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TUESDAY 05 JUNE 2012
6:30 - 7:00 GROUND IMPROVEMENT
7:00 - 7:10 FLAG RAISING CEREMONY
7:10 - 7:40 CHARACTER EDUCATION
I. Layunin:Natutukoy kung anu-ano ang pansariling gamitNakapagbibigay ng mga paraan kung paano mapangangalagaan ang mga pansariling gamitNakabibigkas nang maayos at may pagtitiwala sa sarili
II. Paksa:Kahalagahan ng Pagkakaroon ng Pansariling Gamit
Sanggunian: Huwaran Ka Batang Pilipino TM, pah. 3-4Batayang Aklat, pah. 3-5
Kagamitan: Mgalarawan at bagay ng mga pansariling gamit ng mga batang lalaki at babaeBalyus: Pangangalagasa Pansariling Gamit
III. Pamamaraan:A. Panlinangna Gawain
1. PagbabaybayTiwala sa sariliPansariling gamitPangangalaga sa gamit
2. Balik –AralAnu-ano ang mga gawain ng batang tulad mo sa tahanan?Bakit mahalagang tumulong sa inyong tahanan?
3. Pagwawasto ng Takda
B. Panimulang Gawain1. Pagganyak
Ipakita ang mga gamit at larawan.Anu-ano at para saan ang mga larawan?Lahat ba kayo ay may ganitong gamit sa bahay?
2. PaglalahadPagbasangtula, “PansarilingGamit”
3. PagtalakayAnu-ano ang pansariling gamit na tinutukoy sa 3.....tula?Anu-ano ang pansariling gamit ng mga babae?Anu-ano ang pansariling gamit ng mga lalaki?Bakit dapat itago sa lalagyan ang mga pansariling gamit?
4. Paglalahat
Gumamit ng mga pansariling gamit tulad ng sepilyo, baso, plato, suklay, bimpo, tuwalya, ipit at panyolito.Iwasang manghiram ng pansariling gamit ng iba.
IV. Pagpapahalaga:
Sagutin ng Oo o Hindi ang mga sumusunod na tanong.1. Ipinambabahay mo ba ang damit mong pampasok?2. Hinihubad at inilalagay mo ba sa “hanger” ang iyong damit upang hindi magusot?3. Itinuturo ba ng iyong guro ang pangangalaga sa pansariling kalinisan?
4. Gumagamit ng sariling tuwalya. 5. Nanghihiram sa kasama sa bahay ng damit?
V. Takda:Gumawa ng isang tsart ng mga sepilyo ng mga kasapi ng mag-anak.Lagyan ng pangalan at kulayan ang bawat isa.
CPL
1-2-3-4-5-
7:40 – 9:00 ENGLISH
I. Objectives
A. Skills
4. Identify and pronounce words with initial and consonant blends fl/fr
B. Strategies
1. Read Aloud
2. Questionin
3. Identifying
4. Associating
C. Values: Love for animals/ Honesty
II. Subject Matter
A. Language Structure: Identifying and Pronouncing words with initial consonant blends Fl and FrB. References: PELC. 1. P . 6
RBEC II P 2-4 Fun in English 2 p. 35-36
C. Materials: pictures, charts, flashcards A. Developing English Language Competencies (DELC)
1. Preparatory Activities1.1 Drill
Whisper Wish A pupil draws a piece of rolled paper from the box and gives it to the teacher, who whishpers the word to the pupil. The pupil gets the flashcards with printed action and acts it out. Teacher leads by saying: What did you do?
plant pray smell sweep
play shout spent float
1.2 Review Choose the word that will make each sentence correct.1. The sun is shining (brightly, correctly)2. It sway the tall (grass, grease) in the meadow.3. The sun rises high in the sky, the sky becomes (blue, blue)4. The sky is covered with many (clouds, clothes)5. The wind is (blowing, flowing) hard.
2. Lesson Proper2.1 Presentation
Say: Do you still remember our story about the lost Puppy?a. Who owned the lost Puppy?b. Who was playing with Blackie?
2 .Teacher shows the pupils answer on the flashcards or she writes them on the board.
Fred Floro
3. Analysis / DiscussionNow, look at this. With what letter does the word Fred begins? What is the second letter? What do you call the letters f and r? F and R are both consonant and they are at the beginning is called initial consonant blend. What do you call fr?
Will you give more words with the initial consonant blend fr? (Teacher will list down the words given below the word Fred) Fruit Fresh frame frail Freeze free frowns fried Frog from frank Friday
How about in this column, What is the first letter? The second letter?Are F and I both consonant s? What are they? What do you call fl ? (Teacher will write down the words given below the word Floro)
Flower Floro flow Floor flea flood Flour flame flock Float flagpole flute
4. Comparison / Abstraction1. Do they have the same initial consonant blend?2. What is the initial consonant blend of words in the first column?3. What is the initial consonant blend of words in the second column?
2.5 Independent Practice
Group the pupil into two. Give each group a chart and let them do the activity. First group say the words with the initial consonant blend fl.
Second group. Box the words with initial consonant blend (fr) 1. Francis likes fried bananas for breakfast.2. My friend Freda buys fresh fruits.3. A giant frog lives on the pond.
2.6 Application
Identify the word with fl, fr to complete the sentence.
1. I like to eat (fried, frg, freak) chicken in Jollibee.2. Water (flows, frown, flour) from the faucet.3. Newly gathered vegetables are (front, frame, fresh)4. Our (flag, flute, flower) stands for our country.5. My new books were sent by my ( fraction, frame, friend)
ffllfl
2.7 Evaluation
Identify and choose the correct word to complete the sentence.
1. A big (flood, flute, fly) carried away houses.2. The ( flower , friends, fried) garden is at the front of the house.3. A (flock, flour, fresh) of hens stays in our yard.4. He sent the box by (freight, fragrant, front).5. Most flowers are (frank, fragrant, frost)
CPL 1- 3- 5. 2- 4-
9:00 – 9:20 RECESS
9:20 – 10:10 MATHEMATICS ( MOTHER TONGUE)
10:10 – 11:10 SIBIKA AT KULTURA
I. LayuninNakikilala ang mga Pilipinong bumubuo sa pamayanan.
II. PaksaA. Pagkilala sa mga Pilipinong bumubuo sa mga pamayananB. Sang: PELC 1.A.1
Sibika 2, Pagsibol pah. 3 – 4 AMAP pah. 1 – 13C. Kag: tsart, mapaD. Pagpapahalaga
III. PamamaraanA. Panimulang Gawain 1. Balitaan
Pagtalakay sa kahalagahan moral ng balita 2. Pagbabaybay
Pamayanan VisayasLuzon MindanaoPangkat Etniko
3. Balik-AralSinu-sino ang mga pangkat etnikong nakatira sa Luzon? Sa Visayas? Sa
Mindanao?
B. Panlinang na Gawain 1. Pagganyak
Linangin ang kaisipan tungkol sa pangkat-etniko sa pamamagitan ng pagbibigay halimbawa at di halimbawa dito.
Paggalang sa Pagkakaiba – ibang mga Pangkat Etniko
2. Paglalahad ng aralin ayon sa teknik ng guro 3. Pagtatalakay
Talakayin ang pagkakaiba ng mga pangkat – etniko sa ibat ibang paraan. Pag-usapan kung paano igagalang ang pagkakaiba ng mga pangkat – etniko sa bansa.
C. Pangwakas na Gawain1. Paglalahat
Magkakaiba ang mga pangkat-etniko sa bansa. Magkagayunpaman, Pilipino pa rin tayong lahat.
2. PaglalapatMagdaos ng palaro. Unahan sa pag-uugnay sa ngalan ng pangkat etniko at lugar nito
3. Ipaawit ang mga pangkat-etniko sa himig ng Apat na Pulubi.
IV. PagtatayaTukuyin o kilalanin ang pangkat-etniko na itinatanong sa bawat bilang. Isulat ang titik
ng tamang sagot.
1. Aling pangkat –etniko ang matatagpuan sa Visayas? A. T’boli B. Tasaday C. Waray
2. Aling pangkat-etniko ang naninirahan sa Hilagang Luzon? A. Bicolano B. Ifugao C. Pangasinense
3. Sino ang tinuturing na masipag at matipid at mahilig makipagsapalaran?A. Ilokano B. Tausug C. Ifugao
4. Sino ang tinuturing na ating mga ninuno?A. Negrito B. Ilokano C. Badjao
5. Anong pangkat-etniko ang matatagpuan sa gitnang Luzon?A. Tagalog B. Ilokano C. Tausug
V. KasunduanGumawa ng manikang papel ng isang pangkat-etniko
CPL 1- 2- 3- 4- 5-
11:10 – 11-30 WRITING
I. Naisusulat sa paraang kabit-kabit ang mga linyaII. Pagsulat sa paraang kabit-kabit ng mga linyaIII. Pamamaraan
1. Paghahanda2. Paglalahad3. Pagbibigay ng pamantayan sa Pagsulat
4. Pagsulat5. Pagsubaybay ng guro
IV. Puna
NOON INTERMISSION
12: 30 – 1:00 PROJECT DEAR
I. Read a short storyII. Reading a short story
“Myself” Language Connection p. 2III. Procedure
A. PreparationB. PresentationC. Giving standard in readingD. Reading the storyE. Supervision of the teacher
IV. EvaluationIndividual reading
1:00 – 2:20 FILIPINO
I. LAYUNINA. Kasanayan
1. Matukoy ang iba’t ibang huni/ingay na ginagawa ng mga hayop
B. MgaEstratehiya : Paggamit ng larawan
II. PAKSANG ARALINA. Kuwento: Masayang Paligid
Sanggunian: Landas sa Wika at Pagba sa pahina 2B. Instraktura sa Wika: Pagtukoy sa iba’t ibang huni/ingay na ginagawa ng mga hayopC. Balyus: Pagkakaroon ng kamalayan sa kahalagahan ng mga alagang hayopD. Sanggunian: Landas sa Wika at Pagbasa 2 pahina 2-8
BEC. PELC 1.1
PAGLINANG NG KASANAYANG PANGWIKA1.Panimulang Gawain
1.1 Pag uulit sa awit “Kung Ikaw ay Masaya”1.2 Paglalahad ng Aralin
Mula sa inyong kuwentong napakinggan kahapon, ano ano ang mga hayop na nabanggit?Paano ang kanilang huni o ingay?
1.3 Pakikinig ng ibat ibang huni ng hayop – ang mga bata ay makikinig sa iparirinig ng guroPagtalakay ng Aralin: Anong huni ang inyong napakinggan?Anong huni/ ingay ang likha ng bibe? Kambing? Baka? Aso? Pusa? At iba pa?Maari niyo bang gayahin ang kanilang huni?Aling huni ng hayop ang pinagusto niyo? Bakit?
1.4 Pagbigkas na PagsasanayBasahin ang huni/ingay na likha ng mga hayop1. Aw! Aw! Aw!2. meow – meow – meow3. oink! oink! oink!4. mee – mee – mee5. ssss – ssss- sssss
1.5 Anu ano ang ibat ibang huni/ingay na likha ng mga hayop?1.6 Pinatnubayang Pagsasanay
Ibigay ang paborito mong hayop at gayahin ang huni o ingay na likha nito1.7 Malayang Pagsasanay
Pagtambalin ang ngalan ng hayop sa wastong huni/ingay na nililikha nito1. Kambing a. meow-meow-meow 2. Pusa b. tik – ti- laok3. Baka c. kokak! kokak! kokak! 4. Manok d. mee-mee-mee5. Palaka e. ungaa!ungaa!ungaa!
1.8 Paglalapat – Magpapakita ang guro ng ibat ibang larawan ng mga hayop. Tatawag ng piling mag aaral ang guro upang ibigay ng huni/ingay na likha nito
1.9 PagtatayaIsulat ang wastong huni/ingay na likha ng bawat hayop sa ibaba1. Unggoy 6. kabayo2. Ibon 7. baboy3. Daga 8. baka4. Kambing 9. pusa5. Kalabaw 10. Leon
1.10 Takdang Aralin – Gumupit ng larawan ng ibat ibang hayop, isulat sa tabi nito ang huni/ingay na likha nito
CPL
2:20 -3:20 MATHEMATICS
I. Learning Objective
Cognitive: 1. Associate numbers with sets having 501 up to 1000 objects or things2. Identifying numbers with sets having 501 up to 1000 objects or things
Psychomotor: Count number with sets having 501 up to 1000Affective: Take care of things or objects used
II. Learning ContentSkills: Associating and identifying numbers with sets having 501 up to 1000
objects/setsReferences: BEC PELC – I A1.2Materials: bundles of rubber bands, popsicle sticks, toothpicks, mongo seeds,
straws, candy wrappers, pebbles, number chart, cutouts of objects with numbers, strips of papers
Value: CarefulnessIII. Learning Experiences
A. Preparatory Activities1. Drill
a. Mental ComputationWhat is 50 less 5?What two numbers when you add given an answer of 16? (9,7; 8,8)What is 75 added to 20?
b. Counting using the number chart (1-100)
2. Review
3. Motivation
Doggie and Cathy are having a dialogue.Doggie: Catty, can you help me?Catty: Yes, I can. What’s that friend?
Doggie: My teacher taught me to count numbers from 1 to 500 only, but I want more? Can you help me?Catty: Of course, here’s here\s how add, 100 more and another more until you reach 1000 if you want.
A. Development Activities1. Presentation
a. Here’s the basket of Doggie with 500 seeds on it. He follows Cathy’s advise to add 100 more and another more to increase the numbers; so it is now 700.
Then, he used small baskets to hold few seeds like this so it becomes 30 and another 5 pieces of seeds in his hands.
Doggie counted all his seeds by baskets. He counted it 735 all in all.
b. Show the chart with illustrations and match the number of objects to the flashcard place in the chart.
2. Group ActivityActivity I (for Group I & II)Count the flats and longs. Then make your own flats and longs using these numbers.
Activity 2 (for Group III & IV)Cut papers in three sizes. Write the hundreds in the big one, tens in the second and ones on the smallest.
Example:
Activity 3 (for Group I & II)Encircle the number for the sets:
“Valuing:”Do you like what you’re doing? Different things we used in all activities should be taken cared of properly. You can used them every now and then so you must take good care of them.
3. Generalization:How do you associate numbers with objects things? We can associate the
numbers of objects or things by identifying and counting them.
B. ApplicationBox the letter of the correct numbers:
II. EvaluationA. Count and write the correct answers.
B. Match the numbers with the objects._____ 1. 647
_____ 2. 925
_____3. 583
_____4. 832
_____5.619 e.
IV.AssignmentDraw the objects for each number.
1. 5842. 7293. 9814. 8935. 992
3:20 – 3:50 REMEDIAL TEACHING
I. Read a short storyII. Reading a short story
“Myself” Language Connection p. 2III. Procedure
A. PreparationB. PresentationC. Giving standard in readingD. Reading the story by class then rowE. Supervision of the teacher
IV. Evaluation1. How old is Cariza?2. Where does she live?3. What is her favorite subject?4. What is her favorite game?5. What does she wish to be?
3:50 – 4:00 GROUND IMPROVEMENT
WEDNESDAY 06 JUNE 2012
6:30 - 7:00 GROUND IMPROVEMENT7:00 - 7:10 FLAG RAISING CEREMONY
7:10 – 7:40 CHARACTER EDUCATION
I. Layunin:Natutukoy ang kahalagahan ng palikuranNatutukoy ang tamang pangangalaga at paggamit ng palikuranNaipakikita ang wastong paggamit ng palikuran
II. Paksa:Kahalagahan at Pangangalaga ng Palikuran
Sanggunian: Huwaran Ka Batang Pilipino 2 TM, pah. 4-6 Batayang Aklat, pah. 5-8
Kagamitan: Larawan ng mga batang nakapila patungong palikuran Mga gamit sa palikuran tulad ng timba, tubig, tabo, sabon
Balyus: Pagpapahalaga sa Paggamit ng Palikuran
III. Pamamaraan:A. Panlinang na Gawain
1. PagbabaybayPalikuran taboTimba sabon
Tubig paghuhugas ng kamay2. Balik Aral
Bakit kailangang gamitin ang pansariling gamit mo sa iyong tahanan?Ano ang kabutihang naidudulot nito sa atin?
3. Pagwawasto ng Takda
B. Panimulang Gawain1. Pagganyak
Saan ba patungo ang mga batang nakapila sa larawan?Ano kaya ang kanilang gagawin sa palikuran?
2. PaglalahadPagbasa nang malakas sa usapan, “Ang Palikuran”
3. PagtalakayLahat ba kayo ay mayroong palikuran?Mahalaga ba ang palikuran sa tahanan at sa paaralan? Bakit?Ano kaya ang mangyayari kung walang palikuran ang isang tahanan?
Atbp.4. Paglalahat
Ang palikuran ay mahalagang bahagi ng isang gusali.Dapat panatilihing malinis ang palikuran.
IV. Pagpapahalaga:Sagutin ang mga sumusunod:
1-2 Karaniwang ginagawa sa pagtungo sa palikuran.3-5 Mga sakit na maaaring kumala kung walang palikuran at dudumi kung saan-saan.
V. Takda:Magmungkahi sa ate o kuya mo na gumawa ng paunawa tungkol sa wastong paggamit ng palikuran. Ipaskil ito sa mga pintuan nito.
CPL 5- 4- 3- 2- 1- 0-
7:40 – 9:00 ENGLISH
I – Objectives A. Skills
1. Associate name of objects, pictures with printed symbols
2. Write legibly the words with initial consonant blend fl / fr B. Strategies
1. Read aloud2. Questioning3. Identifying4. Associating
C. Values: Love for animals / Honesty
II – Subject Matter
D. Deciphering and Decoding: Associating words with printed symbolsE. Writing: writing words with fl , frF. References: PELC I. p.6
RBEC II p. 2-4 Fun in English 2 p.35-36
G. Materials: pictures, charts, flashcards
III – Learning Activities
D. Deciphering and decoding strategies and skills (DDSS)1. Sound Presentation1.1 Say: Do you still remember the story about the lost puppy?
1. Who was so very sad and afraid? Who was playing with Blackie?
2. Who loved his dog very much?3. Who went to the neighbor’s house?
1.2 Be sure to write on the pupils answer on the board.Fred Floro
Let me read to you these words. Listen carefully. Read the words with emphasis in the beginning sound.
1.3 What common sound do you hear at the beginning of these words? (Write letter fl, Fr) on the board. The pupils read the words.
Fred FloroFried FloorFresh FloatFreeze Flute
Where can we find the sound fl, fr, in the words. Let us read the words again. Repeat after me. The pupils sound fl. Fr, correctly in words with fl, fr sound at the beginning of the words.
1.4 Practice Exercisea. Say the name of such of each picture to yourself. Put a check (/) on the line
below the pictures of the name begins with fl, and a cross (x) if the name begins with fr.
1. 2. 3. ______ __________ _________
4. 5. _______ _________
b. Read it repeatedly.1. Flea 6. Frame2. Flag 7. Fly3. Frog 8. Flea4. Frog 9. Frame5. Fruits 10.Flute
c. Match the opicture with its word name by drawing a line.
D. Deciphering and decoding strategies and skills (DDSS)1. Sound Presentation1.1 Say: Do you still remember the story about the lost puppy?
1. Who was so very sad and afraid? Who was playing with Blackie?
2. Who loved his dog very much?3. Who went to the neighbor’s house?
1.2 Be sure to write on the pupils answer on the board.Fred Floro
Let me read to you these words. Listen carefully. Read the words with emphasis in the beginning sound.
1.3 What common sound do you hear at the beginning of these words? (Write letter fl, Fr) on the board. The pupils read the words.
Fred FloroFried FloorFresh FloatFreeze Flute
Where can we find the sound fl, fr, in the words. Let us read the words again. Repeat after me. The pupils sound fl. Fr, correctly in words with fl, fr sound at the beginning of the words.
1.4 Practice Exercisea. Say the name of such of each picture to yourself. Put a check (/) on the line
below the pictures of the name begins with fl, and a cross (x) if the name begins with fr.
1. 2. 3. ______ __________ _________
4. 5.
_______ _________
b. Read it repeatedly.1. Flea 6. Frame2. Flag 7. Fly3. Frog 8. Flea4. Frog 9. Frame5. Fruits 10.Flute
c. Match the opicture with its word name by drawing a line.
1. Flute
2. Frame
3. Flower
4. fruit
5. Flag 2. Writing Activity
Show a picture name begins with letter fr, fl. I will dictate the following words names legibly.
Flower FlagFruits FluteFrog Frame
3. GeneralizationWhat sound did you learned today? Can everybody sound it? What is the sound
Fl, fr?
4. Fixing SkillsSay the name of each picture. Write fl in column A. if the word begins with fl. And write in column bB if words begin in fr.
Column A Column B
5. Application 5.1 Harvest time
Rey is on the farm. He will harvest squash. Lets help him by gathering squash that contains pictures with names that begin with fl/fr. Write on the board fl, if the word has/fl/sound, write fr if the word has/fr/
Fried flow float fruits
Flavor flannel free friar
5.2 Let’s go fishingPepe is in the river. He is catching fish. Let’s join him catch the fish with picture name that begins with fl., fr, where is it needed to complete the picture name.
_ _ag _ _ uits _ _oat
_ _ ute _ _ riend _ _ied
_ _own
6. EvaluationOn your paper write fl, fr. If the name of a picture begins with the second fr, fl.
Show the picture one at a time.
1. 2. 3.
4. 5.
CPL 5-
4-
3-
2-
1-
0-
9:00 – 9:20 RECESS
9:20 – 10:10 MATHEMATICS ( MOTHER TONGUE
10:10 – 11:10 SIBIKA AT KULTURA
I. Layunin
Nakikilala ang mga Pilipinong bumubuo sa pamayanan sa Visayas
II. Paksa
A. Mga Pilipino sa VisayasB. Sang: PELC 1.A.1.pah. 16
Pagsibol pah. 4 – 5, AMAP pah. 14-17
C. Kag: tsart,mapa D. Pagpapahalaga: Paggalang
III. Pamamaraan
A. Panimulang Gawain
1. Balitaan
Pagtalakay sa kahalagahan moral ng balita
2. PagbabaybayPamayanan Samar
Bohol Leyte
Ilongo
3. Balik- aralSinu-sino ang mga pangkat-etniko sa Luzon?
B. Panlinang na Gawain
1. Pagganyak
Pagmamasid sa mapa ng mga pangkat etniko sa Visayas
2. Paglalahad ng aralin ayon sa ng teknik ng guro
(Concept Map)
3. Pagtatalakay
Saang lalawigan naroon ang mga Boholano?
Saan matatagpuan ang mga Waray?
Sino ang mahilig umawit at tumugtog ng gitara?
4. Pagbuo ng Konsepto
Ang mga pangkat-etniko sa Visayas ay Cebuano, Waray, Ilonggo, Bikulano at Negrito
C. Pangwakas na Gawain
1. Paglalapat
Paano natin pakikitunguhan ang ibang mga pangkat-etniko?
Pangkatang Gawain.Unahan ang dalawang grupo sa pagsusulat sa pisara kung saan nakatira ang mga pangkat-etnikong sasabihin ng guro.
2. Pagpapahalaga
Nakita mo ang isang Waray na naglalakad sa daan akay akay ang kanyang Nanay na bulag? Ano ang dapat mong gawin?
IV. Pagtataya
Punan ang patlang ang tamang sagot sa loob ng kayamanan.
1. Ang mga ________ ay nakatira sa Samar at Leyte. 2-3 Ang mga ______ at _______ ay malilimbing magsilbi.
4. Masisipag at relihiyoso ang mga________________.5. Malalambing silang magsalita__________________.
V. Takda
Pumili ng mga bagay na naiiugnay sa mga pangkat etniko ng Visayas at iguhit
sa kwaderno. Kulayan at lagyan ng border
CPL 5- 4- 3- 2- 1- 0-
11:10 – 11:30 WRITING
I. Write a direct ovalII. Writing a direct ovalIII. Procedure
A. PreparationB. PresentationC. Giving standard in writingD. Writing
E. Supervision of the teacher
IV. Evaluation
NOON INTERMISSION
12:30 – 1:00 PROJECT DEAR
Panay at Negrito Ilonggo
Ifugao Bikolano
Waray
I. Read a short story
Reading a short story
“Myself” Language Connection p. 2II. Procedure
A. PreparationB. PresentationC. Giving Standard in ReadingD. Reading the story by class then rowE. Supervision of the teacher
III. EvaluationIndividual reading
1:00 -2:20 FILIPINO
I. LAYUNINA Kasanayan
1. Masagot nang malinaw ang mahahalagang detalyeng ipinahihiwatig ng kuwentong napakinggan2 Matukoy ang iba’t ibang huni/ingay na ginagawa ng mga hayop2. Maibigay ang kahulugan ng mga salita sa tulong ng larawan, kilos at gamit sa pangungusap3. Maisasagawa ang maayos na paghawak ng lapis sa pagsulat4. Malinang ang kasanayan sa pagsasalita sa pamamagitan ng magagalang na pananalita sa
pagbati5. Makabasa nang may wastong galaw/hagod ng mata mula kaliwa, pakanan, itaas – pababa
*Magkaroon ng kamalayan sa kahalagahan ng mga alagang hayop B. Mga Estratehiya Masining na pagkukuwento Paggamit ng larawan Pagsasaayos ng larawan/pangyayari Pagbuo ng dayalogo o usapan
II. PAKSANG ARALINA. Kuwento: Masayang Paligid
Sanggunian: Landas sa Wika at Pagbasa pahina 2B. Pagsagot ng malinaw sa mahahalagang detalyeng ipinahihiwatig ng kuwentong napakingganC. Instraktura sa Wika: Pagtukoy sa iba’t ibang huni/ingay na ginagawa ng mga hayopD. Pagsasalita: Paglinang ng kasanayan sa pagsasalita sa pamamagitan ng magagalang na
pananalita sa pagbatiE. Pagbasa: Pagbasa nang may wastong galaw/hagod ng mga mata sa pagbasa mula sa kaliwa –
pakananF. Pagsulat: Pagsasagawa nang maayos na paghawak ng lapis sa pagsulatG. Balyus: Pagkakaroon ng kamalayan sa kahalagahan ng mga alagang hayopH. Sanggunian: Landas sa Wika at Pagbasa 2 pahina 2-8
BEC. PELC 1.1
III. MGA GAWAIN SA PAGKATUTO:KASANAYAN SA PAGBASA (Pagsusuri/Pagkilala/Decoding)
1. Paglalahad/PagganyakTungkol saan ang napakinggan ninyong kuwento noong isang araw?
2.Pagtalakay sa aralinPaano binati ni Abe ang kanyang mga alagang hayop?Anu ano ang ginamit niyang pananalita?
3.Pangkatang GawainHahatiin ng guro ang mga bata sa lima, ang bawat pangkat ay bubuo ng dayalogo mula sa mga sumusunod na sitwasyonPangkat 1 – May bago kayong kaklase, ipakita kung paano niyo siya babatiinPangkat 2 – Nakasalubong niyo ang inyong guro isang hapon sa palengke, ipakita king paano niyo siya babatiinPangkat 3 – Pumasok ang punongguro sa inyong silid aralan, ipakita kung paano niyo siya babatiinPangkat 4 – Matagal kayong hindi nagkitang magkakamag aral, ipakita kung paano kayo babati sa isat isaPangkat 5 – Isang gabi nakasalubong niyo ang kapitan ng inyong barangay, ipakita kung paano niyo siya babatiin
Paglalahad ng bawat grupo
4.TalakayanAnu anong magagalang na pananalita ang ginamit ninyo sa bawat sitwasyon?Ito ba ay kailangang gawin o sabihin sa bawat pagkakataon? Bakit?Kailan ginagamit ang “magandang umaga?” Magandang tanghali? Magandang gabi? Kumusta po kayo? At iba pa?
5.PaglalahatAnu anong magagalang na pananalita ang iyong gagamitin sa pagbati?Bakit ito kailangang gawin?
6. Pinatnubayang PagsasanayDumating ang lolo at lolo mo sa inyong bahay, paano mo sila babatiin?
7.Malayang PagsasanayAno ang dapat sabihin o gawin sa sumusunod na sitwasyon?1. Matagal kayong hindi nagkitang magpinsan, paano ka babati sa kanya?2. Nakita mong dumaan ang iyong kaibigan isang tanghali sa harap ng inyong bahay, ano ang
sasabihin mo sa kanya?
8.PagtatayaPunan ng wastong salita ang mga sumusunod na patlang upang mabuo ang pangungusap1. _______________, matagal tayong hindi nagkita2. Isang araw nakasalubong mo ang iyong tiya sa bayan, _________________ sa iyo Tiya!
3. Dadaan sa harap mo ang iyong punong guro, babati ka ng _____________________4. Dumating isang gabi ang iyong pinsan sa inyong bahay, babati ka ng ________________ sa iyo
pinsan.5. Isang umaga makakasalubong mo sa daan ang iyong guro, paano mo siya babatiin?
______________
9.Takdang AralinAnu ano ang mga magagalang na pananalita sa paghingi ng pahintulot? Gamitin ito sa pangungusap
CPL 5- 4- 3- 2- 1- 0-
2:20 – 3:20 MATHEMATICS
I. Learning Objective
Cognitive: Give the place value of each digit in 3-digit numbersPsychomotor: Regroup 3-digit numbersAffective: Show interest in using manipulative materials
II. Learning Content
Skills: Give the place value of each digit in 3-digit numbersReferences: BEC PELC – I A2.1Materials: Place value chart, improvised abacus, activity card, counters, drill cards,
number cards with 3-digit numbers, drill or show card for each pupilValue: Enjoyment in doing thing
III. Learning ExperiencesA. Preparatory Activities
1. Drill
“Show me”Writing and reading 2- digit numbers.Give the tens and ones- pupils write and read the number dictated by the teacher.Example: 3 tens and four ones
2. Reviewa. Write the tens and ones.
34
1. 56 = _____ tens _____ ones2. 88 = _____ tens _____ ones3. 42 = _____ tens _____ ones4. 19 = _____ tens _____ ones5. 37 = _____ tens _____ ones
b. Write the correct number.1. 1 hundreds, 4 tens, 5 ones =2. 9 hundreds, 7 tens, 0 ones =3. 7 hundreds, 4 tens, 5 ones =4. 4 hundreds, 0 tens, 2 ones =5. 10 hundreds, 0 tens, 0 ones =
3. Motivation
Do you know how some Chinese people count money?They don’t use calculators. They use an abacus.(Display an improvised abacus.) today, we are going to use the abacus in our lesson.
C. Development Activities1. Presentation
a. Introduce the value of ones, tens and hundreds in the improvised abacus.
Say; Class, H stands for hundreds, T for tens and O for ones.b. Teacher places one little wooden ball on the hundreds, 2 wooden balls on
the tens and five wooden balls on the ones.Ask: Let us tell the place value of each wooden ball.( 1 2 5 = one hundred twenty five)
-What is the place value of 1?-What is the place value of 2?- What is the place value of 5- What is the number?
c. Call on several pupils to show the place value of other 3- digit numbers and identify them.
2. Group ActivityShow the place value chart. Divide the class into 5 groups. Distribute sets of number cards (0-9). Tell them to place the number in it’s correct place value. (Dictate a number).Example: 540 Hundred
sTens Ones
5 4 0
Ask: What is the place value of 5?What is the place value of 4?What is the place value of 0?
The group who gives the most number of answers wins the game.
“Valuing” Did you like using our materials? Why?How did you feel when using those things?(I felt happy. I enjoy using them.)
2. Generalization:What did we do with 3- digit numbers?We give the place value of 3-digit number. We regroup them into hundreds, tens and ones.
D. Application
1. Have the class copy the place value chart on their papers.
2. Write the numbers on the blackboard and let the pupils write the numbers on their correct places value.
1.) 250 4.) 5702.) 117 5.) 8883.) 431 6.) 901
Example: hundreds tens ones250 - 2 5 0
3. Call on pupils to read their answers.
IV. EvaluationA. Fill in the blanks:
1. In 958, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place;
2. In 427, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place;
3. In 654, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place;
Hundreds Tens Ones
4. In 802, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place;
5. In 789, _____ is in the ones place;_____ is in the tens place;_____ is in the hundreds place;
B. Choose the letter of the correct answer.1. What is the place value of 3 in 436?
a. hundreds b. tens c. ones2. What is the place value of 8 in 877?
a. hundreds b. tens c. ones3. In 986 what number is in the hundreds place?
a. 8 b. 6 c. 94. In 672 what number is in the tens place?
a. 6 b. 7 c. 25. In 206 what number is in the ones place?
a. 2 b. 0 c. 6
V. AssignmentArrange the numbers to give the greatest or highest possible number.1. 0 9 62. 6 7 23. 8 2 64. 1 2 35. 4 7 0
CPL 10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 –
1 – 0 –
3:20 – 3:50 REMEDIAL TEACHINGI. Associate numbers with the sets having 501 to 1000 objects or sets.
II. Associating numbers with sets having 501 to 1000 objects or setsIII. Procedure
A. PreparationB. PresentationC. Giving directionD. ExercisesE. Supervision of the teacher
IV. EvaluationDraw the object for the following numbers.
1. 5082. 705
3. 8754. 9005. 747
3:50 – 4:00 GROUND IMPROVEMENT
