s literary text regular nouns (synoynms) to find
-Recognize important details meaning of
by answering 5 w’s and H.. unfamiliar words
EN4RC-Ib-2.1.1 Analyze a
story in terms of its setting
EN4WC-Ia-b15
Write 2–3 sentences about
the characters in a literary
text listened to or read
Engage: (Motivation) Share your real life story! Activity 1 Recall of last lesson Match the words that
Pluralization form of by answering their has the same meaning
Real life regular words: book. in Column A and B.
Experience
What is Apple
your best Blanket
experience Monkey
in life? Box
Why it Lunch
happens? Country
Who are Potato
the Trophy
characters Party
involved? Witch
Where it
happens?
When it
happens
How do
you say
that it is
your best
experience
?
Explore (Presentation of The students will share to Activity 2 For Grade-3

new skills and new the class their answers. Use of plural forms Students answer the
concepts) of the regular words exercise A in 41 RIE-
in a sentence. G3
Babies For Grade 4

Pupils Exercise A.
Countries Instruction: Give the
Birds missing form of each
Books noun.
Chairs Exercise B
Leaves Instruction: Complete
Officers the paragraph with the
correct form of the
nouns in the box.
Explain (Presentation of The teacher will explain the The teacher will The teacher will
the topic) significance of 5W’s and H discuss the difference discuss the synonyms
to note important details in between singular and and how it can be
the different literary text. plural nouns. used to fine
unfamiliar words.
5W’s and H - When a noun
indicates one only, it pp.91
What – Used as an is a singular noun.
interrogative expressing When a noun
inquiry about identity, indicates more than
nature, or value of an object one, it is plural.
or matter.
When – a question used to Example:
ask time. Singular
Where – a question used to
ask place. 1. The boy had a
Who – used as an baseball in his hand.
interrogative expressing 2. My horse prefers to
inquiry about what or which wear an English
person or persons. saddle.
Why – a question used to 3. That cat never
ask for what cause, reason or seems to tire of
purpose. jumping in and out of
How – use as an the box.
interrogative expressing
inquiry about what manner
or way. Plural
1. The boys were

throwing baseballs
back and forth
between bases.
2. Our horses are
much happier
wearing lightweight
English saddles.
3. Those cats never
seem to tire of
chasing one another
in and out of those
boxes
Experience: Group activity! For Grade-3
(generalization) Analyze the setting of the The students will give Students answer the The students will give
story by answering 5W’s example of plural exercise B in 42 RIE- the synonyms of the
and H. form of singular noun G3 word they will be pick
in a sentence. in the magic box.
Read the story of Jermel on Grade 4
page 11-13. RIE G3. Exercise A
Instruction: Circle the
word that has a
different -s ending
sound.
Evaluation: Direction: Activity For Grade-3 Instruction: On the O
The students will write 2–3 Students answer the space provided. Write
sentences about the 1.Choice exercise C in 43 RIE- S if the two words in
characters in the story on a. Choices b. Choices G3 italics are synonyms
page 11-13. RIE G3. c. Choiceies and A if they are
2. Box Grade-4 antonyms.
a.Boxs b. Boxies c. Exercise C pp.91
Boxes Instruction: Complete
3. Thief each sentence with
a.Thiefies a. Thiefs c. singular or plural
Thieves form of the noun in
4. Army the parenthesis.
a.Armys b. Armies c.
Army
5. Owl
a.Owls b. Owlies c.
Owelds
6. Day
a. Dayes b. Days c,
Daysies
7. Tax
a. Taxs b. Taxes c.
Taxies
8. Taxi
a. Taxies b. Taxis c.
Taxid
9. Lady
a. Ladies b. Ladys c.
Ladyses
10. Mountain
a. Mountains b.
Mountainses c.
Mountainies.
No. of learners who Out of 15 learners, 93% or Out of 7 learners, Out of 7 learners, 93% Out of 7 learners,
earned 80% in the 14 learners are passed in my 100% are passed in or 6 learners are 100% are passed in
evaluation evaluation. my evaluation. passed in my my evaluation.
evaluation.
No. of learners who There are 21% or 3 learners There is 7% or 1
require additional did not reached my learner did not
activities for proficiency because of poor reached my
remediation who scored reading and writing proficiency because
below 80% comprehension. he is absent.
Remarks: The 4 learners are ready the The 7 learners are The 6 learners are The 7 learners are
next lesson. For the 3 ready the next lesson. ready the next lesson. ready the next lesson.
learners, I will give them a For the 1 learner, I
hand outs regarding in my will give her a hand
lesson so they can cope up outs regarding in my
again in the topic. lesson so she can cope
up the missing
activities
DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 5-6
LESSO SUBIC BAY

Content Standard The demonstrates The demonstrates The learner The learner
understanding that understanding that demonstrates demonstrates
printed words are printed words are understanding of the understanding of the
made up of made up of forms and conventions forms and conventions
interconnected letters interconnected letters of print, nonprint, and of print, nonprint, and
with separate sounds with separate sounds digital materials to digital materials to
that are blended that are blended understand various understand various
together to form together to form viewing texts viewing texts
coherent pattern of coherent pattern of
sounds sounds
Performance Standard The learner used The learner used The learner applies The learner applies
context to identify the affixes to identify the knowledge of the knowledge of the
meaning of idiomatic meaning of idiomatic various forms and various forms and
expression in the expression in the conventions of print, conventions of print,
sentences. sentences. nonprint, and digital nonprint, and digital
materials to materials to
appropriately appropriately
comprehend print, non- comprehend print,
print, film and moving non-print, film and
texts. moving texts.
Learning EN6V-Ia12.3.1 EN6V-Ib12.4.2.1
Competencies/Objectives Infer meaning of Infer meaning of EN6VC-Ia5.1.1 EN6VC-Ib5.1.2
idiomatic expressions idiomatic expressions Describe different Describe different
using -context clues using -affixes forms and conventions forms and conventions
- construct sentences of film and moving of film and moving
using idiomatic pictures (lights) pictures (blocking)
expressions.
- Identify films. - Identify what
- Give different is blocking
film style and - Recognize the
genres characters and
- Describe cameras role in
difference the film.
between light - Describe
and dark differences
lighting. between
- Show lighting and
tactfulness blocking.
when
communicating
with others.
Engage: (Motivation) Identify the meaning Identify and underline PICTURE!

of the following the affixed word in PICTURE! Recall about the topic
idiom. the sentence. Look at the picture yesterday.
1. Blessing in disguise below. Answer the
2. Break a leg 1.I am sorry, but I questions that follow.
3. Call it a day dislike vegetable Picture A
4. Hang in there soup.
5. No pain, no gain
SET B 2.The result was
A. Stop working on predetermined.
something
B. You have to work 3.The work was
for what you want incredible. Picture B
C. Don’t give up.
D. Goodluck 4.The part is
E. A good thing that adaptable.
seemed bad at first.
1. 5.I will totally replay
the entire season of
my favorite TV series, Follow up question:
Silicon Valley.
What have you noticed
with picture A and
picture B in terms of
lighting?
What feelings or
emotions does each
picture convey?
What atmosphere is
created in each picture?
Does the light matter in
pictures? How about
films? Why do you say
so?
Explore (Presentation of Let the students used Identify the suffix and
new skills and new the idiom in a prefix in the words in
concepts) sentence using context activity 1.
clues.
Explain (Presentation of the What are context Lights is a
topic) clues? Affixes consist of conversation of films
-Are words that prefix and suffix. used to create a specific
provides clues. Prefix atmosphere. It can
Show example. -are word added in the manipulate a viewer’s
beginning of a word attitude towards a
What is idiom? that changes the setting or a character.
- a widely used words meaning. Light may be used
saying or expression Ex. expressively or
that contains a Dis realistically.
figurative meaning Mis A dark lighting can
that is different from Un bring an ominous feel
the phrase's literal Re whereas bright lighting
meaning. Anti can bring a cheerful
Inter atmosphere.
For example: Pre
She just returned from Non
the vacation but she’s Sub
feeling under the Suffix
weather and has sore -are word added in the
throat and running end of a word that
nose changes the words
Under the weather is meaning.
an example of idioms Ness
while has sore throat Ly
and running is context
clue Example of
Which means the constructing sentence
person is not feeling using idiomatic
well. expressions and
affixes
Father seems very

unpredictable about
his surprise for
mother’s birthday. He
is a bit of Loose
canon.
Unpredictable is an
example of affixes
while loose canon is
an example of
idiomatic expression.
Experience (generalization) Let the students

identify the idioms Let the students give
and context clues in another examples.
the sentence.
1. She is always
cleaning because she
wants her home to be
spic and span.
2. John is felt down in
the bumps because he
left her crying brother.
3. Cage find herself a
heart of gold because
of her love to her
classmates.
Evaluation: Instruction: Activity 2 Group activity.

Find the meaning of Part I Role playing about
the idiom word and Underline the word their own
use these in a affix in the sentence understanding of
sentence. and encircle the lighting and blocking
idiomatic expression. in films.
1. Pull yourself GROUP 1
together 1.Alexia is wearning Context Clue
2. So far so good an unrefined dress.
3.Miss the boat The girl is as common
4. Hang in there as an old shoe.
5. Break a leg 2. Prince always
disrespects his
a. Goodluck brothers. I told him
b. It’s too late not to curl his lip at
c. Calm down him.
d. Things are going 3.She hurriedly
well so far finished the report
e. Don’t give up. because it was already
the eleventh hour.
II GROUP 2
Construct two
sentences using affix Blocking
and idiomatic
expressions. Show example of
scene that
choreographs the role
of actor and the
camera.
No. of learners who earned Out of 11 learners, Out of 11 learners, Out of 11 learners, Out of 11 learners,
80% in the evaluation 93% or 10 learners are 93% or 10 learners are 100% of the learners 100% of the learners
passed in my passed in my are passed in my are passed in my
evaluation. evaluation. evaluation. evaluation.
No. of learners who require There is 7% or 1 There is 7% or 1
additional activities for learner did not learner did not
remediation who scored reached my reached my
below 80% proficiency because proficiency because
his a little bit confuse his a little bit confuse
in the topic. in the topic.
Remarks: The 10 learners are The 10 learners are The 100% of my 11 The 100% of my 11
ready the next lesson. ready the next lesson. learners are ready the learners are ready the
For the 1 learner, I For the 1 learner, I next lesson. next lesson.
will give her a hand will give her a hand
outs regarding in my outs regarding in my
lesson so he can lesson so he can
master the topic. master the topic.
Head Teacher
School Principal

LESSO SUBIC BAY
N Teacher KARLA CRISTINA LARIOSA Learning Area VALUES
LOG Teaching Week Week 2 (Septemeber 5,and September 6, Quarter 1
2022 )
DAYS OF TEACHING MONDAY FRIDAY
Content Standard The learner demonstrates understanding of oneself and their own abilities through self-esteem, self-confidence,
cleanliness and wellness.
Performance Standard The learner demonstrate skills and abilities with self-confidence and self-esteem.
Learning Knowing oneself. (Strength,potential, Weaknesses, Feelings)
Competencies/Objectives 1. Identify his/her personal information.
2. Describe oneself using different words.
3.Show their interest and strengths in different activities
4. Use of emotions or feelings to show love and respect to others.
EsP1PKP - Ia-b – 1
Engage: (Motivation) Read the Poem about KNOWING MYSELF SHARE YOUR TALENTS.
By Chatara Conway
RL-1 pp3 The students will share their talents in front of the
Answer the following questions: classroom. After, they will also share their weaknesses
that they want to improve.
1. Who is talking in the poem?
2. What things make up a child like you?
3. Why do you think the child compares herself to words?
4. Why is it important to know your-self?
Explore (Presentation of MIRROR, MIRROR ME!
new skills and new RL-1, pp 8
concepts) Write inside the mirror five words that describe yourself.
Explain (Presentation of the Discuss the significance of knowing oneself. Continuation of discussion
topic)
Knowing oneself is to know yourself, your strengths, In knowing oneself, you must be true to yourself.
weaknesses, your interest, and your own feelings. Discover every day the things that you can do it and the
admirable traits have.
You must bear in mind that you are a beautiful and unique
individual.
Experience (generalization) THIS IS WHAT I FEEL
RL-1, pp 10-11
Exercise 1
Draw in the empty space what you are feeling right now.
Exercise 2
Trace with crayon the quotation about knowing one self.
Evaluation: Activity Activity RL-1 pp. 7

Fill out this from about your-self. RL-1 pp 5-6
I’m Special, I’M Unique, I’m Me!
Name
Age Paste your cutest photo int the frame below.
Place of birth
Date of birth Read the poem.
Address
Brother/sisters Millions of people in the world
Parents name But there’s no one like me
Parents work I’m unique, I’m special
Name of school I am ____________ (your name)
Grade I am special being
Name of teacher etc. Incomparable as can be.
After you paste your picture it in the class.

No. of learners who earned 100 % or all the students pass the proficiency of the lesson.
80% in the evaluation
below 80%
Remarks: 100 % or all the students are ready for the next lesson.

LESSO SUBIC BAY
LOG Teaching Week Week 2 (Septemeber 5,and September 6, Quarter 1
2022 )
Content Standard The learner demonstrates understanding of the importance of knowing oneself, self-discipline towards unity as a member
of the family and in school.
Learning Knowing oneself. (Strength,potential, Weaknesses, Feelings)
Competencies/Objectives 1. Identify his/her role as a person.
2. Describe oneself through dancing, singing, and poetry.
3.Show their interest and strengths in different activities
4. Use of emotions or feelings to show love and respect to others.
EsP2PKP-Ia-b – 2
Engage: (Motivation) Activity: Activity

Group activity. Your group will adapt a tune and will sing
the poem entitled TEN LITTLE FINGERS in front of the Fill the missing words in the poem entitled;
class with facial expressions and simple getsures.
Ten Little Fingers ALL OF ME
I have ten little finges and ten little toes,
Two little arms and one little nose, See my eyes,
One little mouth and two little ears, See my nose,
Two little eyes for smiles and tears, See ___________
One little head and two little feet, ( You use this when you help others. They are 10 in all)
One little chin, that’s me. I’m complete. See my toes
See my ________
(you use this when you kiss your dad and mom)
See my ________
(You use this when you show respect to God)
Now, you have seen them all.
Explore (Presentation of How many fingers and toes do you have? Sharing of talents.
new skills and new What is the use of your hands and nose?
concepts) We use our mouth to express, what? The students will encourage to show their talents in
Why do we need to smile to other people? (dancing, singing, writing a poem etc.)
What is the use of our feet?
How do we use our head to response in every action?
Describe yourself using this question?
Explain (Presentation of the Activity Discuss the importance of knowing one self.
topic) Read the poem about “I CAN BE ME” by Marlita V.
Madera RL.2 pp 5 - A child who know himself knows the things that he can d.
Follow up questions: - Our body is a gift from God. A child who knows how to
Can you fix your own hair? take care of it keep his body useful by doing good things to
Who among you loves dancing? How about singing? himself, his family, teachers, friends, and everyone in the
How will you take care of your body? community.
Did you play with your classmates?
Did you share your foods to your friends or classmates? - A happy child is one who finds joy in using his body
What is your dream in life? parts properly I helping others
How happy you are right now?
- We should thank God for giving us wonderful and loving
parents, brothers, sisters and good friends
Experience (generalization)
Evaluation: Activity
Instruction: Color the picture that show the things that a
grade 2 pupil like you can do.
No. of learners who earned 100 % or all the students pass the proficiency of the lesson.
below 80%
Remarks: 100 % or all the students are ready for the next lesson.

LESSO SUBIC BAY
2022 )

Content Standard The learner demonstrates understanding of
oneself and their own abilities through self-
esteem, self-confidence, cleanliness and
wellness.
Performance Standard The learner demonstrate skills and abilities
with self-confidence and self-esteem.
Learning 1. Identify activities to boost self-esteem
Competencies/Objectives 2. List activities to improve self-confidence.
3. Use of self-esteem and self confidence in
doing wants in life.
4. Appreciate the talents that you have and
learned to show it.
Engage: (Motivation) Each of the students The students will the

will share five things song SPECIAL
that they can do. SPECIAL one by
one.
Explore (Presentation of Activity Listened to the story
new skills and new “ I Am” Poem entitled WAKING
concepts) NIGHTMARE by
Fill in the blanks with Pedro Pable Sacristan.
appropriate words to RL-1 pp 27-29.
complete your own
poem.
I Am ____________
I am _________
My eyes are _______
My hair is _____
I wonder ______
I understand ______
I try_______
I am good at ______
I hope __________
I like _________
I am ________
I am __________
Explain (Presentation of the Discuss the Discuss how self-
topic) importance of self- confidence build
esteem to build self- someone’s abilities
confidence to show and skills.
abilities and skills.
Self-esteem can have A self-confident

a big part to play in person trusts his own
how you feel about abilities, has a general
yourself and also in sense of control of his
how much you enjoy life, and believes that,
things or worry about within reason, he will
things. be able to do what he
wishes, plans, and
Kids like you have expects. He has
self-esteem, and expectations that are
having a healthy or realistic. Even when
positive self-esteem is some of his
really important. Self- expectations are not
esteem gives you the met, he continues to
courage to try new be positive and
things and the power accepts himself.
to believe in yourself.
Experience (generalization) Write five things that

you like about
yourself.
1
2
3
4
5
Evaluation: Activity Activity U
Instruction: Draw a Instruction:
symbol that represents Illustrate a way on
your own self. Then how you can build
color it with crayons. self-confidence. Use
Write a short you coloring material
explanation on why to make it colorful and
self-esteem is attractive.
important.
No. of learners who earned 100 % or all the students pass the proficiency
80% in the evaluation of the lesson.
below 80%
Remarks: 100 % or all the students are ready for the next
lesson.

LESSO SUBIC BAY
LOG Teaching Week Week 3 (September 12,-September 16, 2022 ) Quarter 1

Content Standard The learner demonstrates understanding of the importance of knowing oneself, self-discipline towards unity as a member
of the family and in school.
Performance Standard The learner demonstrates one’s ability and have the confidence to fight any of her weaknesses.
A. Learning At the end of the lesson the learner …

Competencies/Objectives
1. Identify activities to boost self-esteem
2. List activities to improve self-confidence.
3. Use of self-esteem and self confidence in doing wants in life.
4. Demonstrates ability to resist fear when someone bullies.
EsP2PKP-Ic – 9
EsP2PKP-Ic – 10
B. Engage: (Motivation) Activity: DIALOGUE Activity

Instruction: All the students will portray a character in INSTRUCTION: Read the statements inside the self-wroth
the story entitled “JYM LEARNED A LESSON” by. color wheel. Color the wheel honestly. Use the legend below as
They will be going to read and act their part. RL.2 pp. your guide.
19-22
RED – if you do it always
YELLOW – If you do it frequently
BLUE – If you seldom do it
BROWN 0 If you never do it.
C. Explore (Presentation of Answer the following questions;

new skills and new 1. Who learned a lesson in the story? Activity:
concepts) 2. What was Jym’s and Jom’s secret during lunch time? Read the poem about
3. What was Jym’s favorite food/
4. Why did Jym become weak and slow to understand
his lessons?
5. Did Jym practice self-esteem by giving importance to
his health? Explain your answer.
Share in the class about your own understanding in the poem

No Bully. Is this bad or not? Why?
D. Explain (Presentation of Discuss the significance of self-esteem. Discuss self-confidence and bullying.
the topic)
What is self-esteem? Self-confidence is a feeling of being positive in all thing that
- a child that exercises self-esteem values himself, his you do in life.
talents, his skills, and the people around. Bullying is when someone aggressively uses their “power” to
- A child with self-esteem knows the right thing to do, target another individual with repeated, unwanted words or
believes in himself; and gives importance to things that actions, hurting them physically and or emotionally.
can make him a better person.
- If a child has a self-esteem and self-confidence no one can
bully him/her because the strong personality that no one can
beat him/her.
- If you know your self-worth, then you must know how to
respect or give respect others worth.
E. Experience Activity
(generalization) INSTRUCTION
Write five of your strengths on the leaves of the three
below. Then write five of your weaknesses on the
remaining leaves. Don’t forget to color your tree. Color
the heart red if the action shows self-worth and brown it
does not.
F. Evaluation: Activity
INSTRUCTION: Color picture that shows self-esteem
G. No. of learners who 100 % or all the students pass the proficiency of the lesson.
earned 80% in the
evaluation
H. No. of learners who
require additional
I. Remarks: 100 % or all the students are ready for the next lesson.
LESSO SUBIC BAY
2022 )

Content Standard The learner demonstrates understanding of
oneself and their own abilities through self-
esteem, self-confidence, cleanliness and
wellness.
Performance Standard The learner demonstrate proper ways of taking
care the body and practice
Learning 1.
Competencies/Objectives At the end of the lesson the learner …
1. Describes various activities that can be

harmful or beneficial to health
2. identify different activities and proper ways
of taking care one’s health.
3. Apply the proper self-care in cultivating
one's own abilities
EsP1PKP - Id – 3
EsP1PKP - Ie – 4
K. Engage: (Motivation) Review of the What are the things

previous lesson. you do before going
to school?
L. Explore (Presentation of Teach students the Read and discuss
new skills and new proper way of cleaning “ Getting Ready for
concepts) their hands and School”
brushing their teeth RL pp 38-40
outside the classroom.
Answer the following
questions:
Discus the importance
of taking care of the 1. Who woke up early
body. to get ready for
school?
Discuss what are the 2. What did she do to
possible cause by prepare herself for
unproper taking care school?
of the body. 3. What do you think
would happen if you
will not eat breakfast
before going to
school?
4. If you were Rachel
Christine, would you
do the same? Why?
5. In what way you
can show care for
yourself?
M. Explain (Presentation of The teacher We are gifted to have

the topic) demonstrates the a healthy mind and
proper ways of body.
washing their hand
and brushing their We must take care of
teeth. our own self and use
our body parts
properly.
Wash Hand
Materials needed:
Soap and towel
Brushing their teeth
Toothpaste and tooth
brush
Towel or tissue.
N. Experience How will you wash What will you eat and
(generalization) your hand? Brushing drink to make your
your teeth? body healthy?
O. Evaluation: Activtity Activity
Instruction: Instruction: Color the

Color the towel blue if pictures that show
the statement children practicing
expresses proper care cleanliness and care
for oneself Color it for their own selves.
yellow if the statement
is not a correct
practice.
RL-1 pp 47-48
P. No. of learners who 100 % or all the students pass the proficiency
earned 80% in the of the lesson.
evaluation
Q. No. of learners who
require additional
activities for
below 80%
R. Remarks: 100 % or all the students are ready for the next
lesson.

LESSO SUBIC BAY
2022 )

Content Standard The learner demonstrates understanding of the importance of knowing
oneself, self-discipline towards unity as a member of the family and in
school.
Performance Standard The learner applies the proper ways of cleanliness and wellness in their
everyday life.
S. Learning At the end of the lesson the learner…
Competencies/Objective
s 1. Describe proper ways of taking care of the body.
2. List ways on how to make your body clean and healthy.
3. Appreciate the cleanliness and wellness of your own body to make you
stronger and wiser.
EsP2PKP-Id – 11
T. Engage: (Motivation) Read the story about JAREN AND Activity
HERMIE by Marlita V. Madera Instruction: Color the child who
practices
Answer the following questions Cleanliness and wellness.
1. What does Jaren’s mom give him?
2. Why does Jaren not like to drink
milk?
3. Why is milk important to both
young ones and adult?
4. What made Jaren like to drink
milk after watching the movie?
U. Explore (Presentation of
new skills and new
concepts)
V. Explain (Presentation of Activity - Cleanliness plays an important

the topic) INSTRUCTION: role in achieving good health.
Prepare a healthy meal and drink.
Draw on each portion of the plate - a healthy child takes care of his
the foods that you want to eat. Color body and uses its parts appropriately.
your drawings.
- A well child avoids unhealthy food;
therefore, he can also avoid sickness
and abnormalities such as obesity,
diabetes, and other diseases.
- A healthy child thinks well, solves

his problems with ease, and has a
positive, happy outlook in life.
W. Experience Activity
(generalization) INSTRUCTION: Draw in Column
A, the foods that a child like you
should avoid to maintain wellness of
your body. In column B, draw the
activities that you should do to keep
your body healthy and strong. Make
the colorful. RL.pp 55.
X. Evaluation: Activity. Activity

Instruction: Draw a heart if the INSTRUCTION: In your notebook,
actions shows cleanliness and list 7 ways on how you will maintain
wellness of one’s body. Put a cross the cleanliness of your body.
mark if it does not.
Y. No. of learners who 100 % or all the students pass the proficiency of the lesson.
earned 80% in the
evaluation
Z. No. of learners who
require additional
activities for
below 80%
AA. Remarks: 100 % or all the students are ready for the next lesson.
LESSO SUBIC BAY
LOG Teaching Week Week 4 (September 19-September 23, 2022 ) Quarter 1

Content Standard The learner demonstrates skills in writing and pronouncing sounds of alphabetical letters to see differences between short
and long sounds.
Performance Standard The learners demonstrate skills in alphabetizing letters from A to Z and pronounce each letter correctly with the execution
of short and long /a/ sounds.
Learning 1. Practice writing of words using capital and 1. Practice writing of 1. Practice writing of
Competencies/Objectives small letter in blue red blue line. words using capital words using capital
2. Exercise pronouncing sounds of alphabetical and small letter in blue and small letter in blue
letters. red blue line. red blue line.
3. Arrange alphabetical letters in order. 2. Identify short /a/ 2. Identify long /a/
sounds. sounds using (ae, ay,
3. Find rhyme words ai)
with short /a/ sounds 3. Find rhyme words
with long /a/ sounds
Engage: (Motivation) The students will Recall of the last

practice writing lesson.
capital and small
letters of alphabet in
their notebook.
Explore (Presentation of Write and arrange the

new skills and new alphabetical letters in
concepts) order using numbers
1-26
1.
Explain (Presentation of the The students will
topic) listen as their teacher
pronounce the correct
sounds of alphabet
and after her.
Experience (generalization) All student will Recite the sounds of
pronounce the sounds Alphabets in the class.
of letters in front of
the class.
Evaluation: Activity
Students will write the
capital and small letter
of alphabet and
pronounce its correct
sounds.
Explain the rubrics on
how they will be
graded.
No. of learners who earned

below 80%
Remarks:

LESSO SUBIC BAY

Content Standard The learner demonstrates understanding of text elements The learner demonstrates understanding of
to see the relationship between known and new sentence construction for correct expression.
information to facilitate comprehension.
Performance Standard The learner correctly presents text elements through The learner properly identifies and describes
simple organizers to make inferences, predictions and people, animals, places, things and uses them
conclusions. in a variety of oral and written theme-based
activities.
Learning EN2LC-Ia-j-1.1 EN2LC-Ia-j-1.1 Listen to a EN2G-Ia-e-1 Sentences EN2G-Ib-c1.4
Competencies/Objectives Listen to a variety variety of media including books, Recognize simple
of media including audiotapes videos and other age- EN2G-Ia1.1 Recognize sentences
books, audiotapes appropriate. sentences and non-
videos and other publications and sentences
age-appropriate. a. Note
publications and important
a. Note details
important pertaining to
details a. character
pertaining to b. settings
a. character c. events
b. settings b. Give the
c. events correct
b. Give the sequence of
correct three events
sequence of c. Infer the
three events character
c. Infer the feelings and
character traits
feelings and d. Identify cause
traits and/or effect
d. Identify cause of events
and/or effect e. Identify the
of events speaker in the
e. Identify the story or poem
speaker in the f. Predict
story or poem possible
f. Predict ending of a
possible story read
ending of a g. Relate story
story read events to
g. Relate story one’s
events to experience
one’s h. Discuss,
experience illustrate,
h. Discuss, dramatize
illustrate, specific
dramatize events
specific i. Identify the
events problem and
i. Identify the solution
problem and j. Retell a story
solution listened to
j. Retell a story
listened to
Engage: (Motivation) Reading a Story. Review about the discussion Look at your seatmate Recall of the
yesterday. and write in the board discussion
Who is the what he/she is doing? yesterday.
character in the When you heard the word
story? character in a story? What comes Each of the students
to your mind? will write one
Where the story Is market, playground, zoo is an example of
happened? example of setting in the story? sentences and non-
What is the feeling sentences in the
or emotion showed Princess Rhea is angry because black word and
by the character in one of her soldiers left her armor. identify their
the story? differences.
What emotion does Princess Rhea
shown in the story?
How we can identify the

important events in the story?
How ca you identify if the speaker

in the story are narrator or
characters?
Explore (Presentation of Tell the differences

new skills and new between the sentence
concepts) you write and the
sentence I wrote;
Crystalynn loves to
draw her favorite
cartoon character.
the dog
Explain (Presentation of Discuss the SIMPLE

the topic) following: The dog has a long tail. SENTENCE - has
1. ELEMEMTS OF It is an example of one object and
STORY sentences which make predicate.
Character – who complete sense and
are the people in express thought. Subject is the one
the story read to? being talk in the
Setting – where and Sentences – is a group sentence or the
when is this story of words or word starts topic in the
taken place? with capital letter and sentence.
Events – What are ends with (. , ? !)
the big moments or Predicate is a
action parts of the Non-sentences – is a group o words or
story. group of words does not word that tells
have a complete something about the
2. Give the sentence or thoughts. It subject.
sequence of events starts with small letter
– the order of and ends without (. , ? Ex. Bea waited for
events in a story. !) the train.
Ex. the dog The underline word
What are the body Bea is the subject in
parts of the story We can’t identify what the sentence.
(beginning, middle the subject is doing.
and end of the Means it doesn’t have a Ex. My mom
story)? complete detail of bought me a red
thoughts. jacket
3. Infer the
character feelings The underline word
and traits – describe bought is the
the character’s predicate in the
personality and sentence.
feelings.
Jay downloaded
What are the new movies in the
feelings or traits internet.
show in the story?
Jay is the subject
4. Identify the and Downloaded is
cause and effect of the predicate.
events in the story.
What are the causes

and effects of the
events in the story?
5. The speaker in
the story. When the
speaker used
he/she/they/them
then the speaker is
the narrator.
Narrator is the
speaker and
observer of the
story. I, me, us, we,
my, our then the
speaker is the
character.
Who do you think

is the speaker in the
story?
Experience Using your flashcards, Give example of

(generalization) show SENTENCES if sentence that has
the statements has a subject and
complete thought, if not predicate. Write in
show NON- the board.
SENTENCES
1. the tooth Underline the

2. Can you ride a bike? Subject and encircle
2. old man the Predicate.
3. the door
4. Crystalynn is good
ate drawing.
5. Rose is a beautiful
flower.
6. Louie gave me an
apple.
Evaluation: Activity Activity Activity
Watch the story about the Lazy INSTRUCTION: INSTRUCTION:
Girl and answer the following Create two columns in Read the sentence
questions. your notebook. In in the board.
column A write Underline the
https://www.youtube.com/watch?v=SAPfI9qsOF8&t=708s
SENTENCES and in subject and encircle
column B write NON- the predicate in the
Who are the characters in the SENTENCES. Read the sentences.
story? statements or phrase in
the board and identify if
When the story happens? it is non-sentences or
sentences.
What are the problems I the story?
And how the main character
Sentences Non-
solved it?
Sentences
What are the emotion shown in
the story?
What is the moral lesson in the

story? 1. The balloons float in
the air.
Retell the story. 2. My mother is
watering the plants.
3. blue box
4. the bus
5. open door
6. The boys are building
the snowman.
7. The man is playing
under the three.
8. The four children
decided to ride in a bus.
No. of learners who earned 3 out 4 students pass the 4 out 4 or 100 % of the 4 out 4 or 100 % of
80% in the evaluation proficiency. students pass the the students pass
proficiency. the proficiency.
No. of learners who 1 out of 4 or 25% of the students
require additional needs my intervention because
activities for remediation she is absent.
Remarks: The 3 students are 100% of the students are ready for The 4 or 100% of the The 4 or 100% of
ready for the next the next lesson. students are ready for the students are
lesson. And for the the next lesson. ready for the next
one student who is lesson.
absent, I will give
send her a lecture
of our topic today. I
will provide a time
for her the next day
to discuss the topic
and give the
activity.

LESSO SUBIC BAY
LOG Teaching Week Week 4 (Septemeber 19-September 22, 2022 ) Quarter 1
Content Standard The learner demonstrates an understanding of The learner demonstrates an understanding of writing as a process.
library skills to research on a variety of topics
Performance Standard The learner uses graphic organizer to show and The learner uses a variety of strategies to write informational and literary
understand the sequence of event from the compositions. (Letter)
beginning and how the story ends base from
their understanding.
Learning 1. Identify different forms of simple
Competencies/Objectives 1. Identify different graphic organizer used to composition.
understand text. 2. Write different forms of simple composition
2. Use graphic organizers to show (letters) as a response to stories/poems read or
understanding of texts (story sequence listened to
organizers)
EN4SS-Ic2.15 EN4WC-Ic-2.4
Engage: (Motivation) Arrange the events to Recall of the last Write example of letter Review about the
form a story. Write lesson. and let the student previous topic.
each event in the identify the Address,
appropriate box in the Date, Greetings,
chart. Be guided by Message and Closing.
the signal words.
Story A.
.
 When the two
reached the
other side of
the street, the
old woman
gave Pepito
big seed. It
was her way of
thanking him.
 Pepito saw an
old woman
who was
having a hard
time crossing
the street
 He approached
the old woman
and offered
help, and the
latter gladly
accepted the
offer.
new skills and new
concepts)
Explain (Presentation of the When Pepito got BODY PARTS OF
topic) home, he planted the THE LETTER
big seed. The next 1.HEADING - it
morning, he found a usually includes the
money tree in the address and date at the
place where he had top of the letter or in
put the seed. the right side of your
paper.
Explain how they can
identify the sequence 2.Greeting – is the
of events using opening of the letter
different graphic like Dear Mom or
words. Dear Best friend
followed by a comma
The teacher will show for a friendly letter.
how to use transitional Ex. Dear Mom,
words like first, then, Dear Teacher,
next and finally. Then,
the students will 3.BODY- is the heart
arrange the events of of the letter, this is
the story through where you write your
graphic organizer message.
Things to remember in
writing a body:
a.Be courteous
b.Write simply and
naturally.
c.Make your letter
interesting.
d.Make your letter
coherent and easy to
read
4.CLOSING – is the
ending of your letter
such as Sincerely
followed by a comma.
Ex. Sincerely yours,
5.SIGNATURE is
where sign of your
name at the end of the
letter just below the
closing.
Ex. Mika Flores
Ex. of closing
Sincerely yours,
Mika Flores
Evaluation: BY PAIR Activity
ACTIVITY. The student will write
Instruction: a letter for their
In your understanding favorite teacher using
arrange the following the parts of the letter.
events of the story
using First, Then,
Next, Finally in
graphic organizers.
- One evening,
Rhodora went
to sleep
without fixing
her school
things. While
she was
sleeping, she
was
interrupted by
some noises.
- Those were
her school
things – the
bag, books,
notebooks,
pens and
papers. They
all came alive!
- Her school
things were
mad at her for
not fixing
them.
- Rhodora asked
forgiveness
from her
school things
and promised
to take care of
them.
Suddenly, she
can opened her
eyes realizing
everything was
just a dream.
No. of learners who earned 50% of the students 8 out 8 or 100 % of 50% of the students 8 out 8 or 100 % of the
80% in the evaluation have understand the the students pass the have understand the students pass the
lesson but there are proficiency. lesson but there are proficiency.
students who still students who still
confused about the confused about the
topic. topic.
No. of learners who require 50 % or 4 out 8 50 % or 4 out 4
additional activities for students who didn’t students who didn’t
remediation who scored pass the proficiency. pass the proficiency.
below 80%
Remarks: For the 4 students, I The 4 or 100% of the For the 4 students, I The 8 or 100% of the
will give them a students are ready for will provide time for students are ready for
homework about the the next lesson. their remedial and the next lesson.
topic and continue the discuss again the
lesson tomorrow with lesson with
execution of group enhancement activity.
activity for the
mastery.

LESSO SUBIC BAY

Content Standard The learner demonstrates command of the The demonstrates The learner
conventions of standard English grammar and understanding that demonstrates
usage when writing or speaking printed words are understanding of the
made up of forms and conventions
interconnected letters of print, nonprint, and
with separate sounds digital materials to
that are blended understand various
together to form viewing texts
coherent pattern of
sounds
Performance Standard The learner uses the correct function of verbs The learner used roots The learner applies
in general and their functions in various to identify the meaning knowledge of the
discourse (oral and written) of idiomatic various forms and
expression in the conventions of print,
sentences. nonprint, and digital
materials to
appropriately
comprehend print,
non-print, film and
moving texts.
Learning Compose clear and Compose clear and Infer meaning using - Describe different
Competencies/Objectives coherent sentences coherent sentences roots forms and conventions
using appropriate using appropriate of film and moving
grammatical grammatical pictures (direction)
structures: -tenses of structures: -tenses of
verbs verbs
EN6V-Ic12.4.1.1 EN6VC-Ic5.1.3
EN6G-Ic-3.2 EN6G-Ic-3.2
Engage: (Motivation) The will write the
topic in their
notebook,
new skills and new
concepts)
Explain (Presentation of the In PRESENT
topic) PERFECT TENSE we
refer to an action or
state that happened or
occurred at an
indefinite time in the
past or something that
began in the past and
continued up to the
present.
-Uses HAS AND
HAVE + past
participle,
- In present
tense we usually use
the expression for and
since to indicate
starting and duration
of the action.
ex
They have explored
the Igbaclag cage for
almost an hour.
In PAST PERFECT
TENSE indicates an
action that had already
happened at some
point in the past.
- Use Had + past
participle.
- The expression
before, after, and
when are used.
Ex.
1. Sheilla had
worked as a nurse
before she went
abroad.
FUTURE PERFECT
TENSE – is an action
that will be completed
sometime in the
future.
It is formed by using
WILL/SHALL Have
+ past participle form
Ex.
The students shall
have prepared
intermission number
for this upcoming
teaches day to show
their love and
sincerity for all the
teachers.
Evaluation: Activty 1.
Direction: Read the
following sentences
and choose correct
perfect tense of the
verb in the parenthesis
and then write it on
your paper.
1. For three days,
Alexia and her friends
(have planned, had
helped, will have
helped) to help the fire
victims in their
community.
2. Since the first
day, Prince (has
asked, had asked, will
have asked) for help
from his family.
3. After a few
days ago, they ( have
collected, had
collected, shall have
collected) a lot of
grocery and food
supply.
4. Marissa (has
solicited, had
solicited, shall have
solicited) some
amount from her
relatives before she
joined the group.
5. Our frontliners
(have shown, had
shown, will have
shown) great concern
for all the Covid-19
victims since then.
6. Peter ( has
broken, had broken,
will have broken) the
glass before the
Mother came.
7. Jazz, Anthony
and John (Has/have
planned, had planned,
will have planned) to
buy chicken for their
lunch later.
8. Th bus (has
left, had left, shall
have left) by the time I
arrive at the station.
9. Shaun (has
planned, had planned,
will have planned) to
bring ice cream for his
birthday on Thursday.
10. The students
(has/have completed,
will have completed,
had completed) their
exam today.
No. of learners who earned 50% of the students
80% in the evaluation have understand the
lesson but there are
students who still
confused about the
topic.
No. of learners who require 50 % or 4 out 4
additional activities for students who didn’t
remediation who scored pass the proficiency.
below 80%
Remarks: For the 4 students, I
will give them a
homework about the
topic and continue the
lesson tomorrow with
the execution of group
activity for the
mastery.

LESSO SUBIC BAY

Content Standard
Learning CLASS REVIEW OF THE REVIEW OF THE PRELIMINARY PRELIMINARY
Competencies/Objectives SUSPENSION PREVIOUS LESSON PREVIOUS LESSON EXAM EXAM
(STORM)
Engage: (Motivation)
new skills and new
concepts)
Explain (Presentation of the Review the lesson Review the lesson
topic) about; about;
- Analyze sound - Infer meaning of

devices Idiomatic expression
- Difference between using Context clues,
poem and poetry Affixes, Root word.
(Types of Poetry) - Tenses of verbs -
- Construct sentences past, present and
using plural form of future.
regular nouns
Evaluation:
below 80%
Remarks:

LESSO SUBIC BAY

Content Standard
(STORM)
new skills and new
concepts)
- Characteristics of - Recognize important

literary text in short details by answering 5
story W's and H
- Use of printed - Use the plural form
resources and non- of regular nouns
printed resources in Body parts of letters.
locating information.
Evaluation:
below 80%
Remarks:

LESSO SUBIC BAY

Content Standard
(STORM)
new skills and new
concepts)
Explain (Presentation of the Review of the lesson Review of the lesson
topic) about: about:
- Talk about oneself - Recognize sentences

and one's family and non-sentences
- Recognize -Simple sentences
personally using - Recognize
personal information Environmental print
- talks about one's (Signage and Logo)
environment
- parts of the books
- classify sounds heard
(Soft and loud)
Evaluation:
below 80%
Remarks:

LESSO SUBIC BAY
LOG Teaching Week Week 5 (September 26-September 30, 2022) Quarter 1

Content Standard
(STORM)
new skills and new
concepts)
- Talk about oneself - Distinguish context,
and one’s family picture and,
- Recognize and configuration clues.
produce sounds heard - Supply the missing
from animals, objects, letter in a word.
instruments and - Identify vowels and
vehicles. consonants
- Arrange letters in - Name of food, object,
aphabetical order and vehicles that start
- Distinguish short /a/ with alphabetical
and long /a/ sounds letters.
- Story telling.
Evaluation:
below 80%
Remarks:

LESSO SUBIC BAY

Content Standard
Learning SUSPENSION OF REVIEW OF THE PRELIMINARY PRELIMINARY
Competencies/Objectives CLASS (STORM) PREVIOUS LESSON EXAMINATION EXAMINATION
new skills and new
concepts)
Explain (Presentation of the Discuss about:
topic) - Knowing one self
- Building self-esteem
and self-confidence
towards self-growth
- Practice Cleanliness
and Wellness in taking
care of oneself.
Evaluation:
below 80%
Remarks:

LESSO SUBIC BAY
DAYS OF TEACHING MONDAY TUESDAY WE3NESDAY THURSDAY FRIDAY

Content Standard
Learning SUSPENSION OF PRELIMINARY PRELIMINARY
Competencies/Objectives CLASS (STORM) EXAMINATION EXAMINATION
new skills and new
concepts)
Explain (Presentation of the
topic)
Evaluation:
below 80%
Remarks:

DLL in English 1ST and 2ND Week G1 6 - K.lariosa 2

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DLL in English 1ST and 2ND Week G1 6 - K.lariosa 2

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COLLEGE OF SUBIC MONTESSORI SUBIC BAY

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 2

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 3 and 4

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 5 and 6

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

What are words with

____ 6. Bel_ a. Amazed b. scared c. sad

4.Fred is a well child. He eats fruits and vegetables every

5. God is Almighty. He created everything good and

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Engage: (Motivation) Draw your idolized Ask student to give

Play Friends Exercise A

What consonant sounds Exercise B.

Student will get a

Students will do the

RIE pp 5-8 as learning

Evaluation: Instruction: Instruction Answer page 8. In the Answer the following:

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 3 and 4

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY F

forest near a meadow. __3. More

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 5 and 6

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Evaluation: Instruction: Write a 3-4 stanzas of a free verse poem. Activity

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Explore (Presentation of 1. Who are the best They will be going to

/ey/ Sold Told Gold Scold

Experience: Paste the missing parts? READ!

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 2

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Share in the class

Evaluation: Activity. Activity

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Learning EN4RC-Ia-2.2 EN4G-Ia-b2.3 Use EN4V-Ib-13.1 Use

Explore (Presentation of The students will share to Activity 2 For Grade-3

Babies For Grade 4

1. The boys were

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Engage: (Motivation) Identify the meaning Identify and underline PICTURE!

Father seems very

Experience (generalization) Let the students

Evaluation: Instruction: Activity 2 Group activity.

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

Trace with crayon the quotation about knowing one self.

Evaluation: Activity Activity RL-1 pp. 7

After you paste your picture it in the class.

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 2

Engage: (Motivation) Activity: Activity

Describe yourself using this question?

DAILY School COLLEGE OF SUBIC MONTESSORI – Grade Level 1

DAYS OF TEACHING MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Engage: (Motivation) Each of the students The students will the

Self-esteem can have A self-confident

Experience (generalization) Write five things that