School: Grade Level: Grade 4

GRADES 1 to 12
Teacher: Quarter: 2nd
DAILY LESSON PLAN
Teaching Date: WEEK 4/5 Learning Area: FILIPINO

I. OBJECTIVES

A. Content Nalalaman ng mga mag aaral ang mga paraan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto ang kinabibilangan at nakikilahok sa
Standard pagpapaunlad ng kanilang kasanayan upang maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kultura

B. Performance Naipamamalas na ng mga mag aaral ang kakayahan sa pagbasa, pagsulat at pakikipagtalastasan nang wasto ang kinabibilangan at nakikilahok sa
Standard pagpapaunlad ng kanilang kasanayan upang maipahayag ang kaalaman, ideya at damdaming angkop sa kaniyang edad at sa kultura

C. Learning A. Nagagamit ang uri ng pandiwa ayon sa panahunan sa pagsasalaysay ng nasaksihang pangyayari F4WG-IId-g-5
Competency/ B. Nakikilala ang mga pagkakaiba ng mga pandiwa ayon sa panauhan.
Code C. Nabibigyang halaga ang pagiging magalang

D. Integration Integration: Science, Health, Math, ESP

II. CONTENT Paggamit ng Aspekto (panahunan) ng

Pandiwa sa Pagsasalaysay ng
Nasaksihang Pangyayari
Pedagogical Approaches: Integrative
Strategy: Content Based Instruction
III. LEARNING
RESOURCES

A. References
 1. Teacher’s Most Essential Learning Competencies (MELCs) p.278
Guide pages

2. Learner’s Unang Markahan

Materials
pages
Modyul para sa Sariling Pagkatuto 9
Paggamit ng Aspekto (panahunan) ng
Pandiwa sa Pagsasalaysay ng
Nasaksihang Pangyayari
3. Textbook
Pages

4. Additional
Materials
from
Learning
Resource (LR)
portal

B. Other Learning Pictures from the internet, google, powerpoint presentation, paper, illustration board, pentel pen, and chalk.
Resources

https://www.youtube.com/watch?v=bC_iACld25M

PPST INDICATORS/ KRA

OBJECTIVE/INDICATORS
TEACHER’S ACTIVITY
TO BE OBSERVED DURING
LEARNERS’ ACTIVITY THE DEMONSTRATION

ENGAGE
In this first phase of the learning cycle, the teacher works to gain an understanding of the students’ prior knowledge and identify any knowledge gaps. It is also important to foster
an interest in the upcoming concepts so students will be ready to learn

IV. PROCEDURES
A. Reviewing the PRELIMINARY ACTIVITIES
previous INDICATOR 5: Established
lesson or
DAILY ROUTINE safe and secure learning
presenting the 1.Prayer 2. Cleaning environments to enhance
new lesson learning through the
3. Greetings 4. Checking of attendance consistent implementation
5.Setting of standards and classroom rules of policies. guidelines and
procedures
6. Health Protocol
MOV-Positive discipline was
7. Review emphasized due to the
Bago tayo magsimula sa ating aralin anu-ano ang mga dapat Tumahimik at makinig questions thrown by the
tandaan sa tuwing tayo ay nag-aaral? teacher about the correct
behavior. Also the teacher
ting balikan ang ating nakaraang leksyon patungkol sa establishes secured learning
nakaraang aralin, magkasingkahulugan at magkasalungat sa by discussing the guidelines
pamamagitan ng isang awit. before the activity

INDICATOR 9: Used
strategies for providing
Pindutin ang panghalip na pamatlig na bubuo sa timely, accurate and
pangungusap. Pumili sa apat na pagpipilian. constructive feedback to
improve learner performance

MOV: To identify the

learners’ former knowledge
about the topic, formulate a
diagnostic test. Construct
feedback during the
discussion to properly deliver
accuracy and relatedness of
their prior knowledge to the
 new concepts.

DIAGNOSTIC TEST:

Ang mga bata ay sasagot ng

“diagnostic test” ayun sa kanilang
kakayahan. Maaring ikumpara ng
guro ang resulta nito sa tayahin.

B. Establishing a Integration: INDICATOR 2-Used a range of

purpose for the teaching strategies that
lesson
ESP:Lakas ng loob sa pagkamit ng pangarap enhance learner achievement
Pumili ng pintuan at tukuyin ang nais ipahiwatig ng pinto. in literacy and numeracy skills.

MOV: Applies knowledge in

literacy whereby the learners
Ang mga bata ay magiliw na choose only one door and
susunod sa guro. numeracy in which learners
read the context.
 INDICATOR 1
-Applies knowledge of
content within and across
curriculum teaching areas.
MOV- ESP:Lakas ng loob sa
pagkamit ng pangarap is
being integrated into the
questions presented about the
topic.

INDICATOR 3:Applied a
range of teaching strategies to
develop critical and creative
thinking, as well as other
higher-order thinking skills.
MOV- Higher order thinking
Paano mo makakamit o makukuha ang iyong pangarap? skills was emphasized by the
question “Paano mo
makakamit o makukuha ang
Magsumikap at iyong pangarap?”
huwag sumuko
kapag nahihirapan

EXPLORE
During the exploration phase, students actively explore the new concept through concrete learning experiences. This phase allows students to learn in a hands-on way

C. Presenting Ano ang mga dapat tandaan sa pakikinig ng tula? INDICATOR 4: Displayed
examples/ proficient use of Mother
instances of the Tongue, Filipino and
new lesson Babasahin ang tula. English to facilitate teaching
and learning
MOV: Applies proficient use
Si Malang na Magalang of Mother Tongue, Filipino
By: Cher Shane knowledge which is visible
during poem time

INDICATOR 3:Applied a
range of teaching strategies to
develop critical and creative
thinking, as well as other
higher-order thinking skills.
MOV- Higher order thinking
skills was emphasized by the
question “Paano naman niya
ipinapakita ang kanyang
pagiging magalang??”
INDICATOR 8: Adapted
and used culturally
1.Si Malang appropriate teaching
TANUNGIN: strategies to address the
2. Maging guro
needs of learners from
1.Sino ang magalang sa tula?
3.Nagaaral nagsusumikap, indigenous groups
2.Ano ang pangarap niyang maging? nakikinig sa turo ng guro
MOV-In this scenario the
3. Ano ang ginagawa niya upang makamtan niya ito? 4.Pagamit ng po at opo teacher had given an example
4. Paano naman niya ipinapakita ang kanyang pagiging 5. Gumalang at magsikap upang of indigenous groups, and it
magalang? makamit ang pangarap aims the learners to adapt
and respect the different
5. Ano ang natutunan mo sa tula?
cultures.

INDICATOR 6- Maintained
learning environments that
promote fairness, respect and
care to encourage learning

MOV- in this part the teacher

gave an active learning activity
that encourages the learners to
participate the learning process.

INDICATOR 7- Established a
learner-centered culture by
using teaching strategies that
respond to their linguistic,
cultural, socio-economic and
religious backgrounds.

MOV- By applying differentiated

teaching techniques and
activities, learners are ensured
of their active participation. In
this part, the teacher gives an
emphasis on various culture and
religious background that
should be respected

INDICATOR 1
-Applies knowledge of
content within and across
curriculum teaching areas.
MOV- AP: Iba’t ibang Hanap
buhay are being integrated
into the questions presented
about the topic.
 EXPLAIN
This is a teacher -led phase that helps students synthesize new knowledge and ask questions if they need further clarification. For the Explain phase to be effective, teachers should
ask students to share what they learned during the Explore phase before introducing technical information in a more direct manner.

D. Discussing new INDICATOR 4: Displayed

concepts and proficient use of Mother
practicing new skills Gamit ang tsart at “chalk-and-talk”. Talakayin ang aralin. Tongue, Filipino and
#1 Ang mga bata ay aktibong English to facilitate teaching
makikinig sa talakayin. and learning
MOV-The learners are given
an activity that is suited to
their learning needs and
Noong bata pa po encourages them to work
efficiently and respond to
their own learning.
Opo

Noong bata pa po

Opo

Ngayon po
 Opo

E. Discussing new Gamit ang tsart, talakayin ang mga sumusunod: INDICATOR 1
concepts and
practicing new
-Applies knowledge of
skills #2 content within and across
curriculum teaching areas.
MOV- Health: “Pangangalaga
sa sarili at sa kalusugan” are
being integrated into the
Ang mga bata ay aktibong questions presented about the
makikinig sa talakayin. topic.

1.
b
 F. Developing INDICATOR 6: Maintained
mastery (leads to learning environments that
Formative promote fairness, respect
Assessment 3) Ang mga bata ay aktibong lalahok and care to encourage
sa laro. Maaring bigyan ng star learning
ang mga batang wasto ang sagot.
MOV-in this part the teacher
gave an active learning
activity that encourages the
learners to participate in the
learning process.

Bigyang pansin ang “nag-aaral ang mga bata.”

Ito ay ang kasalukuyan nating ginagawa na nakikita Ninyo.

ELABORATE
The elaboration of the 5E Model focuses on giving students space to apply what they’ve learned. This helps them to develop a deeper understanding. Teachers may ask students to
create presentations or conduct additional investigations to reinforce new skills. This phase allows students to cement their knowledge before evaluation.

G. Finding practical Pangkatang Gawain: Ang mga bata ay aktibong lalahok sa INDICATOR 6: Maintained
application of aktibidad na ibinogay ng guro. learning environments that
concepts and
Pagpangkat-pangkatin ang mga bata. Ibigay ang mga
promote fairness, respect and
skills in daily pamantayan sa paggawa ng grupo. Ibigay ang mga panuto sa
care to encourage learning
living paggawa.Ipaskilsa pisara ang nataposna gawa ng bawat pangkat.
MOV-in this part the teacher
gave an activity that promote
fairness, respect and care to
 encourage learning

H. Making Itanong: INDICATOR 3: Applied a

generalizations range of teaching strategies to
1. Ano-ano ang mga aspekto ng pandiwa? 1. perpektibo,
develop critical and creative
and abstractions 2. Paano natutukoy ang salitang kilos ayon sa aspekto nito? Imperpektibo, at kontemplatibo
thinking, as well as other
about the lesson
2. kung ito ay nangyare na, higher-order thinking skills.
kasalukuyan, at mangyayare pa
MOV-Higher order thinking
lang.
skills was emphasized by the
question “Paano natutukoy
ang salitang kilos ayon sa
aspekto nito?
EVALUATE
The 5E Model allows for both formal and informal assessment. During this phase, teachers can observe their students and see what they have completely grasp of the core concepts.
It is also helpful to note whether students approach problems in a different way based on what they learned. Other helpful elements of the Evaluate phase includes self-assessment,
 peer-assessment, writing assignments, and exam

I. Evaluating
learning INDICATOR 9:Used
strategies for providing
1. timely, accurate and
constructive feedback to
improve learner performance

MOV: To evaluate the

learners’ knowledge about
the topic, formulate an exam.
Give feedback after checking
the evaluation, positive
feedback such as praise or a
token shall be given to the
learners with good scores.
And remedial shall be given
for those who failed in the
test.

J. Additional Sumulat sa kuwaderno

activities for ng 3 pangungusap na
application or mayroong mga aspektong
remediation pandiwa na perpektibo,
Imperpektibo, at kontemplatibo

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
 evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have caught
up with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching Stratehiyang dapat gamitin:

strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
__Koaborasyon
__Pangkatang Gawain
__ANA / KWL
__Fishbone Planner
__Sanhi at Bunga
__Paint Me A Picture
__Event Map
__Decision Chart
__Data Retrieval Chart
__I –Search
__Discussion
Mga Suliraning aking naranasan:
__Kakulangan sa makabagong kagamitang panturo.
help me solve
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
TEACHER III
__Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
Noted by: Noted by:
HEAD TEACHER III MASTER TEACHER I