School: CANIPAAN ELEMENTARY Grade One

SCHOOL Level:
Teacher: BIRGIDA D. CALUB Learning MAPEH
Area:
Teaching APRIL 12, 2024 Quarter: FOURTH
Dates and 3:30 – 4:20 A.M. Quarter
Time:
I. OBJECTIVE
A. Content The learner demonstrates understanding of texture and 3-D
Standards shapes, and principle of proportion and emphasis through 3-D
works and sculpture.
B. Performance The learner creates a useful 3-Dimensional object/sculpture using
Standards found objects and recycled materials.
C. Learning Identifies the different materials that can be used in creating a 3-
Competencies dimensional object:clay or wood (human or animal figure),
/Objectives bamboo (furniture, bahay kubo),softwood (trumpo),paper,
cardboard, (masks), or found material in your classroom,
Contextualized environment, surroundings, or locality.A1EL-IVb
competency
Being creative
ESP (good values-being creative)
English (Spelling- letter Knowledge and Orthography),
Mathematics (numbers)
KBI Filipino (Pang-uri)

Subject Integration
II. CONTENT Materials in Creating 3-D Object
III. LEARNING
RESOURCES
A. References
1.Curriculum Guides Kto12 Curriculum Guide Page 14of 102
pages
2.MELC MELC page 366
B. Other Learning charts, flashcards, multimedia presentations, real objects, pictures,
Resources laptop, videos,bigbooks
(Non-Text- MISOSA4-module9
Based) Music, Art, Physical Education and Health 2. Ramilo, Ronaldo V.
et al, 2013. pp.258
IV. PROCEDUR
ES
* Teacher’s routine and rules inside the classroom
Greet the learners, set their mood, and give the classroom rules.
Remind the learners the do’s and don’ts in doing the different
activities and follow the set policies, guidelines, and procedures to
make learning effective.
Secure the classroom and make sure its conducive for learning.

Indicator # 5: Established safe and secure learning environments to enhance

learning through the consistent implementation of policies, guidelines, and
procedures.
A. Reviewing Reviewing the previous lesson about differentiating between
previous lesson 2-dimensional and 3-dimensional artwork and states the
difference.
Ang mga 3-dimensyonal artwork adunay 3 ka dimensyon o sukod
nga mao ang katas-on, kalapdon ug kahabugon. Kini nga mga
butang mahimo nimong kuptan o gunitan sa imong mga kamot.
Aduna kini eskina(edges) ug nawong (faces) nga nagtugot kanimo
nga dili lamang makita ang ilang dagway apan pwede usab
nimong mahikap ug mabati.

Preliminary Activities:

Drill: Let the pupils read the following words below.

3-dimensional object
clay wood
bamboo softwood
paper cardboard

Motivation:

Show this through a media presentation to the learners.

Ask:
What is this?
How do you describe the picture?
Do you have any idea about this?
Tell us.

Valuing:

What will you do to the used materials like plastic, wood, paper,
cardboard, etc.?

Infuse to the learners the value of being creative and emphasize

that recycling the process of collecting and processing materials
that would otherwise be thrown away as trash and turning them
into new products can benefit your community, the economy, and
the environment.
 Indicator # 1: Applied knowledge of content within and across
curriculum teaching areas.
B. Establishing a Our lesson for today is Identifying the different materials that
purpose can be used in creating a 3-dimensional object:clay or wood
for the lesson (human or animal figure), bamboo (furniture, bahay
kubo),softwood (trumpo),paper, cardboard, (masks), or found
material in your classroom, environment, surroundings, or
locality.

Give some important details about it that will learn from other
learning areas.
Let them relate it to their daily lives.

Indicator # 1: Applied knowledge of content within and across curriculum

teaching areas.

Indicator # 2: Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

Indicator # 3: Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills.

C.Presenting (Teacher to Pupil)

examples/ ICT integration
instances of Call a learner to answer. Let the learner operate the laptop by clicking
the new the correct answer.
lesson
 Indicator # 7: Established a learner-centered culture by using teaching
strategies that respond to their linguistic, cultural, socio-economic, and
religious backgrounds.
Discussing new concepts (Teacher to Pupil to Pupil)
and practicing new Mystery Box.
skill #1 Inside the box.
 mask ( cardboard)
 pen/pencil holder ( bamboo)
 colored bottle ( plastic/ glass)

-- Get a box. Put a real object and identify the different materials
that can be used in creating a 3-dimensional object:clay or wood,
bamboo, softwood, paper, cardboard, or found material in your
classroom, environment, surroundings, or locality.
-- A volunteer pupil will get one. Give the name of the real object
and identify it. ( Consider the answer of the pupil whether its
Sinugbuanong Binisaya, Tagalog, or English name).
As the pupil name the real object , teacher will put / write the
name on the
board/ by a PowerPoint presentation. The teacher will
demonstrate proficiently the use of L1,L2,and L3.

Indicator # 6: Maintained learning environments that promote

fairness, respect, and care to encourage learning.
Indicator # 4: Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning.

*Differentiated Activity in three groups with 5 members, each

E. Discussing new group will have a leader.
concepts Encourage the learners to participate and cooperate in doing the
and practicing new activity so that they can be able to understand how to do it.
skill #2
Group Activity
Remind the learners the classroom rules.
Present the Standards in group activity.
(Follow the mnemonic/memory device.)
G- Give suggestions.
R- Respect others & their ideas.
O- On task all the time.
U- Use soft voices.
P- Participate actively.
S- Stay focused with your group.
Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively to each other during group activity.

2. Group planning and sharing is 5 minutes only while group
presentation is 2 minutes or less.
 Group 1: Tseke (/) ang mga materyal nga pwede
magamit para sa paghimo og 3-dimensyonal nga mga
butang ug butangi ug ekis (X) ang dili magamit.

_____1. kahoy
_____ 2. tubig
_____ 3. karton

Each group will choose a reporter and present their work.

The teacher will check groupwork and discuss the answers of
each group.

The teacher will emphasize the name, colors, numbers, shapes,

sizes, uses, characteristics, nutrients, etc., of the different
pictures of objects shown.
Emphasize what are the vowels and consonants.
Let the pupils spell the letters of the name of the objects/
animals/things to improve letter knowledge and Orthography.
Let the learners relate the pictures using Language 1( Mother
Tongue), Language 2 ( Tagalog), Language 3 ( English)for
better understanding.

Indicator # 1: Applied knowledge of content within and across

 curriculum teaching areas.
Indicator # 4: Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning.
Indicator # 8: Adapted and used culturally appropriate teaching
strategies to address the needs of learners from indigenous
groups.

Independent Practice:
F. Developing mastery Direction: Identify the different materials that can be used in
(Leads to Formative creating a 3-dimensional object if it’s made of clay, wood, can,
Assessment) plastic, or cardboard.

What are these things shown in the picture?

G. Finding practical Where is it made?
applications of Do you know how to make it?
concepts and skills Do you have this at home?
in daily living Is it important to recycle those materials that have been used?
Why?

Indicator # 3: Applied a range of teaching strategies to develop

critical and creative thinking, as well as other higher-order
thinking skills.
Unsa ang kasagaran gamiton sa paghimo ug mga 3 -Dimensiyonal
H. Making materyal?
generalizations
and abstractions  Ang clay, kahoy, kawayan, karton, papel ug uban pang
about ginamitang materyal sama sa plastik nga botelya, selopen,
the lesson lata, mga putos sa pagkaon ug uban pa ang kasagarang
gigamit sa paghimo og mga 3 dimensyonal nga mga
butang.
Para malikayan ang dakong gasto sa pagbuhat niini, mas maayo
 nga ang mga materyal nga atong gamiton gikan sa mga ginamitan
na o nilabay na pero pwede pa magamit pag-usab (recycled
materials) sama sa karton, papel, selopin, straw, plastik nga
botelya, lata, ug uban pa. Ang uban usab pwede ra makita og
makuha sa atong palibot sama sa kawayan, kahoy ug uban pa.
Makahimo usab kita og 3- dimensyonal nga butang gamit ang
clay.

Indicator # 1: Applied knowledge of content within and across

curriculum teaching areas.

Direction: Identify the different materials that can be used in

I. Evaluating creating a 3-dimensional object if it’s made of clay, wood,
learning bamboo, can, plastic, glass, paper, or cardboard.

5._____
4._____

Remediation
Direction: Ilha ang mga materyal nga gigamit sa hulagway.
Lingini ang saktong tubag.
A. Kahoy
1. B. Kawayan
C. Lata

A. Kahoy
2. B. Botelya
C. Lata

3. A. Papel
B. Botelya
C. Lata
 Reinforcement
Direction: Identify the different materials that can be used in
creating a 3-dimensional object if it’s made of clay, wood,
bamboo, can, plastic, glass, paper, or cardboard.

Enrichment
Direction: Identify the different materials that can be used in
creating a 3-dimensional object if it’s made of clay, wood,
bamboo, can, plastic, glass, paper, or cardboard. Make one of it.

Indicator # 9: Used strategies for providing timely, accurate and constructive

feedback to improve learner performance.
J. Home Activity / Create a 3 -Dimensional object at home made whether it’s made
Additional activities of clay or wood, bamboo, paper, cardboard,or any material found
for application or
remediation
in your place.

V. REMARKS Lesson to be
continued: Passed Failed Total
Lesson done:
CPL: ___/____= __ Male
%
Number of items: Female
___
Total
Passing 5 -
___
Score 4 - ___
3 - ___
2 - ___
1 - ___
0 - ____
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above.
80% on the formative
assessment
B. No. of learners who require ___ of Learners who require additional activities for remediation.
additional activities for
remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
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 this 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:
BIRGIDA D. CALUB
M. HISOLA
Teacher III
Principal I
___ of Learners who continue to require remediation.
Strategies used that work well:
___ Group collaboration ___ Games
___ Answering preliminary activities/exercises ___ Carousel
___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Explicit Teaching
___ 4 E’s Approach in teaching ___ Complete Ims
__ Availability of Materials __Pupils’ eagerness to learn
__ Group member’s Cooperation in doing their tasks
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
Observed by:
ELVIE