DLP q3 - MTB Harvesting

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 MTB 1 Third 50 min October 30, 2017
Learning Competency/ies: Read grade 1 level words, phrases , sentences and Code:
short paragraph/ story with proper expression.
Give meanings of words

through; a picture clues , and b. content clues.
(Taken from the Curriculum Guide)
MT1F-llla-lVi-1.3 MT1VCD-llla-i-2.1.1
Note important details in MT1LC-llla-b-1.2
grade level literary and informational texts listenend to
Categories words in the story read of heared based on
a key concept.
Key Concepts / Understandings Reading grade 1 level words, phrases and sentences giving meaning of words, noting important details
to be Developed and categorizing words in the story.
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
The fact or Remembering Recognize grade 1 level words and their meanings.
condition of knowing
something with familiarity Understanding
gained through experience Classify words in the story read based in key concept.
Skills Applying Use grade 1 level words in a sentence.

The ability
and capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex Evaluating Describe the character in the story read.
activities or the ability, coming
from one's knowledge, practice, Creating Construct a sentence using the grade 1 level words.
aptitude, etc., to do something
Attitude Valuing Be considerate to one's opinion

Values Valuing Gender equality
2. Content Read Aloud Story : Mousie Goes to Vigan, Noting Important Details
3. Learning Resources RTG pages 8-11
4. Procedures
4.1 Introductory Activity
Routine : Song or Poem '' Sa Balay Ni Lola Anda " .
10 minutes
4.2 Activity
A 1. Unlocking of Difficulties What is museum? Weaver? 2. Activating Prior Knowledge. Let them talk
10 minutes to their seatmates the vacation they experienced.
4.3 Analysis
Reading the story '' Mousie Goes to Vigan " Where will Mousie & the family go? Why does Mousie like
10 minutes the kitchen?
4.4 Abstraction
How do you read words, phrases or sentences?
10 minutes
4.5 Application
1.Where does Mousie hide so he can go with Hannah?2.How did Hannah and her family go to Vigan?
10 minutes
4.6 Assessment
Write words that categorize the following. Lugar (places) / Pagkaon
Tests
Write words that categorize the following. Lugar (places) / Pagkaon
Tests
10 minutes (Food) / Masakyan (Transportation)
4.7 Assignment
Assignment. Ask your parents or any family member about traditional

food or famous places to visit in your town or province. Answer the
Enhancing / improving the
day’s lesson
following questions. A. What is the name of the food or place? B. If food,
10 minutes
what does it look and taste like? C. If place , what do you see in the
place? D. Tomorrow , bring a picture or drawing of the food or place.
4.8 Concluding Activity

.Reading on simple/basic sight words on the board.
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for remediation.
E. Which of my learning strategies worked well?

Why did these work?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?
Prepared by:
Name: Melodinah L. Singco School: Ginatilan Integrated School
Position/
Designatio Division:
n: Teacher-2 Cebu
Contact Email
Number: 9054301886 address: melodinahsingco@gmail.com
ATTACHMENT:
Assessment:
Lugar Pagkaon Masakyan

1
2
3
4
UNDERTAKING
The undersigned members of the LRMDS LESSON PLAN HARVESTING PROGRAM TEAM hereby
attest to the authenticity and veracity of the harvested plan as the true and original work of MRS.
MELODINAH L. SINGCO , from GINATILAN INTEGRATED SCHOOL and that the Team thoroughly ascertained that
no law, particularly the Intellectual Property Law and other related legislations, orders and regulations
have been breach and/or violated by the writer.
Further that the TEAM take full responsibility of any breach / violation that will hereinafter and
maybe discovered and shall take immediate corrective measures upon each discovery.
Signed in the Municipality of Ginatilan, Cebu, Philippines, this _______ day of _____________
in the year of the Lord Two Thousand Seventeen.
MELODINAH L. SINGCO
Writer
DALIAH T. LAVARES CATHERINE D. CATUBIG

Member Member
MADEL F. UNTAL ARTURO M. BENDANILLO

Member Member
ELI D. CARMELOTES, Ed.D.

Chairman

Learning Area:
2 MTB 1 3rd 80 October 31, 2017

Learning Competency/ies: Code:
Use descriptive words in sentences
(Taken from the Curriculum Guide) Retell / Discuss the story listened to MT1 OL-IIIa-i-1.3
Key Concepts / Understandings to
be Developed Using descriptive words in sentences and retelling / discussing the story listened to
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or condition of Remembering Recognize descriptive words in a sentence
knowing something with
familiarity gained through Understanding Discuss the story listened to
experience or association
Skills Applying Use correct descriptive words in a sentence

The ability and
capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming from
Describe person , animal , object or thing.
one's knowledge, practice, aptitude,
etc., to do something Creating
Construct a sentence using descriptive words.
Attitude Receiving Phenomena Show positive attitude in classroom discussion.

Values Valuing Neatness in one's work
2. Content Read Aloud Story : Mousie Goes to Vigan , Descriptive Words
4. Procedures
1. Routine / Sharing ; Ask questions about the picture of local delicacy or destination. 2. Descriptive
10 minutes Words ; Let them describe the picture.
4.2 Activity
Retelling of the Read Aloud Story : Mousie Goes to Vigan. Ask pupils to retell the story. Where will
10 minutes Mousie & family go? How does Mousie feel?
4.3 Analysis
Let them make a sentence using descriptive words from the picture of '' Mousie Goes to Vigan ".
10 minutes
4.4 Abstraction
How do you use descriptive words in a sentence?
10 minutes
4.5 Application
Let them spell words by asking questions using the story as springboard.What is Mousie?Describe
10 minutes Mousie.
4.6 Assessment
Underline the correct descriptive word in a sentence.
1. (Tambok, Layo) si Mousie
Tests . 2. (Tam-is, Parat) ang kendi.
10 minutes
3. (Dako, Lami) ang among balay
4. Ang kampanaryo (mabaw,habog).
4.7 Assignment
Write words that describe the following.
Enhancing / improving the day’s
lesson
1. Sabon- 2 . Paleya-
10 minutes
3. Yelo/ice- 4. Dagat-

Reading sight words in the chart by slow learners.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who
A. No. of learners who earned 80% in the evaluation. have caught up with the lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require remediation.
remediation.
E. Which of my learning strategies worked well? Why

did these work?
F. What difficulties did I encounter which my principal

or supervisor can help me solve?

use/discover which I wish to share with other teachers?
Prepared by:
Position/
n: Teacher-2 Cebu
Contact Email
UNDERTAKING
MELODINAH L. SINGCO
Writer

Member Member

Member Member

Chairman
Learning Area: Grade

DLP No.: Quarter: Duration: Date:
Level:
3 MTB I Third 50 November 1,2017
Note important details in grade level narrative tests read : a.
character, setting, events
(Taken from the Curriculum Guide) Show interests in texts by browsing/ reading available print MT1RC-IIIa-1.1
MT1ATR-IIIa-j_4.1
materials
Key Concepts / Understandings Noting important details in grade level narrative text read
to be Developed Showing interest in texts by browsing / reading available print materials
Domain
2015)
The fact or Remembering
condition of knowing Identify the events of the story
gained through experience
Skills Applying Dramatize a story.

The ability
adaptively carryout complex Evaluating Describe the character , setting , events in a story read.
from one's knowledge, practice, Creating Construct their own story diagram
Attitude Valuing Participate actively in classroom discussion

Values Valuing Family Solidarity
2. Content Noting details (Mousie Goes to Vigan)
4. Procedures
Routine : Sharing -Reading their assignment infront of the class. Call one volunteer.
5 minutes
4.2 Activity Retelling the story " Mousie Goes to Vigan " Who is the author of the story? The illustrator?
5 minutes Where did the story happen?
4.3 Analysis
Let them make a story diagram by group.Title,character,setting,events.
10 minutes
4.4 Abstraction
How do you show interest in reading?
5 minutes
4.5 Application
Let them make a story diagram from " Nag-Eskuyla Na Ko "
10 minutes
4.6 Assessment
Assesment : Answer the following
1. Who are the characters in the story?
Tests 2. Where did the story happen?
5 minutes
3. What happened in the story?
4. What is the story about?
4.7 Assignment
Enhancing / improving Assignment : Use the following words in the sentence
5 minutes the day’s lesson . 1. silingan 2. malingaw 3. nisiyagit 4. nangaon
Reading basic sight words on the board.
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught
evaluation. up with the lesson.

Why did these work?


teachers?
Prepared by:
Position/
n: Teacher-2 Cebu
Contact Email address:
Number: 9054301886 melodinahsingco@gmail.com
ATTACHMENT:
Application:
Worksheet:
Ngalan: _________________ Petsa________________________

Grado: __________________ Seksyon _____________________
________________________________
Ulohan sa Estorya
Sinulat Ni: ______________________________
Mga Karakter: Lugar sa Panghitabo: Mga Panghibalo:

____________ _________________ __________________
____________ _________________ __________________
____________ _________________ __________________
UNDERTAKING
MELODINAH L. SINGCO
Writer

Member Member

Member Member

Chairman


Level:
4 MTB 1 Third 50 November 2, 2017
Differentiate phrases from sentences
be Developed Differentiating phrases from sentences
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify phrases and sentences
something with familiarity
gained through experience Understanding Compare phrases form a sentence
or association
Skills Applying Use simple words in a phrases or in a sentence

The ability
adaptively carryout complex Evaluating
from one's knowledge, practice, Creating Construct a phrase and a sentence
Attitude Receiving Phenomena Participate classroom discussions actively.

Values Valuing Trusting in Oneself in constructing phrase and sentence.
2. Content Phrases vs. Sentence
4. Procedures
Routine : Reading of sight words written in flash cards.
10 minutes
4.2 Activity
Shared reading of the Read Aloud Story : Mousie Goes to Vigan.. Who are the characters in the
10 minutes story? Where did the story happen?
4.3 Analysis
A. Looking at the picture. ( a girl riding a bus ) What is the picture about? Where is she going? B.
10 minutes Discussion about phrase & a sentence What is a phrase? A sentence?
4.4 Abstraction
What is the difference between phrase and a sentence?
10 minutes
4.5 Application Let them identify the ff. phrase or sentence. Write P if phrase and S if sentence.
____1. ang bata. ____3.Manguli na sila si
10 minutes Hannah og Mousie. ____2 Si Hannah.
____4.Malipayun kaayu si Mousie.
4.6 Assessment Underline the phrase and encircle the sentence
Si Mousie ang tartanilya
Tests
10 minutes Pula ang bag ni Hannah Dako ang
bus.
4.7 Assignment
Write nuimber 1 if phrase and 2 if sentence in your assignment
Write nuimber 1 if phrase and 2 if sentence in your assignment
day’s lesson
notebook. 1. Dako ang bus. 2. Ang bag 3. Si Mouse misakay
10 minutes
ug tartanilya. 4. Makita sa tartanilya.

Teacher ask pupils to recite the poem or sing the song learned in Day 1.
10 minutes
5. Remarks
6. Reflections
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.

did these work?


teachers?
Prepared by:
Position/
n: Teacher-2 Cebu
Contact Email
UNDERTAKING
MELODINAH L. SINGCO
Writer

Member Member

Member Member

Chairman


Learning Area:
5 MTB I Third 50 November 3, 2017
Spell and write grade one level and consisting of letters
already learned. Express
ideas through phrases, sentences or longer texts using both MT1PWR-IIIa-i-6.2
invented and conventional spelling Identify subject and MT1C-IIIa-e-1.3
predicate
Key Concepts / Understandings

to be Developed Writing grade one level words and expressing ideas through phrases, sentences of longer texts
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Recognize subject and predicate in a sentence.
gained through experience Understanding Classify ideas through phrases and sentences.
or association
Skills Applying Use grade one level words in a sentence.

The ability
adaptively carryout complex Evaluating Describe the subject and predicate in a sentence.
from one's knowledge, practice,
aptitude, etc., to do something Creating Construct their own sentence using both invented & conventional spelling.
Attitude Receiving Phenomena Promote self-esteem / self-confidence

Values Valuing Cleanliness in one's work
2. Content Read Aloud Story : Mousie Goes to Vigan , Spelling Words, Subject & Predicate
4. Procedures
Routine : Game- The taechers ask pupils to form groups of three. Each group has a strip of paper that
10 minutes may contain a subject or a predicate. They need to form a complete sentence.
4.2 Activity
What are the parts of a sentence? When do we say it is a subject? And it is a predicate? Who can give
10 minutes me an example?
4.3 Analysis
Spelling test .. Ask pupils to write sentence using the spelling words and sight words already learned.
10 minutes
4.4 Abstraction
What is the difference between the subject and the predicate? Who can give me an example?
10 minutes
4.5 Application
Group Activity : Writing about a picture. The teacher shows famous celebration in Town. What do you
10 minutes see in the picture? Describe the things that you see.
4.6 Assessment
Let them write five simple sentence sentences describing the picture
Tests
10 minutes of Barrio Fiesta.
4.7 Assignment
Enhancing / improving the day’s Ask your parents about traditions in your family and be ready to talk
10 minutes lesson about it next week

Spelling and writing grade one level words.
10 minutes Malipayon, nagkahiusa, nagtinabangay, pamilya, papa, mama, anak.
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Position/
n: Teacher-2 Cebu
Contact Email
ATTACHMENT :
Assignment:
Rubrics:
4 - when the child can talk 4 or more sentences about traditions of their family
3 - when the child talk 3 sentences about traditions of their family
2 - when the child can talk 2 sentences about traditions of their family
1 - when the child can talk 1 sentence or few words
UNDERTAKING
MELODINAH L. SINGCO
Writer

Member Member

Member Member

Chairman

instructional process by using principles of teaching and learning - D.O. 42, s.
2016)
Learning Area:
6 MTB 1 Third 50 min November 6, 2017

Read grade 1 level words, phrases, sentences, and
short paragraph/story with proper expression
Note important details in grade literary and

informational texts listened to MT1F-IIIa-Ivi-1.3
(Taken from the Curriculum MT1LC-IIIa-b-1.2
Guide) MT1SS-IIIa-c-5.1
Interpret a pictograph
MT1C-IIIa-e-1.3
Express ideas through phrases, sentences or longer
texts using both invented and conventional spelling
to be Developed A pictograph is a way of presenting information using pictures or illustrations.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
or condition of (D.O. No. 8, s. 2015) Interpret a pictograph.
knowing something Remembering
with familiarity Understanding Explain what a pictograph is.
gained through
through deliberate,
systematic, and Applying Read simple sentences.
sustained effort to Analyzing Form simple sentence/s from the pictograph shown.
smoothly and
adaptively carryout Evaluating
complex activities or Creating
the ability, coming
Receiving
Attitude Phenomena Show interest in the class discussion by asking and answering questions.
Values Valuing Participation and Cooperation
2. Content Read Aloud Story: Miadto si Mousie sa Vigan, Pictograph, Forming Sentences
3. Learning Resources Revised TG MTB1 pp. 30-33
4. Procedures
Teacher introduces the poem "Ang Uma" to the class. Have them recite as a class and in small
groups. Give actions for the poem. Asks, What is the poem about? Do you know what a farm is?
5 min
A plough? A corn?
Re-reading of the Read-Aloud Story: Miadto si Mousie sa Vigan
4.2 Activity Teacher re-reads the story
"Miadto si Mousie sa Vigan". Asks pupils to read parts of the story in pairs or in a group of three.
5 min
Teacher reviews the vocabulary words
4.3 Analysis discussed in week 1.
Interpreting a Pictograph:
Teacher asks pupils if they
remember the food that Mousie ate in Vigan.
Teacher shows a picture of a "soriso". What is this called? Have you eaten this?
Interpreting a Pictograph:
Teacher asks pupils if they
remember the food that Mousie ate in Vigan.
Teacher shows a picture of a "soriso". What is this called? Have you eaten this?
Do you like this?
Teacher shows a pictograph showing the amount of "soriso" that
10 min
Mousie eats in a week. Ask pupils questions about the pictograph. Ex: What do you see from the
drawing? Read the question above the table. Read the words on the first column. What are these
words? How many longanisa are there on Monday? What does this mean? (Note: Ask this for the
rest of the days.) On which day did Mousie eat the most longanisa? On which day did Mousie eat
the least longanisa?
4.4 Abstraction
What do you see in the picture? What can you observe from the picture? What does the picture
5 min want to show? This picture has a name. It is called a pictograph. What does a pictograph show?
4.5 Application
Teacher lets pupils form sentences from the pictograph. Model sentence construction before
letting pupils make their own sentences. Ex.: Sa Lunes, mikaon si Mousie og _______ ka soriso.
10 min
Mikaon si Mousie og kinadaghanang soriso sa _________.
4.6 Assessment
As volunteer pupils gives sentences, write them on the board. Allow
Anlysis of Learners'
pupils to write their own sentences on the board. Remind them of the
Products
capitalization and punctuation marks.
4.7 Assignment Enhancing / improving the Matching sentences with pictures.

5 min day’s lesson
Re-reading of the sentences form by the pupils on the board.
5 min
5. Remarks
6. Reflections
C. Did the remedial lessons work? No.
A. No. of learners who earned of learners who have caught up with
80% in the evaluation. the lesson.
B. No. of learners who require D. No. of learners who continue to
additional activities for require remediation.
remediation.
E. Which of my learning
strategies worked well? Why
did these difficulties
F. What work? did I
encounter which my principal
or supervisor can help me
G. What innovation or
solve?
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
Name: MADEL F. UNTAL School: SALAMANCA ELEMENTARY SCHOOL
Position/
Designati Division:
on: TEACHER 2 CEBU PROVINCE
Contact Email
Number: 9231061486 address: untalmadel@gmail.com
UNDERTAKING
MADEL F. UNTAL , from SALAMANCA ELEMENTARY SCHOOL and that the Team thoroughly ascertained that
MADEL F. UNTAL
Writer

Member Member

Member Member

Chairman

Learning Area: Grade Level:


Interpret a pictograph.
Express ideas through
phrases, sentences or longer texts using both invented MT1SS-IIIa-c-5.1
(Taken from the Curriculum and conventional spelling. MT1C-IIIa-e-1.3
Guide) Show interest in texts by browsing/reading
available print materials. MT1ATR-IIIa-i-4.1
Key Concepts / Understandings A pictograph is a way of presenting information using pictures or illustrations. We interpret a
to be Developed pictograph by looking at the information or illustrations on it.
Adapted Cognitive
Domain The fact or Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
condition of knowing Remembering
something with
familiarity gained Understanding Interpret a pictograph.
through experience
through deliberate,
systematic, and Applying
sustained effort to Analyzing Make a pictograph from statements.
smoothly and
complex activities or Creating Make their own pictograph from any idea they want.
the ability, coming
Receiving
Attitude Show interest in the class discussion by asking and answering questions.
Phenomena
2. Content Pictograph
3. Learning Resources Revised TG.MTB pp.33-36
4. Procedures
Teacher tells pupils to read the sentences from their homework in pairs. Ask some volunteers to
share to the whole class.
4.2 Activity
Teacher recalls discussion on pictograph the previous day. Show a blank pictograph from the
previous day and asks pupils to complete the pictograph from given statements.
-The most number of
children played in the playground last Monday. There were seven children.
-Two children played in the playground last Tuesday.

-Three children played in the playground last Wednesday.
-There was one child in the playground
last Thursday. -No one played in the
playground on Friday.
4.3 Analysis
Teacher tells pupils that they will make another pictograph to show the number of pupils celebrating
their birthdays in each month. Ask questions to generate ideas about the pictograph. Create the
pictograph based on the ideas of the pupils. What do we write
Teacher tells pupils that they will make another pictograph to show the number of pupils celebrating
their birthdays in each month. Ask questions to generate ideas about the pictograph. Create the
pictograph based on the ideas of the pupils. What do we write
on the first column?
How do we show that a has his/her birthday on that particular month?
Who among you celebrate his/her birthday on January? Do this for the rest
of the months.
4.4 Abstraction
How do we make a pictograph? How do you interpret a pictograph?
4.5 Application
Teacher divides the class into groups. Each group is assigned one of either three tasks. Have the
tasks written on chart paper or strips of paper to guide the groups. Task
1: Writing about a Pictograph
Task 2: Making a Pictograph from Statements
Task 3: Making a Pictograph and Writing about It
4.6 Assessment
Teacher asks pupils to display their outputs on the classroom walls. Have
pupils go around and look at the work of other groups. Teacher asks
representative from each group to present their work. Ask the class
Products
questions about the pictographs of each group to check comprehension
skills.
4.7 Assignment
Tell your family members about the story read. Ask your parents or any
Enhancing / improving the family member about the name given to you. Who gave you your name?
day’s lesson Where does it come from? What does it mean? You will share this in class
tomorrow.

Teacher asks pupils to evaluate their participation in the group work. Teacher gives a chart and
explains how to rate themselves.
-What did I do in my group? I helped to finished the task. (Yes) (No)
5. Remarks
6. Reflections
C. Did the remedial lessons work? No.
A. No. of learners who earned of learners who have caught up with the
80% in the evaluation. lesson.
remediation.
did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
Position/
n: TEACHER 2 CEBU PROVINCE
Contact Email
UNDERTAKING
MADEL F. UNTAL
Writer

Member Member

Member Member

Chairman

Learning Area:

Read grade 1 level words, phrases, sentences, and short
paragraph/story with proper expression
Read grade 1 level texts with an accuracy MT1F-III-Iva-i-1.3
(Taken from the Curriculum rate of 95-100% Give the correct sequence MT1F-III-Iva-i-1.4
Guide) of three events in a story read Spell MT1RC-IIIb-c-2.1
and write grade one level words consisting of letters MT1PWR-IIIa-i-6.2
already learned.
Key Concepts / Understandings to Giving the correct sequence of the three events in a story read.
be Developed Spelling and writing grade one level words consisting of letters already learned.
Adapted Cognitive
Domain The fact or Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
condition of knowing Remembering Read the story "Ang Bungtod ug Ako" with proper expression.
something with
familiarity gained Understanding
through experience
through deliberate,
systematic, and Applying Spell and write the spelling words correctly.
sustained effort to Analyzing
smoothly and
complex activities or Creating Give the correct sequence of the three events from the story "Ang Bungtod ug ako".
the ability, coming
Attitude Receiving Phenomena Show interest in the class discussion by asking and answering questions.
2. Content Leveled Reader: Ang Bungtod ug Ako, Spelling Words
3. Learning Resources Revised TG MTB1 pp. 36-39
4. Procedures
4.1 Introductory Activity Teacher asks pupils to talk about their homework- what their name means- in pairs. Ask for
5 min volunteers to share to the class.
4.2 Activity
Word Work: Teacher shows the high frequency words in flash cards. Ask pupils to read the words.
ingon mao segurong Phrase
Reading: Teacher shows phrases from the leveled text in flash cards. Ask pupils to read them. Assist
them if some phrases are difficult to read. sa
paboritong bungtod tiilan sa Bungtod Makiling
mao segurong ganahan ko adunay guwapang engkantada
sa among magbarkada ingon ni Tatay
Teacher lets pupils look at the pictures on each page of the book. What do you see
in the picture?
Teacher asks pupils to look at the cover of the book and give the titile, author and illustrator of
Word Work: Teacher shows the high frequency words in flash cards. Ask pupils to read the words.
ingon mao segurong Phrase
Reading: Teacher shows phrases from the leveled text in flash cards. Ask pupils to read them. Assist
them if some phrases are difficult to read. sa
paboritong bungtod tiilan sa Bungtod Makiling
mao segurong ganahan ko adunay guwapang engkantada
10 min
sa among magbarkada ingon ni Tatay
Teacher lets pupils look at the pictures on each page of the book. What do you see
in the picture?
Teacher asks pupils to look at the cover of the book and give the titile, author and illustrator of
the book. What do you think is the story about?
4.3 Analysis
Teacher asks pupils to read the story in pairs. Teacher goes around and listens in as they read.
5 min
4.4 Abstraction
What is the story about? Where does the name Makiling come from? How did Makiling compare
10 min herself with the mountain? Does Makiling like her name? Does Makiling's name fit her?
4.5 Application
Using sentences written on flash cards, have pupils arrange three events from the story.
_____ Taas ang Bungtod Makiling. Mao segurong taas pod si Makiling.
10 min _____ Ang ngalan nga Makiling gikan sa Bungtod Makiling.
_____ Angayan si Makiling sa iyang ngalan.
4.6 Assessment
A.Teacher highlights spelling words from the text. Give the spelling
words and ask pupils to look for them in the leveled text. (ingon, mao,
Anlysis of Learners' segurong, ngalan, paborito, bungtod, tanom, punoan, engkantada,
10 min Products kinatas-an)
B.Teacher gives some words from the spelling list and asks pupils to
spell them using their letter flashcards.
4.7 Assignment Enhancing / improving the

Let pupils draw themselves on a piece of paper.
5 min day’s lesson
Teacher gives homework to pupils.
5 min
5. Remarks
6. Reflections
A. No. of learners who earned C. Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the
lesson.
B. No. of learners who require D. No. of learners who continue to require
additional activities for remediation.
remediation.
strategies worked well? Why did
these work?
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by:
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Designati Division:
Contact Email
UNDERTAKING
MADEL F. UNTAL
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Learning Area:
Learning Competency/ies: Use words to describe experiences. Code:
Read grade 1 level words, phrases,
sentences, and short paragraph/story with proper
expression. Read MT1VCD-IIIa-i-1.2
grade 1 level texts with an accuracy rate of 95-100%. MT1F-III-IVa-i-1.3
(Taken from the Curriculum
Guide) MT1F-III-Iva-i-1.4
Express ideas through phrases, sentences or MT1C-IIIa-e-1.3
longer texts using both invented and conventional
spelling.
Key Concepts / Understandings Expressing ideas through phrases, sentences or longer texts using both invented and conventional
to be Developed spelling.
Adapted Cognitive
or condition of (D.O. No. 8, s. 2015)
with familiarity Understanding
gained through
through deliberate,
systematic, and Applying Read grade 1 story "Ang Bungtod ug Ako" with an accuracy rate of 95-100%.
sustained effort to Analyzing Make an acrostic poem.
smoothly and
the ability, coming
Receiving
Attitude Show interest in the class discussion by asking and answering questions.
Phenomena
2. Content Leveled Reader: Ang Bungtod ug Ako, Composing Activity: Acrostic Poem
3. Learning Resources Revised TG MTB1 pp.39-42
4. Procedures
Teacher asks pupils to talk about their homework. Let them show their drawings to their classmates
and talk about it. Then, ask for volunteer pupils to share to the class.
4.2 Activity
Re-Reading of the Leveled Reader 'Ang Bungtod ug Ako". Teacher asks pupils to read the story as a
whole class. Let pupils pause certain pionts that need a change in expression or intonation. Teacher
models reading the lines and pupils repeat.
4.3 Analysis
Teacher asks pupils to imagine Makiling as a friend. Ask questions to guide their imagination. (If
Makiling were your friend, what kind of a friend would she be? What do you like about Makiling?
Describe her.) As
pupils give answers, teacher can use a semantic web to present answers.
4.4 Abstraction Ex: M - Matinahuron

a - anak
k - kataw-anan
i - isog
l - lingaw
i - inday
n - nindot og buhok
g - ganahn og tanom
Teacher tells pupils that this is an acrostic poem and that they
will be making a similar one.
4.5 Application
Teacher tells pupils that they will make another acrostic poem. Teacher gives another sample of an
acrostic poem using a pupils' name that only has 3-4 letters such as Dan or Kris.
4.6 Assessment
Group 1: Reading Activities- Reading in Pairs
Group 2: Writing Activities-

Acrostic Poem
Products
While these activities are going on, teacher goes around
and checks on progress of pupils. Teacher can also take the opportunity
to observe pupils and informally assess their skills and competencies.
4.7 Assignment
For those who did their writing activities, show and read your acrostic
Enhancing / improving the poems to your family members. For those who did the reading activity,
day’s lesson let them practice reading sentences ending in exclamation point and
question mark.

5. Remarks
6. Reflections
80% in the evaluation. learners who have caught up with the
lesson.
remediation.
did these work?
solve?
G. What innovation or
Prepared by:
Position/
Designati Division:
Contact Email
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Level:
10 MTB 1 Third 50 MIN November 10, 2017
Learning Competency/ies: paragraph/story with proper expression. Code:
Read grade 1 level texts with accuracy rate of 95-100%.
MT1F-III-IVa-i-1.3
(Taken from the Curriculum Spell and write grade 1 level words consisting of MT1F-III-IVa-i-1.4
Guide) letters already learned. MT1PWR-IIIa-i-6.2
Express ideas through phrases, MT1C-IIIa-e-1.3
sentences, or longer texts using both invented and
to be Developed Adapted Cognitive
with familiarity Understanding Spell the spelling words.
gained through
through deliberate,
systematic, and Applying Read the sight words ka,y si, ni, ang, sa, may, and kon.
sustained effort to Analyzing Write two sentences of three to four words using the spelling words.
smoothly and
the ability, coming
Receiving
Attitude Phenomena Participate actively in the class discussion?activities.
Values Valuing Active Participation
2. Content Leveled Reader: Ang Bungtod Ug Ako, Composing Activity: Acrostic Poem
3. Learning Resources RTG MTB1 pp.42-44
4. Procedures
Teacher shows sight words in flash cards and asks pupils to read the words.
( kay si ni ) Teacher reads the words and asks pupils to repeat.
4.2 Activity
Teacher ask pupils to use the words in sentences.
4.3 Analysis
Teacher asks pupils to post the sight words on a Word Wall. ( ang, sa , may , kon, kay, si, ni )
4.4 Abstraction
Reading the sight words by pair. Review the spelling words.
4.5 Application
Spelling Test and Writing Sentences
4.6 Assessment
Anlysis of Learners' Groups 1 and 2 from the previous activities exchange tasks. Group 2 will do
Products paired reading while group 1 will write an acrostic poem.
4.7 Assignment
For those who did their writing activities, show and read your acrostic poems
Enhancing / improving
to your family members. For those who did the reading activity, let them
the day’s lesson
practice reading sentences ending in exclamation point and question mark.
5. Remarks
6. Reflections
80% in the evaluation. learners who have caught up with the lesson.
B. No. of learners who require D. No. of learners who continue to require
remediation.
did these difficulties
F. What work? did I
G. What
solve? innovation or
Prepared by:
Position/
Designati Division:
Number: 9231061486 untalmadel@gmail.com
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MADEL F. UNTAL
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11 MTB I Third 50 min November 13, 2017

Give meanings of words through a.picture clues
b.context clues.
Use words that describe
(Taken from the Curriculum Guide) concrete experiences. Sequence MT1VCD-111-a-i-2.1.1 MT1VCD-111a-i-
events in an informational text when appropriate 1.2 MTILC-111c-d-9.1
Giving and using words in meaning and writing concrete experiences to help the learners in
be Developed vocabulary and in reading comprehension.
Sequencing events in an informational text when appropriate
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
The fact or condition of Recognize the different shapes/phases of the moon
familiarity gained through Understanding
experience or association Answer the questions about the details in the story
Skills Applying
Illustrate showing the different phases of the moon
The ability and capacity
acquired through deliberate,
systematic, and sustained effort to Analyzing
smoothly and adaptively carryout Distinguish which picture comes first,second,third and the last
complex activities or the ability,
coming from one's knowledge, Evaluating
practice, aptitude, etc., to do
something Creating
Attitude Valuing Listen attentively to the story read

Values Valuing Cooperation
2. Content Higala Nako ang Bulan (The moon is my friend) Sequencing events
3. Learning Resources CG.p 51 of 155,TG pp.52-56
4. Procedures
Pupils get the meaning of a word through gestures, pictures, or context clues.
5 minutes
4.2 Activity
Read Aloud Story: Higala Nako ang Bulan.What do you think is the story about?
1.Pre reading activities- unlocks unfamiliar words and expressions.Ask questions to
stimulate pupils interest about the story.
5 minutes
2.During reading activities
3.After reading activities.
4.3 Analysis
What do you know about the moon?
5 minutes What does the moon look like?
4.4 Abstraction
Ask questions about the details in the story.Show different phases of the moon to ask questions
5 minutes about the story.
4.5 Application
Ask for volunteer pupils.Give each picture used in the previous activity.Have them arranged the
5 minutes pictures based on the story.
4.6 Assessment
Look at the different shapes of the moon. What does the child think of
when she looks at the moon? Ring the letter of the correct answer.
1. What is the moon doing to her?
a.talking to her b.smiling to
her 2.The moon is
Anlysis of Learners' _____ a.
5 minutes Products eating b.laughing
3.What does the moon look like?
a.siopao b.cheese
4.The sky is bright! It's the
_______ a.full
moon b.quarter moon
4.7 Assignment
Enhancing / improving the Tonight look for the moon.Look at it and draw the moon.Draw the
10 minutes day’s lesson different phases of the moon in order based on the story.

Memorize a song is another tool for learning process.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation. caught up with the lesson.
remediation.

did these work?


Prepared by:
Name: Lina A.Catubig School: GINATILAN INTEGRATED SCHOOL
Position/
Number: 9154641424
ATTACHMENT :
Assignment:
Rubric:
4 - if a pupil can draw

2 - if a pupil can't draw
UNDERTAKING
LINA A. CATUBIG , from GINATILAN INTEGRATED SCHOOL and that the Team thoroughly ascertained that
LINA A. CATUBIG
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12 MTB i Third 50 min November 14, 2017

already learned.
Learning Competency/ies: Write words,phrases, and Code:
simple sentences with proper spacing,punctuation and
capitalization when applicable.
MTIPWR-111a_1-6.2 MTIPWR-
111e-1-3.3
Key Concepts / Understandings to Spelling and writing grade 1 level words,phrases and simple sentences with proper spacing
be Developed punctuation and capitalization when applicable.
Domain OBJECTIVES:
Knowledge Dimensions (D.O. No. 8, s. 2015)
The fact or condition of Remembering Spell and write grade 1 level words.
Write words,phrases, and simple sentences with proper spacing,punctuation and

Skills Applying capitalization.
The ability and
capacity acquired through
sustained effort to smoothly and Analyzing
activities or the ability, coming from
one's knowledge, practice, aptitude, Evaluating
etc., to do something
Creating
Attitude Responding to phenomena Participate actively in story reading

Values Valuing Participation and cooperation
2. Content Read Aloud Story: Higala Nako ang Bulan (The moon is my friend)
Spelling Words
3. Learning Resources CG P.51-52 TG pp 57-59
4. Procedures
Routine: Talk about their homework in pairs. Asks 4 to 5 volunteer to share to the class.
5 minutes What is the shape of the moon you saw last night?
4.2 Activity
Re-read the story with the help of the volunteer pupils. Volunteers read some parts of the story that
5 minutes are appropriate for their grade level and skills.
4.3 Analysis
Asks questions yellding answers from the spelling list; (bulan, higala, gabii, bitoon, ngisi, kasadya,
bulalakaw, kutsara, tinidor, langit)
Examples:
Kinsa ang higala sa bata?
Asks questions yellding answers from the spelling list; (bulan, higala, gabii, bitoon, ngisi, kasadya,
bulalakaw, kutsara, tinidor, langit)
Examples:
Kinsa ang higala sa bata?
5 minutes
Unsay trato sa bata sa bulan?
Kanus-a
mugawas an bulan?
4.4 Abstraction
Teacher introduces spelling words from the story then let the pupils write sentences from spelling
words on the board. Examines the sentences if there are mistakes in letter formation, capitalization,
5 minutes
puctuation and spelling
4.5 Application
Writing sentences observing proper spacing, capitalization and punctuation ( Bulan ) ( Bitoon)
5 minutes
4.6 Assessment
Use the rubric below to assess pupils ability to follow rules in writing
sentences following proper letter.Writing Formative Assestment Tip
RUBRICS
2 Able to write
letter formation to form words and sentences.
4 Able to write sentences following proper letter formation.
Products
6 Able to write proper letter formation to form words and
5 minutes
sentences. 8 Able to
write sentences following proper letter formation,capitalization and
punctuation,but words are not evenly space.
10 Able to write sentences
following proper letter formation,capitalization and punctuation,with
proper spacing between words

day’s lesson
Write 5 sentences using the spelling words.
10 minutes
Practice writing sentences with proper letter formation, spacing, capitalization and punctuation.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation. caught up with the lesson.
for remediation.

did these work?


teachers?
Prepared by:
Position/
Number: 9154641424
ATTACHMENT:
Assignment:
Rubrics:
4 - if able to write 5 - 4 sentences

3 - if able to write 3 sentences
2 - if able to write 2 sentences
1 - if able to write 1 sentence or words
UNDERTAKING
LINA A. CATUBIG
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(The process of systematically planning, developing, evaluating and managing

the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Level:
Recite and sing individually, with ease and confidence;
riddles
Spell and write grade one level words consisting of
(Taken from the Curriculum Guide) letters already learned. MT1PWR-III-A.1.6.2 MT1VCD-
Identifying and use 111a-i-3.2 MTIDL -IIIC-D-4.2
synonyms correctly
Reciting and singing individually, with ease and confidence

Key Concepts / Understandings Spelling and writing grade one level words consisting of
to be Developed letters already learned. Identifying and using synonyms
correctly
Domain
2015)
The fact or Remembering Identify the pair of words that are synonyms
gained through experience Discuss the pair of words that are synonyms
Skills Applying Write and use the synonyms correctly

The ability
from one's knowledge, practice, Creating
Attitude Valuing Participate actively during class discussion

2. Content Spelling words
Synonyms
3. Learning Resources CG.p 51-52 of 155
4. Procedures
1.Routine:
Riddles- Ask volunteers to recite riddles that they know and let their
5 minutes
classmates guess 2.Spelling words
4.2 Activity
Reviews spelling words by giving incomplete sentence and letting pupils fill in with the correct
5 minutes word. Let them work individually.
4.3 Analysis
Who are your friends? What other words do you use to call your friends? What do we call these
5 minutes other words of friends? (higala,amego,amega)
4.4 Abstraction
Teacher discusss synonyms. Shows more words and lets pupils think of synonyms of these
words (ngit-ngit, taas, kalipay, tambok og higala)
Teacher discusss synonyms. Shows more words and lets pupils think of synonyms of these
words (ngit-ngit, taas, kalipay, tambok og higala)
5 minutes
What does synonyms mean?
4.5 Application
Write Yes if synonyms and No if not synonyms on the space given.
_____ 1. dako - gamay
_____ 2. paspas - tulin
5 minutes
______ 3. himsog - baskog
______ 4. bugnaw - init
4.6 Assessment Put a check for the pair of words that are synonyms. Put an X if not.
1.ngit-ngit - hayag
Anlysis of Learners' 2. higala - amigo
5 minutes Products 3. bus-ok - tambok
4. kalipay - kaguol
4.7 Assignment Enhancing / improving
the day’s lesson
Give another 5 pairs of words that are synonyms.
10 minutes
Asks pupils to play a game of synonyms.
10 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Position/
Number: 9154641424
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14 MTB One Q3-Wk 3 50 November 16, 2017

Read sight words.
Identify the tense of the action word in the MT1PWR-111a-I-7.1
sentences MT1GA-111-e-2.3.1
Key Concepts / Understandings Reading sight words

to be Developed Identifying the tence of the action word in the sentence.
Knowledge 2015)
The fact or Remembering Recognize the tense of the action word in the sentence
gained through experience Understanding Explain the use of the verb in the present tense
or association
Skills Applying
Use correct tense of the verb with time signals in sentences
The ability
activities or the ability, coming Describe the actions done in the picture
aptitude, etc., to do something Creating Create sentences in the present tense
Attitude Valuing Participate actively during class discussion

2. Content Verbs Present Tense of Verbs
3. Learning Resources CGp.51 of 155, TG pp.62-65
4. Procedures
1.Routine
Sight words; asks pupils to read them (mga, nga,kon)
5 minutes
2.Verbs review
4.2 Activity Test the pupils to think and talk about things can do when there is a full moon. Present this in a
graphic organizer. ( Have them group into 3 groups after 2 minutes present this word to the
5 minutes class.)
4.3 Analysis
What do we call the words found in graphic organizer?
5 minutes What tense of the action word used in a sentence?
4.4 Abstraction Shows a picture of people doing an action
Teacher introduces present tense of the verb and corresponding time
5 minutes signals What are the syllables to be added to
make the action words in present tense.
4.5 Application
Make these action words in present tense and use them in sentences
(kaon,inom,sulat,sayaw,lakaw,basa,tanom)
Make these action words in present tense and use them in sentences
5 minutes (kaon,inom,sulat,sayaw,lakaw,basa,tanom)
4.6 Assessment
Fill in the blanks with the cooect tense of the verbs that found inside
the parentheses and underline the time signal in each sentence.
Anlysis of Learners' 1.Ang bata ______(kaon) og saging karon.

5 minutes Products 2.Si nanay _____(luto) og
isda kada udto. 3. Ang
mga isda___(langoy) sa dagat kada adlaw.
4.(Laba)_____ si Karla kada buntag.
4.7 Assignment
Enhancing / improving the Write three sentences about things they do in the morning after
10 minutes day’s lesson waking up.

Write 2 action words in the present tense then use them in sentences.
10 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Position/
Number: 9154641424
ATTACHMENT:
Application:
Rubrics:
4 - if the child can write 4 -5 action words in present tense and used in sentences
3 - if the child write 3 action words in present tense and used in sentences
2 - if the child can write 2 action words in present tense and use in sentences
1- if the child write 1 action word in present tense and used in sentences
Assignment:
Rubrics:
4 - if can write 3 sentences
3 - if can write 2 sentences
2 - if can write 1 sentence correctly
1 - if can write sentences in coreectly
UNDERTAKING
LINA A. CATUBIG
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(The process of systematicallyInstructional Planning
planning, developing, evaluating and managing
2016)

15 MTB I Third 50MTIF-III-1Va-i-1.3

min November 17, 2017
short paragraph/story with proper expression
Learning Competency/ies: Space Code:
and write grade 1 level words consisting of letters MTIPWR-IIIa-i-6.2
already learned
Express ideas through phrases sentences or longer
texts using both invented and conventional spelling
(Taken from the Curriculum Guide) MTIC -IIIa-e-1.3
Show interests in text by browsing/reading
available print materials MTIATR-III-a-I-4.1
Use words to describe concrete
experiences
Reading ,spelling and writing grade 1 level words,phrases,sentences MYIVCD
and shortIIIa-i
paragraph/story
1.2 with
to be Developed proper expression Expressing ideas through phrases, sentences or longer text using both invented
and conventional spelling Using words to describe concrete experiences
2015)
Knowledge Remembering Identify describing words in sentences Spell and write grade1 level words
The fact or
gained through experience Understanding Express ideas through words and phrases,using both invented and conventional spelling
or association
Skills Applying Repeat reading grade 1 level words,phrases, sentences and short paragraph/story with
The ability
and capacity acquired through proper expression
sustained effort to smoothly and Analyzing
activities or the ability, coming Evaluating
aptitude, etc., to do something Creating
Attitude Valuing Participate actively during group activity

2. Content Read Aloud Story: Higala Nako ang Bulan (The Moon is My Friend) Spelling Words
3. Learning Resources CG.p51 of 155 TG.pp65-67
4. Procedures
1.Routine:Asks pupils to read their homework in peers or group of 3 with prope r
expression.2.Spelling test: Ask pupils to write 3 sentences from spelling words and sight words. 3.
5 minutes
Retelling of the Read Aloud Story: Higala Nako ang Bulan.
4.2 Activity Asks pupils to describe a picture of a full moon. Let them write in a manila paper /on the board then
have them read the words with proper expression.
5 minutes
4.3 Analysis
What are the words about? What do these words do?(dako, hayag, nindot, lami,tam-is)
5 minutes
4.4 Abstraction
Teacher introduces adjectives and use this words in sentences. Instructs composing activity. Teacher
5 minutes models the avtivity.
4.5 Application
Composing Activity:Asks pupils to cut their favorite shape of the moon from yellow colored paper then
paste this on a black colored paper. Then let them write three-five sentences about the moon through
5 minutes
the use of (adjectives) Describing words they have learned.
4.6 Assessment
Let pupils read the words,phrases and sentences they write about the
5 minutes moon and check their works with proper expression and correctly spell.
4.7 Assignment
Let pupils bring their outputs home and show it to their family members.
10 minutes day’s lesson

Cut different shapes of the moon from your cold calendar.
10 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Position/
Number: 9154641424
ATTACHMENT:
Application:
Rubrics:
4 - if the pupil can do the task and write 3 - 4 sentences

3 - if the pupil can do the task and write to 2 sentences
2 - if the pupil can do the task and write 1 sentence
1 - if the pupil can do the task or can write only words
Assessment:
Rubrics:
4 - done excellent
3 - done very good
2 - done well
1 - just done
Assignment:
Rubrics:
4 - if can show to their family

2 - if can't show to their family
UNDERTAKING
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Level: MTIOL-IIIa-i- 6.2 ,
16 MTB 1 3 50 MIN November 20, 2017
Learning Competency/ies: Partcipate actively in class discussions. Code:
MTIGA-IIIc-e-2.3.1,
Use the past tense of the action word in the
sentence.
MTISS-IIId-f-
Follow 2 - 3 steps written discussions. 6.1,
Partcipating actively in class discussions.
Using the past tense of the action word in the sentence.

Key Concepts / Understandings MTIC-IIIa-e-1.3
to be Developed Following 2 - 3 steps written discussions.
Expressing ideas through phrases,

sentences,
or longer texts using both invented and conventional spelling.
OBJECTIVES:
Identify the past tense of the action word in the sentence.
Knowledge Remembering
The fact or
condition of knowing Discuss the past tense of the action word in the sentence.
gained through experience Understanding
or association Explain the 2 - 3 steps
written discussions.
Skills Applying
The ability
deliberate, systematic, and Analyzing Distinguish the past tense of the action word in the sentence
Attitude Valuing Shows interest in the lesson

Values Valuing Good manners to follow instructions.
2. Content Composing Activity
3. Learning Resources Basa Pilipinas pp. 78 - 80

4. Procedures
4.1 Introductory Activity Routine: Sharing
7 minutes
Ask the pupils to share to the class the game they play
4.2 Activity Remembering the verbs use to the previous lesson . Ask the verbs using in the sentences. Pupils
10 minutes draw attention to the syllables use and the time signal that helps them determine.
4.3 Analysis
Are there words were already done?. What syllables are in the beginning in the action words?
5 minutes
4.4 Abstraction Give the correct form of the verb.
10 minutes
4.5 Application Choose the correct form of verb. Give differentiate writing activities; How to play game
10 minutes Pupils read and follow the instruction based on which group they belong.
4.6 Assessment
Anlysis of Learners' Products 2. langoy

8 minutes
3. lakaw
4.7 Assignment
day’s lesson
Bring a picture of any family member the next day
10 minutes

Give the past tense of the action word your family member can do.
5 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: JUDY C. BANDAJON School: Kabatuan Elementary School
Position/
n: Teacher 2 Cebu
Contact Email
Number: 9157307498 address: judy.bandajon@gmail.com
ATTACHMENT :
Application:
Unang Pundok
1. Idibuho ang pamaagi sa pagduwa niini. Kolori inyong dibuho. ( Draw the steps in playing the game.
Color your drawing.
2. Mahimong magsulat og mga pulong sa ilalom sa dibuho. ( You may write words under the drawing.)
Ikaduhang Pundok
1. Pagpili og gusto ninyong duwa ( Choose any game you like.)
2. Ipaambit ang paagi sa pagduwa sa imong tapad. ( Talk about how it is played with your seatmate)
3.Idibuho ang pamaagi sa pagduwa . Sa ilalom, isulat kon bahin sa unsa ang dibuho. ( draw the steps
in playing the game. Under it, write something about the drawing.)
Assignment:
Rubrics:
4 - can bring a picture
2 - can't bring a picture
UNDERTAKING
JUDY C. BANDAJON , from KAGSING ELEMENTARY SCHOOL and that the Team thoroughly ascertained that
JUDY C. BANDAJON
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2016)

Level:
MTIOL-IIIa-i-I.3,
Talk about the family using descriptive words. Uses

adjectives to describe people, places, or things in
oral expression. Follow 2 - 3 steps written
directions. Express ideas through phrases or
sentence or longer texts using both iinvented and
conventional spelling. Show interest in texts MTISS-IIId-f-6.1,
through browsing/ reading available print materials.
Key Concepts / Understandings things in oral expression. Following 2 - 3 steps written directions. Expressing ideas through
MTIC-IIIa-e-1.3.
to be Developed phrases
Adapted Cognitive Process or sentence or longer texts using both iinvented and conventional spelling. Showing
Domain Dimensions (D.O. No. 8, s.
Describe people, places, or things OBJECTIVES:
in oral expression. MTIATR-IIIA-j4.1
2015)
Remembering
Knowledge Repeat 2 - 3 steps written directions
The fact or Explain the adjectives use to describe people, places, or things and also how to
something with familiarity Understanding Follow 2 - 3 steps written directions
gained through experience . Discuss the ideas through
or association
phrases or sentence or longer texts using both invented and conventional spelling. .
Skills Applying Discover the adjectives use to describe people, places, or things
The ability
adaptively carryout complex Evaluating Evaluate the adjective used
Attitude Valuing
Values Valuing
2. Content Composing Activity
3. Learning Resources
4. Procedures
Routine:(Sharing) Teacher asks pupil to share the picture they brought with their seatmates.
10 minutes Encourage them to use adjectives to describe the pictures.
4.2 Activity
Review for Adjectives and Following two to three step written directions
10 minutes
4.3 Analysis
Nakahinumdom pa mo kon unsa ang pungway? Unsang klasehang pulong ang pungway o unsay
10 minutes gibuhat niini
4.4 Abstraction
What are adjectives? How to make a three step directions?
10 minutes
4.5 Application
The teacher asks the pupils to write how to play a game, the teacher asks the pupil to form
10 minutes groups of four in order to let them show their outputs to each other and talk about it.
Badlisi ang
4.6 Assessment pungway.
1. Pula ang payong nga dala ni mama.
2. Ang baso puno sa tubig.
10 minutes Products
3. Ang bata kusog modagan.
4.7 Assignment
the day’s lesson
Give some example of adjectives and using them describe your family
10 minutes
Teacher brings the pupil to the fieldor playground and in small groups, let them play a game that
10 minutes one of the group members wrote about
5. Remarks
6. Reflections

Why did these work?

teachers?
Prepared by:
Name: JUDY C. BANDAJON School: KABATUAN ELEMENTARY SCHOOL
Position/
n: Teacher 2 CEBU
Number: 9157307498 judy.bandajon@gmail.com
ATTAACHMENT:
Application:
linyahi ang pungway nga gigamit sa pahayag.

1. Ang akong amahan usa ka maayong kusinero.
2. Ang akong inahan mas maayong mobuto kay sa akong amahan.
3. Si Ben ang kinamagulangan sa pamilya nga himsog kaayo.
4. si boni ang kinamanghuran sa pamilya.
Assignment:
4 - can give example.
2 - can't give example
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Learning Area: MTIOL-IIIa-i-6.2,

Grade
Level:
Participate actively in class discussion. Read grade 1 level

(Taken from the Curriculum Guide) texts with an accuracy rate of 95-100 %. Give meanings of
words through: a picture clues; b. context clues.
Use describing words. Infer the feelings and traits of
MTIF-III-IVa-i-1.4,
character in a story read. Spell and write grade one level
words consisting of letters already learned.
Participating actively in class discussion. Reading grade 1 level texts with an accuracy rate of 95-100
Key Concepts / Understandings %. Giving meanings of words through: a picture clues; MTIVCD-IIIa-i-2.1.1 b.
to be Developed context clues. Use describing words. Infering the feelings and traits of character in a story read.
MTIVCD-IIIa-
Spelling and writing grade one level words consisting of letters already learned.
i-2.1
OBJECTIVES:
Repeat reading grade 1 level texts with an accuracy rate of 95-100 %. Giving meanings
Knowledge
The fact or Remembering of words through: a picture clues; b. context clues. Use describing words.
condition of knowing Infering the feelings and traits of character in a story read. Spelling and writing grade
gained through experience one level words consisting of letters already learned.
or association
Understanding
Skills Applying
The ability

2. Content Laveled Reader: Ang Tabanog Spelling Words
3. Learning Resources Basa Pilipinas TG. P. 82-85
4. Procedures
Routine:(Sharing) Teacher shows a picture of a kite and asks the class what is it and let them describe
10 minutes it
4.2 Activity
Reading of a story titled "Ang Tabanog", letting the class read it first and ask them questions after
10 minutes
4.3 Analysis
Usay ngalan ni?Unsay inyong makita aning hulagway?Hain na ang tabanog?
10 minutes
4.4 Abstraction
Give meaning to words through picture clues, using describing words
10 minutes
4.5 Application Group Work:(Role Play) Teacher divides the class into groups and assign them parts of the story to
10 minutes role play
4.6 Assessment
Anlysis of Learners' Spelling words: Teacher highlights spelling words from the leveled reader to
10 minutes Products be given to the pupil inorder for them to find it in the leveled reader.
Tabanog hangin hagdan naputo plasa kaugalingon
kuryente nagpalupad sungkod nabubod
day’s lesson
Choosing a word from the spelling words and write a sentence from it.
10 minutes
Reading the story again
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
Why did these work?
teachers?
Prepared by:
Name: JUDY C. BANDAJON School: KABATUAN ELEM. SCHOOL
Position/
n: Teacher 2 CEBU
ATTACHMENT:
Application:
4 - excellent
3 - very good
2 - good
1 - just presented
Assignment:
Spelling Words
tabanog
nagpalupad
sungkod
nabudbod
Rubrics:
4 - if cann write and use one of the spelling word in a sentence
2 - if can't write
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JUDY C. BANDAJON
Writer

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Chairman
2016)

Level:
Identify and use antonyms. Read Grade 1 level texts

with an accuracy rate of 95- 100%. Express ideas MTIVCD-IIIa-i-3.1
(Taken from the Curriculum Guide) through phrases, sentences, longer texts using both MTIF-III-Iva-i-1.4
invented, and conventional spelling MTIC-IIIa-e-1.3
Identify and use antonyms. Read Grade 1 level texts with an accuracy rate of 95- 100%.
to be Developed Express ideas through phrases, sentences, longer texts using both invented, and
conventional spelling
Domain
2015)
condition of knowing Recognize the phrases, sentneces, ang longer text use in the lavveled text
Skills Applying Discover the antonyms use

The ability

2. Content
Antonyms
3. Learning Resources BasaTG. 85 -88
4. Procedures
Routine:(Sharing) Teacher asks the pupils to talk abour their homework.
10 minutes
4.2 Activity
Teachers shows pictures which are of opposite traits for discussing antonyms.
10 minutes
4.3 Analysis
Unsay masulti sa unang tabanog?Unsay masulte sa ikaduhang tabanog?Naa ba moy
10 minutes nabantayan sa mga pares nga mga butang?
4.4 Abstraction
Identify and use antonyms and expressing ideas, phrases, sentences using both invented
10 minutes and conventional spelling.
4.5 Application
Differentiated activities: Reading and writing
10 minutes
4.6 Assessment Teachers prepares instructions for each group and writes them on
board. Let pupils read the instructions and ensure that they have
understood.
Products
Group 1 Reaing in pairs
10 minutes
Group 2 Kite Making ( see p. 89 )

the day’s lesson
Let the pupil write samples of antonyms
10 minutes
Teachers asks pupils to close their eyes and let them imagine that they are kites. Ask them
10 minutes where they want to go.
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Position/
n: Teacher 2 CEBU
ATTACHMENT:
Application:
Teacher divides the class into two groups. Pupils in group 1 will read the Leveled reader again in pairs..
Pupils in Group 2 will make a kite 9 individual activity)
GROUP 1 READING TIME
All pupils in Group 1, will be paired . They will read the Leveled readeragain in pairs.
1. First Reading
Pupils read the story in pairs. Pupil A reads first while pupil B listens.
Pupil B listens, he or she takes note of mispromounced words and wrong

expressions or intonation. Let Pupil B help Pupil A by pointing out mistakes.
GROUP 2 KITE MAKING
Pupils make kites. Draw 4 places from their comminuty which they can see if they were flying
like a kite.
Label the places . On the other side of the kite, write a short story of three to five sentences
about where you will fly if you were a kite.
Assessment:
Check __/__ if the antonyms and x if not antonym.
1. taas ; habog
2. limpyo : hugaw
3. Utukan : maalam
4. dako : gamay
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JUDY C. BANDAJON
Writer

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Chairman
2016)

Level:
Read sight words. Spell and write grade one level
words consisting of letters already learned. Read
grade1 level texts with an accuracy rate of 95- MTIPWR-IIIa-i-7.1
100%. Express ideas through phrases, sentences, MTIPWR-IIIa-i-6.2
or longer texts using both invented and MTIF-III-Iva-i-1.4
conventional spelling. Show interest in texts by MTIC-IIIa-e-1.3
browsing/ reading available print materials. MTIATR-IIIa-j4.1
Reading sight words. Spelling and writing grade one level words consisting of letters already
Key Concepts / Understandings learned. Reading grade1 level texts with an accuracy rate of 95-100%. Expressing ideas
to be Developed through phrases, sentences, or longer texts using both invented and conventional spelling.
Showing interest in texts by browsing/ reading available print materials.

Domain
OBJECTIVES:
condition of knowing Recognize the sight words
something with familiarity Understanding Explain the words that already learned
Skills Applying Use the grade1 level texts in readding with an accuracy rate of 95-100%.
The ability

Values Valuing
2. Content Spelling
3. Learning Resources Basa TG. P.p90-91

4. Procedures
Routine: Reading of sight words
10 minutes
4.2 Activity
Spelling Assessment: Teacher gives spelling test through dictation. Have the pupils write two
10 minutes sentences using words and siight words
4.3 Analysis
Unsay imong ganahan sa gihmo sa inyong classmate?
5 minutes
4.4 Abstraction Reading sight words, spell and write grade one words, and expressing ideas, phrases,
sentences using both invented and conventional spelling
10 minutes
4.5 Application
Differentiated activities: (Reading and writing) Teacher divides the class into two groups and
5 minutes
the first group makes a kite while the second group do a paired reading
4.6 Assessment
Anlysis of Learners' Independent Reading Teacher asks pupils to exchange work with
10 minutes Products classmate. Let them look and read each others work.
4.7 Assignment
the day’s lesson
Let the pupils bring their kites home and show them to their family
10 minutes

Pupils bring their kites home and show them to their family members
10 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?

teachers?
Prepared by:
Position/
n: Teacher 2 CEBU
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JUDY C. BANDAJON
Writer

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Chairman
(The process of systematicallyInstructional Planning
planning, developing, evaluating and managing the
2016)

Level:
Give meaning of words through: a. pictures clues; b.
content clues. Tell / retell fables. Use words to MT1VCD-IIIa-i-2.1.1
describe experience of harvest. Note important MT1OL_IIIa-9.1
dteails from an informational text. Participate MTIVCD_IIIe-3.2
actively in class discussions on familiar topics. MT1LC IIIe-3.2
Key Concepts / Understandings Giving meaning of words through: a. pictures clues; b. content clues. Fables are stories which have
to be Developed animals or plants as characters.
Domain
2015)
The fact or Remembering Describe related experience through picture clues or content clues.
gained through experience Note details in the story read.
Skills Applying
The ability
deliberate, systematic, and Analyzing Differentiate related experience through picture clues or content clues.
from one's knowledge, practice, Creating Retell fables from parents and relatives.
Attitude Valuing Display positive attitude in listening a story.

Values Valuing Participate actively.
2. Content Giving meaning of words throu, Sight Words, Nahimong Magkukulit si Wigan, : a.
pictures clues; b. content clues. Legends, fables and Jokes
3. Learning Resources CG, P- 44 of 154, TG, PP. 94- 95

4. Procedures
Daily Routine: The Class started with a prayer. Followed by a series of songs. Teacher asks pupils if
5 minutes they know of any story where the characters are animals.
4.2 Activity
Pupils talk about related experiences through picture clues or content clues. Explain to the class
that stories which have animals or plants as characters and have moral lesson are called fables.
5 minutes
Teachers unlocks difficulties through pictures or context clues. Teacher reads the story to the pupils.
4.3 Analysis
Teacher relates the story to experiences of pupils and sets the motive questions. What did Wigan
hear? Whose voice did he hear? Why was Wigan ang Bugan concerned? What is the name of the
5 minutes
god that came down the earth?
4.4 Abstraction
What was the story all about/
5 minutes
4.5 Application
Teacher ask questions correctly. (Refer to TG )
5 minutes
4.6 Assessment
Pupils answer questions or give comments during the read aloud. Answer
questions correctly. 1.
Anlysis of Learners' What is Wigan ang Bugan's problem? 2.
5 minutes Products What does Wigan do when he flound out about the problem?
3. who answers Wigan and arrives to talk to him?
4. What does the god , Wigan teach to the mortal Wigan?
4.7 Assignment
Enhancing / improving Ask your parents or any relatives at home if they know of any fable. You'll
10 minutes the day’s lesson share this tomorrow.
Pupils ask family members to narrate to them a fable.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Name: JEFFERSON C. GORNEZ School: PALANAS INTEGRATED SCHOOL
Position/
Contact Email
Number: 9334964123 address: jeffgornez@gmail.com
UNDERTAKING
attest to the authenticity and veracity of the harvested plan as the true and original work of MR.
JEFFERSON C. GORNEZ , from PALANAS INTEGRATED SCHOOL and that the Team thoroughly ascertained that
JEFFERSON C. GORNEZ
Writer

Member Member

Member Member

Chairman
Instructional
(The process of systematically Planningevaluating and managing
planning, developing,
the instructional process by using principles of teaching and learning - D.O. 42,
s. 2016)

Level:
Spell and write grade one level words consisting
of letters already learnedi. Tell/ retell fables. MT1PWR-IIIa-i-6.2
Identify the speaker in the story or in poem read. MT1OL-IIIa-i-9.1
MT1RC-IIIe-4.1
to be Developed Adapted Cognitive Process
Domain
2015)
condition of knowing Repeat selected words from the story.
Skills Applying
The ability
from one's knowledge, practice, Creating Write the correct spelling of the word from the story.

2. Content Spelling and writing grade one level words consisting of letters already learned.
4. Procedures
Daily Routine: The Class started with a prayer. Followed by a series of songs.
5 minutes
4.2 Activity
Teacher assigns questions for groups to answer creatively.
5 minutes
4.3 Analysis
Pupils answered assigned questions creatively.
5 minutes
4.4 Abstraction
Teacher introduces spelling words from the story.
5 minutes
4.5 Application
Pupils correctly spell grade level words. They use wprds in sentences and write sentences
5 minutes properly.
4.6 Assessment Anlysis of Learners'
Products
Pupils write sentences using spelling words.
5 minutes
4.7 Assignment
Enhancing / improving Pupils answer questions about the story. They talk about the
10 minutes the day’s lesson important details in the story.
Arrange the scrambled words correctly.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
UNDERTAKING
JEFFERSON C. GORNEZ
Writer

Member Member

Member Member

Chairman
Instructional
(The process of systematically Planningevaluating and managing
s. 2016)

Level:
23 MTB I Third 50 min Nov. 28, 2017
Spell and write grade one level words
(Taken from the Curriculum Guide) consisting of letters already learned. MT1PWR-IIIa-i-6.2
to be Developed Spelling and writing grade one level words consisting of letters already learned.
Domain
2015)
The fact or Remembering Repeat selected words from the story.
Skills Applying
The ability
from one's knowledge, practice, Creating Write the correct spelling of the word from the story.

2. Content Spelling and writing grade one level words consisting of letters already
learned.
4. Procedures
5 minutes
4.2 Activity
5 minutes
Teacher assigns questions for groups to answer creatively.
4.3 Analysis
5 minutes
Pupils answered assigned questions creatively.
4.4 Abstraction
5 minutes
Teacher introduces spelling words from the story.
4.5 Application Pupils correctly spell grade level words. They use wprds in sentences and write
5 minutes sentences properly.
5 minutes Products Pupils write sentences using spelling words.
4.7 Assignment
Enhancing / improving Pupils answer questions about the story. They talk about the
10 minutes the day’s lesson important details in the story.
10 minutes
Arrange the scrambled words correctly.
5. Remarks
6. Reflections
B. No. of learners who require additional
activities for remediation. D. No. of learners who continue to require remediation.
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
UNDERTAKING
JEFFERSON C. GORNEZ
Writer

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Level:

Talk about an object using descriptive words.
(Taken from the Curriculum Guide) MT1OL-IIIa-i-3.1
to be Developed Talking about an object using descriptive words.
Domain
OBJECTIVES:
something with familiarity Understanding Describe a picture.
Skills Applying
The ability
from one's knowledge, practice, Creating Write and compose sentences using descriptive words.

2. Content Talking about an object using descriptive words.
4. Procedures
5 minutes
4.2 Activity
Retelling legends.
5 minutes
4.3 Analysis
Teacher introduces future tense of the verb and corresponding time signals.
5 minutes
4.4 Abstraction
Teacher give tasks to groups. Each task consists of three written works.
5 minutes
4.5 Application
Pupils accomplish activities/ tasks assigned to their respective groups.
5 minutes
Products
Pupils present their tasks to the whole class.
5 minutes
day’s lesson
Give 5 examples of descriptive words and use it in a sentence.
10 minutes
Give 5 examples of descriptive words and use it in a sentence.
10 minutes
5. Remarks
6. Reflections
B. No. of learners who require additional
activities for remediation. D. No. of learners who continue to require remediation.
Why did these work?
teachers?
Prepared by:
Position/
Number: 9334964123 jeffgornez@gmail.com
UNDERTAKING
JEFFERSON C. GORNEZ
Writer

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Learning Area:
25 MTB I Third 50 min December 1, 2017

Learning Competency/ies: Show interest in text by browsing/ reading available print Code:
(Taken from the Curriculum Guide) materials. MTATR-IIIa-i-4.1
to be Developed Showing interest in text by browsing/ reading available print materials.
Domain
2015)
something with familiarity Understanding Showing interest in text by browsing/ reading available print materials.
Skills Applying
The ability
deliberate, systematic, and Analyzing Differentiate between the story you just narrated and other stories we talked about.

2. Content Showing interest in text by browsing/ reading available print materials.
4. Procedures
5 minutes
4.2 Activity
Teacher asks pupils if they know of any story where the characters are animals or plants.
5 minutes
4.3 Analysis
Teacher unlocks difficult words through pictures or context clues.
5 minutes
4.4 Abstraction
Teacher shows a picture of rice terraces. Ask questions about it so pupils can talk about the pictures.
5 minutes
4.5 Application
Teacher shows a picture of bul-ol. This can be taken from the book.
5 minutes
4.6 Assessment Teacher shows a picture of harvest or the words "ani". Ask questions so
Anlysis of Learners' Products
5 minutes pupils can talk about things related to harvest.
day’s lesson
What do people do during harvest? What month is a harvest season?
10 minutes
List down the characters of the story "Nahimong magkukulit si Wigan"?
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
UNDERTAKING
JEFFERSON C. GORNEZ
Writer

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Level:
26 MTB 1 THIRD 50 MIN December 24, 2017
Read grade I level words, phrases, sentences, and short
(Taken from the Curriculum paragraph/story with proper expression
Guide) MTIF-III-Iva-i-1.3
Key Concepts / Understandings Reading grade I level words, phrases, sentences, and short paragraph/story with proper
to be Developed expression
Adapted Cognitive
or condition of (D.O. No. 8, s. 2015) Identify and use synonyms, antonyms, homonyms, and words with multiple meanings
Skills correctly
with familiarity
The ability
gained through and
capacity acquired
through deliberate,
systematic, and Applying Write sentences or longer texts with proper puncuation, spacing and capitalization
smoothly and
complex activities or
the ability, coming Creating
from one's
knowledge, practice, Receiving
Attitude
aptitude, etc., to do Phenomena
something
Values Valuing
2. Content Read Aloud story: Nahimong Magkukulit si Wigan Synonyms,
Antonyms, and Homonyms
3. Learning Resources Basa Pilipinas T.G. pp.116-117;124-126
4. Procedures
Teacher introduces a song, " Pasayawa Ko Day. " Teacher teaches the song and let pupils sing.
Assign parts of the song for females and males to sing. Ask questions after singing.
5
Review: SYNONYMS AND ANTONYMS. Using flash cards, let pupils pair words that are synonyms
5 and antonyms.
4.3 Analysis
Re-reading of the Read Aloud Story: Wigan Becomes A sculptor
Read the story again. Ask volunteer pupils to read some parts of the story.
5
4.4 Abstraction Why was Wigan and Bugan worried that there was no harvest in the terraces? What traits does
10 Wigan have?
4.5 Application
Differentiated Writing Activities: Writing About A Fable Or Myth
10
4.6 Assessment
Listen as the teacher reads each pair of words in each number. Write Big
letter A for antonyms and S synonyms
Anlysis of Learners' 1. adlaw - gabii
Products 2. taas - habog
Listen as the teacher reads each pair of words in each number. Write Big
letter A for antonyms and S synonyms
Anlysis of Learners' 1. adlaw - gabii
5 Products 2. taas - habog
3. .hapon - palis
4. bata - tigulang
4.7 Assignment
Practice a song that you have learned for tomorrow. Create some actions
for the song.
Rubrics:
5 the day’s lesson
4 - can do the task
2 - can't do the task

Let the pupils copy their assignment and check each notebook afterwards.
5
5. Remarks
6. Reflections C. Did the remedial lessons work? No. of
A. No. of learners who earned
B. No. of learners who require learners who have caught up with the
80% in the evaluation. D. No.
additional activities for lesson. of learners who continue to require
E. Which of my learning remediation.
remediation.
did these work?
or supervisor can help
localized materials did me
I
Prepared by:
Name: BEN P. ITAO School: MANGACO ELEMENTARY SCHOOL
Position/
Designati Division:
Contact Email
Number: 0908 7652707 address: Benboi b.i.@gmail.com
UNDERTAKING
BEN P. ITAO , from MANGACO INTEGRATED SCHOOL and that the Team thoroughly ascertained that
BEN P. ITAO
Writer

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27 MTB 1 THIRD 50 WEEK 6

Learning Competency/ies: Use the correct tense and time signal of an action word in Code:
(Taken from the Curriculum a sentence.
Guide) MTIGA-IIIf-h-1.4
to be Developed Using the correct tense and time signal of an action word in a sentence.
Adapted Cognitive
gained through
through deliberate,
systematic, and Applying Write words, phrases, and simple sentences with proper spacing, and capitalization.
smoothly and
the ability, coming
Receiving
Attitude Phenomena Show interests in texts by browsing/ reading available print materials.
Values Valuing
2. Content Verb Tenses and Time Signals Composing Activities
3. Learning Resources Basa Pilipinas T.G. pp. 118-119; 126-128
4. Procedures
Teacher asks pupils if they remember the song they learned the previous day. Let them form groups of
5 6 to 8 and let pupils come up with actions or dance for the song.
4.2 Activity
Teacher lets pupils practice in groups. Then, have them present to the class.
5
4.3 Analysis
Review: Verb Tenses and Time Signals. Teacher shows a picture to the pupils. Let them talk about the
5 picture using sentences with verbs and time signals.
4.4 Abstraction
Let the pupils read the sentences written on the board. Let them identify the verbs and time signals.
5 Then, let them classify them according to past, present and future.
4.5 Application
Differentiated Writing Activities About A Fable or Myth
10
4.6 Assessment
Teacher lets pupils form groups of four. In each group, there must be two
pupils from each activity groups. Let them show their outputs to each other
10 Products
and talk about it.
Show your compositions to your parents or those you live at home.
Teacher tells pupils to bring a malong only if they have at home.
5
5. Remarks
6. Reflections
B. No.
80% in theof learners who require
evaluation. learners
D. No. ofwho have who
learners caught up with
continue tothe lesson.
require
additional
E. Which ofactivities for
my learning remediation.
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Number: 9087652707 Benboi b.i.@gmail.com
UNDERTAKING
BEN P. ITAO
Writer

Member Member

Member Member

Chairman


(Taken from the Curriculum Read words, phrases, sentences, and/or short stories
Guide) MTIPWR-III-f-i-7.2

to be Developed Reading words, phrases, sentences, and/or short stories
Adapted Cognitive
Domain Process Dimensions
knowing
Skills something Remembering Spell and write grade one level words consisting of letters already learned.
gained through
The ability and
capacity acquired
through deliberate,
sustained effort to Read grade I level texts with an accuracy rate of 95 - 100 %
smoothly and Analyzing
complex activities or
the ability, coming Creating
from one's
knowledge, practice,
aptitude, etc., to do Receiving
Attitude
something Phenomena
Values Valuing
2. Content Leveled Reader: Malong
3. Learning Resources Basa Pilipinas T. G. pp. 118-119; Leveled reader
4. Procedures
Teacher ask volunteer pupils to show and read their compositions from the previous day to the
5 whole class.
4.2 Activity
Reading of the Leveled Reader: MALONG
5
4.3 Analysis 5 What is the story about? What are the uses of Malong in our story? Can you think of other uses of
malong?
4.4 Abstraction
Group Work: Uses of Malong Spelling
5
4.5 Application 5
Read the story in pairs. Teacher goes around and listens in as they read.
4.6 Assessment
Anlysis of Learners' Spelling. Teacher dictates words to spell by the class in pairs. Each pair
10 Products will write their answer on their Spelling notebook.
4.7 Assignment
Enhancing / improving Think about uses of malong except for those from the story we read. You
5 the day’s lesson can ask your parents or family members at home.
Pupils may copy few words from the Spelling Words.
5
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Contact Email
Number: 9087652707 address: Benboi b.i.@gmail.com
UNDERTAKING
BEN P. ITAO
Writer

Member Member

Member Member

Chairman


Level:
29 MTB 1 THIRD 50 December 8, 2017
Read words, phrases, sentences, and/or short stories
(Taken from the Curriculum Guide) MTIPWR-III-f-i-7.2
Key Concepts / Understandings to be
Developed Reading words, phrases, sentences, and/or short stories
The fact or condition 2015)
of knowing something Remembering
with familiarity gained Understanding
Skills
through experience or
The
ability and capacity
acquired through Applying Read grade I level words, phrases, sentences, and short paragraph/ story with
deliberate, systematic, proper expression.
and sustained effort to
smoothly and adaptively Analyzing
carryout complex Evaluating
activities or the ability,
coming from one's Creating
knowledge, practice, Write words, phrases, and simple sentences with proper spacing, punctuation, and c
aptitude, etc., to do
something
Attitude Receiving Phenomena
Values Valuing
2. Content Leveled Reader: Malong Composing Activity
3. Learning Resources Basa Pilipinas T.G. pp. 120-121; 131-133, Leveled Reader Text
4. Procedures
Teacher asks pupils to share with their seatmates the uses of a malong they have identified. Ask
5 for volunteer pupils to share to the class.
4.2 Activity
Teacher lets pupils read the story as a whole class.
5
4.3 Analysis
If you are selling a malong, how will you advertise? How will you show your advertisement?
5
4.4 Abstraction
Teacher can show a sample advertisement from a newspaper or magazine. Teacher tells pupils
10 that they are going to make a class poster or advertisement.
4.5 Application
Differentiated Activities: Reading and Writing. Group I Reading in pairs; Group 2 Making A Poster
10 Advertisement
4.6 Assessment
Anlysis of Learners' Grade Group I's reading in pairs accordingly using own rubric and
10 Products grade the Group 2's Poster output.
4.7 Assignment
Enhancing / improving Teacher asks pupils to study the Spelling Words at home in
the day’s lesson preparation for a quiz tomorrow.
Teacher lets pupils sing the song learned in Days 1 and 2 wit actions.
5
5. Remarks
6. Reflections C. Did the remedial lessons work? No.
A. No. of learners who earned 80% in of learners who have caught up with the
the evaluation.
B. No. of learners who require D. No.
lesson. of learners who continue to
additional
E. Which ofactivities for remediation.
my learning strategies require remediation.
F. What
worked well?difficulties
Why did didthese
I encounter
work?
which
G. What innovation or localized can
my principal or supervisor
help me solve?
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Position/ Division:
Designation:
TEACHER 1 CEBU PROVINCE
Contact Email
Number: 9087652707 address: Benboi b.i.@gmail.com
UNDERTAKING
BEN P. ITAO
Writer

Member Member

Member Member
Chairman

Level:
Spell and write grade one level words consisting of letters
(Taken from the Curriculum already learned.
Guide) MTIATR-IIIa-i-6.2
to be Developed Spelling and writing grade one level words consisting of letters already learned.
Adapted Cognitive
gained through
through deliberate,
systematic, and Applying Write words, phrases, and simple sentences with proper spacing, punctuation, and capi
smoothly and
the ability, coming
Receiving
Attitude Show interest in texts by browsing/ reading available print materials
Phenomena
Values Valuing
2. Content Leveled Reader: Malong Composing Activity Spelling Test
3. Learning Resources
4. Procedures
Teacher shows sight words from Word Wall and asks pupils to read them. Asks pupils to use sight
5 words in sentences.
4.2 Activity
Differentiated Activities: Reading and Writing Sharing Outputs
10
4.3 Analysis What do you like about what your classmate made? What do you like about the poster or
5 advertisement your classmate made?
4.4 Abstraction
Can you give another examples of advertisements for a Poster Making?
5
4.5 Application
Independent Reading: Select pupils in pair to read 4 sentences written on the board.
10
4.6 Assessment
Anlysis of Learners' Teacher gives spelling test by dictating words. ( Malong , habol , puyde ,
5 Products tugnaw, sinina, habol, hugnaw , lainlaing, unsaon , gamiton)

Show to your parents and other family members what you made.
Tell the pupils to practice reading the new words on the Word Wall during free time.
5
5. Remarks
6. Reflections
B. No.
require
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Number: 0908 7652707 Benboi b.i.@gmail.com
UNDERTAKING
BEN P. ITAO
Writer

Member Member

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Chairman
s. 2016)

Level:
Participate actively in class discussion.

Give meaning s of words through : a picture clues b. MTIOL -IIIa-i-6.2
context clues . MTIVCD-IIIa-i-2.1
Identify the problem and solution in the story MT1LC-IIIg4.3
read Use describing words MT1VCD-IIIa-i-1.2
Participate actively in class discussion. Give meaning s of words through : a picture clues b.
to be Developed context clues .
Identify the problem and solution in the story read Use describing words
Domain
The fact or
2015)
Remembering List the characters of the story
condition of knowing Describe Hugo
gained through experience Compare Hugo from the rest of the characters
Skills Applying Discover the problem and solution in the story listened to
The ability
deliberate, systematic, and Analyzing Compare the characters of the story using describing words
Attitude Valuing Shows interest in the activity

Values Valuing Appreciate
Read Aloud:and respect
Si Hugo Angother's opinionnga Ibid
Makalagot
2. Content Problem and Solution in the Story
3. Learning Resources T. G. pp. 144-147
4. Procedures
Routine :Song or Poem
10 minutes
4.2 Activity 1.Unlocking of difficult words through pictures or context clues .Refer to T.G. pp. 145
2. Activating Prior
Knowledge. Shows a picture of a chameleon to pupils.Ask: What do you call this?Have you ever
seen this before? How does it look like? Where does it live?
What do you know about a chameleon ?What do you want to
know about the chameleon? 3. Introduction
10 minutes Say: The title of the story is ______________ and it is written by____________,the illustrator
is_______________________
4. Look at the cover . What do you think is the story
about? What do you want to know about the story?
5.
During Reading Activity
4.3 Analysis
Page 6: What is the chameleon's name?
Page 20: What happens to Hugo every time his group hides from the enemies?
10 minutes What happens to Hugo after he saved the chameleon's from the
fire?
4.4 Abstraction
How do you retell a story ?
10 minutes
4.5 Application
Answer the following.
1. Where is the setting of the story?
2. Describe Hugo. Why is he different from the rest?
10 minutes
3.Who are the characters ?
4. Are they people?
4.6 Assessment Answer the following.

1.What is the problem in the forest?
Products
2.What happened?What happened to the
10 minutes
chameleons? 3. Was the problem solved?
What was the solution
4.7 Assignment
Enhancing / improving Is Hugo really annoying? If you are his friend , will you be mad at him?Why
10 minutes the day’s lesson or why not?
Pangutan-a inyong mga kauban sa balay kon aduna ba silay nahibal-ang esturya nga pabula.
10 minutes
5. Remarks
6. Reflections

Why did these work?


teachers?
Prepared by:
Name: SALOME B. DUTERTE School: KAGSING ES
Position/
n: TEACHER II CEBU PROVINCE
Number: 9236626089 duterte91@gmail.com
UNDERTAKING
SALOME B. DUTERTE , from KAGSING ELEMENTARY SCHOOL and that the Team thoroughly ascertained that
SALOME B. DUTERTE
Writer

Member Member

Member Member

Chairman


Level:
Learning Competency/ies: words consisting of letters already learned Code:
MT1OL -IIIa-i-1.3 MT1PWR -IIIa-i-6.2
Spell
Identify the problem and solution andstory
in the writeread MT1LC-IIIg-4.3
grade one level words consisting of letters
Key Concepts / Understandings MT1VCD-IIIa-3.1
to be Developed already learned Identify the
Domain problem and solution in the story read OBJECTIVES:
Knowledge Dimensions (D.O. No. 8, s.
2015)
Skills Applying Dramatize specific events in the story.

The ability
deliberate, systematic, and Analyzing Compare the main character of the story with other characters of the story
Attitude Valuing Express love for reading by listening attentively during story reading
Values Valuing Appreciate and respect other's opinion
2. Content Read Aloud: Si Hugo Ang Makalagot nga Ibid
Review: Synonyms and Antonyms
3. Learning Resources T.G.pp. 148-150
4. Procedures
Routine :Sharing
10 minutes
4.2 Activity a. Arranging pictures as they happen in the story
b. Using pictures ,retell the story in pairs. Then have a volunteer pupils
retell the story in class.
10 minutes
4.3 Analysis What was Hugo's problem? Was his problem solved?
What was the chameleon's problem one night ? How was the
10 minutes
problem solved?
4.4 Abstraction
How to retell a story? What are synonyms? What are antonyms?
10 minutes A.Let pupils read the Story "Ang Halas" from the Learners Material.
4.5 Application Identify the problem and solution
B.Review synonyms and antonyms
Si Hugo kay puti sa itom nga gabii. (puti-itom)....

10 minutes What are these words called?
Malipayon gyod ang mga ibid . Sadya ang ilang
tingog. ( malipayon-sadya) What are these words called?
4.6 Assessment
Sirkoli ang mga kapulong sa kapahayag
1.Tambok ang bata. Himsog daw siya matod sa doktor.
Sirkoli ang mga kapulong sa kapahayag
1.Tambok ang bata. Himsog daw siya matod sa doktor.
2. Gamay lang ang akong gikaon kay diyotay lang ang naluto
Products
ni nanay. Sirkoli ang mga suhingpulong
10 minutes
sa kapahayag 1. Taas ang
hagdan sa mubo nga laki 2.
Hinay molakaw si Hacinta pero paspas si Aldo
4.7 Assignment
Enhancing / improving Study the words given for spelling ( Malong , puyde, sinina, gamiton,
10 minutes the day’s lesson himoong, habol, tugnaw, sudlanan, lainlaing, unsaon )

Teacher lets pupils sing the song they learned in Day 1.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
Number: 9236626089 address: duterte91@gmail.com
UNDERTAKING
SALOME B. DUTERTE
Writer
Member Member

Member Member

Chairman


Learning Area:
Listen and respond to others in oral conversation
Identify and use of homonyms correctly MT1OL- IIIe-i-5.1 MT1
Read label in illustration
VCD-IIIa-i-3.1 MT1SS-
IIIg-I-7.1
Listening and responding to others in oral conversation
be Developed Identifying and using of homonyms correctly
Domain Adapted Cognitive Process Reading label in illustration
OBJECTIVES:
condition of knowing Identify the homonyms in the sentence.
Skills Applying Give things to do as a community helper.

The ability
adaptively carryout complex Evaluating Answer correctly in oral conversation.
Attitude Valuing Show interest in writing Ng

Values Valuing Appreciate and respect others work
2. Content Review: Homonyms
Community Helpers
3. Learning Resources T.G.pp. 151-152
4. Procedures
4.1 Introductory Activity Routine : Poem/Song
10 minutes
4.2 Activity
Who are the community helpers mentioned in the song ? What does a police , vendor ,teacher
10 minutes and janitor do to us? Are they important in our community?
4.3 Analysis
What are homonyms?
10 minutes
4.4 Abstraction
Who are the community workers? How to identify the homonyms?
10 minutes
4.5 Application
Spell the words correctly. 1. gitabangan 2. nasakpan 3. kabaw 4. nasunog
10 minutes
4.6 Assessment
Basaha ang kapahayag. Idibuho ang inyong nasabtan.
1.Nagsuwat ang bata
Anlysis of Learners' Products
10 minutes 2.Adunay suwat gikan kang
mama.
4.7 Assignment
Enhancing / improving the Think of other community helper.What do they do?Why are they
10 minutes day’s lesson important to the community?
Study the spelling words given.
10 minutes
5. Remarks
6. Reflections
remediation.
did these work?
Prepared by:
Position/
Contact Email
Number: 9236626089 address: duterte 91@ gmail. Com
UNDERTAKING
SALOME B. DUTERTE
Writer

Member Member

Member Member

Chairman


Level:
Learning Competency/ies: Use the correct Code:
tense and time signal of an action word in a sentence MT1OL-IIIa-i-6.2 MT1RC-
(Taken from the Curriculum Guide) IIIg-h-6.1 MT1GA-IIIf-h-
Predicting possible ending of a story read
Key Concepts / Understandings to 1.4 Using the correct
MT1C-IIIf-i-2.1
tense and
be Developed
Domain time
Adapted Cognitive signal
Process of an action word in a sentence OBJECTIVES: Writing
The fact or condition of Remembering Recall details of the story
Skills Applying
The ability and capacity
acquired through deliberate,
systematic, and sustained effort to Analyzing
smoothly and adaptively carryout
complex activities or the ability, Evaluating
coming from one's knowledge,
practice, aptitude, etc., to do Creating
something
Attitude Valuing Show willingness and enthusiasm by practicing to group works

Values Valuing Appreciate and respect others opinion by listening to one's talking
2. Content Review :Tenses of Verbs and Time
Composing Activity:Making a certificate /Award
3. Learning Resources T.G. pp.152-154
4. Procedures
4.1 Introductory Activity Routine:Sharing
10 minutes
4.2 Activity
Let pupils read the short story "Si Banbanon"
10 minutes 1.What do you think is the ending of the story?How were you able to say this?
4.3 Analysis
What is a verb?
10 minutes
4.4 Abstraction
What helped you predict the ending of the story?
10 minutes
4.5 Application Read the story again"Si Banbanon".Identify the verbs from the story and their tenses.
Let pupils
10 minutes create sentences with verbs and time signals. Remind them of capitalization and proper
punctuation
4.6 Assessment Pagsulat og 5 ka kapahayag base sa gihatag nga pulong
unya gabii ugma kagahapon sunod tuig
Products
unya gabii ugma kagahapon sunod tuig
moadto nagduwa
nanglaba mokaon magtuo
1.
2.
10 minutes Products
3.
4.
5.
4.7 Assignment
Ihusto ang kapahayag.
1.Ulan kaayo sa amo.
Enhancing / improving the 2.Sakit akong pangos
10 minutes day’s lesson 3.Nindot ang salida gahapon
4.Unsay inyong gusto?

Singing a song by the class.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught
A. No. of learners who earned 80% in the evaluation. up with the lesson.
remediation.
did these work?
Prepared by:
Position/
Number: 9236626089 duterte91@gmail. Com
UNDERTAKING
SALOME B. DUTERTE
Writer

Member Member

Member Member

Chairman
Learning Area:
35 MTB I Third 50 December 15, 2017

Spell and write grade one level words consisting of letters already
Learning Competency/ies: learned Code:
MT1PWR-IIIA-i-6.2
(Taken from the Curriculum Guide) Observed proper mechanics when copying between words , MT1PWR-IIIf-i-8.1
Spelling and writing grade one level words consisting of letters already learned
Key Concepts / Understandings to phrases ,sentences and short paragraphs
Observing proper mechanics when copying between
MT1ATR-IIIa-i-4.1
words , phrases ,sentences and
be Developed Adapted Cognitive Process
Domain short paragraphs
Dimensions (D.O. No. 8, s. OBJECTIVES:
Knowledge 2015)
The fact or condition of Remembering Write the correct spelling of the words
Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and sustained Analyzing
effort to smoothly and adaptively
carryout complex activities or the Evaluating
ability, coming from one's
knowledge, practice, aptitude, etc., Creating
to do something
Attitude Valuing Show love for reading by listening attentively during story reading by making
comments
Values Valuing Appreciate others opinion by listening to the one speaking
2. Content
3. Learning Resources T.G. pp.155-156
4. Procedures
4.1 Introductory Activity Routine :Sharing
10 minutes
4.2 Activity
A. Spelling Test through word discrimination
Choose the correct spelling: ebid ibid ibed
10 minutes B.
Dictation of 3 sentences with proper way of writing sentences.
4.3 Analysis
Recall the story.Why were the chameleons thankful to Hugo at the end of the story? What did Hugo
10 minutes do?
4.4 Abstraction
If you are going to make an award or certificate to Hugo, what will you write?
10 minutes
4.5 Application Pasidungog Para Pagpasalamat
Kini nga
10 minutes
pasidungog gihatag kang Hugo tungod kay
4.6 Assessment
Make your own certificate or award for Hugo (Observe punctuation
marks, capitalization, proper spacing between words indentions and
10 minutes
format )

day’s lesson
Enjoy your weekend.
10 minutes
Enjoy your weekend.
10 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up
A. No. of learners who earned 80% in the evaluation. with the lesson.
for remediation.
Why did these work?
teachers?
Prepared by:
Position/
Number: 9236626089 duterte91@gmail.com
UNDERTAKING
SALOME B. DUTERTE
Writer

Member Member

Member Member

Chairman
Instructional
(The process of systematically Planningevaluating and managing the
2016)

Level:
Read Grade 1 level words, phrases,
Learning Competency/ies: sentences, and short paragraph/story with MT1OL-IIIe-i-5.1 Code:
(Taken from the Curriculum proper expression.
Guide) Reading Grade 1 level words, phrases, sentences, MT1F-IIIa-Ivi-1.3
and short paragraph/story with proper
Key Concepts / Understandings Respond to an informational text MT1LC-IIIh-i-10.1
to be Developed expression.
Adapted Cognitive Responding to an informational text through discussions, illustrations,
Domain songs, dramatization, and art listened to.
Process Dimensions OBJECTIVES:
or condition of (D.O. No. 8, s. 2015) Read grade 1 level words, phrases and sentences.
gained through
through deliberate,
smoothly and
complex activities or Creating Show willingness to read more words, phrases and sentences.
the ability, coming
Receiving
Attitude Phenomena Participate actively in class discussions on familiar topics
2. Content Read Aloud Story: Si Hugo ang Makalagot nga Ibid, Informational Text
3. Learning Resources CGp.59; TGpp. 166-168
4. Procedures Routine: Sharing
Teacher asks questions so pupils can talk about experiences related
5 minutes to
Informational Text: Mga Ibid o Chameleon Re-reading of the Read Aloud Story (Si Hugo Ang
the theme or lesson.
4.2 Activity Makalagot nga Ibid) Teacher shows an informational text written on chart. Let Pupils read it
5 minutes aloud. Teacher divides the class into groups. Ask each group to answer a question based on
4.3 Analysis the text read. c. What can a chameleon's eyes do?
d. Can a chameleon's
10 minutes
tongue be longer than its body?
4.4 Abstraction
Discussion: Ask questions after rereading the story, and talk about the chameleon.
5 minutes
4.5 Application
Each group will share their answer to the class.
10 minutes
4.6 Assessment Mahimong parehas sa iyang gitagoan.
______2. Pirmeng giluwas si
5 minutes Products
Hugo sa ubang mga ibid. ______3.
4.7 Assignment Enhancing / improving Think; What can I do to help the community?
5 minutes the day’s lesson
Practice reading at home.
5 minutes
5. Remarks
additional activities for lesson. of learners who continue to
E. Which of my learning require remediation.
remediation.
did these work?
I
Prepared by:
Name: MARQUESA S. OREL School: GUIWANON ELEMENTARY SCHOOL
Position/
Designati Division:
Contact Email
Number: 9055814438 address: marquesaseitorel@gmail.com
Attachment:
Assignment
Rubrics :
4- can do
2- can't do
UNDERTAKING
MARQUESA S. OREL , from GUIWANON ELEMENTARY SCHOOL and that the Team thoroughly ascertained that
MARQUESA S. OREL
Writer

Member Member
Member Member

Chairman
(The process of systematicallyInstructional Planningevaluating and managing
s. 2016)

Level:
Use the correct tense and time signal of an

action word in a sentence.
Observe proper mechanics
(punctuation marks, capitalization, proper
spacing between words indentions and format) MT1GA-IIIf-h-1.4
(Taken from the Curriculum when copying/writing words, phrases, MT1PWR-IIIf-i-8.1
Guide)
sentences and short paragraphs. MT1ATR-IIIa-i-4.1
Show interest in
text by browsing/reading available print
materials.
Using the correct tense and time signal of an action word in a sentence.
to be Developed Writing words, phrases and simple sentences with proper spacing, punctuation and
Adapted Cognitive
Domain capitalization.
Process Dimensions OBJECTIVES:
or condition of (D.O. No. 8, s. 2015) Identify the different activities that you can do to help the community.
gained through
through deliberate,
systematic, and Applying Use the correct tense and the time signal of an action word in a sentence.
smoothly and
the ability, coming
Receiving
Attitude Phenomena Show willingness to help others
Values Valuing Helping one another
2. Content Composing Activities
3. Learning Resources CGp. 59- TGpp, 169-170;
4. Procedures
Routine: Sharing
Teacher lets pupils talk about their homework. If they can do something to help tehe
5 minutes community what would it be? Let pupils talk in pairs first. Then ask volunteer pupils to share to
the class.
4.2 Activity
Differentiated writing activities: Writing about helping the community
Teacher ask pupils to write about what they have shared to the class in the previous
avctivity.
5 minutes Teacher divides the pupils into two groups.
Task 1: Draw one thing that you can do to help the community.
Task 2: Writing about how to help the community.
4.3 Analysis
What things can you do to help the community? How can you show love for your community?
When can you do this? Why do you want to do this?
What things can you do to help the community? How can you show love for your community?
10 minutes When can you do this? Why do you want to do this?
4.4 Abstraction
Discuss the importance of helping the community. Talk about the things that we can do in order
5 minutes to help the community.
4.5 Application
Teacher lets pupils form groups of four. In each group, there must be two pupils from each
10 minutes activity groups. Let them show their outputs to each other and talk about it.

Teacher displays their outputs on the board.
5 minutes Products
Think about a superhero that you like. Tell something about him.
Practice reading
5 minutes
5. Remarks
6. Reflections C. Did the remedial lessons work?
B. No. of learners who require No. of learners who have caught up
additional activities for with theoflesson.
learners who continue to
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Contact Email
Attachment:
Assesment
:
Rubrics:
4- excellent
3- very good
2- good
1- fair
Assignmen
t:
Rubrics:
4- if can tell about
2- if can't tell
UNDERTAKING
MARQUESA S. OREL
Writer

Member Member

Member Member

Chairman

s. 2016)

Level:
38 MTB 1 THIRD 50 MIN December 20,2017

Read grade 1 level words, phrases, sentences,
and short paragraph/story with proper
expression MT1F-III-IVa-i-1.3
(Taken from the Curriculum
Guide) Read grade 1 level texts with an accuracy rate of MT1F-III-IVa-i-1.4
95-100%
Read grade 1 level words, phrases, sentences, and short paragraph/story with proper
to be Developed expression
Adapted Cognitive
Domain Read grade 1 level texts with an accuracyOBJECTIVES:
rate of 95-100%
Process Dimensions
or condition of (D.O. No. 8, s. 2015) Recognize Grade 1 level words, phrases and sentences
with familiarity Understanding Read grade level words with speed and accuracy.
gained through
through deliberate,
smoothly and
complex activities or Creating Develop mastery of grade 1 level words, phrases and sentences
the ability, coming
Receiving
Attitude Phenomena Participate actively in class discussion
2. Content Leveled Reader: Aldo, ang Superhero
3. Learning Resources CGpp. 59-60; TG pp. 170-173;
4. Procedures
Sharing: Teacher asks pupils who their favorite superhero is. Let them talk about it in pairs.
Then, ask volunteers to share to the class. Why is he or she your favorite superhero? What
5 minutes
can he or she do?
4.2 Activity
Reading of the leveled reader: Aldo, the Superhero

A. Pre-reading Activities
1. Word Work: Teacher shows the high frequency words in flash cards.
Ask pupils to read the words (adlaw superhero kada)
2. Phrase Reading: Teacher shows phrases from the leveled
reader in flash cards. Ask pupils to read them.
mahimong superhero magsag-ob og
Reading of the leveled reader: Aldo, the Superhero
A. Pre-reading Activities
1. Word Work: Teacher shows the high frequency words in flash cards.
Ask pupils to read the words (adlaw superhero kada)
2. Phrase Reading: Teacher shows phrases from the leveled
reader in flash cards. Ask pupils to read them.
mahimong superhero magsag-ob og
15 minutes tubig manglimpyo sa balay mangita siya og maluwas
maningkamot siyang makadagan kayahon ra ni Aldo 3. Picture Walk:
Teacher lets pupils look at the pictures on each page of the book. 4.
Setting the Scene: Teacher asks pupils to look at the cover of the book. Ask the pupils to read,
give the title, author and illustrator of the book.
B. During Reading Activities: Teacher lets pupils read the story in pairs. Teacher
goes around and listens in as they read.
4.3 Analysis
Teacher asks pupils questions about the text read. Who is the story about? What does Aldo
5 minutes want to be? How come people can say that Aldo is a superhero?
4.4 Abstraction
What is the story about?
5 minutes
4.5 Application
Activity: Teacher gives a worksheet to evaluate pupils' comprehension of the story
5 minutes
4.6 Assessment 1. What is the title of the story?
2. Who is the lead character of the story?
5 minutes Products
3. What does he want to be?
4.7 Assignment
Enhancing / improving Draw a picture of yourself as a superhero. Write two sentences about
5 minutes the day’s lesson your drawing.

Copy and study the following words for spelling.
Superhero mahimong mananap maningkamot maluwas paspas
5 minutes
makadayon kayahon bug-at dad-on
5. Remarks
6. Reflections C. Did the remedial lessons work? No.
B. No. of learners who require of learners who have caught up with the
additional activities for lesson. of learners who continue to
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Contact Email
UNDERTAKING
MARQUESA S. OREL
Writer

Member Member

Member Member

Chairman

Level:
Listen and frespond others in oral conversation
Read sight words
Read grade 1 level words, MT1OL-IIIe-i-5.1
phrases, sentences, and short paragraph/story with MT1PWR-IIIa-i-7.1
(Taken from the Curriculum MT1F-III-IVa-i-1.3
proper expression.
Guide)
Respond to an informational text through discussions,
illustrations, songs, dramatization, and art listened to. MT1C-IIIh-i-10.1
Reading Grade 1 level words, phrases, sentences, and short paragraph/story with proper
to be Developed expression. Responding to an informational text through discussions, illustrations,
songs, dramatization, and art listened to
Adapted Cognitive
with familiarity Understanding Discuss the informational text listened to
gained through
through deliberate,
smoothly and
the ability, coming
Receiving
Attitude Participate actively in class discussion on familiar topics
Phenomena
2. Content Leveled Reader: Si Hugo Ang Makalagot nga Ibid
3. Learning Resources CG p. 59-60, TGp. 166-168;
4. Procedures
1. Daily Routine
a. Sharing: Teacher asks questions so pupils can talk about
5 minutes experiences related to the theme or lesson) b. Sight Words : Teacher introduces sight
words.
4.2 Activity
Re-reading of the Read Aloud Story: Si Hugo Ang Makalagot nga Ibid
Activity: Teacher gives a worksheet to monitor pupils' comprehension of the
10 minutes
story. (TGp.167)
4.3 Analysis words that they may have difficulty in decoding and let them repeat it.
A. Why does a chameleon change its color?
B. If a character hides on a leaf,
5 minutes
what will its color become? C. What
can a chameleon's eyes do?
4.4 Abstraction
Pupils read the informational text with proper expression.
5 minutes
4.5 Application
Draw your favorite part in the story. Write 3 sentences about it.
10 minutes
4.6 Assessment
Isulat ang T kon tinuod ug DT kon dili tinuod.
_______1. Kon motago si Hugo, mausab ang
iyang kolor. Mahimong parehas sa iyang gitaguan.
Anlysis of Learners' _______2. Pirmeng giluwas si Hugo sa ubang mga ibid.

10 minutes Products _______3. Nakaon sa uwak si Hugo.
_______4. Pagkasunog sa
lasang, nahimong puti ang kolor ni Hugo.
------------5. Sa kataposan, nausab si Hugo. Inig tago niya, maparehas na
siya sa kolor sa iyang gitagoan.
Think: What can you do to help the community.
2 minutes
5. Remarks
remediation.
did these work?
I
Prepared by:
Position/
Designati Division:
Contact Email
Attachment:
Application:
Rubrics:
4 - excellent
3 - very good
2 - good
1 - fair
UNDERTAKING
MARQUESA S. OREL
Writer

Member Member

Member Member

Chairman


Level:
Read grade 1 level words, phrases, sentences, and

short paragraph/story with proper expression.
Spell and write grade 1 level

Learning Competency/ies: words consisting of letters already learned. Code:
Observe
proper mechanics when copying/writing words,
phrases, sentences, and short paragraph.
Use the correct tense and time signal of an action
word in a sentence.
(Taken from the Curriculum MT1PWR-IIIa-

Guide) Reading grade 1 level words, phrases, sentences, and short
i-6.2 paragraph/story with proper expression.
MT1PWR-IIIf-i-8.1
to be Developed Adapted Cognitive Spelling and
Domain writing
Process Dimensions grade 1 level words OBJECTIVES:
knowing something Remembering Recognize Grade 1 level words, phrases, and sentences.
gained through
through deliberate,
smoothly and
complex activities or Creating Develop mastery of Grade 1 level words, phrases and sentences
the ability, coming
Receiving
Attitude Willingness to read more words, phrases, sentences, etc.
Phenomena
2. Content Leveled Reader: Ang Bungtod Ug Ako, Composing Activity: Acrostic Poem
3. Learning Resources CG pp. 59-60, TG pp 176-177
4. Procedures
Routine: Reading of sight words
Teacher shows sight words from Word Wall and asks pupils to read them. Ask pupils to use sight
5 minutes
words in sentences. Teacher may add more sight words.
4.2 Activity
Teacher gives spelling test. Let pupils write three sentences from the spelling words.
Superhero mananap paspas maluwas maningkamot
5 minutes
Re-reading of the Leveled Reader: Aldo the Superhero
4.3 Analysis What is the title of the story? Who is the lead character of the story? What did Aldo do that makes
10 minutes him a superhero.
4.4 Abstraction
In reading sentences/stories/paragraph, we must read it with proper expression. In
5 minutes writing a sentence, th first letter should be written in a capital letter and eneds with punctuation mark.
4.5 Application
Differentiated Activities: Reading and Writing
Groups 1 and 2 from the previous activities exchange tasks. Group 2 will do the paired reading while
Group 1 will make their superhero. While
10 minutes
these activities are going on, teacher takes the opportunity to support the struggling pupils, and do
the informal formative assessment.
4.6 Assessment
Independent Reading: Teacher asks pupils to exchange works with

classmates. Let them look and read each other's works. Teacher
5 minutes Products
asks pupils to share what they think about each other's works.
4.7 Assignment
Teacher gives homework in preparation for examination week. Give pupils
worksheets on verb tenses and time signals, and use of antonyms,
synonyms, and homonyms which they can answer at home.

5 minutes
5. Remarks
6. Reflections
B. No.
require
additional activities for
remediation.
did these work?
or supervisor
localized can help
materials did me
I
Prepared by:
Position/
Designati Division:
Contact Email
UNDERTAKING
MARQUESA S. OREL
Writer

Member Member

Member Member

Chairman
Instructional
(The process of systematically Planning
planning, developing, evaluating and
managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Level:
Decembe
41 MTB One 3rd 50 r 11,2017
Learning Competency/ies: actively during story reading by Code:

making comments and asking MTIOL-111h-i-6.1
questions. Give
Key Concepts / Understandings clues. MTIOL-111i-i-7.1
Participate actively during
to be Developed story
Adapted Cognitive reading by making comments and asking questions.
Process
Domain
The fact or 2015)
Remembering Identify sea creatures found in the story.
something with familiarity Understanding Answer questions in the story listened to.
Skills Applying Distinguish some animals which are found in water or at sea
The ability
Attitude Valuing Show interests in listeneing the story.

Values Valuing Listen attentively.
2. Content Read Aloud: Nganong Mobugwak og Ata ang Nokus?

3. Learning Resources CGp. ,TG pp. 180-182
4. Procedures
4.1 Introductory Activity A.Sharing-asks questions realted to
the topic.
5 minutes B.Poem/Song-introduces poem/song that pupils will learn.
4.2 Activity C.Sight
Unlocks difficult words through pictures or context Words-pupils reading
clues.
Ex.hanoy(gracefully) Showing picture
5 minutes
of a squid to pupils and asks some questions about the picture.
4.3 Analysis What do you think is the story about?
5 minutes Why does the squid squirt ink?
4.4 Abstraction How will you categorize animals from the story?
How will you react the event of the
5 minutes
story listened to.
Pupils match the picture or name of the animal with the gift that the animal
4.5 Application received. Picture of manta ray
5 minutes a.sturdy legs
Picture of crab characters of the story? b.whiplike tail
4.6 Assessment Anlysis of Learners' 2.Who is the king of the sea?
5 minutes Products
4.7 Assignment 3.Where
Talk didfamily.What
to your the story happened?
animals are found at sea?
Why are they important?How can we take care of
the sea?
Study the spelling words given: squid,ink,squirt,manta ray,crab
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. remediation.
Why did these work?
teachers?
Prepared by:
Name: JUVY C. DEVALGUE School: GINATILAN INTEGRATED SCH
Position/
Contact Email
Number: 9202433196 address: devalguejuvy@gmail.com
Instructional
learning - D.O. 42, s. 2016)

Level:
Decembe
42 MTB One 3rd 50 r 12,2017
Learning Competency/ies: appropriate to the grade level listened Code:

to. Identify
action wordsand
Retell literary in information
oral and written MTGA-111-i-2.2.1
texts appropriate to the grade level
Key Concepts / Understandings listened to. Identifying action words in
oral and written exercises.
Domain
The fact or 2015)
Remembering Identify action words in the story listened to.
Skills Applying Use action words in oral and written exercises

The ability
Attitude Valuing Shows active participation in the class.

Values Valuing Cooperation
Read Aloud story:Nganong Mobugwak og Ata ang
2. Content Nokus?,Action Words
3. Learning Resources CG p. ,TG pp. 188-189
4. Procedures
Sharing:Pupils share what they have learned from their family memebers to
5 minutes their partners.Ask volunteers to share it to the class.
4.2 Activity Shows picture from the story.Have the pupils retell the story using the
pictures. Pupils will give an action
5 minutes
words they heard from the story.
4.3 Analysis
What are the action words from the story you heard?
5 minutes
4.4 Abstraction
How will you retell informational text in oral and written exercises?
5 minutes
4.5 Application Pupils divide into four groups.They have to write some action words found in
5 minutes the story.For those who will finish earlier wins the game.
4.6 Assessment 1.A squid squirts
ink. 2.A crab crawls in the sea.
5 minutes Products
3.He dances gracefully
Draw your favorite sea animal.
Talk to your seatmate about the animals at sea.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
Instructional
learning - D.O. 42, s. 2016)

Level:
Decembe
43 MTB One 3rd 50 r 13,2017
proper punctuation,spacing and
Learning Competency/ies: capitalization. Write Code:
(Taken from the Curriculum Guide) words,phrases, and simple sentences
Key Concepts / Understandings Writing
with sentences,words,phrases,
proper spacing,punctuationand simple
and sentencesMTIPWR-
proper spacing,punctuation, and capitalization.
have
Domain
The fact or 2015)
Remembering
something with familiarity Understanding Observe proper mechanics for writing sentences.
Skills Applying Use the word with correct spelling,spacing in writing a sent
The ability
from one's knowledge, practice, Creating Construct sentences from the story, Why do squid squirt ink
Attitude Valuing Develop good handwriting.

Values Valuing Neatness and legible in writing.
Read Aloud Story: Nganong Mobugwak og Ata ang
2. Content Nukos?
3. Learning Resources CG p. ,TG pp.190-191
4. Procedures
Ask pupils to show the pictures they brought with their seatmates and talk
5 minutes about. Ask volunteer pupils to share to the class.
4.2 Activity Using their homework, let pupils write one sentence for the picture they have.
The sentence should be written on the board.Teacher focuses on mechanics
5 minutes
of writing.
4.3 Analysis What happen to the first letter of the word when writng a sentence? Is
5 minutes punctuation mark important at the end of a sentence?
4.4 Abstraction What are the mechanics in writing a sentence? Is it impotant to know the
5 minutes mechanics in writing a sentence?
4.5 Application Write the sentence correctly.Put a punctuation mark at the of a sentence.
1.where did you go 2.please
5 minutes
cook the crab 3.i drink
the milk
plants.
4.6 Assessment Anlysis of Learners' ___2.i take a bath everyday
5 minutes Products
4.7 Assignment ___3.what
Write is your name
3 sentences on how to take care of animals
and plants. Remember the mechanics in writing a
sentence.
Practice sriting a sentence.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
Instructional
learning - D.O. 42, s. 2016)

Level:
Decembe
44 MTB One 3rd 50 r 14,2017
Learning Competency/ies: between words,indentions, and Code:

format) when copying/writing MTGA-111i-i.4.1
words,phrases,sentences, and short
Key Concepts / Understandings In writing a sentence proper mechanics
developed.
and format should be
MTIATR-111a-i-4.1
Showing interest in texts by
browsing/reading available print materials.
Domain
The fact or 2015)
Remembering Write clear and consistent sentences using simple paragraphs.
Skills Applying Demonstrate the ability to formulate ideas into sentences or

The ability
Attitude Valuing Show interest in writing/reading printing materials.

Values Valuing Appreciation of one's work
2. Content Sight words

4. Procedures
4.1 Introductory Activity Routine: Pupils read sight words.
Spelling Test-teacher gives spelling
5 minutes
test from the grade level words.
4.2 Activity Show a series of sentences written on the board.
Let them read by the pupils,
5 minutes
then by individual or by groups.
4.3 Analysis What should we do first when we write a sentence? What should we do
5 minutes when we read available print materials?
4.4 Abstraction What are the mechanics and format when writing/copying
5 minutes words,phrases,sentences, and short paragraphs?
___________________________________________________
4.5 Application 3.Bola-
5 minutes _____________________________________________________
4.6 Assessment 4.Talabanog-
Anlysis of Learners' 2.the flower is red
5 minutes Products 3.bird
4.7 Assignment flies high
Make a simple paragraph about yourself.Ask help
to your parents.Observe indentions in writing a
simple paragraph.
Share your work with your partner.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email
Instructional
learning - D.O. 42, s. 2016)

Level:
Decembe
45 MTB One 3rd 50 r 15,2017
mechanics(punctuation
Learning Competency/ies: marks,capitalization,proper spacing Code:
(Taken from the Curriculum Guide) between words,indentions, and
Key Concepts / Understandings Listening
format) and
whenresponding MTIPWR-111f-1-
to others in oral conversation.
copying/writingObserving proper mechanics and
to be Developed Adapted Cognitive Processwhen writing/copying a sentence.
format
Domain
The fact or 2015)
Remembering Memorize the mechanics and formats in writing sentences.
Skills Applying
The ability
from one's knowledge, practice, Creating Construct simple sentences correctly.
Attitude Valuing Develop self-confidence towards work.

Values Valuing Assertiveness
2. Content Spelling Assesment, Role Play

4. Procedures
4.1 Introductory Activity A.Routine-same as above under Daily Activities.
B.Spelling Test:Spell grade level
5 minutes words through the activity.
4.2 Activity C.Group Activity:Pupils for a role playing activity.
Show a sentence written on a strip of a cartolina.Let them read the sentence.
5 minutes Ex. Ana cooks food for breakfast.
4.3 Analysis Who cooks food for breakfast?Do you see punctuation mark at the end of a
5 minutes sentence?How about the spacing between the words?
4.4 Abstraction
What are the proper mechanics in writing a sentence?
5 minutes
4.5 Application
2.nukos
5 minutes
pen 3.dagat
4.6 Assessment Anlysis of Learners' 2.ana eats apple
5 minutes Products
4.7 Assignment 3.squid squirts ink
Teacher gives reminders and encouragement for exam next week.
10 minutes
5. Remarks
6. Reflections
Why did these work?
teachers?
Prepared by:
Position/
Contact Email

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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

Give meanings of words

Skills Applying Use grade 1 level words in a sentence.

Attitude Valuing Be considerate to one's opinion

Assignment. Ask your parents or any family member about traditional

4.8 Concluding Activity

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Lugar Pagkaon Masakyan

DALIAH T. LAVARES CATHERINE D. CATUBIG

MADEL F. UNTAL ARTURO M. BENDANILLO

ELI D. CARMELOTES, Ed.D.

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

2 MTB 1 3rd 80 October 31, 2017

Skills Applying Use correct descriptive words in a sentence

Attitude Receiving Phenomena Show positive attitude in classroom discussion.

4.8 Concluding Activity

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

DALIAH T. LAVARES CATHERINE D. CATUBIG

MADEL F. UNTAL ARTURO M. BENDANILLO

ELI D. CARMELOTES, Ed.D.

Detailed Lesson Plan (DLP) Format

Learning Area: Grade

Skills Applying Dramatize a story.

Attitude Valuing Participate actively in classroom discussion

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

Ngalan: _________________ Petsa________________________

Sinulat Ni: ______________________________

Mga Karakter: Lugar sa Panghitabo: Mga Panghibalo:

DALIAH T. LAVARES CATHERINE D. CATUBIG

MADEL F. UNTAL ARTURO M. BENDANILLO

ELI D. CARMELOTES, Ed.D.

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

Learning Area: Grade

Skills Applying Use simple words in a phrases or in a sentence

Attitude Receiving Phenomena Participate classroom discussions actively.

4.8 Concluding Activity

E. Which of my learning strategies worked well? Why

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

DALIAH T. LAVARES CATHERINE D. CATUBIG

MADEL F. UNTAL ARTURO M. BENDANILLO

ELI D. CARMELOTES, Ed.D.

(The process of systematically planning, developing, evaluating and managing the

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

Skills Applying Use grade one level words in a sentence.

Attitude Receiving Phenomena Promote self-esteem / self-confidence

4.8 Concluding Activity

Ngalan: _ Petsa________