Republic of the Philippines School: Northville V Elementary School Grade Level: 2

Department of Education
Region III Teacher: JERAMIE G. ASISTIO Learning Area: MATH
Division of Bulacan
District of Bocaue
NORTHVILLE V ELEMENTARY SCHOOL Teaching Dates and Time: JUNE 12-16, 2017 (WEEK 2) Quarter: 1ST QUARTER
Northville V Resettlement Site Batia, Bocaue, Bulacan

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Demonstrates understanding of addition Demonstrates understanding of addition of Demonstrates understanding of addition of whole Demonstrates understanding of
of whole numbers up to 1000 including whole numbers up to 1000 including money. numbers up to 1000 including money. addition of whole numbers up to
Standards
money. 1000 including money.

B. Performance Is able to recognize and represent ordinal Is able to apply addition of whole numbers up Is able to apply addition of whole numbers up to Is able to apply addition of whole
numbers up to 20th in various forms and to 1000 including money in mathematical 1000 including money in mathematical problems numbers up to 1000 including money
Standards
contexts. problems and real-life situations. and real-life situations. in mathematical problems and real-
life situations.

C. Learning No Classes Counts and groups objects in ones, tens, Reads and writes numbers from 101 Reads and writes numbers from 101 through Counts numbers by 10s, 50s, and
and hundreds through 1000 in symbols and in words 1000 in symbols and in words 100s
Competencies/ Independence Day M2NS-Ic-9.2 M2NS-Ic-9.2 M2NS-Ib-8.2
M2NS-Ib-2.2
Objectives
II. CONTENT LESSON 5: LESSON 6: LESSON 6: LESSON 7:
Counting and Grouping Objects in Reading and Writing Numbers Reading and Writing Numbers Skip Counting by 10’s
Ones, Tens and Hundreds

III. LEARNING K-12 CG p 26 K-12 CGp 27

RESOURCES K-12 CGp 26-27 K-12 CGp 26-27
A. References
1. Teacher’s Guide p. 20-26 P. 26-30 P. 26-30 p.30-33
Pages
2. Learner’s p. 13-15 P 16-18 P 16-18 p. 19-20
Materials
pages
3. Text book pages
4. Additional Mathematics Kagamitan ng Magaaral
Tagalog Grade 2. 2013. pp. 19-20
Materials
from Learning
Resources
B. Other Learning 1. popsicle sticks, bottle caps, Number Cards Number Cards 1. Counters (Popsicle sticks,
Mystery Box of Knowledge Mystery Box of Knowledge straws, etc.),
Resources sticks, drinking straws, flashcards, Show Me Board Show Me Board 2. Hundred chart Set of card with
flats, longs, ones, picture, Numbers Chart Numbers Chart the 3- Digit numbers
pebbles, other concrete counters 3. Pictures
 2. Picture
3. Cut-outs laptop
IV. PROCEDURES
A. Reviewing 1. Drill 1. Drill 1. Drill 1. Drill: Skip count by 2s
Mental addition using flash cards Strategy: Game- “Guess and Check” Strategy: Game- “Guess and Check” 2. Review
previous lesson or Give the number for each set of objects Mechanics: Mechanics: Directions: Using their Show Me
presenting the new Draw 5 number cards inside the Mystery Draw 5 number cards inside the Mystery Box boards, tell the pupils to write down
lesson Box of Knowledge of Knowledge the missing numbers to complete the
Post it on the board Post it on the board table. Ask them to show, one at a
Ask the pupils to use the numerals in the Ask the pupils to use the numerals in the number time, what they have written.
number cards to form three- digit numbers. cards to form three- digit numbers. ( see chalkboard )
Review Review
Give the place value of the following: Give the place value of the following:
In 987; what is the place value of 8? In 987; what is the place value of 8?
What is the value of 9 in 987? What is the value of 9 in 987?
What is the place value of 7 in 987? What is the place value of 7 in 987?
What is the value of 7 in 987? What is the value of 7 in 987?
B. Establishing a 1. Motivation: Motivation Motivation Game – “Count Me In, Count Me
Help the birdie find its way to her Strategy: “Story Telling” Strategy: “Story Telling” Out”
purpose mother by counting from the starting
for the lesson ( point to the mother bird
Motivation) Ask: What do you do when you see
birds in your surroundings?
Why is it bad to hurt or kill animals?

C. Presenting The teacher will show the pupils how to
create ones, longs and
Examples / flats. Together, the pupils and the teacher
instances of new will create a long using 10 ones. The
lesson teacher will emphasize that 10 ones create
a 10. The pupils will create 10 longs. Then,
( Presentation)
the teacher will show with an illustration
on the board that 10 longs create one flat
with 100 ones. The pupils will also create a
flat. There will be 10 tens in one hundred.
( see illustrations on the board )
D. Discussing new Distribute 25 objects/things to each pair of
pupils. Let them group the counters by
concepts and
tens and ones, as instructed by the teacher
practicing new
skills #1
( Modeling)
Ask the pupils to identify the numbers
mentioned in the story. Using the counters
(straws), let the pupils make bundles of the
numbers identified and paired with the
number cards.
Ask the pupils to write the number symbols
in their Show Me Board.
Numbers can be written either in words or in
symbols (figures). Ask the pupils why we need
to write the numbers in words and not in
symbols only.
Give illustrative examples of writing
numbers in words and in symbols.
Ask the pupils to identify the numbers
mentioned in the story. Using the counters
(straws), let the pupils make bundles of the
numbers identified and paired with the number
cards.
Ask the pupils to write the number symbols in
their Show Me Board.
Numbers can be written either in words or in
symbols (figures). Ask the pupils why we need to
write the numbers in words and not in symbols
only.
Give illustrative examples of writing numbers
in words and in symbols.
Posing the Task
Strategy: Learning Stations and
Cooperative learning.
Group the class into three (3) groups
and assigned them by Learning
Stations. A group leader shall be
identified by each group members.
Performing the Task-
Activity No. 1
Distribute a bundle of 100 pieces
of Popsicle sticks to each group.
Instruct the pupils to group the
Popsicle sticks by 5s, 10s, and
50s. Let them write their answer
on the table presented below.
E. Discussing new Group the class into four. Give them
sets of objects in bundles of 10s, 100s
concepts and and some ones (drinking straws, bottle
practicing new caps, seeds, pebbles, popsicle sticks,
skills #2 any other concrete counters).
Directions: Count the objects and group
(Guided Practice)
them by hundreds, tens and ones. Then,
write the number on the blank. ( see
tarpapel )
F. Developing
mastery
( Independent
Practice)
G. Finding Practical Let the pupils identify the number for
each sets of objects.
applications of Write the number of hundreds, tens
concepts and skills and ones. Then, write the number on
( Application / your paper.
Example:
589 = 5 hundreds + 8 tens + 9 ones
Valuing) 1. 896 = _______ hundreds +
_________ tens + ________ ones
2. 465 = _______ hundreds +
_________ tens + ________ ones
3. 926 = _______ hundreds +
_________ tens + ________ ones
4. 168 = _______ hundreds +
_________ tens + ________ ones
5. 386 = _______ hundreds + _________
tens + ________ ones
H. Making How do you group objects?
How do you group tens and hundreds?
generalizations and How many tens are in 100?
abstractions about How many ones are in tens?
the lesson (
Generalization)
I. Evaluating Write the letter of the correct answer.
1.How many tens are there in
Learning
Refer to LM 6 - Gawain 1 and 2
Refer to LM No. 6 No. Gawain 3 and 4
How do you read and write numbers?
a. A number can be written in symbols and
in words.
b. The first digit from the right is the ones,
the second is tens and the third is the
hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to
its position in the number.
1. Read the paragraph below. Then write all
numbers included in the paragraph.
“Polit had nine hundred seventy-nine pages
of a book to read. He reads two hundred
sixty-seven pages on Monday and 79
pages on Tuesday. And he reads the
remaining six hundred thirty-six last Friday”
Write the numbers in words:
__________________________
Write the numbers in symbols or figures:
__________________________
How do you read and write numbers?
a. A number can be written in symbols and
in words.
b. The first digit from the right is the ones,
the second is tens and the third is the
hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to its
position in the number.
Write the correct number symbols of the
following.
1.Nine hundred seven
2. Six hundred twenty-four
3. Six hundred eighty
4. Eight hundred eighty-nine
5. Seven hundred seventy-four
Refer to LM 6 - Gawain 1 and 2
Refer to LM No. 6 No. Gawain 3 and 4
How do you read and write numbers?
a. A number can be written in symbols and in
words.
b. The first digit from the right is the ones, the
second is tens and the third is the hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to its
position in the number.
1. Read the paragraph below. Then write all
numbers included in the paragraph.
“Polit had nine hundred seventy-nine pages of
a book to read. He reads two hundred sixty-
seven pages on Monday and 79 pages on
Tuesday. And he reads the remaining six
hundred thirty-six last Friday”
Write the numbers in words:
__________________________
Write the numbers in symbols or figures:
__________________________
How do you read and write numbers?
a. A number can be written in symbols and in
words.
b. The first digit from the right is the ones, the
second is tens and the third is the hundreds
c. Zero is used as placeholder.
d. Every digit has its own value according to its
position in the number.
Write the correct number symbols of the
following.
1.Nine hundred seven
2. Six hundred twenty-four
3. Six hundred eighty
4. Eight hundred eighty-nine
5. Seven hundred seventy-four
Then ask:
How many 5s are there in 100?
How many 10s are there in 100?
How many 50s are there in 100?
How did you find the activity?
Did every member of the group do
his part?
What made your group finish the
activity ahead of time?
Refer to LM 7 - Gawain 1-3
Refer to LM No. 7- Gawain 4 and
5
Let the pupils skip count by 10’s
from 10 through 100.
Ask: How many groups of 10 are
there in 100
How many numbers are there in
each group?
How do we skip count by 10?
What do you call the sequence or
pattern of counting that we used?
What skip counting was used?
Count by 10s, 50s and 100s.
Write the missing number.
1. 70, 80 ______, 100, ______,
______, ______
2. _____150, 160, _______,
_______, _______
3. _____ 800 ______ ______
1100
 4. 65 , 115 _______, _______,
________, ______
( see chart ) 5. 25, 75 _______, _______225,
______, ______
J. Additional Refer to LM 5 – Gawaing Bahay Refer to the LM 6 – Gawaing Bahay J. Additional activities for application or Refer to LM 7 – Gawaing Bahay
activities for remediation
application or ( Assignment) sa pahina 12 sa LM
remediation Punan ang kahon nang tamang bilang
( Assignment) ng bagay. Isulat sa kuwaderno ang
tamang sagot.

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of Learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
 Republic of the Philippines School: Northville V Elementary School Grade Level: 2
Department of Education
Region III Teacher: JERAMIE G. ASISTIO Learning Area: ENGLISH
Division of Bulacan
District of Bocaue
NORTHVILLE V ELEMENTARY SCHOOL Teaching Dates and Time: JUNE 12-16, 2017 (WEEK 2) Quarter: 1ST QUARTER
Northville V Resettlement Site Batia, Bocaue, Bulacan

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVE
A. Content Standard Demonstrates understanding of the
alphabets in English in comparison
to the alphabets of Filipino and
Mother Tongue
Demonstrates understanding of text
elements to see the relationship
between known and new
information to facilitate
comprehension
Demonstrates understanding of text
elements to see the relationship
between known and new
information to facilitate
comprehension
Demonstrates understanding of the
relationship of phonetic principles
of Mother Tongue and English to
decode unknown words in English

B. Performance Standard No Classes Distinguishes similarities and
differences of the alphabets in
Independence Day
English and Mother Tongue/Filipino
C. Learning Competency Name the letters of the Filipino
and English Alphabets
Write the l-code for each. Identify the letters of the Filipino
Alphabet which are not present in
the English Alphabet
and vice versa
EN2AK-If-g-1
II. CONTENT
Subject Matter Lesson 5:
Alphabet
Correctly presents text elements
through simple organizers to make
inferences, predictions and
conclusions
Answer Wh-questions from the
story listened to
Identify the elements of a story
EN2LC-Ib-3.16
Lesson 6:
Elements of the Story
Correctly presents text elements
through simple organizers to make
inferences, predictions and
conclusions
Answer Wh-questions from the
story listened to
Identify the elements of a story
EN2LC-Ib-3.16
Lesson 6:
Elements of the Story
Apply reads and spells out grade
appropriate regular and irregular
words in English
Recognize/identify/read/give
example of words with medial /e/
EN2PA-IIIc-e-6.2
Answer Wh-questions
Lesson 7: Speech Sounds
Medial /e/, Rimes (-et, -
en)Environmental Sounds

LEARNING RESOURCES
A. References K-12 CG p.30 K-12 CG p. 30 K-12 CG p. 30 K-12 CG p.
1. Teacher’s Guide p. 11-13 p.13-17 p.13-17 P 17-20
pages
2. Learner’s Material p. 16-19 p. 23-26
p. 20-22 p. 20-22
pages
3. Textbook pages
4. Additional Materials English (Learner’s Material). Grade English (Learner’s Material). Grade
2. 2013. pp 20-23, 38-40, 59-62, 127- 2. 2013. pp 20-23, 38-40, 59-62,
from Learning
128, 315-318, 364-367, 408-410. 127-128, 315-318, 364-367, 408-
Resource portal English (Teacher’s Guide). Grade 2. 410.
2013. pp 44-46, 127-130. English (Teacher’s Guide). Grade 2.
*English for You and Me 3 (Reading). 2013. pp 44-46, 127-130.
2011. pp 4, 8, 10-11, 21, 22. *English for You and Me 3 (Reading).
2011. pp 4, 8, 10-11, 21, 22.
 Letter cutouts of both Filipino and
English Alphabets, magnetic
letters/
board picture, onset, rime, word
cards and chart
B. Other Materials
III. PROCEDURE
A. Review Let the children recite the
alphabet letters
B. Establishing the purpose You have learned the Alphabet
song in Grade One. Who among
for the lesson you can sing the
English Alphabet song? the
Filipino Alphabet? Let’s nd out
who among you can
recall the song. Get your partner
and sing the alphabet songs in
English then in
Filipino. As you sing with your
partner, take turns in completing
the letters of both
alphabets in the boxes provided
in your LM. (Refer to LM, pp. 17-
18)
C. Presenting Model the songs first and then
lead the pupils in singing the
example/instances of the Filipino Alphabet song and
new lesson then, the English Alphabet song.
Point to each letter on the chart
as the pupils sing. Each song can
be sung twice.
D. Discussing new concepts Let’s count the letters of the
Filipino Alphabet, how many
and practicing new skill letters are there?
#1 Now, let’s count the letters of the
English Alphabet.
How many letters are there?
Pictures of animals, word cards,
chart
1.Checking of agreement
2.Ask: What do you do to help at
home?
Do: Post pupils’ answers on the
board or in a Multi Bubble Map.
Model reading the content of the
bubble map. Let the pupils repeat
after you.
( see tarpapel )
Do: Show pictures of animals to
the pupils.
Ask them to identify the animals.
Ask if they have seen such
animals.
Present the name card for each
animal.
Read the words and let the pupils
repeat after you.
Show the picture and say the
word. Explain what the word
means.
Vocabulary:
hens, coop, pen, counted,
shouted, feeds
Do: Present the big
book/accordion book/ picture
book /individual poster/chart. Talk
about the cover of the book, the
title, and the illustrations.
Ask: What do you think is the
story about?
Say: Listen to the story. Find out
the answer to this question:
What does Ben do before going
to school?
Listening:
1. Read the whole story aloud.
2. Read the story again and ask
questions while reading to help
pupils understand the story.
Ask the following questions.
Present the parts of a story
using a story map or bridge
map.
1. Where did the story happen?
(Setting: Ben’s house)
Pictures of animals, word cards,
chart
word cards, pictures, chart,
phrase/sentence strips, four sets of
onsets and
rime cards and four pocket charts
1.Checking of agreement What is the title of our story
2.Ask: What do you do to help at yesterday? (The Tenth Hen)
home? Post the words taken from the
Do: Post pupils’ answers on the story on the chart.
board or in a Multi Bubble Map. Model reading the words. Then,
Model reading the content of the ask pupils to repeat after you
bubble map. Let the pupils repeat
after you.
( see tarpapel )
Do: Show pictures of animals to You have learned how to read
the pupils. the letters of both Filipino and
Ask them to identify the animals. English alphabet in Grade 1. You
Ask if they have seen such shall learn how to put the sounds
animals. of letters together to
Present the name card for each come up with new words.
animal.
Read the words and let the pupils
repeat after you.
Show the picture and say the
word. Explain what the word
means.
Vocabulary:
hens, coop, pen, counted,
shouted, feeds
Do: Present the big Identify the pictures. With what
book/accordion book/ picture letter sound do they begin? Fill
book /individual poster/chart. Talk the blanks with the missing
about the cover of the book, the beginning letters. Then, write the
title, and the illustrations. whole word in
Ask: What do you think is the the blanks at the right.
story about?
Say: Listen to the story. Find out
the answer to this question:
What does Ben do before going
to school?
Listening:
1. Read the whole story aloud.
2. Read the story again and ask
questions while reading to help
pupils understand the story.
Ask the following questions. Ask: With what letter does Ben
Present the parts of a story begin? (B)
using a story map or bridge Do: Continue asking until all the
map. initial letters of the words are
1. Where did the story happen? identi ed.(b, h, t, p, r)
(Setting: Ben’s house) Ask: With what letters do they
 Which alphabet has more letters? 2. Who were the characters in the 2. Who were the characters in the end? (en)
Why? story? story? What letter is found between the
Which letters in the Filipino (Characters: Ben, Tem, Ren-ren (Characters: Ben, Tem, Ren-ren beginning and the ending letter?
Alphabet are not found in the and the other hens) and the other hens) (e)
English Alphabet? 3. What was Ben’s problem? 3. What was Ben’s problem? Say: Come in front and point the
(Problem: The tenth hen, Ren- (Problem: The tenth hen, Ren- beginning letter and the two
ren, was missing) ren, was missing) ending letters. Put them
4. How was Ben’s problem 4. How was Ben’s problem together and read the whole
solved? solved? word. (B+en=) Ben
(Solution: Father told Ben where (Solution: Father told Ben where
to nd Ren-ren.) to nd Ren-ren.)
5. How did the story end? 5. How did the story end?
(Ending: Ben completed the ten (Ending: Ben completed the ten
hens.) hens.)
E. Discussing new concepts Have the pupils write on the Guide the pupils in posting the Guide the pupils in posting the Activity 1: Read each sentence.
blanks the missing letters of the elements of the story in a Bridge elements of the story in a Bridge Let the pupils repeat after you.
and practicing new skill alphabet. Map or Story Map. Map or Story Map. 1. The ten hens are in the pen.
#2 (Refer to LM, p. 18) 2. Ben met ten men.
3. The red hen is Ren-ren.
4. Ben fed the ten hens.
5. The tenth hen, Ren-Ren, is in
the pen.
Activity 2: Say: Look at the
pictures. Write their missing
beginning letters.
Then, write the whole word.
(Refer to LM, p. 24)
Activity 3: Let the pupils write the
names of the pictures. (Refer to
LM, p.24)
F. Developing Mastery Activity 1: Post the magnetic Group Activity Group Activity Group Work:
letters on the magnetic board. Do .
(Lead to Formative the “Letter Sequencing
Assessment) Game” on the magnetic board.
Let the pupils arrange the letters
of the
English Alphabet in its proper
sequence. Have them also
arrange the letters
of the Filipino Alphabet in its
proper sequence.
Activity 2: Give a letter. Ask the
pupils to give words beginning
with the given letter.
Activity 3: “Letter Game”
Say: Mother went to the grocery
store. She bought (fruits) the
names of
which begin with letter (C).
The group to give the most
number of correct answer wins.
The following categories may be
used:
Fruits Animals
Heroes Cartoon Characters
Flowers Trees
G. Finding practica What letters come before/after Identify the elements of the story. Identify the elements of the story. Write the correct beginning letter
the following letters in the English Encircle the correct answer. Encircle the correct answer. to form word. (Refer to LM, p.
application of concepts Alphabet? (Refer to LM, p. 22) (Refer to LM, p. 22) 25)
and skill in daily living (Refer to LM, p. 18)

H. Generalization There are 28 letters in the Filipino
Alphabet and 26 letters in the
English Alphabet.
“Ñ” and “ng” in the Filipino
Alphabet are not found
in the English Alphabet.
I. Evaluating Learning In which alphabet are the
following letters found?
Ring the correct answer. (Refer
to LM, p. 19)
J. Additional activities for Show the Teacher Chart to the
pupils and ask them to give a
application or word that starts with the
Remediation following letters. (Refer to LM, p.
19)
IV. Remarks
The elements of the story are:
Setting .– tells where the story
happened
Character .– tells who are the
persons/animals in the story
Problem .– tells what the
problem is
Solution .– tells how the problem
is solved
Ending .– tells how the story
ends
Ask the pupils to work as a group
in doing this exercise.
Match and connect the elements
of the story. (Refer to LM, p. 25)
1. Mario the polite boy a. problem
2. In the school b. character
3. Mario lost his wallet c. solution
4. The school helper found the
wallet d. ending
5. Mario was able to have his
recess e. setting
Let the pupils put a check mark
(􀀹) if the statement is true and a
cross (x) if the statement is false.
_____ 1. There are twelve hens.
_____ 2. Ben goes to school at
ten o’clock in the morning.
_____ 3. Ben feeds the hens.
_____ 4. The ninth hen was
missing.
_____ 5. Father got angry with
Ben.
The elements of the story are: Medial /e/, Rimes (-et, -en)
Setting .– tells where the story
happened
Character .– tells who are the
persons/animals in the story
Problem .– tells what the
problem is
Solution .– tells how the problem
is solved
Ending .– tells how the story
ends
Ask the pupils to work as a group Complete the phrases and
in doing this exercise. sentences. (Refer to LM, p. 26)
Match and connect the elements
of the story. (Refer to LM, p. 25)
1. Mario the polite boy a. problem
2. In the school b. character
3. Mario lost his wallet c. solution
4. The school helper found the
wallet d. ending
5. Mario was able to have his
recess e. setting
Let the pupils put a check mark
(􀀹) if the statement is true and a
cross (x) if the statement is false.
_____ 1. There are twelve hens.
_____ 2. Ben goes to school at
ten o’clock in the morning.
_____ 3. Ben feeds the hens.
_____ 4. The ninth hen was
missing.
_____ 5. Father got angry with
Ben.

V. Reflection
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required remediation.
C. Did the remedia workl?
No. of learners who have
caught up.
D. No. of learner who
continue to require
 remediation.

E. Which of my teaching
strategies work well

F. What difficulty did I

encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized materials did I
use?
 Republic of the Philippines School: Northville V Elementary School Grade Level: 2
Department of Education
Region III Teacher: JERAMIE G. ASISTIO Learning Area: MAPEH
Division of Bulacan
District of Bocaue
NORTHVILLE V ELEMENTARY SCHOOL Teaching Dates and Time: JUNE 12-16, 2017 (WEEK 2) Quarter: 1ST QUARTER
Northville V Resettlement Site Batia, Bocaue, Bulacan

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Demonstrates basic understanding of Demonstrates understanding on lines, shapes Demonstrates understanding of body shapes and Demonstrates understanding of body
sound, silence and rhythmic patterns and and colors as elements of art, and variety, body actions in preparation for various movement shapes and body actions in
Standards
develops musical awareness while proportion and contrast as principles of art activities preparation for various movement
performing the fundamental processes in through drawing activities
music

B. Performance No Classes Responds appropriately to the pulse of Creates a composition/design by translating Performs body shapes and actions properly Performs body shapes and actions
sounds heard and performs with accuracy one’s imagination or ideas that others can see properly
Standards Independence Day
the rhythmic patterns in expressing and appreciates
oneself

C. Learning Demonstrate understanding of steady Shows motion or action in the drawing of Demonstrates momentary stillness in symmetrical Demonstrates momentary stillness in
beats. human bodies and asymmetrical shapes using body parts other symmetrical and asymmetrical
Competencies/
Maintain a steady beat when chanting, A2EL-Ih-1 than both feet as a base of support shapes using body parts other than
Objectives walking, tapping, clapping and playing PE2BM-Ig-h-16 both feet as a base of support
musical instruments PE2BM-Ig-h-16
MU2RH-Ic-4

II. CONTENT Modyul 2: Umawit, Kumilos at Tumugtog ARALIN 2 -LINYA, HUGIS AT GALAW MOMENTARY STILLNESS MOMENTARY STILLNESS
Different Time- Meters – by 2s, 3s, 4s

III. LEARNING K-12 CG p 15 K-12 CG p. 16 K-12 CG p. 16

RESOURCES K-12 CG p. 17
A. References
1. Teacher’s Guide p. 8-13 p.118-119 p.167-169 p.167-169
Pages
2. Learner’s P,12-20 p. 171-173 p.300-302 p.300-302
Materials
pages
3. Text book pages
4. Additional Music, Art, Physical Education and Health 2. 1. MISOSA 4 - module 1. 1. MISOSA 4 - module 1.
Ramilo, Ronaldo V. et al, 2013. pp.172-173 2. Music, Art, Physical Education and Health 2. 2. Music, Art, Physical Education and
Materials
(Tagalog) DepEd. Falculita, Rogelio F. et.al. 2013. Health 2. (Tagalog) DepEd. Falculita,
from Learning pp. 300-301 Rogelio F. et.al. 2013. pp. 300-301
Resources

B. Other Learning Materials: Songs manila paper, stick, pencil, bondpaper Playground or play area, CD player & CD tape Playground or play area, CD
Magmartsa Tayo 2 player & CD tape
Resources
Masayang Pag-Awit 3
Yaman ng Pamayanan
Tarpapel, mp3
IV. PROCEDURES
A. Reviewing Review the kinds of lines by letting the Warm-Up Exercises Warm-Up Exercises
Greet with the usual SO-LA- SO -MI learners do what the teacher will say. Directions: Let the pupils do the following: Directions: Let the pupils do the
previous lesson or “Using your point finger, draw a circle in a) Stand on one foot. Extend one leg in front. following:
greeting
presenting the new the air/on the chair/at the back of your Then, bend the other knee in a squat position. a) Stand on one foot. Extend one
lesson classmate Raise arms sideward. leg in front. Then, bend the other
b) Do this alternately. knee in a squat position. Raise
Repeat the same instruction but use other arms sideward.
shapes and lines. b) Do this alternately.

B. Establishing a Ask the learners to do different actions. Ask the children the following: Ask the children the following:
Ask if they still remember the songs Based on action words: walking, jumping, Are you watching noontime television shows? Are you watching noontime
purpose swimming, climbing, etc. Have you watched the show “It’s Showtime”? Look television shows? Have you watched
learned in Grade I.
for the lesson ( at this picture, it is one of the activities the the show “It’s Showtime”? Look at
Motivation) contestants of this show are doing. this picture, it is one of the activities
the contestants of this show are
doing.

After the children have seen the

picture, ask them to answer the questions. Discuss
their responses. After the children have
Unlocking the Difficulties seen the picture, ask them to answer
Symmetrical shape - the questions. Discuss their
Asymmetrical shape - responses.
Unlocking the Difficulties
Symmetrical shape -
Asymmetrical shape -
C. Presenting Ask the learners to draw one of them on Do the following; Do the following;
Instruct to march with the beat of the manila paper using chalk. Trace the body in a) Divide the class into three (3) groups. Let a) Divide the class into three (3)
Examples / motion each group select a leader. groups. Let each group select a
song, “Twinkle, twinkle Little Star” while
instances of new you sing it. b) Each group will be given an Activity Sheet leader.
lesson which contains the skills they are to b) Each group will be given an
( Presentation) demonstrate. Activity Sheet which contains the
c) Remind each group regarding the standards skills they are to demonstrate.
to follow in performing the activity. c) Remind each group regarding
d) Give each group enough time to practice the standards to follow in
performing the skills. performing the activity.
e) After the designated time, let each group d) Give each group enough time
perform the activity. to practice performing the skills.
f) Once all the groups have performed their e) After the designated time, let
assigned activity, discuss to the class what each group perform the activity.
they did. f) Once all the groups have
g) For each activity, let the pupils turn their LM performed their assigned activity,
on page 13. discuss to the class what they did.
 Group I – Chest and Leg/Arms Raising g) For each activity, let the pupils
Group II – Legs Raise Up turn their LM on page 13.
Group III – Hand Stand Group I – Chest and Leg/Arms
Raising
Group II – Legs Raise Up
Group III – Hand Stand
D. Discussing new Let the pupils do the “Rocking Chair” with the Let the pupils do the “Rocking
Let the pupils listen to the song Instruct the learners to work on tracing the following steps. Please refer to page 10 of the Chair” with the following steps.
concepts and body of one of their classmates who poses LM. Please refer to page 10 of the LM.
“Magmartsa Tayo”.
practicing new in an action pose. (Divide the class by 5
skills #1 persons per group. One will do the action
and the rest will trace the body with the
( Modeling) chalk. )

E. Discussing new
Tell pupils to clap as you sing the song, Let the learners show their work to the
concepts and class and give a title to what they draw.
“Magmartsa Tayo”.
practicing new
skills #2
(Guided Practice)

F. Developing Let the pupils sing, clap and walk following the Let them label the different actions shown.
guide below:
mastery
( Independent
Practice)
G. Finding Practical Can we show different movements in our Let the children form a big circle in the play area. Let the children form a big circle in
drawing? (yes) How? (by using different Instruct them to do locomotor movements to be the play area. Instruct them to do
applications of kinds of lines and shapes) given by the teacher while moving in a circular locomotor movements to be given by
concepts and skills What elements shall we use to show movement. If the music stops, ask them to the teacher while moving in a circular
( Application / movements or actions? (lines and shapes) demonstrate a skill that shows temporary stillness movement. If the music stops, ask
in either symmetrical or asymmetrical shape using them to demonstrate a skill that
their body parts other than both feet as base of shows temporary stillness in either
Valuing)
support. Repeat the procedure until they symmetrical or asymmetrical shape
demonstrated more than two skills. using their body parts other than
both feet as base of support. Repeat
the procedure until they
demonstrated more than two skills.

H. Making Remember: Guide the learners to generate the idea Chest and Leg/Arms Raising, Legs Raise Up Chest and Leg/Arms Raising,
If there are two beats in a measure, the that: and Hand Stand are examples of activities Legs Raise Up and Hand Stand
generalizations and Movements can be seen in the different lines which shows momentary stillness. These are are examples of activities which
song is in 2-time meter.
abstractions about and shapes. done for only a moment because it is too shows momentary stillness. These
the lesson ( difficult for the performer to balance. are done for only a moment
because it is too difficult for the
Generalization) performer to balance.
I. Evaluating Let the pupils chant the words of the song
while clapping and walkingin different
Learning
directions – forward, backward,sideward
right, sideward left.
Ask: “Have you noticed that each line
represents a beat?Were you able to follow
the beat? The longer lines represent the
bar lines. Between the two bar lines is
what we called measure.”
Ask pupils to count the lines inside the
measure.
J. Additional Ask the children to discover sounds
that could be produced by any parts of
activities for their body.
application or
remediation
( Assignment)
V. REMARKS
1. Instruct the learners to display their
finished art works of the body in action.
2. Help the learners to appreciate their art
works. Which work shows action well?
Directions: Divide the pupils into two groups.
Let each group demonstrate the assigned skill
that can be seen on page 11 of the LM. Rate
each group using the rubrics.
Group One – V Sit
Group Two – One Knee and Hand Balance
A. Think of another skill that demonstrates
momentary stillness in symmetrical and
asymmetrical shape using body parts other
than both feet as base of support. Practice
doing the skill at home and be ready to
demonstrate it next meeting.
B. Be ready with your performance on the
different movement skills.
Directions: Divide the pupils into
two groups. Let each group
demonstrate the assigned skill
that can be seen on page 11 of
the LM. Rate each group using
the rubrics.
Group One – V Sit
Group Two – One Knee and
Hand Balance
A. Think of another skill that
demonstrates momentary stillness
in symmetrical and asymmetrical
shape using body parts other than
both feet as base of support.
Practice doing the skill at home
and be ready to demonstrate it
next meeting.
B. Be ready with your
performance on the different
movement skills.

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of Learners
who require
additional activities
for remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
 Republika ng Pilipinas PAARALAN NORTHVILLE V ELEMENTARY BAITANG 2
Kagawaran ng Edukasyon SCHOOL
Rehiyon III
Sangay ng Bulacan
GURO JERAMIE G. ASISTIO ASIGNATURA MOTHER TONGUE BASED
Distrito ng Bocaue PETSA AT ORAS JUNE 12-16, 2017 (WEEK 2) MARKAHAN 1ST QUARTER
PAARALANG ELEMENTARYA NG NORTHVILLE V
Northville V Resettlement Site Batia, Bocaue, Bulacan

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN

A.Pamantayang
Pangnilalaman
(Content Standards)
B.Pamantayan sa Pagganap
(Performance Standards)
Demonstrates understanding and
knowledge of language grammar and
usage when speaking and/or writing.
Walang Pasok Speaks and writes correctly and
effectively for different purposes using
Araw ng Kalayaan
the basic grammar of the language.
Demonstrates understanding of grade level
literary and informational texts
Comprehends and appreciates grade level
narrative and informational texts.
Demonstrates knowledge of and skills in
word analysis to read, write in cursive
and spell grade level words.
Applies word analysis skills in reading,
writing in cursive and spelling words
independently

C.Mga Kasanayan sa Nakikilala ng mahahalagang tao, Nakikinig at nakikilahok sa talakayan ng Nababasa ang mga salitang may Nakapagbibigay ng lingguhang
bagay, hayop, lugar o pangyayari pangkat o kaklase tungkol sa tekstong kambal-katinig o klaster Nababasa pagsusulit
Pagkatuto. Isulat ang code sa tulong ng mga larawan, at mga napakinggan nang malakas ang mga teksto sa
ng bawat kasanayan pahayag na angkop sa sariling Nakikilahok nang masigla sa talakayan ikalawang baitang na may
(Learning Competencies / kultura ng kuwento sa pamamagitan ng kawastuhan at kasanayan.
Nauuri ang mga ito kung tao,bagay, pagbibigay ng saloobin Nagagamit ang kaalaman sa paraan
Objectives) hayop, lugar o pangyayari Nauuri nang pasalita ang mga tao, ng pagbabaybay ng mga salita sa
MT2GA-Ia-2.1.1 lugar, pangyayari, bagay, at hayop pagbasa
gamit ang mga pahayag na angkop sa MT2PWR-Ic-d-7.4
sariling kultura
Nadadagdagan ang dating kaalaman
batay sa bagongimpormasyon mula sa
binasang teksto.
Naipakikita ng pagkaunawa sa teksto sa
pamamagitan ng pagsagot sa literal at
mas mataas na antas na tanong.
Naibibigay muli ang mga mahahalagang
detalye sa napakinggan at binasang
teksto
Naipakikita ng kawilihan sa pakikinig at
pagbabasa ng teksto sa pamamagitan
ng matamang pakikinig at pagbibigay ng
komento o reaksiyon
MT2LC-Ia-b-1.1.1
II. NILALAMAN IKALAWANG LINGGO IKALAWANG LINGGO IKALAWANG LINGGO Lingguhang Pagsusulit
Ang Mayroon sa Aming Rehiyon Ang Mayroon sa Aming Rehiyon Ang Mayroon sa Aming Rehiyon
Pag-uuri ng mga tao, lugar, Pag-uuri ng mga tao, lugar, pangyayari, Mga salitang may klaster
pangyayari, bagay, at hayop bagay, at hayop Paraan ng pagbabaybay ng mga
Paraan ng pagbabaybay ng mga salita salita sa pagbasa
sa pagbasa
III. KAGAMITANG
PANTURO
A.Sanggunian K-12 CG p.84 K-12 CGp 85 K-12 CGp 87 Summative test files
1.Mga pahina sa Gabay ng p. 11-14 p.14-18 p.19-20
Guro
2.Mga pahina sa p. 10-13 p. 14-15 p. 15-17
Kagamitang Pang Mag-aaral
3.Mga pahina sa Teksbuk
4.Karagdagang Kagamitan
mula sa portal ng Learning
Resource
B.Iba pang Kagamitang KWL chart, mga larawan ng kilalang Larawan, tarpapel
tao, mahahalagang pangyayari, at
Panturo magagandang tanawin

IV:PAMAMARAAN
A.Balik-aral sa Magpalaro ng “Hanapin ang
Katulad”.
nakaraangaralin at / o Hal. Magsama-sama ang
pagsisimula ng bagong magkakatulad ang kulay ng damit.
aralin Magsama-sama ang babae, ang
lalaki.
Itanong kung nakarating na ba sila sa Awit: Awit
mga magagandang lugar sa kanilang
rehiyon.
Itanong kung sino ang kilala nilang tao
sa kanilang rehiyon.

B.Paghahabi sa layunin ng Itanong kung paano nila ipinangkat
ang kanilang sarili.
aralin
C.Pag-uugnay ng mga Ipakita ang mga larawang nasa LM.
Ipatukoy kung ano-ano ang nakikita
halimbawa sa bagong aralin nila.
Ilahad ang kuwento at sagutan ang KWL
chart.
Gabayan ang mga bata sa paglalagay
ng alam nang impormasyon tungkol sa
rehiyon at nais malamang impormasyon
tungkol sa rehiyon
Basahin ang kuwentong, “Alamin!
Tuklasin! sa LM
Ipabasa ang tulang “ Mga Kaibigan” Pagbibigay ng pamantayan
sa LM.
1. Itanong kung sino ang mga batang
nabanggit sa kuwento.
2. Itanong kung ano ang napansin sa
pagkakasulat ng pangalan ng mga
bata.
. Ipabasa ang mga salitang nasa LM. Pagsasabi ng panuto

D:Pagtalakay ng bagong Ipauri ang bawat larawan kung Balikan ang KWL chart. Itanong kung ano ang napansin nila Pagsagot sa pagsusulit
ngalan ng tao,bagay, hayop, lugar o Sagutan ang bahaging “ nalamang sa mga salitang kanilang binasa.
konsepto at paglalahad ng pangyayari. impormasyon tungkol sa
bagong kasanayan #1 Tumawag ng bata na sasagot sa rehiyon”.
bawat bilang.
Anong larawan ang kabilang sa
lugar?
Sino ang larawang nasa tao?
Ano ang halimbawa ng mga
pangyayari?
Sa hayop,ano ang halimbawa?
Ano ang halimbawa ng mga bagay?
E.Pagtalakay ng bagong Pinatnubayang Pagsasanay Ipangkat ang mga mag-aaral.
Ipagawa ang Gawain 2 sa LM. Ipagawa ang pangkatang gawain.
konsepto at paglalahad ng a. Pangkat I: Lakbayin mo,Tukuyin
bagong kasanayan #2 mo!
Lakbayin ang mga lugar sa ating
rehiyon.
Masdan ang mga larawan at alamin ang
lugar kung saan ito matatagpuan.
Ipabasa ang mga salitang may
kambal-katinig o klaster sa Gawain 4
sa LM.
Ipabasa ang mga salitang may
kambal-katinig o klaster nang
pangkatan, dalawahan, at isahan.

b. Pangkat II: Awit mo, Aawitin ko!

Maliban sa mga taong nakita sa
pagsasaliksik ng mag-aaral sa kuwento,
mayroon pa ring mga taong kilala sa
ating rehiyon sa ngalan naman ng pag-
awit.
May alam ba kayong awit nila?
Pumili kayo at awitin ito sa harap ng
klase.
F.Paglinang sa kabihasaan Malayang Pagsasanay c. Pangkat III: Iguhit mo, Pagdiriwang Ipabasa ang mga salitang may
Ipagawa ang Gawain 3 sa LM. ko! klaster sa Gawain 5 sa LM
( Leads to Kunin ang larawan mula sa inyong guro.
Formative Kilalanin ang mga pagdiriwang na ito.
Pagkatapos, iguhit ang nais mong
Assessment ) mapuntahang pagdiriwang.
Bakit nais mong mapuntahan ang
pagdiriwang o kapistahan na ito?
d. Pangkat IV: Lugar ko, Hanapin mo!
Tingnan ang mapa ng Rehiyon III.
Hanapin ang bawat lalawigan.
Tukuyin ang mga lalawigang
bumubuo sa ating rehiyon.
Alamin kung ano-ano ito.
G.Paglalapat ng aralin sa Ipagawa ang Gawain 1 sa LM. Ano-ano ang ilang magagandang lugar Ipatukoy sa mga bata ang kaklase Magpakita ng katapatan sa pagsusulit.
mayroon sa ating rehiyon? nila na ang ngalan ay may kambal-
pang araw-araw na buhay Pakinggan natin ang pag-uulat ng katinig o klaster.
Pangkat I.
Saan matatagpuan ang mga ito?
Ano ang dapat gawin sa magagandang
lugar na ito?
Ano ang naramdaman ng Makita mo
ang mga lugar na ito?Bakit?
b. Sino-sino ang ilan sa nakilalang mga
tao sa ating rehiyon?
Tingnan natin ang gagawin ng Pangkat
II.
Sa anong larangan sila nakilala? Bakit?
c. Ano ang ilang pagdiriwang sa ating
rehiyon?
Nais mo bang makarating dito? Bakit?
Tingnan natin ang iginuhit ng Pangkat
III.
d. Aalamin naman natin ngayon kung
saan natin makikita ang mga lugar na
nabanggit sa ating kuwento.
Tingnan natin ang ginawa ng Pangkat
IV.
Ano ang dapat nating gawin sa mga
magagandang lugar, kilalang tao, mga

H.Paglalahat ng Aralin
Paano inuuri ang pangngalan?
Basahin at isaisip ang tandaan sa
LM.
kapistahan o pagdiriwang sa ating
rehiyon? Bakit?
Paano ninyo naunawaan ang
kuwento?
Kailan sinasabi na ang salita ay may
kambal-katinig o klaster?
Paano ang wastong paraan ng
pagsulat sa mga salitang ito?
Ipabasa ang dapat tandaan sa LM.

I.Pagtataya ng Aralin Isulat sa sagutang papel ang letra ng Basahin ng guro ang pamamaraan ng Sipiin nang wasto ang sumusunod Itala ang mga puntos ng mag-aaral.
tamang sagot. paggawa ng tamalis at magtanong na salita.
1. Si Korina Sanchez ay isang pagkatapos. 1. Priscilla
mamamahayag. Araw-araw natin 2. Brenda
siyang nakikita sa telebisyon. Ang 3. Plaridel
salitang may salunguguhit ay 4. prutas
ngalan ng_____ 5. plasa
a. tao b. lugar c. pangyayari d.
hayop
( tingnan ang tarpapel )
J.Karagdagang Gawain para Magpasulat ng limang (5) salitang Bigyan ng paghahamon ang mga mag-
may kambal-katinig o klaster sa aaral para sa susunod na pagtataya.
sa takdang- aralin at kuwaderno na may tamang paraan
remediation ng pagsulat
IV. MGA TALA
V. PAGNINILAY
A.Bilang ng mga mag-aaral
na nakakuha ng 80% sa
pagtataya
B:Bilang ng mag-aara na
nangangailangan ng iba
pang gawain para sa
remediation
C.Nakatulong ba remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D.Bilang ng mag-aaral na
magpapatuloy sa
remediation.
E.Alin sa mga istratehiyang
pagtuturo ang nakatulong
ng lubos ?Paano ito
nakatulong?
F.Anong suliranin ang aking
naranasan
na solusyon sa tulong ng
aking punong guro at
suberbisor?
G.Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
 Republika ng Pilipinas PAARALAN NORTHVILLE V ELEMENTARY BAITANG 2
Kagawaran ng Edukasyon SCHOOL
Rehiyon III
Sangay ng Bulacan
GURO JERAMIE G. ASISTIO ASIGNATURA FILIPINO
Distrito ng Bocaue PETSA AT ORAS JUNE 12-16, 2017 (WEEK 2) MARKAHAN 1ST QUARTER
PAARALANG ELEMENTARYA NG NORTHVILLE V
Northville V Resettlement Site Batia, Bocaue, Bulacan

LUNES MARTES MIYERKULES HUWEBES BIYERNES

LAYUNIN
Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa mapanuring Nauunawaan ang ugnayan ng simbolo at Naipamamalas ang kakayahan at tatas
pakikinig at pag-unawa sa napakinggan tunog sa pagsasalita at pagpapahayag ng
sariling ideya, kaisipan, karanasan at
damdamin

Pamantayan sa Pagganap
Mga Kasanayan sa Pagkatuto.
Isulat ang code ng bawat
kasanayan
Walang Pasok Nakikinig at nakatutugon nang angkop at Nababasa ang usapan, tula, talata, kuwento Naipahahayag ang
wasto nang may tamang bilis, diin, tono, antala at ideya/kaisipan/damdamin/reaksyon
Araw ng Kalayaan ekspresyon nang may wastong tono, diin, bilis,
antala at intonasyon
Nasasagot ang mga tanong tungkol sa Natutukoy ang unahan, gitna at huling Natutukoy ang pangalan ng tao, bagay, Nakapagbibigay ng lingguhang
tekstong napakinggan tunog ng salita. hayop, at lugar pagsusulit
F2KP-Ib-g-6
Nakapagbibigay ng hinuha kaugnay sa F2WG-Ic-e-2
pinakinggan/binasang teksto
F2-PN-3.1.1

NILALAMAN ARALIN 2: MAHALIN AT ARALIN 2: MAHALIN AT A RALIN 2: M AHALIN AT I PAGMALAKI ANG Lingguhang Pagsusulit
P AMILYA
IPAGMALAKI ANG PAMILYA IPAGMALAKI ANG PAMILYA Ngalan ng tao, bagay, hayop, at pook
Pagbibigay Hinuha Tunog ng Salita

KAGAMITANG PANTURO
Sanggunian K-12 CG p. 23 K-12 CG p. 23 Summative test files
K-12 CG p. 23

Mga pahina sa Gabay ng Guro p. 8-9 p. 9-10 p.10-11

Mga pahina sa Kagami-tang p.18-24 p.24-26 p. 27-30
Pang Mag-aaral
Mga pahina sa Teksbuk

Karagdagang Kagamitan mula larawan ng pamilya, tarpapel
sa portal ng Learning Resource
Iba pang Kagamitang Panturo
PAMAMARAAN Tingnan natin ang nalalaman ninyo sa pag-
aaralan natin sa linggong ito.
Ipakuha sa mga bata ang kanilang sagutang
papel, pansulat at ang Kagamitan ng Mag-
aaral (LM). Pasagutan sa mga mag-aaral
ang Subukin Natin sa LM, pahina__.
larawan, flashcard, tsart tsart ng maikling talata, larawan ng
inang inaalagaan ang anak na may sakit,
Ano ang pangalan mo? Ikahon ang mga pangngalan na ginamit Awit
Pantigin ito. sa maikling talata sa ibaba.
Ano ang unang letra nito? Isulat ito sa tsart.
Ano ang tunog nito?
Sa anong letra ito nagtapos? Ano ang tunog
nito?

Balik-aral sa nakaraangaralin at
/ o pagsisimula ng bagong
aralin
Paghahabi sa layunin ng aralin
Pag-uugnay ng mga halimbawa
sa bagong aralin
Pagtalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #1
Pagtalakay ng bagong konsepto
at paglalahad ng bagong
kasanayan #2
Sino-sino ang kasapi ng iyong pamilya?
May nagkasakit na ba sa kanila?
Tumulong ka ba sa pag-aalaga sa kanila?
Ano ang ginawa mo?
Ilarawan ang sariling ina.
Sabihin kung aling salita sa Hanay B ang
kahulugan ng mga salita sa Hanay A.
Pagtambalin ang Hanay A sa Hanay B sa
pamamagitan ng guhit.
Hanay A
Hanay B
dadalo pagsasama-sama
pagtitipon
isangpagdiriwang
hilamusang may tubig pupunta
anibersaryo palanggana
Basahin sa mga bata ang “ Maalagang Ina.”
Bakit pinamigatang Maalagang Ina?
Tungkol saan ang napakinggang kuwento.
Basahin muli ang kuwento sa mga bata.
Pasagutan ang mga tanong sa Sagutin
Natin.
Ano-ano ang pangyayari sa kuwento/
Ano kaya ang nangyari kung hindi sinabi ni
Fe na may sinat ang kapatid?
Paano kung sa kabila ng lagnat ni Rey
aytumuloy pa sila sa kanilang lakad?
Ano kaya ang nangyari matapos gumaling si
Rey?
Ano ang gusto mong katapusan ng
kuwento?
Paano mo ipakikita ang pagmamalasakit sa
kasapi ng iyong pamilya?
Ipagawa ang Pahalagahan Natin sa LM,
pahina___
Basahin muli sa mga bata ang Maalagang
Ina. Maaaring tumawag ng ilang mga bata
upang sumabay sa pagbasa ng guro o dili
kaya naman ay magbasa nang mag-isa.
Ipagawa ang pagsasanay sa Gawin Natin na
makikita sa LM, pahina___
Ano ang gagawin mo kung may sakit ang
isang kasapi ng iyong pamilya?
Basahing muli ang kuwentong“Maalagang
Ina”.
Ipabasa sa mga mag-aaral ang mga salitang
nasa Basahin Natin sa LM, p 24
Talakayin ito sa tulong ng mga gabay na
tanong sa Sagutin Natin sa LM p. 24.
Sabihin: Ang mga salita ay may tunog sa
unahan, gitna, at hulihan
Ipabasa sa mga bata ang sumusunod na
salita.
Hanay AHanay B Hanay C
Ato barya sabon
Ana serye kanin
Ilang pantig mayroon ang bawat salita?
Pantigin ang mga ito.
Ano ang una/gitna/huling tunog ng bawat
salita?
Gaano kahalaga ang kaalaman sa tunog ng
mga letra sa pagbasa?
Talakayin ang Pahalagahan Natin sa LM,
pahina 25.
Tukuyin ang una, gitna at huling tunog ng
mga salita.
Ipagawa ang Gawin Natin sa LM, sa pahina
25.
Hatiin ang klase sa ilang pangkat. Pagbibigay ng pamantayan
Hayaang magtala ang bawat pangkat ng
mga ngalan ng mga makikita sa loob
silid-aralan.
Pag-uulat ng bawat pangkat
Basahin sa mga bata ang “Nasaan Ka Pagsasabi ng panuto
Inay?” sa Basahin Natin sa LM, p. 27.
Pasagutan ang mga tanong sa Sagutin Pagsagot sa pagsusulit
Natin sa LM, pahina 28.
Ano-ano ang pangngalan na nasa
kuwento?
Alin dito ang ngalan ng tao? Bagay?
Hayop? Lugar?
Paano isinulat ang bawat ngalan?
Kailan ginamit ang malaking letra?
Maliit na letra?
Hayaang magbigay ang mga bata ng
ngalan ngtao/bagay/lugar o hayop.
Ano ang gagawin mo sa inyong bahay
kung naiwan kang mag-isa?
Ipagawa sa mga bata ang Pahalagahan
Natin sa LM, pahina 28.
Sabihin kung ngalan ng tao, hayop,
bagay o lugar ang mga ngalan sa bawat
pangkat.
Pasagutan ang Gawin Natin sa LM,
pahina29_upang matukoy ang ngalan
ng tao, bagay, hayop, o lugar.

Paglinang sa kabihasaan
( Leads to Formative
Assessment )
Hatiin ang klase sa apat na pangkat. Bigyan Sabihin ang katunog ng mga salita. Piliin ang Ipasagot ang Sanayin Natin sa LM, Magpakita ng katapatan sa
ang bawat pankat ng activity sheet na may sagot sa loob ng panaklong. pahina 29upang malaman kung pagsusulit.
lamang gagawin ng pangkat. Ipagawa ang Sanayin Natin sa LM, pahina 25. natutukoy ng mag-aaral ang pangalan
Sanayin Natin sa LM, pahina__ ng tao, bagay, hayop, at lugar.
Pag-uulat ng bawat pangkat.
Bigyang-halaga ang ginawa ng bawat
pangkat.

G.Paglalapat ng aralin sa pang Paano natin masasagot at makapagbibigay Saan maaaring magkasintunog ang mga Ano ang pangngalan? Tingnan sa
ng sariling hinuha sa nabasa o napakinggang salita? Tandaan Natin sa LM, pahina 29.
araw-araw na buhay
teksto? Tandaan Natin sa LM, pahina 26

H.Paglalahat ng Aralin Tukuyin ang mga salitang magkatulad. Tukuyin ang pangngalan na tinutukoy sa Itala ang mga puntos ng mag-
Sabihin kung saan nagkatulad ang mga bawat bilang. aaral.
piniling salita. Gawin ang pagsasanay sa LinanginNatin
Linangin Natin sa LM, pahina 26. sa LM, pahina
30.

Pagtataya ng Aralin Magtala ng limang pares ng pangalan Gumupit at idikit sa kuwaderno ang Bigyan ng paghahamon ang mga
ng iyong kapamilya o kamag-anak na larawan ng tao, hayop, pook, at bagay. mag-aaral para sa susunod na
magkakasintunog Isulat ang pangngalang tumutukoy sa pagtataya.
larawan.
Karagdagang Gawain para sa
takdang- aralin at remediation
MGA TALA
PAGNINILAY
Bilang ng mga mag-aaral na
nakakuha ng 80% sa pagtataya
Bilang ng mag-aara na
nangangailangan ng iba pang
gawain para sa remediation
Nakatulong ba remedial? Bilang
ng mag-aaral na nakaunawa sa
aralin.
Bilang ng mag-aaral na
magpapatuloy sa remediation.
Alin sa mga istratehiyang
pagtuturo ang nakatulong ng
lubos ?Paano ito nakatulong?
Anong suliranin ang aking
naranasan
na solusyon sa tulong ng aking
punong guro at suberbisor?
Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
 Republika ng Pilipinas PAARALAN NORTHVILLE V ELEMENTARY BAITANG 2
Kagawaran ng Edukasyon SCHOOL
Rehiyon III
Sangay ng Bulacan
GURO JERAMIE G. ASISTIO ASIGNATURA EDUKASYON SA
Distrito ng Bocaue PAGPAPAKATAO
PAARALANG ELEMENTARYA NG NORTHVILLE V PETSA AT ORAS JUNE 12-16, 2017 (WEEK 2) MARKAHAN 1ST QUARTER
Northville V Resettlement Site Batia, Bocaue, Bulacan

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagkilala sa sarili at pagkakaroon ng disiplina tungo sa pagkakabuklod-buklod o pagkakaisa ng mga kasapi ng tahanan at paaralan
B. Pamantayan sa Pagganap Naisasagawa nang buong husay ang anumang kakayahan o potensyal at napaglalabanan ang anumang kahinaan
C. Mga Kasanayan sa Pagkatuto Naisakikilos ang sariling kakayahan sa iba’t ibang pamamaraan: Nakapagbibigay ng lingguhang
1.1. pag-awit pagsusulit
Isulat ang code ng bawat kasanayan.
1.2. pagguhit
1.3. pagsayaw
1.4. pakikipagtalastasan
1.5. at iba pa
EsP2PKP- Ia-b – 2

II. NILALAMAN Lingguhang Pagsusulit Aralin 2 Aralin 2 Lingguhang Pagsusulit

Kakayahan Mo, Paunlarin Kakayahan Mo, Paunlarin
Mo! Mo!
Pagkilala sa Sarili Pagkilala sa Sarili

III. KAGAMITANG PANTURO Summative test files Summative Test Files

A. Sanggunian K-12 C.G p.26-27 K-12 C.G p.26-27
1. Mga pahina sa Gabay ng Guro P 7-10 P 7-10
2. Mga pahina sa Kagamitang p.7-13 p.7-13
Pang-mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula Edukasyon sa Pagpapakatao 2. Edukasyon sa Pagpapakatao 2.
Tagalog. 2013. pp. 2-13 Tagalog. 2013. pp. 2-13
sa portal ng Learning Resource
Larawan, tarpapel Larawan, tarpapel
B. Iba pang Kagamitang Panturo Awit
IV. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o Pagsasabi ng panuto Paano mo pauunlarin ang iyong Ipaliwanag sa mag-aaral na Awit
kakayahan? ang ibang bata ay mayroon
pagsisimula ng bagong Bakit kailangan mo pang ding
aralin.(Review) sanayin ang iyong kakayahan? angking talento. Hindi nila ito
dapat itago o ikahiya sapagkat
ito
ang makatutulong sa kanila
upang umunlad ang buhay.
B. Paghahabi sa layunin ng aralin
(Motivation)
C. Pag-uugnay ng mga halimbawa sa
bagong aralin.(Presentation)
D. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan
#1(Modelling)
E. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
(Guided Practice)
F. Paglinang sa Kabihasaan
(Independent Practice)
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-
araw na buhay (Application)
H. Paglalahat ng Aralin
(Generalization)
I. Pagtataya ng Aralin (Evaluation)
J. Karagdagang Gawain para sa
takdang-aralin at remediation
VI. MGA TALA
VII. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng
Pagsagot sa pagsusulit
Magpakita ng katapatan sa
pagsusulit.
Itala ang mga puntos ng mag-
aaral.
Bigyan ng paghahamon ang
mga mag-aaral para sa
susunod na pagtataya.
1. Paano mo pauunlarin ang
iyong kakayahan?
2. Bakit kailangan mo pang
magsanay ng iyong
kakayahan?
Ipakabisa ang gintong-aral:
Kakayahang bigay ng Diyos,
Paunlarin upang magamit ng
maayos.
Ipabasang muli ang kuwentong
“ Ang Paligsahan “
Talakayin / pag-usapan ang
kuwento
Magkaroon ng dula-dulaan sa
pagpapakita ng kakayahan ng
mga bata.
Pag-usapan ang mga talentong
ipinakita
Ano ang iyong naramdaman
habang nagsasanay ka ng
iyong kakayahan?
May nais ka pa bang paunlarin
sa mga ito?
Ating Tandaan
Ang taglay nating kakayahan ay
dapat paunlarin sa ibat ibang
pamamaraan tulad ng
pagsasanay, pagpapaturo,
pagsali sa palatuntunan at
paligsahan.
Magbigay ng mga halimbawa Pagbibigay ng pamantayan
o magpakita ng mga larawan
ng mga taong nagtagumpay
dahil sa pagpapaunlad ng
kanilang tanging kakayahan.
Sabihin sa mga bata na isipin Pagsasabi ng panuto
nilang sila ang mga batang
nasa larawan. Sagutan ang
gawain sa pahina 10.
Hayaang kumpletuhin ng mga
bata ang nakasulat sa bubble
ng
pabigkas
Hayaang magpamalas ng Pagsagot sa pagsusulit
kanyang
talento ang mag-aaral sa
harap ng klase
Pagkatapos magpamalas ng
talento, itanong sa kanila kung
paano nila mapapaunlad ang
kanilang talento
Pasagutan sa kuwaderno ang
gawain. Ipaliwanag ang tsart
sa
pahina 11.
Ating Tandaan Magpakita ng katapatan sa
Ang taglay nating kakayahan pagsusulit.
ay dapat paunlarin sa ibat
ibang pamamaraan tulad ng
pagsasanay, pagpapaturo,
pagsali sa palatuntunan at
paligsahan.
Sa isang papel, pasagutan sa
mga bata ang “Subukin Natin”
sa pahina 12 - 13. Dito
matataya kung may
pagpapaunlad
na sa kanilang natatanging
kakayahan
Sagutin: Itala ang mga puntos ng mag-
Kailangan mo bang paunlarin aaral.
ang iyong natatanging
kakayahan? Bakit?
Bigyan ng paghahamon ang
mga mag-aaral para sa
susunod na pagtataya.
 80% sa pagtataya.
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
C. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa
aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation.
E. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa tulong
ng aking punungguro at superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?

GRADES 1 to 12
Pang-araw-araw na Tala
Sa Pagtuturo - DLL
I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto (Isulat
and code ng bawat kasanayan)
II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-Mag-
aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal
ng Learning Resource
B. Iba pang kagamitang Panturo
III. PAMAMARAAN
A. Balik-Aral sa nakaraang aralin at/o
PANG-ARAW-ARAW NA TALA SA PAGTUTURO SA ARALING PANLIPUNAN
Paaralan Paaralang Elementarya ng Northville V
Guro JERAMIE G. ASISTIO
Petsa/Oras June 12-16, 2017 (WEEK 2)
Unang araw Ikalawang araw
Naibibigay ang kahulugan ng
komunidad.
Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang
komunidad
Walang Pasok Natutukoy ang mga bumubuo ng
komunidad:
Araw ng Kalayaan Nailalarawan ang papel, tungkulin
at gawain ng mga bumubuo ng
komunidad
AP2KOM-Ib-3
ARALIN 1.2: Gawain at
Tungkulin ng mga Bumubuo ng
Komunidad
( Pamilya at Paaralan )
K-12 p. 35
p. 6-8
P 21-30
Larawan, diorama, tarpapel
Anu-ano ang bumubuo sa isang
Antas 2
Asignatura Araling Panlipunan
Markahan Unang Markahan
Ikatlong araw
Naibibigay ang kahulugan ng
komunidad.
Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang
komunidad
Natutukoy ang mga bumubuo ng
komunidad:
Nailalarawan ang papel,
tungkulin at gawain ng mga
bumubuo ng
komunidad
AP2KOM-Ib-3
ARALIN 1.2: Gawain at
Tungkulin ng mga Bumubuo
ng Komunidad
( Simbahan at Pook libangan)
K-12 p. 35
p. 6-8
P 21-30
Larawan, diorama, tarpapel
Anu-ano ang Gawain at tungkulin
Ikaapat na Araw Ikalimang Araw
Naibibigay ang kahulugan ng
komunidad.
Naipamamalas ang pag-unawa sa
kahalagahan ng kinabibilangang
komunidad
Natutukoy ang mga bumubuo ng Nakapagbibigay ng lingguhang
komunidad: pagsusulit
Nailalarawan ang papel, tungkulin
at gawain ng mga bumubuo ng
komunidad
AP2KOM-Ib-3
ARALIN 1.2: Gawain at Tungkulin Lingguhang Pagsusulit
ng mga Bumubuo ng Komunidad
( Sentrong pangkalusugan,
Bahay- pamahalaan at Pamilihan)
K-12 p. 35 Summative test files
p. 6-8
P 21-30
Larawan, diorama, tarpapel
Anu-ano ang Gawain at tungkulin Awit
 pagsisimula ng bagong aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa bagong
aralin
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan#1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan#2
F. Paglinang sa Kabihasnan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-araw na
buhay
H. Paglalahat ng Aralin
I. Pagtataya ng Aralin
J. Karagdagang Gawain para sa takdang
aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ng 80%
sa pagtataya
B. Bilang ng mag-aaral na nangangailangan
ng iba pang Gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng
komuninad?
Alin sa mga ito ang makikita sa
inyong sariling komunidad?
alin naman sa mga ito ang di-
makikia sa iyong sariling
komunidad
Magpabuo ng mga larawan ng
mga bumubuo sa isang
komunidad?
Ipabasa ang kuwentong Doon Po
sa Amin
Pagsagot sa mga katanungan
tungkol sa kuwento.
Anu-ano ang Gawain o tungkulin
ang ginagampanan ng isang
pamilya/ paaralan sa komunidad?
Pangkatang gawain
Gumuhit ng simpleng larawan ng
isang pamilya. Kulayan ito. Sa
ilalim nito, isulat ang Gawain at
tungkulin nito sa komunidad.
Anu- ano ang Gawain at tungkulin
ng pamilya at paaralan sa
komunidad?
Iguhit ang larawan ng sariling
paaralan. Kulayan ito. Sa ilalim nit,
itala ang tungkulin at Gawain nito.
Maghanap ng larawan na
nagpapakita ng Gawain at
tungkulin ng pamilya at paaralan at
idikit ito sa kwaderno.
ng pamilya at paaralan sa
komunidad?
Magpakita ng larawan ng
simbahan at pook libangan.
Talakayin ang mga ito.
Pagbasa ng kuwentong Doon po
sa Amin
Pagsagot sa mga katanungan
tungkol sa kuwento.
Anu-ano ang Gawain o tungkulin
ang ginagampanan ng isang
simbahan/ pook libangan sa
komunidad?
Pangkatang gawain
Gumuhit ng simpleng larawan ng
isang simbahan. Kulayan ito. Sa
ilalim nito, isulat ang Gawain at
tungkulin nito sa komunidad.
Anu- ano ang Gawain at
tungkulin ng simbahan aat pook
libangan sa komunidad?
Iguhit ang larawan ng pook
libangan . Kulayan ito. Sa ilalim
nito, itala ang tungkulin at
Gawain nito.
Maghanap ng larawan na
nagpapakita ng Gawain at
tungkulin ng simbahan at pook
libangan, at idikit ito sa
kwaderno.
ng simbahan at pook libangan sa
komunidad?
Magpakita ng larawan ng Ospital, Pagbibigay ng pamantayan
Palengke at Barangay Hall.
Talakayin ang mga ito.
Pagbasa ng kuwentong Doon po sa Pagsasabi ng panuto
Amin
Pagsagot sa mga katanungan Pagsagot sa pagsusulit
tungkol sa kuwento.
Anu-ano ang Gawain o tungkulin
ang ginagampanan ng isang ospital,
palengke at barangay hall sa
komunidad?
Pangkatang gawain
Gumuhit ng simpleng larawan ng Magpakita ng katapatan sa
isang ospita. Kulayan ito. Sa ilalim pagsusulit.
nito, isulat ang Gawain at tungkulin
nito sa komunidad.
Anu- ano ang Gawain at tungkulin
ng ospital, barangay hall at
palengke sa komunidad?
Iguhit ang larawan ng pamilihan. Itala ang mga puntos ng mag-
Kulayan ito. Sa ilalim nito, itala ang aaral.
tungkulin at Gawain nito.
Maghanap ng larawan na Bigyan ng paghahamon ang
nagpapakita ng Gawain at tungkulin mga mag-aaral para sa
ng simbahan at pook libangan, at susunod na pagtataya.
idikit ito sa kwaderno.
 mag-aaral na nakaunawa sa aralin

D. Bilang ng mag-aaral na magpapatuloy sa

remediation?

E. Alin sa mga istratehiyang pagtuturo

nakatulong ng lubos? Paano ito
nakatulong?

F. Anong suliranin ang aking naranasan na

solusyunan sa tulong ng aking punongguro
at superbisor?

G. Anong kagamitang panturo ang aking

nadibuho na nais kong ibahagi sa mga
kapwa ko guro?

Inihanda ni: Binigyang pansin:

JERAMIE G. ASISTIO LEONILA L. DE JESUS

Guro Punong Guro