School: BAYABAS ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: SHIELA LORIN M. CAILO Learning Area: AP

DAILY LESSON LOG Teaching Dates and FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2)
Time: Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Paghisgot ug pag-ila sa mga kinaiyahan Pagsabot sa kabililhon sa kinaiyahan
nga anaa sa iyang komunidad; nga dako og katabang sa komunidad;
A. Content Standards 1. Pagpakita sa mga bata sa mga 2. Pag tubag sa mga
nagkalain-laing mga hulagway sa pangutana kabahin sa mga
mga komunidad kinaiyahan sa mga
komunidad

2. Performance Standards
3. Most Essential Learning Natatalakay ang mga pakinabang na naibibigay ng kapaligiran sa komunidad AP2PSK-IIIa-1
Competencies (MELC)
II. CONTENT Ang Kinaiyahang Bahandi sa Komunidad Ko

LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages AP Kagamitan ng Mag-aaral pp. 206 - 214 AP Kagamitan ng Mag-aaral pp. 206 - 214 AP Kagamitan ng Mag-aaral pp. 215 - 219
4. Additional Reference from
Learning Resource
B. Other Learning Resources https://www.youtube.com/watch?
v=e7Qe1eLzCRM
III. PROCEDURES
A. Reviewing previous lesson Pagpakita og hulagway sa komunidad kaniadto ug Baliki ang nahisgutan gahapon. Ipangutan: Unsa Ipabohat ang Balik Lantaw sa p. 215 sa LM. Baliki ang mga Bahandi sa Yuta ug
karon. ang buot ipasabot sa Bahandi sa Kinaiyahan? N mga Bahandi sa Tubig.
or presenting the new
ganong gitawag man sila nga mga bahandi?
lesson Kinsa ang naghimo niini?
Pagpakita og mga hulagway.

B. Establishing a purpose for Mapakita ang lain-laing hulagway sa mga komunidad.

the lesson
C. Presenting KAntaha ang awit ng Kinsay NAgbuhat ( refer sa p. Ipabasa ang balak nga Bahandi sa Kinaiyahan nga
207 sa LM.) makita sa p. 211 sa LM.
examples/instances of the Ipakit ang hulagway
new lesson Kantaha ang liriko sa tula gamit ang tonos a
Leron. Leron Sinta.
 D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing mastery (Leads
to Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
Pangutana ug paghisgot s amga tubag:
Nakakita na bam o ingon ani sa personal? Asa
man?
Ngano man nabohat man kining mga botanga?
Kinsa man ang nagbohat niini? Unsa ang tawag
niining mga botanag?
BAhandi sa Kinaiyahan ang tawag sa mga
botang nga binuhat sa Diyos nga makahatag
og maayonbg panginabuhian sa mga taong
nagpuyo sa usa ka dapit.
Ipatubag ang Sulayi Kini sa p. 209 sa LM.
Ipangutanan sa mga bata:
Unsa nga mga bahandi nga anan sa inyong
komunidad ang nahisakop sa Bahandi sa
Kinaiyahan
Ipahulagway sa mga bata kon unsa ang mga
Bahandi sa kInaiyahan.
Ipatubag ang Pagpahanas sa pp. 209
– 210 sa LM.
Integration Project HOPE
Ipasulat (cursive) sa lignin ang mga nahisakop
sa Bahani sa KInaiyahan.
Ipaview sa mga bata ang video na nasa Ipahatag og pannglitan ang mga
link na ito: abta sa mga Bahandi sa Yuta ug sa
https://www.youtube.com/watch? Tubig.
v=e7Qe1eLzCRM
Bahandi sa Yuta – ang tawag sa mga bahandi sa
kinaiyahan nga makita sa ibabaw ug ilalom sa
yuta sama sa mga hayop nga nagpuyo sa yuta u,
kahoy, bulawan, tanom, bukid ug uban pa.
Bahandi sa Tubig – ang tawag sa mga bahandi
sa kinaiyahan nga Makita ibabaw ug ilalom sa
tubig sama sa mga hayop nga angpuyo sa tubig,
perlas, tanom sa dagat, korales ug uban pa.
Ipabuhat sa klase ang Sulayi Kini sa p. 213 sa LM.
Ipabohat ang Pagpahansa sa p. 213 sa LM.
Unsa ang Bahandi sa Yuta? Unsa ang Ipakopya sa mga bata ang Timan-I
pangalitan niini? Kini sa p. 219 sa LM.
Unsa ang mga Bahandi sa Tubig? Unsa ang
mga pananglitan niini?
Isulat ang Y kon ang hulagway nahisakop sa Ipabohat an g Buluhaton sa p. 216 sa LM. Ipabohat ang Buhata Kini sa p. 217 sa
Bahandi sa Yuta ug T kon gikan sa Bahandi sa LM.
Tubig. Group Activity:
Isulat sa manila paper ang mga
__1 __ 2 . bahandi sa kinaiyahan nga Makita sa
inyong nabunot nga hulma sa yuta o
tubig.
__ 3. ___4.
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities forremediation
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?
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above
___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require
activities for remediation for remediation activities for remediation additional activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing
tasks tasks their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as
Materials Materials Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
II. CONTENT
LEARNING RESOURCES
C. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference
from Learning Resource
D. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skill #1
School: BAYABAS ELEMENTARY SCHOOL Grade Level: II
Teacher: SHIELA LORIN M. CAILO Learning Area: ENGLISH
Teaching Dates and Time: FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
  clarify understanding and justify predictions before, during, and  use background knowledge and clues from the text to predict
after reading what will happen next
Day 1 Day 2 Day 3 - Draw what might happen to the
Read the story presented Review on reading as a process that includes three Read the stories presented character/s
- Draw own prediction phases: - Answer questions using HOTS - Discuss/ explain the possible ending of
of another ending to  before reading during reading throughout the 3 phases of reading the story
the story  after reading
Use clues to answer questions, clarify understanding and justify predictions before, during and after reading
(titles, pictures, etc)
Using Clues to Answer Questions, Clarify Understanding and Justify Predictions Before, During and After Reading (titles,
English 2 MELC English 2 MELC English 2 MELC
Grade 2 English LM (Q3, Mod.8) Grade 2 English LM (Q3, Mod.8) Grade 2 English LM (Q3, Mod.8)
Review the parts of the book.
To help you master in using clues to answer questions, clarify understanding and justify clarifications before, during and after reading
Present a cover Read the story and do what is asked. Before Reading Before Reading
Our Family Have you broken something at home? Have you experienced attending school
page of a book. By: Rona L. Dagondon
Ask: what do What did you do after? What did Marina activities without a new dress or a new pair
Father cooked food. When mother saw him done
do when she broke a flower vase? of shoes? How did you feel?
you think is the cooking, she put the foods on the table. Kuya Ashlee
prepared the plates, spoons and forks. My younger You will find the answer to this question Why did Nora’s sadness turn to gladness
story about? after reading the story. during the Christmas day? Read the story to
brother washed his hands. We sat and prayed for a while.
find its answer.
Before Reading A. Copy the events and sequence them from 1 – 5 in During Reading A Christmas Gift
your activity notebook. Read the story. Then, answer each
Do you have a friend who is so healthy? It was Christmas Day in school. All the
_____ My younger brother washed his hands. question.
What makes him healthy? _____ Mother put the foods on the table. children were happy except Nora. All her
What kind of a boy is Andres in the story? Mother’s Flower Vase classmates had new dresses. She wanted
_____ We sat and prayed for a while.
You will find the answer of this question _____ Father cooked food. Mother brought home some roses from very much to have a new dress. But her
once you read the story. _____ Kuya Ashlee prepared plates, spoons and forks. the market. She called Marina and said, mother had no money to buy one for her.
“We will take them to your Aunt Celia She no longer had a father.
tomorrow.” Miss Lozano said, “Before we begin our

E. Discussing new concepts
and practicing new skill #2
F. Developing mastery (Leads
to Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
Marina smell the roses, “How sweet they program, I am going to ask all those who
are!”, she said. have no mothers and fathers to write what
“Put them in the flower vase right away,” Christmas gift they want. A rich man will
Mother said. give you the gift you have listed down.”
“I am sorry, Mother. I broke your flower
vase when I was cleaning it this morning,”
Marina said.
Adaptedby: http://www.depedtambayanph.net/
During Reading B. Make a prediction. What will you think the Questions to Answer. Questions to Answer.
Read the story carefully. Then answer family do next? 1. What did mother bring from the 1. What was the celebration in the school?
questions that follow _________________________________________ market? a. roses b. fruits a. Nutrition Day c. Christmas Day
Andres is a grade two pupil. He has _________________________ c. fishes d. vegetables b. Valentine’s Day d. Teachers’ day
a good set of teeth. His eyes are clear. His 2. To whom will mother give the roses? 2. What did Nora want?
hair is thick and black. His skin is smooth a. to Aunt Celia c. to sister Angela a. a doll b. a dress c. a book d. a toy
and clean. His hands and legs are strong. b. to Aunt Bella d. to Mother Lily 3. How did Nora feel after writing down the
Andres can hear well. He does not get sick 3. What word best described Marina? gift she wanted?
easily. He is always happy. a. strong b. honest a. happy b. sad c. angry d. mad
c. careful d. helpful 4. As a child, would you attend a Christmas
Adapted by http://www.depedtambayanph.net/ party without a new dress? Why?
4. What do you think will Marina do to the a. No, because it is so shameful.
flowers? b. Yes, because there are many foods to eat.
a. She will throw the flowers away. c. No, because the children maybe saying
b. She will put the flowers in the box. that we are poor.
c. She will put the flowers in a big glass. d. Yes, because my presence is more
d. She will give the flowers to the important than my dress.
neighbors. 5. What is the ending of the story?
a. Nora got a toy. c. Nora got a dress.
5. What will mother say to Marina? b. Nora got a book. d. Nora got a doll.
Questions to answer: Read the story carefully. Then, answer questions that a. replace it b. sell the roses
1. How can you describe Andres in the story? a. follow c. throw the roses away
sickly c. pale Before Reading d. careful by next time
b. healthy d. weak Do you help your family at home during Saturdays? What
2. What kind of teeth does Andres have? household chores you usually do? Have you experienced
a. incomplete teeth c. big, flat teeth being invited by your friends or relatives to play while you After Reading
b. good set of teeth d. sharp pointed are still doing your work?
teeth One Saturday Morning Write on the line a sentence asking sorry
3. Why does Andres not get sick easily? Butch picked up the broom and started to sweep the to mother.
a. He eats a lot of candy. backyard. His father told him he could play once he was
b. He eats plenty of meat. done. Five minutes had passed, his cousin Ave called him
and said “Hello Butch, do you want to go to the covered __________________________________
c. He eats instant food always.
d. He eats the right kind of food. court?” Butch answered, “I can’t. I have to finish my work
4. How will you make yourself healthy? first.” Ave laughed a little and said, “But they are giving
a. by eating more meat away free load for Mobile Legends! Are you going to pass
b. by eating instant food that up?” Butch stopped and think. Father won’t come
c. by eating the right kind of food back from the office if I go for ten minutes, he thought to
d. by eating plenty of junk food himself.
5. What do you think the teacher would say about
Andres?
a. He is slow and lazy.
b. He is wake and pale.
c. He is weak and sickly.
d. He is healthy and strong.
After Reading
List down 5 things you do to make yourself
healthy. Write your answer in your activity
notebook.
Ex. washing hands before eating
Start here:

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
In order to answer questions, clarify understanding and justify predictions before, during and after reading regarding the story read, you should have known that reading is a process that includes three phases, namely: before
reading, during reading, and after reading.
• Before Reading- the reader should establish the mind the purpose and plan for reading.
• During Reading- the reader should think about the purpose of reading and activate prior knowledge.
• After Reading – the reader should think about, before reading, during reading phases in order to make connections to the activities after reading to build new knowledge for independence.
1. What did Butch do?
a. digging the soil c. watering the plants
b. picking up the flower d. sweeping the
backyard
2. Who asked Butch to sweep the backyard?
a. sister c. mother b. father
d. brother
3. Why did Ave called Butch?
a. To give him something.
b. To ask him to play with her.
c. To help him in sweeping the backyard
d. To inform Butch about the events in the
covered court.
4. What did Butch prefer to do after hearing
his cousin?
a. sweeping fast
b. continuing his work
c. running to the covered court
d. waiting for his father to come
5. What would be the possible ending of the
story?
a. Butch will continue his work.
b. Butch will play mobile legends.
c. Butch will go to the covered court after
sweeping.
d. Butch will continue sweeping when he
arrives home from the covered court.
___ of Learners who earned 80% above
___ of Learners who require additional activities
Do this activity: Do this activity
Have you tried to play at night with your friends? What
games do you usually play?
What happen to them while playing? You will know the
answer as you read the story.
Read the story and answer each question that follow.
Playing at Night
Many children were playing on the street. They were
happy. It was night but they did not need any lamp. They
could see each other very well.
When the children got tired playing, they looked at the
stars. They counted stars. There were so many of them.
An airplane passed by. It had beautiful lights. Later on,
the children felt something fall.
“Let us go home before we get wet,” Melinda said.
1. What kind of a night was it?
a. dark nightc. stormy night
b. bright night d. cloudy night
2. What did children do on the street?
a. playing c. biking
b. eating d. walking
3. What do you think were falling?
a. stars c. comets
b. leaves d. raindrops
4. If you were one of those children playing, would you
agree with Melinda?
a. Yes, so I won’t be wet.
b. Yes, because I like Melinda.
c. No, because I still want to play.
d. No, because I love to play in the rain.
5. How did the story end?
a. The children went home.
b. The children played in the rain.
c. The children ran to the school.
d. The children held umbrella while playing.
After Reading
Draw a star inside the box and color it.
___ of Learners who earned 80% above
___ of Learners who require additional activities for
What should you do to your toys? Is it good to put
As a child, what should you do to your
schoolbag every night before going to school?
Did Danilo prepare his school things a night
before?
Read the story to find out the answer.
Danilo’s School Things
“It is almost about time, Danilo. What is
keeping you so long?” Mother called.
“You should have placed them in your bag last
night. I always tell you that.” Then, she helped
Danilo looked for his ballpen and notebook.
Just then, the school bell rang. “There is the
bell,” mother said, “and you have not found
your ballpen yet.”
Questions to Answer.
1. Who is the boy in the story?
a. Nilo c. Danilo
b. Teofilo d. Ronilo
2. Which of the following items Danilo missed to
find?
a. his bag c. his notebook
b. his ballpen d. his ballpen and notebook
3. If you were Danilo, would you still go to
school?
a. No, because I’m already late.
b. Yes, because I don’t want to be absent.
c. No, because my teacher might scold me.
d. Yes, because I don’t want to miss my
classmates.
4. What is the moral lesson of the story?
a. to be clean b. to wake up earlyc.
to be honest all the time
d. to have school things ready at night
5. What do you think would happen to Danilo?
a. He cut classes.
b. He arrived late in school.
c. He did not go to school.
d. He went to school on time.
___ of Learners who earned 80% above
___ of Learners who require additional activities
those toys anywhere after playing?
Where did Narding put his toy? Read the story to
find out what happened.
Read the story carefully. Then, answer the
questions that follow.
A Lesson
Narding was playing with his ball when he saw
Mother coming. He placed his ball on the stairs
and ran to meet her. Roni was at the window
when he also saw Mother coming. He ran down to
meet her, too.
“Did you buy something to eat, Mother?”
Narding asked. Before Mother could answer, she
heard Roni shout, “Ouch! Mother! Help me,
please!”
Questions to Answer.
1. Who was playing ball?
a. Roni c. Mother
b. Father d. Narding
2. What did Roni fail to see?
a. The ball on the stairs.
b. The coming of her mother.
c. The food her mother bought.
d. The coconut husk on the floor.
3. If you were Narding, would you leave your toys
on the stairs?
a. Yes, because I will still play after.
b. No, because it can cause accident.
c. No, because mother will be angry with me.
d. Yes, so I would be the first to come to mother.
4. What does the story teach you?
a. not to play with toys
b. to run down the stairs
c. to play ball in the room
d. not to leave toys on the stairs
5. What happened to Roni?
a. He cut his finger. c. He had a toothache.
b. He could not eat. d. He fell down the
stairs.
___ of Learners who earned 80% above
___ of Learners who require additional activities
activities for remediation for remediation remediation for remediation for remediation
Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require remediation ___ of Learners who continue to require
remediation remediation remediation
Which of my teaching strategies worked Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
well? Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories ___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing their
tasks their tasks tasks
What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with other teachers? __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality

School: BAYABAS ELEMENTARY SCHOOL Grade Level: II

 GRADES 1 to 12 Teacher: SHIELA LORIN M. CAILO Learning Area: Mathematics
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES  Show the parts of the  Show division as repeated  Illustrate division by Illustrate  Illustrate division by forming a
Division sentence subtraction groups of equal objects
division by equal jumps

A. Content Standards  Showing the parts of the  Showing division as repeated  Showing division as equal  Showing division as formation of
division sentence subtraction Showing division jumps on the number line equal groups of objects
as equal sharing

B. Performance Standards
C. Most Essential Learning visualizes and represents division, and writes a relatedequation for each type of situation: equal sharing, repeated subtraction, equal jumps on the number line, a
Competencies (MELC) nd formation of equal groups of objects
II. CONTENT Division as Equal  Division asEqual Jumps on Division as Repeated Division as Formation of
Sharing the Number Line Subtraction Equal Groups of Objects
LEARNING RESOURCES
A. References
1. Teacher’s Guides CO/RO Quarter: 3 Week 1 Module 1 Mathematics TG Pages 184-
2. Learner’s Material pages Mathematics 2 LM, Pages 167- 185
3. Textbook Pages
4. Additional Reference from Learning
Resource
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or Review multiplication table of 2, 3, 4,
presenting the new lesson 5, 6. & 10.
Let the learnes recite.
B. Establishing a purpose for the Review the word problem: Review division as equal parts. Review division as equal jumps on Review division as repeated
lesson Si Leo nagharvest sa 50 ka abokado sa Divide the 9 balls to 3 parts. the line. subtraction.
ilang nataran. Aron dili mangadaut, Answer Buluhaton 2 on p. 172 of Fill in the boxes.
nakahuna-huna ang iyang anak nga si Bea
the LM.
nga ipanghatag kini sa 5 ka higala sa iyang
inahan. Tagpila man ang madawat nga
abokado sa matag higala?
1. Unsay gipangutana? ______________
2. Unsa ang gihatag nga mga numero?
_____________
3. Unsa nga paagi sa pagsulbad ang
gamiton?_______
4. Unsa ang pahayag nga numero?______

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
5. Unsa ang kompletong tubag?________
Tan-awa ang hulagway ug basaha ang Recall the picture of 18 balls. Look at the illustration below. Lokk at tehis illustration.
gihisgutan mahitungod niini. This is how division as repeated
subtraction done.
Adunay 18 ka bola nga giandam sa Ang equal jumps on the number line mao Explain this illustration to class
ang pagkabahin (division) nga parehas o Explain the illustration on division as
magtutudlo alang sa mga grupo sa
iyang klase. Adunay 6 ka grupo. Kung patas nga paglukso sa numerong linya. formation of equal groups of objects.
ihatag kini sa magtutudlo sa matag
Mahulagway ang pagkabahin sa bola
grupo, makadawat ang matag grupo gamit ang numerong linya pinaagi niini:
og 3 kabuok.
Ang pagkabahin nga pahayag
(division sentence) niini mao ang 18
gibahin sa unom nga ang tubag o
lapa (quotient) tulo. Mao kini ang
gitawag nga pagporma sa parehas
nga hut-ong sa mga butang o
formation of equal groups of objects.
Mahimo kini nga isulat sama niini 18
÷ 6 = 3. Ang kada grupo makadawat
sa tulo ka bola.
So, what are the parts of a division Ihulagway sa number line ang
snetnece? gipakita sa division sentence.
1. 24 ÷ 3 = 8
Answer Buluhaton 1 A & B on pp. 163 – Answer Buluhaton 1 B on page 168 Answer Buluhaton 1 on pp. 174 – 175 of
165 of the LM. the LM.
of the LM.
I-drowing sa kahon ang imong tubag Complete the division sentence by
gamit ang gihatag nga hulagway. Tubaga counting how many jumps.
usab ang kal-ang (blank).

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80% on the
formative assessment
No. of learners who require additional
activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
GRADES 1 to 12
1. Ang pito ka mansanas gibahin sa pito ka
managsuon
Answer Buluhaton 1, on pp. 165 – 166 of Answer Buluhaton 1, on page. 171 of the Answer Buluhaton 2, on page. 169 of the Answer Buluhaton 2, on pages 175 to 176
the LM. LM. LM. of the LM.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson lesson lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
School: BAYABAS ELEMENTARY SCHOOL Grade Level: II
Teacher: SHIELA LORIN M. CAILO Learning Area: ESP
 DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Naipamamalas ang pag-unawa sa kahalagahan ng kamalayan sa karapatang pantao ng bata, pagkamasunurin tungo sa kaayusan at kapayapaan ng
kapaligiran at ng bansang kinabibilangan.
A. Content Standards a.Pag-aralan ang kahulugan ng salitang b. Talakayin ang iba’t ibang klase ng karapatan. c.Bigyang halimbawa ang bawat
karapatan. klase o kategorya ng karapatan.
B. erformance Standards
C. Most Essential Learning 14.Nakapagpapakita ng paraan ng pagpapasalamat sa anumang karapatang tinatamasa
Competencies (MELC) Hal. pag-aaral nang mabuti, pagtipid sa anumang kagamitan. EsP2PPP-IIIa-b-6
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides  DepEd Curriculum Guide
 DepEd MELCS
2. Learner’s Material DepEd ESP Kagamitan ng Mag-aaral (pages 190-214) Unang Pagtulon-an: Pagkamasinugtanon
pages
3. Textbook Pages  DepEd ESP Kagamitan ng Mag-aaral
4. Additional Reference https://www.youtube.com/watch?v=xGUibNoLZUc
from Learning Resource
B. Other Learning
Resources
III. PROCEDURES
A. Reviewing previous Ipangutana: Magpakita og mga hulagway sa mga Katungod sa Ipangutana: Ipangutana:
bata. 1. Malipayon k aba sa imong mga Malipayon k aba sa imong mga katungod?
lesson or presenting the Unsa nga mga katungod ang nakita Ipasulti kon unsa nga katungod anbg gipakita sa
hulagway. katungod? Ngano man? Ngano man?
new lesson ninyo sa video gahapon? Un sa man imong buhaton niining mga Un sa man imong buhaton niining mga
katungod nga gihatag s aimoha? katungod nga gihatag s aimoha?
B. Establishing a purpose Ang usa ka bata angayang makahibalo sa iyang
mga katungod.
for the lesson
C. Presenting Mao kini ang imong katungod. Malipayon ug mapasalamaton ang usa ka Ang mga pagpasalamat sa mga Ang matag usa ka bata aduna siyay
bata kong giatiman, gihigugma ug natagamtaman nga katungod katungod nga angayan matagamtam. Sama
examples/instances
gihatagan sa maayong pagtagad sa iyang mabuhat sa usa ka bata sa bisan unsa nimo karon nga usa ka bata nga
of the new lesson pamilya ug sa eskwelahan. magtulungha pa, kinahanglan masayran
nga pamaagi. Pwede nga buhaton
kini aron masinati nimo.
pinaagi sa pulong o sa buhat. Katungod nga ianak ug mabuhi
Katungod nga tagaan sa pangalan
Katungod nga matagaan sa hustong sinina
Katungod nga matudluan sa hustong
pamatasan

D. Discussing new
concepts and practicing
new skill #1
Tan-awa ang hulagway sa bata sa taas.
Natagamtaman niya ang mga katungod nga
anaa sa mga hulagway. Isip usa ka bata,
angayan gayod nga imong matagamtaman
Isulat ang letra sa insaktong tubag. *Katungod nga maka-iskuwela
Katungod nga makadula ug malipay
1.Gipalitan ka sa imong papa sa mahalon nga dulaan ug sapatos. Unsaon
Katungod nga ipalambo ang talento o
man nimo ang bag-ong gipalit? abilidad
 ang mga mosunod nga katungod. A. ampingan C. gubaon B. ilabaylabay D. ihatag sa Katungod nga ipa-chek up kon dunay sakit
Karon nga nakahibalo naka sa mga dapat
lain
matagamtaman nimo nga mga katungod
2.Naa pay nahibilin sa imong baon nga kwarta. Unsaon nimo ang sobra isip usa ka bata; ang mga mosunod angay
nga kwarta? mabuhat usab sa usa ka bata:
A. Ipalit bisag busog na C. Usik-usikan Dapat masabtan kini ug dili abusaran sa
matag usa ka bata.
B. Itago o i savings D. Ihatag sa klasmeyt
Dapat makapadayag sa mga pamaagi sa
3. Gitawag ka sa imong magtutudlo aron matubag nimo ang iyang mga pagpapasalamat ngadto sa ginikanan,
pangutana. magtutudlo, ug uban pang naghatag
A. magpalingog-lingog C. maminaw ug motubag importansiya sa usa ka bata.
E. Discussing new Angayan gayod sa matag bata nga B. magtabiay D. magdagan-dagan
concepts and practicing mahibaloan ug masabtan ang iyang
new skill #2 katungod. Angayan usab 4. Si Marco nilakaw pagdali human siya gi-istoryahan ug wala naminaw.
makapahayag ang usa ka bata sa Sakto ba ang gibuhat ni Marco?
mga pamaagi sa pagpasalamat A. Oo, sakto C. dili sakto B. maghilak D.
ngadto sa ilang ginikanan, magsukol
magtutudlo ug uban pang naghatag
sa ilang natagamtaman nga 5. Gipa-check up ka sa doktor uban imong papa ug mama. Unsa man
katungod. imong bation?
A. mapasalamaton C. mahadlok B. maulaw D.
maghilak
F. Developing mastery Ipaview ang video nga naa sa link: Basaha ang mga hugpulong o sentences. Isulat Idibuho ang kung angayan
ang letra sa hustong tubag sa imong kwaderno. Tan-awa ang mga hulagway kung nagpakita
(Leads to Formative https://www.youtube.com/watch?v=xGUibNoLZUc 1.Nagpasalamat si Nicole sa iyang ginikanan ba kini sa paghigugma ug pagpasalamat sa nga buhaton ug X kung dili.
Assessment) human siya naulian sa iyang sakit. Maayo ba ang iyang pamilya ug magtutudlo. Idrowing ang ___1.Kahibalo ka modibuho ug
gibuhat ni Nicole? kung Oo, kung wala. gitudluan ka sa imong magtutudlo
A. Artista C.Oo. Maayo iyang gibuhat.
B. Dili mayo D. Nagpakaron ingnon lang.
para mas mapalambo ang imong
2. Giingnan ka sa imong mama nga dili usa ka talento o abilidad.
mag-eskwela karon tuiga kay ipahuman sa imong ___2.Gitugutan ka sa imong
kuya sa koliheyo. Insakto ba ang imong mama?
___ 1. ___ 2. ginikanan nga magdula para
A. Insakto C. Ganahan siya
B. Dili insakto D. Maayo hinoon malipay ug dili laayon sulod sa
3. Nakit-an si Fatima sa iyang ginikanan nga balay.
maayo siya magdrowing. Unsa kaha ang hustong ___3.Gidala ug gipacheck-up ka sa
buhaton sa iyang ginikanan?
A. Tabangan siya C. Sawayon siya ___ 3. doktor sa imong mama para
B. Kasab-an siya D. Kataw-an siya maulian ang imong sakit.
4.Unsa man ang imong bation kung ikaw tugutan ___4.Bisan busog ka na,gipalit lang
sa imong papa nga makadula na sa imong higala?
A. masuko C. maguol
gihapon nimo ang nabilin nimong
B. malipay D. Mudagan dritso ___ 4. balon nga kwarta.
5.Gipalitan si Samantha og bag-ong sinina ug mga
gamit sa eskwelahan. Unsa may buhaton ni ___5.Wala ka mosulod sa klase
Samantha?
A. magpasalamat C. kuhaon dritso kay wala ka tagai og balon sa
B.magpaibog D. wala lang ___ 5. imong mama.

Ipangutana ang mga bata kon giunsa pagpakita sa

ilang mga katungod.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
IV. REMARKS
V. REFLECTION
No. of learners who
earned 80% on the
formative assessment
H. No. of learners who
require additional
activities for remediation
I. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
J. No. of learners who
continue to require
remediation
K. Which of my teaching
strategies worked well?
Why did these work?
L. What difficulties did I
Ang matag usa ka bata aduna siyay katungod nga angayan matagamtam. Sama nimo karon nga usa ka bata nga magtulungha pa, kinahanglan masayran
kini aron masinati nimo.
Tan-awa ang mga hulagway. Isulat ang / kung kini
nagpakita sa katungod sa usa ka bata ug X
kung wala.
Magsulat og tulo ka mga katungod
nga natagamtaman o nasinati sa
__ 1. __ 2. inyong balay.
1. _____________________
2. _____________________
3. _____________________
__ 3. ___ 4.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
for remediation activities for remediation activities for remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their
tasks tasks tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
 encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

M. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality
wish to share with other __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Materials Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

School: BAYABAS ELEMENTARY SCHOOL Grade Level: II

GRADES 1 to 12 Teacher: SHIELA LORIN M. CAILO Learning Area: FILIPINO
 DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
Teaching Dates and
Time: FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari
• Pag-aangkop ng karaniwang pangngalan (Ang Bagong Batang Pinoy Filipino 2, Pag-aangkop ng pangngalang pantangi (Ang Bagong Batang Pinoy Filipino 2,
p.45) • p.61)
Nagagamit nang wasto ang pangngalan sa pagbibigay ng pangalan ng tao, lugar, hayop, bagay at pangyayari
Pangngalan  Karaniwang Pangngalan  Pangngalang Pantangi
(Ang Bagong Batang Pinoy (Ang Bagong Batang Pinoy Filipino, (Ang Bagong Batang Pinoy
Filipino, pp. 29 - 30 pp. 45 -46 Filipino, pp. 60 - 61
https://www.youtube.com/watch?
v=YWu4sqo7nYs
Balikan ang ibig sabhin ng
pangngalan
Magpabigay ng halimbawa.
PAsagutan ang Gawin Antin sap. 44
ng LM.
https://www.youtube.com/watch?
v=bZzeDqNu5E8
Ang Pangngalan ay tumutukoy sa
ngalan ng tao, bagya, hayop o
lugar.
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80% on
the formative assessment
No. of learners who require
additional activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to
require remediation
Pasagutan ang Sanayin NAtin sa
p. 29 ng LM.
Magpabigay sa mga bata ng mga
pangngalan.
Pasagutan ang Linangin Natin sa
pp. 45 – 46 sa LM.
Integration Project HOPE
Sipiin nang wasto (cursive) ang mga
pangngalan saGawin ANtin p. 29 ng LM
gamit ang tamang linya sa papel na may
tamang layo ang bawat letra.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional
for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the
lesson
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Discussion ___ Discussion
___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Basahin ang Tandaan NAtin sa p. 61
ng LM.
Magbigay ng tanging sa bawat
karaniwang pangngalan.
1. aklat ______________
2. celfon _____________
3. kaibigan ___________
4. paaralan
____________
5. juice _______________
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Which of my teaching strategies
worked well? Why did these work?
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks ___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab
__ Additional Clerical works __ Additional Clerical works
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works

What difficulties did I encounter
which my principal or supervisor can
help me solve?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition

What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition

School: BAYABAS ELEMENTARY SCHOOL Grade Level: II

 GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
II. CONTENT
LEARNING RESOURCES
D. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Teacher: SHIELA LORIN M. CAILO Learning Area: MTB
Teaching Dates and
Time: JANUARY 30 – FEBRUARY 3, 2023 (QUARTER 3, WEEK 1) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Write short narrative paragraphs that include elements of setting, characters, and plot (problem and resolution), observing the conventions of writing
Write short narrative paragraphs that include elements of setting, characters, and plot (problem and resolution), observing the conventions of writing MT2C-
IIIa-i-2.3
Modyul 1, Kwarter 2 Modyul 2, Kwarter 2 Modyul 2, Kwarter 2 Modyul 1, Kwarter 2
MTB-ME SLM, pp. 40 - 44
Pilia ang insaktong pulong sulod sa kahon Atong hinumduman sa pagsulat og mga Baliki ang istorya bahin kang Mitoy. Base sa mubo nga parapo/paragraph nga imong
aron makompleto ang pangutana. pahayag; nabasa, tubaga ang mga pangutana. Isulat ang letra sa insaktong tubag.
Kinsa Asa Unsa Kanus-a 1.Asa nahitabo ang mubo nga istorya?
1. Adunay buling sa iyang nawong. • Ang unang letra sa unang pulong a.sa uma c. sa buntod
_________ ang naa sa iyang nawong? magsugod sa dako nga letra. b.sa balay d. sa eskuylahan
2. Si Anne Curtis usa ka sikat nga artista. • Dagko nga letra usab ang gamiton kung 2.Kinsa ang tawo/ character nga gihisgutan sa istorya?
________ ang sikat nga artista? magsulat sa partikular nga ngalan sa tawo, a.Abelito c. Jovello
3.Kada Domingo magsimba ang lugar, ug panghitabo. b.Benhur d. Mitoy
managhigala. 3.Unsa ang plot/panghitabo sa istorya?
________ magsimba ang managhigala? a.Kugihan si Mitoy muatiman sa iyang mga tanom.
4. Bag - o ang eroplano. b.Dili muatiman si Mitoy sa iyang mga tanom.
_______ ang bag – o? c.Ang pamilyang Reyes
5. Nangaligo ang mga bata sa dagat. d.Buotan si Mitoy.
_______ nangaligo ang mga bata?
Karon tun-an ug kat-onan ta ang pagsulat sa mugbong asoy nga naglakip sa elemento sa setting (nahimutangan), character (tawo) ug plot
(problema ug resolusyon) nga nahisubay sa hustong pamaagi sa pagsulat.
Basaha ang mubo nga parapo nga Pilia ang ensaktong pahayag nga
nag-asoy. naghulagway sa mga litrato sa ubos.
Sa pista sa ilang lungsod, adunay Isulat ang letra sa ensaktong tubag.
lumba sa dagan. Dako ang premyo sa
makadaog sa maong lumba sa dagan.
Si Mario nagkinahanglan og dako 1.
nga kwarta para ipalit sa tambal sa 4.
iyang tatay nga masakiton. Busa nag-

D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
apil siya sa lumba sa dagan ug nakuha
niya ang dako nga premyo kay siya ang
migula nga mananaog.
Tungod sa iyang pagkadaog
napalitan niya og tambal ang iyang
tatay
.
Mga pangutana:
1. Kinsa ang nag-apil sa lumba sa dagan?
a.Jovello b.Mario c. Benhur d. Abelito
2.Asa nahitabo ang lumba sa dagan?
a.baryo b.bukid c. lungsod d. sityo
3.Nganong nag-apil sa lumba sa dagan si Mario?
a.Aron siya makakwarta ug makapalit sa tambal
sa iyang tatay
b.Aron siya makakwarta ug makapalit siya sa
iyang dulaan
c.Aron siya makakwarta ug makapalit og
pagkaon
d.Aron siya makakwarta ug makapalit sa iyang
mga gamit
 Imo ba natubag ang mga pangutana sa mubo
nga parapo nga imong nabasa?
 Ang parapo nga imong nabasa naglangkob sa
mga elemento sama sa setting, character ug
plot.
 Unsa diay ang setting, character ug plot?
1. Setting - mao ang nahitabuan sa istorya
ug kalihokan. Motubag kini sa pangutana
nga asa ug kanus-a.
•Pananglitan: Sa pista sa ilang lungsod,
adunay lumba sa dagan.
•Pangutana: Asa nahitabo ang lumba sa
dagan?
•Tubag: Sa lungsod - setting
2. Character – ang tawag sa mga tawo nga
adunay bahin o papel sa istorya. Matubag
kini sa pangutana nga kinsa.
•Pananglitan: Si Mario
nagkinahanglan og dako nga kwarta para
ipalit sa tambal sa iyang tatay nga
masakiton.
•Pangutana: Kinsa ang mga tawo nga
nahisgutan sa istorya?
•Tubag:
Si Mario ug ang iyang tatay
characters
Atong hinumduman sa pagsulat og mga
pahayag;
•Ang unang letra sa unang pulong
magsugod sa dako nga letra.
•Dagko nga letra usab ang gamiton kung
magsulat sa partikular nga ngalan sa tawo,
lugar, ug panghitabo.
•Bantayan usab ang punctuation mark nga
angay gamiton kung nag-asoy ba kini o
nangutana.
Pananglitan:
Si Jessa ug Kaye suod nga managhigala.
Sa pagsulat sa usa ka parapo;
•Kinahanglan adunay indention ang unang
pahayag.
Setting o Nahimutangan
Characters o Mga Tawo
2.
3.
a.Nagbaklay siya padulong sa
eskwelahan.
b.Sa iyang paglakaw, nakatabo siya sa
usa ka iro.
c.Kalit siya gilakag ug nikaratil siya
pagdagan.
d.Nag-ilis na si CJ aron mo-eskwela.
e.Nakaabot siya sa eskwelahan nga
gihangak ug
gikulbaan.
Basaha ang parapo/paragraph. Isulat ang Isulat ang parapo/paragraph
mga bahin sa istorya; setting, characters ug
subay sa ensaktong pamaagi sa
plot pinaagi sa pagkompleto sa tsart.
Pagkahuman, pilia sulod sa kahon ang pagsulat. Pagkahuman, himui
ensaktong ulohan. Isulat kini sa tsart. sa angay nga ulohan ang
Sa usa ka balay daplin sa dagat maong istorya.
nagpuyo si Esteban nga usa ka bata nga
tambok. Aduna siyay bag-o nga sinina. Pula
usa ka V-Hire ang sakyanan ni ronel.
ang kolor niini. Aduna kini hulagway sa
pinangga niya kini kaayo. matag
manok nga nakaprinta sa atubangan niini.
Pinalit kini sa iyang inahan. Paborito niya
buntag, iya kining hugasan sa dili pa
kini gamiton. Ang iyang van maoy
kining suoton.
nakatabang kanila sa ilang panginabuhi
matag adlaw.
____________________
___________________________
_______________________________
_______________________________
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
or remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80%
onthe formative assessment
No. of learners who require additional
activities for remediation
Did the remedial lessons work? No. of
learners who have caught up with the
lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
 3.Plot – ang mga kalihokan o panghitabo sa
istorya. Dinhi makita ang problema ug
resolusyon.
 Base sa istorya nga imong nabasa sa ibabaw,
mao kini ang mga kalihokan o panghitabo.
 adunay lumba sa dagan
 walay ipalit sa tambal
 nag-apil sa lumba sa dagan
 nakadaog siya
 nakapalit siya sa tambal
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
Plot o Panghitabo
Utroha pagsulat ang parapo/paragaraph sa
imong papel gamit ang mga insakto nga
pamaagi sa pagsulat niini sama sa,
indention, capitalization ug punctuation
mark.
si mitoy usa ka kugihan nga anak sa
pamilya reyes. Kada adlaw, sayo siya
magmata aron mag-adto sa ilang uma __
Mamubo siya sa iyang mga utanon.
maayo siya moatiman niini. Iya kining
hilamunan maong himsog ug bungahon
ang iyang mga tanom
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
Pormaha sa usa ka
parapo/paragraph ang istorya nga
anaa sa ubos gamit ang ensaktong
capitalization, indention ug
punctuation mark sa pagsulat.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
Si Sky
Usa ka hapon, sa daplin sa
kalsada, nagkaon og saging si
Sky.
Pagkahuman niyag kaon, iyang
gilabay ang panit sa saging sa
kalsada.
Miagi si Abelito nga wala
nakabantay sa panit sa saging.
Natumban niya kini og nadigyas
siya.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration

What difficulties did I encounter
which my principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing their ___ Group member’s Cooperation in doing
tasks tasks their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as
Materials Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition
Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as
Materials Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition

GRADES 1 to 12
DAILY LESSON LOG
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
II. CONTENT
LEARNING RESOURCES
D. References
1. Teacher’s Guides
2. Learner’s Material pages
3. Textbook Pages
4. Additional Reference from
Learning Resource
5. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School: BAYABAS ELEMENTARY SCHOOL Grade Level: II
Teacher: SHIELA LORIN M. CAILO Learning Area: MAPEH
Teaching Dates and
Time: FEBRUARY 5 - 8, 2024 (QUARTER 3, WEEK 2) Quarter: 3RD QUARTER
MONDAY (MUSIC) TUESDAY (ARTS) WEDNESDAY (PE) THURSDAY (HEALTH) FRIDAY (HEALTH)
Determines accurately the Recognizes the difference between Appreciates the importance to physical Applies healthy family habits
sources of sounds. natural and man- made objects with ability (physical fitness) in health
repeated or alternated shapes, colors
and materials that can be used in
printmaking.
Recognizes the different sources
of sounds heard, and produce
sounds using voice, body, and objects
Replicates different sources of sounds Differentiates natural and man- made Moves: at slow, slower, slowest/fast, Describes healthy
with body movements objects with repeated or alternated faster, fastest pace using light, lighter, habits of the family
shapes and colors and materials that can lightest/strong, stronger, strongest
be used in print making force with smoothness
Sources of sounds with body Move Slow and Fast Use Healthy Family
movements Print Making the Light and Heavy Force Habits
Grade 2 MELC, Curriculum Guide Grade 2 MELC, Curriculum Grade 2 MELC, Curriculum Guide
Guide
MUSIC 2 MODULE 1 , Quarter 3 ARTS 2 MODULE 7, Quarter 2 ARTS 2 MODULE 6, Quarter 2
Hain sa mosunod nga hulagway ang may Tan-awa ang mga hulagway nga anaa sa Ilha ang mosunod nga hulagway nga Basaha ug sabta ang mga pangutana nga anaa
ingog nga Jing- jing-jing? ubos. Pilia ang usa ka Man-made ug usa anaa sa kahon ug tubaga ang mga sa ubos . 1.Kon
ka Natural. Idrowing sa laing papel ug pangutana. masubraan ta og pagpainit sa adlaw,makaayo
kolori aron mas maanindot tan-awon. 1. Hain niini nga mga mananap ang ba kini sa atong panit? A. Dili, kay makadaot og
A. B.
adunay makahatag kini sakit sa atong panit nga
pinakahinay nga lihok? gitawag nga sa cancer.
B. Oo, kay makahatag kini sa bitamina sa atong
C. D. panit. C. Oo, kay
makahamis kini sa atong panit.
D. Dili, kay maitom ang atong panit. 2.
Unsaon nimo pag-atiman ang imong buhok?
A.Butangan sa tina para nindot tan-awon
B. Pasagdan ra kini ug dili putlan C.
Manudlay lang kon molakaw D.Manudlay
permi
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skill #1
E. Discussing new concepts and
practicing new skill #2
Basaha ang istorya ug tubaga ang mga
pangutana sa ubos.
Unang adlaw sa klase, sayo nga
miadto sa eskwelahan si Shenna. Pag-
abot niya sa eskwelahan, malipayon
siya sa iyang mga nakita sa palibot.
Namulak og nagkalain-laing kolor ang
mga tanom. May kolor nga
pula, dalag ug kahel. Nisamot ang
iyang kalipay sa pagsulod niya sa ilang
“classroom”, tungod sa daghan nga
mga dulaan ug mga gamit sa pagtuon,
sama sa mga lingin nga taklob sa
botelya ug wooden blocks nga may
pormang kwadrado ug trayanggulo.
Naghinamhinam na siya nga maila ang
iyang bag-ong maestra ug mga
“classmate”.
BAsaha ug tubaga ang mga pangutana.
Sila Noel, Lito ug Toby, mga paynalis nga
magdudula sa 400 metrong pagdagan sa
Palarong Panlungsod. Sila, adunay lain-laing
linya nga daganan. Sa unang 200 metro nag-
una si Noel, misunod sa iya si Lito ug anaa sa
ikatulong puwesto si Toby. Sa ika-300 nga
metro, nakahigayon si Toby nga makadagan
og pinakapaspas. Naningkamot siya nga
maapsan niya ang duha niya ka amigo ug
wala siya mapakyas. Sa katapusang ika -100
nga metro nahimo ni Noel nga mag-una sa
ubang magdudula bisan pa nga nahuman na
sa dula si Toby ug Lito, ug naabot na niini
ang finish line. Naa sa ikaduha si Lito ug
anaa usab sa ikatulong puwesto si Noel.
Ang mga butang nga nakita ni Shenna
sulod sa eskwelahan sama sa bulak,
wooden blocks ug taklob sa botelya
magamit nga mga instrumento aron
makahimo sa usa ka alampat (art).
May duha ka nagkalain-lain nga butang
nga mahimong gamiton sa pag-imprinta.
Kini mao ang mga mosunod:
* Mga butang nga gikan sa kinaiyahan
* Mga butang nga hinimo sa tawo
Isulat sa linya kon kini lokomotor o
di- lokomotor nga lihok.
Isulat sa papel ang insaktong tubag sa
kada sitwasyon . Isulat ang S kung Sakto
nga kinahanglan himoon sa matag usa
aron mahimong lagsik o himsog ang
lawas ug DS kon kini Dili Sakto.
1. Ang bakuna kontra sakit dili angay
nga hikalimtan.
2. Magpabilin ang mga hugaw kung
manghugas gamit ang sabon.
3. Pasagdan lang sa ginikanan ang mga
anak nga matulog nga dili
makalimpyo sa lawas.
1.Kinsa ang nag-una sa puwesto?
A. Noel C . Toby
B. Lito D. Magdudula
2.Kinsa ang nakakuha sa ikaduhang puwesto?
A. Noel C. Toby B. Lito D. Magdudula
3.Unsa ang hinungdan nga nakauna man si
Toby?
A. hinay siya midagan C. nanglaktod siya
B. paspas siya midagan D. mihunong siya
4.Kung ikaw si Toby, unsa man ang imong
bation, nga ikaw ang naulahi sa sinugdanan
pero ikaw diay ang nakakuha sa unang
puwesto sa
katapusan?
A. masuko C. maguol
B. mohilak D. malipay
5.Unsa ang angay ipakita nga kinaiya sa usa ka
magdudula ngadto sa ubang bata?
A.pagkamasinahon C. pagkaisport
B. ulitan D. pagkamasuk-anon
Basaha ug sabta ang balak nga anaa Kinahanglan batasanon sa kada usa ang
sa ubos. mosunod nga mga gawi aron masigurado
Ang Kahimsog ang maayong panglawas ug magpuyong
Panghinaw sa kamot ang unang ang-ang, mahimsog:
Aron mga kagaw mawagtang,
Hustong pagkaon ug pag-ehersisyo
atong buhaton,
Aron ang atong lawas magmalig-on,
Labaw sa tanan among mga ginikanan,
Bakuna kontra sa sakit dili ninyo
hikalimtan,
Para ang mga sakit among malikayan,
1. Insaktong nutrisyon, likayan ang junkfoods ug
Ug ang kahimsog kanunay namong
mokaon pagdungan sa pamilya. Batasanon ang
mabatunan. kalimpyo labina sa pag-andam sa pagkaon
hugasan sa dili pa kaunon ug preparahon. Lutuon
kini pag-ayo labina ang karne.Susihon ang mga
pagkaon kon kini luwas ba sa mga kagaw.
Pa
mpa-ugnat sa kusog/ehersisyo .
Mga Gawi nga Makapahimsog sa
Pamilya Matulog og sayo matag gabii.
Ang pamilya mao ang pinakagamay nga
yunit sa katilingban. Kini adunay
importante nga responsibilidad nga
gihawiran para sa kaayohan sa matag
miyembro sa panimalay ug sa kinatibuk- 1. Pag-inom sa walo hangtud napulo ka
an.
baso nga tubig adlaw-adlaw.Makatabang
Ang estilo sa kinabuhi sa matag pamilya
makahuluganon kaayo. Kini mao ang kini aron mahinlo ang sulod sa atong
makatabang pagbansay-bansay kung lawas ug mapadali ang pagpagawas sa
unsa ang angayan himoon sa kada usa hugaw.
aron magmahimsog ug malipayon ang
mga miyembro niini.
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
No. of learners who earned 80%
onthe formative assessment
No. of learners who require
additional activities for remediation
Did the remedial lessons work? No.
of learners who have caught up with
the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
Ang mga mananap ug butang adunay Ang lihok sa tawo pareho usab sa
nagkalain-laing gigikanan sa tingog. mga hayop o mananap, adunay mga
lihok nga gamitan sa gaan ug bug-at
Kining mga tingog aduna usab haumnga
nga puwersa. Adunay mga lihok nga
lihok. hinay, mas hinay ug pinakahinay
Tubaga Butangi ang linya og tsek () kung Ikompara ang duha ka mga hulagway sa Isulat ang S kung Sakto ang pahayag ug DS
1.Unsa ang tingog o kasaba nga insakto ang pahayag ug ekis () kung dili matag numero. Butangi sa (tsek) / ang kung kini Dili Sakto.
nagagikan sa nagaawit nga insakto. Buhata kini sa lain hulagway kung kini nagpakita sa lihok 1.Regular nga magpakonsulta sa doktor si
kalanggaman? nga papel. nga Butch.
A. Aw-aw-aw C. Tok-tugaok _____ 1. Adunay nagkalain-laing porma paspas ug (ekis) X, kung ang hulagway 2.Mokaon sa daghan nga kendi ang akong
B. Twit-twit-twit D. Mee-mee-mee ang dahon. nagpakita sa hinay nga lihok. Isulod ang manghod.
2.Unsa ang tingog niini nga mananap? _____ 2. Ang goma usa ka butang nga imong tubag sa kahon. 3.Mag-exercise kada adlaw si Princess.
gikan sa kinaiyahan 4.Magsige og dula sa cellphone si Bea.
____ 3. Parehas ang kolor sa tanang 5.Matulog si Lanie sa sayo sa gabii.
butang nga Makita sa kinaiyahan. 6.Gituman ni Lina ang adlaw og ihap sa bakuna
A. Moo!Moo! C. Kwak!Kwak! _____ 4. Adunay duha ka nagkalain-laing sa iyang anak.
B. Aw!Aw! D. Twit!Twit! butang nga pwede gamiton sa pag- 7. Kausa sa usa ka bulan ra manghinlo sa balay
imprinta. ang pamilya ni Rosa.
_____ 5. Adunay mga butang nga 8.Manghinaw og kamot sa dili pa ug human
gabalik-balik ang mga kolor o porma. mokaon.
9. Dugay matulog ug momata si Longlong.
10.Kinahanglan kita moinom sa walo hantud
napulo ka baso nga tubig sa matag adlaw.
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson
lesson lesson lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories

What difficulties did I encounter
which my principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition