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Co Lesson Plan Filipino 3
Co Lesson Plan Filipino 3
Filipino 3
C. Mga Kasanayan Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba’t- ibang gawain sa
sa Pagkatuto: tahanan, paaralan, at pamayanan.
Isulat ang code ng F3W-Ive-f-5
bawat kasanayan
Integrasyon: Musika at Edukasyon sa Pagpapahalaga
Istratehiya: Discovery Learning , ICT Integration
II. Nilalaman SALITANG KILOS O PANDIWA
Kagamitang Modyul sa Filipino 3
Panturo Most Essential Learning Competencies (MELCs)
Curriculum Guide
A. Sanggunian: Modyul sa Filipino 3
1. Mga pahina sa
p. 39-43
Gabay ng Guro
3. Karagdagang
SLM and Learning Plans from Paranaque Learning Resource Portal
Kagamitan mula sa
https://sites.google.com/depedparanaquecity.com/lrdmspque/learningresources?
portal ng Learning
authuser=0
Code.
B. Iba pang Powerpoint presentation, paper, illustration board, pentel pen, chalk
Kagamitang
Panturo
III. Pamamaraan The 4 As Activity
- Activitv (8uild on students ideas)
- Analysis (Make thinking visible)
- Abstraction (Encourage listening to others)
- Application(Promote autonomy/lifelong learning)
A. Balik-Aral sa Indicator No.7
nakaraang aralin Planned, managed and implemented developmentally
at/o pagsisimula ng sequenced teaching and learning processes to meet
bagong aralin. curriculum requirements and varied teaching
contexts
Panuto: Sabihin ang iyong hinuha tungkol sa
kalalabasan ng pangyayari sa bawat bilang.
iginuhit
naghanap
naglakbay
nagpipinta
Indicator No.7
Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
Magaling!
Indicator 1:
Apply knowledge of content within and across
curriculum teaching areas Sumasayaw, naglalakad,
nagtuturo, tumatakbo,
kumakanta, naglalaro,
kumakain, nagsisipilyo,
nagmamaneho, natutulog,
nag-eehersisyo,
nagbibisikleta, naglilinis,
Magaling! nababasa, umiinom,
nagagalit, umiiyak,
tumatawa, tumatalon,
nagluluto.
F. Paglinang sa
Kabihasaan Panuto: Tukuyin ang mga salitang kilos o Pandiwang
(Tungo sa ipinapakita sa bawat larawan. Gumawa ng
Formative pangungusap gamit ang mga
Assessment) ito.
Nagbabasa
⮚ Ang bata ay
1. nagbabasa.
Kumakain
⮚ Sabay sabay
2.
kumakain ang
buong pamilya.
Nagpipinta
3. ⮚ Siya ay nagpipinta
ng magagandang
tanawin.
Nagtuturo
⮚ Ang guro ay
4. masayang nagtuturo.
Nagluluto
5. ⮚ Si nanay ay
nagluluto ng
masustansyang
pagkain.
Kumakain, nagbasa,
kumakanta, naliligo,
naglaba, umupo,
naglalangoy, naglalaro,
tumayo, umalis.
⮚ matulog, ipagawa,
ibalik
⮚ tinanggal, tumakbo,
kinuha
⮚ hilahin, puntahan,
hintayin
1. sumipa
2. kumakanta
3. naghuhugas
4. umupo
Magaling mga bata! 5. tumalon
Magaling!
1. Si Liza ay nagsusulat.
2. Nagsuot ng facemask si ate.
3. Naglalaro ang mga bata sa parke.
4. Ang pamilya Reyes ay namasyal sa SM.
5. Ang mga mag-aaral ay nagbabasa ng aklat.
1. nagsulat
*Indicator 9 Designed, selected, organized and used 2. nagsuot
diagnostic, formative and summative assessment 3. naglalaro
strategies consistent with curriculum requirements
4. namasyal
5. nagbabasa
ANNOTATION:
o to meet indicator 1 in COT –RPMS, the teacher addressed content correctly and its focus is congruent with the topic on his
presentation of example and other activities, the teacher motivates his learner to explore the content area to develop their
knowledge and satisfy their natural curiosity that can be seen on the part of integration in science subject, the teacher made
meaningful connections across the content areas (from Review up to Evaluation and additional activities) and the teacher
applied extensive knowledge of the content beyond inquisitiveness his area of specialization that was perceive during the
discussion and the activities.
o To meet indicator 2 in COT –RPMS, the teacher utilized structured activities that augment and boost learners higher level of
literacy e.g. practicing skills in writing that was observed during group work and assignment.
o to meet indicator 3 in COT –RPMS, the teacher provided all-encompassing questions including HOTS questions and activities that
challenge the learners to ruminate and have a deeper perception.
o to meet indicator 4 in COT –RPMS, the teacher employed practical classroom structure management practices to support flex
movement of the learners in all learning activities. The learners are utterly engrossed in all activities by consuming optimal
space and time apposite to their needs.
o to meet indicator 7 in COT –RPMS, the teacher organized sequence of activities intentionally to lead the pupils in achieving the
objectives
o to meet indicator 9 in COT –RPMS, the teacher used formative assessment which engaged learners in assessing own and with
their peers.