School:
GRADES 1 to 12
DAILY LESSON LOG
I OBJECTIVES
Content Standard
Performance Standard
Learning Competency
II CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
C. Presenting
Examples/instances of
new lesson
Dizol Elementary School Grade Level: III - Anahaw
Teacher: Liezel M. Villavicencio Learning Area: ESP
Teaching Date and Time: 7:30 - 8:00 /June 12-16, 2023 (WEEK 7) Quarter: 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos,paggalang sa sariling paniniwala at paniniwala sa iba hinggil sa
Diyos,pagkakaroon ng pag-asa at pagmamahal bilang isang nilikha.
Naisasabuhay ang paggalang sa paniniwala ng iba tungkol sa Diyos.
Naipamamalas ang pagmamahal sa lahat ng nilikha ng Diyos at kanyang mga biyaya sa pamamagitan ng:
pagpapakita ng suporta sa mga kaibigan o pagiging mabuting kaibigan
ESP3 – Ivc – I -9
Tagumpay Mo, Kasiyahan Ko
CG ph. 21 ng 76
HOLIDAY Paano ninyo maibabahagi Gawain 1 (Indibidwal na Kung paano nila nakilala Ano ang nararamdaman mo
(INDEPENDENCE sa kapwa ang inyong mga gawain) ang kanilang kaibigan at kapag nakatatanggap sila ng
DAY) tagumpay? 1. Bago ipagawa kung ano ang mga bagay kard ng pagbati o
sa mga mag-aaral ang na kanilang ikinasisiyang pasasalamat?
Gawain 1, itanong sa kanila gawin. Kung sila naman ay
kung paano nila nagkakatampuhan, ano
naipakikita ang ang ginagawa nila upang
pagmamamalasakit sa sila ay muling
kaibigan. magkasundo.
Sa pagsisimula ng aralin, Kung may kaibigan kang Kilala mo ba si Ferdinand Ipakita sa mga bata ang
ipakita ang larawan ng sumali sa isang paligsahan, Blumentritt? kard.” Ano para sa iyo ang
isang koponang nanalo sa paano mo ipakikikta ang gamit nito?
isang paligsahan. pagmamalasakit mo sa
kanya? Iguhit ang iyong
sagot sa kuwaderno.
Ano sa palagay ninyo ang Ipagawa sa mga mag-aaral Pagpapakita ng larawan ni Ilalagay ito sa sobre at
nararamdaman ng mga ang Gawain I. Bigyan sila ng Blumentrit. isusulat nila ang pangalan ng
batang ito sa panahong isang minuto upang ibahagi pagbibigyan sa labas ng
ito? sa katabi ang kanilang sobre. Gumawa ng isang
Kung kaibigan mo ang isa gawa. Tatawag din ang guro kard ng pasasalamat para sa
 sa kanila, at naroon ka ng ilang mag-aaral para iyong kaibigan. Sa unang
habang sila ay lumalaban ipakita sa klase ang kanilang pahina,
sa gawa. iguhit mo siya o idikit mo
paligsahan, paano mo ang kanyang tunay na
ipakikita ang iyong larawan. Ilagay ang kanyang
pagsuporta sa kanila? pangalan sa itaas nito.

Sa palibot nito ay isulat mo

ang kanyang magagandang
katangian.
Sa loob ng kard ay gumawa
ng maikling liham ng
pasasalamat para sa lahat ng
kabutihan niya sa iyo.
D. Discussing new Nakasali ka na ba sa Itanong sa mga bata kung Kung uso ang pick up line Ano ang kabutihang dulot ng
concepts and practicing isang paligsahan katulad ano-ano ang mga katangian noong panahon ni Rizal, pagsulat sa isang kaibigan?
new skills #1 ng mga batang ito na ng isang mapagmahal na ano kaya ang itinanong nila
nanalo sa isang kaibigan? sa bawat isa?
kompetisyon sa kanilang
paaralan?
F. Developing mastery Kung tatanungin ang
(Leads to Formative iyong puso’t damdamin,
Assessment) ano ang nababagay na
pamagat para sa tula?
Bakit?
Paano ipinakita ng
kanyang kaibigan ang
pagmamahal at
pagmamalasakit ng tao sa
tula?
G. Finding Practical Pangkatin ang mga bata. Hatiin sa aapt ang klase. Lumikha ng isang pick-up Indibidwal na Gawain:
applications of concepts line na naglalarawan ng Paggawa ng kard ng
and skills isang mabuting kaibigan. pasasalamat.
H. Making generalizations Ano ang natutuhan mo sa Magpakita ng mga sitwasyon Ang isang mapagmahal na Paano mo pasasayahin ang
and abstractions about the aralin? paano ipapakita ang kaibigan ay laging iyong kaibigan?
lesson pagmamahal sa kaibigan. maaasahan.
Sa panahon ng kalungkutan,
nariyan siya para damayan ka.
Lagi siyang handang tumulong
sa abot ng kaniyang
makakaya.
Hindi siya nananaghili o
naiinggit sa iyong mga
natamo.
Kasiyahan niya ang makita
 kang masaya at matagumpay.
I. Evaluating Learning Kung tatanungin ang iyong Paano natin maipadarama ang Isulat mo para sa iyo ang Sabihin kung tama o mali ang ss.
puso’t damdamin, ano ang ating pagmamahal sa ating isang kaibigan.Gawin ito sa na pangungusap.
nababagay na pamagat para kaibigan sa panahon ng patalatang paraan. 1. Tuksuhin ang kaibigan sa
sa tula? kanilang kasiyahan at sa nagawa niyang pagkakamali.
Paano ipinakita sa tula ang panahon ng kalungkutan? 2. Pasayahin o dalawin ang
pagmamahal at kaibigan na maysakit.
pagmamalasakit ng isang 3-5.atbp.
kaibigan?
Kung ikaw ang kaibigan na
binabanggit sa tula, ano ang
mararamdaman mo?
Ipaliwanag ang iyong
sagot.
J. Additional activities for Ano –anong sitwasyon Gumupit ng larawan na Gumawa ng kuwento tungkol
application or remediation makakapagbigay ka ng nagpapakita ng pagmamahal sa sa isang mabuting kaibigan.
kalakasan ? kaibigan.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I
 School: Dizol Elementary School Grade Level: III - Anahaw
GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: ENGLISH
Teaching Date and Time: 8:00 - 8:50/ June 12-16, 2023 (WEEK 7) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Developing Reading and Writing
Performance Standard HOLIDAY Oral Language Listening Comprehensions Phonics and Word Writing Composition
(INDEPENDENCE Recognition
DAY)
Learning Competency /s Engage in a variety of ways to Identify cause and effect. Read words with vowel Make a card for various
share information. EN3LC – Iva –j -2.16 digraphs. occasions ( birthday ,
EN3OL – Iva – j-5 Oo ( food ) , oa ( road ). Christmas , new year,
EN3PW – Ivf –g -8 etc. )
EN3WC – Ivf –j -2.3
II CONTENT Story : The Garden Will Walk Identifying Cause and Digraphs OO and Oa Making a card for
Away Effect various occasions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p. CG p.49 of 170 CG p.;48 of 170 CG p.;48 of 170
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Unlocking/Vocabulary & Post a sentences about the Cause and Effect
lesson or presenting the Concept Development poem.
new lesson (thorn, bark,
pluck ,clever)
B. Establishing a purpose Do you think the garden can Song about cause and Matching the pictures. What did you do if
for the lesson walk by itself? effect. there’s an occasions?

C. Presenting Reading the poem . Show the selection to the Present a powerpoint of Present a card.
Examples/instances of new pupils. digraphs oo and oa. ( Birthday,
lesson It was a cloudy day. Nilo
was playing with his
brother at the park.
Suddenly, a heavy rain fell.
Nilo and his brother got
wet. The mother saw the
boys shivering from the
cold. She became worried.
D. Discussing new concepts
and practicing new skills #1
G. Finding Practical
applications of concepts
and skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
Who was walking in the garden
one day?
What was the stick that the “I”
tried to pick up?
What was the thorn?
Reader’s Theatre is a dramatic
presentation of a written work in
a script form. Readers read from
a ‘script’ and parts to be read
are divided among the readers.
No memorization, costumes,
blocking or special lighting is
needed. Scripts are held by the
readers. Lines are not
memorized. The focus is on
reading the text with expressive
voices and gestures.
Give each group a copy of the
poem.
What did you learned today?
Using rubrics.
Which of the following What is common to the What are the different
sentences shows cause - following words? cards that we give in
effect relationship? How do we pronounced the every occasions?
a. Mother became two –o’s in the ff. words?
worried.
b. Nilo and his brother
got wet.
c. Nilo was playing with
his brother at the park.
d. The boys were
shivering from the cold
because they got wet.
.Group Working. Provide a sentences that Individual Activity
Give them activity sheets will guess by the pupils. Making a Card.
to work on in identifying “ Original File Submitted and
cause and effect”. Formatted by DepEd Club
Member - visit
depedclub.com for more
What is “ cause” and “ What is digraph? What did you learned
effect”.? today?
IDENTIFY WHETHER THE Name the pictures.Write oo Assess pupils ‘progress
UNDERLINED PHRASE IS or oa in the blank. by their performance.
A CAUSE OR AN 1. pictures of food
EFFECT. 2. pictures of coat
__________ Because he 3. pictures of a moon
eats too much sweets, he 4-5.etc.
suffers from diabetes.
__________ Michael is
popular because he is nice
and friendly.
__________ The boy ran
in the green zone that is
why he slipped.
__________ Mark is a
wide-reader of books that
is why he is smart.
 __________ Streets are
flooded because of the
recent typhoons.
J. Additional activities for Practice reading the poem. Write what is the cause Cut pictures with digraph Write a simple Thank
application or remediation and effect of the ff. oo and oa. You Letter.
situatiions.
1. Smoking
2. Throwing up garbage in
the bodies of water.
3. Continues using of
dynamite while fishing.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I
 School: Dizol Elementary School Grade Level: III - Anahaw
GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: FILIPINO
TH
Teaching Date and Time: 8:50 - 9:40/ June 12-16, 2023 (WEEK 7) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard
Learning Competency /s
(INDEPENDENC
II CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a
purpose for the lesson
C. Presenting
Examples/instances of
new lesson
Pakikinig
HOLIDAY Nakasusunod sa panutong
may tatlo hanggang apat na
E DAY) hakbang.
F3PN – Ivf – 1.4
Pagsunod sa Panuto
Magsagawa ng Physical
Education.Obserbahan ang
mga bata kung sino ang
nakasusunod at kung sino
ang hindi.
Isulat ito sa pisara.Hayaang
ang mga bata ang bumasa
ng panutong kanilang
gagawin.
1. Gumuhit ng isang hugis
na may tatlong sulok.
TATAS
Pag-unawa sa Binasa
Nakapagbibigay ng wakas ng
binasang kuwento./ teksto.
Napagyayaman ang
talasalitaan sa pamamagitan
ng pagbubuo ng mga bagiong
salita mula sa salitang- ugat.
F3PB – Ivf -14/ F3PT – Ivdh -
3.2
Pagbibigay ng Wakas
CG ph.50 ng 141
Ilarawan ang sarilng pamilya.
Ano ang ibig sabihin ng
huwarang pamilya?
Pagpapakita ng bidyu tungkol
sa pamilya.
Gramatika
Nagagamit ang mga salitang
kilos sa pag –uusap tungkol
sa iba’t ibang gawain sa
tahanan , paaralan , at
pamayanan.
F3WG – Ivef - 5
Pandiwa
Pagbiibigay ng Wakas
Ano –ano ang iba’t gawain
na natutuhan ninyo sa
tahanan , paaralan at
pamayanan?
Magpakita ng larawan ng
tahanan ,paaralan at
pamayanan.
Pagsulat at Pagbaybay
Nababaybay nang wasto ang
mga salita na natutuhan sa
aralin.
F3PY – Ivbfh - 2
Pagbaybay ng mga Salita na
Natutuhan sa Aralin
Pandiwa
Paano mo naiintindihan ang
mga salitang binabasa mo?
Magpakita ng salita na
babasahin ng mga bata.

D. Discussing new
concepts and practicing
new skills #1
G. Finding Practical
applications of concepts
and skills
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or
remediation
Pumadyak.Pumalakpak ng
tatlong beses.
2. Ipakita ang pinakamalit na
daliri sa kanang kamay.
Ikaway ang kaliwang kamay
at pumadyak ng dalwang
beses.
Nasunod mob a ang mga
ibinigay na panuto?
Bakit nasunod ang lahat ng
mga ibinigay?
Maghanda ng limang panuto
na nais ipagawa sa bawat
pangkat.
Ano –ano ang dapat
tandaan upang makasunod
sa mga panuto?
Ulitin ang warm up exercise
na ginawa sa simula ng
klase. Gamitin ang rubric na
nasa itaas upang bigyan ng
marka ang ginawa ng
kaklase.
Sumulat ng panuto na may
tatlo hanggang apat na
hakbang kapag
nagkakaroon ng flag
ceremony.
Batay sa inyong napanood na
kuwento, tungkol saan ito?
Pangkatin ang klase sa tatlo.
Paano natin mabibigyan ng
wakas ang isang binasang
kuwento/ teksto?
Ipagawa ang Pagyamanin
Natin sa KM.
Ibigay ang magiging wakas ng
teksto.
1. Si Risa ay mahilig manood
ng TV buong maghapon.
Nakakalimutan na niya ang
pagkin sa tamang oras.
Nakakalimutan na rin niyang
Ano –ano ang tungkulin Paano ang pagbaybay ng mga
natin sa tahanan, paaralan salita?
at pamayanan?
Isulat ang sagot ng mga bata
sa pisara.
Hatiin sa pangkat ang mga Magpalaro sa mga bata
bata. tungkol sa pagbabaybay.
Unang Pangkat – Gagawa
ng tula tungkol sa mga
gawai ng mga tao sa
tahanan.
Pangalawang Pangkat –
Iguguhit ang mga gawain na
ginagawa nila sa paaralan.
Ikatlong Pangkat – Gagawa
sila ng awit o kanta na
ginagawa nila sa
pamayanan.
Bumalik sa ginawa ng mga
bata pagkatapos ng ulat.
Ano ang pandiwa? Ano ang natutuhan mo sa
aralin?
Ipagawa ang Pagyamanin sa Isulat ang mga salita sa
KM. paraang pabaybay.
1. tahanan
2. pandiwa
3. panuto
4. pagsalaysay
5. huwaran
Sumulat ng isang talata Ayusin ang mga salita sa
tungkol sa ginagawa nila sa pabaybay na paraan.
bukid. 1. pamayanan
2. teksto
3.-5 atbp.
 lumigo,
2-5 atbp.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I
School: Dizol Elementary School Grade Level: III - Anahaw
GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: SCIENCE
TH
Teaching Date and Time: 9:55 - 10:45/ June 12-16, 2023 (WEEK 7) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard Understanding of natural objects in the sky affect one’s daily activities.
Performance Standard Able to list down activities which affect their daily actvities
Learning Competency/s Describe the natural objects that are found in the sky during daytime and nighttime.
S3ES – Ivg – h - 6
II CONTENT HOLIDAY Objects Seen in the Sky at Sizes of Objects Seen at Brightness and Dimness of Stars
(INDEPENDENCE Night Time and Day Time Night and Day Objects Seen in the Sky
DAY)

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages CG p. 21 of 64
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Which objects can be seen Why do objects that are alike
lesson or presenting the in the sky at night time and appear smaller than its actual
new lesson day time? size?
B. Establishing a purpose What do you do during Show the two pictures Prepare a short bond paper, Make a puzzle to know
for the lesson daytime? Nighttime? below the class. pencil and coloring materials. todays ‘ lesson.
Group Activity Draw and color the objects that
Divide the class into five you see at night.
groups. Divide the class into six groups.
Give each group graphic Each group will be given three
organizers like the one candles with the same sizes.
below. Place three candles two meters
away from each other.
C. Presenting Powerpoint about “
Examples/instances of new Stars “.
lesson

D. Discussing new What are the objects seen in
concepts and practicing the sky at night time?
new skills #1 Daytime?
What common objects do
you see in the sky at daytime
and nighttime?
What are the differences?
Do these pictures show
what you have observed?
What objects can be seen
in the two pictures?
Which candle look bigger and When do we see
brighter? stars?
Which candle look smaller and Night time or day
dimmer? time?
How would you relate the distance
of each candle to each other to
the brightness and dimness?
G. Finding Practical
applications of concepts
and skills
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
C. Did the remedial
lessons work? No. of
Individual Activity
Prepare a short bond paper,
pencil and coloring materials.
Draw two examples each of
objects seen in the sky at
day time and night time?
Which objects can be seen in
the sky during night and
daytime?
Why objects seen during day
time cannot be seen during
night time?
The individual activity will
serve as the formative
assessment for today.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
Go out of the house at night
time and look at the sky.List
down the objects that you
see.
Group Activity
A – Place the big ball 5
meters away from the
small ball.
B – Place them 4 meters
apart to each other.
C – Place the first big ball
1 meter away from you.
Place the second big ball 5
meters away from the first
big ball.Position yourself in
front of the first big ball 1
meter away from you.
Based on your
observations, why is there
a change in the sizes of
the balls?
Answer the questions that
follows.
Ronna and Nicca are
sitting on the bench at the
park.When they look up,
they saw two doves resting
on the branches of the
tree. They wonder why the
other dove is bigger than
the other. ? Can you help
them explain and
understand the situation?
What are the objects seen
in the sky that glows at
night.
Answer the questions: Think – Pair – Share
- Why are stars at night looks ( Teacher will provide
brighter and dimmer? an activity ).
Why do objects appear brighter What is stars?
than the other objects seen at day
time and night time?
Why do some objects appear
dimmer than the other objects
seen at day time and night time?
Carlo and Joan are wondering
why some stars look bigger and
brighter, while some are big and
bright and some are smaller and
dimmer?
How will you make them
understand the situation?
Write your explanation on your
paper.
Draw all objects seen at night time Draw stars seen at
with its appropriate sizes, night.
brightness and dimness of each.
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: ARALING PANLIPUNAN
Teaching Date and Time: 10:45 - 11:25 / June 12-16, 2023 (WEEK 7) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Naipamamalas ang pang-una sa mga bahaging ginagampanan ng pamahalaan at ang mga kasapi nito, mga pinuno at iba pang
Standards naglilingkod tungo sa pagkakaisa,kaayusan at kaunlaran ng mga lalawigan sa kinabibilangang rehiyon.
 B. Performance Naipapakita ang aktibong paglilingkod at pakikilahok sa mga gawaing panlalawigan tungo sa ikauunlad ng mga lalawigan sa
Standards kinabibilangang rehiyon.
C. Learning Naipapaliwanag ang kahalagahan ng Naiisa-isa ang mga paglilingkod ng pamahalaan ng mga lalawigan sa mga kasapi nito.
Competencies pagkakaroon ng pamahalaan sa bawat
lalawigan sa kinabibilangang rehiyon.
Write the LC Code for AP3EAP-IVg 13 AP3EAP-Ivg 14
each
II. CONTENT Aralin 13 : Aralin 14:
Kahalagahan ng bawat lalawigan sa Rehiyon Paglilingkod ng Pamahalaan sa mga lalawigan ng
kinabibilangang Rehiyon
LEARNING RESOURCES
A. References
1. Teacher’s Guide / HOLIDAY 225-230 230-239
Pages (INDEPENDENCE
DAY)
2. Learners Materials 405-412 413-421
Pages
3. Textbook Pages CG 43 ng 143
4. Additional Materials Mga larawan, tsart, Mga larawan, tsart, puzzle short bond paper, krayola, task cards, mga larawan, tsart
from Learning puzzle ng iba't ibang graphic organizer
Resources (LR)
portal
B. OTHER Learning
Resources
III. PROCEDURES
A. Reviewing previous Magbigay ng paraan ng 1. Anu-ano ang mga Bakit mahalag ang Anu-ano ang mga
lesson or presenting pagpili ng pinuno sa ibinibigay na paglilingkod pagkakaroon ng paglilingkod mula sa ating
the new lesson lalawigan/siyudad. ng pamahalaan sa mga pamahalaan sa ating pamahalaan?
mamamayan? lalawigan/siyudad?
2. Mahalaga ba ang
paglilingkod na ibinibigay
ng pamahalaan sa mga
mamamayan?
B. Establishing a Naipapahayag ang Naipapahayag ang sariling Naipapakita at Naipapakita at
purpose of the new sariling saloobin tungkol saloobin tungkol sa napapahalagahan ang napapahalagahan ang mga
lesson. sa kahalagahan ng kahalagahan ng mga paglilingkod ng paglilingkod ng pamahalaan
pagkakaroon ng pagkakaroon ng pamahalaan sa mga sa mga lalawigan sa mga
pamahalaan sa bawat pamahalaan sa bawat lalawigan sa mga kasapi kasapi nito sa malikhaing
lalawigan sa lalawigan sa nito sa malikhaing pamamaraan.
kinabibilangang rehiyon. kinabibilangang rehiyon. pamamaraan.
C. Presenting Ipagawa TG. pp. 225- Ipagawa "Tuklasin Mo” LM Pagpapakita ng larawan Pag-uulat ng natitirang grupo
examples / 226 pp. 387-389 pp. 228 ng iba't ibang paglilingkod TG pp. 231-236
instances of the new ng pamahalaan
lesson
D. Discussing new Pagkakaroon ng Talakayin ang kanilang Pagtalakay sa mga Pagtatalakay sa pag-uulat
concepts and "brainstorming" TG. P. mga sagot sa bawat bilang ipinakitang larawan. TG p.
practicing new Skills 389 LM p. 389 23
#1
E. Discussing new Gawin at ipabasa ang Ipagawa "Gawin Mo" Pangkating Gawain TG pp. Ibigay ang mga binibigay na
concepts and tula TG pp. 227-228 Pangkating Gawain TM pp. 231-236 paglilingkod ng pamahalaan
practicing new Skills 390 TG pp. 228-229 sa lalawigan/siyudad.
#2
F. Developing Mastery Pagtalakay sa mga Pagtralakay sa ginawa ng Pag-uulat ng 2-3 grupo, Ipaliwanag: Bakit kailangan
(Leads to Formative tanong sa tula tungkol bawat pangkat. LM p. 390 Pagtalakay sa gawain ng mga mamamayan ang
Assessment) sa Pamahalaan at mga ganitong paglilingkod
kahalagahan nito LM p. ng pamahalaan?
228
G. Finding Practical/ Mahalaga ang bawat isa sa Mag-aral nang mabuti at Pagsisilbi sa ating pamilya,
applications of atin sa atin sa kalusugan ay ingatan. Ito'y sa ating komunidad.
concepts and skills pamahalaang yamang di mananakaw. Pagkakaisa at
in daily living kinabibilangan natin tungo Pagiging ligtas sa ating pagtutulungan.
sa pagkakaisa, kaayusan pamayanan kampante tayo
at kaunlaran kung tayo ay sa ating lugar.
sasama at nagkakaisa sa
layunin.
H. Making Bakit mahalaga ang Bakit mahalaga ang Anu-ano ang mga Ano ang kahalagahan ng
generalization and pagkakaroon ng pagkakaroon ng nabanggit na paglilingkod mga paglilingkod ng
abstractions about pamahalaan sa ating pamahalaan sa ating mula pamahalaan? pamahalaan ng mga
the lesson lalawigan/siyudad? lalawigan/siyudad? lalawigan sa mga kasapi n
iyong gagawin upang nito?
I. Evaluate Learning Anu-ano ang mga Ipagawa ang "Natutuhan 2. Ano ang nangyari s Ipaliwanag: Kung kayo ang
naibibigay ng Ko" LM pp. 391-392 amga lalawigan na pamahalaan, ano ang
pamahalaan sa mga maayos ang pagbibigay ng proyektong iyong gagawin
mamamayan? paglilingkod sa kanilang upang matugunan ang
mamamayan? pangangailanmgan ng iyong
mamamayan?
J. Additional Activities Takdang Aralin: Isulat sa
for Application or sagutang papel ang mga
remediation tungkulin ng mga
naglilingkod sa lokal na
pamahalaan batay sa mga
serbisyo nito sa mga
nasasakupan ng lalawigan o
lungsod.
IV. REMARKS
V. REFLECTION
A. No. of Learners who
earned 80% of the
formative assessment
 B. No. of Learners who
require additional
activities to remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve
G. What innovation or
localized material did I
use/discover which I
wish to share with other
teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MATHEMATICS
Teaching Date and Time: 1:30 - 2:30/ June 12-16, 2023 (WEEK 7) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard The learner demonstrates understanding of time, standard measures of length, mass and capacity linear, mass and capacity measures and area of
square and rectangle.
Performance Standard The learner is able to apply knowledge of continuous and repeating patterns and number sentences involve
Learning HOLIDAY Solves routine and non-routine problems involving areas of Creates problem involving area of rectangle and square.
Competency /s (INDEPENDENCE squares and rectangles. M3ME IVf - 47
 DAY) M3ME IVf - 46
II CONTENT Measurement
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG page 76 of 213
Pages
2. Learner’s Materials
311 - 314
pages
3. Text book pages 299 - 303
4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Give the most Find the area of the given Review on basic multiplication Find the area of the
lesson or presenting appropriate measure for figure. facts following figure.
the new lesson the following.
paper
manila paper
table
cartolina
book
telephone wire
B. Establishing a Ask 2-3 pupils to Measure the length and the Ask the pupils to get a meter Group the pupils. Ask the tp
purpose for the lesson measure the length and width of the chalkboard. stick. Let them find a figure to make a rectangle 12 metres
the width of the Ask: What is the area of the measure inside the classroom. long and 6 metres wide.
classroom. chalkboard? Find the area of the figure. Who can give the area of the
What is the area of our rectangle?
room?
C. Presenting Post a problem on the Post a problem. Post a problem: Do you have a garden
Examples/instances of board. Gino’s vegetable garden plot at home?
new lesson A room measures 8 measures 6 meters on each How long is it?
meters long and 7 side. What is the area of the How wide is it?
meters wide. What is the garden? What is its area?
area of the room? What is the size of the garden?

What is the size of the

room?
D. Discussing new Ask: Ask: What are we solving for the Who can solve the problem
concepts and practicing How do we find the How do we find the area? problem? using the formula;
new skills #1 area? Write the mathematical What ar e given?
What operation are we going to Area = Length x Width
Write the mathematical sentence and solve.
 sentence and solve. use? A=LxW
What is the number sentence? What is the area of your
plot?
E. Discussing new Pair Activity: Pair Activity: Create a problem given this What are the things to be
concepts and practicing Mr. Santos bought a Mr. Santos bought a dimensions: considered in creating
new skills #2 rectangular lot which has square lot with problems on areas of
8 meter long and 6 Measures 10 meters on one 1. Length = 5 m; Area = rectangle and square?
meters wide. side. What is the area? 30sq.m.
What is the area of the 2. Area= 36 sq. m.; side=6
lot
m

F. Developing mastery Call pupils to show their Ask: Group Activity: Group activity:
(Leads to Formative solutions and answer on What is asked in the problem? Make a problem about the area Look for rectangular objects
Assessment) the board. How can we solve the of a rectangle given the inside the classroom.
problem? following measures Measure length and the
L= 75 m width.
W=34 m Create a problem out of the
facts.
G. Finding Practical Form Learning Partners. Play Math Survival. Pair Activity: Pair Activity:
applications of Refer to TG p 313 for the Refer to TG p 313 for the Create a problem on area of a Create a problem on area of
concepts and skills mechanics of the game. mechanics of the game. rectangle. Call a classmate to a square. Call a classmate
solve. to solve.

H. Making How do we find the area How do find the area of a How do you solve problems To solve problems involving
generalizations and of a rectangle? square? involving area of a rectangle? area of a square, multiply
abstractions about the the side by another side.
lesson The product is express in
square units.
I. Evaluating Learning Do Activity 3 LM p 296 Do Activity 4 LM p 297 Create your own problem Create a problem involving
involving area of a rectangle. area of a square. Show your
Present your solution. solution .
J. Additional activities Find the area. Find the area. Create a problem involving
for application or A rectangular plot A square garden 5 meters on area of a rectangle or a
remediation measures 7 meters long all sides. square. Be able to explain
and 4 meters wide. What What is the area of the with the class how to get the
is the area of the plot? garden? answer.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
 require additional
activities for remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MTB-MLE
Teaching Date and Time: 2:30 - 3:10/ June 12-16, 2023 (WEEK 7) Quarter: 4th QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard Grammar Awareness Fluency/ Vocabulary and Concept Vocabulary and Concept Study Skills
Development/ Spelling Development
Learning Competency / s HOLIDAY Identify and use adverbs Read grade level texts with Identify and use hyperbole in Identifies and discusses
(INDEPENDENCE of manner in degrees of appropriate speed. sentences. information from simple line
DAY) comparison. Identify and use personification in MT3VCD – Ivf – h -3.6 and bar graphs.
MT3G – Ivf – g – 2.5.2 sentences. MT3SS – Ivd – f -12.4
Spell the vocabulary words in the

II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
G. Finding Practical
applications of concepts and
skills
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Adverbs of Manner
Spelling Test
Song about adverbs of
manner.
Show powerpoint or video
about “Adverbs of Manner”
- What letters do we add in
an adjectives to make it
adverbs?
Let pupils identify the
adverb in each sentence
and tell whether it is
positive, comparative, and
superlative degree. ( Do It
in LM ).
What is an adverb of
manner?
Give a test to the pupils an
selection read.
MT3F – Ivd –g -1.5/ MT3VCD –
Ivf – h -3.6 / MT3F – Iva – I -1.6
Personification
Spelling
Presentation and sharing of
assignments.
What do you feel when you are
about to take a test?
How do you prepare for a test?
Read the story “ The New
Doctor”.
Who is the new doctor?
What di he do to prepare for the
test?
What were Luis ‘ sacrifices while
preparing for the test?
LM , Activity 2.
What is personification?
LM , Activity 3.
Hyperbole
Spelling Test
Personification
Have the pupils reread the
story “ The New Doctor”.
Let the pupils read and
study the ff. phrases taken
from the story:
- He started going through
tons of papers.
- His head was a big rock to
carry.
- His heart played a loud
defeaning beat.
- Nothing … no one stirred in
the room..
- What does “ tons of paper”
mean? Would it really mean
“ tons” of paper? How is this
phrase expressed?
LM , Activity 4.
What is hyperbole?
LM , Activity 6.
Line and Bar Graphs.
Spelling
Checking and Discussion of
Homework
How do we understand
some details/ informations
presented?
Show a bar graph. “ Birthday
of Pupils by Month”.
What data is shown by this
graph?
What kind of graph is this?
LM , Activity 7.
What does indicate by a line
graph?
LM , Activity 8.
 adverbs of manner.Items 1
-5.
J. Additional activities for Use the ff.adverbs of manner Underline the phrae that shows Express the ff. in hyperbole: No assignments.
application or remediation in sentences. personification. 1. you are very tired. Original File Submitted and
1. politely 1. Tall bamboos along the road bow 2. you have so many Formatted by DepEd Club
2. gracefully. before the passers –by. assignments. Member - visit depedclub.com
3. delightfully 2. Its green leaves dance gracefully for more
with the wind.
3. The stars wink at me.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
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
strategies worked well? Why did
these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

School: Dizol Elementary School Grade Level: III - Anahaw

GRADES 1 to 12
DAILY LESSON LOG Teacher: Liezel M. Villavicencio Learning Area: MAPEH
th
Teaching Date and Time: 3:10 - 3:50/ June 12-16, 2023 (WEEK 7) Quarter: 4 QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
Content Standard
Performance Standard HOLIDAY Enhances performance of Creates a single puppet based The learner……. The learner………
(INDEPENDENCE poetry, chants, drama, on character in legends,myths Demonstrates consistency Performs movement
DAY) musical stories, and songs or stories using recycled and in following safety rules to activities involving
by using a variety of tempo hard material creates a mask or road safety and in the person,objects, music and
headdress that is imaginary in community. environment correctly
design using found and
 recycled materials
demonstrates basic skills in
constructing a puppet made
from a hard and stick, which
can be manipulated
Learning Distinguish between 1. Perform as puppeteer in a
single and multiple melodic puppet show
lines which 2. Demonstrate understanding
occur simultaneously on emphasis as shown in
the precise movements of the
puppets.
3. Show cooperation and team
work in the planning and
presentation of a puppet show
A3PR-IVg
II CONTENT Melodic Lines Puppet Show
III. LEARNING
RESOURCES
A. References Music Time Lower and
Upper Primary
At the end of the lesson, the 1. Describe the correct the
learners will be able to: way of manipulating sticks
- Identify hazards in the in a rhythmic routine.
community 2. Perform the correct way
- Follow safety rules to of manipulating sticks in a
avoid accidents in the rhythmic routine.
community. 3. Have fun manipulating
H3IS-IVh-26/H3IS-IVi-27 sticks while doing a
rhythmic routine.
PE3PF-IV-a-h-16
Hazards in the Community STICK RHYTHMICS
DepEd (2013). K to 12 Enhancing Skills Through
Health Curriculum Guide. MAPE
Pasig: DepED. By: Perla Tubayan, Ofelia
‐ Index Mundi (2013). I. Miaga & Gerry T. Atabay
Philippines Country Profile.
Retrieved from
www.indexmundi.com/
philippines
‐ The Philippine public
storm warning signals
(2012). Retrieved
from
http://www.gov.ph/crisis-
response/the-philippine-
publicstorm-
warning-signals/
‐ Natural disaster reduction.
Retrieved from
http://
kidlat.pagasa.dost.gov.ph/
ndrb/NDRB_Website.html

1. Teacher’s Guide Pages 111-114 201-203 461-465 338-341

2. Learner’s Materials 100-102 217-220 536-538 398-400
pages
3. Text book pages
4. Additional Materials from Song charts,CD of songs Puppets made in the previous ‐ pictures 2 sticks, mat
Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the a. Rhythmic Drill
new lesson . “Its’ a Small World”- One
group will clap the steady
beat in
2s.
. “He’s Got the Whole
World In His Hands” – The
other group
will clap the rhythm of the
song.
b. Tonal Drill - Neighboring
tones do-re-mi, mi-fa-so
re–mi-fa, so-la-ti
2. Review Songs – “Leron,
Leron Sinta” –
“Pamulinawen”
(to be sung as partner
songs)
B. Establishing a purpose Show picture of a globe.
for the lesson Around the globe, there
are groups of
children from different
parts of the world holding
each other’s
hands.
What can you say about
the picture?
(There are children from
different parts of the world
holding each
other’s hands)
What does it show?
(It shows unity and
friendship among nations)
How can we have good
relationship with our
neighbors?
lessons like sock puppet,
finger puppet, paper bag
puppet, stick puppet,
and materials for the props
Recall the past lessons on
puppets. Ask the pupils what a
puppet is.
Ask them about their favorite
puppet.
Let the pupils describe the
colors, texture, shapes, and the
structure of puppet they made
in the previous lesson.
Tell them that once they have
made a puppet, it should be
used in a show to be
appreciated by friends and
classmates.
Make a guessing game in the
form of puzzle identifying
the name of the famous
puppets in the country.
Nicolo Arn Arn Kiko Matsing
These puppets seen in the
movies and on television
including traditional puppets
inspired so many children.
Have a sharing of ideas in
class.
‐ charts
. Review different hazards
in road situations by
showing the pupils the
signs and symbols.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
1. Show different pictures of
natural disasters.
A. Routinary Activities
1. Checking of attendance
and uniform (appropriate
attire for Physical
Activities)
2. Warm-up activities
(Refer to lesson 1 of
Quarter 1)
B. Preparatory Activity:
Direction:
The teacher will present a
lecture-demonstration on
hand and
feet movements with
sticks.
The pupils will counter-
demonstrate hand and feet
movements.
The pupils perform hands
and feet movements with
sticks.
Note: At least one day
before the activity, assign
pupils to bring two flat
sticks (preferably 1 ½ width
and 1 foot length) .
Present sticks to the pupils.
Ask them to hold their
individual sticks.
Say: We will use these
sticks in rhythmic routines
to respond to persons
and objects. Be careful
when using these sticks.
Emphasize the
following words:
Person refers to individual
partner or group.
Objects refer to ribbons,

C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
(by respecting others’ hoops, balls, and any
rights, being kind and available indigenous or
understanding) improvised materials,
sounds and environment
(indoor or
outdoor settings)
Direction:
The teacher will lecture-
demonstrate the figures.
The pupils will counter-
demonstrate the figures.
Let the pupils cite television 2. Ask: . Performing the activities:
shows that use puppets as a. What are the causes of Rhythmic Exercises using
Let’s sing “Its’ a Small characters. these disasters? (Explain Sticks in Response to
World”. We will march until it is clear to Person and Objects
around the room as them that these are natural Figure I
we sing the song. disasters.) (Change step kick) count 1
b. Who has experienced and 2 and S.P. Stand with
any of these disasters? feet together
c. Can these disasters sticks down at the sides
happen in your community? a. Step right foot sideward,
d. Are you ready to face strike sticks together right
these disasters? at
shoulder level count 1
b. Close left to right,
sticks right at shoulder
level count and
c. Leap on right, kick left
sideward,
strike sticks to the right
count 2
d. Repeat (a to c) to the left
counts 3, 4
e. Repeat all (a to d) 3
times
Tell the pupils that puppet 3. Divide the class into 3 to
How many melodic lines making is fun but this is not 4 groups. Ask them to share
do we have in this song? enough. It is better to watch their experiences
(1 puppets perform than to during different natural
melodic line) display them in a corner. calamities.
Bring out your flags. Puppet show is a show or
Form a circle and tell the entertainment in which the
country you are performers are puppets and a
representing. person who manipulates a
We have a song that has puppet is called a puppeteer.
 something to do with your Setting up a puppet theater will
flags. enhance the show. You
can setup a puppet show on a
cloth covered table, a
cardboard box, through a
window.
Tell the pupils that they will
practice performing for their
puppet show.
E. Discussing new Listen as teacher sings Please refer to BE CREATIVE, 4. Do Let’s Do Activity 2 on
concepts and practicing the song, “He’s got the LM p. ___) LM p.____
new skills #2 Whole World 4. Discussion of the output 5. Discuss the following
in His Hands”. Say: general safety precautions
Teacher sings each line of Share your experiences about during natural hazards:
the song and pupils repeat the puppet show. Discuss a. Don’t panic.
after what your classmates b. Seek for immediate help
him/her. presented in the puppet show. from trusted adults.
How many melodic lines c. Look for a safer place
do we have in this song? and stay there.
(one or d. Always listen to news and
single melodic Line SML) parental advice
What did you notice about e. If trapped, make noise
the sound produced when but don’t speak.
we sang C. G
the songs one after the
other? Compare it when
we sang the two
songs simultaneously.
(It has thinner sound when
we sang the two songs
one after the
other and the sound
became thicker when the
two songs were
sung together.)
Look at the melodic lines
of each song. What have
you
noticed? How many
melodic lines are there in
the song “Its’
a Small World”?, “He’s Got
the Whole World In His
Hands” ?
(One melodic line)
F. Developing mastery Sing the two songs
(Leads to Formative together. Row I will sing
Assessment) “Its’ a Small World”
while Row II will sing “He’s
Got the Whole World In
His Hands”.
Then, repeat with Row I
singing “He’s Got the
Whole World In His
Hands” and “Row II
singing, “It’s a Small
World”.
G. Finding Practical Get a partner and sing the
applications of concepts following songs.
and skills A. “He’s Got the Whole
World in His Hands – It’s a
Small World”
B. “Leron, Leron Sinta –
Pamulinawen”
H. Making generalizations When do we have single
and abstractions about the melodic line (SML) in
lesson singing?
When do we have multiple
melodic lines (MML)?
(Unison singing produces
one melodic line. Round
song or
partner song produces two
or more melodic lines.)
What is a puppet show? . 1. Divide the class into
A puppet show is form of groups. Assign each group
entertainment show wherein to study a different
the natural hazard and get
performers are puppets summarized answers.
manipulated by a person 2. Ask the pupils about how
called a they can be safe during
puppeteer. natural hazards?
3. After listening to answers,
synthesize by emphasizing
best insights.
Pupils form a column in a
heel sitting position. Let
them sing Leron, Leron
Sinta uding these steps:
S.P. Stride sitting position,
sticks down at sides
a. Twist trunk to the right
strike sticks
to the right at shoulder
level count 1, 2
b. Repeat with the left
count 3, 4
c. Repeat a and c 4 counts
d. Bring sticks downward-
forward 4 counts
e. Arms sideward count 5
f. Arms forward count 6
g. Arms overhead count 7
h. Position count 8
. Rhythmic routine is an
activity that helps us
express our feelings and
relationship to persons and
the objects used. It also
helps develop coordination,
balance and flexibility.
When music is used, it
helps our body respond to
the
rhythm.
Person refers to individual
partner or group.
Objects refer to ribbons,
 hoops, balls, and any
available
indigenous/ improvised
material, sound and
environment (indoor or
outdoor setting)

I. Evaluating Learning LM-page 102 LM-page 220 LM-page 537-538 LM- page 400
Lagyan ng tsek(/) ang Ipagmalaki Mo Alin sa mga sumusunod Gawin ang Ritmikong
angkop na kahon.Gawin ang ligtas na gawi para sa ehersisyo gamit ang bola.
ito sa sagutang papel. pamayanan?. Gumamit ng musika na
nababagay sa
gawain.tayahin ang
ginawa.
J. Additional activities for Practice singing partner List some of the best festivals Answer activity on “Let’s Do Require the pupils to
application or remediation songs correctly. Sing the and celebrations in the this at Home! p. ___. practice the different
songs applying correct Philippines. movements they learned.
dynamics and tempo.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional activities
for remediation
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
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by: NOTED:

LIEZEL M. VILLAVICENCIO MARY ANN JOSELI M. GAERLAN

Teacher I School Principal I