School:
Teacher:
Date:
TEJERO ELEMENTARY SCHOOL
AGNES V. ANDRIN
JULY 8, 2025
Grade & Section:
Quarter:
Week/Day:
I-GRACE
1ST QUARTER
Week 4- Day 2
7:00-7:20 – Pagtataas ng Watawat
7:20 – 7:30 – Daily Routine/ Advisory Time
7:30 – 8:10 GMRC
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
A. Activating Prior Knowledge
[Drill/Review/Unlocking of
Difficulties]
B. Establishing Lesson Purpose
[Motivation]
C. Developing & Deepening
Understanding
[Developmental Activities]
D. Making Generalizations
Natututuhan ng mag-aaral ang pag-unawa sa sariling paraan ng pananalangin.
Naisasagawa ng mag-aaral ang pagbabahagi ng karanasan tungkol sa pagpapabuti ng
kaniyang ugali dahil sa pananalangin bilang paglinang ng pagiging madasalin.
Natutuklasan na ang sariling paraan ng pananalangin ay nakatutulong sa pagpapabuti ng ugali
Nasasabi na ang pagdadasal ay paraan ng pagpapasalamat sa mga bagay na tinatamasa.
Sariling Paraan ng Pananalangin
GMRC CURRICULUM GUIDE
Ipikit ang inyong mata at iyuko ng ulo. Humingi ng panalangin para sa araw naito.
Sabay-sabay nating pakinggan ang isang panalangin.
Opening Prayer - Panalangin Bago Magsimula ang Klase (youtube.com)
Sagutin ang tanong.
1. Ano ang iyong paraan ng pagdarasal?
2. Ano ang iyong nararamdaman habang nagdarasal?
3. Bakit kaya tayo ay nagdarasal?
Ano ang inyong gagawin kapag naranasan ninyo ang sumusunod na sitwasyon?
Nakatanggap ka ng regalo
Nakakuha ka ng mataas na marka
May tumulong sa iyo
Nanalo ka sa isang paligsahan
Nakapasa ka sa isang pagsusulit
PAkinggan ang awitin
https://www.youtube.com/watch?v=hWsgY-KSjZc
1. ANo ang nararamdaman mo habang nakikinig sa awiting ito?
Basahin ang verse na mula sa bibliya
“kung may pagtitiwala tayo sa paglapit sa
Diyos na nalalaman na dinidinig Niya tayo
ay tutugunin Niya anuman ang ating
kahilingan kung iyon ay naaayon sa
Kanyang kalooban.”
1 Juan 5:14-15
1. Ano ang mensahi ng verse na ito?
2. Naniniwala ka ban a tutuparin ng Diyos lahat ng atin hihingin kung tayo ay magdarasal?
3. Naranasan mo na ban a ang iyong tinupad ng Diyos ang iyong dasal?
. Ang ay may mahalagang papel sa ating buhay, sapagkat ito ay nagbibigay ng pag-asa,
kalakasan at gabay sa atin sa bawat pagsubok na ating hinaharap.
E. Evaluating Learning
F. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Panuto: Sumulat ng iyong panalangin ngayong araw.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
8:10 – 8:50 LANGUAGE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
A. Activating Prior Knowledge
[Drill/Review/Unlocking of
Difficulties]
B. Establishing Lesson Purpose
[Motivation]
C. Developing & Deepening
Understanding
[Developmental Activities]
The learners demonstrate developmentally-appropriate language for interacting with others in
the classroom, and expressing meanings about familiar topics; they engage with and enjoy
listening to a range of texts; and recognize familiar images, icons, and symbols in their
environment
The learners use their developing vocabulary to talk about themselves, their families, and other
everyday topics; they follow teacher’s instructions and answer questions. They listen to and
respond to stories; and identify images, icons, and symbols from the environment and familiar
texts
At the end of the lesson the learners can:
a. use high-frequency words to describe family members; and
b. use words that present similarities and differences between objects or people.
English 1 MATATAG CURRICULUM GUIDE
Kumusta Kumusta | Children's Song | Sing and Dance (youtube.com)
Do the chant.
Pamilya, pamilya, na masaya
(clap, clap)
Nagtutulungan sa isa’t isa
(clap, clap)
Nanay at Tatay, sami’y nagmamahal (clap, clap)
Ate at Kuya, sami’y nagbabantay (clap, clap)
Pamilya, pamilya, mahal kita (clap, clap)
Salamat sa lahat sa tuwina!
(clap, clap)
Question:
1. Sino ang mga kasapi ng pamilya na nabanggit sa chant?
2. Ano ang ginagawa ng bawat kasapi ng pamilya?
DISCUSSION
Look at the picture
Question:
1. What is the differences of the two fruits?
2. what are their similarities?
Ang paghahambing (compare) at pagkokontrast (contrast) ay nagbibigay diin sa pagkakaiba
at pagkakatulad ng dalawa o higit pang tao, bagay, o idiya at maging pangyayari.
Ang “pareho” at “rin/din” ay mga salita ma ginagamit sa pagkakatulad ng mga tao o bagay.
Habang ang "hindi tulad” ay ginagamit sa pagsasabi ng pagkakaiba.
kuya
D. Making Generalizations
ate
1. Compare the similarities and differences of the two?
2. Do you have ate and kuya?
How they differ in terms of their household chores?
3. What characteristic of your kuya and ate that are the same?
Ang paghahambing (compare) at pagkokontrast (contrast) ay nagbibigay diin sa pagkakaba
at pagkakatulad ng dalawa o higit pang tao, bagay, o idiya at maging pangyayari.
E. Evaluating Learning
Direction: Describe your family. Use comparison and contrast.
F. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
8:50 – 9:05 Checking and recording learners outputs
9:05 – 9:45 READING AND LITERACY
I. OBJECTIVES
The learners demonstrate phonological awareness in decoding developmentally- and grade
A. Content Standards
level-appropriate words; understand and create simple sentences to express meaning about
oneself, family, and everyday topics (narrative and informational).
The learners use phonological and alphabetic knowledge to read/write words accurately
B. Performance Standards
with/for meaning and narrate personal experiences with family and content-specific topics.
Identify the initial sounds in words, including vowels, consonants, and semi-vowels
C. Learning Competencies/
Objectives
Letter ‘Uu’
D. Content
Pabola: Ang Uhaw na Uwak
E. Integration
II. LEARNING RESOURCES
A. References
MATATAG CURRICULUM GUIDE
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
Balik – Aral
A. Activating Prior Knowledge
Tingnan ang larawan. Pumalakpak ng dalawang beses kung ang larawan ay may unang tunog
[Drill/Review/Unlocking of
na /e/
Difficulties]
1.
2.
3.
4.
B. Establishing Lesson Purpose
[Motivation]
Makinig sa awitin
KUNG ANG ULAN AY PURO TSOKOLATE | Thank you for 87K views!
#KungAngUlanAyPuroTsokolate (youtube.com)
Tanong:
1. Ano ang pamagat ng awitin?
2. Ano ang gagawit tuwing ulan?
3. Gusto mob a tuwing umuulan? Ano ang ginagawa mo tuwing umuulan?
Pakinggan ng mabuti ang babasahing salita.
Ipapantig ang mga salita para sa wastong paggawa ng tunog.
u- wak
uwak
u-haw
uhaw
u-lan
ulan
u-lam
ulam
u-nan
unan
Piliin ang tamang salita upang mabuo ang diwa ng pangungusap.
C. Developing & Deepening
Understanding
[Developmental Activities]
Uwak
ulam
Uhaw
unan
Ulan
1. Ang _______ ay dumapo sa puno.
2. Uminom ng tubig ang batang _______.
3. May lamang tubig _____ ang banga.
4. May kanin at ______ sa lamesa.
5. Ilagay ang _____ sa higaan.
PAGTATALAKAY SA ARALIN
Tingnan ang larawan.
ulan
Ano ang nasa larawan?
Ano letra ang nagsisimula ang salitang ulan?
3. Ano ang unang unog nito?
Ang salitang ulan ay nagsisimula sa letrang U.
Uu ang pangalan ng titik na ito na may tunog na /u/. Ito ang mlaki at maliit na Uu.
Panoorin ang bidyu.
Ano ang tunog ng letrang Uu? (youtube.com)
Ano ulit ang tunog ang letrang u? sabihin ito ng malakas
Ganito ang pagsulat ng malaking titik na U.
Ganito ang pagsulat ng maliit titik na u.
Mga salitang may tunog na
/u/
u-lo= ulo
u-po= upo
tigre
May mga salita na pagpinalitan ang unang letra ng ibang letra makakabuo ng panibagong
salita.
ulam= alam
Halimbaw.
Ang unag letra ng salitang ulam na u ay pinalitan ng letrang a na na ang bagong salita ay
alam.
Subukan natin:
Panuto: isigaw ang “Oo” kung ang salita ay nagsisimula ang tunog sa /m/ at “hindi” kung wala.
1.
ugat
4.
aso
2.
uhaw
5.
upuan
3.
ulam
D. Making Generalizations
E. Evaluating Learning
Uu ang pangalan ng titik na ito na may tunog na /u/. Ito ang mlaki at maliit na Uu..
F. Additional activities for
application or
remediation
Panuto: Balangkasin ang malaking ‘U’ at ang maliit na letrang ‘u’
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
9:45 – 10:05 Handwashing/ Health Break/ Toothbrushing
10:05 – 10:45 MATHEMATICS
I. OBJECTIVES
The learner should have knowledge and understanding of whole numbers up to 100.
A. Content Standards
By the end of the quarter, the learners are able to count, read, write, recognize, and
B. Performance Standards
represent whole numbers up to 100.
At the end of the lesson, the learner should be able to:
C. Learning Competencies/
● count from 21 to 30;
Objectives
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
A. Activating Prior Knowledge
[Drill/Review/Unlocking of
Difficulties]
B. Establishing Lesson Purpose
[Motivation]
C. Developing & Deepening
Understanding
[Developmental Activities]
● recognize and represent numerals 21 to 30;
● read and write numerals 21 to 30;
● count up or down from a given number (up to 30); and
● identify the number that is one more than or one less than a given number (up to 30).
Number and Algebra
MATHEMATICS CURRICULUM GUIDE
MATATAG LAS1 WEEK3
Review:
Let’s count aloud 1-30.
1
2
3
6
7
8
11
12
13
16
17
18
21
22
23
26
27
28
4
9
14
19
24
29
5
10
15
20
25
30
Quetion:
34
37
1. What number is one less than 30? .
2. What number is one more than 29?
39
38
3. What number is one less than 27?
4. What number is one more than 25?
5. What number is one more than 24?
Watch the video
Numbers Song 1 To 40, Kindergarten Learning Videos For Kids (youtube.com)
1. What was the video all about?
2. What number is next to 30?
3. What number is next 39?
Lets do the same activity yesterday. Observe the the table below
Question:
1. What do you observe about the number of longs?
2. What do you observe about the number of units?
3. In number 1 How many longs are there again?
4. How many units are in one long?
5. If there are three longs, how many units are there?
6. How many units are there aside from the three longs?
7. If we put together 30 units and one unit, what do we get?
So, the number represented by the three longs and one
unit is 31.
Write 31 in the corresponding column and the number in words.
Lets try!
Group your self into 3 groups. Complete the chart.
Longs
Unit
What number it represent.
D. Making Generalizations
Question:
1. How many longs are there?
2. How many units are there?
3. What is equivalent to 10 units? 4. Can we place the 10 units in the Units column under the
Longs column?
The number 40 is represented by four longs and zero units or simply four longs.
Numbers 31-40 is represented by the following
31 - three longs and one unit
32 - three longs and two units
33 - three longs and three units
34 - three longs and four units
35 - three longs and five units
36 - three longs and six units
37 - three longs and seven units
38 - three longs and eight units
39 - three longs and nine units
40 - four longs
E. Evaluating Learning
F. Additional activities for
application or
remediation
Direction: Answer the following questions
1. What number is one less than 38?
2. What number is one more than 35?
3. What number is one less than 40?
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
10:45 – 11:25 MAKABANSA
I. OBJECTIVES
A. Content Standards
B. Performance Standards
Nauunawaan na ang bawat tao ay may indibidwalidad (individuality)
Naipapamalas na ang bawat tao ay may indibidwalidad
C. Learning Competencies/
Objectives
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
A. Activating Prior Knowledge
[Drill/Review/Unlocking of
Difficulties]
B. Establishing Lesson Purpose
[Motivation]
C. Developing & Deepening
Understanding
[Developmental Activities]
Naipakikita ang kakayahan sa sining ng pagguhit at pagkulay
Nakagagawa ng halimbawa ng sining sa pagguhit at pagkulay
Sining sa Pagguhit at Pagkulay
MATATAG K to 10 Curriculum Makabansa Baitang 1
Powerpoint presentation, flashcard, worksheets, krayola, gunting
Balik-aral
Tingnan ang larawan. Ipakita ang iyong masayng mukha kung itoy iyong kakayahan sa
gawaing bahay at malungkot na mukha kung hindi.
Alin sa mga larawan ang kaya mong gawin?
Makinig sa awitin.
Mga Uri ng Linya (youtube.com)
Tanong:
Ano-ano ang mga uri ng linya?
Magbigay ng mga bagay kung saan makikita ang iba’t ibang uri ng linya sa loob ng silidaralan.
Hugis Song | Shapes Song | Filipino | Awiting Pambata 🎼 (youtube.com)
Tanong:
1. Tungkol saan ang awit?
2. Ano-anong mga hugis ang nabanggit sa kanta?
3. Anong mga gamit makikita ninyo sa silid any mayroon hugis? Anong hugis ito?
PANGKATANG GAWAIN
(Hatiin ang klase sa tatlong pangkat. Ang bawat pangkat ay bibigyan ng gawain. Gawin ito sa
loob ng 5 minuto. Ang bawat miyembro ng pangkat ay magtutulungan sa pagsagot)
Iguhit ang mga bagay na makikita sa labas ng silid-aralan. Kolayan ito.
Pangkat 1
Iguhit ang puno na makikita sa paligid
Pangkat 2
Iguhit ang larawan ng bulaklak
Pangkat 3:
Iguhit ang damo o bahay na makikita sa labas ng silid aralan
D. Making Generalizations
Mga Tanong:
1. Anong mga linya/hugis/kulay ang inyong ginamit upang mabuo ang sining na ito?
2. Ano ang naramdaman ninyo pagkatapos na maisagawa ang gawain?
.Ang isang batang tulad mo ay maaaring makagawa ng isang drowing gamit ang iba't ibang
kulay hugis at linya.
E. Evaluating Learning
F. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
Panuto: Iguhit ang inyong bahay. Gamitin nag linya at hugis na iyog natutunan. Kolayan ito
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
11:25 – 12:00 Coordinatorship Task (Inclusive Education Coordinator and GMRC Chairman)
1:00 – 2:00 ARAL READING
I. OBJECTIVES
The learners demonstrate phonological awareness in decoding developmentally- and grade
A. Content Standards
level-appropriate words; understand and create simple sentences to express meaning about
oneself, family, and everyday topics (narrative and informational).
The learners use phonological and alphabetic knowledge to read/write words accurately
B. Performance Standards
with/for meaning and narrate personal experiences with family and content-specific topics.
Identifies and produces the initial consonant sound / l / represented by letter Ll.
C. Learning Competencies/
Objectives
Identifying and producing the initial consonant sound / l / represented by the letter Ll.
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Unang Lakang sa Pagbasa pages 83-90.
2. Learner’s Materials pages
laptop, flashcards, pictures, television, multimedia presentation, chart, and chalkboard
3. Other Learning Resources
III. PROCEDURES
1. Drill: Produce the sounds of the letters shown on the flashcards.
A. Activating Prior Knowledge
t
i
u
s
a
e
[Drill/Review/Unlocking of
o
m
b
Difficulties]
2. Review:
1.Unsa man nga tingog ang atong nakantiguhan gahapon? - /k/
2.Checking of homework
Direction: Isulat ang unang tingog sa matag hulaway. (Write the initial sound of the following
pictures).
______1.kalo (picture)
______2.kahon (picture)
______3. kamatis (picture)
B. Establishing Lesson Purpose
[Motivation]
C. Developing & Deepening
Understanding
[Developmental Activities]
D. Making Generalizations
E. Evaluating Learning
3. 3-Item Test
Direction; Isulat ang kasing2 kun ang hulagway adunay unang tingog /k/ ug adlaw kun wala.
______1.kahoy (picture)
______2.dahon (picture)
______3. kamatis (picture)
1. Motivation:
You have learned yesterday the sounds of some letters of the alphabet.
Do you want to know more about sounds of other letter?
Show picture sa usa ka langgam.
1. First Stage of Reading
a. Teacher asks the name of the objects on the flashcards. (lata, laso, lansang, lapis, libro)
b. Showing again the pictures with emphasis on the initial sounds of the picture. (Ll)
c. Show the letter that represents the initial sound of /l/. The big and small /Ll/.
d. Introducing the big and small letter Ll.
e. Writing letter Ll on air, palm and back of seatmates using the point finger.
f. Writing letter Ll on the paper.
2. Second Stage of Reading
- sound blending
3. Third Stage of Reading
- reading sight words
4. Fourth Stage of Reading
- reading phrases and sentence
5. Fifth Stage of Reading
- reading short story and answering the comprehension check
What is the sound of the letter Ll?
Write the correct initial sound of the following pictures.
F. Additional activities for
application or
remediation
1. lata
2. langgam
3. lansang
4. lapis
5. lantay
Write the word with initial sound /l /.
1. mais
lata
2. lantay
ospital
3. manok
orasan
4. atis
laso
5. balay
tama
6. laso
7. lababo
8. lamesa
9. laso
10. lamas
okra
tasa
lamas
oktupos
lansang
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
2:00 – 2:20 Health Break
2:20 – 3:20 Aral Math
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Content
E. Integration
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Learning Resources
III. PROCEDURES
A. Activating Prior Knowledge
[Drill/Review/Unlocking of
Difficulties]
B. Establishing Lesson Purpose
[Motivation]
The learners should have knowledge and understanding of whole numbers up to 100.
By the end of the quarter, the learners are able to recognize, represent, and order whole
numbers up to 100.
The learners are be able to read and write numbers up to 100 in symbols and in words.
M1NS-If-9.1
Number and Algebra
tional Learning Camp- Mathematics Intervention Camp, Learners’ workbook for Grade 1,
Math1_Kuarter1_ Modiul5
Today, we are going to read numbers in symbols and in words from 1 to 50
e are going to read the numbers in the chart/board. Then, you are going to write the missing
numbers in the
boxes to complete the chart
C. Developing & Deepening
Understanding
[Developmental Activities]
D. Making Generalizations
1. What are the numbers we learned today?
2. What did we do with the numbers?
3. What are the two ways in writing numbers?
E. Evaluating Learning
F. Additional activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with
other teachers?
3:20 – 4:00 Class Advising Duties
4:00 – 4:50 Conduct Intervention Activities, Library Work, Co-curricular
and Culminating Activities
4:50 – 5:00 Lowering of Flag
Prepared by:
AGNES V. ANDRIN
Teacher
Checked/Reviewed:
RONILO F. MEJORADA
Principal- I