The daily lesson log summarizes lessons taught in Personal Development for 1st grade students over the course of a week. The objectives were to demonstrate understanding of self-worth, abilities, self-care, and being a good family member. Activities included group discussions, picture analysis, and role-playing family activities. Strategies that worked well included group collaboration, games, and think-pair-share. The lessons successfully taught that families are happiest when spending time together through activities like traveling, chores, and meals.
This document contains a daily lesson log for grades 1-12 that outlines lessons taught from April 3-5, 2023 on the topic of reducing waste. The lessons focused on understanding the importance of reducing unnecessary items to decrease trash and save money. Students learned about reducing, reusing materials when possible, and recycling items that can't be reused. Formative assessments showed most students understood the concepts, while a few needed additional activities for reinforcement. The teacher found group activities and games particularly effective learning strategies.
Daily Lesson Logs for Grade 3 Araling Panlipunan Subjectrutchillbaladad
This document contains a daily lesson log for a Grade 3 Social Studies class in Dahilig Elementary School. Over the course of a week, the teacher covered topics about the livelihood, government roles, and natural resources of the province and region. Various teaching methods were used including group activities, games, worksheets, and discussions. Formative assessments were given to evaluate student learning. The teacher noted strategies that worked well and challenges encountered, and plans to share innovative localized materials with other teachers.
Q4_DLL_AP2_WEEK-1 Q4_DLL_AP2_WEEK-1.docxFace to Face
This document contains a daily lesson log from Obrero Central Elementary School for Grade 2 students. It summarizes the lessons taught from March 27-29, 2024 on Human Rights. The lessons included discussing concepts like the definition of human rights, specific human rights like the right to life and education, and examples of human rights. Formative assessment methods like group activities and evaluations were used to check student understanding. The teacher analyzed what teaching strategies and materials worked well, as well as areas needing improvement like addressing student behavior issues.
This document contains a daily lesson log for a Grade 3 Social Studies class covering the topics of livelihood, government roles, and the natural resources of provinces in the teacher's region. The week-long lesson plan outlines learning objectives, content, resources, teaching procedures and assessments. Procedures include introducing concepts through examples, discussions, activities and applying concepts. Formative assessments evaluate student understanding. The teacher reflects on lesson effectiveness and strategies for students needing remediation.
This document contains a daily lesson log for grades 1-12 from DepEdClub.com. It outlines the objectives, standards, skills, content, procedures and assessment for lessons taught from October 9-13, 2023. The lessons focus on developing critical thinking and understanding the importance of responsible behavior as an individual and family member. Activities include reading short stories, analyzing news articles, and group discussions on topics like personal responsibility and being a good family member. The teacher evaluates learning outcomes and whether remedial activities are needed to help students master the concepts.
This document contains a daily lesson log for an English class covering April 3-5. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on recognizing names of persons, places, things and animals. Activities included games to identify categories, group work filling out a table, and an evaluation. The teacher found strategies like group collaboration, games and differentiated instruction worked well due to students' eagerness to learn and availability of materials.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document contains a daily lesson log for a Grade 3 science class. Over the course of a week, the teacher covers lessons about things found in the surroundings, living and non-living things, and different bodies of water. Each day includes the learning objectives, content covered, teaching procedures, activities, and assessments. Formative assessments are used to evaluate student understanding and identify those needing remedial lessons or additional activities. The teacher reflects on teaching strategies, innovations used, and ways administration can provide support.
This document contains a daily lesson log for grades 1-12 that outlines lessons taught from April 3-5, 2023 on the topic of reducing waste. The lessons focused on understanding the importance of reducing unnecessary items to decrease trash and save money. Students learned about reducing, reusing materials when possible, and recycling items that can't be reused. Formative assessments showed most students understood the concepts, while a few needed additional activities for reinforcement. The teacher found group activities and games particularly effective learning strategies.
Daily Lesson Logs for Grade 3 Araling Panlipunan Subjectrutchillbaladad
This document contains a daily lesson log for a Grade 3 Social Studies class in Dahilig Elementary School. Over the course of a week, the teacher covered topics about the livelihood, government roles, and natural resources of the province and region. Various teaching methods were used including group activities, games, worksheets, and discussions. Formative assessments were given to evaluate student learning. The teacher noted strategies that worked well and challenges encountered, and plans to share innovative localized materials with other teachers.
Q4_DLL_AP2_WEEK-1 Q4_DLL_AP2_WEEK-1.docxFace to Face
This document contains a daily lesson log from Obrero Central Elementary School for Grade 2 students. It summarizes the lessons taught from March 27-29, 2024 on Human Rights. The lessons included discussing concepts like the definition of human rights, specific human rights like the right to life and education, and examples of human rights. Formative assessment methods like group activities and evaluations were used to check student understanding. The teacher analyzed what teaching strategies and materials worked well, as well as areas needing improvement like addressing student behavior issues.
This document contains a daily lesson log for a Grade 3 Social Studies class covering the topics of livelihood, government roles, and the natural resources of provinces in the teacher's region. The week-long lesson plan outlines learning objectives, content, resources, teaching procedures and assessments. Procedures include introducing concepts through examples, discussions, activities and applying concepts. Formative assessments evaluate student understanding. The teacher reflects on lesson effectiveness and strategies for students needing remediation.
This document contains a daily lesson log for grades 1-12 from DepEdClub.com. It outlines the objectives, standards, skills, content, procedures and assessment for lessons taught from October 9-13, 2023. The lessons focus on developing critical thinking and understanding the importance of responsible behavior as an individual and family member. Activities include reading short stories, analyzing news articles, and group discussions on topics like personal responsibility and being a good family member. The teacher evaluates learning outcomes and whether remedial activities are needed to help students master the concepts.
This document contains a daily lesson log for an English class covering April 3-5. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on recognizing names of persons, places, things and animals. Activities included games to identify categories, group work filling out a table, and an evaluation. The teacher found strategies like group collaboration, games and differentiated instruction worked well due to students' eagerness to learn and availability of materials.
This document outlines a daily lesson log for a Grade 4 science class covering waste disposal. Over the course of a week, students will learn about sorting and properly disposing of waste according to material properties, proper waste disposal methods, and safety precautions. Lessons include classifying materials, demonstrations, discussions, and activities. The teacher evaluates students and provides remediation as needed. Strategies that worked well included group collaboration, discussions, and hands-on activities. The teacher notes areas where support may be needed like classroom management or access to materials.
This document contains a daily lesson log for a Grade 3 science class. Over the course of a week, the teacher covers lessons about things found in the surroundings, living and non-living things, and different bodies of water. Each day includes the learning objectives, content covered, teaching procedures, activities, and assessments. Formative assessments are used to evaluate student understanding and identify those needing remedial lessons or additional activities. The teacher reflects on teaching strategies, innovations used, and ways administration can provide support.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
This document contains a daily lesson log for an English class from January 7-11, 2019. The objectives are for students to demonstrate understanding of useful literacy learning strategies and to independently use strategies to accomplish literacy tasks. Content covered includes naming words, using naming words in sentences, and asking who, what and where questions. Learning activities involve reading poems, answering questions, group work, and worksheets. The teacher reflects on strategies used, such as group collaboration and games, and difficulties encountered.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provided a document summarizing her work supporting school improvement and instructional quality. The document discussed establishing clear routines and procedures, analyzing student tasks, behaviors, and teacher behaviors during classroom observations. It also connected these observations to frameworks like Common Core, Danielson Evaluation Model, Marzano's strategies, and best practices. Evans plans future professional development sessions to model vocabulary instruction, provide classroom support through walk-throughs, and discuss how administration can help teachers improve.
This document contains a daily lesson log for a 4th grade science teacher at LALAKAY ELEMENTARY SCHOOL for the week of October 31 to November 4. It outlines the objectives, content, learning resources, procedures, reflections and remarks for lessons on the major organs of the body including bones, muscles, and common bone injuries and diseases, as well as first aid treatments. The teacher notes the learning competencies and standards, references used, activities conducted each day, evaluations of student understanding, and strategies for remediation. Reflections address what worked well and challenges encountered to share with administrators.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
This document contains a daily lesson log for a Grade 1 teacher covering a week of lessons teaching the recognition of uppercase and lowercase letters in the Filipino alphabet. The log details the learning objectives, content, teaching methods, activities and assessments for each day. It also includes a section for reflection on strategies that worked well, such as group collaboration, games and think-pair-share activities.
This document contains a daily lesson log for a Grade 10 MAPEH (Music, Arts, Physical Education, and Health) class. It details objectives, content, procedures, and reflection for three lessons on feeling charades, bags of feelings, and creating a fitness trail. The objectives are to develop self-awareness, empathy, self-expression, and physical fitness. Lesson plans include drawing animals that make them feel safe, writing down COVID problems, and designing an outdoor exercise trail. Discussions focus on safety, emotions, health, and teamwork. The teacher evaluates learning and notes lessons that worked well or required improvement.
Naipapamalas ang pagunawa sa kahalagahan ng sariling kakayahan,pagkakaroon ng tiwala,pangangalaga at pag-iinngat sa sarili tungo sa kabutihan at kaayusan ng pamilya at pamayanan.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
The document provides information about metacognition and metacognitive processes. It defines metacognition as awareness of one's own knowledge and ability to understand, control, and manipulate one's cognitive processes. It discusses how metacognition involves knowing when and where to use strategies for learning and problem solving, as well as how and why to use specific strategies. It also explains that metacognition plays a critical role in learning, as it allows learners to construct knowledge using cognitive strategies and guide, regulate, and evaluate their own learning.
The document is a daily lesson log from a Grade 5 MAPEH (Music, Arts, Physical Education, and Health) class. It details the objectives, content, learning resources, procedures, notes, and evaluation of lessons for the week focusing on creating sounds from the environment using available materials. The lessons involved students identifying environmental materials that can create sounds, experimenting with creating sounds from those materials in groups, and performing songs using the sounds they created. The teacher evaluated students' mastery of the objectives and the effectiveness of different teaching strategies.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
This document contains a daily lesson log for an English class at the Ilagan East Integrated SPED Center. It outlines the week's lessons, activities, and assessments for grades 3. The week focuses on activating prior knowledge based on stories read, drawing and writing sentences, and learning short-o sounds. Key activities include using DRTA to discuss a fable, playing a matching game, taking formative assessments, and grouping students to complete tasks like making plans or sentences from drawings. The teacher reflects on students' mastery, the effectiveness of teaching strategies, and materials to share with other teachers.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
This document contains a weekly learning plan for Grade 1 students. It outlines the objectives, standards, resources and procedures for lessons planned throughout the week. The lessons focus on understanding and appreciating one's own family and the roles of each family member. Students will discuss examples of how different families support each other and work together as a community. They will practice conveying stories about their own families and roles in creative ways.
This document contains a daily lesson log from Sta. Cruz Elementary School for the subject of Araling Panlipunan from November 7-11, 2022. It discusses the formation of provinces according to law, with a focus on the central Luzon region. The teacher utilized various activities to engage students such as songs, examples, and group activities to discuss the concepts and assess learning. Feedback is also provided on strategies that worked well and challenges that were addressed.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
This document provides a lesson plan template for teaching patterns and relations to kindergarten students. It includes sections for identifying the learning outcomes, planning instructional activities and assessments, and next steps. The lesson focuses on having students identify, reproduce, extend, and create repeating patterns using manipulatives like shells. Students will sort shells into sets according to attributes and sorting rules. They will explore patterns through activities using shells, play dough, and clapping patterns. Assessment involves observing students and documenting their understanding of patterns, sets, attributes and sorting.
This document outlines the roles, functions, and competencies of social workers. It discusses that social workers serve as enablers for individuals and families, facilitators for groups and organizations, and planners for communities. Their functions include counseling, facilitating groups, refining agency procedures, and promoting social justice. Competencies include critical thinking, relationship building, empowerment, communication skills, and cultural competence.
This document defines and discusses national security. It explains that national security originally referred to defense against military attacks but now includes non-military threats like terrorism, crime, cyber attacks, and natural disasters. The modern concept of national security evolved during the 17th century to establish the nation-state's sovereign power over domestic and foreign affairs. There are differing views on national security between those who support international institutions and those who favor a nation-state primacy approach. The document also lists some key elements that comprise national security, such as socio-political stability, territorial integrity, and economic solidarity.
The document provides guidance for teachers on adapting their teaching practices and materials. It discusses using entry points, brain-based activities, cooperative learning, thinking routines, speaking frames, textbook supplementation, and more. The goal is to make lessons more engaging for students and promote classroom English.
This document contains a daily lesson log for an English class from January 7-11, 2019. The objectives are for students to demonstrate understanding of useful literacy learning strategies and to independently use strategies to accomplish literacy tasks. Content covered includes naming words, using naming words in sentences, and asking who, what and where questions. Learning activities involve reading poems, answering questions, group work, and worksheets. The teacher reflects on strategies used, such as group collaboration and games, and difficulties encountered.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provided a document summarizing her work supporting school improvement and instructional quality. The document discussed establishing clear routines and procedures, analyzing student tasks, behaviors, and teacher behaviors during classroom observations. It also connected these observations to frameworks like Common Core, Danielson Evaluation Model, Marzano's strategies, and best practices. Evans plans future professional development sessions to model vocabulary instruction, provide classroom support through walk-throughs, and discuss how administration can help teachers improve.
This document contains a daily lesson log for a 4th grade science teacher at LALAKAY ELEMENTARY SCHOOL for the week of October 31 to November 4. It outlines the objectives, content, learning resources, procedures, reflections and remarks for lessons on the major organs of the body including bones, muscles, and common bone injuries and diseases, as well as first aid treatments. The teacher notes the learning competencies and standards, references used, activities conducted each day, evaluations of student understanding, and strategies for remediation. Reflections address what worked well and challenges encountered to share with administrators.
This document provides guidance for textbook adaptation and supplementation for an English language classroom. It begins with an overview of 5 topics: motivation, classroom management, promoting classroom English, adapting textbooks, and supplementing textbooks. Various techniques and resources are then discussed under each topic, including using entry points, brain-based activities, thinking routines, and websites for videos, games and other materials. The document emphasizes adapting lessons to student multiple intelligences and creating an engaging classroom environment.
This document contains a daily lesson log for a Grade 1 teacher covering a week of lessons teaching the recognition of uppercase and lowercase letters in the Filipino alphabet. The log details the learning objectives, content, teaching methods, activities and assessments for each day. It also includes a section for reflection on strategies that worked well, such as group collaboration, games and think-pair-share activities.
This document contains a daily lesson log for a Grade 10 MAPEH (Music, Arts, Physical Education, and Health) class. It details objectives, content, procedures, and reflection for three lessons on feeling charades, bags of feelings, and creating a fitness trail. The objectives are to develop self-awareness, empathy, self-expression, and physical fitness. Lesson plans include drawing animals that make them feel safe, writing down COVID problems, and designing an outdoor exercise trail. Discussions focus on safety, emotions, health, and teamwork. The teacher evaluates learning and notes lessons that worked well or required improvement.
Naipapamalas ang pagunawa sa kahalagahan ng sariling kakayahan,pagkakaroon ng tiwala,pangangalaga at pag-iinngat sa sarili tungo sa kabutihan at kaayusan ng pamilya at pamayanan.
The document discusses key ingredients for an effective English language teaching methodology. It recommends (1) having an inspired and happy teacher, (2) creating a student-centered classroom, and (3) lowering students' affective filters through fun activities and adapting to their interests and learning styles. Specific techniques mentioned include using entry points, brain-based activities, cooperative learning, thinking routines, and speaking frames to engage students.
The document provides information about metacognition and metacognitive processes. It defines metacognition as awareness of one's own knowledge and ability to understand, control, and manipulate one's cognitive processes. It discusses how metacognition involves knowing when and where to use strategies for learning and problem solving, as well as how and why to use specific strategies. It also explains that metacognition plays a critical role in learning, as it allows learners to construct knowledge using cognitive strategies and guide, regulate, and evaluate their own learning.
The document is a daily lesson log from a Grade 5 MAPEH (Music, Arts, Physical Education, and Health) class. It details the objectives, content, learning resources, procedures, notes, and evaluation of lessons for the week focusing on creating sounds from the environment using available materials. The lessons involved students identifying environmental materials that can create sounds, experimenting with creating sounds from those materials in groups, and performing songs using the sounds they created. The teacher evaluated students' mastery of the objectives and the effectiveness of different teaching strategies.
The document discusses key ingredients for an effective English language classroom. It identifies several essential elements, including:
1. Having an inspired and happy teacher who models reflective teaching.
2. Creating a student-centered classroom that lowers students' affective filters through needs analysis and a comfortable environment.
3. Incorporating fun, laughter, and activities that engage different learning styles like Nation's 25% rule on meaningful input and output.
4. Adapting lessons through supplemental materials, technologies, and cooperative learning strategies to maximize student engagement and interaction.
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
This document contains a daily lesson log for an English class at the Ilagan East Integrated SPED Center. It outlines the week's lessons, activities, and assessments for grades 3. The week focuses on activating prior knowledge based on stories read, drawing and writing sentences, and learning short-o sounds. Key activities include using DRTA to discuss a fable, playing a matching game, taking formative assessments, and grouping students to complete tasks like making plans or sentences from drawings. The teacher reflects on students' mastery, the effectiveness of teaching strategies, and materials to share with other teachers.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
This document contains a weekly learning plan for Grade 1 students. It outlines the objectives, standards, resources and procedures for lessons planned throughout the week. The lessons focus on understanding and appreciating one's own family and the roles of each family member. Students will discuss examples of how different families support each other and work together as a community. They will practice conveying stories about their own families and roles in creative ways.
This document contains a daily lesson log from Sta. Cruz Elementary School for the subject of Araling Panlipunan from November 7-11, 2022. It discusses the formation of provinces according to law, with a focus on the central Luzon region. The teacher utilized various activities to engage students such as songs, examples, and group activities to discuss the concepts and assess learning. Feedback is also provided on strategies that worked well and challenges that were addressed.
This document provides information for effective instructional leadership and supporting school improvement. It discusses using observations and walkthroughs to improve instructional quality by focusing on student and teacher behaviors, tasks, and alignment to standards. Specific look-fors are outlined related to domains from the Danielson framework including communicating objectives, using questioning techniques, engaging students, using assessments, and demonstrating flexibility. Suggestions are provided for establishing routines, examining tasks and interactions, and incorporating best practices like Marzano's strategies and explicit instruction.
Project-Based Learning - Mandarin Classroom (K-12)Shaz Lawrence
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
This document provides a lesson plan template for teaching patterns and relations to kindergarten students. It includes sections for identifying the learning outcomes, planning instructional activities and assessments, and next steps. The lesson focuses on having students identify, reproduce, extend, and create repeating patterns using manipulatives like shells. Students will sort shells into sets according to attributes and sorting rules. They will explore patterns through activities using shells, play dough, and clapping patterns. Assessment involves observing students and documenting their understanding of patterns, sets, attributes and sorting.
Similar to ALL SUBJECTS DLL MELCS-Q1-WEEK 7.docx (20)
This document outlines the roles, functions, and competencies of social workers. It discusses that social workers serve as enablers for individuals and families, facilitators for groups and organizations, and planners for communities. Their functions include counseling, facilitating groups, refining agency procedures, and promoting social justice. Competencies include critical thinking, relationship building, empowerment, communication skills, and cultural competence.
This document defines and discusses national security. It explains that national security originally referred to defense against military attacks but now includes non-military threats like terrorism, crime, cyber attacks, and natural disasters. The modern concept of national security evolved during the 17th century to establish the nation-state's sovereign power over domestic and foreign affairs. There are differing views on national security between those who support international institutions and those who favor a nation-state primacy approach. The document also lists some key elements that comprise national security, such as socio-political stability, territorial integrity, and economic solidarity.
Spanish influence on Filipino culture originated from the Spanish East Indies colonization. Many aspects of Filipino customs and traditions today can be traced back to this Spanish influence, including the dominant Catholic religion, the Spanish-based Filipino language, and Hispanic traditions in arts, literature, and music that were introduced in the 16th century. The name "Philippines" itself comes from King Philip II of Spain.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
This tutorial offers a step-by-step guide on how to effectively use Pinterest. It covers the basics such as account creation and navigation, as well as advanced techniques including creating eye-catching pins and optimizing your profile. The tutorial also explores collaboration and networking on the platform. With visual illustrations and clear instructions, this tutorial will equip you with the skills to navigate Pinterest confidently and achieve your goals.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
1. DAILY LESSON LOG
Paaralan Baitang/Antas 1
Guro Asignatura EDUKASYON SA PAGPAPAKATAO
Petsa WEEK 7 Markahan UNANG MARKAHAN
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN
A. Pamantayang
Pangnilalaman
Naipamamalasangpagunawa sa
kahalagahan
ng pagkilalasa sarili at sariling
kakayahan,pangangalaga sa sariling
kalusugan atpagigingmabuting
kasapi ngpamilya.
Naipamamalasangpagunawa sa
kahalagahan
ng pagkilalasa sarili at sariling
kakayahan,pangangalaga sa sariling
kalusugan atpagigingmabuting
kasapi ngpamilya.
Naipamamalasangpagunawa
sa kahalagahan
ng pagkilalasa sarili at
sariling
kakayahan,pangangalaga sa
sarilingkalusugan atpagiging
mabuting kasapi ngpamilya.
Naipamamalasang
pagunawa sa kahalagahan
ng pagkilalasa sarili at
sariling
kakayahan,pangangalaga sa
sarilingkalusugan atpagiging
mabuting kasapi ngpamilya.
Naipamamalasangpagunawa
sa kahalagahan
ng pagkilalasa sarili at sariling
kakayahan,pangangalaga sa
sarilingkalusugan atpagiging
mabuting kasapi ngpamilya.
B. Pamantayan sa Pagganap
Naipakikita angkakayahan
nang may tiwala sa sarili
Naipakikita angkakayahan
nang may tiwala sa sarili
Naipakikita angkakayahan
nang may tiwala sa sarili
Naipakikita angkakayahan
nang may tiwala sa sarili
Naipakikita angkakayahan
nang may tiwala sa sarili
C. Mga Kasanayan sa
Pagkakatuto
Isulat ang code ng bawat
kasanayan
EsP1PKP
- Ih– 7
Nakapagpapahayagna tungo sa
pagkakaisaangpagsasama-sama ng
pamilya
EsP1PKP
- Ih– 7
Nakapagpapahayagna tungo sa
pagkakaisaangpagsasama-sama ng
pamilya
EsP1PKP
- Ih– 7
Nakapagpapahayagna
tungo sa pagkakaisa ang
pagsasama-sama ngpamilya
EsP1PKP
- Ih– 7
Nakapagpapahayagna
tungo sa pagkakaisa ang
pagsasama-sama ngpamilya
EsP1PKP
- Ih– 7
Nakapagpapahayagna
tungo sa pagkakaisa ang
pagsasama-sama ngpamilya
II. NILALAMAN Pagkakabuklod/Pagkakaisa
(unity,Oneness)
Pagkakabuklod/Pagkakaisa
(unity,Oneness)
Pagkakabuklod/Pagkakai
sa (unity,Oneness)
Pagkakabuklod/Pagkakaisa
(unity,Oneness)
LINGGUHANG PAGTATAYA
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay
ng Guro TG p. 16 TG p. 16
TG p. 16 TG p. 16-17 TG p. 16-17
2. Mga Pahina sa
KagamitangPang-
Mag-aaral
3. Mga Pahina sa Teksbuk
LM p. 31 LM p. 32 LM p. 33 LM p. 31-33
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
2. B. Iba PangKagamitang
Panturo
IV. PAMAMARAAN
A. Balik-aral sa nakaraang
aralin at/o
pagsisimulang
bagong aralin
Sagutin ng tama o mali.
1.Kumain ng gulay.
2.Magsepliyo ng ngipin pagkatapos
kumain.
3.Maglaro sa gitna ng matindinginit.
4.Mag-ehersisyo palagi.
5.Maglaro sa buongmaghapon.
Itanong kaninongpamilya angpinag-
aralan nilakahapon? Sino-sino ang
mga bata?
Balik-aralan angginagawa ng
magkapatid na Aya at Buboy
sa parke.
Balik-aralan angmga gawain
na sama-samangginagawa
ng pamilya nina Aya at
Buboy.
LINGGUHANG PAGTATAYA
B. Paghahabi sa layunin
ng aralin
Ipakita anglarawan ngisang
masayangpamilya na namamasyal
sa parke: Tatay, Nanay, anak na
lalaki atanak na babae.Tingnan sa
pahina 31 ng Kagamitan ng Mag-
aaral)
Ipakita anglarawan sa pahina32. Ano-ano ang ginagawa nila sa
parke?
Isa-isahin din angmga
gawain ninyo na sama-
samangginaawa ngpamilya.
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
Talakayin ang makikita salarawan. Pag-usapan anglarawan. Masaya kaya kapag
namamasyal angpamilya?
Masaya kaya angganitong
klaseng mag-
anak?
D. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #1
Ipakilala angmga tauhan,sina Aya
at Buboy, atang kanilangmga
magulang.
Tanungin ang mga bata kung ano
ang ginagawa ngdalawangbata.
Hindi lamangiyon ang
ginagawa nangsama-sama ng
mag-anak.
Talakayin kungano ang
naidudulotngpagsasama-
sama ng mag-anak sa
pamilya.
E. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #2
Tanungin ang mga bata kung ano sa
palagay nilaangginagawa ngmag-
anak sa parke.
Itanong angmga katangian na
ipinakita ninaAya atBuboy.
Ipakita anglarawan sa pahina
33 ng Kagamitan n Mag-aaral.
Talakayin din kung sa ano-
anong okasyon o
pagkakataon maaaring
magkasama-sama angmag-
anak.
F. Paglinangsa
kabihasnan
(Tungo sa Formative
Assessment)
Kung ikawang mamamasyal sa
parke, , masaya ka ba? Bakit?
Bakitkaya sila masaya? Pag-usapan angnakikita
nila sa larawan.
G. Pag-uugnay sa pang
araw-arawna buhay
Sa palagay kaya nila ay masayaang Masaya ba kayo kapagkasama ang
inyongnanay, tatay, at mga kapatid?
Pag-usapan angiba pangmga
gawaingginagawa nila sa
Sa anongokasyon ka
pinakamasaya? Bakit?
3. pamilya? Bakitnila nasabi ito? pamilya.
H. PaglalahatngAralin
Masaya kungsama-sama ang
pamilya.
Masaya kungmagkakasama ang
pamilya. Sama-samangnamamasyal
at sama-sama rin sa paggawa ng
gawaingbahay.
Masaya angpamilyangsama-
sama at sabay-sabay sa
pagkain.
Masaya kungsama-sama ang
pamilya lalo na sa
pamamasyal,paggawa ng
gawaingbahay at pagkain.
I. Pagtataya ng Aralin
J. Karagdaganggawain
para sa takdang
aralin atremediation
V. MGA TALA
VI. PAGNINILAY
A. BilangngMag-aaral na
nakakuha ng 80% sa
pagtataya
B. BilangngMag-aaral na
nangangailangan ng
iba panggawain para
sa remediation
C. Nakatulongba ang
remedial? Bilangng
mga mag-aaral na
nakaunawa sa aralin
D. Bilangngmga mag-
aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang
pagtuturo ang
nakatulongng lubos?
Paano ito
nakatulong?
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
4. 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
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
___ 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
___ 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
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
F. Anong suliranin ang
akingnararanasan na
nasulusyunan sa
tulong ng punong
guro at superbisor?
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ local poetical
composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
G. Anong kagamitang
panturo angaking
nadibuho na nais
kong ibahagi sa
kapwa ko guro?
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
The lesson have successfully
delivered due to:
___ pupils’eagerness to
learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
5. DAILY LESSON LOG Paaralan Baitang/Antas 1
Guro Asignatura MOTHER TONGUE
Petsa WEEK 7 Markahan UNANG MARKAHAN/WEEK 7
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN
A. Pamantayang
Pangnilalaman
The learner…
manifests beginningoral language
skills to communicatein different
contexts.
The learner…
manifests beginningoral language
skills to communicatein different
contexts.
The learner…
demonstrates understanding
that words are made up of
sounds and syllables
The learner…
demonstrates understanding
that words are made up of
sounds and syllables
The learner…
demonstrates understanding
that words are made up of
sounds and syllables
B. Pamantayan sa
Pagganap
The learner…
uses beginningoral languageskills
to communicate personal
experiences, ideas,and feelings in
different contexts
The learner…
uses beginningoral languageskills
to communicate personal
experiences, ideas,and feelings in
different contexts
The learner…
uses knowledge of
phonological skillsto
discriminateand manipulate
sound patterns.
The learner…
uses knowledge of
phonological skillsto
discriminateand manipulate
sound patterns.
The learner…
uses knowledge of
phonological skillsto
discriminateand manipulate
sound patterns.
C. Mga Kasanayan sa MT1OL-Ia- MT1OL-Ia- MT1PWR- MT1PWR- MT1PWR-
6. Pagkakatuto
Isulat ang code ng bawat
kasanayan
i-1.1 Talk about oneself and one’s
personal experiences (family,pet,
favoritefood)
i-1.1 Talk about oneself and one’s
personal experiences (family,pet,
favoritefood)
Ib-i-1.1 Give the name
and sound of each letter
Ib-i-1.1 Give the name
and sound of each letter
Ib-i-1.1 Give the name and
sound of each letter
MT1BPK-
Ig-i-3.1 Recognize that
spoken words are represented
in written languageby specific
sequences of letters.
II. NILALAMAN
III. KAGAMITANG
PANTURO
C. Sanggunian
1. Mga Pahina sa Gabay
ng Guro TG p. 116-119 TG p. 119-120
TG p. 121-122 TG p. 123-124 TG p. 124-125
2. Mga Pahina sa
KagamitangPang-
Mag-aaral
LM p. 30 LM p. 33 LM p. 34 LM p. 35
3. Mga Pahina sa
Teksbuk
4. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
5. Iba PangKagamitang
Panturo
CG p.
IV. PAMAMARAAN
A. Balik-aral sa
nakaraangaralin at/o
pagsisimulang
bagong aralin
Balik-aralan angkwentong
“Matalino Ka Meng”. Itanong:
1.Sino ang bidangbata sa kwento?
2. Ano ang nangyari sa kanyangina?
3. Saan siya bumili nggamut?
Balik-aral:
1.Sino ang kutsero sa kwento?
2Ano angginawa ng mga bata ng
siya’y nakita?
3.Sino-sino angmga bata sa
kwento?
4.Saan sila nakita ni MangKardo?
Sa atingkwento, sino ang
mga bata?
Ano ang kanilangsinabi
pagkatapos silangtulungan ni
Mang Kardo?
(Isusulatngguro ang sagotng
mga bata)
“Salamatpo, Mang Kardo.”
Magpakita ng mga larawan
na nagsisimula saletrangSs.
Tumayo kung ang larawan na
ipapakita ngguro ay
nagsisimulasa tunogng
letrang Ss at manatiling
nakaupo kung hindi.
Salamin mesa sabon
silya
Magpapakita angguro ng mga
larawan na nagsisimulasa
letrang Ss at Ii.Ano ang unang
tunog ng mga larawan?
sabon,ilaw,silya,ibon,isla,
salamin
Ipapakita ngguro ang larawan
ng batang babaeat lalake.
Hayaangpangalanan ng mga
bata ang larawan na
nagsisimulasa letrangSs.
7. Sisa Sam
Ano angtawag natin sa
salitangito ? (tao)
Ibigay naman angunang tunog
nito. /s/
B. Paghahabi sa layunin
ng aralin
Paghahawan ng balakid:
kalesa-larawan
kutsero- pahiwatigsa pamamagitan
ng pangungusap
inihanda-pagsasakilos
Ipakita anglarawan ngmga saitang:
daan
kalye
Itanong:
Ano angmasasabi mo sa mga
salitangnakasulatsa pisara?
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
Itanong: Sa inyongpagpasok sa
paaralan ,ano ang inyong
sinasakyan?
D. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #1
Pagbasa ngkwento ng guro,
“Salamatsa Kalesa”
Sabihin : Ito ay mga ngalan ngpook.
Magbigay pa nga ng ibang
halimbawa ngngalan ngpook o
lugar?
(parke, palengke, palaruan,
paaralan)
Itanong: ano angtawag natin sa
mga salitangito?
Sa anongtunog nagsisimula
ang salitangsalamat?
Sasabihin ngguro
ang tunog ng
letrang Ss at
gagayahin naman
ng mga bata.
Ipapakita ngguro
ang letrangSs
habangsinasabi ng
mga bata ang
tunog nito.
Ipapakita ngguro
ang susing salita
na may larawan
(sasa)
Magpapakita pa ang
guro ng iba pang
larawan:saging,
silya,susi,sili,
sulo,suso,sopas,
sandok
Ano angnapuna
Sa atingkwentong
napakinggan noong
nakaraangaraw,ano ang
ginawa ni Mang Kardo sa
kanyangkalesa nangMakita
niya angmga bata?
Babasahin ngguro ang
salitangnakasulatsa
pisara.(inihanda)
Ipaulitsa bata angsalitang
binasa ngguro. Ano ang
unang titik ng salita?/i/
Uulitin ng bata ang tunog ng
titik Ii.
Ila ba si MangKardo? (isa).
Salungguhitan mo nga ang
unang titik? Ano ang unang
tunog ng salita? /i/
Magbigay ng mga pagsasanay
kaugnay nsa mga napag-aralan
na.
Pagsasanay 1: Pangkatin ang
mga bata. Bubuo ang bawat
pangkat ng mga pantig sa
pamamagitan ng flashcard ng
mga letra na napag-aralan na.
Sa si ma mi am Sam
Babasahin ngbawatpangkat
ang mga nabuong pantig.
(maramihan,dalawahan,
isahan)
8. ninyo sa unahang
tunog ng bawat
larawan?
Sabihin nga ninyo
ang tunog nito.
Paguhitan sa bata
ang unangtunog
ng larawan at
hayaangbigkasin
ang tunog ng titik
Ss. Ano angunang
tunog ng mga
salita?
Magpapakita angguro ng
mga larawan na nagsisimula
sa titik Ii:isda,ibon,itlog,
Igorot, ilog,itik
E. Pagtalakay ngbagong
konsepto at
paglalahad ngbagong
kasanayan #2
Sagutin ang mga tanong:
1.Sino ang kutsero sa kwento?
2Ano angginawa ng mga bata ng
siya’y nakita?
3.Sino-sino angmga bata sa
kwento?
4.Saan sila nakita ni MangKardo?
Iugnay ang larawan sa tamang
salita.
(isa) isa
(larawan ngbabae)
misa
(larawn ngbatang lalake)
Sam
(Misa) Sisa
F. Paglinangsa
kabihasnan
(Tungo sa Formative
Assessment)
Pangkatin angmga bata:
Pangkat 1- Iguhit angiyong sarili at
ang kalesa.
Pangkat 2-Isagawa kungano ang
ginawa nina Kiko,Kikay,ay Keysi
nang Makita silani MangKardo
Pangkat 3-Iguhitsina Kiko,Kikay,at
Keysi habangbumubuhos ang
malakas na ulan
Pangkat 4-Lagyan ng tsek angsinabi
ng bata pagkaraangtulungan ni
Mang Kiko
Salamatpo. Diyan ka na.
Bilugan angngalan ngpook
Luneta Manila Zoo Museo
Lolo IlogPasig
Iguhitang bilogkung
nagsasaad ngtao anglarawan
at X kung hindi.
(larawan ngbabae)
(isa)
(larawan ngbatanglalaki)
(ama)
(sabon)
G. Pag-uugnay sa pang
araw-arawna buhay
Bakitnga ba nagpasalamatsina Kiko,
9. Kikay,at Keysi?
Tama baa ng kanilang ginawa?
H. PaglalahatngAralin
Tandaan:
Matutong magpasalamatsa mga
taong nagkakaloob sa inyo ng
tulong.
Ano angtawag natin sa mga salitang
ito?
Anong letra ang tinalakay
natin? Bigkasin angtunog
nito
Ano angsimulangletra ng
mga salita na pinag-aralan
natin? Bigkasin angtunog
nito?
I. Pagtataya ng Aralin
Talakayin angginawa sa Pangkatang
Gawain
Lagyan ng tsek (/) kung ngalan ng
pook at ekis (x) kung hindi.
_____1.aso
_____2.klinika
_____3.pari
_____4.palengke
_____5.Malolos
Bilugan ang may simulang
tunog na Ss
Salamin sando manok
silya mata
Isulatangunangtunog ng
mga sumusunod na salita:
1. 1 ___sa
2. (silya) ____ilya
3. (ilaw) _____law
4. (isda) _____sda
5. (ibon) _____bon
Isulatangunahangtunog ng
bawat larawan:
1.salamin ________
2.ibin ________
3.ilaw________
4.sabon ________
5.isa _______
Bilangin angpantigngbawat
salita.
1. Ama ______
2. Mama _______
3. Am ______
4. Isama ______
5. Masa ______
J. Karagdaganggawain
para sa takdang
aralin atremediation
Sumulat ng 5 ngalan ngpook.
Magdikitng mga larawan ng
mga bagay na nagsisimulasa
Ss.
Magdikitng mga larawan na
nagsisimulasa Ii.
V. MGA TALA
VI. PAGNINILAY
A. BilangngMag-aaral
na nakakuha ng 80%
sa pagtataya
B. BilangngMag-aaral
na nangangailangan
ng iba panggawain
para sa remediation
C. Nakatulongba ang
remedial? Bilangng
mga mag-aaral na
10. nakaunawa sa aralin
D. Bilangngmga mag-
aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang
pagtuturo ang
nakatulongng
lubos? Paano ito
nakatulong?
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
F. Anong suliranin ang
akingnararanasan
na nasulusyunan sa
tulong ng punong
guro at superbisor?
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
11. views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ local poetical composition
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ local poetical
composition
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
G. Anong kagamitang
panturo angaking
nadibuho na nais
kong ibahagi sa
kapwa ko guro?
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to
learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
12. DAILY LESSON LOG
Paaralan Baitang/Antas 1
Guro Asignatura MATEMATIKA
Petsa WEEK 7 Markahan UNANG MARKAHAN/WEEK 7
Lunes Martes Miyerkules Huwebes Biyernes
I. LAYUNIN
A. Pamantayang
Pangnilalaman
The Learner. . .
demonstrates understanding
of whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100 and
fractions ½ and 1/4.
The Learner. . .
demonstrates understandingof
whole numbers up to 100, ordinal
numbers up to 10th, money up to
PhP100 and fractions ½ and 1/4.
The Learner. . .
demonstrates understandingof
whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100 and
fractions ½ and 1/4.
The Learner. . .
demonstrates understanding
of whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100 and
fractions ½ and 1/4.
The Learner. . .
demonstrates understandingof
whole numbers up to 100,
ordinal numbers up to 10th,
money up to PhP100 and
fractions ½ and 1/4.
B. Pamantayan sa
Pagganap
The Learner. . .
is ableto recognize, represent,
and order whole numbers up
to 100 and money up to
PhP100 in various forms and
contexts.
The Learner. . .
is ableto recognize, represent, and
order whole numbers up to 100
and money up to PhP100 in various
forms and contexts.
The Learner. . .
is ableto recognize, represent,
and order whole numbers up to
100 and money up to PhP100 in
various forms and contexts.
The Learner. . .
is ableto recognize,
represent, and order whole
numbers up to 100 and
money up to PhP100 in
various forms and contexts.
The Learner. . .
is ableto recognize, represent,
and order whole numbers up to
100 and money up to PhP100 in
various forms and contexts.
C. Mga Kasanayan sa
Pagkakatuto
Isulat ang code ng bawat
kasanayan
The Learner. . .
Composes and decomposes a
given number
M1NS-Ic-4
visualizes and gives the placevalue
and value of a digitin one- and
two-digit numbers
M1NS-Ig10.1
visualizes and gives the place
valueand valueof a digitin one-
and two-digit numbers
M1NS-Ig10.1
reads and writes numbers up
to 100 in symbols and in
words.
M1NS-If9.
reads and writes numbers up to
100 in symbols and in words.
M1NS-If9.
II. NILALAMAN
III. KAGAMITANG
PANTURO
Learning Video at Tsart Learning Video at Tsart Learning Video at Tsart Learning Video at Tsart Learning Video at Tsart
1. Sanggunian
2. Mga Pahina sa Gabay
ng Guro
Gabay sa Pagtuturo pah. 88-
94
Lesson Guide in Mathematics I
pp.99-101
Lesson Guide in Mathematics I
pp.99-101
Lesson Guide in Mathematics
I pp.99-101
3. Mga Pahina sa
KagamitangPang-
Mag-aaral
13. 4. Mga Pahina sa
Teksbuk
5. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
6. SLM pahina _____ pahina _____ pahina _____ pahina _____ pahina _____
7. Iba PangKagamitang
Panturo
IV. PAMAMARAAN
A. Balik-aral sa
nakaraangaralin
at/o pagsisimulang
bagong aralin
Ibigay angnawawalangbilang:
5, 10, 15, ____
22,24, __, 28,30
40, 50, 60, 70,___
15, ___, 21,24,27
Paano natin napapangkatang
mga isahan ngmabilis?
Isulatangbilangngsampuan
at isahan.
A A AAAAAAAA
AAAAAAAAAA
Aaaaa _____sampuan
____isahan
Isulatangkatumbas na bilang.
Labing-isa
Animnapu’t anim
Labing-siyam
Talumpu’t tatlo
Apatnapu’t pito
B. Paghahabi sa
layunin ngaralin
Ano angmararamdaman mo
kung may magbigay sayo ng
laruan?
Laro: Pumitas ng bunga at
mabilisna basahin angbilangsa
likod nito.
Ibigay ang bilangngsampuan at
isahan.
Pagpapakita ngnumber chart
at pagbilang.(1-100)
Mga bata, ngayong tapos
nanatingpag-aralan angpagsulat
ng mga titik,paano tayo
sumusulatngmalalakingtitik?
Maliliitna titik?
Ngayon ay susulattayo ngmga
bilangsa simbulo atsalita
14. C. Pag-uugnay ng mga
halimbawa sa
bagong aralin
Magpakita ng mga set ng
bagay.
Hayaangiugnay ng mga bata
ang set sa tamang blingang
laman nito (1-20)
Ipagamitangpopsiclesticks.
Hayaangpangkatin ng mga bata
ng sampuan upang makabuo ng
isangdaan.
D. Pagtalakay ng
bagong konsepto at
paglalahad ng
bagong kasanayan
#1
Iparinigangmaiklingkwento:
Ako si Joey. Mayroon akong
walongbola. Ang iba ay bigay
ng akingtatay,yung iba naman
ay galingsa akingnanay. Kaya
mo banghulaan kung ilan sa
mga bola ko ang galingsa
tatay at sa nanay ko?
Ipakilala angmga salitaat
katumbas na bilang:
Ipabasa samga bata ang mga
bilangsa simbulo atsalita ng
pangkatan.
Ikahon ang tamang pangalan ng
bilang
45 apatnapu’tlima
apatnapu’tisa apatnapu’t
dalawa
E. Pagtalakay ng
bagong konsepto at
paglalahad ng
bagong kasanayan
#2
Pagpapakita ngiba’t- ibnag
paraan upanghatiin ang8
holen
Tumawag ng 3 bata at hayaang
ipangkatnila angmga dahon ng
sampuan.
Lagyan ng katumbas na bilangang
bawat tali ngsampung dahon.
Pangkatin ng daanan:
20 sampuan
40 na sampuan
30 na sampuan
Isulatangbilangsa simbulo at
salita.
XXXXX XXXXX XXXXX =
_______________
// // // // // // // =
_________________________
15. F. Paglinangsa
kabihasnan
(Tungo sa Formative
Assessment)
Ipagawa angGawain 1 and 2
sa LM pah.105
G. Pag-uugnay sa pang
araw-arawna buhay
Basahin angmga bilang:
17 20 37 83 88 50 65 91
72 100
H. PaglalahatngAralin
Anu-anong kombinasyon ng
mga bilangangnagbibigay ng
katumbas ng 8?
Paano natin binabasaang
mga bilang? (simbulo at
salita).
I. Pagtataya ng Aralin IpasagotangSLM pahina ____ IpasagotangSLM pahina ____ IpasagotangSLM pahina ____ IpasagotangSLM pahina ____ IpasagotangSLM pahina ____
16. J. Karagdaganggawain
para sa takdang
aralin at
remediation
Magbigay ng 5 kombinasyon
para sa:
1. 15
2. 18
Ilangsampuan? Ilangisahan?
AAAAAAAAAA
AAAAAAAAAA
AAA
______sampuan _____isahan
Ipangkatang mga bilangsa
sampuan at isahan:
1. 28
2. 83
3. 74
4. 36
5. 49
Gumawa ng tsart. Isulatang
bilangatpangalan nito.
Magsimula sa 11-100.
K. MGA TALA
V. PAGNINILAY
A. BilangngMag-aaral
na nakakuha ng 80%
sa pagtataya
B. BilangngMag-aaral
na nangangailangan
ng iba panggawain
para sa remediation
C. Nakatulongba ang
remedial? Bilangng
mga mag-aaral na
nakaunawa sa aralin
D. Bilangngmga mag-
aaral na
magpapatuloy sa
remediation
E. Alin sa mga
istratehiyang
pagtuturo ang
nakatulongng
lubos? Paano ito
nakatulong?
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
17. ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
F. Anong suliranin ang
akingnararanasan
na nasulusyunan sa
tulong ng punong
guro at superbisor?
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
G. Anong kagamitang
panturo angaking
nadibuho na nais
kong ibahagi sa
kapwa ko guro?
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share(TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
18. DAILY LESSON LOG
Paaralan Antas Baitang 1
Guro Asignatura ARALING PANLIPUNAN
Petsa WEEK 7 Markahan Unang Markahan
___ 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
___ 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
___ 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
___ 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
___ 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
I. LAYUNIN
Unang Araw Ikalawang Araw Ikatlong Araw Ika-apat na Araw Ikalimang Araw
A. PAMANTAYANG
PANGNILALAMAN
Angmag-aaral ay naipamamalasangpag-unawasa kahalagahanngpagkilalasasarilingbilangPilipinogamitangkonseptongpagpapatuloyatpagbabago.
B. PAMANTAYAN SA
PAGGANAP
Angmag-aaral ay buong pagmamalakingnakapagsasalaysayngkwentotungkol sasarilingkatangianatpagkakakilanlanbilangPilipinosamalikhaingpamamaraan.
C. MGA KASANAYAN SA
PAGKATUTO/CODE
Naihahambingangsarilingkwentookaranasansa buhay sa kwentoat karanasan ng mga kamag-aral.
AP1NAT-Ig-11
NILALAMAN ANG AKING KWENTO
KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng
Guro
2. Mga Pahina sa
Kagamitang Pangmag-aaral
3. SLM pahina pahina pahina pahina
B. Kagamitan Mga larawan(timeline)
Larawan ng paaralan Larawan mga lugar Larawan ng lobo, cake,
regalo
19. II
A. Balik-aral at/o
pagsisimula ng bagong
aralin
Ano-ano ang mga bagay sa
iyong sarili ang hindi
nagbabago? (Pangalan at
Petsa ng kapanganakan)
Ang batang bang kasing
gulang mo ay katulad din ng
mga kakayahan mo?
Lahat ba kayo ay naging
masaya sa unang araw ng
pagpasok sa paaralan?
Ano ang pinakagusto mong
lugar na narating?
*PERFORMANCE TASK
B. Paghahabi sa layunin ng
aralin
Naikwento na ba ng iyong
nanay/ina ang mga
mahahalagang pangyayari sa
iyong buhay mula pagsilang
hanggang sa kasalukuyan?
Pagpapakita ng larawan ng
paaralan.
-Naaalala mo pa ba ang unang
araw mo ng pagpasok sa
paaralan?
Pagpapakita ng larawan ng
batang nasa zoo.
-Narating nyo na ba ang lugar
na ito?
Pagpapakita ng mga larawan
ng lobo, cake, regalo atbp.
-Sa anong okasyon makikita
ang mga nasa larawan?
C. Pag-uugnay ng mga
halimbawa sa bagong
aralin
Magpakita ng timeline mula
sanggol hanggang 5 taon.
-Ano ang napapansin nyo sa
timeline, nababago ba ang
kanyang kakayahan at pisikal
na anyo?
Gumamit ng stick puppet at
magkwento tungkol sa unang
araw ng pagpasok sa paaralan
ng isang bata.
Siyasi Ana.Ngayon ang unang
araw ng pagpasok sa paaralan
kaya gumising siya ng maaga
upang maghanda sa pagpasok
sa paaralan. Inihatid siya ng
kanyang ina sa silid –aralan.
Nag-iiyak na si Ana ng siya ay
iniwan ng kanyang ina sa
kanyang upuan.
Magkwento ang guro tungkol
sa unang paglalakbay ng isang
bata.(unang lugar na
napuntahan ng isang bata)
Magkwekwento ang guro
tungkol saisang kaarawan ng
isang bata.
D. Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Pagtalakaytungkol satimeline
-habang ang bata ay lumalaki
ay nagbabago ang kanyang
pisikal na anyo at ang kanyang
kakayahan.Ngunit hindi lahat
kayo ay magkakatulad ng
pagbabago.
Hal. May mga batang 10
buwang gulang palang ay
nakapaglalakad na mag-isa
ang iba naman ay 1 taong
gulang na ay hindi pa kayang
maglakad mag isa.
(magbigay pa ng ibang
halimbawa)
Pagtalakay ng teksto
Magdaos ng talakayantungkol
sa kwento.
1. Sino ang bata sa kwento?
2. Saan siya pupunta?
3. Ano ang naramdaman nya
sa unang araw ng kanyang
pagpasok?
Pagtalakay ng teksto.
Magdaos ng talakayan tungkol
sa kwento
1. Sino ang bata sa kwento?
2.Saan siya pupunta?
3. Ano ang kanyang
naramdaman sa kanyang
unang paglalakbay?
Pagtalakay ng teksto.
1. Sino ang batang nabanggit
sa kwento?
2. Ano ang okasyon sa araw
na iyon?
3. Naging masaya ba siya sa
kanyang kaarawan?
E. Pagtalakay ng bagong Pagkwekwento ng bawat bata Pagkukwento ng bawat isa ng Pagkukwento ng bawat isa ng Pagkukwento ng bawat isa
20. konsepto at paglalahad ng
bagong kasanayan #2
ayon sa kwento ng kanilang
magulang tungkol sa
mahahalagang pangyayari sa
kanilang paglaki.
kanyang naranasan sa unang
araw ng pagpasoksa paaralan.
kanyang naranasan sa unang
araw ng kanyang paglalakbay.
ng kanyang naranasan sa
kanilang kaarawan na hindi
malilimutan.
F. Paglinang sa kabihasnan
(Tungo sa Formative Assessment)
Pag-uulat/sharing o oral
recitation
Pag-uulat/sharing o oral
recitation
Pag-uulat/sharing o oral
recitation
Pag-uulat/sharing o oral
recitation
G. Paglalapat ng aralin sa
pang-araw-araw na buhay
Paghahambingin ng
magkapareha ang kwento
tungkol sa mahahalagang
pangyayari sa kanyangpaglaki.
Paghahambingin ang kwento
ng mga mag-aaral
Paghahambingin ang kwento
ng mga mag-aaral
Paghahambinginangkwento
ng mga mag-aaral
H. Paglalahat ng aralin Magkakatuladba kayong lahat
ng mahahalagang pangyayari
o pagbabago ng kakayahan
habang lumalaki.
Magkakatulad ba kayo ng
naranasan o naramdaman sa
unang araw ng pagpasok sa
paaralan.
Magkakatuladba kayo ng lugar
na napuntahan na?
Naging masaya ba kayong
lahat sa inyong kaarawan na
hindi malilimutan?
I. Pagtataya ng aralin
Lagyan ng / ang mga bilang na
nagpapakita ng iyong
karanasan na katulad ng sa
iyong kamag-aral.
__1. Paglakad na mag-isa ng
10 buwan gulang pa lamang.
__2. Pagiging mataba
__3. Pagkahilig sa panonood
ng TV
__4. Kakayahan kumain mag-
isa noog 3 taong gulang na.
__5. Pagiging malikot at
aktibo.
Iguhit ang iyong paaralan sa
loobng kahonat iguhitsa loob
ng bilog ang masayang mukha
kung naging masaya ang
karanasan sa unang araw ng
pagpasok sa paaralan at
malungkot ng mukha kung
hindi.
Iguhitsa iyongkwadernoang
unangmalayonglugarna iyong
narating
Iguhitang bagayo regalo
mongnatanggap noong
kaarawanmong hindi mo
malilimutan.
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 mga
21. DAILY LESSON LOG
Paaralan Baitang/Antas 1
Guro Asignatura MAPEH
Petsa Markahan UNANG MARKAHAN
mag-aaral na naka-unawa sa
aralin
D. Bilang ng mga mag-aaral
na magpapatuloy sa
remediation
E. Alin sa mga istratehiya sa
pagtuturo ang nakatulong ng
lubos?
Paggamitng timeline Paggamitng larawanat
puppet
Paggamitng larawan Paggamitng mga larawan
F. Anong suliranin ang aking
naranasan na nasolusyunan
sa tulong ng aking
punongguro o supervisor
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
Lunes Martes Miyerkules Huwebes Biyernes
H. LAYUNIN
I. Pamantayang
Pangnilalaman
The learner...
demonstrates basic understanding
of sound, silenceand rhythm
The learner...
demonstrates basic understanding
of sound, silenceand rhythm
The learner…
demonstrates understanding
of lines,shapes,colors and
texture, and principles of
balance,proportion and
variety through drawing
The learner…
understands the importance
of good eating habits and
behavior
The learner . . .
demonstrates understanding
awareness of body parts in
preparation for participation
in physical activities.
22. J. Pamantayan sa
Pagganap
The learner...
responds appropriately to the pulse
of the sounds heard and performs
with accuracy the rhythmic patterns
The learner...
responds appropriately to the pulse
of the sounds heard and performs
with accuracy the rhythmic patterns
The learner…
creates a portraitof himself
and his family which shows
the elements and principles
of art by drawing
The learner…
practices healthful eating
habits daily
The learner . . .
performs with coordination
enjoyablemovements on
body awareness .
K. Mga Kasanayan sa
Pagkakatuto
Isulat ang code ng bawat
kasanayan
claps,taps,chants,walks and plays
musical instruments with accurate
rhythm in responseto sound
o in groupings of 2s
o in groupings of 3s
MU1RH-Ic-5
claps,taps,chants,walks and plays
musical instruments with accurate
rhythm in responseto sound
o in groupings of 2s
o in groupings of 3s
MU1RH-Ic-5
distinguishes and identifies
the different kinds of
drawings:
2.5 drawings of home/school
surroundings
A1EL-Ib-1
The learner…
demonstrates proper hand
washing
H1PH-IIc-d-2
recognizes the importanceof
participatingin fun and
enjoyablephysical activities
PE1PF-Ia-h-1
L. NILALAMAN Simple Rhythmic Patterns Simple Rhythmic Patterns 6.4 school,furniture
DRAWING
PERSONAL HEALTH BODY AWARENESS
M. KAGAMITANG
PANTURO
“Talbog Pataas”AwitingPambata
“Pan De Sal” Tugma
“Tren” Tugma
“Talbog Pataas”AwitingPambata
“Pan De Sal” Tugma
“Tren” Tugma
krayola,bond paper
Larawan ng ibatibang
pagkain
8. Sanggunian
9. Mga Pahina sa Gabay
ng Guro 8-13
21-22 69-70 6-7
10. Mga Pahina sa
KagamitangPang-
Mag-aaral
21-22 14-15 15-16 160-162
11. Mga Pahina sa
Teksbuk
12. Karagdagang
Kagamitan mula sa
portal ng Learning
Resource
13. Iba PangKagamitang
Panturo
N. PAMAMARAAN
O. Balik-aral sa
nakaraangaralin
at/o pagsisimulang
bagong aralin
Anu-anong mga laro angalamninyo
na ginagamitan ng bola?
Kailan malakasangkumpas?
Mahina angkumpas?
Awit: Balay ni Superman
Ano angkahulugan ng
salitangVisaya na balay?
Magbigay ng mga mabuting
kaasalan sa hapag-kainan.
Pag-awit: Paa,Tuhod
P. Paghahabi sa Iparinigangawitin “TalbogPataas” Upang maging madali angpagsulat Ano angkahulugan ng Gusto ba ninyongmagparty Magpakita ng larawan(Cut-
23. layunin ngaralin at magkunwaringmay hawak na
bola.
“Talbog Pataas”
TalbogPataas,TalbogPataas
Ihagis angbola kay Rita!
at pagbasa ngmusika,gumagamit
ang mga musikero ng guhit sa
unahan ng malakas mna kumpas.
Bar lines angtawag dito Ang
puwang sa pagitan ng bar lines ay
tinatawagna BAR..
salitangvisayana balay? tayo? out) ng mga batang indyan.
Ipabilangsa mga bata.
Q. Pag-uugnay ng mga
halimbawa sa
bagong aralin
Ulitin ang Gawain ng may 5 ulit. Tingnan ang illustration sa pah.32
ng Pupils’Activity Sheet
Ipakita anglarawan ngbahay
na bato at Simbahan ng
Miag-ao sa Ilo-ilo sa pah.14
ng Pupils’Activity Sheet
Paghahanda ngmga
kagamitan:Paper plate,
plastic spoon and fork
Glass of water, biscuits
Ilanglahatangmga batang
indyan sa larawan?
R. Pagtalakay ng
bagong konsepto at
paglalahad ng
bagong kasanayan
#1
Sa musika,angkumpas ay maaring
ipangkatsa metrong dalawahan
Ilan angmga bar sa pagitan ngbar
lines?
Napansin mo ba kung ilangkumpas
ang nasa bawatbar?
Itanong: Anu-anong hugis
ang nakikita mo sa mga
larawan?
Pagdaraos ngmunting salu-
salo.
Ituturo ng guro ang awiting
may Kilos.
S. Pagtalakay ng
bagong konsepto at
paglalahad ng
bagong kasanayan
#2
Ipaliwanagangkahulugan ng
Ostinato
(a short pattern done repeatedly
to accompany a songor any piece of
music) sa klase.
Mulingipagawa angTren habang
ginagawa angkumpas sa pagtapik sa
kanilanglapso hita.
Nakatira tayo sa iba’tibang
uri ng bahay.
Ang ilan ay malaki.Angiba ay
maliit.
Ang ilan ay gawa sa kahoy at
kawayan at angiba ay gawa
sa bato.
May mga bahay na nakatayo
sa lupa,sa gilid ngkalsada,at
kahitsa ibabawngtubig.
Pagmamasid kung
nasusunod ngmga bata ang
mga mabuting kaasalan sa
hapag-kainan na natutuhan
sa nakaraangaralin.
Sampung Batang Pilipino
Isa,dalawa,tatlongPilipino.
Apat, lima,animna Pilipino.
Pito, walo,siyamna Pilipino.
Sampung batang Pilipino.
Sila’y lumundag,bangka ay
tumaob.
Sila’y lumundag,Bangka ay
tumaob.
Sila’y lumundag,Bangka ay
tumaob
Sampung batang Pilipino.
Tinawid angilogat nagtayo ng
kubo.
Tinawid angilogat nagtayo ng
kubo
Tinawid angilogat nagtayo ng
kubo
Sampung batang Pilipino.
Sumayaw sila atsumigawng
MABUHAY
Sumayaw sila atsumigawng
MABUHAY
24. Sumayaw sila atsumigawng
MABUHAY
Sampung batang Pilipino
T. Paglinangsa
kabihasnan
(Tungo sa Formative
Assessment)
Ganyakin angmga bata na gumamit
ng iba’t ibanggamitsa silid-aralan o
anumang bagay na mapagukunan ng
tunog.
Pumalakpak nangmahaba at
maiklingtunoghabang inaawitang
tulog na.
Ipalitangsalitangmahaba atmaikli
sa mga titik na awitna “Tulog Na”
Pumalakpak habangumaawit.
Ngayon ay ilalarawan ninyo
ang sarili ninyongbahay.
Paano mo ilalarawan ito?
3. Paghahanda ngmga
kagamitan.
4. Paalala angPamantayan sa
Paggawa
5. Paggawa ng mga bata
Bigyangpapuri angpangkat
na nakasunod sa mga
tagubilin.
Ipagawa angGawain ng
Pangkatan
U. Pag-uugnay sa pang
araw-arawna buhay
Patalbugin angBola
Isipingmay hawak kangbola.
Patalbugin atsaluhin ito habang
umaawit.
Matapos awitin ang“Talbog Pataas”
ng dalawangbeses,ilagay ang
kamay sa likod.
Isipingangboses mo angbolang
tumatalbog.
Ano angiyong napansin?
Magbigay ng mga awito tugma na
mabilisatmabagal na inaawit.
Ihanda angsarili sa pag-awitng
isangmabilisatisangmabagal na
awitsa klase.
Pagguhitsa sarilingbahay.
Piliin angpianakamagandang
gawa atilagay sa paskilan.
Bakitkailangan natingsundin
ang mga alituntunin sa
pagkain?
PangkatangGawain
5- Nagawa lahat
4- May 2 na hindi nagawa
3- May 3 na hindi nagawa
2- May 4 na hindi nagawa
1-May 5 na hindi nagawa
V. PaglalahatngAralin
Tandaan:
Ang KUMPAS ay maaringMALAKAS
o MAHINA at maaringpangkatin na
may sukatna dalawahan(2-metro) o
tatluhan (3-metro).
Tandaan:
Kapagmay dalawangkumpas sa
bawat bar,ang awitay gumagalaw
nang dalawahan.
Inilalagay angsimbolong2 sa
unahan ng awit upang ipakita na ang
daloy ng awitay may dalawahang
sukat. Sa musika,ang ibigsabihin ng
bilangay angSUKAT ng awit
Ano angmasasabi mo sa
iyongiginuhit?
5- nakasunod sa panuto
4- hindi nakasunod sa panuto
3- Hindi pantay angkulay
2- Lumagpas sa itinakdang
oras
1-Hindi natugunan lahat
Tandaan:
Kailangan natin ngdisiplina
maging sa atingpagkain.
Dapatnating gawin ang mga
sumusunod :
Maghugas ng kamay bago
kumain.
Umupo nang maayos.
Pag-usapan angmga
magagandangbagay.
Gumamit ng “Paki” kung may
nais na ipaabot.
Iwasangmagsalita kungpuno
ang bibig.
Nguyain ang pagkain nang
nakasara angbibig.
Kumuha lamangng pagkaing
kayangubusin.
Ano angnaramdaman mo
habangtayo ay sumasayaw?
25. W. Pagtataya ng Aralin
Panuto:
Makikita sa ibabaangpatayong
guhit.
Simbulo ito ng kumpas ng awitna
“Talbog Pataas”. Lagyan ng ekis (X)
ang ibaba ngguhit na may malakas
na kumpas katulad ngpagtalbogng
bola.
| | | | | | |
X
Kantahingmuli angawit kasabay ng
iyong boses na tumalbog katulad ng
bola.
Kantahingmuli angawit na “Talbog
Pataas” habangsinusunod ang
kahulugan ng L (Lakas) at H (Hina).
Pumili ngkilos ngkatawan na
magpapakita ngmalakas na kumpas
ng awit at gawin ito sa tuwing
aawitin angmalakas na kumpas.
Bilugan angtitik ng tamang
sagot.
1. Ang mga bagay tulad ng
bato ay
a. Likas na bagay b. gawang-
tao
2.Alin-alingmateryales ang
ginagamitsa paggawa ng
bahay?
Lupa, dahon, plastic
Bato, kawayan at kahoy
3.Ang mga bahay ay itinatayo
sa lupa,gilid ngkalsada at
Sa ilalimngtubig
Sa ibabawngtubig
4.Lahat ba ng bahay ay
malaki?
Opo b. Hindi po
5.Maliito malaki man ang
isangbahay ay dapatna
a. Ikahiya b. ipagmalaki
Sagutin : Opo Hindi Po
Naghugas ba ako ng kamay
bago kumain?__
Umupo ba ako nang
tuwid?___
Nginuya ko ba ang pagkain
na nakasara angbibig?____
Naubos ko ba ang kinuhang
pagkain?____
Naghugas ba ako ng kamay
matapos kumain?____
Ipaawitangawitng pangkatan
sa mga bata.
X. Karagdaganggawain
para sa takdang
aralin at
remediation
Y. MGA TALA
Z. PAGNINILAY
AA. BilangngMag-aaral
na nakakuha ng 80%
sa pagtataya
BB. BilangngMag-aaral
na nangangailangan
ng iba panggawain
para sa remediation
CC. Nakatulongba ang
remedial? Bilangng
mga mag-aaral na
nakaunawa sa aralin
DD. Bilangngmga mag-
aaral na
26. magpapatuloy sa
remediation
EE. Alin sa mga
istratehiyang
pagtuturo ang
nakatulongng
lubos? Paano ito
nakatulong?
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
FF. Anong suliranin ang
akingnararanasan
na nasulusyunan sa
tulong ng punong
guro at superbisor?
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be used
as Instructional Materials
__ local poetical composition
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional
Materials
__ Bullyingamongpupils
__ Pupils’behavior/attitude
__ Colorful IMs
__ UnavailableTechnology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making bigbooks from
views of the locality
__ Recyclingof plastics to be
used as Instructional Materials
__ local poetical composition
27. __ local poetical composition __ local poetical
composition
GG. Anong kagamitang
panturo angaking
nadibuho na nais
kong ibahagi sa
kapwa ko guro?
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to
learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work
well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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
The lesson have successfully
delivered due to:
___ pupils’eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ SolvingPuzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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