ReadingLit MAPEHFilipino Q2

School ALTAVISTA ELEMENTARY Quarter SECOND
MG-DLP for K-12 & K-10 Matatag

Curriculum- Weekly Lesson Log
Name of Teacher
MARY JHOEZELLE M. PUTI Learning Area Reading & Litercy 1 and Filipino 2
Teaching Dates & Time SEPTEMBER 25, 2024 (Wednesday) 8:00-9:20 SEPTEMBER 26, 2024 (Thursday) 8:00-9:20
Grade Levels Grade 1 Grade 2 Grade 1 Grade 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Naipamamalasang kakayahan sa The learners demonstrate ongoing Naipamamalasang kakayahan sa
development in decoding high frequency mapanuringpakikinig at pagunawa sa development in decoding high frequency mapanuringpakikinig at pagunawa sa
words and content-specific vocabulary; napakinggan words and content-specific vocabulary; napakinggan
understand and create simple sentences understand and create simple sentences
in getting and expressing meaning about in getting and expressing meaning about
one’s school and everyday topics one’s school and everyday topics
(narrative and informational). (narrative and informational).
B. Performance Standards The learners use their developing word Inaasahang nasasabi ng mga mag-aaral The learners use their developing word Inaasahang nasasabi ng mga mag-aaral
knowledge in automatically recognizing ang pangunahing diwa ng tekstong binasa knowledge in automatically recognizing ang pangunahing diwa ng tekstong binasa
sight words; decode high frequency words o napakinggan, nagagamit ang mga sight words; decode high frequency words o napakinggan, nagagamit ang mga
and content-specific vocabulary and use kaalaman sa wika, nakababasa nang and content-specific vocabulary and use kaalaman sa wika, nakababasa nang
them to express ideas; and narrate maywastong paglilipon ng mga salita at them to express ideas; and narrate maywastong paglilipon ng mga salita at
personal experiences with one’s school maayos na nakasusulat upang personal experiences with one’s school maayos na nakasusulat upang
and content-specific topics. maipahayag at maiugnay ang sariling and content-specific topics. maipahayag at maiugnay ang sariling
ideya, damdamin at karanasan sa mga ideya, damdamin at karanasan sa mga
narinig at nabasang mga teksto ayon sa narinig at nabasang mga teksto ayon sa
kanilang antas o nibel at kaugnay ng kanilang antas o nibel at kaugnay ng
kanilang kultura. kanilang kultura.
C.Learning Competencies RL1PWS-II-1. Produce the sound of the Nagagamit ang personal na karanasan sa RL1PWS-II-1. Produce the sound of the Nagagamit ang personal na karanasan sa
letters of L1. paghinuha ng mangyayari sa letters of L1. paghinuha ng mangyayari sa
RL1PWS-II-2. Identify the letters in L1. nabasa/napakinggang teksto o kuwento* RL1PWS-II-2. Identify the letters in L1. nabasa/napakinggang teksto o kuwento*
RL1PWS-II-3. Isolate sounds (consonants RL1PWS-II-3. Isolate sounds (consonants
and vowels) in a word (beginning and/or and vowels) in a word (beginning and/or
ending). ending).
RL1PWS-II-4. Substitute individual sounds RL1PWS-II-4. Substitute individual sounds
in simple words to make new words. in simple words to make new words.
RL1PWS-II-5. Sound out words RL1PWS-II-5. Sound out words
accurately. accurately.
RL1VWK-II-1. Use vocabulary referring to RL1VWK-II-1. Use vocabulary referring to
self, family, school, community, and self, family, school, community, and
environment. environment.
RL1VWK-II-2. Identify words with different RL1VWK-II-2. Identify words with different
functions: naming words. functions: naming words.
RL1VWK-II-5. Write words legibly and RL1VWK-II-3. Read highfrequency words
correctly. accurately for meaning.
RL1CCT-II-1. Narrate one’s personal RL1VWK-II-5. Write words legibly and
experiences. a. oneself and family b. correctly.
school c. community d. school RL1BPK-II-1. Recognize environmental
RL1CCT-II-3. Express ideas about: school print (symbols).
RL1CCT-II-4. Respond creatively to texts RL1CAT-III-1. Read sentences with
(myths, legends, fables, and narrative appropriate speed, accuracy, and
poems). expression.
RL1CAT-II-1. Comprehend stories. a. Note
D. Learning Objectives At the end of the lesson, the learners shall Makakagamit ang personal na karanasan At the enddetails
important of the inlesson,
storiesthe(character,
learners shall Makakagamit ang personal na karanasan
be able to: sa paghinuha ng mangyayari sa be able and
setting, to: events). e. Relate story events sa paghinuha ng mangyayari sa
● Recall their responses in Language nabasa/napakinggang teksto o kuwento* ●to Identify target sounds in a word: m, a, s, nabasa/napakinggang teksto o kuwento*
one’s experience.
class about what they see and hear on I, o, e, b, u, t, k, l.
their way to school ● Blend target sounds to form a word: m,
● Identify and produce the sound of letter l a, s, I, o, e, b, u, t, k, l.
● Identify words that begin or end with /l/ ● Read highfrequency words accurately
● Write the big and small letter Ll for meaning: may, sa, ang, ni, kay, at.
● Identify target sounds in a word: m, a, s, ● Read sentences with appropriate speed,
I, o, e, b, u, t, k, l. accuracy, and expression.
● Blend target sounds to form a word: m, ● Note important details in story read:
a, s, I, o, e, b, u, t, k, l characters, settings, and events.
● Identify naming words from the words ● Relate story events to one's experience.
read ● Recognize environmental print.
● Copy letters of target words to form a ● Narrate personal experiences related to
wor school with naming words.
E. Integration
Gratefulness; Showing Gratefulness; Showing
appreciation to other appreciation to other
II. CONTENT Pag-unawa sa Teksto Gamit ang Letter Ll Pag-unawa sa Teksto Gamit ang
Letter Ll Karanasan Karanasan
III. LEARNING Lesson Exemplar and LAS Filipino 2 SLM Quarter 2 module 1 Lesson Exemplar and LAS Filipino 2 SLM Quarter 2 module 1
RESOURCES
III. TEACHING AND LEARNING PROCEDURES
Before the Lesson/ Pre-Lesson Proper
Activating Prior Knowledge Refer to LE, Q2, W1, D1 p5-6 Panuto: Tukuyin ang inilalarawan sa Refer to LE, Q2, W1, D2 p5 Panuto: Alin sa mga sumusunod ang
T bawat bilang. Piliin at isulat sa papel angI T dapat tandaan sa I
letra ng tamang sagot mula sa kahon. pakikinig sa isang kuwento? Lagyan ito ng
tsek ().
1. makipagkuwentuhan sa katabi
Refer to LE, Q2, W1, D2 p6-7 2. tumingin sa nagkukuwento
Refer to LE, Q2, W1, D1 p6-7 3. Tandaang mabuti ang mga tauhan ng
kuwento.
Lesson Purpose/ Intention 4. Tandaan ang mga mahahalagang
pangyayari
sa kuwento.
Refer to LE, Q2, W1, D2 p7 5. Maglaro habang may nagkukuwento.
Mahusay na Kamay
Akda ni Cristina T. Fangon
Hilig ni Jowen ang gumuhit. Gumuguhit
siya ng puno,
Lesson Language Practice tao, hayop at kung ano-ano pang nakikita
niya sa
kaniyang paligid. Batid niyang magaling
siya. Sa mga
paligsahan siya ay laging nangunguna.
Gayunman, lagi
niyang sinasanay ang kaniyang
kakayahan dahil lagi
niyang naaalala ang sinasabi ng kaniyang
Before the Lesson ina, “Kung
Reading the Key Idea Refer to LE, Q2, W1, D1 p8-11 Refer to LE, Q2, W1, D2 p8-11 Panuto: Makinig sa babasahing kuwento
T I T at sagutan ang sumusunod na tanong.
Isulat sa patlang ang letra ng iyong sagot.
Hilig ni Jowen ang
gumuhit. Gumuguhit siya ng puno, tao,
hayop at kung ano-ano pang nakikita niya
sa
kaniyang paligid. Batid niyang magaling
siya. Sa mga paligsahan siya ay laging
nangunguna. Gayunman, lagi
niyang sinasanay ang kaniyang
kakayahan dahil lagi niyang naaalala ang
sinasabi ng kaniyang ina, “Kung
hindi mo pauunlarin ang iyong talento ay
mawawala iyan sa iyo.” Sa tuwing naiisip
niya, lalo niyang pinaghuhusay
ang kaniyang ginagawa.
1. Ano ang iba pang tawag sa pagguhit?
A. pagkulay B. pagpinta C. pag-drawing
2. Magiging magaling kaya si Jowen sa
pagguhit
Developing Understanding Refer to LE, Q2, W1, D1 p11-13 Sa ating pang-araw-araw na buhay ay Refer to LE, Q2, W1, D2 p11-12 Panuto: Makinig sa babasahing kuwento
of Key Idea I nakaririnig tayo ng iba’t ibang kuwento. T I at sagutan ang T
Maaaring ito ay kuwento ni nanay, tatay, sumusunod na mga tanong. Isulat ang
ate, kuya, lolo, lola, o ng iyong guro at iyong sagot sa
mga kaibigan.Sa pakikinig at pagbasa ng sagutang papel.
teksto, mahalaga na atin itong Araw Para sa Kanya
nauunawaan. Bukod sa pagkilala sa mga Akda ni Cristina T. Fangon
tauhan sa kuwento, maaari ring maiugnay
ang mga pangyayaring ito sa ating sariling Araw ng Linggo, maagang nagising ang
karanasan. mag-anak ni Aling Minda. Sabay-sabay
silang kumain ng agahan at
mabilis na naghanda para magsimba. Sa
loob ng simbahan ay tahimik na
nagdarasal ang lahat, sumasabay sa awit
ng papuri at nakikiisa sa iba pang gawain.
Matapos ang misa ay masayang umuwi
ang maganak. Anong araw nagsimba ang
mag-anak ni Aling Minda?
1. Saan nagpunta ang mag-anak?
2. Ano-ano ang mga ginawa nila sa
simbahan?
3. Mahalaga ba ang magsimba?
4. Ano ang ipinagdarasal mo kung ikaw ay
nagsisimba?
Deepening Understanding Refer to LE, Q2, W1, D1 p13 Panuto: Basahin ang teksto. Suriin kung Refer to LE, Q2, W1, D2 p13-14 Panuto: Basahin ang kuwento at unawain
of Key Idea T ano ang dapat gawin ni Jose. Iguhit angG T itong mabuti.
masayang mukha (☺) sa Kakaibang Baboy ni Kiel
patlang na katapat ng iyong napiling Akda ni Cristina T. Fangon
sagot.Umuulan noon, masayang
nakatanaw si Jose sa mga batang
naglalaro sa labas. Kagagaling lang niya
sa sakit subalit maayos na ang kaniyang
pakiramdam. Maghuhubad na sana siya Mayroon tayong mga karanasan na
ng damit nang dumating ang kanyang ina maihahalintulad sa ating nabasang
at pinigilan siya. Hindi siya pinayagang kuwento. Marunong ka rin bang magipon?
maligo sa ulan. Maaaring ang sitwasyon na iyong nabasa
______A. Magdadabog at magkukulong ay nangyari na sa iyo. Tara balikan natin
sa iyong silid. ang ating kuwento.
______B. Hindi susundin ang ina at
maliligo pa rin sa ulan.
______C. Susunod sa ina dahil alam
niyang iyon ang tama.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Panuto: Ano ang dapat mong Ask the learners to reflect and complete these Panuto: Pakinggan ang teksto. Suriin kung
Abstractions these statements: T gawin sa sumusunod na mga statements: T ano ang dapat gawin ni Jose. Isulat angI
Ang natutunan ko ngayong araw ay ang Ang natutunan ko ngayong araw ay ang iyong sagot sa loob ng kahon.
letrang _____ . Ang
sitwasyon? Isulat ang iyong sagot pagbasa ng mga _____, ______, at ______ na Pagkagaling mula paaralan ay nagbihis ng
tunog ng letrang ___ ay____. sa sagutang papel. may titik ___. Sa pagbasa, kailangan kong pambahay si Jose, maglalaro sana siya
tandaan ang mga sumusunod: ________.
Ganito isulat ang maliit at malaking letrang Natutunan ko rin ang ilan sa mga pananda sa subalit nakita niyang abala ang kanyang
l: 1. Naiwanang bukas daan: ______ at ______. ina sa mga gawaing bahay.
Halimbawa ng mga mga salitang may titik ang gripo sa inyong lababo. Habang inaantay nitong kumulo ang
Ll: ____________. 2. Nasira mo ang laruan ng iyong inilulutong ulam ay naglilinis ito. Ano kaya
Ilan sa mga ito ay mga pangalan. IA ang dapat gawin ni Jose?
Halimbawa ng mga pangalan na may kaibigan.
titik /l/ ay _____. 3. May pagsusulit kayo
kinabukasan.
4. Nakita mong walang baon ang
iyong katabi sa upuan.
5. Napulot mo ang panyo at pitaka
ng iyong kaklase.
Evaluating Learning Refer to LE, Q2, W1, D1 p15 Refer to LE, Q2, W1, D2 p15
A A
A A
Additional Activities for Refer to LE, Q2, W1, D1 p16 Refer to LE, Q2, W1, D2 p16
Application or Remediation
____carried lesson plan ____carried lesson plan ____carried lesson plan ____carried lesson plan
____not carried lesson plan ____not carried lesson plan ____not carried lesson plan ____not carried lesson plan
V. REMARKS ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan ____to be continued lesson plan
CPL-________________ CPL-________________ CPL-________________ CPL-________________

________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required
VI. REFLECTION additional activities for remediation. additional activities for remediation. additional activities for remediation. additional activities for remediation.
Assignment
Prepared by: Prepared by:

MARY JHOEZELLE M. PUTI MARY JHOEZELLE M. PUTI
Teacher Teacher
Checked by: Checked by:

ROSALINDA D. FEBRIA ROSALINDA D. FEBRIA
School Head School Head
Name of Teacher MARY JHOEZELLE M. PUTI Learning Area Reading & Litercy 1 and PE & Health 2
Teaching Dates & Time SEPTEMBER 30, 2024 (Wednesday) 2:10-3:30 Ocotber 01, 2024 (Thursday) 2:10-3:30
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates basic understanding of pitch The learners demonstrate ongoing Demonstrates understanding of using
development in decoding high frequency and simple melodic patterns development in decoding high frequency two or more kinds of lines, colors and
words and content-specific vocabulary; words and content-specific vocabulary; shapes through repetition and contrast
understand and create simple sentences understand and create simple sentences in to create
in getting and expressing meaning about getting and expressing meaning about rhythm
one’s school and everyday topics one’s school and everyday topics
(narrative and informational). (narrative and informational).
B. Performance Standards The learners use their developing word Performs with accuracy of pitch, the simple The learners use their developing word Creates composition design of a
knowledge in automatically recognizing melodic patterns through body movements, knowledge in automatically recognizing tricycle or jeepney that shows unity
sight words; decode high frequency words singing or playing musical instruments sight words; decode high frequency words and variety of lines, shapes, and
and content-specific vocabulary and use and content-specific vocabulary and use colors
them to express ideas; and narrate them to express ideas; and narrate
personal experiences with one’s school personal experiences with one’s school
and content-specific topics. and content-specific topics.
C.Learning Competencies RL1PWS-II-1. Produce the sound of the Identifies the pitch of tones as: high (so), RL1PWS-II-1. Produce the sound of the Describes the lines, shapes, colors,
letters of L1. low (mi); higher (la); lower (re) letters of L1. textures, and designs seen in the skin
RL1PWS-II-2. Identify the letters in L1. RL1PWS-II-2. Identify the letters in L1. coverings of different animals and sea
RL1PWS-II-3. Isolate sounds (consonants RL1PWS-II-3. Isolate sounds (consonants creatures using visual arts words and
and vowels) in a word (beginning and/or and vowels) in a word (beginning and/or actions.
ending). ending).
RL1PWS-II-4. Substitute individual sounds RL1PWS-II-4. Substitute individual sounds
in simple words to make new words. in simple words to make new words.
RL1PWS-II-5. Sound out words accurately RL1PWS-II-5. Sound out words accurately.
RL1VWK-II-1. Use vocabulary referring to RL1VWK-II-1. Use vocabulary referring to
self, family, school, community, and self, family, school, community, and
RL1VWK-II-2. Identify words with different RL1VWK-II-3. Read highfrequency words
functions: naming words. accurately for meaning.
RL1VWK-II-5. Write words legibly and RL1VWK-II-5. Write words legibly and
correctly. correctly.
RL1CCT-II-1. Narrate one’s personal RL1CAT-III-1. Read sentences with
experiences. a. oneself and family b. appropriate speed, accuracy, and
school c. community d. school expression.
RL1CCT-II-3. Express ideas about: school RL1CAT-II-2. Comprehend informational
text. a. Note significant details in
informational texts (list and describe).
RL1CCT-II-3. Express ideas about: school
D. Learning Objectives At the end of the lesson, the learners shall Identifies the pitch of tones as: high (so), At the end of the lesson, the learners shall Describes the lines, shapes, colors,
be able to: low (mi); higher (la); lower (re) be able to: textures, and designs seen in the skin
● Share what they like about going to ● Identify target sounds in a word: m, a, s, coverings of different animals and sea
school. i, o, e, b, u, t, k, l, y. creatures using visual arts words and
● Identify and produce the sound of letter ● Blend target sounds to form a word: m, actions.
y. a, s, i, o, e, b, u, t, k, l, y.
● List words that begin with /y/. ● Read high-frequency words accurately
● Write the big and small letter y for meaning: may, sa, mga, na, ano, pa,
● Identify target sounds in a word:m, a, s, ang, nasa, paaralan
i, o, e, b, u, t, k, l, y. ● Read sentences with appropriate speed,
● Blend target sounds to form a word: m, accuracy, and expression.
a, s, I, o, e, b, u, t, k, l, y. ● Note significant details in informational
● Identify naming words from the words texts (list and describe).
read ● Express ideas about school
● Spell words using target letters: m, a, s,
I, o, e, b, u, t, k, l, y.
E. Integration
Gratefulness; Showing Gratefulness; Showing Lines, Shapes, Colors, Textures and
appreciation to other appreciation to other Designs
II. CONTENT Letter Yy Letter Yy
Pitch
III. LEARNING Lesson Exemplar and LAS K-to-12 MELC Lesson Exemplar and LAS Storytelling from Awtput
RESOURCES MG BOW PE2BM-Ig-h-16
Activating Prior Knowledge Refer to LE, Q2, W1, D3 p5-6 Compare the two notes in each measure. Refer to LE, Q2, W1, D4 p5-6 Compare the animal and its skin
T T I
Write MT if the note represents a high pitch T I
characteristics. Write the letter of the
and MB if the note represents a low pitch. correct answer.
Refer to LE, Q2, W1, D3p6-7 Refer to LE, Q2, W1, D4 p6

Lesson Purpose/ Intention
Refer to LE, Q2, W1, D4 p7
Lesson Language Practice
Before the Lesson

Reading the Key Idea Refer to LE, Q2, W1, D3 p8-10 Refer to LE, Q2, W1, D4 p8-10
T I T
Developing Understanding Refer to LE, Q2, W1, D3 p11-12 The melody is the successive horizontal Refer to LE, Q2, W1, D4 p11-13 Lines can be formed by connecting dots,
of Key Idea IG G
arrangement of the notes on the bar. It also
T I which can be straight, curved, and T
determines the tone or melody of a song or diagonal. A shape is formed when the
song. It is carefully and carefully crafted to ends of the line meet, such as a circle,
provide a pleasant and beautiful sound. square, and triangle.
Melody consists of high and low tones Colors are things that the human eye
or pitches. There is also a medium high and can see that can be bright or light. The
a medium low tone. primary colors you see in the rainbow are
red, orange, yellow, green, violet, and
blue.
Testúra, on the other hand, refers to
Think of 4 types of animals or things that the element that primarily appeals to the
can make sounds that are high, higher, low senses or touch or it is a characteristic of
and lower. Use the example below as a the surface of any object that can be
guide. Do this on your answer sheet. smooth or rough, slippery or rough, thin,
or thick.
Deepening Understanding Refer to LE, Q2, W1, D3 p13 Example: Refer to LE, Q2, W1, D4 p13
of Key Idea T High - barking dog G T Draw 2 animals found in the sea and 2
Higher - birds chirping animals found in the forest.
Low - frog sound
Lesser - buffalo horn In what you did, describe the color,
Point out which of the pictures shows shape, lines, and texture of their skin.
the uneven shape of the body while Look on the next page to put your
performing the task. Tell me what kind of answer. Copy the chart into your
actions they are. notebook.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Ask the learners to reflect and complete these
Abstractions these statements: TT T I
Label the high waist and low waist. Use statements: Ang natutunan ko ngayong TT I
Now you will create your own aquarium
Ang natutunan ko ngayong araw ay ang the example as a guide in the first araw ay ang pagbasa ng mga _____, ______, design. Draw 3 types of animals that can
letrang _____ . Ang tunog ng letrang ___ measure. at ______ na may titik ___. Sa pagbasa, live here. At the bottom of your
ay____. kailangan kong tandaan ang aquarium, describe their color, shape,
mga sumusunod: ________.
Ganito isulat ang maliit at malaking letrang and texture. Do this in a notebook.
y:
Halimbawa ng mga mga salitang may titik
y: ____________.
Complete the paragraph below.
A T Fill in the blank in the sentence T
with
_______________ is the sequential the correct answer to generate a
horizontal arrangement of notes in the suitable concept or idea about the
underscore. It also refers to the lesson.
__________ or melody of a song or song.
It is carefully and carefully crafted to 1. ______ can be formed by connecting
provide a pleasant and beautiful sound. dots, can be straight, curved, and
Melody consists of high and low diagonal.
tones or _____________. There is also a 2. ________ are things that can be seen
medium high and a medium low tone. by human eyes.
3. _______ refers to the surface
characteristics of any object that can
be smooth or rough, slippery or bumpy,
Evaluating Learning Refer to LE, Q2, W1, D3 p15 Refer to LE, Q2, W1, D4 p15 Write
thin in
orthe blank the letter T if the
thick.
A Look at the drawing (picture of the A sentence is correct and M if the sentenceA
scale) Read the so-fa syllables under is incorrect.
the drawing. Do, re, mi, fa, so, la, ti, do.
Make a note in the notebook. Draw the _______1. The bird has feathers.
notes opposite the so-fa syllable. _______2. The fish have different colors.
_______3. The dog has scales.
_______4. The horse has white, black, and
brown colors.
_______5. Shrimp have feathers.
Additional Activities for Refer to LE, Q2, W1, D3, p16 Pretend you are going to participate in a Refer to LE, Q2, W1, D4 p16 Describe the characteristic (correct color,
Application or Remediation “Fashion Show.” Think of positions/poses that shape, texture, line) of the animal below.
(if applicable) show low, lower, high, and higher. Take a picture Do this in a notebook.
with your housemate. Paste the pictures in the
notebook and label each picture as lower (RE),
lower (Mi), higher, (SO) and higher (LA).
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment

Teacher Teacher
Name of Teacher
Teaching Dates & Time OCOTBER 02, 2024 (Wednesday) 8:00-9:20 OCTOBER 03, 2024 (Thursday) 8:00-9:20
I. OBJECTIVES
development in decoding images, symbols, and mapanuringpakikinig at pagunawa sa development in decoding images, symbols, and mapanuringpakikinig at pagunawa sa
content-specific vocabulary; they understand napakinggan content-specific vocabulary; they understand napakinggan
and create simple sentences in getting and and create simple sentences in getting and
expressing meaning about one’s school and expressing meaning about one’s school and
everyday topics (narrative and informational); everyday topics (narrative and informational);
and they recognize features of their language and they recognize features of their language
and other languages and other languages
in their environment. in their environment.
B. Performance Standards The learners use their developing vocabulary to Inaasahang nasasabi ng mga mag-aaral The learners use their developing vocabulary to Inaasahang nasasabi ng mga mag-aaral
communicate with others, respond to ang pangunahing diwa ng tekstong binasa communicate with others, respond to ang pangunahing diwa ng tekstong binasa
instructions, ask o napakinggan, nagagamit ang mga instructions, ask o napakinggan, nagagamit ang mga
questions, and express ideas; and share kaalaman sa wika, nakababasa nang questions, and express ideas; and share kaalaman sa wika, nakababasa nang
personal experiences about one’s school and maywastong paglilipon ng mga salita at personal experiences about one’s school and maywastong paglilipon ng mga salita at
content-specific topics. content-specific topics.
maayos na nakasusulat upang maayos na nakasusulat upang
maipahayag at maiugnay ang sariling maipahayag at maiugnay ang sariling
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters Nabibigkas nang wasto ang tunog ng RL1PWS-II-1. Produce the sound of the letters Nabibigkas nang wasto ang tunog ng
of L1. patinig, katinig, kambal-katinig, diptonggo of L1. patinig, katinig, kambal-katinig, diptonggo
RL1PWS-II-2. Identify the letters in L1. at kluster RL1PWS-II-2. Identify the letters in at kluster
RL1PWS-II-3. Isolate sounds (consonants and L1.RL1PWS-II-3. Isolate sounds (consonants
vowels) in a word (beginning and/or ending). and vowels) in a word (beginning and/or
RL1PWS-II-4. Substitute individual sounds in ending).
simple words to make new words. RL1PWS-II-4. Substitute individual sounds in
RL1PWS-II-5. Sound out words accurately. simple words to make new words.
RL1VWK-II-1. Use vocabulary referring to self, RL1PWS-II-5. Sound out words accurately.
family, school, community, and environment. RL1VWK-II-1. Use vocabulary referring to self,
RL1VWK-II-2. Identify words with different family, school, community, and environment.
functions: naming words. RL1VWK-II-2. Identify words with different
RL1VWK-II-5. Write words legibly and functions: naming words.
correctly. RL1VWK-II-3. Read highfrequency words
RL1CCT-II-1. Narrate one’s personal accurately for meaning.
experiences. a. oneself and family b. school c. RL1VWK-II-5. Write words legibly and
community d. school correctly.
RL1CAT-III-1. Read sentences with appropriate
speed, accuracy, and expression.
RL1CAT-II-1. Comprehend stories. a. Note
important details in stories (character, setting,
and events). e. Relate story events to one’s
experience.
RL1CCT-II-1. Narrate one’s personal
experiences. a. oneself and family b. school c.
community d. school
D. Learning Objectives At the end of the lesson, the learners can: Ang mga mag-aaral ay inaasahang At the end of the lesson, the learners can: Ang mga mag-aaral ay inaasahang
● Identify and produce the sound of letter nakabibigkas nang wastong tunog ng ● Identify the individual sounds in the nakabibigkas nang wastong tunog ng
n.● Identify words that begin with /n/.● patinig, katinig, diptonggo at kambal- word by focusing on the following letters: patinig, katinig, diptonggo at kambal-
Write the big and small letter Nn.● Identify katinig o klaster m, a, s, i, o, e, b, u, t, k, l, y, and n.● Blend katinig o klaster
the individual sounds in the word by the individual sounds in the word by
focusing on the following letters: m, a, s, i, focusing on the following letters: m, a, s, i,
o, e, b, u, t, k, l, y, and n.● Blend the o, e, b, u, t, k, l, y, and n.● Read high-
individual sounds in the word by focusing frequency words accurately for meaning.●
on the following letters: m, a, s, i, o, e, b, Read sentences with appropriate speed,
u, t, k, l, y, and n.● Write words with the accuracy, and expression.● Note
correct spelling using target letters: m, a, important details in story read: characters,
s, i, o, e, b, u, t, k, l, y, and n.● Identify settings, and events.● Retell the story
naming words from the words read. following the correct sequence of events.
● Relate story events to one's
experience.● Narrate personal
experiences using naming words.
E. Integration
II. CONTENT Wastong Pagbigkas ng Tunog Wastong Pagbigkas ng Tunog
ng Patinig, Katinig, Diptonggo ng Patinig, Katinig, Diptonggo
at Kambal-Katinig o Klaster at Kambal-Katinig o Klaster
Letter Nn Letter Nn
RESOURCES
Activating Prior Knowledge Refer to LE, Q2, W2, D1 p5-6 . Panuto: Piliin at isulat ang letra ng Refer to LE, Q2, W2, D2 p5 Panuto: Bigkasin nang wasto ang mga
T tamang sagot sa sagutang papel. I T I
salita. Isulat ang P kung patinig, K kung
1. Alin sa mga pantig ng salita ang may katinig, D kung diptonggo at KKkung
uring katinig-patinig-katinig (KPK)? kambal-katinig o klaster ang may
a.ban b. kra c. ga d. sa salungguhit sa bawat salita. Isulat ang
2. Alin sa mga pantig ng salita ang may sagot sa sagutang papel.
Refer to LE, Q2, W2, D1 p6-7 uring katinig-katinig-patinig-katinig Refer to LE, Q2, W2, D2 p6 ____ 1. magiliw
(KKPK)? ____ 2. gripo
Lesson Purpose/ Intention a.gra b. liw c. ma d. prob ____ 3. sapat
3. Alin sa mga pantig ng salita ang may ____ 4. klase
uring patinig-katinig (PK)? ____ 5. ngiti
a.baw b. on c. ga d. dra
Refer to LE, Q2, W2, D1 p7 4. Alin sa mga pantig ng salita ang HINDI Refer to LE, Q2, W2, D2 p7
uring katinig-patinig (KP)?
a.ba b. le c. pri d. la 5.
Alin sa mga pantig ng salita ang may uring
Lesson Language Practice patinig?
a. i b. oy c. bra d. gro
Before the Lesson

Reading the Key Idea Refer to LE, Q2, W2, D1 p7-9 Panuto: Basahin at unawain ang kasunod Refer to LE, Q2, W2, D2 p7-10 Panuto: Isulat ang P kung patinig, K kung
T na sitwasyon. I T katinig, D kung diptonggo at KK kung
Hulaan ang susunod na maaaring kambal-katinig o klaster ang mga
mangyari gamit ang sumusunod na salita na may salungguhit.
mga pahiwatig sa bawat bilang. Isulat ang Isulat ang sagot sa sagutang papel.
sagot sa ____ 1. Cabanatuan
sagutang papel. ____ 2. grado
Si Myla ay hindi mapakali sa kaniyang ____ 3. unggoy
kinatatayuan. May hinahanap siya sa loob ____ 4. problema
ng kaniyang bag. Siya na kasi ang ____ 5. matibay
susunod sa pila sa pagbili ng pagkain sa
kantina.
1. Tila -
2. Baka -
Developing Understanding Refer to LE, Q2, W2, D1 p10-12 Ang Makabagong Alpabetong Filipino ay Refer to LE, Q2, W2, D2 p10-11 Ang Makabagong Alpabetong Filipino ay
of Key Idea I binubuo ng limang patinig (a, e, i, o, u), at T I binubuo ng limang patinig (a, e, i, o, u),Tat
23 katinig (b, c, d, f, g, h, j, k, l, m, n, ñ, ng, 23 katinig (b, c, d, f, g, h, j, k, l, m, n, ñ, ng,
p, q, r, s, t, v, w, x, y at z). p, q, r, s, t, v, w, x, y at z).
Ang diptonggo ay pinagsamang tunog ng Ang diptonggo ay sa pinagsamang tunog
isang patinig (a, e, i, o, u) at malapatinig ng isang patinig (a, e, i, o, u) at
na w at y sa isang pantig. Ang mga malapatinig na w at y sa isang pantig.
diptonggo sa Filipino ay aw, iw, ay, ey, oy, Halimbawa: ayaw, sungay, lawlaw, nayon.
at uy Ang kambal-katinig o klaster naman ay
Halimbawa: araw, giliw, ingay, reyna, mga salitang mayroong magkadikit na
simoy, aruy dalawang magkaibang katinig na
Halimbawa: braso, blusa, biskwit, reckord matatagpuan lamang sa isang pantig.
Ang kambal-katinig o klaster naman ay Halimbawa: dragon, klase, biskwit, rekord.
mga salitang mayroong magkadikit na
dalawang magkaibang katinig na
matatagpuan lamang sa isang pantig.
Halimbawa: braso, blusa, biskwit, rekord.
Deepening Understanding Refer to LE, Q2, W2, D1 p12-14 G
Refer to LE, Q2, W2, D2 p12-13
of Key Idea T T
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Panuto: Magbigay ng isang Ask the learners to complete this sentence:
I
Abstractions these statements: T halimbawa ng mga Ngayong araw, ang natutunan ko ay T
Ang natutunan ko ngayong araw ay ang ___________.
letrang _____ . Ang tunog ng letrang ___
sumusunod. Kuhanin ang sagot Halimbawa ng mga mga salitang may letrang n:
ay____. mula sa talaan ng mga salita sa ____________.
itaas. Isulat ang sagot sa sagutang Sa pagbasa, kailangan kong tandaan ang mga
Ganito isulat ang maliit at malaking letrang sumusunod: ________.
n: papel.
Halimbawa ng mga mga salitang may
letrang n: ____________. 1. Katinig - __________
Ilan sa mga ito ay mga pangalan. IA
Halimbawa ng mga pangalan na may 2. Patinig - __________
titik /n/ ay _____. 3. Diptonggo - __________
4. Klaster - __________
Evaluating Learning Refer to LE, Q2, W2, D1 p15-16 Panuto: Basahin ang kasunod na teksto Refer to LE, Q2, W2, D2 p15-16 Panuto: Basahin ang kasunod na teksto
A tungkol sa Pantabangan Dam. SagutinA
A A
tungkol sa Gabaldon Falls. Sagutin ang
ang sumusunod na gawain sa sagutang sumusunod na gawain sa sagutang papel.
papel.
Additional Activities for Refer to LE, Q2, W2, D1 p16-17 Refer to LE, Q2, W2, D2 p16
(if applicable)
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

Teaching Dates & Time OCTOBER 02, 2024 (Wednesday) 2:10-3:30 OCTOBER 03, 2024 (Thursday) 2:10-3:30
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates understanding of The learners demonstrate ongoing Demonstrates understanding of body
development in decoding images, symbols, and locations, directions, levels. development in decoding images, symbols, and shapes and body actions in preparation for
content-specific vocabulary; they understand content-specific vocabulary; they understand
and create simple sentences in getting and and create simple sentences in getting and various movement activities.
and other languages and other languages
in their environment. in their environment.
B. Performance Standards The learners use their developing vocabulary to performs movements accurately The learners use their developing vocabulary to consistently practices good health habits
communicate with others, respond to involving locations, directions, communicate with others, respond to and hygiene for the sense organs
instructions, ask levels. instructions, ask
questions, and express ideas; and share questions, and express ideas; and share
personal experiences about one’s school and personal experiences about one’s school and
content-specific topics. content-specific topics.
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters Describes movements in a RL1PWS-II-1. Produce the sound of the letters describes ways of caring for the eyes, ears,
of L1. location, direction, level, pathway of L1. nose, hair and skin in order to avoid common
RL1PWS-II-2. Identify the letters in L1. and plane. RL1PWS-II-2. Identify the letters in L1. childhood health conditions. H2PH-IIa-e-6
RL1PWS-II-3. Isolate sounds (consonants and PE2BM-IIa-b-17 RL1PWS-II-3. Isolate sounds (consonants and
vowels) in a word (beginning and/or ending). vowels) in a word (beginning and/or ending).
RL1PWS-II-4. Substitute individual sounds in RL1PWS-II-4. Substitute individual sounds in
simple words to make new words. simple words to make new words.
RL1PWS-II-5. Sound out words RL1PWS-II-5. Sound out words accurately.
accurately.RL1VWK-II-1. Use vocabulary RL1VWK-II-1. Use vocabulary referring to self,
referring to self, family, school, community, and family, school, community, and environment.
environment. RL1VWK-II-3. Read highfrequency words
RL1VWK-II-2. Identify words with different accurately for meaning.
functions: naming words. RL1VWK-II-5. Write RL1VWK-II-5. Write words legibly and
words legibly and correctly. correctly.
RL1CCT-II-1. Narrate one’s personal RL1CAT-III-1. Read sentences with appropriate
experiences. a. oneself and family b. school c. speed, accuracy, and expression.
community d. school RL1CAT-II-2. Comprehend informational text.
RL1CCT-II-3. Express ideas about: school a. Note significant details in informational texts
(list and describe).
D. Learning Objectives At the end of the lesson, the learners can: Describes movements in a location, RL1CCT-II-3.
At the end ofExpress ideasthe
the lesson, about: schoolcan:
learners describes ways of caring for the eyes, ears,
● Identify and produce the sound of letter direction, level, pathway and plane. ● Identify target sounds in a word: m, a, s, nose, hair and skin in order to avoid
g.● Identify words that begin with /g/.● PE2BM-IIa-b-17 i, o, e, b, u, t, k, l, y, n, and g.● Blend common childhood health conditions.
Write the big and small letter Gg.● Identify target sounds to form a word: m, a s, i, o, H2PH-IIa-e-6
the individual sounds in the word by e, b, u, t, k, l, y, n, and g.● Read high-
focusing on the following letters: m, a, s, i, frequency words accurately for meaning.●
o, e, b, u, t, k, l, y, n, and g.● Blend the Read sentences with appropriate speed,
individual sounds in the word by focusing accuracy, and expression.● Note
on the following letters: m, a, important details in story read: characters,
s, i, o, e, b, u, t, k, l, y, n, and g.● Write settings, and events.● Answer questions
words with the correct spelling using target about an informational text.● Relate story
E. Integration letters: m, a, s, i, o, e, b, u, t, k, l, y, n, and events to one's experience.● Narrate
g.● Identify naming words from the words
II. CONTENT Taking care of the eyes
COME ON, LET'S MOVE!
Letter Gg Letter Gg
III. LEARNING Lesson Exemplar and LAS MELC page 317 Lesson Exemplar and LAS MELC page 342
RESOURCES MG BOW, PE MODULE pp. 1-20 MG BOW, HEALTH MODULE pp. 3-17

Activating Prior Knowledge Refer to LE, Q2, W2, D3 p5 Instructions: Mark / the pictures that Refer to LE, Q2, W2, D4 p5 Instructions: Check (/) each number of the
T T
show a symmetrical shape or action I T correct type of food that is good forI the
and x otherwise body and cross (X) otherwise.
_____1. Strain and refrigerate

Refer to LE, Q2, W2, D3 p6-7 Refer to LE, Q2, W2, D4 p6 _____2. Chocolate and coffee
_____3. Fruits and vegetables
_____4. Milk and eggs
_____5. Sweet potato and night?
Refer to LE, Q2, W2, D3 p7 Refer to LE, Q2, W2, D4 p7
Before the Lesson

T T
Directions: Read the poem.

Developing Understanding Refer to LE, Q2, W2, D3 p10-12 Refer to LE, Q2, W2, D4 p10-11 Directions: Read the poem.
of Key Idea I
G T I G
IG
Directions: Read the poem. THE EYES T
By Leilani DC. Garcia
Come and Play
Eyes are very important.
It is the grace of God that is great
Come on, let's chase. To see all His creations.
Wherever you go, run free. Life is happy with proper care.
Move from position in different
directions. Carrot, squash, then papaya,
Run right, left, forward, and backward. Foods rich in Vitamin A.
Make it a habit to eat regularly,
Stop sitting and stand or run Our eyes will be healthy and clear.
Stay safe, move freely- Must be in the light, in every reading,
straight, curved, or even zigzag On television, keep your distance,
The race is in the pursuit—not always
By watching, you can relax
So that your eyes don't hurt.
fast, slow slow sometimes, or slow
when necessary. You must bring a clean handkerchief,
Without wiping the hand from the eyes,
Come and play, in flat spaces. Move If the eyes are in trouble,
straight or sit, or diagonal or circular, Consult a specialist immediately.
whatever you want.
Come play, let's have fun!
In the read poem, it is shown how to

play chase. In this section, we will
discuss the description of movements
according to location, direction, level,
path (pathways), and flat space
Deepening Understanding Refer to LE, Q2, W2, D3 p12-14 G
Refer to LE, Q2, W2, D4 p12-14 Group 1
of Key Idea TI Group 1 IT Instructions: Choose and write the G
Instruction: Look at the picture of the letter of the appropriate word in the
child standing and sitting. Describe
space of each number.
their body movements and postures
using the rubric.
1. _______________ is used to see the
beauty of the world.
Group 2 A. mouth
Instructions Simulate the following B. nose
movements in the paths. Describe C. eyes
your actions. D. ear
2. Read in _______________ place.

After the Lesson A. cold
Making Generalizations and Ask the learners to reflect and complete Ask the learners to complete this sentence: Instructions: Write True if the sentence
Abstractions these statements: T Instruction: Observe your surroundings. I Ngayong araw, ang natutunan ko ay TT expresses proper eye care and False I
Ang natutunan ko ngayong araw ay ang Look and describe the character of each ___________. otherwise.
letrang _____ . person you see. Register up to three Halimbawa ng mga mga salitang may letrang g: 1. Watch television all day.
Ang tunog ng letrang ___ ay____. people. Try to recognize the way they act. ____________. 2. Read in the dark.
Sa pagbasa, kailangan kong tandaan ang mga I
Ganito isulat ang maliit at malaking letrang What is their location, where are their sumusunod: ________. 3. Eat foods rich in Vitamin A.
g: directions, levels, paths and planes 4. Wipe the eye with the hand.
Halimbawa ng mga mga salitang may 5. Consult a specialist whenever you feel
letrang g: ____________. T an eye problem
Ilan sa mga ito ay mga pangalan.
Halimbawa ng mga pangalan na may
titik /g/ ay _____.
Ganito isulat ang maliit at malaking letrang sumusunod: ________.
g:
Halimbawa ng mga mga salitang may There are movements or actions that
letrang g: ____________. we do in different places, directions,T T of
It is very important that we take care
Ilan sa mga ito ay mga pangalan. levels and paths. Some of the our eyes. Let's not do things that will
Halimbawa ng mga pangalan na may movements or actions are running, harm it.
titik /g/ ay _____. walking, crawling, escaping and
sliding
Evaluating Learning Refer to LE, Q2, W2, D3 p15 Refer to LE, Q2, W2, D4 p15-16
A AA I A
I
Additional Activities for Refer to LE, Q2, W2, D3 p16-17 Refer to LE, Q2, W2, D4 p16-17
(if applicable)
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment

Teacher Teacher

G
Name of Teacher MARY JHOEZELLE M. PUTI Learning Area Reading & Litercy 1 and Music & Arts 2
Teaching Dates & Time OCTOBER 07, 2024 (Monday) 2:10-3:30 OCTOBER 08, 2024 (Tuesday) 2:10-3:30
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates basic understanding The learners demonstrate ongoing Demonstrates understanding of using two or
development in decoding images, symbols, and of pitch and simple melodic patterns. development in decoding images, symbols, and more kinds of lines, colors and shapes through
content-specific vocabulary; they understand content-specific vocabulary; they understand repetition and contrast to create rhythm.
and other languages in their and other languages in their
B. Performance Standards The learners use their developing vocabulary to The learners use their developing vocabulary to
communicate with others, respond to communicate with others, respond to
instructions, ask questions, and express ideas; instructions, ask questions, and express ideas;
and share personal experiences about one’s performs with accuracy of pitch, the simple and share personal experiences about one’s
school and content-specific topics. melodic patterns through body school and content-specific topics. creates a composition or design of a tricycle or
movements, singing or playing musical jeepney that shows unity and variety of lines,
instruments. shapes, and colors.
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters identifies the pitch of tones as: high (so), RL1VWK-II-1. Use vocabulary referring to self, Describes the lines, shapes, colors, textures,
of L1. low (mi); higher (la); lower (re) MU2ME-IIa- family, school, community, and environment. and designs seen in the skin coverings of
RL1PWS-II-2. Identify the letters in L1. 1 RL1VWK-II-2. Identify words with different different animals and sea creatures using visual
RL1PWS-II-3. Isolate sounds (consonants and functions: naming words. arts words and actions. A2EL-IIa
vowels) in a word (beginning and/or ending). RL1VWK-II-3. Read high-frequency words
RL1PWS-II-4. Substitute individual sounds in accurately for meaning.
simple words to make new words. RL1VWK-II-4. Read content-specific words
RL1PWS-II-5. Sound out words accurately. (Math, SiKaP, and GMRC) accurately for
meaning.
RL1VWK-II-5. Write words legibly and
correctly.
D. Learning Objectives At the end of the lesson, the learners shall identifies the pitch of tones as: high (so), At the end of the lesson, the Describes the lines, shapes, colors, textures,
be able to: low (mi); higher (la); lower (re) MU2ME-IIa- learners shall be able to: and designs seen in the skin coverings of
● Share about common activities 1 ● Identify target sounds in a word: m, a, s, different animals and sea creatures using visual
done with the family I, o, e, b, u, t, k, l, y, n, g, p arts words and actions. A2EL-IIa
● Use words referring to self and family in ● Blend target sounds to form a word:
narrating about activities with the family ● Spell words using target letters: m, a, s,
● Identify and produce the sound I, o, e, b, u,t, k, l, y, n, g, p
of letter p ● Read high-frequency words accurately
● Identify the position of /p/ in for meaning
the given words ● Read sentences with appropriate speed,
● Write the small and big letter accuracy, and expression.
E. Integration ● Blend target sounds to form a Cleanliness ● Point to parts of the book: cover Cleanliness
Cleanliness Cleanliness
II. CONTENT RECOGNITION OF HIGH AND LOW PAINTING
Titik Pp TONE Titik Pp
III. LEARNING Lesson Exemplar and LAS MUSIC MODULE pp. 1-24 Lesson Exemplar and LAS ART MODULE pp. 1-28
RESOURCES
Activating Prior Knowledge Refer to LE, Q2, W3, D1 p5-6 Directions: Write below the syllables that Refer to LE, Q2, W3, D2 p5-6 Instruction: The lines, shapes and designs of
T T
represent the tone of the dots shown. I T the skin of animals are different. TheseII animals
Remember the tone ladder. may live in your house or be seen around, live
in the forest or live in the ocean.
Refer to LE, Q2, W3, D1 p6 Refer to LE, Q2, W3, D2 p6 Look at the picture and answer the question.
Lesson Language Practice How many groups of animals can be seen in

the picture?
Check the animals skin, do you see any
difference?
Before the Lesson

T na sitwasyon. I T katinig, D kung diptonggo at KK kung kambal-
Hulaan ang susunod na maaaring katinig o klaster ang mga sumusunod na salita
mangyari gamit ang na may salungguhit.
____ 3. unggoy
____ 4. problema
____ 5. matibay
Developing Understanding Refer to LE, Q2, W3, D1 p10-12 Pitch is the high and low pitch of a tone. You Refer to LE, Q2, W3, D2 p10-12 It is true that every animal and sea has a different
of Key Idea I can hear the high and low voices of the
G T I G
IG T
appearance that can be seen in the lines, shapes,
singers. T
colors, textures, and designs of their skin. You can
The snare drum has a high sound while the describe the skins of different animals and just the
bass or base drum has a low sound. You will sea using appropriate words and gestures in the
see and hear this during the parade. visual arts.
The Melodic Contour is the rise and fall of the Visual art words are words that describe people,
tone of a song with tone bends similar to the things, animals, and places that you can see;
waves of the sea. This gives us beauty when Meanwhile, the movements of visual art draw and
we listen to a song or song. paint them.
G
Deepening Understanding Refer to LE, Q2, W3, D1 p12-13 Instructions: We will now talk about the Refer to LE, Q2, W3, D2 p12-13 Instructions: Follow and draw the animal found
of Key Idea TI tones you learned above, but I will showG
G IT in the forest in the other box. G
you some pictures that will help you
answer the questions. Look at it carefully.
1. In the first and second picture, which

one has the loudest voice? low voice?
2. Have you seen how and when the bass
drum and snare drum are used?
3. In the third picture, if you interpret it by
pronouncing the word "maaaa", what do
After the Lesson you notice in the sound that comes out?
Making Generalizations and Ask the learners to reflect and complete Instructions: Do it. Ask the learners to reflect and complete these Instructions: Circle the ones that are not pets in
Abstractions these statements: T I statements: TT the pictures. II
1. You listen to a song or you sing a song
Ang natutunan ko ngayong araw ay ang you know and you describe its melodic Ang natutunan ko ngayong araw ay ang
letrang _____ . Ang tunog ng letrang ___ contour by drawing in your Music pagbasa ng mga _____, ______, at ______ na
ay____. notebook. You can also color it and while
may titik ___. Sa pagbasa, kailangan kong I
tandaan ang mga sumusunod: ________.
Ganito isulat ang maliit at malaking letrang you draw, iki-ay ki-ay your waist.
l: 2. Choose three musical instruments that Nagsanay din ako sa pagsagot ng mga tanong
you know and you will check the sound T na ____. T
Halimbawa ng mga mga salitang may titik that comes out of your mouth. Its high,
Ll: ____________. higher, lower and lower tones should be
Ilan sa mga ito ay mga pangalan. Ang heard.
mga pangalan ay maaaring tumukoy ng
________.
I
Evaluating Learning Refer to LE, Q2, W3, D1 p14 Give the Evaluation Sheet to the children. Refer to LE, Q2, W3, D2 p14 Give the Evaluation Sheet to the children.
A AAA I AA
Additional Activities for Refer to LE, Q2, W3, D1 p14 Instruction: Draw a beautiful landscape Refer to LE, Q2, W3, D2 p14 Instructions: Identify an animal found in the
Application or Remediation such as a mountain, river or sea using forest. Describe the unique shape of the body
(if applicable) various lines that reflect the melodic and its different parts. Also, describe the
contour. Do this in your Music notebook. different colors and textures found on its skin.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment

Teacher Teacher

G
Name of Teacher
I. OBJECTIVES
development in decoding images, symbols, and mapanuringpakikinig at pagunawa sa development in decoding images, symbols, and mapanuringpakikinig at pagunawa sa
content-specific vocabulary; they understand napakinggan content-specific vocabulary; they understand napakinggan
and other languages in their and other languages in their
B. Performance Standards The learners use their developing vocabulary to Inaasahang nasasabi ng mga mag-aaral The learners use their developing vocabulary to Inaasahang nasasabi ng mga mag-aaral
communicate with others, respond to ang pangunahing diwa ng tekstong binasa communicate with others, respond to ang pangunahing diwa ng tekstong binasa
instructions, ask questions, and express ideas; o napakinggan, nagagamit ang mga instructions, ask questions, and express ideas; o napakinggan, nagagamit ang mga
and share personal experiences about one’s kaalaman sa wika, nakababasa nang and share personal experiences about one’s kaalaman sa wika, nakababasa nang
school and content-specific topics. maywastong paglilipon ng mga salita at school and content-specific topics. maywastong paglilipon ng mga salita at
C.Learning Competencies RL1BPK-II-2. Recognize the parts of the book Nabibigkas nang wasto ang tunog ng RL1CCT-II-1. Narrate one’s personal Nabibigkas nang wasto ang tunog ng
(cover page, title page, etc.). patinig, katinig, kambal-katinig, diptonggo experiences. patinig, katinig, kambal-katinig, diptonggo
RL1CAT-III-1. Read sentences with appropriate at kluster a. oneself and family at kluster
speed, accuracy, and expression. b. school
RL1CAT-II-1. Comprehend stories. c. community
a. Note important details in stories (character, d. school
setting, and events). RL1CCT-II-3. Express ideas about: school
b. Sequence events in stories. RL1CCT-II-4. Respond creatively to texts
c. Infer the character's feelings and traits. (myths, legends, fables, and narrative poems).
e. Relate story events to one’s experience.
RL1CAT-II-2. Comprehend informational text.
a. Note significant details in informational texts
D. Learning Objectives At the end of the lesson, the learners shall Ang mga mag-aaral ay inaasahang At the end of the lesson, the learners shall Ang mga mag-aaral ay inaasahang
be able to: nakabibigkas nang wastong tunog ng be able to: nakabibigkas nang wastong tunog ng
● Identify and produce the sound of letter patinig, katinig, diptonggo at kambal- ● Identify target sounds in a word: m, patinig, katinig, diptonggo at kambal-
r katinig o klaster a, s, I, o, e, b, u, t, k, l, y, n, g, p, r katinig o klaster
● List words that begin with /r/ ● Blend target sounds to form a word:
● Write the big and small letter r ● Spell words using target letters: m, a, s,
● Illustrate singular and plural naming I, o, e, b, u, t, k, l, y, n, g, p, r
words. ● Read high-frequency words accurately
● Spell words using target letters: m,a, s, for
I, o, e,b, u,t, k, l, y, n, g. meaning
● Read sentences with appropriate speed
and accuracy
● Read with expression according to the
question mark in the sentence .
● Note significant details in informational
texts (list and describe).
● Express ideas about self and family
E. Integration Cleanliness Cleanliness
II. CONTENT Wastong Pagbigkas ng Tunog Wastong Pagbigkas ng Tunog
ng Patinig, Katinig, Diptonggo ng Patinig, Katinig, Diptonggo
at Kambal-Katinig o Klaster at Kambal-Katinig o Klaster
Titik Rr Titik Rr
RESOURCES
Activating Prior Knowledge Refer to LE, Q2, W3, D3 p5 . Panuto: Piliin at isulat ang letra ng Refer to LE, Q2, W3, D4 p5-6 Panuto: Bigkasin nang wasto ang mga
T tamang sagot sa sagutang papel. I T I
salita. Isulat ang P kung patinig, K kung
1. Alin sa mga pantig ng salita ang may katinig, D kung diptonggo at KKkung
uring katinig-patinig-katinig (KPK)? kambal-katinig o klaster ang may
a.ban b. kra c. ga d. sa salungguhit sa bawat salita. Isulat ang
2. Alin sa mga pantig ng salita ang may Refer to LE, Q2, W3, D4 p6 sagot sa sagutang papel.
Refer to LE, Q2, W3, D3 p6 uring katinig-katinig-patinig-katinig ____ 1. magiliw
(KKPK)? ____ 2. gripo
Lesson Purpose/ Intention a.gra b. liw c. ma d. prob ____ 3. sapat
3. Alin sa mga pantig ng salita ang may ____ 4. klase
uring patinig-katinig (PK)? ____ 5. ngiti
a.baw b. on c. ga d. dra Refer to LE, Q2, W3, D4 p6-7
4. Alin sa mga pantig ng salita ang HINDI
uring katinig-patinig (KP)?
a.ba b. le c. pri d. la 5.
Alin sa mga pantig ng salita ang may uring
Lesson Language Practice patinig?
a. i b. oy c. bra d. gro
Before the Lesson

T na sitwasyon. I T katinig, D kung diptonggo at KK kung
Hulaan ang susunod na maaaring kambal-katinig o klaster ang mga
mangyari gamit ang sumusunod na salita na may salungguhit.
Si Myla ay hindi mapakali sa kaniyang ____ 3. unggoy
kinatatayuan. May hinahanap siya sa loob ____ 4. problema
ng kaniyang bag. Siya na kasi ang ____ 5. matibay
susunod sa pila sa pagbili ng pagkain sa
kantina.
1. Tila -
2. Baka -
Developing Understanding Refer to LE, Q2, W3, D3 p10-12 Ang Makabagong Alpabetong Filipino ay Refer to LE, Q2, W3, D4 p10-12 Ang Makabagong Alpabetong Filipino ay
of Key Idea I binubuo ng limang patinig (a, e, i, o, u), at T I binubuo ng limang patinig (a, e, i, o, u),Tat
23 katinig (b, c, d, f, g, h, j, k, l, m, n, ñ, ng, 23 katinig (b, c, d, f, g, h, j, k, l, m, n, ñ, ng,
p, q, r, s, t, v, w, x, y at z). p, q, r, s, t, v, w, x, y at z).
Ang diptonggo ay pinagsamang tunog ng Ang diptonggo ay sa pinagsamang tunog
isang patinig (a, e, i, o, u) at malapatinig ng isang patinig (a, e, i, o, u) at
na w at y sa isang pantig. Ang mga malapatinig na w at y sa isang pantig.
diptonggo sa Filipino ay aw, iw, ay, ey, oy, Halimbawa: ayaw, sungay, lawlaw, nayon.
at uy Ang kambal-katinig o klaster naman ay
Halimbawa: araw, giliw, ingay, reyna, mga salitang mayroong magkadikit na
simoy, aruy dalawang magkaibang katinig na
Halimbawa: braso, blusa, biskwit, reckord matatagpuan lamang sa isang pantig.
Ang kambal-katinig o klaster naman ay Halimbawa: dragon, klase, biskwit, rekord.
mga salitang mayroong magkadikit na
dalawang magkaibang katinig na
matatagpuan lamang sa isang pantig.
Halimbawa: braso, blusa, biskwit, rekord.
Deepening Understanding Refer to LE, Q2, W3, D3 p12 G
Refer to LE, Q2, W3, D4 p12
of Key Idea T T
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Panuto: Magbigay ng isang Ask the learners to reflect and complete these
I
Abstractions these statements: T halimbawa ng mga statements: T
Ang natutunan ko ngayong araw ay ang Ang natutunan ko ngayong araw ay ang
sumusunod. Kuhanin ang sagot pagbasa ng mga _____, ______, at ______
ay____. Ganito isulat ang maliit at mula sa talaan ng mga salita sa na may titik ___. Sa pagbasa ng may tandang
itaas. Isulat ang sagot sa sagutang pananong, kailangan kong ______________.
malaking letrang r:
papel.
Halimbawa ng mga mga salitang may titik
r: 1. Katinig - __________
____________. IA
2. Patinig - __________
3. Diptonggo - __________
4. Klaster - __________
Evaluating Learning Refer to LE, Q2, W3, D3 p14 Panuto: Basahin ang kasunod na teksto Refer to LE, Q2, W3, D4 p14 Panuto: Basahin ang kasunod na teksto
A tungkol sa Pantabangan Dam. SagutinA
A A
tungkol sa Gabaldon Falls. Sagutin ang
ang sumusunod na gawain sa sagutang sumusunod na gawain sa sagutang papel.
papel.
(if applicable)
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing The learners demonstrate ongoing
development in decoding images, symbols, and development in decoding images, symbols, and
content-specific vocabulary; they understand content-specific vocabulary; they understand
and other languages in their and other languages in their Demonstrates understanding of body
environment. Demonstrates understanding of locations, directions, environment. shapes and body actions in preparation for
levels. various movement activities.
B. Performance Standards The learners use their developing vocabulary to The learners use their developing vocabulary to
communicate with others, respond to communicate with others, respond to
instructions, ask questions, and express ideas; instructions, ask questions, and express ideas;
and share personal experiences about one’s and share personal experiences about one’s
school and content-specific topics. school and content-specific topics.
performs movements accurately involving locations,
consistently practices good health habits
directions, levels. and hygiene for the sense organs.
C.Learning Competencies RL1BPK-II-2. Recognize the parts of the book RL1CCT-II-1. Narrate one’s personal
(cover page, title page, etc.). experiences.
RL1CAT-III-1. Read sentences with appropriate a. oneself and family
speed, accuracy, and expression. b. school
RL1CAT-II-1. Comprehend stories. c. community
a. Note important details in stories (character, d. school
setting, and events). RL1CCT-II-3. Express ideas about: school
b. Sequence events in stories. RL1CCT-II-4. Respond creatively to texts
c. Infer the character's feelings and traits. (myths, legends, fables, and narrative poems).
RL1CAT-II-2. Comprehend informational text.
a. Note significant details in informational texts
describes ways of caring for the eyes, ears,

nose, hair and skin in order to avoid
Describes movements in a location, direction, level,
common childhood health conditions.
pathway and plane. PE2BM-IIa-b-17 H2PH-IIa-e-6
D. Learning Objectives At the end of the lesson, the learners shall Describes movements in a location, At the end of the lesson, the learners shall describes ways of caring for the eyes, ears, nose, hair and
be able to: direction, level, pathway and be able to: skin in order to avoid common childhood health conditions.
H2PH-IIa-e-6
● Identify and produce the sound of letter plane.PE2BM-IIa-b-17 ● Identify target sounds in a word: m,
r a, s, I, o, e, b, u, t, k, l, y, n, g, p, r
● List words that begin with /r/ ● Blend target sounds to form a word:
● Write the big and small letter r ● Spell words using target letters: m, a, s,
● Illustrate singular and plural naming I, o, e, b, u, t, k, l, y, n, g, p, r
words. ● Read high-frequency words accurately
● Spell words using target letters: m,a, s, for
I, o, e,b, u,t, k, l, y, n, g. meaning
● Read sentences with appropriate speed
E. Integration CLEANLINESS and accuracy
Cleanliness Cleanliness CLEANLINESS
II. CONTENT
Titik Rr LOCATION, DIRECTION, LEVELS, PATHWAYS, AND Titik Rr Taking care of the eyes
III. LEARNING Lesson Exemplar and LAS Lesson Exemplar and LAS
RESOURCES
PE MODULE pp. 1-20 HEALTH MODULE pp. 3-17
Activating Prior Knowledge Refer to LE, Q2, W3, D3 p5 Refer to LE, Q2, W3, D4 p5-6 Instructions: Put a check mark (/ ) on each number if the
T T I TT I
sentence shows good eye care and a cross (X ) otherwise.
_____1. Wet in darkness.
Instructions: Measure 5 meters for the _____2. Watch television all day.
straight road and 5 meters for the zigzag _____3. Eat rich foods
road. Time your walk. How did you get to in Vitamin A.
Refer to LE, Q2, W3, D3 p6 the end faster? Refer to LE, Q2, W3, D4 p6 _____4. Cut out the eyes with your hand.
_____5. Consult a specialist if possible
Lesson Purpose/ Intention felt eye problems.
Before the Lesson

T I T
Developing Understanding Refer to LE, Q2, W3, D3 p10-12 1. Location - beside (beside), in front Refer to LE, Q2, W3, D4 p10-12 The ear is used for hearing. A variety of information
of Key Idea IG (infront), under (under), above (over), T I G
IG has been obtained around its use. The ear part also
movement that does not leave the place
T
helps the person with balance in the body.
(personal space), and free movement Listening is important so it's worth taking care of it.
(general space) Here is the proper ear care.
2. Direction - towards the front or back Listen to beautiful sounds along with music.
(linear forward and backward), towards the Do not put sharp objects in the ear such as pencils,
left or right (lateral- sideward) and towards pens, hairpins, etc.
four directions (multi-directional). Using a clean and soft cloth to clean the outer part
3. Levels – low, middle and high of the ear.
4. Pathways- straight, curved and zigzag Once or twice a year you can consult a specialist
5. Planes - diagonal, horizontal, vertical to take care of your hearing.
and rotational. One of the ear problems is the presence of dirt or
earwax in it.
G
Deepening Understanding Refer to LE, Q2, W3, D3 p12 Directions: Describe the behavior of the Refer to LE, Q2, W3, D4 p12
of Key Idea TI following by answering the table below.G
G IT Instructions: Choose and write on each number theG
letter in the meetings that refers to the pictures.
A. Picture of the child cleaning the ear with a soft
cloth
B. Picture of a child playing a radio placed on his
shoulder and in his ear
C. Photo of a young deer examined by an ear
specialist
D. Picture of a deer that a child pierced its ear with a
pencil
E. Image of a deer who happily listened to the ants
singing
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Ask the learners to reflect and complete these Instructions: Write the letter T if the situation indicates care
Abstractions these statements: T I statements: TT for the ears and the letter M otherwise.
I
Ang natutunan ko ngayong araw ay ang Instructions: Directions: Write (/) if the Ang natutunan ko ngayong araw ay ang
pagbasa ng mga _____, ______, at ______ _____1. Rested in a noisy place
letrang _____ . Ang tunog ng letrang ___ sentence shows the correct movement _____2. Ear cleaning twice a day
ay____. Ganito isulat ang maliit at na may titik ___. Sa pagbasa ng may tandang _____3. Wipe the ear with a clean ug
malaking letrang r:
and (x) otherwise. Determine what pananong, kailangan kong ______________. Isoft cloth after bathing
movement is used. _____4. Consult a specialist if possible
earache
Halimbawa ng mga mga salitang may titik _____5. Prevention of introducing acute and if
r: 1. In service the hips and knees are thing in the ear
____________. bent. _________________
2. When walking, the hands must
shake together at the
side.___________
3. When walking, the back is shared
with the body straight and the gaze is It is very important that we take care of our
focused ahead. _________________ eyes. I will not make you deaf that will harmT
4. When standing, the arm and hand it.
should be freely placed in front.
_______________________
5. When standing, the neck and head
are straight.
____________________
I
There are movements or actions that
we do in different places, directions,
levels and paths. Some of the
movements or actions are running, T
walking, scrambling, escaping and
sliding
Evaluating Learning Refer to LE, Q2, W3, D3 p14 Refer to LE, Q2, W3, D4 p14
A AA
AT
A I A
(if applicable)
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment

Teacher Teacher

G
MG-DLP for K-12 & K-10 Matatag School ALTAVISTA ELEMENTARY Quarter SECOND
Name of Teacher MARY JHOEZELLE M. PUTI Learning AreaReading & Litercy 1 and Music & Arts 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates basic understanding of The learners demonstrate ongoing Demonstrates understanding of using two or
development in decoding high frequency words pitch and simple melodic patterns development in decoding high frequency words more kinds of lines, colors and shapes through
and content-specific vocabulary; understand and content-specific vocabulary; understand repetition and contrast to create
and create simple sentences in getting and and create simple sentences in getting and rhythm
everyday topics (narrative and informational). everyday topics (narrative and informational).
B. Performance Standards The learners use their developing word The learners use their developing word
knowledge in automatically recognizing sight knowledge in automatically recognizing sight
words; decode high frequency words and words; decode high frequency words and
content-specific vocabulary and use them to content-specific vocabulary and use them to
express ideas; and narrate personal express ideas; and narrate personal Creates
experiences with one’s school and content- Performs with accuracy of pitch, the experiences with one’s school and content- composition
specific topic specific topic
simple melodic patterns through body design of a tricycle or jeepney that shows unity
movements, and variety of lines, shapes, and
singing or playing musical instruments colors
C.Learning Competencies RL1VWK-II-2. Identify words with different Demonstrates melodic contour through: RL1PWS-II-3. Isolate sounds (consonants and Designs with the use of drawing and painting
functions: naming words. a. movement vowels) in a word (beginning and/or ending). materials the sea or forest animals in their
A. words that labelanimals b. music writing (on paper or on air) RL1PWS-II-4. Substitute individual sounds in habitats showing their unique shapes and
B. Words that describe animals visual imagery simple words to make new words. features, variety of colors and textures in their
RL1VWK-II-5. Write words legibly and RL1PWS-II-5. Sound out words accurately. skin.
correctly. RL1BPK-II-2 Recognize the parts of the book
RL1CAT-II-1. Comprehend stories. (cover page, title page, etc.).
a. Note important details in stories (character, RL1BPK-II-3. Recognize proper eye movement
setting, and events). skills in reading:a. left to rightb. top to bottom
b. Sequence events in stories. c. return sweep
c. Infer the character's feelings and traits. RL1VWK-II-5. Write words legibly and
e. Relate story events to one’s experience. correctly.
RL1CCT-II-2 Use own words in retelling myths, RL1CAT-II-1. Comprehend stories.
legends, fables, and narrative poems a. Note important details in stories (character,
RL1CCT-II-4. Respond creatively to texts setting, and events).
(myths, b. Sequence events in stories.
legends, fables, and narrative poems). c. Infer the character's feelings and traits.
D. Learning Objectives At the end of the lesson, the learners can: Demonstrates melodic contour through: At the end of the lesson, the learners can: Designs with the use of drawing and painting
● Note important details in story read: a. movement ● Substitute individual sounds in words to materials the sea or forest animals in their
characters, settings, and events b. music writing (on paper or on air) make new words habitats showing their unique shapes and
● Retell the story following the correct visual imagery ● Identify the beginning or ending sounds features, variety of colors and textures in their
sequence of events. of a given word skin.
● Relate story events to one's experience. ● Note important details in story read:
● Retell the story in one’s own words. characters, settings, and events
● Infer character traits based on his/her ● Retell the story following the correct
actions in the story sequence of events.
● Write/spell animal names and ● Relate story events to one's experience.
descriptions using letters they already ● Retell the story in one’s own words.
E. Integration know ● Infer character traits based on his/her
II. CONTENT Apat na Magkakaibigan (pabula) Melodic Contour Kakaiba si Kara (Cause and Effect) Drawing and Painting
III. LEARNING Lesson Exemplar and LAS MAPEH LAS Lesson Exemplar and LAS MAPEH LAS
RESOURCES
Activating Prior Knowledge Ask the learners about their favorite Review: Activity: Sound swap Match Column A with Column B.
stories and characters. T T
Write Correct if the song is a children's I (Refer to LE Q2, W4, D2, p6-8) T I
(Refer to LE Q2, W4, D1, p6) song, wrong if it is not.
1. Lupang Hinirang Say, “Sa araw na ito, magbabasa tayo ng
Say, “Ang pag-aaralan natin ngayong 2. Bahay Kubo maikling kwento. Gagamitin natin ang mga
Lesson Purpose/ Intention araw ay paano natin iku-kuwento 3. Paa, Tuhod, Balikat, Ulo letrang ating natutunan upang basahin
sa iba ang narinig nating kwento gamit 4. Tagumpay Nating Lahat ang kwento.”
ang ating sariling salita. Susubukan din 5. Sitsiritsit
natin pumili at ilarawan ang nagustuhang
tauhan sa kwento.”
Unlock the following words in the learners’ Discuss unfamiliar words and phrases in
L1: the text to be read:
(Refer to LE Q2, W4, D1, p8-9) (Refer to LE Q2, W4, D2, p8)
Before the Lesson

Reading the Key Idea Watch and listen to the story Read the story. Kakaiba si Kara
“Apat na Magkakaibigan.” T I (Refer to LE Q2, W4, D2, p9-13) T
(Refer to LE Q2, W4, D1, p9-14)
Developing Understanding After watching the story, ask the learners The gesture seen in the picture is for example Say: “Kahapon, natutunan natin ang what is your favorite animal Can you describe it?
of Key Idea to respond to the following questions: IG that moving the hand up and down corresponds I G
T muling pagkwento gamit ang ating limang T
(Refer to LE Q2, W4, D1, p14-16) to the tone of the music. When the tone of the daliri. Gawin natin uli ngayon.
song rises, the hand is moved up, when the (Refer to LE Q2, W4, D2, p14-18)
tone is down, the hand moves down, and when
the tone is repeated or constant, the hand
movement does not change. Hand movements
can start from the stomach. The use of our
hand and body to describe the movement of
the melody is called body staff.
Deepening Understanding Divide the class into groups and assign a Note the direction of the tone of the song Extended Ending Group 1: Draw 3 animals that live in the sea.
of Key Idea character to each group. G
T "Tiririt ng Maya". The direction of the song Sa kuwento, naging masaya si Kara sa T Color them as well as their habitat. G
(Refer to LE Q2, W4, D1, p18-19) is shown whether the tone is up or down paaralan kinabukasan dahil nagkaroon
through the body staff. siya ng maraming kaibigan. Anoano kaya
ang iba pang naging karanasan ni Kara sa Group 2: Draw 3 animals that live in the jungle.
Instructions: After showing the direction of bago niyang paaralan? Color them as well as their habitat.
the song, answer the question below. (Refer to LE Q2, W4, D2, p18)
1. If the tone of the song is low, how does
your hand move?
2. If the tone of the song is high, how does
your hand move?
3. If the tone of the song is repetitive or
constant, how does your hand move?
4. What is the relationship between hand
movement and melody movement?
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Instructions: Draw the shape of the song Ask the learners to reflect and complete these Create a unique animal skin design for clothing.
Abstractions thesestatements: T "Twinkle, Twinkle Little Star" in the I statements: T I
Show the design features such as color, shape,
Ngayong araw, ang natutuhan ko ay notebook using line notation. The first line Ang natutuhan ko ngayong araw ay ang and line.
___________. is already done for you. pagtukoy sa _______ at _____.
Sa muling pagkuwento, kailangan kong Kapag mayroon akong bagong kaklase, ang
tandaan ang mga sumusunod: maaari kong gawin para makatulong ay I
________. ________.
Ang isa sa mga tauhan sa kwento ay ang The melodic contour or melody shape of a Gámit ang lapis at krayola sa pagguhit at
________. part or whole of the song that can be pagpinta, maipapakita mo ang natatanging
described by the body staff, melodic line,T katangiang hugis, iba’t ibang kulay at testúraTng
Ito ay _____________(katangian o and line notation kanilang balát. May iba’t ibang uri ng balát ng
paglalarawan). hayop.
I
Evaluating Learning Ask them to choose one character in the Instructions: Draw the sun *See LAS IIdentify the animal with this skin. Choose the
story(Apat na Magkakaibigan) A AA
( ) if the information and month are correct Read the following sentences. Ask I answer in the box. AA
to color and briefly describe. ( ) if false. learners to identify the cause and the
(Refer to LE Q2, W4, D1, p20-21) ____1. The shape of the melody can be effect in each sentence.
curved, straight or horizontal. (Refer to LE Q2, W4, D2, p20)
____2. The melody of the music moves in
different directions.
____3. Melodic lines are called when the
line is always lying down.
____4. Line notation is the way that only
horizontal lines are used for increasing or
decreasing tones.
____5. It can be in the form of hills,
mountains, plains, and valleys. This
method is called melodic lines
Additional Activities for Home practice Instructions: Use the two methods to show Home practice Draw your favorite animal. Show your drawing
Application or Remediation Share the link of the video to parents for the falling and rising tones of the song. Ask learners to read the story, “Kakaiba si properties such as color, shape, and line. Do
(if applicable) home practice of retelling: Kids Planet Kara”:DeVera, R. B. (2022). Kakaiba si this on bond paper.
Filipino. (2018, June 30). Apat Na Kara.https://bloomlibrary.org/ABCPhilippin
Kaibigan - Kwentong Pambata - Mga es/ABCPhilippines-Tagalog-
kwentong pambata tagalog na may FilipinoGrade1/book/0co2k45CIt
aral - Pambatang kwento[Video]. Ask learners to choose five interesting
YouTube. https://www.youtube.co words from the story to write in their
m/watch?v=O7nrlfRo-sY notebook.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment

Teacher Teacher
G
Name of Teacher
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Naipamamala sang kakayahan sa The learners demonstrate ongoing Naipamamalasang kakayahan sa
development in decoding high frequency words mapanuringpakikinig at pagunawa sa development in decoding high frequency words mapanuringpakikinig at pagunawa sa
and content-specific vocabulary; understand napakinggan and content-specific vocabulary; understand napakinggan
express ideas; and narrate personal Inaasahang nasasabi ng mga mag-aaral express ideas; and narrate personal Inaasahang nasasabi ng mga mag-aaral
experiences with one’s school and content- ang pangunahing diwa ng tekstong binasa experiences with one’s school and content- ang pangunahing diwa ng tekstong binasa
specific topic o napakinggan, nagagamit ang mga specific topic o napakinggan, nagagamit ang mga
kaalaman sa wika, nakababasa nang kaalaman sa wika, nakababasa nang
maywastong paglilipon ng mga salita at maywastong paglilipon ng mga salita at
C.Learning Competencies RL1PWS-II-5. Sound out words Nakasusulat sa kabit-kabit na paraan na RL1PWS-II-1. Produce the sound of the Nakasusulat sa kabit-kabit na paraan na
accurately. may tamang laki at layo sa isa't isa ang letters of L1. may tamang laki at layo sa isa't isa ang
LC1. Recognize environmental print mga salita RL1PWS-II-2. Identify the letters in L1. mga salita
(symbols). RL1PWS-II-3. Isolate sounds (consonants
RL1VWK-II-1. Use vocabulary referring to and vowels) in a word (beginning and/or
self, family, school, community, and ending).
environment. RL1PWS-II-5. Sound out wordsaccurately.
RL1VWK-II-3. Read highfrequency words RL1VWK-II-2. Identify words with different
accurately for meaning. functions: naming words: words that label
RL1VWK-II-5. Write words legibly and situations.
correctly. RL1VWK-II-5. Write words legibly and
RL1CAT-II-1. Comprehend stories. correctly.
a. Note important details in stories LC. Read sentences with appropriate
(character, setting, and events). speed, accuracy, and expression.
RL1BPK-II-3. Recognize proper eye
movement skills in reading:
a. left to right
b. top to bottom
c. return sweep
RL1VWK-II-2. Identify words with different
functions: naming words.
C. words that label people, actions
D. Learning Objectives At the end of the lesson, the learners Ang mga mag-aaral ay inaasahang At the end of the lesson, the learners Ang mga mag-aaral ay inaasahang
can: makasusulat sa kabit-kabit na paraan na can: makasusulat sa kabit-kabit na paraan na
● Blend the individual sounds in the may tamang laki at layo sa isa’t isa ang ● Identify target sounds in a word may tamang laki at layo sa isa’t isa ang
word mga salita (F2PU-Ia-3.1). ● Blend the individual sounds in the mga salita (F2PU-Ia-3.1).
● Follow proper eye movement from word
left to right and top to bottom during ● Read sentences with appropriate
reading speed, accuracy, and expression.
● Recognize environmental ● Answer questions about sentences
symbols read
● Read high-frequency words ● Use new words learned in own
accurately for meaning sentences.
● Recognize the importance of being
helpful
● Relate story events to one’s
experiences
● Use vocabulary words (pertaining to
self and family) in their own
sentences
● Identify naming words (words that
label other family members, words that
label actions or chores)
E. Integration
II. CONTENT Pagsulat ng mga Salita Pagsulat ng mga Salita
When Mama is Away sa Kabit-kabit na Paraan sa Kabit-kabit na Paraan
(pagiging matulungin) Letter Ññ
RESOURCES
Activating Prior Knowledge Show picture of a bus stop. Panuto: Bigkasin nang wasto ang Game: Encourage learners to jot down the
(Refer to LE Q2, W4, T sumusunod na salita.Pantigin ang mga ito.
I letter sounds they hear, either on theirT I
D3, p6-7) Isulat ang sagot sa sagutang individual papers or on the board. Instruct
papel. them to verbalize the corresponding letters
Halimbawa: kapatid – ka-pa-tid and count the total number of sounds.
1. aparador – ___________________ (Refer to LE Q2, W4, D4, p6-7)
2. salamin – ___________________
3. prutas – ___________________ Say:“Ang pag-aaralan natin ngayong araw
Say:“Ngayong araw, magbabasa tayo ng 4. uhaw – ___________________ ay ang titik ñ–ang tunog nito, ang
kuwento at babalikan natin ang mga 5. itayo – ___________________ tamang pagsulat nito, at ang pagbasa ng
Lesson Purpose/ Intention salitang kilos na napag-aralan natin at mga salitang may titik na ito.”
gagamitin natin ito sa ating mga
pangungusap.
Discuss the unfamiliar words in the
Discuss the action words in the story learners’ L1 that they may encounter
through a game (Charades). in today’s lesson.
(Refer to LE Q2, W4, D3, p8) Examples: Malacañan,Osmeña, etc.
Before the Lesson

Reading the Key Idea Read-Aloud Panuto: Isulat sa sagutang papel kung Start the lesson with this short rap:
Conduct a read-aloud of the story. T anong kayarian ng pantig ang makikita sa
I Yo yes, yes, yo ! Yo yes, yes, yo! T I
(Retell the story in the learners’ L1) bawat salita sa itaas. (Refer to LE Q2, W4, D4, p9-12)
Kapag Wala si Mama. Halimbawa: aparador - katinig, patinig
(Refer to LE Q2, W4, D3, p9-12) 1. salamin – ___________________
2. prutas – ___________________
3. uhaw – ___________________
4. itayo – ___________________
5. paaralan – ___________________
Developing Understanding Ask the learners: Ang tamang laki at layo ng mga at salita Demonstrate the proper strokes for writing Ang tamang laki at layo ng mga at salita
of Key Idea Nahirapan ba si Tatay nang umalis si I sa isa’t isa ay mahalaga sa pagsulat sa T the target letter: Ganito natin isinusulat I sa isa’t isa ay mahalaga sa pagsulat saT
Nanay? kabit-kabit na paraan upang maging ang malaki at maliit na titik: Ñ, ñ. kabit-kabit na paraan upang maging
Bakit hindi? kaaya-aya ito sa paningin, madaling (Refer to LE Q2, W4, D4, p14-15) kaaya-aya ito sa paningin, madaling
(Refer to LE Q2, W4, D3, p14-15) basahin at unawain ng mambabasa. basahin at
Mga dapat tandaan sa pagsulat: unawain ng mambabasa.
1. Hawakan nang maayos ang lapis. Mga dapat tandaan sa pagsulat:
2. Iayos ang sulatang papel sa desk. 5. Hawakan nang maayos ang lapis.
3. Magsulat mula pakaliwa-pakanan. 6. Iayos ang sulatang papel sa desk.
4. Isulat ang mga salita nang may tamang 7. Magsulat mula pakaliwa-pakanan.
pagitan ng 8. Isulat ang mga salita nang may tamang
mga letra at nang pantay-patay sa guhit. pagitan ng
mga letra at nang pantay-patay sa guhit.
Suriin ang sumusunod na halimbawa ng
mga
pangungusap na isinulat sa kabit-kabit na
paraan.
Deepening Understanding Prepare a chart containing a list of words Suriin ang sumusunod na halimbawa ng Model fluent reading of the sentences
of Key Idea in the learners’ L1. T mga pangungusap na isinulat sa kabit- G below,following the direction -left to right,T G
(Refer to LE Q2, W4, D3, p18-19) kabit na paraan. top to bottom.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Panuto: Sipiin ang sumusunod na Ask the learners to reflect and complete these
Abstractions these statements: T salita at punan ang putol-putol na
I statements: T I
Ang natutuhan ko ngayong araw ay ang linya upang mabuo ang mga ito. Ang natutuhan ko ngayong araw ay ang
kahalagahan ng _______. letrang _____ . Ang tunog ng letrang ___
Isa sa mga salitang binasa namin ay ay____.
Ganito isulat ang maliit at malaking letrang ñ:
_____. Halimbawa ng mga mga salitang may titik ñ:
Ilan sa mga ito ay mga pangalan. ____________.
Halimbawa ng mga pangalan na may Ilan sa mga ito ay mga pangalan. Halimbawa
titik d ay _____ ng mga pangalan na may titik ñ ay _____.
IT
Halimbawa ng mga pangalan na may Ilan sa mga ito ay mga pangalan. Halimbawa
titik d ay _____ ng mga pangalan na may titik ñ ay _____.
IT
A
Evaluating Learning *See LAS Panuto: Isulat ang sumusunod na salita sa *See LAS Panuto: Basahin at isulat sa kabit-kabit na
Ask learners to fill in the blanks. A paraang kabitkabit nang apat na ulit saA
A Task 1: Write the big Ñ and the small ñ. paraan ang mga salita sa sagutang papel. A
(Refer to LE Q2, W4, D3, p20) iyong sagutang papel. Task 2: Write the letter ñ on the blank and Salita Paraang kabit-kabit
banig sahig lamig pantig kabig read the 1. mangga
sentence. Answer the questions that 2. santol
follow. 3. bayabas
(Refer to LE Q2, W4, D4, p20) 4. duhat
5. atis
Additional Activities for Home practice Home practice

Application or Remediation Ask learners to practice reading the story,
(if applicable) “When Mama is Away” Ask learners to practice reading the words,
Jackson, T. (n.d.). When mama is away phrases, and sentences
[PDF]. Bilum Books. on Primer LM Tagalog
https://www.letsreadasia.org/book/kun-
harayo-simama?bookLang=599144
298394419
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

Name of Teacher
MARY JHOEZELLE M. PUTI Learning Area Reading & Litercy 1 and PE & Health 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates understanding of locations, The learners demonstrate ongoing Demonstrates understanding of the proper
development in decoding high frequency words directions, levels, pathways and planes development in decoding high frequency words ways of taking care of the sense organs
and content-specific vocabulary; understand and content-specific vocabulary; understand
B. Performance Standards The learners use their developing word The learners use their developing word Consistently practices good health habits
knowledge in automatically recognizing sight knowledge in automatically recognizing sight and hygiene for the sense organs
express ideas; and narrate personal express ideas; and narrate personal
experiences with one’s school and content- experiences with one’s school and content-
specific topic specific topic
Performs movements accurately involving
locations, directions, levels, pathways and
planes.
C.Learning Competencies RL1PWS-II-5. Sound out words Move in: RL1PWS-II-1. Produce the sound of the Describes ways of caring for the eyes,
accurately. personal and general space letters of L1. ears, nose, hair and skin in order to avoid
LC1. Recognize environmental print forward, backward, and sideward RL1PWS-II-2. Identify the letters in L1. common childhood health conditions
(symbols). directions RL1PWS-II-3. Isolate sounds (consonants
RL1VWK-II-1. Use vocabulary referring to high, middle, and low levels and vowels) in a word (beginning and/or
self, family, school, community, and straight, curve, and zigzag pathways ending).
environment. horizontal and diagonal planes RL1PWS-II-5. Sound out wordsaccurately.
RL1VWK-II-3. Read highfrequency words RL1VWK-II-2. Identify words with different
accurately for meaning. functions: naming words: words that label
RL1VWK-II-5. Write words legibly and situations.
correctly. RL1VWK-II-5. Write words legibly and
RL1CAT-II-1. Comprehend stories. correctly.
a. Note important details in stories LC. Read sentences with appropriate
(character, setting, and events). speed, accuracy, and expression.
RL1BPK-II-3. Recognize proper eye
movement skills in reading:
a. left to right
b. top to bottom
c. return sweep
RL1VWK-II-2. Identify words with different
functions: naming words.
C. words that label people, actions
D. Learning Objectives At the end of the lesson, the learners Move in: At the end of the lesson, the learners Describes ways of caring for the eyes,
can: personal and general space can: ears, nose, hair and skin in order to avoid
● Blend the individual sounds in the forward, backward, and sideward ● Identify target sounds in a word common childhood health conditions
word directions ● Blend the individual sounds in the
● Follow proper eye movement from high, middle, and low levels word
straight, curve, and zigzag pathways
left to right and top to bottom during horizontal and diagonal planes ● Read sentences with appropriate
reading speed, accuracy, and expression.
● Recognize environmental ● Answer questions about sentences
symbols read
● Read high-frequency words ● Use new words learned in own
accurately for meaning sentences.
● Recognize the importance of being
helpful
● Relate story events to one’s
experiences
● Use vocabulary words (pertaining to
self and family) in their own
sentences
● Identify naming words (words that
label other family members, words that
label actions or chores)
E. Integration
II. CONTENT Acting in Different Motions in Different Senses
When Mama is Away Pathways and Planes (Ear and Tongue)
(pagiging matulungin) Letter Ññ
III. LEARNING Lesson Exemplar and LAS MAPEH LAS Lesson Exemplar and LAS MAPEH LAS
RESOURCES
Activating Prior Knowledge Show picture of a bus stop. Instructions: Combine the following. Write Game: Encourage learners to jot down the Instructions: Choose and write the letter of
(Refer to LE Q2, W4, T the letter of the correct answer on the I letter sounds they hear, either on theirT the correct answer. I
D3, p6-7) paper. Column A Column B individual papers or on the board. Instruct 1. Choose which of the following
1. location a. left, them to verbalize the corresponding letters sentences shows proper eye care? A.
right, rear, and count the total number of sounds. Christian looks at the rising sun.
and front (Refer to LE Q2, W4, D4, p6-7) B. Dona always rubs her eyes.
2. direction b. low, C. Richard watches television all day.
middle, and Say:“Ang pag-aaralan natin ngayong araw D. Tina wipes her eyes with a clean and
Say:“Ngayong araw, magbabasa tayo ng high ay ang titik ñ–ang tunog nito, ang soft handkerchief.
kuwento at babalikan natin ang mga tamang pagsulat nito, at ang pagbasa ng 2. Which is the right way to care for the
Lesson Purpose/ Intention salitang kilos na napag-aralan natin at 3. level c. personal mga salitang may titik na ito.” ears?
gagamitin natin ito sa ating mga and general A. Avoiding noisy places
pangungusap. B. Using a toothpick to clean the ear
Discuss the unfamiliar words in the C. Cleaning the ears three times a day
Discuss the action words in the story learners’ L1 that they may encounter D. Regular use of
through a game (Charades). in today’s lesson.
(Refer to LE Q2, W4, D3, p8) Examples: Malacañan,Osmeña, etc.
Before the Lesson

Reading the Key Idea Read-Aloud Start the lesson with this short rap:
Conduct a read-aloud of the story. T I Yo yes, yes, yo ! Yo yes, yes, yo! T
(Retell the story in the learners’ L1) (Refer to LE Q2, W4, D4, p9-12)
Kapag Wala si Mama.
Developing Understanding Ask the learners: Movement in the pathway is what we will Demonstrate the proper strokes for writing The Ear(hearing)
of Key Idea Nahirapan ba si Tatay nang umalis si I learn. Based on the song you sang, it is T the target letter: Ganito natin isinusulat I T
We have two ears. We use it as hearing.
Nanay? straight, curved, and zigzag movement. ang malaki at maliit na titik: Ñ, ñ. We hear sounds or songs with our ears.
Bakit hindi? (Refer to LE Q2, W4, D4, p14-15)
(Refer to LE Q2, W4, D3, p14-15) Look at the picture. Simulate the walk Ear Care It is important that you take care
made so that you experience the of your ears. Use a clean cloth or
movement in the pathway. handkerchief to clean it. Do not use sharp
objects to clean it.
Some Diseases Caused by Our Ears
Ear is one of the important parts of our
senses. If you don't keep it, you will have
otitis media where the cold that comes out
of your nose will come out of the ear.
The Tongue (Taste)
The tongue is a kind of sense that helps
us taste our food.
Tongue Care We can maintain a smooth
and healthy tongue through regular
brushing and flossing. Extremely hot and
extremely cold foods and drinks can affect
the tongue. Also avoid putting sharp,
sharp and hard objects in the mouth.
Some Diseases Caused by Our Tongue
Our tongue can get sick if we don't take
care of it. Some of the possible diseases
of the tongue are inflammation or glossitis,
pimples on the tongue or steam, and dry
tongue.
Deepening Understanding Prepare a chart containing a list of words A.1. Instructions: Perform the following Model fluent reading of the sentences Put a check ☑ in the blank if the sentence
of Key Idea in the learners’ L1. T action in a straight path. G below,following the direction -left to right,T expresses the correct idea and cross ( X )
(Refer to LE Q2, W4, D3, p18-19) 1. Walk straight. top to bottom. if it is incorrect.
2. Jump up and down. (Refer to LE Q2, W4, D4, p18-19)
3. Squeak with one foot. 1. The ear is a kind of sense.
2. The tongue is used so that we can see.
A.2. Instructions: Perform the following 3. We have two ears.
action on the curved pathway. 4. The tongue helps us taste food.
1. Walk the line. 5. Ears are used to hear different sounds
2. Crawl in line. around us.
3. Jump across the line alternating feet.
A.3. Instructions: Perform the following
action in a zigzag pathway.
1. Jump the line.
2. Walk the line.
3. Dribble the ball.
A.4. Instructions: Make lines like the one
below. Try to walk on the lines made.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Do the following. Be careful while Ask the learners to reflect and complete these Draw your ears and tongue. Color it. Write
I
Abstractions these statements: T performing the task. statements: T 2-3 sentences on how you can take care
Ang natutuhan ko ngayong araw ay ang I Ang natutuhan ko ngayong araw ay ang of it.
kahalagahan ng _______.
1. Do jumping jacks 5 times. letrang _____ . Ang tunog ng letrang ___
Isa sa mga salitang binasa namin ay 2. Run indoors for one minute. ay____.
3. Grind 5 times. Ganito isulat ang maliit at malaking letrang ñ:
_____. Halimbawa ng mga mga salitang may titik ñ:
Ilan sa mga ito ay mga pangalan. ____________.
Halimbawa ng mga pangalan na may - It is important to understand the Ilan sa mga ito ay mga pangalan. Halimbawa These parts of our body are mainly used
titik d ay _____ motion in the pathway so that you ng mga pangalan na may titik ñ ay _____. to see, smell, feel, hear and sense the
things around us. T
can be aware of the actions you T IA
are taking.
- It is important that you know the
planes of motion so that you can
be aware of the actions you
perform especially in daily tasks or
activities.
Evaluating Learning *See LAS A. Instructions: Write on your paper the *See LAS Write T in the blank if the sentence
Ask learners to fill in the blanks. A different moves in the pathway. A Task 1: Write the big Ñ and the small ñ. indicates proper care of our ears and A
(Refer to LE Q2, W4, D3, p20) 1. _____________ Task 2: Write the letter ñ on the blank and tongue, and M if not.
2. _____________ read the
3. _____________ sentence. Answer the questions that 1. Avoid listening to loud music.
follow. 2. Use a clean cloth or cloth to clean the
B. Instructions: Determine if the motion (Refer to LE Q2, W4, D4, p20) ear.
shown in the picture is motion in the 3. Insert sharp objects into the ear.
frontal, horizontal, and sagittal planes. 4. Avoid eating very hot and very cold
Write your answer on the answer sheet. food.
5. Eat colorful foods.
Additional Activities for Home practice Home practice

Application or Remediation Ask learners to practice reading the story,
(if applicable) “When Mama is Away” Ask learners to practice reading the words,
Jackson, T. (n.d.). When mama is away phrases, and sentences
[PDF]. Bilum Books. on Primer LM Tagalog
https://www.letsreadasia.org/book/kun-
harayo-simama?bookLang=599144
298394419
A. Instruction: Draw a picture of the

person performing the action on the
pathway: straight, curved, and zigzag.
Describe the action.
B. Tick (/) the number if the movement
is in the correct plane. Write the
answer on the answer sheet.
Cut out pictures that show nose care.

Paste it in your notebook.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

T
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates basic understanding The learners demonstrate ongoing The learners demonstrates
development in decoding high frequency words of pitch and simple melodic patterns development in decoding high frequency words understanding of using two or more kinds of
and content-specific vocabulary;understand and content-specific vocabulary;understand lines, colors and shapes through repetition and
and create simple sentences in getting and and create simple sentences in getting and contrast to create rhythm
B. Performance Standards The learners use their developing word performs with accuracy of pitch, The learners use their developing word creates a composition or design of a tricycle or
knowledge in automatically recognizing sight the simple melodic patterns through body knowledge in automatically recognizing sight jeepney that shows unity and variety of lines,
words; decode high frequency words and movements, singing or playing musical words; decode high frequency words and shapes, and colors
content-specific vocabulary and use them to instruments content-specific vocabulary and use them to
specific topics. specific topics.
C.Learning Competencies LC1. Produce the sound of the letters of L1. demonstrates the beginning, ending and LC1. Produce the sound of the letters of L1. creates designs by using two or more kinds of
LC2. Identify the letters in L1. repeats of a song with LC2. Identify the letters in L1. lines, colors, and shapes by repeating or
LC3. Isolate sounds (consonants and vowels) - movements LC3. Isolate sounds (consonants and vowels) contrasting them, to show rhythm
in a word (beginning and/or ending). - vocal sounds in a word (beginning and/or ending).
LC4. Substitute individual sounds in simple - instrumental sounds LC4. Substitute individual sounds in simple A2PL-IIf
words to make new words. words to make new words.
LC5. Sound out words accurately. LC5. Sound out words accurately.
LC1. Use vocabulary referring to self, family, MU2FO-IId-2 LC1. Use vocabulary referring to self, family,
school, community, and environment. school, community, and environment.
LC2. Identify words with different functions: LC2. Identify words with different functions:
describing words. describing words.
LC3. Read high-frequency words accurately for LC3. Read high-frequency words accurately for
meaning. meaning.
LC4. Read content-specific words (Math, LC4. Read content-specific words (Math,
SiKaP, and GMRC) accurately for meaning. SiKaP, and GMRC) accurately for meaning.
LC5. Write words legibly and correctly. LC5. Write words legibly and correctly.
LC1. Read sentences with appropriate speed, LC1. Read sentences with appropriate speed,
accuracy, and expression. accuracy, and expression.
LC2. Comprehend stories. LC2. Comprehend stories.
a. Note important details in stories (character, a. Note important details in stories (character,
setting, and events). setting, and events).
b. Sequence events in stories. b. Sequence events in stories.
c. Infer the character's feelings and traits. c. Infer the character's feelings and traits.
d. Predict possible ending. d. Predict possible ending.
e. Relate story events to one’s experience. e. Relate story events to one’s experience.
LC3. Comprehend informational text. LC3. Comprehend informational text.
a. Note significant details in informational texts a. Note significant details in informational texts
(list and describe). (list and describe).
b. Identify problem and solution. b. Identify problem and solution.
LC1. Narrate one’s personal experiences. LC1. Narrate one’s personal experiences.
D. Learning Objectives At the end of the lesson,the learners shall demonstrates the beginning, ending and At the end of the lesson,the learners shall creates designs by using two or more kinds of
be able to: repeats of a song with be able to: lines, colors, and shapes by repeating or
● Narrate a situation when you received - movements ● Identify the target sounds in the contrasting them, to show rhythm
and offered help to someone at home, - vocal sounds sequence of letters: m, a, s, i, o, e, b, u,t,
school, or community - instrumental sounds k, l, y, n, g, p, r,n, g, d, h. A2PL-IIf
● Use words related to home, school, or ● Blend target sounds to form a word
community in explaining a given situation MU2FO-IId-2 ● Spell words using target letters: m, a,s,
● Identify and produce the sound of letter i, o, e, b, u, t, k, l,y, n, g, p, r, n, g, d,h.
h ● Read high-frequency words accurately
● Identify words that begin with /h/ for meaning
● Write the big and small letter h ● Read sentences with appropriate speed,
● Identify target sounds in a word: m, a, s, accuracy, and expression.
i, o, e, b, u, t, k, l, y, n, g, p, r,ng, d, h. ● Note important details in story
● Blend target sounds to form a word read:characters, settings,and events
● Spell words using target letters: m, a,s, ● Relate story events to one's experience
i, o, e, b, u, t, k, l,y, n, g, p, r, ng, d, h. ● Infer the character's feelings and traits.
● Give examples of descriptive words ● Predict possible ending
● Make an illustration in relation to the
story
E. Integration Matulungin/Helpfulness. “Tumulong ka Matulungin/Helpfulness. “Tumulong ka para

Matulungin/Helpfulness. para sumaya ka” Matulungin/Helpfulness. sumaya ka”
“Tumulong ka para sumaya ka” “Tumulong ka para sumaya ka”
II. CONTENT Titik Hh Titik Hh
Anyo ng Musika May Contrast sa Ritmo
III. LEARNING Lesson Exemplar and LAS MUSIC MODULE pp. 1-20 Lesson Exemplar and LAS ART MODULE pp. 1-28
RESOURCES
Activating Prior Knowledge Review the letters m,s,a,i,o,e,b,u,t,k,l,y, Panudlo: Isulat sa notebook ang ulohan Review blending the target Panuto: Tingnang mabuti ang larawan sa
n,g,p,r,ng, and d by playing a game. T T sa mosunod nga mga linya gikan sa lain-I letters:m,s,a,i,o,e,b,u,t,k,l,y,n,g,p,r,ng,d,T ibaba. Pagkatapos, sagutin ang mga I
(Refer to LE Q2, W5, D1, p5-6) laing kanta. Pilia ang imong tubag gikan and h by playing a game. sumusunod na tanong sa papel.
sa kahon. (Refer to LE Q2, W5, D2, p5)
Ask students to give names of persons, Leron-Leron Sinta Tiririt ng Maya Say, “Sa araw na ito, magbabasa tayo ng
Lesson Purpose/ Intention animals, places, events, and objects that Pilipinas kong Mahal maikling kuwento.”
begin with the letter h. Ako ay May lobo
(Refer to LE Q2, W5, D1, p6) Lupang Hinirang
1. ang mamatay ng dahil sa iyo.

_____________________ Review words from yesterday as needed. 1. Ano ang makikita sa larawan?
2. Ang bayan ko’y tanging ikaw... (Refer to LE Q2, W5, D2, p6-7) 2. Anong uri ng linya ang ginagamit sa
____________________ larawan?
3. Tiririt ng maya, tiririt ng ibon. 3. Alin sa mga larawan ang hugis tatsulok?
________________________ bilog?
4. sa pagkain sana nabusog pa ako 4. Alin sa mga larawan ang nagpapakita ng
__________________ ritmo?
5. dala-dala’y buslo, sisidlan ng 5. Paano ipinakita ang ritmo sa pagkakaayos
bunga________________
____________________ larawan?
3. Tiririt ng maya, tiririt ng ibon. 3. Alin sa mga larawan ang hugis tatsulok?
Lesson Language Practice ________________________ bilog?
4. sa pagkain sana nabusog pa ako 4. Alin sa mga larawan ang nagpapakita ng
__________________ ritmo?
5. dala-dala’y buslo, sisidlan ng 5. Paano ipinakita ang ritmo sa pagkakaayos
bunga________________ ng mga puno sa larawan?
Before the Lesson

Reading the Key Idea Ask students to recall a Show the following words from the story:
T
time when they gave or received help from I holen, Homer, inilagay, bulsa, naku, butas,
T
someone at home, in school, or in the hinanap, and hardin.
community. (Refer to LE Q2, W5, D2, p7-10)
Developing Understanding Tell students that they will now practice Ang mga marka sa pag-usab ( II: :II ) gigamit Ask students to read only the four Ang ritmo ay nilikha sa pamamagitan ng pag-uulit,
of Key Idea reading words that have the /h/ sound. IG sa pagpakita sa pagbalik-balik sa usa ka bahin
T sentences of the story in the Tagalog I G T
pagkakasunud-sunod, paghahalili ng mga linya at
(Refer to LE Q2, W5, D1, p10-11) sa kanta o musika. Mahimo usab kini nga giya Primer p. 91. mga hugis
sa mga mag-aawit ug musikero kung ang bahin (Refer to LE Q2, W5, D2, p10-11) ang
gisubli
ang piyesa nga ilang giawit o gitugtog. Sa
pagsugod sa kanta, ang usa ka kamot
mahimong ipataas sa pagpangandam.
Sa pagkanta ug pagpaubos sa kamot maoy
senyales sa pagsugod sa pagkanta. Ginagawa ang contrast sa bawat oras gamit ang
madilim at mapusyaw na kulay, maliit at malalaking
hugis.
ang
Ang pula, asul, itim, kayumanggi, at berde ay ilang

halimbawa ng madilim na kulay. Habang ang pink,
dilaw, at kulay abo ay ilan sa mga mapusyaw na
kulay. Ang pagkakaiba sa ritmo ay nagagawa kapag
ang dalawang pamamaraan na ito ay masining na
pinagsama. Ito ay magagamit natin sa pagdidisenyo
ng mga bagay na ating iginuhit tulad ng mga kotse.
Deepening Understanding Tell students that they will now read Panudlo: Ang pagpatugtog og instrumento Ask for volunteers to retell the story Mga Direksyon: Sa isang piraso ng papel,
of Key Idea groups of words. T mahimo usab nga magsenyas sa G through a small role play. T gamitin ang mga hugis ng kahon upang ipakita
G
(Refer to LE Q2, W5, D1, p12-13) pagsugod ug katapusan sa usa ka kanta o (Refer to LE Q2, W5, D2, p12-13) ang rhythmic contrat:
tuno. Kantaha ang "Sumisikat Na Ang
Araw ". Uban sa imong klasmeyt, A. Isang sunod-sunod na maliliit at malalaking
pagmamugnaon sa pagsugod ug anyo
pagpatugtog sa mga instrumento nga
gihisgutan sa kanta. magmamugnaon sa
pagsugod ug pagpatugtog sa mga
instrumento nga gihisgotan sa kanta.

Sumisikat Na Ang Araw B. Sabihin nating madilim at maliwanag na
kulay
Sumisikat na ang araw
Sagisag ng bagong buhay
Tawagin na’t naghihintay
Kaya’y atin ng simulan
Nasaan na si nanay
Nasaan na si nanay
1. Narito na si nanay
Tumutugtog ng gitara
Kleng, kleng, kleng,
kleng, kleng, kleng ( 4x )
Tumutugtog ng gitara
2. Narito na si tatay
tumutugtog ng trumpeta
tot, tot, tot, tot, tot (4x)
Tumutugtog ng trumpeta.
3. Narito na si kuya
Tumutugtog ng tambol
boom, boom, boom,
boom, boom, boom (4x)
Tumutugtog ng tambol.
Pangutana:
1. Unsa ang ulohan sa kanta?
2. Unsa ang senyales sa pagsugod sa
kanta?
3. Unsang instrumento ang gitugtog ni
After the Lesson nanay?
Making Generalizations and Ask the learners to reflect and complete these Panudlo: Lingini ang II: ug :II sa Ask the learners to reflect and complete these Panuto: Suriin ang natapos na Gawain sa itaas.
Abstractions statements: T mosunod nga mga kanta. I statements: T Sa isang piraso ng papel, gumuhit ng puso I( )
Ang natutunan ko ngayong araw ay ang letrang Ang natutunan ko ngayong araw ay ang kung tapos na ang kasanayan at isang bilog ( )
_____ . Ang tunog ng letrang ___ ay____. pagbasa ng mga _____, ______, at ______ na kung hindi.
Ganito isulat ang maliit at malaking letrang h: may titik ___. Sa pagbasa, kailangan kong
Halimbawa ng mga mga salitang may titik h: tandaan ang mga sumusunod: I1. Ginagamit ang contrast sa ritmo ng
___________. Natutunan ko ring sumagot sa ilang tanong na
Ilan sa mga ito ay mga salitang naglalarawan. maaaring wala sa kwento ang sagot. Upang pagkakasunod-sunod maliit at malalaking anyo.
Ang mga salitang naglalarawan ay maaaring masagot ang mga tanong na ito, kailangan 2. Contrast ay ginagamit sa salit salit ritmo
tumukoy ng ________. kong ____________. madilim at maliwanag na kulay.
3. Naiguhit nang wasto ang mga hugis.
4. Naipapakita ang pagkakaiba sa ritmo gamit
Ang repeated ( II: :II ) gigamit sa pagpakita ang hugis at kulay ng sining na ginawa.
sa pagbalik-balik sa musika. Ang paglihok 5. Nakakaramdam ng kasiyahan sa sining na
___________. Natutunan ko ring sumagot sa ilang tanong na 1. Ginagamit ang contrast sa ritmo ng
Ilan sa mga ito ay mga salitang naglalarawan. maaaring wala sa kwento ang sagot. Upang pagkakasunod-sunod maliit at malalaking anyo.
Ang mga salitang naglalarawan ay maaaring masagot ang mga tanong na ito, kailangan 2. Contrast ay ginagamit sa salit salit ritmo
tumukoy ng ________. kong ____________. madilim at maliwanag na kulay.
3. Naiguhit nang wasto ang mga hugis.
4. Naipapakita ang pagkakaiba sa ritmo gamit
Ang repeated ( II: :II ) gigamit sa pagpakita ang hugis at kulay ng sining na ginawa.
sa pagbalik-balik sa musika. Ang paglihok 5. Nakakaramdam ng kasiyahan sa sining na
sa lawas magamit usab sa ginawa ang
ipakita ang pagsubli . Ang kanta ikatandiT
sa kinabuhi sa tawo, adunay sinugdanan
ug kataposa
IMaaari mong idisenyo ang mga hayop sa
kagubatan at ang kanilang tirahan gamit ang
iyong mga pintura o watercolor.
Evaluating Learning Fill in the blank to complete the name of Ibigay ang Evaluation Sheet sa mga bata. Read the target text independently. Ask Ibigay ang Evaluation Sheet sa mga bata.
each picture. A AA them which sentence best corresponds Ito A
* See LAS the picture in the story.
(Allot time throughout the day to evaluate
their reading.)
Additional Activities for During group reading, the teacher can go During group reading, the teacher can go Mga Tagubilin: Iguhit ang iyong paboritong
Application or Remediation around each group and check if learners around each group and check if learners kotse. Magdagdag ng disenyo na labag sa
(if applicable) are having difficulty decoding. are having difficulty decoding. ritmo.
Guide groups that need help. Guide groups that need help.
CPL-________________ CPL-________________ CPL-________________ CPL-________________
Assignment

Teacher Teacher

G
Name of Teacher
I. OBJECTIVES
and content-specific vocabulary;understand napakinggan and content-specific vocabulary;understand napakinggan
specific topics. o napakinggan, nagagamit ang mga specific topics. o napakinggan, nagagamit ang mga
C.Learning Competencies LC1. Produce the sound of the letters of L1. Nakasusulat sa kabit-kabit na paraan na LC1. Produce the sound of the letters of L1. Nakasusulat sa kabit-kabit na paraan na
LC2. Identify the letters in L1. may tamang laki at layo sa isa't isa ang LC2. Identify the letters in L1. may tamang laki at layo sa isa't isa ang
LC3. Isolate sounds (consonants and vowels) mga salita LC3. Isolate sounds (consonants and vowels) mga salita
in a word (beginning and/or ending). in a word (beginning and/or ending).
LC4. Substitute individual sounds in simple LC4. Substitute individual sounds in simple
LC5. Sound out words accurately. LC5. Sound out words accurately.
LC1. Use vocabulary referring to self, family, LC1. Use vocabulary referring to self, family,
school, community, and environment. school, community, and environment.
LC2. Identify words with different functions: LC2. Identify words with different functions:
describing words. describing words.
meaning. meaning.
D. Learning Objectives At the end of the lesson,the learners shall Ang mga mag-aaral ay inaasahang At the end of the lesson,the learners shall Ang mga mag-aaral ay inaasahang
be able to: makasusulat sa kabit-kabit na paraan na be able to: makasusulat sa kabit-kabit na paraan na
● Identify and producethe sound of letter may tamang laki at layo sa isa’t isa ang ● Collaborate with a partner to solve a may tamang laki at layo sa isa’t isa ang
w mga salita (F2PU-Ia-3.1). problem mga salita (F2PU-Ia-3.1).
● List words that begin with /w/ ● Identify target sounds in a word: m,a, s,
● Write the big and small letter w i, o, e, b, u, t, k,l, y, n, g, p, r, ng, d,h, w.
● Identify naming words from the words ● Blend target soundsto form a word
read ● Spell words using target letters: m, a,
● Identify target sounds in a word: m,a, s, s,i, o, e, b, u, t, k, l, y,n, g, p, r, ng, d, h, w.
i, o, e, b, u, t, k,l, y, n, g, p, r, ng, d,h, w. ● Read high-frequency words accurately
● Blend target sounds to form a word for meaning
● Spell words using target letters: m, a, ● Read sentences with appropriate speed
s,i, o, e, b, u, t, k, l, y,n, g, p, r, ng, d, h, w. and accuracy
● Identify descriptive words in phrases ● Read with expression according to the
read question mark in the sentence .
● Give words to describe given words ● Identify problem and solution
● Express ideas about a solution to a
problem
E. Integration
Matulungin/Helpfulness. Matulungin/Helpfulness.
“Tumulong ka para sumaya ka” “Tumulong ka para sumaya ka”
II. CONTENT Pagsulat ng mga Salita Pagsulat ng mga Salita
Titik Ww sa Kabit-kabit na Paraan Titik Ww sa Kabit-kabit na Paraan
RESOURCES
Activating Prior Knowledge Review the letters m,s,a,i,o,e,b,u,t,k,l,y,n Review the target letters:
,g,p,r,ng,d, and h by playing a game. T I m,s,a,i,o,e,b,u,t,k,l,y,n,g,p,r,ng,d , h, and
T w I
(Refer to LE Q2, W5, D3, p5) by playing a game.
(Refer to LE Q2, W5, D4, p5)
Ask students to give names of persons, Say, “Sa araw na ito,magbabasa tayo ng
animals, places, events, and objects that maikling teksto.”
Lesson Purpose/ Intention begin with the letter w.
Ask for volunteer students to show their Unfamiliar words from the game may be
outputs from yesterday in page 120 of the discussed with the help of pictures,
Tagalog Primer. examples, etc.
Before the Lesson

Reading the Key Idea Show a “Missing Animal” poster like the Start by reviewing words from the text that Kopyahin sa iyong kuwaderno ang
one below: T I will be read later: gamit, nawawala, T dalawang pamagat sa ibaba. Gawin itoIsa
(Refer to LE Q2, W5, D3, p7-10) klasrum, lapis, pambura, pisara, walis, pamamagitan ng pagsulat ng kabit-kabit
ibalik, pwesto, matapos, and gamitin. na may tamang espasyo sa pagitan ng
(Refer to LE Q2, W5, D4, p7-9) mga salita.Gawin ito sa iyong kuwaderno.
1. Ang Maalagang Ina
2. Ang Kuliling
Developing Understanding Tell students that they will now practice Naayon sa iba’t ibang guhit tulad ng mga Prepare the students in reading the text Punan ang mga patlang sa ibaba. Isulat
of Key Idea reading words that have the /w/ sound. I letrang may dalawang kurba ang pagsulat T below. Have them recall how to read a I ang mga nawawalang letra. Gawin ito T sa
(Refer to LE Q2, W5, D3, p10-12) ng mga malalaking letra ng alpabeto sentence that ends in a question mark. iyong kuwaderno. Sa aking mga
halimbawa, W, L, S, G .May iba’t ibang (Refer to LE Q2, W5, D4, p10-11) mababásang kuwento tungkol sa
istrok ang pagsulat ng maliliit na letra ng paghihinuha, ito ay maaari kong bigyan ng
alpabeto. Ilan sa mga letrang ito ay may kasagutang positibo o n _ g _ t _ b _
pailalim na kurba gaya ng e, v, x, c, o, a, na paghihinuha.
n, m, ng, ñ.
Deepening Understanding Write the following phrases and sentences Panuto: Punan ng tamang sagot ang mga Ask students if they are familiar with I. Panuto: Sagutin ang sumusunod na
of Key Idea on the board. Guide the students in T patlang upang matiyak na natutuhan moG T tanong. Isulat ang iyong sagot sa
problem and solution. Explain problem and G
reading them. ang araling ito. Isulat ang sagot sa solution through examples: sagutang papel.
(Refer to LE Q2, W5, D3, p12) sagutang papel. (Refer to LE Q2, W5, D4, p12-13) 1. Ano-ano ang dapat tandaan sa
Mga dapat tandaan sa pagsulat: pagsulat?
1. Hawakan nang _______________ ang _____________________________
lapis. 2. Bakit dapat sundin ang mga paalalang
2. Iayos ang sulatang _______________ ito?__________________________
sa desk.
3. Magsulat mula _______________.
After the Lesson
Making Generalizations and Ask the learners to reflect and complete Panuto: Sumulat ng limang bagay Ask the learners to reflect and complete these Panuto: Punan ng tamang sagot ang mga
I
Abstractions these statements: T na makikita sa inyong I statements: T patlang upang matiyak na natutuhan mo
Ang natutunan ko ngayong araw ay ang Ang natutunan ko ngayong araw ay ang ang araling ito. Isulat ang sagot sa
bahay. Isulat ang mga ito ng may pagbasa ng mga _____, ______, at ______ na sagutang papel.
ay____. tamang pagitan at may titik ___. Sa pagbasa ng may tandang Mga dapat tandaan sa pagsulat:
pare-parehong laki sa paraang pananong, kailangan kong
Ganito isulat ang maliit at malaking letrang ______________ 1. Hawakan nang _______________ ang
w: kabit-kabit sa sagutang papel. lapis.
Halimbawa ng mga mga salitang may titik 2. Iayos ang sulatang _______________
w: ____________. sa desk.
IA
T 3. Magsulat mula _______________.
1. 4. Isulat ang mga salita nang may tamang
2. ___________
ng mga letra at nang ___________ sa
3. guhit.
4.
5.
Evaluating Learning Trace the words in the first column. Panuto: Isulat ang mga salita sa paraang Read the target text independently. Ask Panuto: Basahin at isulat sa kabit-kabit na
Match the words with their A kabit-kabit sa sagutang papel. them which sentence best corresponds to paraan ang mga salita sa sagutang papel. A
corresponding pictures in the right 1.. mata I the picture in the story. Salita Paraang kabit-kabit
column. 2. ilong (Allot time throughout the day to evaluate 1. bata
* See LAS 3. bibig their reading.) 2. nanay
4. buhok 3. laro
4. apat
5. bunga
Additional Activities for During group reading, the teacher can go During group reading, the teacher can go
Application or Remediation around each group and check if learners around each group and check if learners
(if applicable) are having difficulty decoding. are having difficulty decoding.
CPL-________________ CPL-________________ CPL-________________ CPL-________________
Assignment
Teacher Teacher

Name of Teacher
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates understanding of The learners demonstrate ongoing Demonstrates understanding of
development in decoding high frequency words locations, directions, levels, development in decoding high frequency words
and content-specific vocabulary;understand and content-specific vocabulary;understand body shapes and body actions in
and create simple sentences in getting and and create simple sentences in getting and preparation for various movement
expressing meaning about one’s school and expressing meaning about one’s school and activities
B. Performance Standards The learners use their developing word The learner performs movements The learners use their developing word consistently practices good
knowledge in automatically recognizing sight accurately involving locations, directions, knowledge in automatically recognizing sight health habits and hygiene
words; decode high frequency words and levels, words; decode high frequency words and for the sense organs
C.Learning Competencies LC1. Produce the sound of the letters of L1. 2. Moves in: LC1. Produce the sound of the letters of L1. describes ways of caring for the
LC2. Identify the letters in L1. ⮚ personal and general LC2. Identify the letters in L1. mouth/teeth
LC3. Isolate sounds (consonants and vowels) space LC3. Isolate sounds (consonants and vowels)
in a word (beginning and/or ending). ⮚ forward, backward, and in a word (beginning and/or ending). H2PH-IIfh-7
LC4. Substitute individual sounds in simple sideward directions LC4. Substitute individual sounds in simple
LC5. Sound out words accurately. ⮚ high, middle, and low LC5. Sound out words accurately.
LC1. Use vocabulary referring to self, family, levels LC1. Use vocabulary referring to self, family,
school, community, and environment. ⮚ straight, curve, and school, community, and environment.
LC2. Identify words with different functions: zigzag pathways LC2. Identify words with different functions:
describing words. diagonal and horizontal planes describing words.
meaning. PE2BM-IIc-h-18 meaning.
D. Learning Objectives At the end of the lesson,the learners shall 2. Moves in: At the end of the lesson,the learners shall describes ways of caring for the
be able to: ⮚ personal and general be able to: mouth/teeth
● Identify and producethe sound of letter space ● Collaborate with a partner to solve a
w ⮚ forward, backward, and problem H2PH-IIfh-7
● List words that begin with /w/ sideward directions ● Identify target sounds in a word: m,a, s,
● Write the big and small letter w ⮚ high, middle, and low i, o, e, b, u, t, k,l, y, n, g, p, r, ng, d,h, w.
● Identify naming words from the words levels ● Blend target soundsto form a word
read ⮚ straight, curve, and ● Spell words using target letters: m, a,
● Identify target sounds in a word: m,a, s, zigzag pathways s,i, o, e, b, u, t, k, l, y,n, g, p, r, ng, d, h, w.
i, o, e, b, u, t, k,l, y, n, g, p, r, ng, d,h, w. diagonal and horizontal planes ● Read high-frequency words accurately
● Blend target sounds to form a word for meaning
● Spell words using target letters: m, a, PE2BM-IIc-h-18 ● Read sentences with appropriate speed
s,i, o, e, b, u, t, k, l, y,n, g, p, r, ng, d, h, w. and accuracy
● Identify descriptive words in phrases ● Read with expression according to the
read question mark in the sentence .
● Give words to describe given words ● Identify problem and solution
● Express ideas about a solution to a
problem
E. Integration Matulungin/Helpfulness. “Tumulong ka

Matulungin/Helpfulness. Matulungin/Helpfulness. “Tumulong ka Matulungin/Helpfulness. para sumaya ka”
“Tumulong ka para sumaya ka” para sumaya ka” “Tumulong ka para sumaya ka”
II. CONTENT Galaw sa Lebel (Level)
Pangangalaga sa Bibig
at sa Ngipin
Titik Ww Titik Ww
III. LEARNING Lesson Exemplar and LAS PE MODULE pp. 1-20 Lesson Exemplar and LAS HEALTH MODULE pp.1-24
RESOURCES
Activating Prior Knowledge Review the letters m,s,a,i,o,e,b,u,t,k,l,y,n Panuto: Isulat ang iyong sagot sa papel. Review the target letters: Panuto: Piliin at isulat ang titik ng tamang
,g,p,r,ng,d, and h by playing a game. T I m,s,a,i,o,e,b,u,t,k,l,y,n,g,p,r,ng,d , h, and
T w sagot. I
(Refer to LE Q2, W5, D3, p5) Ang direksyon ng paggalaw ay maaaring: by playing a game.
1. Piliin kung alin sa mga sumusunod na
pangungusap ang nagpapakita ng
wastong pangangalaga sa mata?
A. Pinagmamasdan ni Christian ang
Ask students to give names of persons, Say, “Sa araw na ito,magbabasa tayo ng pagsikat ng araw.
animals, places, events, and objects that maikling teksto.” B. Laging nakapikit si Dona.
Lesson Purpose/ Intention begin with the letter w. C. Si Richard ay nanonood ng telebisyon
(Refer to LE Q2, W5, D3, p6) buong araw.
D. Pinunasan ni Tina ang kanyang mga
mata ng malinis at malambot na panyo.
Ask for volunteer students to show their Unfamiliar words from the game may be
outputs from yesterday in page 120 of the discussed with the help of pictures, 2. Ano ang tamang paraan ng
Tagalog Primer. examples, etc. pangangalaga sa tainga?
(Refer to LE Q2, W5, D3, p6-7) A. Iwasan ang maingay na lugar
B. Gumamit ng toothpick sa paglilinis ng
tainga
C. Paglilinis ng tainga ng tatlong beses a
ARAW
(Refer to LE Q2, W5, D3, p6-7) A. Iwasan ang maingay na lugar
B. Gumamit ng toothpick sa paglilinis ng
Lesson Language Practice tainga
C. Paglilinis ng tainga ng tatlong beses a
ARAW
D. Madalas na paggamit ng earphones sa
pakikinig ng musika
Before the Lesson

Reading the Key Idea Show a “Missing Animal” poster like the Start by reviewing words from the text that
one below: T I will be read later: gamit, nawawala, T
(Refer to LE Q2, W5, D3, p7-10) klasrum, lapis, pambura, pisara, walis,
ibalik, pwesto, matapos, and gamitin.
Developing Understanding Tell students that they will now practice Sa kanta nga giawit, ang kalihukan Prepare the students in reading the text Ang mga sumusunod ay ang mga tamang
of Key Idea reading words that have the /w/ sound. I gihisgutan sumala sa lebel. Kini mao angT below. Have them recall how to read a I paraan upang maiwasan ang mga sakitTsa
(Refer to LE Q2, W5, D3, p10-12) ubos, tunga-tunga, ug taas nga lebel. sentence that ends in a question mark. bibig at ngipin:
Atong hisgutan kung unsaon paglihok sa (Refer to LE Q2, W5, D4, p10-11)  Magsipilyo ng iyong ngipin dalawang
ubos nga lebel, tunga-tunga ug taas nga beses sa isang araw. Gawin ito
lebel. pagkatapos ng almusal at bago matulog.
Mahimo nimong i-simulate sila aron  Iwasang kumain ng matatamis.
masinati nimo ang paglihok sa lebel.  Kumain ng prutas at gulay upang
Ang ubos nga lebel nga paglihok mao ang mapanatiling malusog ang iyong bibig at
paglihok nga ang lawas duol sa salog. ngipin.
Ania ang mga pananglitan.  Maaaring magmumog ng tubig na may
asin upang maiwasan ang pagtira ng
mikrobyo sa bibig.
 Gumamit ng dental floss upang alisin
ang dumi sa pagitan ng mga ngipin na
hindi natatanggal ng toothbrush.
 Bumisita sa dentista dalawang beses
sa isang taon.
 Sipilyo rin ng marahan ang dila para
malayo ang bacteria.
Deepening Understanding Write the following phrases and sentences Panuto: Gawin ang sumusunod na Ask students if they are familiar with Panuto: Basahin ang mga sumusunod na
of Key Idea on the board. Guide the students in T gawain. Mag-ingat ka. G problem and solution. Explain problem and
T pangungusap. Gumuhit ng masayang
reading them. solution through examples: mukha kung ito ay nagpapahayag ng
(Refer to LE Q2, W5, D3, p12) 1. Humiga sa sahig. (Refer to LE Q2, W5, D4, p12-13) wastong pangangalaga sa bibig o ngipin
2. Bumangon at lumakad papunta sa at isang malungkot na mukha kung hindi.
pintuan.
3. Tumalon ng 3 beses.
ang ____1. Magsipilyo ng iyong ngipin
pagkatapos kumain.
_____2. Kumain ng kendi at tsokolate
araw-araw.
_____3. Bisitahin ang dentista kung ikaw
ay may sakit.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete Panuto: Magtala ng iba pang Ask the learners to reflect and complete these Panuto: Lagyan ng tsek (/) ang tamang
Abstractions these statements: T aktibidad o aksyon sa mababangII statements: T palatandaan ng malusog na bibig at I
Ang natutunan ko ngayong araw ay ang Ang natutunan ko ngayong araw ay ang ngipin, at ekis (X) ang mali.
antas, gitnang antas, at mataas na pagbasa ng mga _____, ______, at ______ na
ay____. antas.. Kopyahin ang talahanayan may titik ___. Sa pagbasa ng may tandang
sa ibaba. pananong, kailangan kong
Ganito isulat ang maliit at malaking letrang ______________ _____1. Mabahong hininga
w: _____2. Magandang lasa
Halimbawa ng mga mga salitang may titik _____3. Hirap magsalita
w: ____________. Mahalagang matutunan ang _____4. Sakit ng ngipin
_____5. Malinis na ngipin
direksyon ng paggalaw upang T IA
maging pamilyar ka sa iba't ibang
direksyon na magagamit mo sa Mahalagang pangalagaan ang iyong bibig
paggalaw na ginagawa sa pang- at ngipin. Kung aalagaan mong mabuti
araw-araw na gawain. ang iyong bibig at ngipin, maiiwasan mo
ang mga sakit tulad ng pagkabulok ng T
ngipin at magiging masaya at masigla ang
iyong ngiti. Magagawa mo ring mag-aral
ng mabuti, tumulong sa takdang-aralin at
maglaro nang walang sakit.
Evaluating Learning Trace the words in the first column. Ibigay ang Evaluation Sheet sa mga bata. Read the target text independently. Ask Ibigay ang Evaluation Sheet sa mga bata.
Match the words with their A A them which sentence best corresponds to A
corresponding pictures in the right the picture in the story.
column. (Allot time throughout the day to evaluate
* See LAS their reading.)
Additional Activities for During group reading, the teacher can go During group reading, the teacher can go
Application or Remediation around each group and check if learners around each group and check if learners
(if applicable) are having difficulty decoding. are having difficulty decoding.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

T
Teaching Dates & Time NOVEMBER 04, 2024 (Monday) 2:10-3:30 NOVEMBER 05, 2024 (Tuesday) 2:10-3:30
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates understanding of the The learners demonstrate ongoing Demonstrates understanding of using two or
development in decoding high frequency words basic concepts of musical form development in decoding high frequency words more kinds of lines, colors and shapes through
and content-specific vocabulary; understand and content-specific vocabulary; understand repetition and contrast to create
and create simple sentences in getting and and create simple sentences in getting and rhythm
B. Performance Standards The learners use their developing word Performs a song, chosen The learners use their developing word Creates composition design of a tricycle or
knowledge in automatically recognizing sight from among the previously learned songs knowledge in automatically recognizing sight jeepney that shows unity and variety of lines,
words; decode high frequency words and that shows the basic concepts of musical words; decode high frequency words and shapes, and
content-specific vocabulary and use them to lines, beginnings, endings and repeats content-specific vocabulary and use them to colors
express ideas; and narrate personal through body movement, vocal sounds, express ideas; and narrate personal
specific topics. and instrumental sounds specific topics.
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters Identifies musical lines as RL1PWS-II-1. Produce the sound of the letters Creates designs by using two or more kinds of
of L1. similar of L1. lines, colors, and shapes by repeating or
RL1PWS-II-2. Identify the letters in L1. dissimilar RL1PWS-II-2. Identify the letters in L1. contrasting them, to show rhythm
RL1PWS-II-3. Isolate sounds (consonants and RL1PWS-II-3. Isolate sounds (consonants and
RL1PWS-II-5. Sound out words accurately. RL1PWS-II-5. Sound out words accurately.
RL1VWK-II-1. Use vocabulary referring to self, RL1VWK-II-1. Use vocabulary referring to self,
family, school, community, and environment. family, school, community, and environment.
RL1VWK-II-3. Read high-frequency words RL1VWK-II-3. Read high-frequency words
accurately for meaning. accurately for meaning.
RL1VWK-II-4. Read content-specific words RL1VWK-II-4. Read content-specific words
(Math, SiKaP, and GMRC) accurately for (Math, SiKaP, and GMRC) accurately for
D. Learning Objectives meaning.
At the end of the lesson, the learners can: Identifies musical lines as meaning.
At the end of the lesson, the learners can: Creates designs by using two or more kinds of
• Identify and produce the sound of letter c similar ● Identify target sounds in a word: m, a, s, lines, colors, and shapes by repeating or
• Identify words that begin with /k/ dissimilar i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w, contrasting them, to show rhythm
• Write the big and small letter Cc and c.
• Identify target sounds in a word: m, a, s, ● Blend target sounds to form a word: m,
i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w, a, s, i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d,
and c. h, w, and c.
• Blend target sounds to form a word: m, ● Read high-frequency words accurately
a, s, i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d, for meaning
h, w, and c. ● Read sentences with appropriate speed,
• Follow proper eye movement from left to accuracy, and expression.
right and top to bottom during reading ● Note important details in story read:
characters, settings, and events
● Sequence events in the story.
● Relate story events to one's experience
● Follow proper eye movement from left to
right and top to bottom during reading
E. Integration GMRC Anchor for the week: GMRC Anchor for the week: Madasalin GMRC Anchor for the week: GMRC Anchor for the week: Madasalin
Madasalin (Prayerful); Frequently (Prayerful); Frequently Talking to God thru Madasalin (Prayerful); Frequently (Prayerful); Frequently Talking to God thru
Talking to God thru prayer; prayer; Madalas na pakikipag-usap sa Talking to God thru prayer; prayer; Madalas na pakikipag-usap sa Diyos sa
Diyos sa pamamagitan ng dasal pamamagitan ng dasal
Madalas na pakikipag-usap sa Madalas na pakikipag-usap sa
Diyos sa pamamagitan ng dasal Diyos sa pamamagitan ng dasal
II. CONTENT Cc Cc
Similar and Dissimilar Music Rhythm in Repetition and Contra
III. LEARNING Lesson Exemplar and LAS MLEC Lesson Exemplar and LAS MLEC
RESOURCES MGBOW MGBOW
Activating Prior Knowledge Alphabet ball (Review) Study the song “My Guardian Angel.” Ask learners to recall the letter discussed See the picture.
Refer to LE, Q2, W5, D1, p3-4 T T I previously - to give the name and sound TT of I
the letter.
Refer to LE, Q2, W5, D2, p3-4
present this in a discovery
Lesson Purpose/ Intention approach.
Refer to LE, Q2, W5, D1, p4 Say, “Sa araw na ito, magbabasa tayo ng What shapes does the picture show?
mga pangungusap. Gagamitin natin ang
mga letrang atin nang natutunan upang
basahin ang mga pangungusap.”
Discuss the unfamiliar
words in the learners’ L1 You will notice that there are lines of music Discuss the unfamiliar
that they may encounter in that are similar and there are also some words in the text to be
Lesson Language Practice today’s lesson that are different or dissimilar. Can you read
identify them?
Before the Lesson

Reading the Key Idea Group Activity Word Reading
Divide the class into groups of three or T I Model proper reading of the following T
four learners. words. After this, guide the pupils to read:
Refer to LE, Q2, W5, D1, p4-6 Refer to LE, Q2, W5, D2, p4-5
Developing Understanding Show pictures of things/objects that begin Now you can identify similar and dissimilar Phrase Reading Example of Repetitive Rhythm
of Key Idea IG music lines.
with letter Cc (Refer to Primer LM Tagalog T I G
This time, model fluent reading of the first T
p. 127 - Carlo, Carol, carrot) two to three phrases below.
Refer to LE, Q2, W6, D1, p6-8 Use the shapes below to identify which musical Guide students to read the remaining
lines are similar and which are dissimilar. Draw phrases.
the answer in the blank. Do this on your answer
sheet. Refer to LE, Q2, W6, D2, p6-7
It can be seen in the design of the tiles that the color

and lines used are repeated.
The shape of the sunflower petal is repeated, so is

its color. Even the leaf repeats the line.
The design used to make this handkerchief is

repeated, even its color.
Everything around us has a design. This design
consists of lines, shapes, and colors. Its colors, lines
and shapes can be repeated or alternated to reflect
the rhythm of the art.
Deepening Understanding Demonstrate the proper strokes for writing Using the piece above, create a simple Sentence Reading Determine whether the rhythm shown in each
of Key Idea the target letter: Ganito natin isinusulatTT movement to show the musical line thatG is Model fluent reading of the sentences T picture is repetitive or alternating. G
ang malaki at maliit na titik: C, c. similar and dissimilar. With the help of your below, then guide students to read the
Refer to LE, Q2, W6, D1, p8-9 housemate, check the column that sentences.
corresponds to your ability to perform the Refer to LE, Q2, W6, D2, p8-9
action or movement.
After the Lesson

Making Generalizations and Ask the learners to reflect and complete these Identify lines that are similar and Ask the learners to complete this sentence: Think of your favorite fruit. Draw it in your
Abstractions statements: T dissimilar. Use the Letter A, B, or C below.
I Ngayong araw, ang natutunan ko ay T notebook 10 times. Paint only one color I
Do this on your answer sheet ___________.
Ang natutunan ko ngayong araw ay ang letrang
_____ .Ang tunog ng letrang ___ ay____. Ask the following questions:Alin sa ating mga
binasa ng hindi malinaw sa inyo? Saan kayo IRemember:
Ganito isulat ang maliit at malaking letrang Cc: banda nahirapan? Ano ang gawaing madali?
Remember: Ano ang gawaing ikinatuwa ninyo? Everything around us has a design. This design
Halimbawa ng mga mga salitang may letrang There are lines of music that are similar consists of lines, shapes, and colors. Its colors,
C: ____________. and there are also lines that are different lines and shapes can be repeated or alternated T
or dissimilar. to reflect the rhythm of the art.
Evaluating Learning Task: Write the big C and the small Using the piece “Rose,” write the letter STif Task: Write the letter C on the blank and Identify the type of rhythm that the picture has.
A
c.*See LAS A the musical lines are similar, and the letter
AA read the sentence. Answer the questions I Do this in a notebook.
D if they are not. Do this on your answer that follow.
sheet. Refer to LE, Q2, W6, D2, p10-11 I
Ask learners to answer Primer LM
Tagalog pages128.
Additional Activities for Ask learners to read and answer Primer Identify the lines that are similar and Create a design that shows the rhythm of
Application or Remediation LM Tagalog pages 127 and 129 for more dissimilar to the song "Pretty Dove" below. repetition and alternation. Do this on short bond
(if applicable) practice of skills Put a smiley face in each field if the lines paper.
are similar and a sad face if they are not.
Do this on your answer sheet.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

Rhythm in Repetition and Contrast Design
G
Name of Teacher
Teaching Dates & Time NOVEMBER 06, 2024 (Wednesday) 8:00-9:20 NOVEMBER 07, 2024 (Thursday) 8:00-9:20
I. OBJECTIVES
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters Nailalarawan ang mga elemento (tauhan, RL1PWS-II-1. Produce the sound of the letters Nailalarawan ang mga elemento (tauhan,
of L1. tagpuan, banghay) at bahagi at ng of L1. tagpuan, banghay) at bahagi at ng
RL1PWS-II-2. Identify the letters in L1. kuwento (panimula kasukdulan RL1PWS-II-2. Identify the letters in L1. kuwento (panimula kasukdulan
RL1PWS-II-3. Isolate sounds (consonants and katapusan/kalakasan) RL1PWS-II-3. Isolate sounds (consonants and katapusan/kalakasan)
meaning. meaning.
RL1CAT-III-1. Read sentences with appropriate RL1CAT-III-1. Read sentences with appropriate
speed, accuracy, and expression. speed, accuracy, and expression.
D. Learning Objectives At the end of the lesson, the learners can: Makapagpapahayag ng sarili mog ideya, At the end of the lesson, the learners can: Makapagpapahayag ng sarili mog ideya,
• Identify and produce the sound of letter j damdamin, at reaksiyon tungkol sa ● Identify target sounds in a word: m, a, s, damdamin, at reaksiyon tungkol sa
• Identify words that begin with /j/ napakinggan o nabasang kuwento, i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w, napakinggan o nabasang kuwento,
• Write the big and small letter Jj alamat, tugma, tula, at tekstong pang- c, and j. alamat, tugma, tula, at tekstong pang-
• Identify target sounds in a word: m, a, s, impormasyon ● Blend target sounds to form a word: m, impormasyon
c, and j. h, w, c, and j.
h, w, c, and j. ● Read sentences with appropriate speed,
• Spell words using target letters: m, a, s, i, accuracy, and expression.
o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w, c, ● Note important details in story read:
and j. characters, settings, and events
• Follow proper eye movement from left to ● Sequence events in the story.
right and top to bottom during reading. ● Relate story events to one's experience
E. Integration GMRC Anchor for the week: GMRC Anchor for the week:
Madasalin (Prayerful); Frequently Madasalin (Prayerful); Frequently
Talking to God thru prayer; Talking to God thru prayer;
Madalas na pakikipag-usap sa Madalas na pakikipag-usap sa
Diyos sa pamamagitan ng dasal Diyos sa pamamagitan ng dasal
II. CONTENT Mga Elemento at Bahagi Mga Elemento at Bahagi

Jj ng Maikling Kuwento Jj ng Maikling Kuwento
RESOURCES
Activating Prior Knowledge Scavenger hunt (Review) Panuto: Basahin at unawain ang kasunod na Ask learners to recall the letter discussed
Refer to LE, Q2, W6, D3, p3-4 T sitwasyon. I previously - to give the name and sound
T of I
Tukuyin ang susunod na maaaring mangyari the letter.
gamit ang mga pahiwatig sa bawat bilang. Piliin Refer to LE, Q2, W6, D4, p3-4
at isulat ang titik ng tamang sagot sa sagutang
papel.
1. Maaga pa lang ay gising na si Mang Pablo.
Say, “Ang pag-aaralan natin ngayong Dala-dala niya ang pala at punlang okra. Say, “Sa araw na ito, magbabasa tayo ng
araw ay ang titik Jj–ang tunog, ang Pupunta siya sa bukid. mga pangungusap. Gagamitin natin ang
Lesson Purpose/ Intention tamang pagsulat nito, at ang pagbasa ng a. Baka magtatanim siya. mga letrang atin nang natutunan upang
mga salitang may titik na ito.” b. Baka mangingisda siya. basahin ang mga pangungusap.”
c. Baka maliligo siya.
d. Baka aani siya.
Discuss the unfamiliar words in the 2. Mahusay sa pagguhit si CJ. Siya ang Discuss the unfamiliar words in the text to
learners’ L1 that they may encounter in napiling sumali sa patimpalak. Alam ng guro be
mo na kaya niya itong gawin.
today’s lesson a. Siguro maiinis siya. read
b. Siguro magtatago siya.
Lesson Language Practice c. Siguro hindi na lang sasali.
d. Siguro ay ipakikita ni CJ ang galing niya sa
pagguhit.
3. Araw-araw ay kumakain si Danzel ng mga
gulay at prutas. Maaga rin siyang natutulog.
Bilin ito ng magulang niya sa kaniya.
a. Marahil ay para maging masaya siya.
b. Marahil ay para lumakas at lumusog siya.
c. Marahil ay para matulog siya maghapon.
d. Marahil ay para manghina ang katawan.
4. Bago matulog ay gumagawa muna ng
takdang aralin si Clara. Hindi rin siya mahilig sa
gadgets. Kaya natutuwa ang kaniyang
magulang.
a. Tila aantukin siya sa loob ng klase.
b. Tila tataas ang kaniyang mga marka sa
klase.
c. Tila magkakaroon siya ng gantimpala.
d. Tila malulungkot ang kaniyang magulang.
5. Sobra ang hilig ni Jomar sa mga junk food at
juice. Madalang siyang kumain ng kanin.
a. Baka magkasakit siya.
b. Baka mabusog siya.
c. Baka lumusog siya.
d. Baka lumakas siya.
Before the Lesson
Reading the Key Idea Riddle Panuto: Basahin at unawain ang kasunod Word Reading Panuto: Basahin ang kasunod na maikling
Read the riddle below and ask learners T
to na maikling kuwento. I Model proper reading of the following T kuwento at sagutin ang sumusunod na I
guess it words. After this, guide the pupils to tanong. Isulat ang sagot sa sagutang
Refer to LE, Q2, W6, D3, p4-6 Refer to LE, Q2, W6, D4, p4-5 papel.
Nagkakaisa Kami
Magandang Balita ni Arceli Velasquez-Balmeo
ni Arceli V. Balmeo
Mga Tanong:
1. Ano ang masasabi mo sa mga tao sa
Barangay Pag-asa?
Panuto: Basahin at sagutin ang 2. Ilarawan ang kanilang kapitan?
sumusunod na mga tanong. Isulat ang 3. Anong suliranin ang nabasa kuwento?
sagot sa sagutang papel. 4. Ilarawan ang Barangay Pag-asa?
1. Sino ang pangunahing tauhan sa 5. Anong katangian mayroon si Mang
kuwento? Nestor?
2. Paano nagsimula ang kanilang
suliranin?
3. Ano ang katangian ng mga
manggagawa ni Mang Pedring?
4. Ano ang naramdaman nila ng
manalanta ang bagyo?
5. Ilarawan ang naging damdamin ng mga
tauhan sa wakas ng kuwento?
Developing Understanding Show pictures of things/objects that begin Ang maikling kuwento ay isang anyo ng Phrase Reading Tulad nang nabanggit na, ang maikling
of Key Idea I
with letter Jj (Refer to Primer LM Tagalog panitikan na may layuning magsalaysayT I
This time, model fluent reading of the first kuwento ay isang anyo ng panitikan naT
p. 130 - juice, jam, jug, Jen, jelly) ng mga pangyayari sa buhay ng two to three phrases below. may layuning magsalaysay ng mga
Refer to LE, Q2, W6, D3, p6-8 pangunahing tauhan. Ito ay may mga Guide students to read the remaining pangyayari sa buhay ng pangunahing
elemento at bahagi na nakatutulong phrases. tauhan. Ito ay may mga elemento at
upang makapag-iwan ito ng isang Refer to LE, Q2, W6, D4, p6-7 bahagi na nakatutulong upang makapag-
mensahe o kakintalan sa isip ng iwan ito ng isang mensahe o kakintalan sa
mambabasa. isip ng mambabasa.
Narito ang mga elemento ng maikling
kuwento.
1. Tauhan- Ito ay tumutukoy sa
nagsisiganap sa maikling kuwento.
2. Tagpuan- Ito ay tumutukoy kung anong
panahon/oras, at saan naganap ang
maikling kuwento.
3. Banghay-Ito ay tumutukoy sa
pagkakasunod-sunod ng mga pangyayari
sa maikling kuwento.
4. Kaisipan- Ito ang mensahe o ang
kakintalang maiiwan sa isip ng
mambabasa.
5. Wakas- Ito ay tumutukoy kung paano
nagwakas o natapos ang maikling
kuwento.
Narito naman ang ilang bahagi ang
maikling kuwento:
1. Panimula - Dito kadalasang pinapakilala
na ang mga tauhan ng maikling kuwento.
2. Kasukdulan – Dito na makakamtan ng
pangunahing tauhan ang katuparan o
kabiguan ng kaniyang ipinaglalaban o
suliranin.
3. Kakalasan – Dito na mabibigyan ng
solusyon, mabuti man o masama ang
suliranin ng pangunahing tauhan.
4. Wakas- Ito ang resolusyon o ang
kahihinatnan ng maikling kuwento.
Deepening Understanding Demonstrate the proper strokes for writing Panuto: Basahin at unawain ang maikling Sentence Reading
of Key Idea the target letter: Ganito natin isinusulatT kuwento. G Model fluent reading of the sentences T G
ang malaki at maliit na titik: J, j. Pagkatapos, sagutin ang kasunod na mga below, then guide students to read the
Refer to LE, Q2, W6, D3, p8-9 katanungan. Isulat ang sagot sa sagutang sentences.
papel. Refer to LE, Q2, W6, D4, p8-9
Matibay Nga!
ni Arceli V. Balmeo
Mga Tanong:
1. Anong katangian ang ipinakita ng
tindera?
2. Ano ang naging suliranin ng
pangunahing tauhan?
3. Paano ipinahayag nina Laarni at Nancy
ang kanilang damdamin?
4. Ilarawan ang panahon sa kuwento?
5. Paano nagwakas ang kuwento?
After the Lesson
Making Generalizations and Ask the learners to reflect and complete these Panuto: Basahin at sagutin ang Ask the learners to complete this sentence: Panuto: Basahing muli ang kuwento.
Abstractions statements: T sumusunod na mga tanong. Isulat ang I
Ngayong araw, ang natutunan ko ay I at
TT Pagkatapos, Ilagay ang letrang B, C, D, E, F,
titik ng tamang sagot sa sagutang ___________. G batay sa tamang pangkakasunod-sunod ng
Ang natutunan ko ngayong araw ay ang letrang mga pangyayari. Nilagyan ko na ng letra ang
_____ .Ang tunog ng letrang ___ ay____. papel iayos ang mga pangyayari ayon Ask the following questions:Alin sa ating mga una at huling pangyayari. Isulat ang iyong
sa kuwento sa pamamagitan ng binasa ng hindi malinaw sa inyo? Saan kayo sagot sa iyong sagutang papel.
Ganito isulat ang maliit at malaking letrang Jj: paglalagay ng pang-uring una, banda nahirapan? Ano ang gawaing madali? ____ 1. Ang Bunsong Langgam ay unti-unting
Ano ang gawaing ikinatuwa ninyo?
ikalawa, ikatlo, o ikaapat. Isulat ang humiwalay sa pila.
Halimbawa ng mga mga salitang may letrang J: sagot sa sagutang papel. ____ 2. Dali-dali siyang umalis upang ito’y
____________. hanapin, hanggang sa siya’y mapadako sa
kanal.
_________1. IT
A ____ 3. Pagtingin niya sa ibaba ay nakita
Pagkakain ay naisipan nilang niyang nakalutang sa tubig ang kaniyang
mamasyal sa plasa. bunsong anak.
_________2. Dahil dumidilim na ang ____ 4. Nawalan ng panimbang ang Bunsong
kalangitan kaya naisipan na nilang Langgam kaya tuloy-tuloy itong nahulog sa
kanal.
umuwi. ____ 5. Gayunpaman, ay iniligtas pa rin ng
_________3. Unang linggo na walang Amang Langgam ang kaniyang anak na si
pasok ay masayang nagkita-kita ang Bunsong Langgam.
magkakaibigang Michael, Eunice, ____ 6. Ang mag-anak na langgam ay abala sa
Maribel, at Cris. paghahakot ng pagkain at hinahakot nila ito
_________4. May kani-kaniya silang papunta sa kanilang lungga.
____ 7. Bulong ni Amang Langgam na,
dalang pagkain tulad ng mangga, “palaging mag-ingat para hindi mapahamak”
pastillas, turon, at buko juice. ____ 8. Mayamaya ay nakakita siya ng isang
kendi na malapit na malapit sa kanal na
ipinagbabawal na puntahan ng kaniyang ama.
Evaluating Learning Task1: Write the big J and the small j. Panuto: Basahin at iayos ang mga pangyayari Task: Write the letter J on the blank and Panuto: Isulat kung ang pangyayari sa
A ayon sa kuwento sa pamamagitan ng A read the sentence. Answer the questions kuwento ay una, ikalawa, o ikatlong AA
paglalagay ng pang-uring una, ikalawa, ikatlo, o that follow. pangyayari. Isulat ang sagot sa sagutang
Task 2: Basahin ang sumusunod na I
ikaapat. Isulat ang sagot sa sagutang papel.
pangungusap. Iguhit ito sa loob ng Refer to LE, Q2, W6, D4, p10-11 papel.
Ang Pagtulong
kahon at kulayan. _________ 1. Ganito ngayon ang ginagawang
Ang jacket ni Jen pagbibigay ng pagkain upang maiwasan ang
*See LAS mahawa sa sakit na COVID-19.
_________ 2. Sa huli ay masaya ang lahat sa
nangyari.
_________ 3. Araw ng Lunes. Ito ang araw
namagpapamahagi ng pagkain sina mayor sa
aming barangay.
_________ 4. Maglalabas ng upuan at doon
ilalagay ang pagkaing bigas, manok, at mga
gulay.
Additional Activities for Ask learners to read and answer Primer

Application or Remediation LM Tagalog pages 130 to 132 for more
(if applicable) practice of skills
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

Name of Teacher
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Demonstrates understanding of locations, The learners demonstrate ongoing Demonstrates understanding of the proper
development in decoding high frequency words directions, levels, pathways and planes development in decoding high frequency words ways of taking care of the sense organs
B. Performance Standards The learners use their developing word Performs movements accurately involving The learners use their developing word Consistently practices good health habits
knowledge in automatically recognizing sight locations, directions, levels, pathways and knowledge in automatically recognizing sight and hygiene for the sense organs
words; decode high frequency words and planes. words; decode high frequency words and
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters Engages in fun and enjoyable physical RL1PWS-II-1. Produce the sound of the letters Describes ways of
of L1. activities of L1. caring for the mouth/teeth
RL1PWS-II-2. Identify the letters in L1. RL1PWS-II-2. Identify the letters in L1.
RL1PWS-II-3. Isolate sounds (consonants and RL1PWS-II-3. Isolate sounds (consonants and
meaning. meaning.
RL1CAT-III-1. Read sentences with appropriate RL1CAT-III-1. Read sentences with appropriate
speed, accuracy, and expression. speed, accuracy, and expression.
D. Learning Objectives At the end of the lesson, the learners can: Engages in fun and enjoyable physical At the end of the lesson, the learners can: Describes ways of
• Identify and produce the sound of letter j activities ● Identify target sounds in a word: m, a, s, caring for the mouth/teeth
• Identify words that begin with /j/ i, o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w,
• Write the big and small letter Jj c, and j.
• Identify target sounds in a word: m, a, s, ● Blend target sounds to form a word: m,
c, and j. h, w, c, and j.
h, w, c, and j. ● Read sentences with appropriate speed,
• Spell words using target letters: m, a, s, i, accuracy, and expression.
o, e, b, u, t, k, l, y, n, g, r, p, ng, d, h, w, c, ● Note important details in story read:
and j. characters, settings, and events
• Follow proper eye movement from left to ● Sequence events in the story.
right and top to bottom during reading. ● Relate story events to one's experience
E. Integration GMRC Anchor for the week: GMRC Anchor for the week: GMRC Anchor for the week: GMRC Anchor for the week:
Madasalin (Prayerful); Frequently Madasalin (Prayerful); Frequently Madasalin (Prayerful); Frequently Madasalin (Prayerful); Frequently
Talking to God thru prayer; Talking to God thru prayer; Talking to God thru prayer; Talking to God thru prayer;
Madalas na pakikipag-usap sa Madalas na pakikipag-usap sa Madalas na pakikipag-usap sa Madalas na pakikipag-usap sa
Diyos sa pamamagitan ng dasal Diyos sa pamamagitan ng dasal Diyos sa pamamagitan ng dasal Diyos sa pamamagitan ng dasal
II. CONTENT Engaging in Fun and Enjoyable Physical Oral and Dental Care
Jj Activities Jj
RESOURCES
Activating Prior Knowledge Scavenger hunt (Review) Find the words relay, message, physical, Ask learners to recall the letter discussed Complete the puzzle below. Find the
Refer to LE, Q2, W5, D3, p3-4 T fun, and ahead in the puzzle. I previously - to give the name and sound T of following words: teeth, mouth, throat, I
the letter. toothbrush and food.
Say, “Ang pag-aaralan natin ngayong Say, “Sa araw na ito, magbabasa tayo ng
araw ay ang titik Jj–ang tunog, ang mga pangungusap. Gagamitin natin ang
tamang pagsulat nito, at ang pagbasa ng mga letrang atin nang natutunan upang
mga salitang may titik na ito.” basahin ang mga pangungusap.”
Discuss the unfamiliar words in the Discuss the unfamiliar words in the text to
learners’ L1 that they may encounter in be
today’s lesson read
Say, “Ang pag-aaralan natin ngayong Say, “Sa araw na ito, magbabasa tayo ng
araw ay ang titik Jj–ang tunog, ang mga pangungusap. Gagamitin natin ang
Lesson Purpose/ Intention tamang pagsulat nito, at ang pagbasa ng mga letrang atin nang natutunan upang
mga salitang may titik na ito.” basahin ang mga pangungusap.”
Discuss the unfamiliar words in the Discuss the unfamiliar words in the text to
learners’ L1 that they may encounter in be
today’s lesson read
Before the Lesson

Reading the Key Idea Riddle Word Reading
Read the riddle below and ask learners T
to I Model proper reading of the following T
guess it words. After this, guide the pupils to
Developing Understanding Show pictures of things/objects that begin The relay game is a game that will help Phrase Reading Read Cindy Mae's story, “Ang Batang
of Key Idea I
with letter Jj (Refer to Primer LM Tagalog you develop strong legs. Having strong T I
This time, model fluent reading of the first Malinis.” T
p. 130 - juice, jam, jug, Jen, jelly) legs is essential to having a good two to three phrases below.
Refer to LE, Q2, W6, D3, p6-8 physique. Kids like you will need it as you Guide students to read the remaining The Clean Boy
get older to be fit and healthy. phrases.
Refer to LE, Q2, W6, D4, p6-7 Every morning when young Cindy Mae
wakes up, she folds her bed, after which
she goes to the sink to wash her face and
brush her teeth. He still has milk teeth
because he is still young.
Milk teeth are teeth that grow from
childhood, also called temporary teeth. All
milk teeth will be replaced by permanent
teeth which will be teeth until adulthood.
When Cindy Mae brushes, she not only
brushes the teeth but also the tongue and
around the gums. After brushing, he will
rinse it thoroughly with the mouth and
entire mouth to be completely clean. After
Cindy Mae finishes eating, she brushes
her teeth, regardless of what she has
eaten, to keep her breath fresh.
Questions
1. Who is the character in the story?
2. When does Cindy Mae brush her teeth?
3. Besides teeth, what else does Cindy
Mae clean?
4. If you were Cindy Mae would you
imitate her? Why?
Model fluent reading of the sentences T number 1 to 5. Put a check mark ( ✓ ) on

Deepening Understanding Demonstrate the proper strokes for writing Draw a direction that you and the Sentence Reading Instructions: On a piece of paper, write the
of Key Idea the target letter: Ganito natin isinusulatT members can follow if you play messageG
ang malaki at maliit na titik: J, j. relay. Do this in a notebook. below, then guide students to read the the correct number of signs of healthy
Refer to LE, Q2, W5, D3, p8-9 sentences. mouth and teeth, and a cross ( X ) on the
Refer to LE, Q2, W5, D4, p8-9 wrong one.
_____1. Bad breath
_____2. Good taste
_____3. Difficulty chewing
_____4. Toothache
_____5. Clean teeth
After the Lesson
Making Generalizations and Ask the learners to reflect and complete these Make the relay below. Ask the learners to complete this sentence: Instruction: Follow the steps regarding
Abstractions statements: T
II ___________.
Ngayong araw, ang natutunan ko ay TT proper brushing correctly. Follow the I
Message Relay following. 1. Put toothpaste on the brush.
Ang natutunan ko ngayong araw ay ang letrang 2. Brush the teeth right, left, up and down.
_____ .Ang tunog ng letrang ___ ay____. Ask the following questions:Alin sa ating mga 3. Gently brush the tongue as well.
1. Make a group with three or five binasa ng hindi malinaw sa inyo? Saan kayo
Ganito isulat ang maliit at malaking letrang Jj: banda nahirapan? Ano ang gawaing madali? 4. Rinse with clean water.
members. Ano ang gawaing ikinatuwa ninyo? 5. Wipe the mouth with a clean cloth.
Halimbawa ng mga mga salitang may letrang J: 2. Declare a leader and whisper to
____________. him the word "GO kaya natin 'to
COVID ka lang!"
3. The leader is the one who will
tell the next member to pass on to
the last member of the group.
4. The last member of the group
to say the correct message wins.
Remember:
Taking care of your mouth and teeth is
important. If you take good care of your
Fill in the blanks with appropriate mouth and teeth, you can avoid diseases
like tooth decay and your smile will be
words to make a meaningful happy and vibrant. You will also be able to
paragraph about the lesson. study well, help with household chores
and play games without feeling sick
T T
__________________ relay and

forward games are games that
help students develop strong
__________________. Having
strong legs is important in having a
good __________________ that
children will need in their
__________________ so that they
Evaluating Learning Task1: Write the big J and the small j. Put a check mark if what is said in the Task: Write the letter J on the blank and Instruction: Read carefully the following
A sentence should be done, cross if not. A read the sentence. Answer the questions situations regarding the proper care ofAthe
Task 2: Basahin ang sumusunod na that follow. mouth and teeth. On a separate answer
pangungusap. Iguhit ito sa loob ng ___1. Ignore the rules of the game. Refer to LE, Q2, W6, D4, p10-11 sheet, write a number from 1 to 5 and
kahon at kulayan. ___2. Play fair with my friend. write on it what you would do in the
___3. Actively participated in the game. following situations.
Ang jacket ni Jen ___4. Waiting for an opportunity and not 1. You know that brushing should be done
*See LAS hurting others. two to three times a day. You discover that
___5. Does not show cooperation with the your friend only brushes his teeth once
team or colleagues. and has been doing it for a long time. How
do you encourage him to brush his teeth
two or three times a day?
A. Friend, let's not brush our teeth.
B. Friend, I also brush my teeth once.
C. Friend, it's okay to brush your teeth
once.
D. Friend, brushing teeth is to eat in the
morning and before going to bed.
2. After eating pickled pork, you notice that
a particle is left between your teeth. What
should you do with it and how do you get
rid of it?
A. I will just leave it between my teeth.
B. I'll just play with it with my tongue until it
comes off.
C. I will brush my teeth and use dental
floss to remove it.
D. I will feed it with my finger and pull to
remove.
3. You saw Luisa shaking her rotten tooth
to get it out. You know what he is doing is
wrong and you know who he should
consult. How would you advise him?
A. Luisa, don't move your teeth. Consult a
dentist.
B. Luisa, I'll just shake your teeth. I will
help you to get it out.
C. Luisa, shake your teeth harder so that
they can be pulled out more easily.
D. I will ignore Luisa in what she is doing
so that we don't get angry.
Additional Activities for Ask learners to read and answer Primer Write a message that can be used in Cut out or draw a picture of the mouth
Application or Remediation LM Tagalog pages 130 to 132 for more the game Message Relay. Do this in and teeth. And write around it the
(if applicable) practice of skills your notebook. techniques you've learned to keep it
healthy and disease-free. Do this in
your notebook.
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

Teaching Dates & Time NOVEMBER 11, 2024 (Monday) 2:10-3:30 NOVEMBER 12, 2024 (Tuesday) 2:10-3:30
I. OBJECTIVES
development in decoding high frequency words development in decoding high frequency words
C.Learning Competencies RL1PWS-II-1. Produce the sound of the letters RL1VWK-II-1. Use vocabulary referring to self,
of L1. family, school, community, and environment.
RL1PWS-II-2. Identify the letters in L1. RL1VWK-II-2. Identify words with different
RL1PWS-II-3. Isolate sounds (consonants and functions: descriptive words
vowels) in a word (beginning and/or ending). RL1VWK-II-3. Read high-frequency words
RL1PWS-II-4. Substitute individual sounds in accurately for meaning.
simple words to make new words. RL1VWK-II-4. Read content-specific words
RL1PWS-II-5. Sound out words accurately. (Math, SiKaP, and GMRC) accurately for
meaning.
RL1VWK-II-5. Write words legibly and
correctly.
RL1CCT-II-1. Narrate one’s personal
experiences.
a. oneself and family b. school c. community d.
school
D. Learning Objectives At the end of the lesson, the learners shall At the end of the lesson, the learners shall
be able to: be able to:
● Describe acts of Filipinos observed ● Identify and produce the sound of letter
● Use words related to obedience, order, z
and rules at home, school, or community ● Identify words that begin with /z/
● Identify and produce the sound of letter ● Write the big and small letter Zz.
f. ● Identify target sounds in a word:
● Identify words that begin with the m,a,s,i,o,e,b,u,t, k,l,y,n,g,p,r,ng,dh,w,c,j,
sound /f/. and f
● Write the big and small letter Ff. ● Blend target sounds to form a word
● Identify target sounds in a word: ● Spell words using target letters:
m,a,s,i,o,e,b,u,t, k,l,y,n,g,p,r,ng,dh,w,c, masioebutklyngprngdhwcj and f
and j
● Blend target sounds to form a word
● Spell words using target letters:
m,a,s,i,o,e,b,u,t, k,l,y,n,g,p,r,ng,dh,w,c,
and j
E. Integration Masunurin (Obedience) Masunurin (Obedience)

"Doing what I have been asked to "Doing what I have been asked to
do at the right time and in the do at the right time and in the
right manner./ right manner./
Sumusunod sa gawain sa Sumusunod sa gawain sa
itinakdang oras at pamamaraaan." itinakdang oras at pamamaraaan."
II. CONTENT Letter Ff Letter Zz
RESOURCES
Activating Prior Knowledge Prepare a box with letters c, j, and the Engage students in a game of "pabitin"
previous letters learned. T T I using sheets of paper with target letters
TT I
Refer to LE, Q2, W7, D1, p4-5 written on them, hanging at different
heights.
Refer to LE, Q2, W7, D2, p4
Ask students to give names of persons,
Ask students to give names of persons, animals, places, events, and objects that
animals, places, events, and objects that begin with the letter z. Accept correct and
begin with the letter f. Accept correct and wrong answers. Tell the class that today,
wrong answers. Tell the class they will learn about letter z:“Ang pag-
that today, they will learn about letter f: aaralan natin ngayong araw ay ang titik z–
“Ang pag-aaralan natin ngayong araw ay ang tunog nito, ang tamang pagsulat nito,
ang titik f–ang tunog nito, ang tamang at ang pagbasa ng mga salitang may titik
pagsulat nito, at ang pagbasa ng na ito.”
mga salitang may titik na ito.”
Ask students which words from the list
read correctly or incorrectly. Ask students
Ask students to give names of persons, animals, places, events, and objects that
animals, places, events, and objects that begin with the letter z. Accept correct and
Lesson Purpose/ Intention begin with the letter f. Accept correct and wrong answers. Tell the class that today,
wrong answers. Tell the class they will learn about letter z:“Ang pag-
that today, they will learn about letter f: aaralan natin ngayong araw ay ang titik z–
“Ang pag-aaralan natin ngayong araw ay ang tunog nito, ang tamang pagsulat nito,
ang titik f–ang tunog nito, ang tamang at ang pagbasa ng mga salitang may titik
pagsulat nito, at ang pagbasa ng na ito.”
mga salitang may titik na ito.”
read correctly or incorrectly. Ask students
to determine whether the word was used
correctly; if not, ask them to improve the
sentence or create a better sentence.
Before the Lesson

Reading the Key Idea Ask students to recall any acts of Tell the students that today, they will take
obedience that they know or they followT I a virtual trip to a natural habitat of animals.
T
that Filipinos do. Conduct Interactive Ask the class what rule they need to
Writing in wherein students will help observe when they are in a public place.
compose sentences in stating their Refer to LE, Q2, W7, D2, p6-8
examples.
Developing Understanding Demonstrate the proper strokes for writing Demonstrate the proper strokes for writing
of Key Idea the target letter: Ganito natin isinusulat IG T the target letter: Ganito natin isinusulat I G T
ang malaki at maliit na titik: F, f. ang malaki at maliit na titik: Z, z.
Deepening Understanding Model fluent reading of the sentences Model fluent reading of the sentences
of Key Idea below, then guide students to read the TT G below, then guide students to read the T G
sentences. sentences.
Refer to LE, Q2, W7, D1, p9 Refer to LE, Q2, W7, D2, p9
After the Lesson

Making Generalizations and Ask the learners to reflect and complete these Ask the learners to reflect and complete these
Abstractions statements: T I statements: T I
Ang natutunan ko ngayong araw ay ang letrang Ang natutunan ko ngayong araw ay ang letrang
_____ . Ang tunog ng letrang ___ ay____. _____ .
Ganito isulat ang maliit at malaking letrang Ff: Ang tunog ng letrang ___ ay____.
Halimbawa ng mga mga salitang may letrang f: Ganito isulat ang maliit at malaking letrang Zz: I
____________. Halimbawa ng mga mga salitang may letrang z:
____________.
Evaluating Learning Task 1: Write the big F and the small f. Task 1: Write the big Z and the small z.
Task 2: Write the letter F on the blankA AT
A Task 2: Write the letter Z on the blank and
I A
and read the sentence. read the sentence.
Refer to LE, Q2, W7, D2, p10-11 I
Additional Activities for

(if applicable)
CPL-________________ CPL-________________ CPL-________________ CPL-________________

Assignment
Teacher Teacher

G
School LINTAON ELEMENTARY Quarter SECOND
Name of Teacher
RACHELLE C. FLORENTINO Learning Area Reading & Litercy 1 and Filipino 2
I. OBJECTIVES
A. Content Standards The learners demonstrate ongoing Naipamamala sang kakayahan sa The learners demonstrate ongoing Naipamamala sang kakayahan sa
C.Learning Competencies RL1VWK-II-1. Use vocabulary referring to self, Naipapahayag ang sariling RL1VWK-II-1. Use vocabulary referring to self, Naipapahayag ang sariling
family, school, community, and environment. ideya/damdamin o reaksyon tungkol sa family, school, community, and environment. ideya/damdamin o reaksyon tungkol sa
RL1VWK-II-2. Identify words with different napakinggang kuwento batay sa tunay na RL1VWK-II-2. Identify words with different napakinggang kuwento batay sa tunay na
functions: descriptive words pangyayari functions: descriptive words pangyayari
meaning. meaning.
RL1CCT-II-1. Narrate one’s personal RL1CCT-II-1. Narrate one’s personal
experiences. experiences.
a. oneself and family a. oneself and family
b. school b. school
c. community c. community
d. school d. school
RL1CCT-II-3. Express ideas about: RL1CCT-II-3. Express ideas about:
b. content-specific topics b. content-specific topics
D. Learning Objectives At the end of the lesson, the learners shall Makapagpapahayag ng iyong sariling At the end of the lesson, the learners shall Makapagpapahayag ng iyong sariling
be able to: ideya, damdamin at reaksiyon tungkol sa be able to: ideya, damdamin at reaksiyon tungkol sa
● Identify and produce the sound of letter napakinggan o nabasang kuwento, ● Read sentences with appropriate speed, napakinggan o nabasang kuwento,
q alamat, tugma, tula, at tekstong pang accuracy, and expression. alamat, tugma, tula, at tekstong pang
● Identify words that begin with /q/ impormasyon. ● Use descriptive wordmasunurin in a impormasyon.
● Write the big and small letter Qq sentence.
● Identify target sounds in a word:
m,a,s,i,o,e,b,u,t, k,l,y,n,g,p,r,ng,dh,w,c,j,f,
and z
and z

II. CONTENT Pagpapahayag ng Sariling Ideya, Pagpapahayag ng Sariling Ideya,
Letter Qq Damdamin at Reaksiyon Reading Connected Text Damdamin at Reaksiyon
RESOURCES
Activating Prior Knowledge Inform the students that they will Panuto: Basahin at unawain ang maikling Review the blending of target letters by Panuto: Pakinggan/Basahin at unawain
participate in a race against the clock. T kuwento. I distributing a letter card to each student.
T ang kasunod na tugma. Sagutin ang I
Refer to LE, Q2, W7, D3, p4-5 Mabuti na Lang! Refer to LE, Q2, W7, D4, p4 sumusunod na tanong. Isulat ang sagot sa
ni Arceli V. Balmeo sagutang papel.
Panuto: Basahin at sagutin ang kasunod na 1. Mga paruparo sa bulaklakna
Ask students to give names of persons, mga Say, “Sa araw na ito, gagawa at mabango,Dumadapo-rapo sa aking ulo.
animals, places, events, and objects that katanungan. Isulat ang sagot sa sagutang magbabasa tayo ng maikling teksto. Ano ang iyong damdamin sa tugma?
begin with the letter p. Accept correct and papel. Magbabalik aral din tayo sa mga salitang 2. Pagsabi ng po at opo,Ang sabi ni
Lesson Purpose/ Intention wrong answers. Tell the class that today, 1. Sino ang pangunahing tauhan sa kuwento? naglalarawan.” ama,Ay dapat sabihi’t isapuso Sa tuwi-tuwi
they will learn about letter p: “Ang pag- 2. Anong damdamin ang naramdaman ni na.
aaralan natin ngayong araw ay ang titik q– Christian? Ano ang iyong ideya sa tugma?
ang tunog nito, ang tamang pagsulat nito, 3. Ano ang naging suliranin sa kuwento?
at ang pagbasa ng mga salitang may titik 4. Paano nasolusyunan ang kaniyang
na ito.” suliranin?
5. Saan naganap ang kuwento?

read yesterday are unfamiliar to them.
From the words chosen, ask them to make Ask students which words from the list
a sentence for each one. More than one read yesterday are unfamiliar to them.
sentence can be accepted for each word; From the words chosen, ask them to make
then, ask the class to vote their favorite a sentence for each one. Then ask for
sentence among those given. volunteers to make an illustration on the
board for each one. Have the class vote
for their favorite illustration for each word.
Before the Lesson

Reading the Key Idea Show picture of things/objects that begin Panuto: Basahin ang maikling kuwento sa Tell the students that they will read a text
T
with letter Qq (Refer to Primer LM Tagalog tulong ng iyong tagapagturo. Makinig at I that they will create themselves today. T I
p. 140 –Quirino, Quentin, Querubin) unawaing mabuti at kuwento. Pagkatapos, Refer to LE, Q2, W7, D4, p6
Refer to LE, Q2, W7, D3, p6-7 sagutin ang kasunod na mga katanungan.
Madali Lang Pala
ni Arceli V. Balmeo
Panuto: Basahin ang sumusunod na mga
tanong. Piliin at
isulat ang titik ng tamang sagot sa
sagutang papel.
1. Ano ang ideya mo sa kuwento?
a. Ang kahalagahan ng cellphone.
b. Bumili ng bagong cellpnone.
c. Laging gamitin ang cellphone.
d.Hindi kailangan ang cellphone.
2. Ano ang naging damdamin mo sa
kuwento?
a. naiinis
b. nagulat
c. masaya
d. malungkot
3. Ano ang nagging reaksiyon mo sa
kuwento?
a. Masama ang tumulong sa kapwa.
b. Mahalaga ang tumulong sa kapwa.
c. Hindi tinutulungan ang kapwa.
d. Mahirap tumulong sa kapwa.
Developing Understanding Demonstrate the proper strokes for writing Ang pagpapahayag ay ang pagbibigay ng Before reading aloud the text made, cut Ang ideya ay anumang pananaw o kuro-
of Key Idea the target letter: Ganito natin isinusulat I T each sentence into syllables to show I
nasasaloob ng isang tao. Maaaring ito ay T
kuro na nangyayari sa isip bunga ng pag-
ang malaki at maliit na titik: Q, q. kaalaman o paniniwala. Ang mga where students need to pause and stop unawa sa narinig o nabasa. Ang
Refer to LE, Q2, W7, D3, p8-9 halimbawa nito ay ang ideya, damdamin at when reading. After which, model reading damdamin ay ang nararamdaman ng
reaksiyon. the text made. isang tao sa tuwing may naririnig,
Refer to LE, Q2, W7, D4, p8-9 nababasa o nakikitang isang pangyayari.
Samantala, ang reaksiyon ay pagbibigay
ng hatol o pasiya sa kawastuhan at
kahusayan ng isang napakinggan o
nabasa.
Deepening Understanding Model fluent reading of the sentences Ask students to recall the word that is Panuto: Pakinggan/Basahin at unawain
of Key Idea below, then guide students to read the T G used to describe a person who obeys—T ang kasunod na tugma. Sagutin ang G
sentences. masunurin. sumusunod na tanong. Isulat ang sagot sa
Refer to LE, Q2, W7, D3, p9 Refer to LE, Q2, W7, D4, p9 sagutang papel.
1. Mga paruparo sa bulaklak
na mabango,
Dumadapo-rapo
sa aking ulo.
Ano ang iyong damdamin sa tugma?
After the Lesson

Making Generalizations and Ask the learners to reflect and complete these Panuto: Basahin ang tula sa tulong ng Ask the learners to reflect and complete these Panuto: Basahin at unawain ang kasunod na
Abstractions statements: T iyong tagapagturo. Makinig at I statements: TT tula. Ipahayag ang iyong ideya, damdamin at I
Ang natutunan ko ngayong araw ay ang letrang unawaing mabuti ang tula. Ang natutunan ko ngayong araw ay ang reaksiyon tungkol dito. Isulat ang iyong sagot
_____ . paggawa ng teksto base sa ________ at sa sa sagutang papel.
Ang tunog ng letrang ___ ay____. Pagkatapos, sagutin ang kasunod na pagbasa nito. Sa pagbasa ng teksto, kailangan Ang Kalabaw
Ganito isulat ang maliit at malaking letrang Q: mga katanungan. kong ni Arceli V.Balmeo
Halimbawa ng mga mga salitang may titik q: Kumain ng Gulay ______________. Si Tatang ay may alaga,
____________. ni Arceli V. Balmeo Nattutunan ko rin ang isang klase ng salitang kalabaw na mataba,
Panuto: Basahin ang sumusunod na naglalarawan, Ito ay ang Kulay itim ang balat.
mga tanong. Piliin at naglalarawan sa mga ______. Ang sungay ay unat.
Pagkatapos gumawa,
isulat ang titik ng tamang sagot sa IT Kaniya itong isinusuga,
sagutang papel. Siguradong busog,
1. Ano ang ideya mo sa tula? Kung ito’y uuwi na.
a. Ang pagkain ng gulay. Kalabaw ni Tatang,
b. Ang masustasiyang gulay. malaki ang tulong,
Sa aming pamilya,
c. Ang berdeng gulay. Na ubod ng saya.
d. Ang gulay ay may bitamina. 1. Ideya:
2. Ano ang damdamin mo sa tula? ______________________________________
a. naiinis ________
b. nagulat 2. Damdamin:
c. malungkot ______________________________________
___
d. natutuwa 3. Reaksiyon:
3. Ano ang reaksiyon mo sa tula? ______________________________________
a. Masama ang dulot sa katawanng ____
pagkain ng gulay.
b. Mainam sa katawan ang gulay.
c. Masarap kainin ang ampalaya.
d. Lulusog kapag iniwasan ang gulay.
Panuto: Basahin ang sumusunod na naglalarawan, Ito ay ang Kulay itim ang balat.
mga tanong. Piliin at naglalarawan sa mga ______. Ang sungay ay unat.
Pagkatapos gumawa,
isulat ang titik ng tamang sagot sa IT
A Kaniya itong isinusuga,
sagutang papel. Siguradong busog,
1. Ano ang ideya mo sa tula? Kung ito’y uuwi na.
a. Ang pagkain ng gulay. Kalabaw ni Tatang,
b. Ang masustasiyang gulay. malaki ang tulong,
Sa aming pamilya,
c. Ang berdeng gulay. Na ubod ng saya.
d. Ang gulay ay may bitamina. 1. Ideya:
2. Ano ang damdamin mo sa tula? ______________________________________
a. naiinis ________
b. nagulat 2. Damdamin:
c. malungkot ______________________________________
___
d. natutuwa 3. Reaksiyon:
3. Ano ang reaksiyon mo sa tula? ______________________________________
a. Masama ang dulot sa katawanng ____
pagkain ng gulay.
b. Mainam sa katawan ang gulay.
c. Masarap kainin ang ampalaya.
d. Lulusog kapag iniwasan ang gulay.
Evaluating Learning Task 1: Write the big Q and the small Panuto: Pakinggan/Basahin at unawain ang Read the target text independently. Ask Panuto: Pakinggan/Basahin at unawain
q. A kasunod na tugma. Sagutin ang sumusunodAna them to draw a picture that show what the ang kasunod na tugma. Sagutin ang AA
tanong. Isulat ang sagot sa sagutang papel. text is about when there is extra time. sumusunod na tanong. Isulat ang sagot sa
Task 2: Write the letter Q on the blank 1. Puti ang sampaguita.
and read the sentence. sagutang papel.
Dilaw ang tsampaka. 1. Ako si sepilyo.
Refer to LE, Q2, W7, D3, p10-11 Pula ang gumamela.
Kaibigan ninyo.
Lahat ay magaganda.
Ano ang iyong naging damdamin sa tugma? Pinatitibay ko,
______________________________________ mga ngipin ninyo.
_______ Ano ang iyong ideya sa tugma?

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Assignment
RACHELLE C. FLORENTINO RACHELLE C. FLORENTINO
Teacher Teacher

MARY ANN B. MANTILLA MARY ANN B. MANTILLA
MG-DLP for K-12 & K-10 Matatag School ALTAVISTA ELEMENTARY Quarter SECOND
I. OBJECTIVES
development in decoding high frequency words development in decoding high frequency words
C.Learning Competencies RL1VWK-II-1. Use vocabulary referring to self, RL1VWK-II-1. Use vocabulary referring to self,
functions: descriptive words functions: descriptive words
meaning. meaning.
RL1CCT-II-1. Narrate one’s personal RL1CCT-II-1. Narrate one’s personal
experiences. experiences.
b. school b. school
c. community c. community
d. school d. school
RL1CCT-II-3. Express ideas about: RL1CCT-II-3. Express ideas about:
b. content-specific topics b. content-specific topics
D. Learning Objectives At the end of the lesson, the learners shall At the end of the lesson, the learners shall
be able to: be able to:
● Identify and produce the sound of letter ● Read sentences with appropriate speed,
q accuracy, and expression.
● Identify words that begin with /q/ ● Use descriptive wordmasunurin in a
● Write the big and small letter Qq sentence.
● Identify target sounds in a word:
and z
and z

II. CONTENT Letter Qq Reading Connected Text
RESOURCES
Activating Prior Knowledge Inform the students that they will Review the blending of target letters by
participate in a race against the clock. T I distributing a letter card to each student.
T I
Refer to LE, Q2, W7, D3, p4-5 Refer to LE, Q2, W7, D4, p4
Ask students to give names of persons, Say, “Sa araw na ito, gagawa at
animals, places, events, and objects that magbabasa tayo ng maikling teksto.
begin with the letter p. Accept correct and Magbabalik aral din tayo sa mga salitang
wrong answers. Tell the class that today, naglalarawan.”
they will learn about letter p: “Ang pag-
aaralan natin ngayong araw ay ang titik q–
ang tunog nito, ang tamang pagsulat nito,
at ang pagbasa ng mga salitang may titik
na ito.”

animals, places, events, and objects that magbabasa tayo ng maikling teksto.
begin with the letter p. Accept correct and Magbabalik aral din tayo sa mga salitang
Lesson Purpose/ Intention wrong answers. Tell the class that today, naglalarawan.”
they will learn about letter p: “Ang pag-
aaralan natin ngayong araw ay ang titik q–
ang tunog nito, ang tamang pagsulat nito,
at ang pagbasa ng mga salitang may titik
na ito.”

sentence can be accepted for each word; From the words chosen, ask them to make
then, ask the class to vote their favorite a sentence for each one. Then ask for
sentence among those given. volunteers to make an illustration on the
board for each one. Have the class vote
for their favorite illustration for each word.
Before the Lesson

Reading the Key Idea Show picture of things/objects that begin Tell the students that they will read a text
T
with letter Qq (Refer to Primer LM Tagalog I that they will create themselves today. T I
p. 140 –Quirino, Quentin, Querubin) Refer to LE, Q2, W7, D4, p6
Developing Understanding Demonstrate the proper strokes for writing Before reading aloud the text made, cut
of Key Idea the target letter: Ganito natin isinusulat I T each sentence into syllables to show I T
ang malaki at maliit na titik: Q, q. where students need to pause and stop
Refer to LE, Q2, W7, D3, p8-9 when reading. After which, model reading
the text made.
Deepening Understanding Model fluent reading of the sentences Ask students to recall the word that is
of Key Idea below, then guide students to read the T G used to describe a person who obeys—T G
sentences. masunurin.
Refer to LE, Q2, W7, D3, p9 Refer to LE, Q2, W7, D4, p9
After the Lesson

Making Generalizations and Ask the learners to reflect and complete these Ask the learners to reflect and complete these
Abstractions statements: T I statements: TT I
Ang natutunan ko ngayong araw ay ang letrang Ang natutunan ko ngayong araw ay ang
_____ . paggawa ng teksto base sa ________ at sa
Ang tunog ng letrang ___ ay____. pagbasa nito. Sa pagbasa ng teksto, kailangan
Ganito isulat ang maliit at malaking letrang Q: kong
Halimbawa ng mga mga salitang may titik q: ______________.
____________. Nattutunan ko rin ang isang klase ng salitang
naglalarawan, Ito ay ang
naglalarawan sa mga ______.
IT
A
Evaluating Learning Task 1: Write the big Q and the small Read the target text independently. Ask
q. A A them to draw a picture that show what the AA
Task 2: Write the letter Q on the blank I text is about when there is extra time.
and read the sentence.

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________ learner/s who required ________ learner/s who required ________ learner/s who required ________ learner/s who required additional
VI. REFLECTION additional activities for remediation. additional activities for remediation. additional activities for remediation. activities for remediation.
Assignment
Teacher Teacher


ReadingLit MAPEHFilipino Q2

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School ALTAVISTA ELEMENTARY Quarter SECOND

MG-DLP for K-12 & K-10 Matatag

After the Lesson

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Prepared by: Prepared by:

Checked by: Checked by:

Refer to LE, Q2, W1, D3p6-7 Refer to LE, Q2, W1, D4 p6

Refer to LE, Q2, W1, D4 p7

Lesson Language Practice

Before the Lesson

After the Lesson

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Before the Lesson

After the Lesson

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III. TEACHING AND LEARNING PROCEDURES

_____1. Strain and refrigerate

Refer to LE, Q2, W2, D3 p7 Refer to LE, Q2, W2, D4 p7

Lesson Language Practice

Before the Lesson

Directions: Read the poem.

In the read poem, it is shown how to

2. Read in _______________ place.

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Prepared by: Prepared by:

Checked by: Checked by:

Refer to LE, Q2, W3, D2 p6-8

Lesson Language Practice How many groups of animals can be seen in

Before the Lesson

1. In the first and second picture, which

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Prepared by: Prepared by:

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Before the Lesson

After the Lesson

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describes ways of caring for the eyes, ears,

Refer to LE, Q2, W3, D4 p6-7

Lesson Language Practice

Before the Lesson

After the Lesson

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Prepared by: Prepared by:

Checked by: Checked by:

Lesson Language Practice

Before the Lesson

After the Lesson

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Prepared by: Prepared by:

Lesson Language Practice

Before the Lesson

After the Lesson

Additional Activities for Home practice Home practice

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Checked by: Checked by:

Lesson Language Practice

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