Grade 1 Curriculum Map (All Subjects)

Maryhill College
Lucena City
Basic Education Department
School Year 2023-2024
MATHEMATICS 1
QUARTER: First Quarter TIME ALLOCATION: 9 weeks

LESSON: DATES:
CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

CONTENT REFERENCE
STANDARD STANDARD STANDARD GOAL COMPETENCIES
The learner The learner is able to The The learner The learner …
1. Counts demonstrates recognize, represent, learner becomes independently
numbers understanding and order whole a socially uses his/her 1. Visualizes,represents M1NS-Ia-1.1
from 0 to of whole numbers up to 100 responsible and learning to and counts numbers
100 numbers up to and money up to critical thinker. recognize, from 0 to 100 using a
2. One more or 100, ordinal PhP100 in various represent, and variety of materials and
one less numbers up to forms and contexts order whole methods.
number 10th, money up through 100’s chart. numbers up to 100 2. identifies the number M1NS-Ib-3
3. Regrouping to PhP100 and money up to that is one more or one
sets of ones PhP100 in various less from a given
into sets of forms and number
tens contexts through 3. regroups sets of ones M1NS- Id-5
4. Regrouping 100’s chart to into sets of tens and sets
sets of tens become socially of tens into hundreds
into responsible and using objects.
hundreds critical thinker. 4. compares two sets
5. Comparing using the expressions
two sets “less than,” “more
6. Ordering than,” and “as many as”
sets from and orders sets from
least to least to greatest and
greatest and vice versa.
vice versa
M1NS-If-9.1
7. Reading and 5. reads and writes
writing numbers up to 100 in
numbers 1 symbols and in words.
to 100 6. visualizes and gives the M1NS-Ig-10.1
8. Place value place value and value of M1NS-Ig-11
of one digit a digit in one- and two-
9. Place value digit numbers;
of two digits renames numbers into
10. Renaming tens and ones.
numbers 7. compares numbers up
11. Comparing to 100 using relation symbols
numbers up and orders them in increasing
to 100 using or decreasing order.
relations 8. Identifies, reads and
symbols writes ordinal numbers: 1st ,
12. Ordering 2nd, 3rd, up to 10th object in a
numbers in given set from a given point of
increasing reference.
or 9. recognizes and
decreasing compares coins and bills up to
order PhP100 and their notations.
13. Ordinal
Numbers M1NS-Ij-19.1
14. Coins and
Bills
Maryhill College
Lucena City
MATHEMATICS 1
QUARTER: Second Quarter TIME ALLOCATION: 8 weeks

LESSON: DATES:

CONTENT REFERENCE
The learner The learner is able to The The learner….
demonstrates apply addition and learner becomes The learner 1. illustrates addition M1NS-IIa-23
1. Addition understanding of subtraction of whole socially independently uses as “putting
(Joining sets) addition and numbers up to 100 responsible and his/her learning to together or
2. Add numbers subtraction of including money in critical thinker. apply addition and combining or
using two one- whole numbers mathematical problems subtraction of joining sets” M1NS-IIa-23
digit numbers up to 100 and real life situations. whole numbers up 2. visualizes and
with sums up including to 100 including adds the following
to 18. money money in numbers using
3. Add numbers mathematical appropriate
using three problems and real techniques:
one-digit life situations to a. two one-digit
numbers become socially numbers with
4. Add numbers responsible and sums up to 18
using numbers critical thinker. b. three one-digit
with sums numbers
through 99 c. numbers with
without and sums through 99
with without and with
regrouping regrouping M1NS-IIe-
5. One step 3. visualizes and 29.1
routine and solves one-step routine
nonroutine and nonroutine problems
problems involving addition of
whole numbers including
6. Elements of money with sums up to
sets (“taking 99 using appropriate
away or problem solving
comparing) strategies.
7. Subtraction of 4. illustrates M1NS-IIf-24
one-digit subtraction as “taking M1NS-IIf-25
numbers away” or “comparing”
8. Subtraction of elements of sets;
one- to two- illustrates that addition
digit numbers and subtraction are
without inverse operations.
regrouping 5. visualizes,
9. Subtraction of represents, and subtracts
one- to two- the following numbers: a.
digit numbers one-digit numbers with
with with minuends through 18
regrouping (basic facts)
10. Subtraction of b. one- to two-
one-digit digit numbers
numbers from with minuends up
two-digit to 99 without
minuends regrouping c. one-
11. Strategies and to two-digit
tools of numbers with
routine and minuends up to 99
nonroutine with regrouping
problems 6. subtracts mentally
(Subtraction) one-digit numbers from
two-digit minuends M1NS-IIi-
without regrouping using 33.1
appropriate strategies
7. visualizes,
represents, and solves
routine and nonroutine
problems involving
subtraction of whole
numbers including money M1NS-IIi-34.1
with minuends up to 99
with and without
regrouping using
appropriate problem
solving strategies and
tools.
Maryhill College
Lucena City
MATHEMATICS 1
QUARTER: Third Quarter TIME ALLOCATION: 9 weeks

LESSON: DATES:
CONTENT REFERENCE
The learner The learner is able to The The learner….
demonstrates recognize, represent, learner becomes The learner 1. counts groups of M1NS-IIIa-37
1. Counting groups understanding and compare fractions socially independently equal quantity M1NS-IIIa-48
of objects of fractions ½ ½ and 1/4 in various responsible and uses his/her using concrete
2. Division of a and ¼, 2- forms and contexts critical thinker. learning to objects up to 50
whole into halves dimensional and through making recognize, and writes an
and fourths 3-dimensional objects of the four represent, and equivalent
3. Division of the figures and basic shapes (2- compare expression. e.g. 2
elements of sets continuous and dimensional and 3- fractions ½ and groups of 5;
into halves repeating dimensional by 1/4 in various visualizes,
4. Division of the patterns and repeating patterns). forms and represents, and
elements of sets mathematical contexts through separates objects
into fourths sentences. making objects into groups of
5. Whole region/set of the four basic equal quantity
of ½ and ¼ shapes (2- using concrete
6. Basic shapes of dimensional and objects up to 50.
square in 2- 3-dimensional by e.g. 10 grouped by
dimensional and repeating 5s
3-dimensional patterns) to 2. visualizes,
objects become socially represents, divides
7. Basic shapes of responsible and a whole into halves
rectangle in 2- critical thinker. and fourths and
dimensional and identifies ½ and ¼
3-dimensional of a whole object
objects 3. visualizes,
represents and
8. Basic shapes of divides the
triangle and circle elements of sets
in 2-dimensional into two groups of
and 3-dimensional equal quantities to
objects show halves and
9. Basic shapes of four groups of M1NS-IIId-75
circle in 2- equal quantities to
dimensional and show fourths
3-dimensional 4. visualizes and
objects draws the whole M1GE-IIIe-1
10. Draw four basic region or set given
shapes its ½ and/or ¼
11. 3-dimensional 5. identifies, names,
objects (solid) and describes the
12. Missing terms in four basic shapes
the continuous (square, rectangle,
pattern triangle and circle)
13. Equivalent number in 2- dimensional
expressions using (flat/plane) and 3- M1GE-IIIf-3
addition dimensional (solid) M1GE-IIIf-4
14. Equivalent number objects.
expressions using 6. draws the four
subtraction basic shapes;
15. Composing constructs three
patterns using dimensional
addition objects (solid)
16. Decomposing using manipulative
patterns using materials.
addition 7. determines the
17. Missing numbers missing term/s
in addition or using one attribute
subtraction in a given
continuous pattern
(letters/
numbers/events)
M1AL-IIIh-8
and in a given
M1AL-IIIi-9
repeating pattern
(letters, numbers,
colors, figures,
sizes, etc.).
8. constructs
equivalent number
expressions using
addition and
subtraction. e.g. 6
+ 5 = 12 - 1;
identifies and
creates patterns to M1AL-IIIj-10
compose and
decompose using
addition. e.g. 7 = 0
+ 7, 1 + 6, 2 + 5, 3
+ 4, 4 + 3, 5 + 2, 6
+ 1, 7 + 0
9. visualizes and
finds the missing
number in an
addition or
subtraction
sentence using a
variety of ways
e.g. n + 2 = 5 5 – n
=3
Maryhill College
Lucena City
MATHEMATICS 1
QUARTER: Fourth Quarter TIME ALLOCATION: 9 weeks

LESSON: DATES:

CONTENT REFERENCE
1. Days in a week The learner The learner is able to The learner
2. Months in the demonstrates apply knowledge of becomes a The learner The learner ….
year understanding time and non-standard socially independently uses 1. tells the days in M1ME-IVa-1
3. Time by hour of time and measures of length, responsible and his/her learning to a week; months
4. Time by half- nonstandard mass, and capacity in critical thinker. apply knowledge of in a year in the
hour units of length, mathematical problems time and non- right order M1ME-IVa-2
5. Time by quarter mass and and real life situations standard measures 2. determines the
hour capacity and through making own of length, mass, day or the
6. Problem solving pictographs pictograph by and capacity in month using a M1ME-IVa-2
involving time without scales interviewing. mathematical calendar.
7. Comparative and outcomes of problems and real 3. tells and writes
words an event. life situations time by hour,
through making M1ME-IVb-4
8. Measures length half-hour and
and mass using own pictograph by quarter hour
nonstandard interviewing to using analog
units of measures become socially clocks.
9. Capacity responsible and 4. solves problems
measures using critical thinker. involving time M1ME-IVc-
nonstandard (days in a week, 19
units of measures months in a
10. Pictograph year, hour, half-
without scales hour, and
11. Problem solving quarter-hour)
in a pictograph 5. compares
without scales objects using
comparative
words: short,
shorter,
shortest; long,
longer, longest;
heavy, heavier,
heaviest; light, M1SP-IVh-3.1
lighter, lightest.
6. estimates and
measures
length, mass
and capacity
using non-
standard units of
measures
7. infers and M1SP-IVh-
interprets data 4.1
presented in a
pictograph
without scales.
e.g. finding out
from the title
what the
pictograph is all
about,
comparing
which has the
least or greatest
…
8. solves routine
and non-routine
problems using
data presented
in pictograph
without scales.
MATHEMATICS 1
Curriculum Map
Prepared by: Malabanan, Evangeline
Navela, Kathleen Gae
Noynay, Kathrina Paula
Rejano, Jheane C.
Maryhill College
Lucena City
FILIPINO 1

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral Ang mag aaral ay Ang mag aaral Ang mag aaral ay Ang mag aaral ay
1. Pagbuo ng ay buong ay nagiging buong 1. Nasasagot ang mga F1PN-IIa- 3
pangungusap Naipamamalas pagmamalaking socially pagmamalaking tanong tungkol sa F1PN-IIIg-3
(pabula,tugma/tula ang kakayahan nakapagsasaad ng responsible and nakapagsasaad napakinggang F1PN-IVh
at tekstong at tatas sa sagot tungkol sa critical thinker. sagot tungkol sa pabula, tugma/tula,
impormasyon) pagsasalita at napakinggang napakinggang at tekstong pang-
2. Angkop na pagpapahayag pabula, tugma/tula, pabula, impormasyon.
pananalita ng sariling at tekstong. tugma/tula, at 2. Nakapagtatanong F1PS-IIa-2
3. Pananda, ideya, kaisipan, tekstong to tungkol sa isang F1PS-IIIc-10.1
patalastas, babala, karanasan at become socially larawan, kuwento, F1PS-IVh-10.2
o paalala damdamin. responsible and at napakinggang
4. Pagsulat ng malaki critical thinker. balita.
at maliit na letra 3. Nagagamit ang F1WG-IIa-1
5. Wastong pagbigkas magalang na F1PS-IIj-5j-
ng letra ng pananalita sa 6.11 F1WG-
alpabetong Filipino angkop na IIIb-1
6. Kahulugan ng sitwasyon tulad ng
bawat salita pagpapakilala ng
7. Pangalan sarili,
(tao,lugar, hayop, pagpapahayag ng
bagay at sariling karanasan
pangyayari) at pagbati.
8. Panuto 4. Nasasabi ang
mensaheng nais
9. Pagpapalit at ipabatid ng F1PP-IIa-1
pagdaragdag ng nabasang pananda, F1PT-IIId-1.1/
mga tunog.\ patalastas, babala, F1PS-IIIe-9/
10. Paggamit ng na o paalala. F1PS-IIh-9/
unang kaalaman o 5. Nakasusulat ng F1PP-IVc-e-
karanasan sa teksto malalaki at maliliit 1.1/
11. Pantig na letra na may
12. Pagsunod-sunod ng tamang layo sa isa't F1PP-IVc-e-
pangyayari isa ang mga letra. 1.1
13. Pag-uulat nang 6. Nabibigkas nang F1PU-II a-1.11:
pasalita ng mga wasto ang tunog ng c-1.2; 1.2a
naobserbahang bawat letra ng
pangyayari sa alpabetong
paligid o napanood Filipino. FKP-IIb-1
7. Natutukoy ang
kahulugan ng salita
batay sa kumpas,
galaw, ekspresyon F1PT-IIb-f-6
ng mukha;
ugnayang salita-
larawan; o
kasalungat.
8. Nagagamit nang
wasto ang
pangngalan sa
pagbibigay ng F1WG-IIc-f-2
pangalan ng tao,
lugar, hayop, bagay
at pangyayari.
9. Natutukoy ang
kailanan ng
pangngalan.
F1WG-IIc-f-
10. Nakasusunod sa
2.1
napakinggang
panuto na may 1-2
hakbang.
F1PN-IIIb-1.2
11. Napapalitan at
nadadagdagan ang
mga tunog upang F1KP-IIIh-j-6
makabuo ng
bagong salita.
12. Nagagamit ang
naunang kaalaman
o karanasan sa pag- F1PN-IIe-2/ F1-
unawa ng IVb-2
napakinggang
alamat/teksto.
13. Nakikilala ang mga
tunog na bumubuo
sa pantig ng mga F1KP-IIf-5
salita.
14. Nabibilang ang
pantig sa isang
F1KP-Iie-4
salita.
15. Napagsusunod-
sunod ang mga F1PN-IIf-8
pangyayari sa
napakinggang
kuwento sa tulong
ng mga larawan at
pamatnubay na
tanong.
16. Naiuulat nang
pasalita ang mga F1PS-IIc-3
naobserbahang F1PS-IIIa-4
pangyayari sa F1PS-IVa-4
paligid (bahay,
komunidad,
paaralan) at sa mga
napanood
(telebisyon,
cellphone,
kompyuter).
Maryhill College
Lucena City
FILIPINO 1

LESSON: DATES:
CONTENT REFERENCE
Ang mag aaral ay Ang mag aaral ay Ang mag aaral Ang mag aaral Ang mag aaral ay
1. Salitang tatlo o naipapamalas ang buong pag ay nagiging ay buong pag 1. Nababaybay nang F1PY-IIf-2.2/
apat na pantig wastong mamalaking socially mamalaking wasto ang mga F1PY-IVh-2.2
2. Pagkakasunod na pagbabaybay ng naisasalaysay muli responsible and naisasalaysay salitang natutuhan sa
pangyayari sa mga pantig at ang napakinggang critical thinker. muli ang aralin at salitang
kwento nakakapag sunod- teksto sa napakinggang may tatlo o apat na
3. Orihinal na sunod o nakakapag pamamagitan ng teksto sa pantig.
kwento salaysay ng mga pagsulat ng may pamamagitan 2. Nabibigay ang F1-IVe-9
4. Salitang pamalit pangyayari sa wastong baybay, ng susunod na
sa ngalan ng tao kwento. bantas, at gamit ng pagsulat ng may mangyayari sa
5. Wastong baybay Naipapamalas din malaki at maliit na wastong napakinggang
at bantas ang pag unawa sa letra. baybay, bantas, kuwento.
6. Paksa ng talata at paksa ng tula, 3. Nakapagsasalaysay F1PS-IIg-7
at gamit ng
tula talata, salita, malaki at maliit ng orihinal na
7. Salita o pangungusap at na letra. Upang kwento na kaugnay
pangungusap sa nakakapag larawan maging socially ng napakinggang
talata ng ideya o responsible and kuwento.
F1WG-IIg-h-3
8. Damdamin ng damdamin batay sa critical thinker. 4. Nagagamit ang mga
FIWG-IIg-i-3
tauhan sa kwento kwentong salitang pamalit sa
9. Ideya/damdamin napakinggan. ngalan ng tao (ako,
o reaksyon sa ikaw, siya, tayo,
kwento at tula kayo, sila) F1KM-IIg-2
10. Kasarian ng 5. Naisusulat nang may
pangngalan wastong baybay at
bantas ang mga
11. Sariling salitang ididikta ng
karanasan sa guro.
napakinggang 6. Naibibigay ang
kwento paksa ng talata at
12. Karagdagang tula. F1PN-IIh-10
tunog para 7. Natutukoy ang F1PN-IIIi-7-
makabuo ng salita/pangungusap
bagong salita sa isang talata. F1AL-IIh-3
13. Kaugnayan ng 8. Nailalarawan ang
teksto at larawan damdamin ng isang
14. Nababasang tauhan sa kwentong F1PN-IIi-11
salita at babala napakinggan.
15. Sariling ideya 9. Naipapahayag ang
ukol sa teksto sariling
16. Pagsasalarawan ideya/damdamin o F1 PS-IIi-1
sa bagay, tao, reaksyon tungkol sa F1PS-IVb-1
hayop, kuwento, tekstong F1PS-IIIg-1
pangyayari at pang-impormasyon
lugar at tula.
10. Natutukoy ang
kasarian ng
F1WG-II-i 2.2
pangngalan.
11. Naiuugnay ang
sariling karanasan sa F1PN-II-j-4
napakinggang
kuwento.
12. Napapalitan at
nadadagdagan ang
mga tunog upang F1KP-IIi-6
makabuo ng bagong
salita.
13. Natutukoy ang
ugnayan ng teksto at
larawan. F1AL-IIj-5
14. Nababasa ang mga
salita at babala na
F1PT-IIIb-2.1
madalas makita sa
paligid.
15. Nasasabi ang
sariling ideya F1PN-IIIc-14
tungkol sa tekstong
napakinggan.
16. Nakapaglalarawan
ng mga bagay, tao, F1WG-IIIc-d-4
hayop, pangyayari,
at lugar.
Maryhill College
Lucena City
FILIPINO 1

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral ay Ang mag aaral ay Ang mag aaral Ang mag aaral ay Ang mag aaral ay….
1. Salitang naipapamalas ang Naipahahayag ang ay socially Naipahahayag 1. Natutukoy ang F1KP-IIIc-8
magkakatugma kakayahan sa ideya, kaisipan, responsible and ang ideya, mga salitang
2. Simula ng mapanuring damdamin, o critical thinker. kaisipan, magkakatugma
pangungusap, pakikinig sa mga reaksiyon nang may damdamin, o 2. Natutukoy ang F1AL-IIIe-2
talata at kwento salitang wastong tono, diin, reaksiyon nang simula ng
3. Wastong babay magkakatugma o bilis, antala, at may wastong pangungusap,
at bantas ng intonasyon sa talata at kuwento F1KM-IIIe-2
magkasing tono, diin, bilis,
salita kahulugan sa pamamagitan ng antala, at 3. Naisusulat nang
4. Salitang kilos sa talata at kwento pagsulat ng mga salita intonasyon sa may wastong
pangungusap upang at pangungusap ng pamamagitan ng baybay at bantas
5. Salita batay sa maipahayag ang may wastong baybay, pagsulat ng mga ang salita at
F1WG-IIIe-g-
kasingkahulugan idea o damdamin bantas, at mekaniks ng salita at pangungusap na
5
6. Sariling hinuha batay sa pagsulat. pangungusap ng ididikta ng guro
7. Paraan, panahon napakinggang may wastong 4. Nagagamit ang
at lugar ng paksa/isyu. baybay, bantas, at mga salitang kilos
8. Pagbuo ng mekaniks ng sa pag-uusap
pangungusap pagsulat. Upang tungkol sa iba’t
batay sa maging socially ibang gawain sa F1PP-IIIh-1.4
natutuhang salita responsible and tahanan, paaralan,
9. Wastong baybay, critical thinker. at pamayanan
bantas, gamit ng 5. Natutukoy ang
malaki at maliit kahulugan ng salita F1PN-IIIj-12
na letra batay sa
kasingkahulugan F1WG-IIIh-j-6
10. Mahahalagang 6. Nakapagbibigay ng
detalye sa sariling hinuha
paksang 7. Nasasabi ang
napakinggan paraan, panahon at
11. Maliit at lugar ng
malaking letra pagsasagawa ng F1PP-IIIj-9
12. Paggamit ng kilos o gawain sa
wastong pang tahanan, paaralan
ukol at pamayanan
13. Iba’t ibang 8. Nagagamit ang
bantas mga natutuhang F1KM-IIIj
14. Maikling panuto salita sa pagbuo ng
15. Simuno at mga simpleng
panag-uri pangungusap
16. Paksa batay sa 9. Nakasusulat nang
napakinggan may wastong
teksto baybay, bantas,
gamit ng malaki at
maliit na letra
upang maipahayag F1PN-IVa-16
ang ideya,
damdamin o
reaksyon sa isang
F1AL-IVb-7
paksa o isyu
10. Natutukoy ang
mahahalagang F1WG-IVd-f-
detalye kaugnay ng 7
paksang
napakinggan
11. Natutukoy ang F1AL-IVf-8
gamit ng maliit at
malaking letra F1PS-IVg-8.3
12. Nagagamit nang
wasto ang mga F1WG-IVi-j-8
pang-ukol
13. Natutukoy ang
gamit ng iba’t
ibang bantas
14. Nakapagbibigay ng F1PN-IVj-7-
maikling panuto
15. Nakabubuo nang
wasto at payak na
pangungusap na
may tamang
ugnayan ng
simuno at panag-
uri sa pakikipag-
usap
16. Naibibigay ang
paksa ng
napakinggang
tekstong pang-
impormasyon
paliwanag
FILIPINO 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
HEALTH 1

LESSON: DATES:

CONTENT REFERENCE
The learner… The learner… The learner… The learner… The learner…
1. Healthful and understands practices healthful become socially independently uses 1. distinguishes H1N-Ia-b-1
less healthful good discipline eating habits daily responsible and a his/her learning to healthful from H1N-Ic-d-2
foods. and making good through drawing of critical thinker. practice healthful less healthful H1N-Ie-f-3
2. Consequences decision making healthy and not healthy eating habits daily foods. H1N-Ig-j-4
of eating less in eating habits. foods that they eat in to become socially 2. tells the
healthful foods. one week. responsible and consequences of
3. Practice good . critical thinker. eating less
decision healthful foods.
making in 3. practices in good
eating habit. decision making
exhibited in
eating habits that
can help one
become healthy.
Maryhill College
Lucena City
HEALTH 1

LESSON: DATES:
CONTENT PERFORMANCE FORMATION LEARNING

CONTENT TRANSFER GOAL REFERENCE
STANDARD STANDARD STANDARD COMPETENCIES
1. Proper demonstrates practices good health become socially uses his/her 1. identifies H1PH-IIa-b-1
behavior understanding of habits and hygiene daily responsible and a understanding in proper behavior H1PH-IIc-d-2
during the proper ways through demonstrating critical thinker. practice good health during H1PH-IIe-3
mealtime. of taking care of some proper ways of habits and hygiene mealtime. H1PH-IIf-i-4
2. Proper hand one’s health. taking care of one’s daily to become 2. demonstrates H1PH-IIj-5
washing. health. socially responsible proper hand
3. Importance and critical thinker. washing.
of hand 3. realizes the
washing. importance of
4. Keeping the washing hands.
body clean 4. practices habits
and healthy. of keeping the
5. Good health body clean &
habits. healthy.
5. realizes the
importance of
practicing good
health habits.
Maryhill College
Lucena City
HEALTH 1

LESSON: DATES:
CONTENT REFERENCE
understands the consistently demonstrates become socially uses his/her 1. describes the H1FH-IIIa-1
1. Healthful importance of healthful practices for a responsible, ICT learning to characteristics of H1FH-IIIb-2
home keeping the healthful home skilled and consistently a healthful home H1FH-IIIc-3
environment. home environment through critical thinker. demonstrate environment. H1FH-IIIde-4
2. Clean water environment demonstrating how they healthful practices 2. discusses the H1FH-IIIfg-5
for one's healthful. help his/her parents to for a healthful home effect of clean H1FH-IIIfg-6
health. keep their home environment. to water on one’s H1FH-IIIfg-7
3. How to keep environment clean. become socially health. H1FH-IIIi-8
water clean. (video) responsible, ICT 3. discusses how to H1FH-IIIj-10
4. Water skilled and a critical keep water at
conservation. thinker. home clean .
5. Air pollution/ 4. practices water
Clean air. conservation.
6. Home 5. explains the
environment. effect of indoor
7. healthful air on one’s
environment. health.
6. identifies
sources of
indoor air
pollution.
7. practices ways to
keep indoor air
clean.
8. explains the
effect of a home
environment to
the health of the
people living in
it.
9. demonstrates
how to keep the
home
environment
healthful.
Maryhill College
Lucena City
HEALTH 1

LESSON: DATES:

CONTENT REFERENCE
1. Good demonstrates appropriately become socially uses his/her 1. identifies H1IS-IVa-1
behavior. understanding of demonstrates safety responsible, understanding situations when H1IS-IVb-2
2. Proper ways of safe and behaviors in daily morally upright about the it is appropriate H1IS-IVc-3
giving responsible activities to prevent and a critical to ask for H1IS-IVc-4
appropriately
information. behavior to lessen injuries through thinker. assistance from H1IS-IVd-5
demonstrates safety
3. Appropriate risk and prevent demonstrating how they strangers. H1IS-IVe-6
behaviors in daily
persons to ask injuries in dayto- follow rules for his/her 2. gives personal H1IS-IVf-7
activities to prevent
for assistance. day living. safety in daily lives. information, H1IS-IVg-8
injuries to become
4. Proper ways such as name H1IS-IVh-9
socially
for asking and address to H1IS-IVi-10
responsible,
help. appropriate H1IS-IVj-11
morally upright
5. Rules at home and critical persons.
and in school. thinker. 3. identifies
6. Rules during appropriate
fire and other persons to ask
disaster drills. for assistance.
7. Safety rules 4. demonstrates
with stray or ways to ask for
strange help .
animals. 5. follows rules at
8. Safety rules. home and in
9. Intentionally school.
helpful or 6. follows rules
during fire and
harmful to one other disaster
another. drills.
10. Between good 7. observes safety
and bad touch. rules with stray
11. Ways to or strange
protect oneself animals.
against violent 8. describes what
or unwanted may happen if
behaviors of safety rules are
others. not followed.
9. describes ways
people can be
intentionally
helpful or
harmful to one
another.
10. distinguishes
between good
and bad touch .
11. practices ways
to protect
oneself against
violent or
unwanted
behaviors of
others.
HEALTH 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
ARALING PANLIPUNAN 1

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral Ang mag-aaral ay Ang mag-aaral Ang mag-aaral ay Ang mag-aaral ay
1. Impormasyon ay buong ay nagiging buong 1. Nasasabi ang AP1NAT-If-
tungkol sa sarili. naipamamalas pagmamalaking naka socially pagmamalaking batayang 10
2. Ang pansariling ang pagunawa pagsasalaysay ng responsible, naka impormasyon AP1NAT-Ij-
pangangailangan. sa kahalagahan kwento tungkol sa morality pagsasalaysay ng tungkol sa sarili: 14
(pagkain, kasuotan ng pagkilala sa sariling katangian at upright and kwento tungkol sa pangalan,
at iba pa at mithiin sarili bilang pagkakakilanlan critical sariling katangian magulang,
para sa Pilipinas) Pilipino gamit bilang Pilipino sa thinkers. at pagkakakilanlan kaarawan, edad,
3. Pangyayari sa ang konsepto pamamagitan ng pag bilang Pilipino sa tirahan, paaralan,
buhay simula ng guhit ng sariling pamamagitan ng iba pang
isilang hanggang pagpapatuloy katangian sa pagguhit sa pagkakakilanlan at
sa kasalukuyang at pagbabago malikhaing malikhaing mga katangian
edad. Pamamaraan. Pamamaraan. bilang Pilipino.
4. Konsepto ng Upang maging 2. Nailalarawan ang
pagpapatuloy at socially pansariling
pagbabago sa responsible, pangangailan:
pamamagitan ng morality upright pagkain, kasuotan at
pagsasaayos ng and critical iba pa at mithiin
mga larawan. thinker. para sa Pilipinas.
(ayon sa 3. Natutukoy ang mga
pagkakasunod- mahahalagang
sunod) pangyayari at
5. Pag hahambing ng pagbabago sa buhay
sariling karanasan simula isilang
ng ibang kamag- hanggang sa
aral o miyembro kasalukuyang edad
ng pamilya. gamit ang mga
6. Mga ninanais sa larawan at timeline .
pamamagitan ng 4. Nakapaghihinuha
malikhaing ng konsepto ng
pamamaraan. pagpapatuloy at
pagbabago sa
pamamagitan ng
pagsasaayos ng
mgalarawan ayon sa
pagkakasunod-
sunod.
5. Naihahambing ang
sariling kwento o
karanasan sa buhay
sa kwento at
karanasan ng mga
kamag- aral ibang
miyembro ng
pamilya gaya ng
mga kapatid, mga
magulang (noong
sila ay nasa
parehong edad),
mga pinsan, at iba
pa; o mga
kapitbahay.
6. Naipagmamalaki
ang sariling
pangarap o ninanais
sa pamamagitan ng
mga malikhaing
pamamaraan.
Maryhill College
Lucena City

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral Ang mag aaral ay… Ang mag aaral Ang mag aaral Ang mag aaral ay… AP1PAM- IIa-
1. Konsepto ng ay… buong ay nagiging… ay… 1. Naipaliliwanag ang 3
pamilya batay sa naipamamalas pagmamalaking Social buong konsepto ng AP1PAM- IIh-
bumubuo ang pag unawa nakapagsasaad ng Responsible pagmamalaking pamilya batay sa 23
nito. (two- at kwento ng sariling and Critical nakapagsasaad ng bumubuo nito (ie.
parent pagpapahalaga pamilya at bahaging Thinker. kwento ng sariling two- parent
family,single sa sariling ginagampanan ng pamilya at family,single parent
parent family, pamilya at mga bawat kasapi nito sa bahaging family, extended
extended kasapi nito at pamamagitan ng ginagampanan ng family).
family) bahaging pagsulat sa bawat kasapi nito 2. Nailalarawan ang
2. Sariling pamilya ginagampanan malikhaing sa pamamagitan ng sariling pamilya
batay sa ng bawat isa. pamamaraan. pagsulat sa batay sa: (a)
(komposisyon, malikhaing komposisyon (b)
kaugalian at pamamaraan upang kaugalian at
paniniwala, maging socially paniniwala (c )
pinagmulan at, responsible and pinagmulan at (d)
tungkulin at critical thinker. tungkulin at
karapatan ng karapatan ng bawat
bawat kasapi. kasapi.
3. Kahalagahan ng 3. Nasasabi ang
bawat kasapi ng kahalagahan ng
pamilya. bawat kasapi ng
pamilya.
4. Pangyayari sa 4. Nailalarawan ang
buhay ng mga mahahalagang
pamilya. pangyayari sa
5. Kwento ng buhay ng pamilya
sariling pamilya. sa pamamagitan ng
6. Alituntunin ng timeline/family
pamilya. tree.
7. Mabuting 5. Napahahalagahan
pakikipag- ang kwento ng
ugnayan ng sariling pamilya.
sariling pamilya 6. Nakagagawa ng
sa iba pang wastong pagkilos sa
pamilya sa pagtugon sa mga
lipunang alituntunin ng
Pilipino. pamilya.
7. Nakabubuo ng
konklusyon tungkol
sa mabuting
pakikipag-ugnayan
ng sariling pamilya
sa iba pang pamilya
sa lipunang
Pilipino.
Maryhill College
Lucena City

LESSON: DATES:
Ang mag-aaral Ang mag-aaral ay… Ang mag-aaral Ang mag-aaral ay… Ang mag-aaral ay…
1. Mga batayang ay… buong ay nagiging… buong 1. Nasasabi ang mga AP1PAA-
impormasyon. naipamamalas pagmamalaking naka socially pagmamalaking batayang IIIa-1
2. Epekto ng ang pagunawa pagpapahayag ng responsible, nakapagpapahayag impormasyon AP1PAA- IIIb-
pisikal na sa kahalagahan pagkilala at morally upright ng pagkilala at tungkol sa sariling 4
kapaligiran. ng pagkilala ng pagpapahalaga sa and critical pagpapahalaga sa paaralan: pangalan
3. Mga mga batayang sariling paaralan sa thinker. sariling paaralan sa nito (at bakit
tungkuling impormasyon ng pamamagitan ng pamamagitan ng [ag ipinangalan ang
ginagampanan. pisikal na pagguhit. guhit. Upang maging paaralan sa taong
4. Kahalagahan kapaligiran ng socially responsible, ito), lokasyon, mga
ng paaralan. sariling paaralan morally upright and bahagi nito, taon
5. Pagtupad sa at ng mga taong critical thinker. ng pagkakatatag at
mga bumubuo dito na ilang taon na ito, at
alituntunin ng nakakatulong sa mga pangalan ng
paaralan. paghubog ng gusali o silid (at
6. Pagpapahalaga kakayahan ng bakit ipinangalan
sa sariling bawat batang sa mga taong ito).
paaralan. mag-aaral. 2. Nasasabi ang
epekto ng pisikal
na kapaligiran sa
sariling pag-aaral
(e.g. mahirap mag-
aaral kapag
maingay, etc).
3. Nailalarawan ang
mga tungkuling
ginagampanan ng
mga taong
bumubuo sa
paaralan (e.g.
punong guro, guro,
mag-aaral, doktor
at nars, dyanitor,
etc.
4. Naipaliliwanag ang
kahalagahan ng
paaralan sa sariling
buhay at sa
pamayanan o
komunidad.
5. Nabibigyang-
katwiran ang
pagtupad sa mga
alituntunin ng
paaralan .
6. Nakalalahok sa
mga gawain at
pagkilos na
nagpapamalas ng
pagpapahalaga sa
sariling paaralan
(eg. Brigada
Eskwela).
Maryhill College
Lucena City

LESSON: DATES:

Ang mag-aaral Ang mag-aaral ay… Ang mag-aaral Ang mag-aaral ay… Ang mag-aaral ay…
1. Distansya at ay… 1. nakagagamit ay nagiging… 1. nakagagamit 1. Naipaliliwanag AP1KAP- IVb-
direksyon. naipamamalas ang konsepto ng socially ang konsepto ang konsepto ng 4
2. Mapa (loob at ang pagunawa distansya sa responsible, ng distansya sa distansya at AP1KAP- IVc-
labas ng sa konsepto ng paglalarawan ng morally upright paglalarawan diresyon at ang 5
tahanan) distansya sa pisikal na and critical ng pisikal na gamit nito sa AP1KAP- IVc-
3. Mga bagay at paglalarawan ng Kapaligirang thinker. Kapaligirang pagtukoy ng 6
istruktura na sariling Ginagalawan sa Ginagalawan sa lokasyon. AP1KAP- IVd-
makikita sa kapaligirang pamamagitan ng pamamagitan 2. Nakagagawa ng 7
kapaligiran. ginagalawan pag guhit ng ng pag guhit. payak na mapa AP1KAP- IVj-
4. Konsepto ng tulad ng tahanan mga tanawin na 2. nakapagpakita ng loob at labas 14
lugar, at paaralan at ng nakikita sa ng payak na ng tahanan.
lokasyon at kahalagahan ng kapaligiran na gawain sa 3. Natutukoy ang
distansya. pagpapanatili at malapit sa iyo. pagpapanatili at mga bagay at
5. Mga pangangalaga 2. nakapagpakita pangangalaga istruktura na
istruktura. nito. ng payak na ng kapaligirang makikita sa
(mula bahay gawain sa ginagalawan sa nadadaanan
hanggang pagpapanatili at pamamagitan mula sa tahanan
paaralan). pangangalaga ng pag guhit. patungo sa
6. Mapa (mula ng kapaligirang Upang maging socially paaralan.
bahay ginagalawan sa responsible, morally 4. Naiuugnay ang
hanggang pamamagitan ng upright and critical konsepto ng
paaralan). pagguhit ng thinker. lugar, lokasyon
7. Nakatutulong tamang at distansya sa
at nakakasama pangangalaga sa pang-araw-araw
sa sa sariling ating na buhay sa
kapaligiran. kapaligirang pamamagitan ng
(tahanan at ginagalawan. iba’t ibang uri ng
paaralan). transportasyon
8. Iba’t ibang mula sa tahanan
pamamaraan patungo sa
ng paaralan.
pangangalaga 5. Naipaliliwanag
ng ang kahalagahan
kapaligirang ng mga
ginagalawan. istruktura mula
(tahanan, sa tahanan
paaralan at patungo sa
komunidad) paaralan.
6. Nakagagawa ng
payak na mapa
mula sa tahanan
patungo sa
paaralan.
7. Nakapagbigay
halimbawa ng
mga gawi at
ugali na
makatutulong at
nakasasama sa
sariling
kapaligiran:
tahanan at
paaralan.
8. Naisasagawa ang
iba’t ibang
pamamaraan ng
pangangalaga ng
kapaligirang
ginagalawan.
ARALING
PANLIPUNAN 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
ARTS 1

LESSON: DATES:

CONTENT REFERENCE
1. Lines The learner The learner creates a The learner The learner 1. Explains that ART is A1EL-Ia
demonstrates portrait of himself and becomes Socially creates a portrait all around and is
understanding of his family through an responsible, ICT- of himself and his created by different
lines, shapes, online software Skilled and a family which people.
colors and texture, “Microsoft paint” which critical thinker. shows the
and principles of shows the elements and elements and
balance, proportion principles of art by principles of art
and variety through drawing. by drawing to
2. Shapes drawing. become
socially 2. Identifies different A1EL-Ic
responsible, ICT- lines, shapes, texture used by
Skilled and a artists in drawing.
critical thinker.
3. Uses different drawing

3. Colors tools or materials - pencil,
crayons, piece of charcoal,
stick-on different papers,
sinamay, leaves, tree bark, and
other local materials to create
his drawing about oneself,
one’s family, home, and
school, as a means of self-
expression .
4. Texture 4. Draws different kinds

of plants showing a variety of
shapes, lines and color .
Maryhill College
Lucena City
ARTS 1

LESSON: DATES:

CONTENT REFERENCE
.
1. Principles The learners The learners creates a The learner
of demonstrates harmonious design of becomes The learners creates 1. The learners identifies A1EL-IIa
harmony understanding of natural and man-made Socially a harmonious colors as primary,
colors and shapes, objects to express ideas responsible design of natural secondary, and tertiary,
and the principles of using colors and shapes, and a critical and man-made both in natural and man-
harmony, rhythm and and harmony through thinker. objects to express made objects, seen in the
balance through collages making . ideas using colors surrounding.
painting demonstrates and shapes, and
understanding of harmony through
colors and shapes, collages making
and the principles of and becomes
harmony, rhythm and Socially responsible
balance through and a critical
painting. thinker.
2. Creates a design A1PR-IIg

2. Principles inspired by Philippine
of flowers, jeepneys,
Rhythm Filipino fiesta decors,
parol, or objects and
other geometric shapes
found in nature and in
school using primary and
secondary colors .
3. Paints a A1PR-Ie-1
3. Balance home/school
landscape or
design choosing
specific colors to
create a certain
feeling or mood.
4. Talks about the

4. Landscape landscape he painted and
the landscapes of others. A1PR-Ie-2
Maryhill College
Lucena City
ARTS 1

LESSON: DATES:
CONTENT REFERENCE
1. Prints The learners The learners creates The learner The learners 1. Differentiates
Repetition demonstrates prints that show becomes creates prints that between a print A1EL-IIIa
understanding of repetition, alternation morally upright show repetition, and a drawing or
shapes and and emphasis using and a critical alternation and painting
texture and prints objects from nature and thinker. emphasis using
that can be found objects at home objects from nature
repeated, and in school through and found objects
alternated and organizing movement at home and in
emphasized in a work of art. school through
through organizing
printmaking. movement in a
work of art and
2. Prints becomes morally 2. Describes the A1EL-IIIb
Alternated upright and a shape and texture of
critical thinker. prints made from objects
found in nature and man-
made objects and from
the artistically designed
prints in his artworks and
in the artworks of others.
3. Creating a print 3. Creates a print by

using dyes applying dyes on his
finger or palm or any part A1EL-IIId
of the body and pressing
it to the paper, cloth,
wall, etc. to create an
impression.
4. Creating a print 4. Creates a print by

using rubbing rubbing pencil or crayon
pencil or on paper placed on top of A1PL-IIIe
crayon a textured objects from
nature and found objects.
5. Stencil
5. Stencil a design
(in recycled paper,
plastic, cardboard, leaves,
and other materials) and A1PR-IIIf
prints on paper, cloth,
sinamay, bark, or a wall.
6. Experimenting
different art 6. Narrates A1PR-IIIg
materials experiences in
experimenting different
art materials.
Maryhill College
Lucena City
ARTS 1

LESSON: DATES:

CONTENT REFERENCE
.
A1EL-IVa
1. Difference The learners The learners creates a The learner The learners creates 1. differentiates
between 2- demonstrates useful 3- Dimensional becomes a useful 3- between 2-
dimensional understanding of object/sculpture using morally upright Dimensional dimensional and 3-
and 3- texture and 3-D found objects and and critical object/sculpture dimensional artwork
dimensional shapes, and recycled materials. thinker. using found objects and states the
artwork principle of and recycled difference.
proportion and materials and
emphasis through becomes morally
3- D works and upright and critical
sculpture. thinker. 2. Identifies the A1EL-IVb
. different materials that can
2. Materials be used in creating a 3-
used in dimensional object: 2.1 clay
creating 3- or wood (human or animal
dimensional figure) 2.2 bamboo
objects (furniture, bahay kubo) 2.3
softwood (trumpo) 2.4
paper, cardboard, (masks)
2.5 found material (parol,
sarangola).
3. Creating 3D 3. Creates 3D objects

objects that are well proportioned, A1EL-IVb
balanced and show
emphasis in design, like any
of the following: a pencil
holder, bowl, container,
using recycled materials like
plastic bottles, etc.
4. Creating
masks and 4. Creates masks, A1EL-IVb
human human figures out of
figures out of recyclable materials such as
recyclable cardboards, papers, baskets,
materials leaves, strings, clay,
cardboard, glue, found
materials, bilao, paper plate,
strings, seeds, floursalt
mixture, or paper-mache,
and other found materials.
ARTS 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
EDUKASYON SA PAGPAPAKATAO 1

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral Ang mag aaral ay Ang mag aaral Ang mag aaral Ang mag aaral ay
ay naipakikita ang ay nagiging ay naipakikita 1. Nakikilala ang EsP1PKP- Ia-
1. Sariling gusto naipamamalas kakayahan nang socially ang kakayahan sariling: b–1
2. Sariling interest ang pagunawa may tiwala sa sarili responsible and nang may 1.1. gusto
3. Sariling potensyal sa kahalagahan sa pamamagitan ng morally upright. tiwala sa sarili 1.2. interes
4. Sariling kahinaan ng pagkilala sa pagtanghal ng sa pamamagitan 1.3. potensyal
5. Sariling sarili at sariling sariling kakayahan. ng pagtanghal 1.4. kahinaan
damdamin/emosyon kakayahan, ng sariling 1.5. damdamin /
6. Kakayahan sa pag pangangalaga sa kakayahan to emosyon
awit sariling become socially 2. Naisasakilos ang
7. Kakayahan sa kalusugan at responsible and sariling kakayahan sa iba’t EsP1PKP- Ib-c
pagsayaw pagiging morally upright. ibang pamamaraan –2
8. Kakayahan sa mabuting kasapi 2.1 pag-awit
pakikipagtalastasan ng pamilya. 2.2 pagsayaw
9. Mga gawain na 2.3
maaaring pakikipagtalastasan
makakasama o at iba pa
makakabuti sa ating 3. Nakapaglalarawan
kalusugan ng iba’t ibang gawain na
10. Pagbubuklod ng maaaring makasama o
pamilya sa makabuti sa kalusugan EsP1PKP- Id –
pagsasama-sama sa 3.1 nakikilala ang 3
pagkain iba’t ibang
gawain/paraan na
maaaring makasama
11. Pagbubuklod ng o makabuti sa
pamilya sa kalusugan
pagdarasal 3.2 nasasabi na
12. Pagbubuklod ng nakatutulong sa
pamilya sa paglinang ng sariling
pamamasyal kakayahan ang
13. Pagbubuklod ng wastong EsP1PKP- Ie –
pamilya sa pangangalaga sa 4
pagkukwentuhan ng sarili
masasayang 4. Nakakikila ng mga
pangyayari gawaing nagpapakita ng
14. Pagmamahal at pagkakabuklod ng pamilya
pagmamalasakit sa tulad ng
kasapi ng pamilya 4.1. pagsasama-sama
sa pagkain EsP1PKP- Ig –
4.2. pagdarasal 6
4.3. pamamasyal
4.4.
pagkukuwentuhan
ng masasayang
pangyayari
5. Nakatutukoy ng mga
kilos at gawain na
nagpapakita ng pagmamahal
at pagmamalasakit sa mga
kasapi ng pamilya
Hal.
1. pag-aalala sa mga EsP1PKP- Ii–
kasambahay 8
2. pag-aalaga sa
nakababatang
kapatid at
kapamilyang may
sakit
Maryhill College
Lucena City

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral ay Ang mag aaral ay Ang mag aaral Naisasabuhay Ang mag aaral ay
naipamamalas naisasabuhay ang ay nagiging ang pagiging
1. Pagmamahal ang pag unawa sa pagiging matapat sa socially matapat sa lahat EsP1P- IIa-b –
at paggalang kahalagahan ng lahat ng pagkakataon responsible and ng pagkakataon 1. Nakapagpapakita ng 1
sa magulang wastong sa pamamagitan ng morally upright. sa pamamagitan pagmamahal at
2. Pagmamahal pakikitungo sa pagsasadula ng ng pagsasadula paggalang sa mga
sa pamilya at ibang kasapi ng wastong pakikitungo ng wastong magulang
kapwa pamilya at kapwa sa ibang kasapi ng pakikitungo sa 2. Nakapagpapakita ng EsP1P- IIc-d –
3. Pagmano tulad ng pagkilos pamilya at kapwa. ibang kasapi ng pagmamahal sa 3
4. Pagbati at pagsasalita ng pamilya at pamilya at kapwa sa
5. Pakikinig may paggalang at kapwa to become lahat ng pagkakataon
habang may pagsasabi ng socially lalo na sa oras ng
nagsasalita katotohanan para responsible and pangangailangan
6. “po” at “opo” sa kabutihan ng morally upright. 3. Nakapagpapakita ng
7. Salitang nakararami paggalang sa pamilya
pakiusap at at sa kapwa sa
salamat pamamagitan ng: a. EsP1P- IIe-f– 4
8. Pagsasabi ng pagmamano/paghalik
totoo sa sa nakatatanda
magulang o b. bilang pagbati
nakakatanda c. pakikinig habang
may nagsasalita
d. pagsagot ng “po" at
“opo”
e. paggamit ng salitang
“pakiusap” at
“salamat”
4. Nakapagsasabi ng totoo
sa magulang/ nakatatanda at
iba pang kasapi ng mag anak EsP1P- IIg-i– 5
sa lahat ng pagkakataon upang
maging maayos ang samahan
4.1 kung saan papunta/
nanggaling 4.2 kung
kumuha ng hindi
kanya
4.3 mga pangyayari sa
paaralan na nagbunga
ng hindi
pagkakaintindihan
4.4 kung gumamit ng
computer sa paglalaro
imbis na sa pag-aaral
Maryhill College
Lucena City

LESSON: DATES:
CONTENT REFERENCE
1. Iba’t ibang paraan Ang mag aaral Ang mag aaral ay Ang mag aaral Ang mag aaral ay Ang mag aaral ay
ng pagiging ay naisasabuhay ang ay nagiging naisasabuhay ang 1. Nakapagpapakita EsP1PPP- IIIa
masunurin naipamamalas pagiging masunurin at socially pagiging ng iba’t ibang –1
2. Pagpapahalaga sa ang pag unawa magalang sa tahanan, responsible and masunurin at paraan ng pagiging
karapatang sa kahalagahan nakasusunod sa mga morally upright. magalang sa masunurin at
tinatamasa ng pagiging alituntunin ng tahanan, magalang tulad
3. Pagpapakita ng masunurin, paaralan at nakasusunod sa ng:
kaayusan at pagpapanatili naisasagawa nang mga alituntunin 1.1pagsagot
kapayapaan sa ng kaayusan, may pagpapahalaga ng paaralan at kaagad kapag
tahanan at kapayapaan at ang karapatang naisasagawa nang tinatawag ng
paaralan tulad ng kalinisan sa tinatamasa sa may kasapi ng pamilya
pagiging masaya loob ng tahanan pamamagitan ng pagpapahalaga 1.2 pagsunod nang
para sa tagumpay at paaralan pagbuo ng kasulatang ang karapatang maluwag sa dibdib
ng ibang kasapi ng pangako sa kanilang tinatamasa sa kapag inuutusan
pamilya at ng mga magulang at sa pamamagitan ng 1.3 pagsunod sa
kamag aral guro. pagbuo ng tuntuning itinakda
4. Pagpapakita ng kasulatang ng:
kaayusan at pangako sa • tahanan
kapayapaan sa kanilang mga • paaralan
tahanan at magulang at sa 2. Nakapagpapakita ng EsP1PPP- IIIb-
paaralan tulad ng guro to become pagpapahalaga sa mga c– 2
pagpaparaya socially karapatang tinatamasa
5. Pagpapakita ng responsible and Hal. Pagkain ng
kaayusan at morally upright. masusustansyang
kapayapaan sa pagkain Nakapag-
tahanan at aaral
paaralan tulad ng 3. Nakasusunod sa utos ng EsP1PPP-IIId-
pagpapakumbaba magulang at nakatatanda. e–3
6. Pagpapanatili ng Nakapagpapakita ng mga
kalinisan at paraan upang makamtam
kaayusan sa at mapanatili ang
tahanan at kaayusan at kapayapaan
paaralan sa tahanan at paaralan
7. Mga gamit na tulad ng:
pwede pang 3.1 pagiging masaya para
pakinabangan sa tagumpay ng ibang
kasapi ng pamilya at ng
kamag aral 3.2
pagpaparaya
3.3 pagpapakumbaba
EsP1PPP- IIIf-
4. Nakatutulong sa h–4
pagpapanatili ng kalinisan
at kaayusan sa loob ng
tahanan at paaralan para
sa mabuting kalusugan
Hal. Pagtulong sa
paglilinis ng tahanan
Pagtulong sa paglilinis
ng paaralan
Pag-iwas sa pagkakalat
5. Nakagagamit ng mga
bagay na patapon ngunit EsP1PPP- IIIi
maaari pang pakinabangan – 5
Maryhill College
Lucena City

LESSON: DATES:

CONTENT REFERENCE
Ang mag aaral ay Ang mag aaral ay Ang mag aaral Ang mag aaral ay Ang mag aaral ay
naipamamalas naipakikita ang ay nagiging naipakikita ang 1. Nakasusunod sa EsP1PD- IVa-
1. Pagsunod sa ang pag unawa sa pagmamahal sa socially pagmamahal sa utos ng magulang c– 1
utos ng kahalagahan ng magulang at mga responsible and magulang at mga at nakatatanda
magulang at pagmamahal sa nakatatanda, paggalang morally upright. nakatatanda, 2. Nakapagpapakita
nakatatanda Diyos, paggalang sa paniniwala ng kapwa paggalang sa ng paggalang sa EsP1PD- IVd-e
2. Paggalang sa sa paniniwala ng at palagiang pagdarasal paniniwala ng paniniwala ng –2
paniniwala iba at sa pamamagitan ng kapwa at palagiang kapwa
ng kapwa pagkakaroon ng pagsasadula ng mga pagdarasal sa 3. Nakasusunod sa
3. Gawaing pag-asa. senaryo ukol sa pamamagitan ng mga gawaing EsP1PD- IVf-
panrelihiyon paggalang. pagsasadula ng mga panrelihiyon g– 3
senaryo ukol sa
paggalang to
become socially
responsible and
morally upright.
EDUKASYON SA
PAGPAPAKATAO 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
ENGLISH 1

LESSON: Making Own Expressions DATES:

CONTENT REFERENCE
1. Rhyming The learner The learner listens for The learner The learner listens 1. Recognize EN1PA-IIIa-
words demonstrates comprehension, speaks becomes for comprehension, rhyming words e-2.2
mastery of basic clearly and uses proficient in speaks clearly and in nursery
skills in English appropriate expressions English, morally uses appropriate rhymes, poems,
language arts; in talking about oneself, upright, socially expressions in songs heard.
communicates family, and other social responsible, and a talking about
appropriately, context interactions critical thinker. oneself, family, and
fluently and through a differentiated other
accurately orally instruction (short story social context
and writes for a making, role playing, interactions through
variety of purposes singing, and dancing). a differentiated
in different social instruction (short
and academic story making, role
context at his/her playing, singing,
level while carrying and dancing) to
out real life tasks. become proficient in
English, morally
upright, socially EN1PA-IIIa-e-
2. Sentences responsible, and a 2. Recognize
2.2
and non- critical thinker. sentences
sentences (telling and
asking) and non-
sentences.
3. Words 3. Use words that EN1PA-IIIa-e-
related to self, are related to 2.2
family, and self, family,
community school, and
community.
4. Listening
to short 4. Listen to short EN1PA-IIIa-e-
stories/poems stories/poems 2.2
• Note important
details to
a. character
b. setting
c. events
• Give the correct
sequence of
three events
• Infer the
character
feelings and
traits
• Identify cause
and effect/or
effect of events
• Identify the
speaker in the
story or poem
• Predict possible
ending of a story
read
• Relate story
events to one’s
experience
• Discuss,
illustrate,
dramatize
specific events
• Identify the
problem and
solution
• Retell a story
listened to
• Ask simple
questions about
the text listened
to
5. Polite 5. Use/Respond EN1OL-IIIa-e-

expressions appropriately to polite 1.5
expressions: greetings,
leave takings,
expressing gratitude
and apology, asking
permission, offering
help.
6. Talking 6. Talk about

about oneself, oneself, one’s family EN1OL-IIIa-e-
one’s family, and and one’s personal 1.5
one’s personal experiences
experiences
Maryhill College
Lucena City
ENGLISH 1

LESSON: Giving Directions DATES:

EN1G-IVa-e-
1. Action The learner The learner listens for The learner 1. Recognize 3.4
words comprehension, speaks The learner listens for common
demonstrates becomes
clearly and uses proficient in comprehension, action words in
mastery of basic
appropriate expressions English, morally speaks clearly and stories listened
skills in English
in talking about oneself, upright, socially uses appropriate to
language arts;
family, and other social responsible, and expressions in talking
communicates
context interactions a critical thinker. about oneself, family,
appropriately, through a role playing and other social
fluently and about giving one-to-two context interactions
accurately orally step directions. through a role playing
and writes for a
about giving one-to-
variety of purposes
two step directions to
in different social
become proficient in
and academic
English, morally
context at his/her
upright, socially EN1G-IVf-j-5
level while carrying
2. Describing responsible, and a 2. Recognize
out real life tasks.
words critical thinker. describing
words for
people,
objects, things
and places
(color, shape,
size, height,
weight, length,
distance, etc.)
3. Basic EN1V-IVa-e-3
categories 3. Sort and Classify
familiar words into
basic categories
(colors, shapes, foods,
etc)
EN1V-IVf-j-
4. Word clues 12.1
4. Give the meaning
of words using clues
5. Following (TPR, pictures, body
one-to-two movements, etc.) EN1LC-IVg-h-
step 3.6
directions 5. Follow one-to-two
step directions
6. Giving EN1OL-IVi-j-
one-to-two 1.17.1
step 6. Give one-to-two
directions step directions
ENGLISH 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
MUSIC 1

LESSON: Sound, Silence, and Rhythm DATES:

CONTENT REFERENCE
The learner The learner responds The learner The learner MU1RH-Ia-1
1. Difference demonstrates appropriately to becomes a critical responds 1. Identifies the difference
between basic the pulse of the thinker and socially appropriately to between sound and
sound and understanding sounds heard responsible. the pulse of the silence accurately
silence of sound, sounds heard
and performs
silence and
with accuracy of and performs
rhythm.
the different with accuracy of
rhythmic the different
patterns through a rhythmic
dance presentation. patterns through a
dance presentation
to become a critical
thinker and socially MU1RH-Ib-2
responsible. 2. Relates images to
sound and silence within a
rhythmic pattern
2. Rhythmic
pattern MU1RH-Ic-5
3. Performs steady beat
and accurate rhythm through
clapping, tapping chanting,
3. Steady beat walking and playing musical
and accurate rhythm
instruments in response to
sound
o in groupings of 2s
MU1RH-Id-e-
6
4. Creates simple ostinato

patterns in groupings of 2s, 3s,
4. Simple and 4s through body
ostinato patterns movements
Maryhill College
Lucena City
MUSIC 1

LESSON: Pitch and Simple Melodic Patterns, Musical Lines, Beginnings and Endings, and Repeats in Music DATES:

CONTENT REFERENCE
The learner The learner responds The learner The learner MU1ME-IIa-1
1. High and low demonstrates accurately to becomes a critical responds 1. Identifies the pitch
pitch tone basic high and low thinker and socially accurately to of a tone as high or
tones through responsible. high and low low MU1ME-IIb-3
understanding
of pitch and body tones through 2. Sings simple
2. Singing simple movements, body melodic patterns (
simple
melodic patterns singing, and movements, so –mi, mi –so, mi
melodic MU1ME-IIc-5
playing other singing, and – re-do)
patterns. sources of playing other 3. Sings the melody of
sounds through a sources of a song with the
3. Singing group song sounds through a correct pitch e.g.
correct pitch of the presentation. group song greeting songs,
melody of a song presentation to counting songs, or
become a critical action songs
thinker and socially
responsible.
MU1FO-IIe-2
4. Identifies similar or
MU1FO-IId-1
dissimilar musical lines
4. Similar or 5. Identifies the
dissimilar musical beginning, ending, and
lines repeated parts of a recorded
music sample
5. Beginning, 6. Performs songs MU1FO-IIf-3
ending, and repeated with the knowledge when
parts of a recorded to start, stop, repeat or end
music the song.
6. When to start,
stop, repeat, or end a
song
Maryhill College
Lucena City
MUSIC 1

LESSON: Basic Concepts of Timbre and Dynamics DATES:
CONTENT REFERENCE
The learner The learner The learner The learner MU1TB-IIIa-1

1. Source of demonstrates distinguishes becomes a critical distinguishes 1. Relates the source of
sound understanding accurately the thinker, morally accurately the sound with different
of the basic different sources upright, and different sources body movements e.g.
concepts of of sounds heard socially of sounds heard wind, wave, swaying of
responsible. the trees, animal sounds,
timbre. and be able to and be able to
or sounds produced by
produce a produce a man-made devices or
variety of variety of machines.
timbres using timbres using
improvised drum set improvised drum MU1TB-IIIb-4
while telling a story. set while telling a 2. Produces sounds with
story to become a different timbre using a variety
2. Different critical thinker, of local materials
timbre using a morally upright,
variety of local and socially
materials responsible..
MU1DY-IIIc-2
3. Identifies volume
changes from sound samples
3. Loud and using the terms loud and soft
soft sound
MU1DY-IIId-
3
4. Relates the concepts of
dynamics to the movements of
animals e.g. big
animals/movement = loud;
4. Movements small animals/movement = soft
of animals
5. Applies the concept of

dynamic levels to enhance MU1DY-IIIg-
poetry, chants, songs, drama or h-5
musical stories
5. Application
of the concept of
dynamic levels
Maryhill College
Lucena City
MUSIC 1

LESSON: Basic Concepts of Tempo and Texture DATES:

CONTENT REFERENCE
The learner The learner performs The learner becomes The learner MU1TP-IVa-2
1. Basic demonstrates with a critical thinker, performs with 1. Demonstrates the
concepts of understanding accuracy the song morally upright, and accuracy the song basic concepts of
tempo of the basic “Row, Row, Row socially responsible. “Row, Row, Row tempo through
concepts of Your Boat” through Your Boat” movements (fast or
movements or through slow)
tempo. MU1TP-IVb-3
dance steps. movements or
2. Responding dance steps to
to varied tempo become a critical 2. Uses body
thinker, morally movements or dance steps
upright, and to respond to varied tempo
socially - slow movement
responsible. with slow music
- fast movement
with fast music
MU1TP-IVc-5
3. Varied tempo 3. Uses varied tempo

uses to enhance poetry, chants,
drama, and musical stories
MU1TX-IVe-2
4. Awareness of 4. Demonstrates
texture awareness of texture by
identifying sounds that are
solo or with other sounds.
MU1TX-IVf-3
5. Distinguishes single
musical line and multiple
5. Single and musical lines which occur
multiple musical simultaneously in a given
lines song
MU1TX-IVg-
h-4
6. Sings two-part round

6. Two-part songs e.g. Are You
round songs Sleeping, Brother John?
Row, Row, Row Your Boat
MUSIC 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
PHYSICAL EDUCATION 1

LESSON: Body Awareness DATES:

The learner The learner performs the The learner The learner performs PE1BM-Ic-d-2
1. Shapes demonstrates action song “Walking becomes morally the action song 1. Creates shapes
using understanding of Walking” with upright and a “Walking Walking” by using
different body parts in coordination enjoyable critical thinker. with coordination different body
body preparation for movements on body enjoyable movements parts
parts participation in awareness. on body awareness to
physical activities. become morally
upright and a critical
thinker.
PE1BM-Ie-f-3
2. Shows balance
2. Balance on one, two, three, four PE1BM-Ig-h-4
on body parts and five body parts
PE1PF-Ia-h-2
3. Exhibits
3. Transfer transfer of weight
of weight
4. Physical 4. Engages in fun
activities and enjoyable physical
activities with
coordination
Maryhill College
Lucena City

LESSON: Space Awareness DATES:

CONTENT REFERENCE
The learner The learner performs The learner The learner PE1BM-IIc-e-
1. Movements demonstrates dance movements in a becomes a critical performs dance 1. Moves within a 6
without understanding given space with thinker and movements in a group without
bumping or of space coordination through socially given space with bumping or falling
falling using awareness in the “Newspaper responsible. coordination using locomotors
locomotors dance” game. through the skills
preparation for
skills “Newspaper dance”
participation game to become a
in physical critical thinker and
activities socially responsible.
PE1BM-IIf-h-
2. Executes 7
locomotor skills while
2. Locomotor moving in different
Skills in different directions at different
directions at different spatial levels
spatial levels
PE1PF-IIa-h-2
3. Engages in fun
and enjoyable physical
3. Physical activities with
activities coordination
Maryhill College
Lucena City

LESSON: Qualities of Effort DATES:
CONTENT REFERENCE
The learner The learner performs The learner The learner PE1BM-IIIa-b-
1. Difference demonstrates movements of becomes a critical performs 1. Demonstrates the 8
between slow and understanding varying thinker, morally movements of difference
fast, heavy and of qualities of effort upright, and varying between slow and
light, free and qualities of with socially qualities of effort fast, heavy and
bound movements effort in coordination through responsible. with light, free and
playing the “Chasing coordination bound movements
preparation
for game”. through playing the
participation “Chasing game” to
PE1BM-IIIc-d-
in physical become a critical
2. Contrast between 9
activities. thinker, morally
slow and fast speeds upright, and
while using locomotor socially 2. Demonstrates
skills responsible. contrast between slow
and fast speeds while
using locomotor skills
PE1PF-IIIa-h-
3. Physical activities 6
3. Engages in fun
and enjoyable physical
4. Characteristics of activities
sharing and cooperating PE1PF-IIIa-h-
in physical activities 9
4. Demonstrates the
characteristics of sharing
and cooperating in
physical activities.
Maryhill College
Lucena City

LESSON: Relationships DATES:

CONTENT REFERENCE
The learner The learner performs The learner The learner PE1BM-IVc-e-
1. Relationship of demonstrates movements in becomes morally performs 1. Demonstrates 13
movement understanding relation upright and movements in relationship of
of to a stationary or socially relation movement
relationships moving object/person responsible. to a stationary or
2. Jumping over a PE1BM-IVf-h-
of with coordination moving
stationary object several 2. Performs jumping 14
movement through a dance object/person
times in succession, using over a stationary object
skills in number presentation. with coordination
forward- and- back and several times in succession,
preparation through a dance
side-to-side movement using forward- and- back
for number
patterns and side-to-side movement
participation presentation to
patterns
in physical become morally
activities. upright and
3. Physical activities
socially
responsible. PE1PF-IVa-h-
3. Engages in fun and
4. Simple enjoyable physical 2
instructions and rules activities
4. Follows simple PE1PF-IVa-h-

instructions and rules 10
PHYSICAL
EDUCATION 1
Curriculum Map
Rejano, Jheane C.
Maryhill College
Lucena City
MTB 1

LESSON: Knowing Myself and My Family DATES:

1. Expressions The learner The learner The learner The learner 1. Talk about MT1OL-Ia-i-
demonstrates demonstrates becomes demonstrates oneself and one’s 1.1
basic knowledge and skills in proficient in knowledge and skills personal
communication listening and communication, in listening and experiences
skills in talking communicating about morally upright, communicating about using appropriate
about familiar familiar topics, uses and socially familiar topics, uses expressions
topics using basic vocabulary, reads responsible. basic vocabulary, (family, pet,
simple words and and writes reads and writes favorite food,
both verbal and independently in independently in personal
non verbal meaningful contexts, meaningful contexts, experiences
cues to and appreciates his/her and appreciates (friends, favorite
understand culture through a his/her culture toys, etc.)
spoken language, differentiated through a
shows instruction: slogan and differentiated 2. Use the terms MT1BPK-Ia-c-
2. Conventions understanding of poster making. instruction: slogan referring to 1.1
of print basic vocabulary and poster making to conventions of
and language become proficient in print:
structures, communication, - front and back
reading process, morally upright, and cover
writing socially responsible. - beginning,
system and ending, title page
appreciates
aspects of one’s - author and
culture. illustrator
3. Reading with
speed and accuracy 3. Read Grade 1 MT1F-Ic-IVa-
level words, i-1.1
phrases and
sentences with
appropriate
speed and
accuracy
4. Rhyming
words
4. Identify rhyming MT1PA-Ib-i-

words in nursery 1.1
rhymes, songs,
jingles, poems,
and chants
5. Name and
sound of each letter
5. Give the name MT1PWR-Ib-

and sound of i-1.1
each letter
6. Variety of
symbols
6. Express ideas MT1C-Ib-f-1.1
through a variety
of symbols (e.g.
drawings and
invented
7. Narrative 7. Note important MT1LC-Ib-1.1

texts details in grade
level narrative
texts listened to:
1. character
2. setting
3. events
8. Use common MT1OL-Ib-c-

8. Common expressions and 3.1
expressions and polite greetings
polite greetings
9. Telling 9. Tell whether a MT1PA-Ib-i-
rhyming words given pair of 2.1
word rhyme
MT1PWR-Ib-
10. Upper and 10. Identify upper i-2.1
lower case letters and lower case
letters
11. Giving
meanings of words
11. Give meanings
of words through: MT1VCD-Ib-
a. realia i-2.1
b. picture clues
actions or
gestures
12. Familiar
rhymes and songs
12. Recite and sing MT1OL-b-i-
in groups familiar 4.1
rhymes and songs
13. Proper 13. Write the upper MT1PWR-Ib-
writing and lower case letters i-3.1
legibly, observing
proper sequence of
strokes
14. Give the MT1PWR-Ib-

14. Beginning beginning letter/sound i-3.1
letter/sound of the of the name of each
name of picture picture.
15. Matching MT1PWR-Ib-

words with 15. Match words i-4.1
pictures/object with pictures and
objects.
16. Sequence of MT1LC-Ic-d-

events 2.1
16. Give the correct
sequence of three events
in a story listened to
MT1SS-Ic-f-
17. One to three
1.1
step oral directions 17. Follow simple
one to three- step oral
directions
18. Local
terminologies 18. Talk about MT1OL-Ic-i-
pictures presented using 1.2
appropriate local
terminologies with ease
and confidence.
- Animals
- Common
objects
- Musical
instruments
- Family/People
19. Two or more

sounds put together
19. Say the new MT1PA-Ic-i-
spoken word when two 4.1
or more sounds are put
together
20. Recite and

sing individually
20. Recite and sing MT1OL-IIc-d-

individually, with ease 4.2
and confidence, songs,
poems, chants, and
riddles
21. Syllables and
words
21. Blend specific

letters to form syllables MT1PWR-IIa-
and words i-5.1
22. Following
words
22. Follow words

from left to right, top to MT1BPK-Id-f-
bottom and page by page 2.1
23. Basic needs
23. Orally
communicate basic
needs MT1OL-Id-e-
2.1
24. Segmenting
a two-three syllable
word into its 24. Orally segment a
syllabic parts two-three syllable word MT1PA-Id-i-
25. Character into its syllabic parts 3.1
feelings and traits 25. Infer the
character feelings and
traits in a story listened
to
MT1LC-Ie-f-
3.1
26. Naming
words
26. Identify naming

words (persons, places,
things, animals)
a. common and
proper MT1GA-Ie-f-
b. noun markers 2.1
27. Oral
conversation 27. Listen and
respond to others in oral
conversation
MT1OL-Ie-i-
5.1
28. Making 28. Participate
comments and actively during story
asking questions reading by making
29. Beginning comments and asking MT1OL-Ie-i-
and ending sounds of questions 5.1
words
29. Isolate and

pronounce the beginning
and ending sounds of MT1PA-Ie-i-
given words 5.1
30. Proper
writing
30. Write correctly

grade one level words
consisting of letters
already learned MT1BPK-Ig-i-
3.1
31. Written
language
31. Recognize that

spoken words are
represented in written
MT1C-Ig-i-1.2
language by specific
sequences of letters
32. Invented and
conventional
spelling
32. Express ideas
through words or MT1C-Ig-i-1.2
phrases, using both
invented and
conventional spelling
33. Using
naming words in
sentences
33. Use naming MT1GA-Ig-1-
words in sentences h.2
a. common and
proper
b. noun markers
34. Speaker in
the story or poem
34. Identify the MT1LC-Ig-4.1

speaker in the story or
poem listened to
35. Writing basic

information about
MT1SS-Ig-i-
self
2.1
35. Write basic
information about self
(name grade level,
section)
36. Predicting MT1LC-Ih-i-

possible ending of a 5.1
story 36. Predict possible
ending of a story listened
to
37. Making new

words
37. Add or substitute MT1PAh-i-6.1
individual sounds in
simple words to make
new words
38. Classifying 38. Classify naming

naming words words into persons, MT1GA-Ii-j-
places, animals, and 3.1
things, etc.
Maryhill College
Lucena City
MTB 1

LESSON: Knowing Myself and My Family DATES:

MT1GA-IIa-d-
1. Pronouns The learner The learner The learner 1. Identify 2.2
The learner
demonstrates becomes demonstrates pronouns:
demonstrates
knowledge and skills in proficient in knowledge and skills a. personal
basic
listening and communication, in listening and b. possessive
communication
communicating about morally upright, communicating about
skills in talking
familiar topics, uses and socially familiar topics, uses
about familiar
basic vocabulary, reads responsible. basic vocabulary,
topics using
and writes reads and writes
simple words and
independently in independently in
both verbal and
meaningful contexts, meaningful contexts,
non verbal
appreciates his/her appreciates his/her
cues to
culture through role culture through role MT1SS-IIa-e-
understand
2. Interpreting playing. playing to become 3.1
spoken language,
maps shows proficient in 2. Interpret a
understanding of communication, map of the
basic vocabulary morally upright, and classroom/school
and language socially responsible.
structures,
reading process,
writing
system and
appreciates
aspects of one’s
3. Supplying culture. 3. Supply MT1OL-IIa-i-
rhyming words rhyming words to 7.1
complete a rhyme,
poem, and song
4. Identify cause MT1LC-IIc-d-

4. Cause and and/or effect of 4.2
effect events in a story
listened to
5. Identify the MT1LC-IIf-g-

problem and solution 4.3
in the story read
5. Problem and
solution
6. Get
6. Various information from
sources various sources:
(pictures,
illustrations, simple
graphs, charts)
7. Illustrating 7. Illustrate
specific events specific events in a
story read
MT1LC-IIh-i-
8.1
8. Retelling a 8. Retell a story

story read read
MT1GA-IIi-i-
2.2.1
9. Pronouns with
contractions 9. Identify
pronouns with
contractions
*(Siya’y,
Tayo’y . . .)
MT1OL-II-j-
8.1
10. Dramatization
10. Respond to
text (legends, fables,
poems.) through
dramatization
Maryhill College
Lucena City
MTB 1

LESSON: Me, My Family, and My Community DATES:
MT1OL-IIIa-i-
1. Familiar The learner The learner The learner The learner 1. Participate 6.2
topics demonstrates basic demonstrates knowledge becomes demonstrates actively in
communication and skills in listening proficient in knowledge and skills class
skills in talking and communicating communication, in listening and discussions on
about familiar topics about familiar topics, morally upright, communicating about familiar topics
using simple words uses basic vocabulary, and socially familiar topics, uses
and both verbal and reads and writes responsible. basic vocabulary,
non verbal cues to independently in reads and writes
understand spoken meaningful contexts, independently in
language, shows appreciates his/her meaningful contexts,
understanding of culture through a appreciates his/her
basic vocabulary and differentiated culture through a
language structures, instruction: story differentiated
reading process, making, storytelling, instruction: story MT1PWR-
writing system and and simple debate. making, storytelling, IIIa-i-7.1
2. Sight words appreciates aspects and simple debate to
of one’s culture. become proficient in 2. Read sight
communication, words
morally upright, and
socially responsible.
3. Proper
expression
3. Read grade 1
level short
paragraph/story with
proper expression
MT1LC-IIIa-
b-1.2
4. Noting
important details
4. Note
important details in
grade level literary
and informational
texts listened to
MT1SS-IIIa-c-
5.1
5. Pictograph
5. Interpret a
pictograph
6. Descriptive
words
6. Talk about
various topics and
experiences using
descriptive words
MT1OL-IIIa-i-
9.1
7. Legends,
fables, and jokes
7. Tell/retell
8. Proper legends, fables, and
writing jokes
8. Write with
proper spacing,
punctuation and MT1VCD-
capitalization when IIIa-i-3.1
applicable
9. Synonyms,
antonyms, and
homonyms
9. Identify and
use synonyms, MT1GA-IIIc-
antonyms, homonyms e-2.3.1
(when applicable)
and words with
multiple meanings
10. Action correctly
word tenses
10. Identify the
tense of the action MT1RC-IIId-
word in the sentence 3.1
11. Character MT1GA-IIIf-

feelings and traits h-1.4
12. Action
word correct tense
and time signal
11. Infer the

character feelings and
traits in a story read
12. Use the
correct tense and time
signal of an action
word in a sentence MT1SS-IIId-f-
13. 2 to 3 step 6.1
written directions
13. Follow 2 to 3
step written
14. Writing directions
words, phrases,
sentences, and
short paragraphs
14. Observe
proper indentations, MT1SS-IIIg-i-
15. Labels and format) when 7.1
copying/writing
words, phrases,
sentences, and short
paragraphs
MT1LC-IIIh-i-
16. Literary and 8.2
information texts
15. Read labels in
an illustration
16. Retell literary MT1GA-III-i-

17. Action and information texts 2.2.1
words in oral and appropriate to the
written exercises grade level listened to
17. Identify action

words in oral and
18. Using written exercises
MT1GA-IIIi-i-
action words in
1.4.1
giving two to three-
step directions
18. Use action

words to give simple
two to three-step
directions
Maryhill College
Lucena City
MTB 1

LESSON: Exploring My Community DATES:

The learner The learner speaks The learner The learner speaks MT1GA-IVa-
1. Describing demonstrates and/or writes correctly becomes morally and/or writes 1. Identify d-2.4
words awareness of for different purposes upright and correctly for different describing
language grammar using the basic proficient in purposes using the words that refer
and usage when grammar of the communication. basic to color, size,
speaking and/or language and uses grammar of the shape, texture,
writing and developing vocabulary language and uses temperature and
developing in both oral and written developing feelings in
knowledge and use form through writing a vocabulary in both sentences
of appropriate short story and oral and written form
grade level presenting it after. through writing a
vocabulary and . short story to become
concepts. morally upright and
proficient in
2. Compound communication. 2. Identify, give MT1VCD-
words the meaning of, and IVa-i-3.1
use compound words
in sentences
3. Compound 3. Identify, give

words the meaning of, and
use compound words
in sentences
4. Use describing MT1GA-IVe-

4. Describing words in sentences g-1.5
words usage
MT1GA-IVh-
5. Synonyms 5. Give the i-4.1
and antonyms of synonyms and
describing words antonyms of describing
words
MTB 1
Curriculum Map
Rejano, Jheane C.

Grade 1 Curriculum Map (All Subjects)

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Grade 1 Curriculum Map (All Subjects)

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Maryhill College

QUARTER: First Quarter TIME ALLOCATION: 9 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Second Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 9 weeks

QUARTER: Fourth Quarter TIME ALLOCATION: 9 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Second Quarter TIME ALLOCATION: 10 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 10 weeks

QUARTER: Fourth Quarter TIME ALLOCATION: 7 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: First Quarter TIME ALLOCATION: 6 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Second Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 8 weeks

QUARTER: Fourth Quarter TIME ALLOCATION: 10 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: First Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Second Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 8 weeks

QUARTER: Fourth Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION LEARNING

QUARTER: First Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

3. Uses different drawing

4. Texture 4. Draws different kinds

QUARTER: Second Quarter TIME ALLOCATION: 7 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

2. Creates a design A1PR-IIg

4. Talks about the

QUARTER: Third Quarter TIME ALLOCATION: 7 weeks

3. Creating a print 3. Creates a print by

4. Creating a print 4. Creates a print by

QUARTER: Fourth Quarter TIME ALLOCATION: 7 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

3. Creating 3D 3. Creates 3D objects

QUARTER: First Quarter TIME ALLOCATION: 5 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Second Quarter TIME ALLOCATION: 4 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 5 weeks

QUARTER: Fourth Quarter TIME ALLOCATION: 3 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 10 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

5. Polite 5. Use/Respond EN1OL-IIIa-e-

6. Talking 6. Talk about

QUARTER: Fourth Quarter TIME ALLOCATION: 10 weeks

CONTENT PERFORMANCE FORMATION LEARNING

QUARTER: First Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

4. Creates simple ostinato

QUARTER: Second Quarter TIME ALLOCATION: 8 weeks

CONTENT PERFORMANCE FORMATION TRANSFER LEARNING

QUARTER: Third Quarter TIME ALLOCATION: 8 weeks

The learner The learner The learner The learner MU1TB-IIIa-1

5. Applies the concept of

QUARTER: Fourth Quarter TIME ALLOCATION: 8 weeks