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Name
of
Teach
er
Learni
ng
Area:
Ma.Ligaya G. Panganiban
M
T
B
M
L
E
Competen
cy:
iPlan No.
Key
Understan
ding to be
developed
Learning
Objectives
Resources
Needed
Quarter: 4th Quarter
Grade 1
Module No. (MT1OL-Iva-i-1.3)
Talk about family and friends using descriptive words. (MT1OL-Iva-i-1.3)
1
Talk about family using describing words
Knowledge
Skills
Tell about family members using describing words.
Use describing words in sentences about family
( MTI GA IV-e 1.5).
Attitudes
Display appreciation to the different family members
through the use of describing words
Teacher’s Guide,pp 60 ( Story )
Learner’s Material, pp 51-52,
K to 12 Curriculum Guide
Family pictures, metacards
Elements
of the
Plan
Preparatio Introdu
ns
ctory
Activity
(option
al)
`
Grade Level:
Activity
1. Group singing “ Usa ka Panimalay” ( TG p.100 ).
2. Unlocking of difficulties (Use picture clues)
A.malipayon
B.nagtinabangay
3. Unsa ang gihisgotan sa kanta?
Unsa nga klase sa panimalay ang gihisgotan sa kanta?
1.Story Reading ( Read A -loud)
“ Ang Malipayong Pamilya “ TG p.60
2.Second Reading of the story with interaction
from the pupils
3.Comprehension Check-up
a.Unsa ang ulohan sa estorya?
b.Kinsa ang mga sakop/ miyembro sa
pamilyang Ranario?
c. Unsa ang buluhaton sa mga miyembro
sa pamilyang Ranario matag Sabado?
Analysi
s
Applica
tion
d. Unsa ang inyong ikasulti mahitungod
sa pamilyang Ranario?
d. Nganong kinahanglan nga magtinabangay
ang matag sakop sa pamilya?
e. Unsay laing pulong nga atong
ikahulagway kanila?
Ask: What words can we use to describe
each member of the family.
Tatay Jose
Nanay
Inday Beta
Dodong
Maria
Carlo
kugihan
matina
limpyada
Kugihan
bangon
kusgan
buotan
buotan
matina
bangon
maantuson kugihan
matina
Kusgan
bangon
“ Show and Tell”
1. Group the children into 4.
2. Assign each group to describe one family member.
3. Give examples.
Mother
Father
Ate
Kuya
1.pution
2.gwapa
Note : ( The teacher add describing words )
Assessme
nt
Assess
ment
Matrix
Levels
of
Assess
ment
Process
/Skills
(25%)
What will I
assess?
Talk about
your family
members
using
describing
words.
How will I
assess?
Individual
{Authentic
Assessment}
How will I score?
Rubrics:
5 Points- Delivered
the description
with difficulty
10 Points- Delivered
the description
hesitantly
15 Points- Delivered
the description
with mastery
Assignme
nt
20 Points- Delivered
the description with
excellence
Enhanci Read and answer page 51-52 Buluhaton 42
ng the
days
lesson
Edited/ Proofread by :
DELIA DELA CRUZ
ARTURO E. GASO
BEATRIZ E. INCOG
RUDESA C. GECONCILLO
HEIDI L. HERMOSO
Date : Jan. 27, 2015
Appendix A : Song
Usa ka Panimalay
Usa kami ka panimalay
Malipayon kami kanunay
Si tatay ang among punoan
Si nanay ang dahon sa sanga
Kaming mga anak maoy bunga
Sa paghigugma.
Ang Malipayong Pamilya
( - Odisa B. Ranario )
May usa ka malipayong pamilya sa Sitio Sun-oc. Kini ang pamilya Ranario.
Kada Sabado, walay klase. Si tatay Jose, si nanay Maria ug mga anak nga
silang Inday Beta ug Dodong Carlo nagtinabangay sa buluhaton sa balay.
Si Tatay Jose nangahoy ug namupo og prutas nga mangga ug santol
para ibaligya sa merkado. Si Nanay Maria nanglaba para makatabang kay
Tatay Jose.Si Inday Beta nanglimpyo sa panimalay. Si Dodong Carlo naghakot
og tubig para sa labada ni Nanay Maria.Silang tanan nagtinabangay.
Busa malipayon ang ilang banay.
Name of
Geraldine T. Paculanang
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No. ( MT10LIVa-j1.3)
Area:
MLE
Competency:
Talk about friends using descriptive words. ( MT10LIVa-j1.3)
iPlan No.
2
Key Understanding to Talking about friends using descriptive words
be developed
Learning Objectives
Knowledge
Describe your friends using
descriptive words
Skill
Use appropriate describing
words in sentences
Attitude
Display friendliness towards
your classmates.
Resources Needed
Teacher’s Guide,pp 74-76
Learner’s Material, pp 44-45l,
K to 12 Curriculum Guide
Realias, metacards
Elements of the Plan
Preparations
Introductory
Song ,”Kon kita Magakauban”
- How will I make the
Activity
( Tune: The More We Get Together)
learners ready?
- How do I prepare the ( 5 mins.)
Kon kita magakauban,kauban, kauban
learners for the new
Kon kita magakauban maglipay kita
lesson?
Ang imong higala
- How will I connect
Ako sang/mang higala
my next lesson with
Kon kita magakauban maglipay kita
the past lesson?
Find your friend and hold hands
together while singing the song.
Talk with each other and tell him/
her how you describe him/her as a
person.
Ask:
Why do you like your friend?
( Nganong ganahan ka sa
imong higala?)
What other words can you use
to
describe your friend?
( Unsa pa ang laing pulong nga
imong magamit sa paghulagway sa
imong higala?)
Si ( pangalan sa higala ) ___________
kay _____________.
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Activity
( 15 mins.)
Analysis
( 10 mins.)
Group activity: Give each group 1
picture
to describe.
Group 1: Classmates cleaning the room
Group 2: Classmates helping each
other
Group 3: Classmates doing their
project
Group 4: Classmates weeding the
garden
Describe the picture.
Teacher posts their answers on the
board.
Use concept map.
1. Classmates cleaning the room
2: Classmates helping each other
3: Classmates doing their project
4: Classmates weeding the garden
Example:
Pix of
Group I
Abstraction
Talk about friends using descriptive
words.
( 5 mins.)
What do we call words that describe
your friend?
( Unsa ang atong tawag sa mga
pulong nga gahulagway sa usa ka
higala?)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
(Pulong panghulagway o pungway
ang gamiton sa paghulagway sa atong
higala.)
Application
I. Guided Practice by group
Let pupils pick out pictures from
( 5 mins.)
the Magic bag.
Describe the picture and use it in one
sentence.
Example:
boy helping his neighbors,
sister taking care of her
brother
II. Independent Practice
Refer to the story, “ Ang Kaluha”
( Refer to TG, p. 102 )
Assessment Matrix
Levels of
What will
How will I
How will I
Assessmen I assess?
assess?
score?
t
Knowledge
( 5 mins.)
Process or
Skills
Understan
ding(s)
Products/p
erformanc
es
(Transfer
of
Understan
ding)
Do Buluhaton
37- B ,
LM p.44-45
Individual
One point
every correct
answer.
Assignment
( 5 mins.)
Reinforcing
the day’s
lesson
Enriching
the day’s
lesson
Enhancing
the day’s
lesson
Preparing
for the new
lesson
DELIA DELA CRUZ
ARTURO E. GASO
BEATRIZ E. INCOG
RUDESA C. GECONCILLO
HEIDI L. HERMOSO
Date : Jan. 27, 2015
Draw and describe your best friend .
Edit
ed/
Pro
ofr
ead
by :
Name of
Teacher
Learning
Area:
Compete
ncy:
iPlan No.
Key
Understa
nding to
be
develope
d
Learning
Objective
s
MARY GRACE N. GUERRERO, ESP-1
Bayawan City Division
Grade 1
M
Quarter: 4th Quarter
Module No.
T
B
M
L
E
Talk about school using descriptive words. (MT1OL-Iva-i-1.3)
3
Words that describe things in school are called adjectives or describing words.
Knowledge
Skill
Attitude
Resource
s Needed
Elements
of the
Plan
Preparati
ons
- How will
I make
the
learners
ready?
- How do
I prepare
the
learners
for the
new
lesson?
- How will
I connect
my next
Grade Level:
Identify words that describe in talking about
one’s school
Construct sentences using describing words in
talking about one’s school
Display loveand appreciation of one’s school by
keeping it clean and beautiful
TG p.110-111
chart, pictures, word cards, meta strips
Methodology
Introducto Reading a Poem “Ang Akong Eskuylahan” (TG p. 110)
ry
Activity
Unsa ang imong ikasulti mahitungod sa eskuylahan?
(optional)
Ihulagway ang eskuylahan nga anaa sa balak.
lesson
with the
past
lesson?
Presentat Activity
ion
- (How
will I
present
the new
lesson?
- What
materials
will I use?
- What
generaliz
ation
/concept
/conclusi
on
Analysis
/abstracti
on should
the
learners
arrive at?
Practice
- What
practice
exercises
/applicati
on
activities
will I give
to the
learners?
Assessme
nt
(Refer to
DepED
Group Activity
Pagporma kamo og upat ka grupo.
Tan-awa ang palibot sa atong eskuylahan.
Ihulagway kini.
Isulat ang mga pulong nga naghulagway kabahin sa eskuylahan diha sa
meta strips ug ibutang kini sa pisara.
(The group with the most number of correct answers wins.Have pupils
read the words.)
Unsaon nimo pag-atiman aron magpabiling limpiyo ug maanindot ang
atong eskuylahan?
Unsa ang mga pulong nga naghulagway?
Abstractio
n
Unsa ang pungway?
Applicatio
n
Pagkuha og pulong gikan sa kahon nga naghulagway sa eskuylahan.
Gamita kini sa pahayag.
maanindot hapsay limpyo
dako lapad daghan
Levels of
Assessmen
t
What
will I
asses
Assessment Matrix
How will I assess?
How will
I score?
Order No.
s?
73, s.
2012 for
Knowledge
the
examples
)
Ilha ang pulong nga naghulagway sa matag pahayag.
Lingini kini.
1. Dako ang among eskuylahan.
2. Lapad ang dulaanan.
3. Buotan ang mga magtutudlo
4. Limpyo ang palibot niini.
Process or
Skills
.
Understan
ding(s)
Products/p
erformanc
es
(Transfer
of
Understan
ding)
Assignme Reinforcing
nt
the day’s
lesson
Enriching
the day’s
lesson
Enhancing
the day’s
lesson
Preparing
for the
new lesson
1 point
for
every
correct
answer
Pagdala og bisan unsang klase sa butang nga inyong ganahan.
Name of
Kristine Louisa Q. Momongan
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
MT1VVCDIVa-j3.2 Identifying synonyms and antonyms
iPlan No.
5
Key Understanding to Synonyms are words having the same meaning while antonyms are words
be developed
having opposite meaning.
Learning Objectives
Knowledge
Identify pair of words which are synonyms and
antonyms
Skill
Classify synonyms and antonyms from the given pair of
words.
Attitude
Practice the value of cooperation in accomplishing a
task
Resources Needed
Pictures, chart, box, manila paper, metastrips, Learner’s Material p. 79
Elements of the Plan
Methodology
Preparations
Introductory
Game:
- How will I make the
Activity
Have a drill on describing words.
learners ready?
(optional)
Form two groups with 5 members. Let them stand
- How do I prepare the
in column.
learners for the new
The first to read would move one step forward.
lesson?
The first group to reach the finish line wins the
- How will I connect
game.
my next lesson with
the past lesson?
Activity (10 mins.)
A. Group Game
Group the pupils into 3. Give each group a box
containing metastrips with pair of words. Let the
pupils classify the pair of words whether the words
have the same meaning (synonyms) or opposite
meaning (antonyms) by pasting the metastrips on
the the chart.
Pareha og Kahulogan
Magkaatbang ang
Kahulogan
Mga Pulong: (Teacher may add more examples)
init- bugnaw
taas- habog
dako gamay
maanyag- gwapa
B. Hisgoti ang mga hulagway gamit ang mga pulong
panghulagway. Unsa ang imong ikasulti bahin niini?
e.g.
tambok
taas
-
-
himsog
mubo
Have the pupils read the following words:
tambok- himsog taas- mubo
Ask:
1. Unsa nga pulong ang naghulagway sa baboy ug sa
bata? (tambok- himsog)
2. Unsa nga pulong ang naghulagway sa duha ka lapis?
(taas- mubo)
3. Hain ang pares sa mga pulong nga managsama ang
kahulogan? Hain ang magkaatbang?
e.g.
Tambok ang baboy. Himsog ang bata.
Taas ang bag-ong lapis. Mubo ang lapis nga kanunay
mabunggo.
Analysis (5 mins)
Ask:
Unsa nga pulong ang magkapareha ang kahulogan?
Unsa ang mga pulong nga magkaatbang?
Abstraction
(5 mins.)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
(10 mins.)
1. Unsa man ang kahulogan sa kapulong?
(Ang kapulong mao ang mga pulong nga magkapareha ang
kahulogan.)
2. Unsa man ang kahulogan sa suhingpulong?
(Ang suhingpulong mao ang mga pulong nga
magkaatbang.)
Contest:
Teacher calls one group to describe any object using
synonyms. Another group gives its antonyms. (One point
for every correct answer).
Example:
SYNONYMS
ANTONYMS
1. Lab-as ang utanon sa hardin.
Dubok
Presko kini.
2. Nalipay si Nena kay
nakadawat og regalo.
Nagmaya siya.
Naguol
Asks: How do you find the activity?
(Unsa man ang inyong nakat-onan sa inyong gibuhat
karon?
Assessment Matrix
Levels of
What will I
Assessment
assess?
Knowledge
Process or Skills
Identification
of pair of
words which
are synonyms
and antonyms
How will I assess?
How will I
score?
Isulat ang K kon
kapulong ug S kon
suhingpulong.
___1. taas-habog
___2. pobre-adunahan
___3. bugnaw- init
___4. maanyag- gwapa
One point for
every correct
answer
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson
Enhancing the
Isulat ang K kon kapulong ug S kon suhingpulong.
day’s lesson
_____1. itom- puti
_____2. ngitngit- hayag
_____3. naguol- nagsubo
_____4. presko- lab-as
Preparing for the
new lesson
Name of
Delia O. Dela Cruz
Teacher
Learning
MTBArea:
MLE
Competency:
MT1VCDIVa-j3.2
iPlan No.
6
Grade Level:
Quarter: 4th Quarter
Module No.
Identify homonyms in sentences
Grade 1
Key Understanding to
be developed
Learning Objectives
Homonyms are words that are spelled alike but different in meanings and
pronunciations.
Knowledge
Identify homonyms in the sentence
Skill
Give the meaning of homonyms used in the
sentence
Attitude
Demonstrate cooperation in accomplishing a
group tasks
Resources Needed
Pictures, box, metastrips, chart
Elements of the Plan
Methodology
Preparations
Introductory
Checking of Assignment
- How will I make the
Activity
Review on synonyms and antonyms
learners ready?
(optional)
Match Column A with the correct synonym in Column
- How do I prepare the
B by writing the letter on the blank.
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
Activity
Presentation of Pictures
- (How will I present
e.g.
the new lesson?
- What materials will I
use?
1.
- What generalization
Adunay lata sa sardinas. Lata ang dunot
/concept /conclusion
nga saging.
/abstraction should
the learners arrive at?
2.
Lami utanon ang
puso sa saging.
Analysis
Lami kaonon ang
Init nga puso.
Asks:
1. Unsa ang inyong namatikdan sa mga
pulong nga gibagaan?
2. Giunsa sila paglitok?
3. Pareha ba sila og kahulogan?
4. Unsa ang buot ipasabot sa maong
pulong? (based on how it is
pronounced)
Abstraction
Asks:
What does homonym mean?
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
Group Activity (Choose and Pick)
The teacher provides a box containing sentences with
homonyms. Each group will pick and read the
sentences with homonyms correctly. Each group will
be given 2 minutes to practice each sentence.
e.g.
1. Adunay pito ka pito si Mario.
2. Wala nabasa ni Rowena ang libro kay
nabasa kini.
3. Gustong kuhaon ni Romeo ang lata sa
dalan apan sa paglakaw niya nakatamak
siya og lata nga saging og nadakin-as
siya.
Asks: How do you find the activity?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I assess?
Assessment
How will I assess?
How will I
score?
Knowledge
Process or Skills
Group Activity:
Identify the
homonyms in the
sentence
Understanding(s)
.
Encircle the
One point
homonyms in the every item
sentence
1. Mahadlok
moduol si Kyle sa
iyang papa didto
sa sala kay siya
adunay sala.
2. Si Marta hilig
modebuho gamit
ang iyang wala
nga kamot apan
wala siya
makadebuho pagusab kay napiang
kini.
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s Write 5 sentences using homonyms
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited/proofread by :
JOELYZA M. ARCILLA
ARTURO T. GASO
GRECELITA C. HERNANDEZ
BEATRIZ E. INCOG
GRECELITA C. HERNANDEZ
Date : Jan. 27, 2015
DELIA DELA CRUZ
RUDESA C. GECONCILLO
JENNIFER ARTIAGA
HEIDI L. HERMOSO
Name of Teacher: ZENAIDA L. BOYLES
Grade/Year Level: I
Grade One
MA. JEANNA B. POLINAR-Bohol
Division
Learning Area: MTB – MLE
Quarter: 4 Module No.:MT1VCDIVa-j3.1
Competencies: Identify, give meaning and use compound words in a sentence
iPlan No. 7
Identifying, giving of meaning and using
Duration
50 mins.
compound words in a sentence
(minutes/hours
Key Understandings
Compound words are two words combined together
to be developed
with only one meaning.
Learning Objectives
Knowledge Give meaning of compound words
Skills
Construct sentences using compound words
Attitudes
Display love and care of family members.
Resources Needed
TG Week 35, p. 36, Kto12 Curriculum Guide, charts and pictures
Elements of the Plan Methodology
Preparations
Show picture/real kamotengkahoy.
-How will I make the
Introductory
1. What picture is this?
learners ready?
Activity
Unsa kini nga hulagway?
-How do I prepare
2. Have you eaten kamotengkahoy?
the learners for the
(5 mins.)
Nakakaon naba kamoog kamotengkahoy?
new lesson?
3. Do you like it?
-How will I connect
Lami ba?
my new lesson with
4. What have you noticed with the word
the past lesson?
kamotengkahoy?
Unsay namatikdan ninyo sa pulong
Kamotengkahoy?
How many words does it compose?
Pilakapulong ang naghugpong niini?
Presentation
Activity
Unlock the following words using pictures.
-How will I present
1. matagtiki
the new lesson?
2. taladkan –anan
-What materials will I ( 15 mins.)
3. balay-alampoanan
use?
Present a selection “AngPamilya ni Mang Ambo”
-What
on a chart.
generalization/conce
Ang Pamilya ni Mang Ambo
pt/conclusion/
Usa kaadlaw niana, malipayong nagpundok ang pamilya ni
Abstraction should
Mang Ambo sa taladkan-anan. Nangaon sila og
the learners arrive
kamotengkahoy. Abot kini nila sa ilang umahan. Gitawag
at?
nila ang ilang anak nga si Ron aron mokaon uban kanila
apan wala kini mogawas. Sa dihang ilang gisusi, may
matagtiki diay si Ron. Ilang gidala si Ron sa klinika sa
barangay. Sa ilang pagpaulimi hapit sila sa balayalampoanan aron mag-ampo alang sa kaayohan ni Ron.
Pupils read the selection on the chart (orally).
Asa nagtapok ang pamilya ni Mang Ambo?
- Taladkan-anan
Unsa ang ilang gikaon?
- Kamotengkahoy
Nganong wala mogawas si Ron?
- Adunay matagtiki
Diin nag ampo si Mang Ambo?
- Sa balay alampoanan
What good behavior does the family
of MangAmbo show?
Unsa ang mga maayong pamatasanang
makita sa pamilya ni Mang Ambo?
If you were Ron in the story, what would you
tell to your father?
Koni kaw pa si Ron sa estorya, unsa may
imong isulti sa imong amahan?
How do you show your love and care
to your family?
Unsaon nimo pagpakita ug pagmahal ug pagpangga
sa imong pamilya?
Pupils read the words.
matagtiki balay alampoanan
kamotengkahoy
taladkan – anan
Analysis
(5 mins)
How the words are formed?
Giunsa pagsulat ang mga pulong ?
How do we call these words?
Unsa ang tawag niining mga pulonga?
Call pupils to give other compound words commonly
used and use it in a sentence
Abstraction
( 5 mins )
Practice
-What practice
exercises/application
activities will I give to
the learners?
Application
( 10 mins )
What are compound words?
Unsa ang ____________?
How many meaning does the compound
word has?
Activity: Present a magic box.( Call individual pupil)
Place different compound words in it.
Have the pupils pick some compound words
inside the box give the meaning and use
them in a sentence.
bungag singot
pobreng kahoy
Assessment
Levels of
Assessment
Knowledge
batolata
balay alampo-anan
Assessment Matrix
What will I
How will I assess?
assess?
Giving meaning Connect the compound
to compound
words in Column A with
words
its meaning in Column B:
A
1.libodsuro
y
2.pataygut
om
3.batolata
4.bungagsi
ngot
Assignment
Process or Skills
Reinforcing the
day’s lesson
Enriching the
day’s lesson
(5 mins)
libod suroy
B
a.tawo nga
walay
gikaon
b.tawo nga
laagan
c. katol sa
lawas
d. usa ka
dula
Use these compound words in a sentence.
1. irongbuang
2. dalagangbukid
3. pisongdaog
4. kakhatuka
Enhancing the
day’s lesson
Preparing for
the new lesson
Edited/proofread by :
JOELYZA M. ARCILLA
ARTURO T. GASO
GRECELITA C. HERNANDEZ
BEATRIZ E. INCOG
GRECELITA C. HERNANDEZ
Date : Jan. 27, 2015
DELIA DELA CRUZ
RUDESA C. GECONCILLO
JENNIFER ARTIAGA
HEIDI L. HERMOSO
How will I
score?
1 point for
every correct
answer
Name of Teacher: MA. JEANNA B. POLINAR
Grade/Year Level:
Grade One
ZENAIDA L. BOYLES – Bohol Division
Learning Area: MTB – MLE
Quarter: 4 Module No.: MT1FIII-IV-4a.-j1.3
Competencies: Read words, phrases, sentences, paragraphs, story with appropriate intonation ,
expression and punctuation cues.
iPlan No. 8
Reading with appropriate
Duration
50 mins.
intonation, and punctuation cues.
(minutes/hours
Key Understandings to be
Reading words, phrases, sentences, paragraphs with
developed
correct expression and punctuation cues.
Learning Objectives
Resources Needed
Elements of the Plan
Preparations
-How will I make the learners
ready?
-How do I prepare the learners for
the new lesson?
-How will I connect my new lesson
with the past lesson?
Knowledge
Answer wh-questions on a
selection/story read
Skills
Read words, phrases, sentences,
paragraphs with correct expression
and punctuation cues.
Attitudes
Demonstrates interest for reading
by listening attentively during
story telling.
TG Week 34, p. 27-28, Kto12 Curriculum Guide,
charts and pictures
Methodology
Introductory
Review on compound word
Activity
by answering the assignment
Activation of prior knowledge
( 5 mins.)
through a game. (TG p. 27)
The teacher ask: Have you
experienced that your family transfer
from one place to another?
Presentation
-How will I present the new lesson? Activity
-What materials will I use?
-What
( 15 mins.)
generalization/concept/conclusion/
Abstraction should the learners
arrive at?
The teacher present a story
“ Ang Lugar nga Among Pagabalhinan”
( TG p. 28 )
Unlock the following words using pictures.
1. dakbayan
2. banay
3. tulunghaan
4. tyanggi
Phrase reading
1. dakbayan nga adunay dakong tyanggi
2. mobalhin ang tibuok banay
3. dagkong tulunghaan
4. nindot nga shopping centers
Giving of motive question:
Unsang mga talan-awon ang nakapadani
sa ilang pamilya sa lugar nga ilang
pagabalhinan?
Teacher reads the story with proper
expression and intonation while pupils
read only with their eyes.
Group the class into 4 and have them
read the story with proper expression
and punctuation cues
Answering of motive question
and wh-questions.
(Refer TG Week 34, p. 29)
Analysis
( 5 mins.)
Activity:
Group of Four (The leader of the group leads
the reading with appropriate expression and
punctuation cues.)
Question:
Is it good to read a story with correct
expression and intonation?
How does it feel?
Abstraction
5 (mins.)
Practice
-What practice
exercises/application activities will
I give to the learners?
Assessment
( 10 mins.)
Application
1. What do you do if someone tells
you a story?
2. During your free time, what will you do?
(Read or Play)?
3. How will you read a story or a selection?
(Note: The teacher gives emphasis on
this phrase “APPROPRIATE EXPRESSION
ANDPUNCTUATION CUES”by
writing it on the board.)
Pupils read a story “Nakadaog Sa Bangga
sa Kanta” with proper expression and
( 5 mins.)
punctuation
cues
Answer wh-questions
(Refer TG Week 34, p.32 )
Assessment Matrix
Levels of Assessment
What will How will I
How will I
I assess? assess?
score?
Knowledge
Process or Skills
Understanding/s
Products/Performance
s
(Transfer of
Understanding)
Assignment
( 5 mins.)
Reinforcing the day’s
lesson
Enriching the day’s
lesson
Enhancing the day’s
lesson
Reading
with
appropri
ate
expressio
n and
punctuati
on cues
Reading by
group with
proper
expression
and
punctuation
cues in a 5
sentence
paragraph
from the
story “
Nakadaog
sa Bangga
sa Kanta”
( TG p. 32 )
5pts- 90-100%
of the words
are
read with
correct
expression
4 pts-85-89%
of the words
are
read with
correct
expression
3pts.=75 to
84%
of the words
are
read with
correct
expression
Copy the news item
“Nakadaug sa Bangga sa Kanta”
using correct punctuation cues.
(Refer TG Week 34, p. 32)
(Note: Chart is prepared by the teacher.)
Preparing for the new
lesson
Edited/proofread by :
JOELYZA M. ARCILLA
ARTURO T. GASO
GRECELITA C. HERNANDEZ
BEATRIZ E. INCOG
GRECELITA C. HERNANDEZ
Date : Jan. 27, 2015
DELIA DELA CRUZ
RUDESA C. GECONCILLO
JENNIFER ARTIAGA
HEIDI L. HERMOSO
Name of Teacher
MARIVIC C. CUI
Grade/Year ONE
ANJANETTE E. DAYANAN
Level
Learning Area:
MTB-MLE
Quarter: 4th
Module No.: MT1FIII-IV-4a-j1.3
Competency: Read Grade one level paragraphs / story with proper expression
Read Grade one level text with an accuracy rate of 95-100%
iPlan No. 9
Reading Stories With Proper Expression and
Duration
50
Accuracy Rate
(Minutes) min.
Key
To be a fluent reader, reading accurately with appropriate rate, phrasing,
Understandings and with expression is very important.
to be developed
Learning
Objectives
Knowledge
Read Grade one level paragraphs / stories with proper
expression;
Skills
Read Grade one level text with an accuracy rate of 95100%; and
Attitudes
Express love for stories by reading available materials.
Resources
Big Book: “Si Kabog”, Bisaya: Kabilin sa Atong Kaliwat 1 pp. 47-49,
Needed
paragraph strips, Unang Bahin sa Pagbasa p. 50
Elements of the Plan Methodology
Preparation
Introductory
Reading of words, phrases and sentences
Activity/
previously learned.
Motivation
Show a picture of animals having a meeting.
(5mins)
Ask:
Unsa ang mga hayop nga anaa sa hulagway?
Unsa kaha ang ilang gibuhat?
Presentation
Activity
Present the Big Book: “Si Kabog”.
- (How will I present (10mins)
Point to and read the title. Introduce the
the new lesson?
author and the illustrator.
- What materials will
Unlock difficult words.
I use?
1. nagprotesta – nisupak
- What
Nagprotesta ang mga mag-uuma kay dili sila uyon sa
generalization
bag-ong pamaagi sa pagkolekta sa buhis.
/concept
2. isalikway – biyaan, talikdan
/conclusion
Ayaw isalikway ang mga karaan nga duwaan.
/abstraction should
3. desisyonan – hukman
the learners arrive
Desisyonan sa mga ginikanan kung angay ba gayud
at?
nga isarado ang geyt sa eskwelahan.
4. kabog – kwaknit
Instruct pupils to observe how the teacher
read the story.
Read aloud the story to the class with
accuracy and proper expression.
Read the story again giving pupils a chance to
interact with the text.
SI KABOG
Nagprotesta ang mga langgam ug
hayop kay dili sila mosugot nga si Kabog adto
masakop sa usag-usa nila ka grupo.
Langgam:Dili mi mosugot nga ikaw Kabog ari
namo masakop.
Kabog: Ngano nga inyo man kong isalikway?
Langgam man ko, aduna koy mga pako ug
duha ka tiil.
Langgam:Dili ka langgam kay walay langgam
nga adunay ngipon. Busa adto ka ipon sa mga
hayop.
Miadto si Kabog tipon sa mga hayop.
Apan wala mosugot ang mga hayop.
Hayop: Dili mi mosugot nga ari ka namo, kay
walay hayop nga adunay mga pako.
Kabog: Sakop ako ninyo, kay naa akoy ngipon.
Hayop: Dili mi mosugot, gusto mi ug pulongpulong, aron maklaro og asa g’yud ka
masakop. Kanamo bang mga hayop, o sa ila
bang mga langgam ka angay mahisakop
Kabog!
Busa nagtapok ang mga langgam uban
sa mga hayop aron ilang desisyonan ug asa
g’yud masakop si Kabog. Human sa ilang
tigom, ilang nahukman nga si Kabog anha
lang sa tunga-tunga. Dili hayop, dili pud
Langgam, busa himoon nalang siyang
gwardiya panahon sa gabii samtang tulog ang
tanang hayop ug langgam. Mao na karon, ang
mga kabog sa gabii magmata ug maglupadlupad, samtang mipahulay ug matulog sa
tibuok adlaw.
Answer the following questions:
1. Kinsa ang mga karakter sa istorya?
2. Asa nahitabo ang istorya?
3. Kinsa ang nagprotesta batok kang Kabog?
4. Nganong nagprotesta man sila batok sa
kaniya?
Analysis
(5mins)
5. Kon ikaw si Kabog, asa man ka gusto
mahisakop? Ngano man?
6. Unsay angay buhaton aron dili madayon
ang protesta?
7. Makatarunganon ba ang hukom sa mga
hayop ug mga langgam nga si Kabog anha
lang sa tunga-tunga, dili hayop ug dili
usab langgam? Ngano man?
Get some lines from the story.Post these
sentences on the board.
1. “Dili mi mosugot nga ikaw Kabog ari
namo masakop.”
2. “Ngano nga inyo man kong isalikway?”
3. “Sakop ako ninyo kay aduna akoy
ngipon.”
4. “Dili mi mosugot, gusto mi ug pulongpulong, aron maklaro og asa g’yud ka
masakop. Kanamo bang mga hayop, o
sa ila bang mga langgam ka angay
mahisakop Kabog!”
Read these lines in a monotone voice
without expression.
Read again these lines with expressive voice.
Ask:
Ikapila nga pagbasa ang mas nasabtan ninyo? Ngano
man?
Giunsa man ko kadto pagbasa?
Unsaon man pagbasa kon period ang punctuation
mark? kon question mark? kon exclamation point?
Let pupils observe the facial expressions of
the teacher.
Read again the same lines for the third and
fourth time. The third reading is without
facial expressions while the fourth has facial
expressions.
sad – sad voice and sad facial expression
happy – happy voice and happy facial expression
angry – angry voice and angry facial expression
Ask:
Ikapila naman pud nga pagbasa nako ang mas
maayo ug mas masabtan ninyo? Ngano man?
Giunsa man ko kadto pagbasa?
Teacher models how to read correctly other
lines from the story to be repeated by the
pupils.
Abstraction
(5mins)
Practice
- What practice
exercises/applicatio
n activities will I give
to the learners?
Application
(10mins)
In reading short paragraphs / stories the reader
needs to read it accurately with appropriate rate,
phrasing, and with expression.
Group pupils into 4. Each group receives a
paragraph strips. Let all members of the group come
in front and read the story with proper expression
and accuracy.
Group 1: “Kumusta naman kamo diha? Nanghinaot
ko nga anaa kamo sa maayong panglawas ug
malipayon kamo sa adlaw sa Pasko.”
Group 2: “Maayo kaayo kay nakasulat si Papa Ben
bisan sa kadaghan niyang trabaho ug bisan sa iyang
kalayo”.
Group 3: “Unsa man ang nahitabo kang Tiyo?
Nganong wala naman siyay pakabana sa iyang
asawa ug mga anak?”
Group 4: “Nagpasalamat kaayo ako kay luwas mong
tanan sa mga katalagman nga naabot diha sa atong
lugar. Malipayon kaayo ako.
Note: Please refer to the rubrics below.
RUBRICS
Score
Read with correct expression and with
95 - 100 % accuracy rate
Read with correct expression and with
85 - 94% accuracy rate
Read with correct expression and with
80 – 84% accuracy rate
Read with less expression and with 75 –
79% accuracy rate
Read without expression and with 74%
and below accuracy rate
Assessment
(Refer to
DepED Order
No. 73, s. 2012
for the
examples)
Assignment
Assessment Matrix
Levels of
What will I
Assessment
assess?
Performance Reading grade
(10mins)
one level text
with correct
expression and
accuracy rate of
95-100%
Reinforcing
How will I assess?
Individual reading.
Ang Kabo
May kabo si Kiko.
May baki sa kabo.
Kiko! Kiko!
Ang kabo! Ang kabo!
Naay baki sa kabo!
5
4
3
2
1
How will I
score?
Please
refer to
the
rubrics in
the
appendic
es.
Practice reading the short story: “Ang Mga Okra ni Ikko”
the day’s
lesson
(5mins)
with accuracy and proper expression. Be ready to read the
story in front tomorrow.
“Ang Mga Okra ni Ikko”
Ang mga okra ni Ikko.
Gibaligya sa merkado.
“Palit na kamo..!” sulti ni Ikko.
“Pila man ang kilo?” pangutana ni Ikka.
“Tag Ph5.00 ang kilo” tubag ni Ikko.
“Papalita ko og lima ka kilo” sulti ni Ikka.
Nahurot ang mga okra ni Ikko.
Malipayon nga niuli si Ikko.
Edited by:
Delia O. Dela Cruz
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Grecelita C. Hernandez
Jennifer O. Artiaga
Joelyza M. Arcilla
Name of
MARIVIC C. CUI
Grade/Year
One
Teacher
Level
Learning Area:
MTB-MLE
Quarter: 4th
Module No.: MTILCIVab1.2
Competency: Note important details in grade level literary and informational
texts listened to/read
iPlan No. 10 Noting Details
Duration (Minutes)
Key
Details help us understand what we are reading.
Understand
ings to be
developed
Learning
Objectives
Knowledg
e
Skills
50 min.
Note important details in grade level literary and
informational texts listened to / read;
Locate specific information in the literary or
informational text to find answer to simple questions;
Attitudes
Demonstrate the value of helping friends.
Resources
Big book: “Tinuod nga Higala” LM p. 46, stick
Needed
puppets, tag boards, chalk, eraser
Unang Bahin sa Pagbasa pp. 26, 16, 20
Elements of
Methodology
the Plan
Preparation
Introductory
Ask:
Activity/Motiv
Aduna ba kamoy mga higala?
ation
Kinsa kanila ang inyong matawag nga
suod nga higala? Ngano man?
Unsa nga mga kinaiya ang imong
nagustuhan niya?
Presentation
Activity
Show the stick puppets of animals.
- (How will I
Bao
Iring
Iro
present the
Unggoy
Itik
new lesson?
Let pupils identify each animal.
- What
Present the big book “Tinuod nga Higala”.
materials will I
Point to and read the title. Introduce the
use?
author and the illustrator.
- What
Unlock difficult words.
generalization
1. higala – amigo, suod nga kaila
/concept
/conclusion
/abstraction
should the
learners arrive
2. nahayang – nahigda gikan
at?
sa pagkakulob
3. gahinamhinam – ganahan na kaayo
mobuhat sa usa ka butang
Gahinamhinam ang bata nga molangoy sa dagat
4. gakawaykaway (gesture / sentence)
Iyang gikawaykaway ang iyang kamot
sa dihang nakit-an niya ang iyang higala.
Show again the Big Book. Have the pupils
tell
something about the cover.
Ask: Unsa ang nahitabo kang bao?
Kinsa kaha ang makatabang niya?
With the help of stick puppets, read
aloud the story to the class without interruption.
Read the story again giving pupils a
chance to
interact with the text.
TINUOD NGA HIGALA
Dihay usa ka gamay nga bao nga
nagkalingaw og dula sa sapa. Ga langoy-langoy
ug galakaw-lakaw siya sa daplin.
Sa natagbaw na siya og dula, nikawas siya
sa tubig ug misaka sa dako nga bato.
Apan nahulog ang bao. Nahayang siya sa
balas. Naglisod siya og kulob. Nilabay ang
unggoy, nangayo siya og tabang apan
gikataw-an ra siya. Nilabay ang iring,
apan wala siya makit-i. Gadali ang itik nga
nilabay kay gahinamhinam sa tubig,
nisampit og tabang ang bao apan wala siya
madunggi.
Niabot si Puti, usa ka iro, gipaghot niya ang bao
pag-ayo unya gakawaykaway sa iyang mga kamot
nga nangayo og tabang.
Wala magdugay gipunit si Bao sa suod nga
higala ni Puti, gikulob ug gibalik siya sa sapa.
Malipayon kaayo ang bao. Mapasalamaton kaayo
siya sa iyang higala nga iro nga si Puti ug sa suod
nga higala ni Puti.
Analysis
Pupils answer the following questions.
Kinsa man ang mga karakter sa istorya?
Diin nahitabo ang istorya?
Unsa ang gibuhat ni Bao sa sapa?
Unsa ang nahitabo kaniya?
Kinsa ang mga hayop nga wala nitabang
ni Bao?
Nganong wala man siya natabangi nila?
Asang dapita sa istorya makita ang
paghata
og importansya sa pagtabang sa higala sa
panahon sa kalisod?
Abstraction
Practice
Application
- What
practice
exercises/appli
cation
activities will I
give to the
learners?
Kon ikaw si Puti, tabangan mo bas i Bao?
Ngano man?
Sakto ba ang gibuhat ni Puti nga tabangan
si Bao?
Ngano man?
Kon ikaw si Bao, unsa ang imong bation
kon
adunay motabang kanimo?
Unsaon nimo pagkahibalo kon kinsa ang
imong tinuod nga higala?
Let pupils share their experiences about
helping friends to their seatmate.
Ask:
Sakto ba ang tubag ninyo sa mga
pangutana?
Unsa ang mga angay timan-an kon
magbasa o maminaw og istorya?
Asa makit-an ang mga importante
nga detalye sa istorya?
Pupils stress that one must take note of the
important details because it helps the
reader/listener
understand the characters and events easier.
Group pupils into 4. Each group will be given
tag boards, chalk and eraser. Teacher reads a
short paragraph and asks questions. The first
group to raise their tag board with correct
answer
earns a point. The group with the highest score
wins.
Ang Relo ni Rina
Ang relo ni Rina.
Regalo ni Rose ang relo.
Gusto ni Rina ang relo.
Gusto pud ni Roy ang relo.
Gipahulam siya ni Rina.
Nalipay si Roy.
Questions:
1. Kinsa ang adunay relo?
2. Kinsa ang naghatag sa relo?
3. Kinsa ang nakagusto pud sa relo?
4. Unsa ang gibuhat ni Rina nga naka
palipay kang Roy?
5. Sakto ba ang gibuhat ni Rina nga
pagpahuwam sa relo? Ngano man?
Ang Boda ni Ada
Ang boda ni Ada.
Berde ang kolor sa boda ni Ada.
Nindot kaayo ang boda ni Ada.
Regalo ni Tiyo Edu og Tiya Eda.
Questions:
1. Kinsa ang adunay boda?
2. Unsa ang kolor niini?
3. Unsa ang inyong ikasulti sa boda?
4. Kinsa ang gahatag sa boda?
5. Unsaon nimo pagpakita nga
mapasalamaton
ka sa mga butang nga gihatag kanimo?
Note: The teacher may or may not give options
or
choices to the answers depending on the level of
the pupils.
Assessment
(Refer to
DepED Order
No. 73, s. 2012
for the
examples)
Assessment Matrix
Levels of
What will I
Assessment assess?
Knowledge Answering
questions.
Assignment
Enhancing
the day’s
lesson
How will I
assess?
Answer MTB
LM p.46
How will I
score?
1 point for
every
correct
answer.
Read the story and answer the questions that
follow.
Ang Baka ni Kiko
Ang baka ni Kiko.
Itom ang kolor sa baka ni Kiko.
Buntis ang baka ni Kiko.
Luya ug dili kini gusto mokaon.
Gipainom kini og gatas ni Kiko.
Wala na magluya ang baka ni Kiko.
1. Kinsa ang adunay baka?
2. Unsa ang binuhi niya?
3. Unsa ang mga pulong nga maghulagway
sa baka?
4. Unsa ang gipainom ni Kiko kaniya?
5. Unsaon nimo pag atiman ang imong
mga binuhing hayop?
Edited by:
Delia O. Dela Cruz
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Grecelita C. Hernandez
Jennifer O. Artiaga
Joelyza M. Arcilla
Name of
Joelyza M. Arcilla
Grade Level:
Grade
Teacher
1
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
1. Write sentences or longer texts with proper punctuation,
spacing, and capitalization MT1CIVa-j2.1
2. Observe proper mechanics (punctuation marks, capitalization,
proper spacing between words, indention, and format) with
copying/writing words, phrases, sentences, and short paragraphs
(MT1PWRIVa-j8.1)
iPlan No.
Key Understanding to
be developed
Learning Objectives
Resources Needed
11
Writing sentences should observe proper mechanics (punctuation
marks, capitalization, proper spacing between words, indention,
and format) with copying/writing words, phrases, sentences, and
short paragraphs)
Knowledge
Give the proper mechanics to be observed
in writing sentences.
Skill
Write sentences observing the mechanics
in writing.
Attitude
Give the importance of writing sentences
following the mechanics in writing.
Teacher's Guide,
Learners' Material, pp.
K to 12 Curriculum Guide Page 54/154
Pictures, charts
Elements of the Plan
Preparations
Introductory
- How will I make the
Activity
learners ready?
(optional)
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Have them sing “Kabahin sa Komunidad” in
the tune of “ It’s I Who Build Community” .
Kabahin sa Komunidad
Ako, ako kabahin sa komunidad (3x)
Ako kabahin sa komunidad
Lalalala
Motabang kanunay
Alang sa kahapsay
Mosalmot, moalagad
Sa atong komunidad.
Ask: As community member, what are we
suppose to do? Why?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Activity
Show picture of community members having a
clean-up drive. Let the children tell something
about it. Write the shared ideas in sentences
on the board.
Pix of community
members doing cleanup drive
Example:
1. Naglusad og pagpanglimyo ang mga
molupyo sa Barangay Lahug, Dakbayan sa
Cebu sa kadalanan.
2. Gipangunahan kini sa ilang kapitan.
3. Nagdala sila og silhig tukog,”dust
pan”, ug sako nga masudlan sa mga basura.
4. Malipayon nga nagtinabangay ang
matag usa.
Analysis
Have the children read the sentences.
Let the children focus their attention to the
sentences written on the board.
Ask:
1. How were the sentences written? ( By
observing proper mechanics) How do they
begin? ( In Capital letter) How do they end? (
By using period)
2. If there are several items, how do we
separate them? ( By using comma)
Guide the children to form a paragraph out of
the sentences observing the mechanics in
writing.
Naglusad og pagpanglimyo ang mga
molupyo sa Barangay Lahug, Dakbayan sa
Cebu sa kadalanan. Gipangunahan kini sa ilang
kapitan. Nagdala sila og silhig tukog,”dust
pan”, ug sako nga masudlan sa mga basura.
Malipayon nga nagtinabangay ang matag usa.
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
What do we observe in writing sentence and
foming them into paragraphs?
Writing sentences should observe proper
mechanics (punctuation marks, capitalization,
proper spacing between words, indention,
and format) with copying/writing words,
phrases, sentences, and short paragraphs)
Guided Practice
Divide the children into 4 groups. Give them
numbered erroneous sentences. Have them
form a paragraph observing the mechanics in
writing.
Group 1
1. nangadto ang banay ni mr. lim sa parke
2. nagdala sila og pagkaon
3. gisaluhan nila kini
4. malipayon kayo sila
Group 2
2. unsaon nga mahimong limpyo ang
eskuylahan
3. kinahanglan nga dili pataka og labay sa
basura
4. ilain ang malata ug di-malata
Group 3
1. pagkaanindot nga sud-ongon ang lunhaw
nga palibot
2. nagbarog ang mga mangga nangka
bayabas ug kaimito
3. nag- alirong ang mga balili
4. naghatag kini og presko nga hangin
Group 4
1. suod nga higala sila si jenny ug caren
2. kanunay silang magdungan og kaon
3. magtinabangay sila sa ilang buluhaton
4. ehemplo sila sa ilang mga kauban
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
Assessment Matrix
Levels of
What will I How will I assess?
Assessment
assess?
How
will I
examples)
score?
Knowledge
Basaha ang mga pahayag.
Paghimo og parapo gikan
sa mga pahayag. Bantayi
ang mga saktong pamaagi
sa pagsulat.
1. kinsa ang imong suod
nga higala
2., si mama ang akong
suod nga higala
3. kanunay ko niyang
gitabangan sa akong
assignments projects ug
buluhaton sa eskuylahan
4. pinangga nako kaayo
ang akong mama
Process or
Skills
.
Understanding
(s)
Products/perf
ormances
(Transfer of
Understanding
)
Assignment
Reinforcing the
day’s lesson
Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for
the new lesson
Pagdebuho og buluhaton sa panimalay nga
gibuhat sa tibuok banay. Pagsulat og parapo nga
adunay 3 hangtod sa 5 ka mga pahayag.
Hinumdomi ang mga pamaagi sa ensaktong
pagsulat.
Name of
Ma. Juvy Lugsanay
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Writing sentences with correct punctuations. ( MTIC- IIIf-I2.1.)
iPlan No.
12
Key Understanding to Write sentences with correct punctuations.
be developed
Learning Objectives
Knowledge
Construct sentences with correct
punctuation marks
Skill
Write sentences with correct punctuation marks .
Attitude
Display patience in constructing sentences
Resources Needed
Landas ng Wika at Pagbasa I pp.174-175,
Basa Pilipinas pp.130-131, pictures, charts,
manila paper and pentel pens
Elements of the Plan
Preparations
Introductor Have the pupils read the following short sentences:
- How will I make the
y
learners ready?
Activity
a. Nagtudlo og basa ang maestra sa mga mga bata.
- How do I prepare the (optional)
b. Unsa ang buluhaton ninyo sa MTB?
learners for the new
c. Hala! Nalimot ko sa akong assignment.
lesson?
( 5min )
- How will I connect
Ask: How are the sentences written?
my next lesson with
What are their punctuation marks?
the past lesson?
Presentation
Activity
Show a picture of a carabao.
- (How will I present
( Teacher can use another picture.)
the new lesson?
( 5 min )
a. Let the chidren talk about it.
- What materials will I
use?
Write the sentences given by the children.
- What generalization
Ask questions that will give the children the
/concept /conclusion
opportunity to discover the punctuation marks used.
/abstraction should
the learners arrive at? Analysis
What punctuation marks are used in the sentences?
(5 min )
Why do we use punctuation marks at the
end of sentences?
Abstraction
How do we construct sentences?
What do we place at the end of sentences?
( 5 min )
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
Divide the pupils into 3 groups.
Let each group construct 5 sentences.
( 15 min )
Group 1 – Telling sentences
Group 2 – Asking sentences
Group 3 – Exclamatory sentences
How did you find the activity?
What should you remember in constructing
sentences so they will be correct?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What
Assessmen will I
t
assess?
Knowledge
.
Process or
Skills
Writing
sentenc
es with
correct
punctua
tion
( 10 min )
Understan
ding(s)
How will I assess?
How will I score?
Rewrite the following
sentences using correct
punctuation marks.
1.Taas ang kahoy__
2. Unsay gihatag
kanato sa mga kahoy__
3. Bitin__ ka dako sa bitin
sa sanga sa kahoy__
4. Kanindot sud-ungon
ang lunhaw nga palibot sa
kakahoyan__
5. Nganong kinahanglan
man nga magpatubo kita og
kahoy__
. 1 point for
every correct
answer.
Products/p
erformanc
es
(Transfer
of
Understan
ding)
Assignment
Reinforcing
the day’s
lesson
Enriching
the day’s
lesson
(5 min )
Rerite the sentences correctly:
1. naligo ang mga bata sa sapa
2. naglangoy-langoy usab ang mga
itik didto
3. yehey makasakay na gyud ko
og balsa
4. nganong alimahan nato ang atong
kasapaan
5. unsay imong ikatabang aron magpabilin
nga limpyo ang sapa
Enhancing
the day’s
lesson
Preparing
for the new
lesson
Edited by:
Delia O. Dela Cruz
Joelyza M. Arcilla
Beatriz G. Incog
Heidi L. Hermoso
Arturo T. Gaso
Rodesa C. Geconcillo
Jennifer O. Artiaga
Grecelita C. Hernandez
Name of Teacher
Jennifer O. Artiaga / Edmond Apora
Grade/Year
Level
4
1
Learning Area:
MTB
Quarter:
Module
No.:
Competency: Give meanings of words through picture clues (MT1VCDIVa-j2.1.1)
iPlan No.
Key
Understandings
to be developed
Learning
Objectives
13
Duration
(minutes/hours)
50
Giving meanings of words through picture clues
Knowledge
Skills
Infer meanings of words through picture clues
Create movements to show understanding of the
meaning of the words given
Attitudes
Display teamwork and creativity in fulfilling a task
Resources
K to 12 Curriculum Guide
Needed
Pictures
Meta cards
Powerpoint presentation/chart
Activity sheet
Elements of the Plan
Methodology
Preparations
Motivation/Introductory Nakasulay na ba kamo og sakay og
- How will I make the
Activity (5 mins.)
baruto?
learners ready?
This part introduces the
Unsa'y inyong buhaton aron dili
- How do I prepare the
lesson content.. it is
kini malunod?
learners for the new
serves as a warm-up
lesson?
activity to give the
Game:
(Motivation /Focusing
learners zest for the
Malunod na ang baruto!
/Establishing Mind-set
incoming lesson and an
Paggrupo kamo og tag 10.
/Setting the Mood
idea about what it to
Malunod na ang baruto!
/Quieting /Creating
follow. One principle in
Paggrupo kamo og tag…..(8, 6, 5,4)
Interest - Building
learning is that learning
Background Experience – occurs when it is
Activating Prior
conducted in a
Knowledge/Apperception pleasurable and
- Review – Drill)
comfortable
- How will I connect my
atmosphere.
new lesson with the past
lesson?
Presentation
Activity(5 mins)
Guessing Game
- (How will I present the
This is an interactive
(Group Work)
new lesson?
strategy to elicit
- What materials will I
learner’s prior learning
Malunod na ang baruto, unsa ang
use?
experience. It serves as a atong buhaton?
- What generalization
springboard for new
(One group will do the
/concept /conclusion
/abstraction should the
learners arrive at?
(Showing/
Demonstrating/
Engaging/ Doing
/Experiencing /Exploring
/Observing
- Role-playing, dyads,
dramatizing,
brainstorming, reacting,
interacting
- Articulating
observations, finding,
conclusions,
generalizations,
abstraction
- Giving suggestions,
reactions solutions
recommendations)
learning. It illustrates the
principle that learning
starts where the learners
are. Carefully structured
activities such as
individual or group
reflective exercises,
group discussion, self-or
group assessment,
dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise,
gallery walk and the like
may be created. Clear
instructions should be
considered in this part of
the lesson.
Analysis (10 mins)
Essential questions are
included to serve as a
guide for the teacher in
clarifying key
understandings about
the
topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize interactions
and sharing of ideas and
opinions about expected
issues. Affective
questions are included to
elicit the feelings of the
learners about the
activity or the topic. The
last questions or points
taken should lead the
learners to understand
the new concepts or
skills that are to be
presented in the next
part of the lesson.
Abstraction (10 mins)
This outlines the key
concepts, important
movements/action, other groups
will guess. Encourage the pupils to
be creative. Teacher distributes
rolled paper to each group.These
are the words to be used: )
1. Bugsay
2. Ambak
3. Salom
4. Langoy
5. Kapyot
Unsay inyong gibati samtang
nagdula?
Giunsa ninyo paghulagway ang
mga pulong nga gihatag?
Value Integration: Teamwork &
Creativity
Giunsa ninyo pagkahibalo nga mao
kini ang insaktong pulong sa
maong hulagway?
skills that should be
enhanced, and the
proper attitude that
should be emphasized.
This is organized as a
lecturette that
summarizes the learning
emphasized from the
activity, analysis and new
inputs in this part of the
lesson.
Practice
Application(10 mins.)
- What practice
This part is structured to
exercises/application
ensure the commitment
activities will I give to the of the learners to do
learners?
something to apply their
(Answering practice
new learning in their
exercise- Applying
own environment.
learning in other
situations/actual
situations/real-life
situations- Expressing
one’s thoughts, feelings,
opinions, beliefs through
artwork, songs, dances,
sports- Performing
musical
numbers/dances,
manipulative activities,
etc.)
Assessment
(Refer to DepED
Order No. 73, s. 2012
for the examples)
Assessment Matrix
Levels of Assessment
Knowledge (5 mins)
(refers to the substantive
content of the curriculum,
facts and information that
the student acquires)
What do we want students
to know?
(relevance and adequacy)
How do we want students to
express or provide evidence
of what they know
Process or Skills
Jigsaw Puzzle
Kauban ang inyong kagrupo,
sumpaya ang mga bahin-bahin sa
jigsaw puzzle aron makaporma og
hulagway. Isulat ang pulong nga
nahaom sa maong hulagway.
(Note: Teacher can use any
available picture.)
Itakdo ang hulagway sa Kolum A
ngadto sa iyang pulong nga anaa sa
Kolum B.(PPT/chart/activity sheet)
Kolum A
Kolum B
1.
kaon
(refers to skills or cognitive
operations that the student
performs on facts and
information for the purpose
of constructing meanings or
understandings.)
Skills as evidenced by
student’s ability to process
and make sense of
information, and may be
2.
3.
hilak
assessed in the following
criteria: understanding of
content and critical thinking
Understanding(s)
(refers to enduring big ideas,
principles and
generalizations
4.
inherent to the discipline,
which may be assessed
using the facets of
understanding or other
indicators of understanding
which may be specific to the
discipline
Products/performances
(Transfer of Understanding)
(refer to the real-life
application of understanding
as evidenced by student’s
performance of authentic
tasks)
Assignment
Reinforcing the day’s lesson
(5 mins)
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new lesson
inom
5.
atiman
abli
Paggunting og usa ka hulagway
gikan sa mantalaan/magasin.
Pagsulat og pulong nga nahaom sa
maong hulagway ubos niini.
Name of
Jennifer O. Artiaga / Edmond Apora
Grade/Year
Teacher
Level
Learning Area:
MTB
Quarter: 4
Module
No.:
Competency: Give meanings of words through picture clues (MT1VCDIVa-j2.1.1)
Lesson
Word Meanings through Context Clues
Duration
50
No. 14
(minutes/hours)
Key
Giving meanings of words through context clues
Understandi
ngs to be
developed
Learning
Knowle Infer meanings of words through context clues
Objectives
dge
Skills
Construct meaning of words through context clues
Attitud Practice safety and cleanliness of oneself
es
Integrate the value of sharing
Resources
K to 12 Curriculum Guide
Needed
Pictures
meta-cards
Powerpoint Presentation
Chart
activity sheet
Elements of the
Methodology
Plan
Preparations
Motivation/Introd Game:
- How will I make
uctory Activity
the learners ready? This part
Dulapulong
- How do I prepare
introduces the
Magdula kita.
the learners for the lesson content.. it Isulat ang insaktong pulong diha sa mga kahon.
new lesson?
is serves as a
Mahimo kini nga pababag o baubos.
(Motivation
warm-up activity
/Focusing
to give the
/Establishing Mind- learners zest for
set /Setting the
the incoming
2 k
4 n
Mood /Quieting
lesson and an idea 1 n i h ka g t o k
g
/Creating Interest - about what it to
k
a
l
a
Building
follow. One
t 3 n i s u l b o n g 6
Background
principle in
Experience –
learning is that
a
t
g
p
Activating Prior
learning occurs
7 g
5 d a l a g
Knowledge/Apperc when it is
n a h i m u o t
t
eption - Review –
conducted in a
k
i
Drill)
pleasurable and
d
- How will I connect comfortable
my new lesson with atmosphere.
the past lesson?
PABABAG
PAUBOS
1. napingki; naigo
1. nahulog
3. nagpataas; nipaibabaw
2. dali; diriyut
5. bulok sa hinog nga mangga 4. buka sa baba
7. nalipay
6. sikad
Presentation
- (How will I present
the new lesson?
- What materials
will I use?
- What
generalization
/concept
/conclusion
/abstraction should
the learners arrive
at?
(Showing/
Demonstrating/
Engaging/ Doing
/Experiencing
/Exploring
/Observing- Roleplaying, dyads,
dramatizing,
brainstorming,
reacting,
interactingArticulating
observations,
finding,
conclusions,
generalizations,
abstraction- Giving
suggestions,
reactions solutions
recommendations)
Activity
This is an
interactive
strategy to elicit
learner’s prior
learning
experience. It
serves as a
springboard for
new learning. It
illustrates the
principle that
learning starts
where the
learners are.
Carefully
structured
activities such as
individual or
group reflective
exercises, group
discussion, self-or
group assessment,
dyadic or triadic
interactions,
puzzles,
simulations or
role-play,
cybernetics
exercise, gallery
walk and the like
may be created.
Clear instructions
should be
considered in this
part of the lesson.
Unsa ang imong ganahan nga dula?
(Reading of the Story, “Takyan”.)
Takyan
Sinulat ni:Jennifer O. Artiaga
Adunay lima ka buok dalag nga takyan si Nilo.
Iyang gihatag ang tulo niini kang Tito nga iyang
amigo.
Nahimuot kaayo si Tito.
Nahimuot usab si Nilo.
Gusto ni Nilo nga magdula silang duha ni Tito og
takyan.
Unang nipatid sa takyan si Nilo ug natagak dayon
ang takyan ni Nilo.
Nisunod usab pagpatid sa takyan si Tito.
Nisulbong ug nagpaibabaw ang takyan ni Tito.
Nagtulo ang sip-on ni Tito samtang naghangad sa
takyan.
Nagsiga usab ang mga mata ni Nilo nga nagtanaw sa takyan ni Tito.
Nagnganga ang baba ni Tito nga naghangad sa
takyan.
Sa kalit lang, nihagtok ang takyan sa baba ni Tito.
Mga Pangutana:
Kinsa ang adunay takyan?
Pila ka buok ang iyang takyan ni Nilo?
Unsay gihimo ni Nilo sa tulo ka buok takyan?
Pila na lang ka buok ang nahabilin nga takyan
kang Nilo?
Nganong gitagaan man ni Nilo si Tito og takyan?
Unsa ang gibati ni Tito ug Nilo?
Kinsa ang unang nipatid ?
Unsay nahitabo sa takyan?
Kinsa ang sunod nga nipatid sa takyan?
Unsay nahitabo niini?
Nganong nihagtok man ang takyan sa baba ni
Tito?
Unsay angay natong buhaton aron malikay sa
sakit ug peligro?
Kon ikaw usab adunay daghang takyan, unsa
man ang imong buhaton?Ngano man?
Values Integration: Cleanliness, Safety and
Sharing
Analysis
Essential
questions are
included to serve
as a guide for the
teacher in
clarifying key
understandings
about the topic at
hand. Critical
points are
organized to
structure the
discussions
allowing the
learners to
maximize
interactions and
sharing of ideas
and opinions
about expected
issues. Affective
questions are
included to elicit
the feelings of the
learners about the
activity or the
topic. The last
questions or
points taken
should lead the
learners to
understand the
new concepts or
skills that are to
be presented in
the next part of
the lesson.
Abstraction
This outlines the
key concepts,
Unsa ang kahulugan sa mga pulong nga
gibadlisan?
Pagbasa sa mga pahayag gikan sa sugilanon.
1. Nahimuot si Tito kay gitagaan siya og
takyan.
2. Nagnganga ang iyang baba nga
naghangad sa takyan.
3. Natagak ang takyan padulong sa ubos.
4. Nihagtok ang takyan sa dihang naigo kini
sa iyang ngipon.
5. Nisulbong ang takyan pataas pagpatid ni
Tito.
Giunsa nimo pagkuha sa maong kahulugan?
Practice
- What practice
exercises/applicati
on activities will I
give to the
learners?
(Answering practice
exercise
- Applying learning
in other
situations/actual
situations/real-life
situations
- Expressing one’s
thoughts, feelings,
opinions, beliefs
through artwork,
songs, dances,
sports
- Performing
musical
numbers/dances,
manipulative
activities, etc.)
important skills
that should be
enhanced, and the
proper attitude
that should be
emphasized. This
is organized as a
lecturette that
summarizes the
learning
emphasized from
the activity,
analysis and new
inputs in this part
of the lesson.
Application
This part is
structured to
ensure the
commitment of
the learners to do
something to
apply their new
learning in their
own environment.
Game:
Mystery Word
(Divide the class into 4.Read the clues. Pupils
guess the letters to complete the mystery box.
Whoever has the correct guess of the mystery
word will spin the wheel with corresponding
points for their team.)
MYSTERY WORD
#1
Clue Gusto kaayo nga dula ni Sofia ang
bato-lata. (paborito)
MYTERY WORD
#2
Clue Abtik kaayo siya modagan pabalik sa
iyang puwesto. (paspas)
MYSTERY WORD
#3
Clue Pirmi gayod makadaug ang ilang
grupo. (kanunay)
MYSTERY WORD
#4
Clue Sadya kaayo sila nga nagdula kay
ang tanan nagkatawa. (nalipay)
MYSTERY WORD
#5
Clue Wala gayod sila nagreklamo kay
silang tanan nakuntento. (nakauyon)
Assess
ment
(Refer
to
DepED
Order
No. 73,
s. 2012
for the
exampl
es)
Assessment Matrix
Levels of
What will I assess?
Assessment
Ho
w
will
I
asse
ss?
How will
I score?
Knowledge
(refers to the
Basaha ug sabta ang matag pahayag.
substantive
Isulat ang pulong nga nihaom niini.
content of the
Pilia kini gikan sa kahon.
curriculum,
facts and
information
nag-amuma
matinahuron
that the student
acquires)
maalamon
pagpangga
What do we
want students
kugihan
daginotan
to know?
(relevance and
adequacy)
1. Usa ka __________ nga bata si Maria. Kanunay
How do we
siyang motabang sa mga
want students
Buluhaton sa balay.
to express or
2. Kanunay siyang maminaw sa tambag sa iyang mga
provide
ginikanan ug magulang. Usa usab siya ka
evidence of
__________ nga bata.
what they know
Process or Skills
(refers to skills
or cognitive
operations that
the student
performs on
facts and
information for
the purpose of
constructing
meanings or
understandings.
)
Skills as
evidenced by
student’s ability
to process and
make sense of
information,
and may be
assessed in the
following
criteria:
understanding
of content and
critical thinking
Understanding(
s)
(refers to
enduring big
ideas, principles
and
generalizations
inherent to the
discipline, which
may be
assessed using
the facets of
understanding
or other
indicators of
understanding
which may be
specific to the
discipline
Products/perfo
3. Kanunay siyang __________ sa mga tanom sa ilang
tanaman.
4. Matag adlaw, maghipos siya og pipila ka sinsilyo sa
iyang alkansya kay ___________ man siya.
5. Puno kaayo siya sa___________ sa iyang mga
ginikanan tungod sa iyang pagkabuotan.
Assign
ment
rmances
(Transfer of
Understanding)
(refer to the
real-life
application of
understanding
as evidenced by
student’s
performance of
authentic tasks)
Reinforcing the
day’s lesson
Isulat ang kahulugan sa pulong nga gibadlisan.
1. Nahimuot kaayo si Lara kay gihatagan siya og regalo sa
iyang Mama.
2. Kanunay siyang gipangga kay matinabangon man siya.
Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for
the new lesson
Heidi Hermoso /Gemma Doroy
Grade/Y
ear Level
Name of
Teacher
Learning Area:
MTB-MLE 1
Quarter:
No.: (MTILCIVe3.2)
Competency: Infer important details of a story listened to
iPlan No.
15
Key
Understandi
ngs to be
developed
Learning
Objectives
Resources
Needed
Elements of
the Plan
Preparation
4
Grade One
Module
Duration
(minutes/hou
rs)
50
mins.
When you infer, you make a guess.
Knowled Infer important details in a story listened to
ge
Skills
Respond attentively to the story heard
Attitudes Demonstrate kindness and care to animals
Charts of the song and the story
Picture of a dog and a puppy
Curriculum Guide in MTB-MLE I, T. G. pp.73-74
Methodology
Introductory
Activity
Activity
Analysis/
Song: BINGO
Dunay iro sa among balay
Bingo ang iyang ngalan
B-i-n-g-o (3x) Bingo ang iyang ngalan
Ask: What animal was mentioned in the song?(dog) What
is the name of the dog?(Bingo) Do you think Bingo is a
small or a big dog?(big dog)
Unlock the difficult words:
1. itoy/puppy (through pictures)
2. gigutom/hungry (acting out)
3. basa/wet (actual/real act)
4. labay/throw (through action)
Motive question: What could have happened if Ben did
not show kindness to his puppy?
SI BEN UG ANG ITOY
Usa ka adlaw, si Ben nakakita og usa ka itoy.
Basa kini ug gigutom.
Iya kining gidala sa balay.
“Ilabay kana sa layo”, ingon sa iyang inahan.
Mitan-aw ang itoy sa iyang inahan.
Mitan-aw kini nga dunay kaguol sa iyang mga mata.
Mikuha og gatas si Ben kay naluoy siya sa itoy.
What was the story all about? ( Ben and a Puppy)
Practice
Assessment
Discussion
When did the story happen? (one day)
Who was the boy in the story? (Ben)
What did Ben do to the puppy? (brought it home/fed with
milk)
Why do you think the puppy was wet?
Did mother like to keep the puppy? (No) Why? (She told
Ben to throw it)
Why did Ben get some milk?
What could have happened to the puppy if Ben did not
feed with milk?
VALUING: What value did Ben show to the
puppy?(kindness)
How do you take care of your pet?
Abstraction/
Generalizatio
n
How did you find your answer to the questions? When you
infer, what do you do?
(When we infer, we make guess.)
Application
Read the story “ Si Estoy Nga Buotan”,TG, pp.73-74
Answer the following questions:
1. Kinsa ang bata nga gihisgutan sa estorya?
2. Unsay gibati ni Estoy sa dihang gitabangan niya ang
iyang mga ginikanan?
3. Kon padayon si Estoy sa pagpanglimpyo sa ilang
Barangay, unsa kaha ang mahitabo sa palibot sa tibuok
Barangay?
4. Unsa kaha ang buhaton sa mga tawo sa Barangay
ngadto ni Ben?
Assessment Matrix
Levels of Assessment
What How will I assess?
How will I
will I
score?
assess
?
Knowledge
Process or Skills
Draw a happy face
if the sentence shows
kindness and care to
animals; sad face
if it does not.
____1. Giving a nice
shelter to animals.
____2. Provide food
for animals.
____3. Beat and kick
the animal.
One point
for every
correct
answer.
____4. Let animals
fight.
Understanding(s)
Assignment
Products/performances
(Transfer of
Understanding)
Reinforcing the
day’s lesson
Enriching the
day’s lesson
Enhancing the
Draw an animal you like to take care and keep as your
day’s lesson
pet.
Preparing for
the new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
Heidi L. Hermoso/ Gemma L. Doroy
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th
Module No.
Area:
MLE
Competency:
Recite a poem individually with ease and confidence
iPlan No.
16
Key Understanding to Reciting a poem is one way of building/creating self-confidence.
be developed
Learning Objectives
Knowledge
Identify the correct phrase, pronunciation and
intonation of the words in the poem
Skill
Recite the poem with correct phrase,
pronunciation and intonation with ease and
confidence
Attitude
Demonstrate the importance of regular
attendance in school
Resources Needed
: A. Reference: Curriculum Guide in MTB-MLE I, T.G. pp. 110 -111
B. Materials: Picture of a school, chart of the poem, Ppt presentation
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Introductory
Activity
(optional)
Activity
Rap/Chant: Mag-andam-andam Kita
Mag-andam-andam kita
sa atong mga dala
Mangadto na kita
sa atong eskuylahan
La-la-la…
Ask: Asa padulong ang mga bata?
Unlock through context clue:
1. NaghinamhinamGusto na kaayo si Mara muadto sa eskuylahan.
Naghinamhinam na gayud siya.
Presenting the poem, Ang Akong Eskuylahan.
Sinulat ni
Jennifer O. Artiaga ug Hinan-ay nila ni Caren S.
Selgas ug Virginia S. Cayon
Motive question: Unsa man kahay atong buhaton
sa eskuylahan?
Pagpakita sa Balak TG, pp.110-111
Ang Akong Eskuylahan
Maanindot, limpyo ug dako kaayo
Mao kini ang eskuylahan ko.
Sa matag adlaw, ako naghinamhinam
Nga makaadto na usab sa akong eskuylahan.
Pagbasa, pagsulat ug labina ang pag-ihap,
Kining tanan akong nakat-onan sa akong
eskuylahan.
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Application
1. Reading the whole poem by the teacher.
2. Reciting the poem line by line and letting the
pupils repeat after the teacher.
3. Reciting the poem by groups.
4. Reciting by the whole class.
5. Reciting by volunteers.
*Expected: Reading/reciting with correct phrasing,
pronunciation and intonation.
1. What was the poem all about?(Mahitungod
sa unsa man ang atong balak?)
2. What did we do with the poem?(Unsay
atong gibuhat sa balak?) (recited the poem)
3. How did we recite the poem?(Gi-unsa man
nato pagsulti ang balak?)We recited the
poem with correct phrasing, pronunciation,
intonation and with ease and confidence.
4. In reciting the poem, what is being
developed in you?
5. In order for you to learn many things in
school, what should you do?(By being
present always)
(accept varied answers)
In reading/reciting a poem, what is being
developed in you?
Reciting the poem by pairs with correct
phrasing, intonation and
pronunciation.(use another poem)
Assessment Matrix
Levels of
What will I
Assessment
assess?
Knowledge
How will I assess?
How will I
score?
Process or Skills
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Group
recitation
How the pupils
recite the poem
(following the
correct phrasing,
pronunciation,
and intonation)
Group the
pupils by 5.
RUBRICS
5 - When all
the
members of
the group
recited the
poem with
correct
phrasing,
pronunciati
on,
intonation
and
delivered
with ease
and
confidence.
4- When 1
member of
the group
failed to
pronounce
a word but
delivered
with ease
and
confidence.
3-When 2
members
failed to
pronounce
a word
but…
2 – When 3
members of
the group
failed to
pronounce
….etc.
1-When all
members of
the group
failed to
pronounce
…etc.
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson
Enhancing the
Make and bring at least one poem which is
day’s lesson
common in the community and paste it on a sheet
of bond paper.(Magdala og usa ka balak nga
nahibaw –an sa komunidad ug ipapilit kini sa
puting papel.)
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
Teacher
Learning
Area:
Mrs. Juliet P. Pinero
Quarter: 4th
MTBMLE
Competency:
iPlan No.
Key Understanding to
be developed
Learning Objectives
Grade Level:
Grade 1
Module No. MTB-MLE CG,
p.MTICIVg 4.3
Identifying the problem and solution in the story read
17
A problem is something that causes trouble for the characters
in a story.
A solution is the way the characters fix, or solve, the problem.
Knowledge
Identify the problem and solution in the
story read
Skill
Give meaning of words through picture and
context clues
Attitude
Manifest the value of cooperation
pictures, charts, Ppt presentation, story books
Resources Needed
Elements of the Plan
PREPARATIONS
Introductory
- How will I make the
Activity
learners ready?
(optional)
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
A. Poem: Mga Katabang sa Komunidad
Ang atong mga katabang
Magtutudlo kanunayng andam
Motabang sa mga kabataan
Ihap, basa, ug sulat
Angay nilang mahibaloan.
Pulis sa kalinaw tigbantay
Dyanitor, palibot mahapsay
Mangingisda, naghatag og panud-an
Mag-uuma, bugas modaghan
Mao ng ato silang palanggaon ug
respetuhan.
Kinsa ang gihisgutan sa balak?
B. Pre-reading Activities
Nakakita na ba kamo og dakong baha?
Kinsay nakaluwas nila sa dakong
katalagman?
Unlocking of difficult words through picture
and context clues
nikuso-kuso
pintas
Use KWL chart
Know(nahibalua What to know
What you learned
n)
(Unsay angayng (Unsay nakat-unan)
mahibaluan)
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Activity
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
Pagtag-an ( Making Predictions )
Unsay gusto ninyong mahibaluan bahin sa
estorya?
Buluhaton atol sa Pagbasa
Sugilanon: “Ang Payag ni Puloy”
Pagbasa sa magtutudlo sa estorya ug
mohunong karon ug unya para sa mga
pangutana.
Pagtubag sa mga pangutana
Unsay ulohan sa sugilanon?
Unsa man ang dakong katalagman nga
nahitabo?
Kinsay nakaluwas nila sa dakong katalagman?
Pangutana:
Unsay dakong panghitabo nga niabot sa
ilang kinabuhi?
Unsa ang nahitabo sa payag ni Puloy?
Asa nasangit ang payag ni Puloy?
Unsa may nahimong problema sa sugilanon?
Nasulbad ba ang iyang problema?
Value Integration:
Unsay gibuhat ni Puloy human sa bagyo?
Kahibalo ba kita mo-atubang sa unsang
katalagman nga moabot sa atong kinabuhi?
Sa matag problema, adunay solusyon o
kasulbaran.
Ang solusyon maoy tubag sa atong
problema.
Unsa man ang atong bation kon kita may
problema?
Unsa man ang atong bation sa dihang
masulbad na ang problema?
Paminawa ang hamubo nga estorya ug tubaga
ang mga pangutana gamit ang “graphic
organizer”.
Si Mario niadto sa eskuylahan. Nagdali siya
kay basin maulahi sa klase. Nalimtan siya’g
hatag og balon. Nitug-an siya sa iyang
magtutudlo ug gitagaan siyag pagkaon.Nalipay
siya ug nagpasalamat. Sa pagpamuhi, wala siya
gikuha sa iyang Mama. Nihilak siya ug
nangayog tabang sa pulis. Diha-diha gihatud
siya sa ilang balay.
Problema
Unsay gibuhat ni Mario sa
dihang…
1. Nalimtan siya’g
hatag og balon?
2. Wala siya makuha
human sa klase?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Solusyon
Assessment Matrix
Levels of
What will I How will I assess?
Assessment
assess?
H
o
w
w
il
l
I
s
c
o
r
e
?
Knowledge
Write your answer in the
graphic organizer.
5 points for all
answers(Provide rubrics)
Problema
Solusyon
1. Nawala
ang imong
bag
2. Wala kay
papel
3. Gigutom
ka
4. Naulahi ka
sa klase
Process or Skills
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Buluhaton sa Balay:
Unsay imong unang buhaton kung pag-abot
nimo sa balay hugaw ug nagkatag ang mga
butang?
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Ang Payag ni Puloy
By: Eugene F. Calingacion
Kugihan mananom si Puloy.
Mga utanon, lagotmon ug kahoy ang tanom niya.
Sa tanang adlaw giatiman ni Puloy ang mga tanom niya.
Katahom sud-ungon ang luna ni Puloy.
Usa ka adlaw, adunay bagyo nga naglumpag sa lugar.
Nakita ni Puloy nga nidako ang sapa ug kini nibaha hangtod sa iyang luna.
Sa sobrang dako sa baha naanod ang payag ni Puloy.
Maayo gani nga sa kadaghan sa kahoy na sangit ang payag niya.
Nalipay si Puloy nga bisan naanod ang payag niya wala kini naguba.
Sukad niadto, daghan pang punuan ug kahoy nga gitanom ni Puloy.
Name of
Teacher
Learning
Area:
Susan T. Balbuena
Quarter: 4th
MTBMLE
Competency:
iPlan No.
Key Understanding to
be developed
Learning Objectives
Grad
e1
Module No. TG,
Week 23, page 19
Identify cause and effect of events in text read.
18
A cause is why an event happens while an effect is the result of
an event that happens.
Knowledge
Determine the cause and effect of
certain text read.
Skill
State the cause and effect of certain
text read.
Attitude
Demonstrate readiness in times of fire
Envelope, meta strips, pictures, masking tape, song
Resources Needed
Elements of the Plan
Preparations
Introductory
- How will I make the
Activity
learners ready?
(optional)
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Grade Level:
Activity
Song: “Payag Ni Superman”
Refer to TG, Week 23, page 19
Ask: What happened to Superman’s house?
(Unsa may nahitabo sa payag ni
Superman?)
What is superman’s problem?
(Unsa may problema ni Superman?)
What will he do to solve his problem?
(Unsa may iyang buhaton sa pagsulbad
sa iyang problema?)
Valuing: If you were Superman, what
would you do?
(Kon ikaw si Superman, unsa may
imong buhaton?)
Note to the teacher: You may use other
situations, songs, stories that focus on
disaster preparedness.
Activity 1 (Role Playing on fire
preparedness)
Group the pupils into 3.
Give each group a situation to perform.
Group
Task
I
You are in school,
heard that your ho
on fire.
II
At home while on
III
At neighbor’s hous
Show this chart
Cause
Effect
Analysis
Practice
- What practice
exercises/application
activities will I give to
the learners?
Nagdula og posporo ang bata
nasunog ang balay
Ang lamparilya natumba
nasunog ang balay
Na over-charged ang cellphone, nasunog ang balay
nibuto
What are the causes of fire?
What are the things that we should do in
case of fire?
Abstraction
What is cause and effect?
Application
Group Activity:
Each group will be given an envelope
containing pictures with causes and strips
of cartolina with effects.
Match its causes and effects.
Post your answers on the board and choose
a reporter to present in class.(Teacher will
provide pictures and strips.)
ex.
Hugaw nga
limpyo nga bata(strip)
bata, naligo
(picture)
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I
Assessment
assess?
How will I assess?
H
o
w
w
i
l
l
I
s
c
o
r
e
?
Knowledge
Isulat ang H kung hinungdan
ug E kung epekto sa gigahin
nga badlis.
___1. Si Sam nakakuha ug
1
p
o
taas nga marka sa eksamin.
___2. Si Rosa nikaon ug
daghang candy/karmelitos.
___3. Kusog kaayo nga ulan.
___4. Si Maria naulahi pagabot sa klase.
___5. Hugaw nga palibot.
i
n
t
f
o
r
e
v
e
r
y
c
o
r
r
e
c
t
a
n
s
w
e
r
.
Process or Skills
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Tiwasa sa balay ang mosunod nga pulongan
aron ma-kompleto ang iyang hinungdan ug
epekto.
1. Sayong natulog si Bebe
______________________.
2. Nidako ang tubig sa sapa
_____________________.
3. Taas ang nakuha sa test si Ben
___________________.
4. Nagdula og kandila nga nagsiga sila ni
Dan ug Miko___________________.
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
Geralyn Ampalaya
Grade Level:
Grad
Teacher
e1
th
Learning
MTBQuarter: 4 Quarter
Module No.
Area:
MLE
Competency:
Show interest in text by browsing /reading available print.
iPlan No.
19
Key Understanding to In browsing/reading any printed material, one has to follow the
be developed
steps:
Identify the ff.;
* front and back cover, title, author/writer
Table of contents
Learning Objectives
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Pages of the book
Glossary and Index
Printed materials are books, magazines, newspapers, brochures,
etc…
Knowledge
Identify steps in browsing /reading
available print materials.
Skill
Follow steps in browsing /reading
available print materials
Attitude
Manifest love for browsing and reading
any printed material.
Newspaper, magazines, small books and brochures
Introductory
Activity
(optional)
Checking of assignment
Review: Cause and Effect
Motivation:
Show different printed materials to class.
Ask:
What are these materials? Do you have
these at home?
Activity
Activity 1
Divide the class into 4. Give each group
printed material. Do a round robin or a hot
potato technique.
1. Small Book
2. Magazines
3. Brochure
4. Newspaper
Have each group browse each material and
let the group talk about it and choose
somebody to talk in front of the class.
What do you see in the printed materials?
Were you able to browse/read the
materials? In a printed material, there are
steps to be followed, (Teacher discusses the
different steps to follow in browsing/reading
printed material.)
1. What will you do to be able to know
what is written on each printed
materials?
2. What are the steps to follow in
browsing/reading printed material?
3. Valuing: Is reading important? Why
or Why not?
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
Assessment
Distribute printed materials and let them
browse/read.
1. magazines
2. small books
3. brochure
4. newspaper
What will I
assess?
How will I assess?
H
o
w
wi
ll I
sc
or
e?
Paper-pencil test
* Identify the
kind of printed
material the
teacher shows.
Pupil writes
corresponding
answer.(5 items)
1
p
oi
nt
fo
r
ev
er
y
co
rr
ec
t
a
ns
w
er
Knowledge
Process or Skills
Understanding(s)
Products/performan
ces
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson
Enhancing the day’s
lesson
Bring any printed material tomorrow and
be ready to say something about it to the
class.
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
Mary Grace C. Turceno
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No. MT1SSIVa-e4.2
Area:
MLE
Competency:
Getting information from a simple graph.
iPlan No.
20
Key Understanding to Pictograph is the representation of data in a form of pictures.
be developed
Learning Objectives
Knowledge
Interpret the information given from a simple graph
Skill
Make a simple graph from a given information
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Attitude
Participate actively in group activities
pictograph, stickers of different kinds of insects and fruits, strips of cartolina
Introductory
Activity
(optional)
Activity
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
Ask: Who has a flower garden in their house?
Show a picture of a flower garden with different kinds of
insects like: 8 butterflies, 6 grasshoppers, 4 bees,
2 spiders and 7 dragonflies.
Ask: What do you see in the picture?
What can you see in the flower garden?
What are the different kinds of insects found in the
garden?
Are insects helpful to us? In what way?
Activity: Show a blank sheet of pictograph and stickers of
different kinds of insects found in the garden.
Ask: How many butterflies are there in the garden?
Ask somebody to paste the number of butterflies in
the pictograph using the sticker.
(Continue asking “How many grasshoppers?bees?
spiders?dragonflies?
Until all the insects are being pasted in the graph.)
Introduce the word PICTOGRAPH to the students and
explain.
Ask: Which kind of insect in the garden has greatest in
number?
Which has least number of insects?
How many more butterflies than the dragonflies?
How did you know?
Valuing: What did you do in your group to come up with
correct and accurate answers?
What kind of graph are we learning now?
What is a pictograph?
How do we interpret the given information?
Are graphs important to us? In what way?
Divide the class into 2. Each group will perform and answer
Activity Sheet using the same information.
The grade one children are asking: “What is your
favorite fruit?”
10 like mangoes, 8 like bananas, 5 like oranges, 5 like
guavas and 3 like pineapples.
Activity
Groups 1 and 2- Interpret the given information using a
blank sheet of pictograph.
Both Groups 1 and 2 will answer the following questions:
a. Which fruit do pupils like most?
(Unsa nga prutas ang ganahan gyud kaunon sa kadaghanan
nga mga bata?)
b. Which fruit do pupils don’t like most?
(Unsa nga prutas ang dili kaayo ganahan sa kadaghanan sa
mga bata?
c. Which fruits have the same in number that pupils
like to eat?
(Unsa nga prutas ang may kaparehas nga gidaghanon sa
mga bata nga ganahan ani?)
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I How will I assess?
Assessment
assess?
Knowledge
Process or Skills
Understanding(s)
How will I
score?
Look at the graph below.
1 p0int/
What color do you like best?
correct
(See Appendix C for the graph) answer
Answer the following
questions:
1. Which color do they
like best?
(Unsa nga kolor ang ganahan
sa kadaghanan sa mga bata?)
2. Which color do pupils
don’t like most?
(Unsa ang dili kaayo ganahan
nila nga kolor?)
3. How many pupils like
red color?
(Pila ka mga bata ang ganahan
ug pula nga kolor?)
4. How many likes green
color?
(Pila ka mga bata ang ganahan
sa kolor nga lunhaw?)
5. What colors do the
same number of pupils
like?
(Unsa nga mga kolor ang may
kaparehas nga gidaghanon nga
ganahan ang mga bata?)
.
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s Ask 5 of your classmates on how many family members do
lesson
they have and we will interpret it into a graph tomorrow.
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
Juliet D. Ydemni
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Module No.
Area:
MLE
Competency:
Interpret the data found in the table of contents
iPlan No.
21
Key Understanding to The table of contents is a part of the book that tells about the title of
be developed
the chapter and its pages
Learning Objectives
Knowledge
Identify the page number of a book
Skill
Tell the topic or the title of a particular page
Attitude
Manifest love for reading
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
charts, strips, model of the table of contents, books, activity cards
Introductory
Activity
(optional)
Guessing Game, “Tell Me Who am I?”
I am an object with many written letters, numbers
and words. Some have numbers, others have
pictures, and others have none at all. These words
tell a story, others give important information and
data.
What am I?
(I am a book.)
Activity
Group the pupils with 4 – 5 members in a group.
Let the group skim through the book and identify
its parts.(books may vary)
Ask:
What is the title of the book?
How many pages does the book have?
What part of the book tells the
chapters/lessons/units
and its page numbers?
On what page of the book will you find
information
about _________?
On what page number can you find pictures
about
___________?
What page talks about ____________?
What is the topic found on page 5? page 20? page
43?
How many chapter/lessons/units are in the book?
What is the title of the first chapter/lesson/unit?
What is a table of contents?
What makes up the table of contents?
What is the importance of table of contents?
Valuing: As a pupil, how will you use the table of
contents to show your love for reading?
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Application
Group Activity
Group the pupils with 4 – 5 members in a group.
Each group will be given activity cards and sample
table of contents.
Assessment Matrix
Levels of
What will I assess?
Assessment
How will I assess?
How will
I score?
Knowledge
Process or Skills
Show the model
of the table of
contents.
Questions:
1. How many
chapters are in
the book?
2. What is the
title of the third
chapter?
3. What pages
can you find
information
about how to
guard against
disease?
4. What chapter
talks about how
your body works?
1 point
for
every
correct
answer
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson
Enhancing the
Make your own table of contents. Write it on a
day’s lesson
bondpaper.
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Activity Card 1
Mga Mananap sa Palibot
Nakaila ba ka mo kanila?
3
Pagbasa I
Pag-ensayo sa Pagbasa
10
Si Baki ug Si Itik
14
Mag-ensayo Kita!
17
AngIro ug Ang Iring
20
Mag-ensayo Kita!
26
Ang Isda saTubig
29
Mag-ensayo Kita!
31
1. Unsa ang ulohan sa libro?
2. Unsa ang gihisgutan sa libro?
3. Unsa ang mabasa sa panid 20?
4. Asa nga panid mabasa ang bahin sa iring ug iro?
5. Unsa ang ulohan sa panid 29?
6. Unsa nga panid mabasa ang pag-ensayo kabahin sa mga baki ug itik?
7. Unsa ang ulohan sa panid 3?
8. Asa makita ang mga mananap?
9. Unsa nga mga mananap ang gihisgutan sa libro?
10. Isip usa ka maayo nga estudyante, unsa ang angay buhaton sa mga mananap sa
palibot?
Activity Card 2 (teacher can make her own questions)
Magbasa Kita
Ang mga Alpabeto
Pagbasa I
Ang mga Patinog
Si Anita ug ang Iyang Apo
Elmo ang Elepante sa Zoo
Ising ang Isda sa Sapa
Ang Orasan ni Oscar
Ang Upat ka Unlan ni Ursula
Pagbasa II
Ang mga Katingog
Si Bimbo ang Baka nga Buotan
Ang Dyip sa Bag-ong Dalan
Ang Gatas sa Galon
Ang Halas sa Hardin
Si Kokoy ang Batang Kaka sa Kahoy
2
5
6
10
13
17
21
25
29
32
34
39
Si Lentoy ug ang Lata sa Lemon
Ang Manok ni Mando
Si Nanay Nita
Ang Ngipon ni Agring
Pining ang Pinalanggang Pabo
Si Ramon og ang Regalong Relo
Ang Sista ni Sisa
Tulo ka Talong sa Tampipi
Walo ka Wati sa Walog
Si Yaya Yolly ug ang Yoyo
41
43
47
50
52
56
58
61
63
65
Name of
HEIDI R. CUBAO
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th
Module No. MT1OLIVe-j5.1, MT1RCIVd5.2
Area:
MLE
MT1OLIVa-j6.2, MT1OLIVh-j6.1
Competency:
1. Listen and respond to others in oral conversation
2. Relate events to one’s experiences
3. Participate actively in class discussions on familiar topics and during story
reading by making comments and asking questions
iPlan No.
22
Key Understanding to In reading stories, it is important to note the details of the story in order to
be developed
make comments by asking questions and relate events of the story to one’s
experiences.
Learning Objectives
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Knowledge
Relate events to one’s experiences
Skill
*Read stories and make comments by asking questions
*Create a graphic organizer about the character of the
story read
Attitude
Identify ways of helping other people
Curriculum Guide p.2
TG Week 32, Day 1 pp. 72-74
Lyrics of the Song “Mohalok sa Kamot”, Big Book “Si Estoy Nga Buotan",
pictures, graphic organizer
Introductory
Activity
(optional)
Activity
Action Song: “Mohalok sa Kamot”
(Tune: Leron, Leron Sinta)
Teacher asks:
1. Have you met elder persons? (Nakahinagbo na ba
kamo og usa ka tigulang?)
2. What did you say when you met them? (Unsa may
imong gisulti kaniya?)
Teacher presents the Big Book “Si Estoy Nga Buotan” and
encourages pupils to talk about the book cover, title,
author and illustrator.
Unlocking of difficult words through pictures:
- pagkabuotan
- matinahuron
- mahigugmaon
- matinabangon
Pupils read the story and note the important details of the
story read.
Teacher asks:
1. Who is the boy in the story? (Kinsa ang bata nga
gihisgotan sa sugilanon?)
2. What can you say about Estoy? (Unsay imong
ikasulti mahitungod kang Estoy?)
Pupils draw Estoy and create a graphic organizer of his
character.
Analysis
Abstraction
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Application
Pupils answer the following comprehension questions:
1. What did Estoy say when he met elder persons? (Unsay
gisulti ni Estoy ngadto sa mga edaran na o magulang sa
edad nga iyang gikatagbo?)
2. How did Estoy feel when he helped his parents and
other people? (Unsay gibati ni Estoy sa dihang
gitabangan niya ang iyang mga ginikanan ug ang ubang
mga tawo?)
3. Did Estoy do it the correct way? Why? (Husto ba
gibuhat ni Estoy? Ngano man?)
Pupils relate events of the story to one’s experiences of
meeting elder persons.
Pupils explain that in reading stories, it is important to note
the details of the story in order to make comments and ask
questions.
In groups of 4, pupils role play different ways of helping
other people. They listen and respond to others in oral
conversation. Prior to the grouping activity, the teacher
sets norms and standards for groupings.
Assessment Matrix
Levels of
What will I assess?
Assessment
How will I assess?
How will I score?
Read the story
“Ang Batang
Buotan”, (TG p.
77) and create a
graphic organizer
about the
character of the
story.
1 point for every
correct answer
Knowledge
Process or Skills
Creating a graphic
organizer about the
character of the
story
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
The pupils read their favorite story and create a graphic
organizer about the character of the story read.
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by:
Ma. Divina M. Flores
Macrina K. Villaluz
Daisy Cecilia S. Bonita
Catherine T. Maglinte
Geraldine T. Paculanang
Marivic C. Cui
Date: January 27, 2015
Name of
MA. DIVINA M. FLORES
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Spell correctly grade one level words consisting of letters already learned
Read sight words listed in appendix
iPlan No.
23
50 minutes
Key Understanding to In spelling, one should remember the following tips:
be developed
Understand that there is a correct way to spell words
Look at the teachers’ mouth formation on the word being pronounced
Listen carefully to the word dictated and how it is used in the sentence
Recheck/review one’s work
In reading, one should have fluency and mastery of the sight words.
Learning Objectives
Knowledge
Skill
Attitude
Read sight words listed in appendix.
Use sight words in sentences.
Spell grade one level words consisting of letters already
learned correctly.
Demonstrate cooperation in all activities.
Resources Needed
Learner’s Material, p. 29(Buluhaton 24)
K to 12 Curriculum Guide, pp. 5-6
Pictures, flashcards, chart, pocket chart, search a word puzzle, meta cards, word
wall
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Methodology
Introductory
Teacher shows pictures with jumbled letters on the board. She
Activity
calls some pupils to arrange the jumbled letters to name the
(optional)
picture shown.
(3 mins)
(Magpakita ang magtutudlo og mga jumbled nga letra sa
“blackboard”. Motawag siya og mga bata nga mobahig sa mga
jumbled nga letra aron maporma ang insaktong pangalan sa
hulagway.)
kabul
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Activity
(15 mins)
hadon
waye
abos
Have a group contest game on “Search A Word Puzzle”. Group
the class into 4(may vary depending on the class size). Per
group is given 4 sight words to search. The words are arranged
vertically and horizontally. The first one to complete searching
all the words given wins the game.(Reminder: Set norms and
standards before grouping happens.)
Mag-“Search A Word Puzzle” nga dula kada grupo. Grupohon
ang mga bata ka-upat(kini mo-depende sa gidaghanon sa mga
bata sa klase). Tagaan og upat ka mga pulong nga ilang
pangitaon sa “puzzle” patindog ug pahigda. Ang pinaka-unang
mahuman sa pagpangita, maoy mananaug.(Pahimangno: Sa dili
pa ang pag-grupo kanila, ihatag una ang mga kinahanglang
sundon ug buhaton.)
Group 1(kay, sila, mga, og)
Group 3(niya, kami, si, ikaw)
Group 2(ug, ang, siya, nila)
Group 4(ako, ni, kamo, kon)
Analysis
(7 mins)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Let one representative of each group write all the sight words
they were able to search and let the other group members
read them altogether. Afterwhich, teacher reads the sight
words and asks pupils to repeat. Present meta cards with sight
words. Call some pupils to use these words in sentences and
post on a Word Wall.
( Pagkahuman, mopili sila og usa ka bata nga maoy mosulat sa
“blackboard” sa tanang pulong nga ilang naporma og ila kining
pagabasahon tanan. Unya, basahon kini sa magtutudlo ug
balikon paglitok sa mga bata. Magpakita siya og “meta cards”
nga sinuwatan sa mga pulong. Motawag og mga bata aron
mopapilit niiini sa “word wall”.)
Ask: What are the different sight words that we learned
today?
(Unsa man ang mga nagkalain-laing pulong nga atong
nakat-onan karon?)
Were you able to read them correctly?
(Nakabasa ba gyud dayon kamo og insakto niining
tanan?)
Did you find it easy or difficult?Why?
(Sayon ba kini o lisud?Ngano man?)
Valuing: How did you make your group work fast and easy?
(Gi-unsa man ninyo pagpasayon ug pagpadali sa inyong
“group activity”?
Why?(Nakabasa ba dayon kamog insakto nila?)(Lisud ba
kini o sayon ra?)
What did your group do to make the activity fast and
easy?
Abstraction
(5 mins)
Ask: What tips should we remember in spelling words?
(Unsa ang angay natong hibalo-an o hinumdoman kon
adunay “spelling”?)
How about in reading sight words?
(Sa pagbasa og mga pulong, unsa man pud?)
Application
(10 mins)
A. Board Work: Call pupils to answer the exercise on the
board.
(Pagtawag og mga bata para motubag sa buluhaton 24 nga
anaa sa Learner’s Material, panid 29.)
Pahimangno: Bahiga ang mga letra aron maka-porma
og lain nga pulong.
B. Read, Spell and Write activity of the sight words.
Teacher posts sight word on the board. Ask a pupil to read and
spell the word. Teacher covers the whole word and let the
pupil write its correct spelling beside then verify his/her
answer.
(Magpaskin og pulong ang magtutudlo sa “blackboard”.
Pagtawag og usa ka bata nga mobasa ug mo-“spell” sa usa ka
pulong atubangan sa klase. Pagkahuman, tabonan kini unya
ipa-sulat sa tapad dayon pagatan-awon kon kini insakto ba.)
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What
Assessment
will I
assess
?
How will I assess?
How will I score?
Teacher gives spelling test
through dictation.(a paper
pencil test)
Note to the teacher: Be sure
to use these words in
sentences.
(Mohatag og pagsulay sa
“spelling” pinaagi sa pagdiktar
sa mga pulong ug paggamit sa
hugpulong.)
1 point for every
correct answer.
Knowledge
Process or Skills
(5 mins)
1.
2.
3.
4.
balay
5. singot
wati
6. adlaw
talong
7. dalan
basurahan 8. mangga
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s Write two sentences of three to four words using different
lesson
sight words learned.
(5 mins)
(Magsulat og duha ka hugpulong nga adunay tulo o upat ka
mga pulong ginamit ang mga “sight words” nga nakatonan.)
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
Name of
Daisy Cecilia S. Bonita
Grade
Grade 1
Teacher
Level:
Learning
MTBQuarter: 4th Quarter
Area:
MLE No.
Competency:
Reading phrases and sentences.
Module
iPlan No.
Key Understanding
to be developed
Learning Objectives
Resources Needed
24
50 minutes
Read phrases (mga pulongan ) having no thought and sentences
( pahayag) that tells complete thought.
Knowledge
Identify phrases and sentences
Skills
Arrange words to form phrases and sentences
Attitudes
Manifest love for reading.
TG : Page 106-111
Bisaya:Kabilin sa atong Kaliwat
Learner’s Material, pp 56-57
K to 12 Curriculum Guide
Picture of people planting rice,doing household chores,metacards
Elements of the Plan
Preparations
Introductory
Activity
(optional)
(3 mins)
1.Teacher reads the poem.
Ang Akong Mga Paborito
Mata ang una, kay kanako maghatag og giya
Tiil ang ikaduha,kay aron sa akong padulngan
Ako pagadalhon niya.
Dunggan dili kalimtam,kay maoy mamati
Ug maminaw sa mga kasikas sa dalan
Nga akong gilaktan
Baba ang gamiton, sa pagpadayag,
Unsay maayo ug matarong
Kamot ang kinahanglanon, aron
Matuman ang tanang gimbuhaton.
Ilong aron paghatag ug kinabuhi,aron
Magpabilin nga mulihok ang tawo
Ug kanunay buhi ang iyang mga damgo.
2. Unlocking of difficulties
A.pagadalhon ( pictures clue )
B.kalimtan ( context clue )
Ask: Unsang parte sa lawas ang gamiton kon
motan-aw kita?
3.Giving of motive question.
Ask: Unsang parte sa lawas nga atong gigamit
sa
balak.
Presentation
Activity
(15 mins)
Analysis
(7mins)
1.Story Reading
Read the Poem
2.Second Reading of the story with interaction
from the pupils
3.Comprehension check-up
a.What is the title of the story?
( Unsa ang uluhan sa istorya?
b.What parts of the body are being
mention in the story?
( Unsa nga parte sa lawas ang gihisgotan sa
balak?
Mga pulongan
Mata ang una
Tiil ang ikaduha
Dunggan dili kalimtan
Mga pahayag
Mata ang una sa pagtan-aw.
Tiil ang ikaduhan sa atong paglakaw.
Dunggan ang dili kalimtan aron sa
pagpaminaw.
Group 1:Jumbled Word in phrases
Arrange the jumbled words
1.Tiil ang ikaduha
2. Dunggan dili kalimtan
3. Baba ang gamiton
Group 2: Jumbled Word in sentences
Arrange the jumbled words into sentences
1. Tiil ang ikaduha kay aron kita makalakaw.
2.Dunggan dili kalimtan kay mao kini ang
mamati.
3. Baba ang gamiton sa pagdayag sa
matarong.
Absraction
(5 mins)
What is a phrase o pulongan?
What is a sentence o pahayag?
Application
(10 mins)
Read the poem by group.
Rubrics:
Qualitative Description:
4 – Proficient ( Insakto pagkabasa ug Kusog )
3 – Approaching (Insaktong pagkabasa pero
hinay)
2 – Developing (Ugtad (halting)ang pagbasa
1 – Beginning (Hinay kaayo mobasa)
Assessment
Assessment Matrix
Levels of
Assessment
Process/Skills
(25%)
(5 mins)
Assignment
Name of
Teacher
Enhancing the
day’s lesson
(5 mins)
What will I
assess?
Isulat ang PU
kon pulongan.
PA kon pahayag
sa gigahin nga
badlis.
How will I
assess?
How will I
score?
___1.
Madunggog nato
ang mga
tinggog.
___2. sanga sa
kahoy
___3.Akong
gihatagan og
pagkaon si
Karla.
___4.sapnot ang
panit
___5.Baba ang
gamiton sa
pagtabi.
Make 5 sentences about the following pictures:
1. spring o tubod
2. stone o bantilis
3. running water in the faucet
4. tree o nigad
5. girl o ate
Edited by
:
Date
Edited :
January
2627,2014
Edna
Y. Bato
Zenaida
L. Boyles
Maria
Vilma A.
Torreda
Evan T.
Lisondra
Mary
Grace C.
Turceno
Daisy Cecilia S.Bonita
City of Naga
Grade Level:
Grade 1
Division
Artemia Aro
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Retell events from a story
iPlan No.
25
50 minutes
Key Understanding to
be developed
Learning Objectives
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Noting details from a story
Knowledge
Note details from a story.
Skill
Retell events from a story.
Attitude
Show love of nature.
Teacher- made listening story, newspaper,pictures of the
differentevents,flashcards, realias
Methodology
Introductory
Balak: Ang Kahoy
Activity
Ni Artemia Aro
(optional)
Ang kahoy nagsayaw-sayaw
(3 mins)
Paghuyop sa huyuhoy nga mabugnaw
Giatiman sa mga Katawhan
Kay kini adunay kagamitan
Mga katawhan ug mga kahayupan
Ang iyang landong gikalipayan
Ato siyang mahalon ug panggaon
Aron siya magmalipayon
ASK: Unsa man ang atong gihisgutan?
Activity
(15 mins)
Analysis
(7 mins)
Abstraction
(5 mins)
Unlocking of difficulties
Picture – words
Bantilis-batong buhi
Dagayday-sigi ug agos
Nigad-Usa ka dakong kahoy
Lumulupyo- mga tawo nga nagpuyo sa lugar
Motive Questions
Nakakita na ba kamo ug tubod?
Karon mga bata aduna ako’y istorya
mahitungod sa KAHOY:Ang ulohan sa sugilanon
‘’NIGAD’’Sinulat ni Virginia S.Cayon p.108-109
Ngano man kaha ang atong
sugilanon nag ulohan man kini og
NIGAD?
Unsa man kaha ang Nigad?
Reading of the story following the
reading plan.
Value: Nganong mahinungdanon man kanato
ang kahoy?
Retell the story using the pictures below.
Nagkalos ug tubig.
Nitubo ang kahoy.
Bugnaw nga tubod ilalom sa bato nga adunay
nagtubo nga kahoy.
Gihinganlan kini og Nigad.
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Application
(10 mins)
Isugid pag usab ang sugilanon.
Assessment Matrix
Levels of
What will
Assessment
I assess?
How will I assess?
H
o
w
w
i
l
l
I
s
c
o
r
e
?
Knowledge
Process or Skills
(5 mins)
Unsa man ang mga panghitabo
.
sa istorya nga ‘’Nigad”?Isulat ang
inyong tubag sa Story Web sa
ubos.
Nigad
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s Pangutana kamo sa inyong ginikanan o sa mga
lesson
katigulangan kon unsa ang istorya mahitungod
(5 mins)
sa inyong lugar
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Date Edited : January 26-27,2014
Mary Grace C. Turceno
Name of
AGNES M. ALMAGRO
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Tell/ retell legends, fables, and jokes
iPlan No.
26
50 minutes
Key Understanding to A legend is a story of a famous person who is known for doing something.
be developed
A legend is a story about how a place got its name.
Learning Objectives
Knowledge
Recognize what a legend is
Skill
Explain how a place got its name
Attitude
Display appreciation of one’s culture through legends
Resources Needed
K to 12 Curriculum Guide MT1OL-Iva-i-9.1 , Teacher’s Guide Week 37, pp.44-46
Teacher –made story book ( Legend: Kasugiran sa Siaton), chart, flash cards,
pictures of natives, mountain, river, etc.
Elements of the Plan
Preparations
Introductory
1. Rhyme: May unggoy kong gamay,
- How will I make the
Activity
Gisugo kog kalamay
learners ready?
(optional)
Nganong nagdugaydugay
- How do I prepare the (3 mins)
Kay niapil og gukdanay.
learners for the new
(Teacher may use their own local story/legend)
lesson?
Ask: Kinsa ang gihisgutan ?
- How will I connect
Unsay nahitabo?
my next lesson with
Ngano siyang nalangay?
the past lesson?
2. Show pictures.:
What do you see in the picture? Tell what you see in the
picture.\
river
Ita (Black
man with
crly hair)
Basahon ug tukion:
daplin sa suba
pagkaylap sa dapit
nangalagiw ang mga lumulupyo
nagmagno(nagmando)
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Activity
(15 mins)
Analysis
(7 mins)
Pangutana sa dili pa basahon ang sugilanon:
Unsay inyong nadungog nga estorya kabahin sa Siaton?
Dis –a/Asa /Diin man gikan ang ngalan Siaton?
Tinuod ba nga nahitabo ang estorya nga inyong madungog
karon?
1. Read aloud the story to the class.
“Ang Kasugiran sa Siaton”
2. Comprehension Check
Unsa kabahin ang sugilanon?
Kinsa ang pangulo sa mga lumulupyo?
Kinsa ang nagpuyo duol sa suba?
Nganong gihinganlan man og Siaton ang maong lugar?
Uyon ba kamo sa maong hitabo?Ngano man?
Ask: What have you learned today? Unsay inyong nakatunan karon?
What kind of story did you read today? Unsay klase
sa sugilanon?
Who was the old man believed to have amulet for
protection?
Kinsa ang tawo nga may anting-anting?
Why was Siaton named after him? Ngano man nga
gisunod sa iyang
ngalan ang Lungsod sa Siaton?
Did you understand how Siaton got its name?
Nakasabot na mo
ngano nga Siaton ang gihingalan sa atong lungsod?
Value Integration
Do you like the story? Why?
Nalingaw ba kamo sa sugilanon? Ngano man?
If you were Aton, what would have you done to protect
your place from enemies? Kung ikaw si Aton, unsaon nimo
pagluwas sa imong lugar kontra sa mga kaaway?
Look at Aton in the picture, what does he wear? Do you
still see people in Siaton wearing this outfit? Tan-awa si
Aton sa litrato, naa pa bay nagsul-ob og ingon ani karon?
What festival do Siatanons celebrate to remind us about
the Agta? Unsang kasaulogan sa lungsod ang
nagpasidungog sa mga Agta?
-talk about the Inagta Festival
Abstraction
(5 mins)
Retell the story using the guide questions.
Who lived at the riverbank? Kinsa ang nagpuyo daplin sa
suba?
How was he related to the leader? Ig-unsa man siya sa
pangulo?
Why wasn’t he disturbed by the Moros? Nganong wa man
siya naapil sa kasamok sa mga Moros?
Was he afraid of the Moros? Why? Nahadlok ba siya sa
mga Moros?
When the residents transferred to another place, did Aton
go with them? Why? Niuban ba si Aton sa pagbalhin sa
lungsod sa bukid?Ngano kaha?
How did Siaton get its name? Giunsa man pagkuha ang
ngalan sa Siaton?
What made Ruler Apak come to this decision? Ngano man
nga nakadesisyon si Pangulong Apak nga tawgon og Siaton
ang lungsod?
What is a legend? Unsa man ang kasugiran?
A legend is a story of a famous person who is known for
doing something.
Who is the person in the story? Kinsa ang tawo sa
kasugiran?
A legend is a story about how a place got its name.
What is the place named after the person? Unsa man ang
lugar nga nahinganlan gikan sa iyang ngalan?
Practice: Complete the Story
(see appendix)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
(10 mins)
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I assess?
Assessment
Knowledge
How will I assess?
True or False
Put a check (√)on
How will I score?
(5mins)
the blank if the
event happened
in the story and X
if no.
(see appendix)
Process or Skills
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Draw Aton wearing
his amulet
necklace. Color
nicely.
Through the use
of Rubrix
Scale of 1-10
(10 highest,1
lowest)
Reinforcing the
Ask your elders of what they know about Aton. Write in
day’s lesson
your notebook.
(5 mins)
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
Appendix
Ang Sugilanon sa Siaton (ni Juan Ege Gadiane)
Sa unang panahon may usa ka tawo nga gihinganlan ug Aton, nga igsoon sa Amahan
ni Apak nga unang Pamuno sa Lungsod. Siya nagpuyo sa daplin sa suba dapit sa Panliguiran.
Gituohan nga siya may “Anting-Anting mao nga wala siya paghilabti sa mga “moros”.
Hangtud nga niabot ang mga tawong Puti “Catchila”, nga nagsugod na sa pagkaylap sa mga
dapit niining Silangang Kapupud-an.
Sila nagsusi “Conquista” kon pila ang hidaghanon sa mga tawo niining dapita. Nakita
ug nasusi ni Rev. Fr. Martin Zuniega OSA, ang kalohaan ug pito (27) ka pamilya nga nagpuyo
duol sa Cementeriong daan, duol pud sa suba sa Canaway nga dapit sa lugar nga gihinganlan
ug “Bokoboko”. Ang ilang panginabuhi, mag-uuma, manalagat ug ang ilang bisti lanot gikan
sa abaka. Niabot ang tuig 1777, diin gisulong sa mga moros ang mga tawo niining dapita.
“Apak, adunay mga kaaway nga moros, daghan sila! Unsay atong buhaton?” Diha-diha
dayon gimanduan ni Apak ang iyang mga guinsakpan. “Moangat kita sa taas nga bukid sa
Olambid. Luwas kita didto!” Dali nga hukom ni Apak.
Tungod sa ilang ka dyutay, nangalagiw na lamang sila. Gisunog ang ilang kapilya ug
ang tanang kabalayan. Tungod sa ilang kahadlok nga usban sila pagsulong, nagmando ang
ilang kapitan nga si Apak nga balhinon sa bukid sa Olambid ang lungsod.
Bisan ug nabalhin na ang lungsod, nagpabilin ra gihapon si Aton sa pagpuyo sa daplin
sa suba, kilid / imaba sa Panliguiran. “Putli gayod ang gugma ni Aton sa suba, atong tawgon
og Aton ang suba tungod sa kadugay na niyang pagpabilin dinhi”. Sugyot ni Apak uban sa
mga Capitanes Pasados. Mao nga sa kaulahiang mga adlaw ug tuig, guikauyunan sa
Napulong-Tulo (13) ka mga “Capitanes Pasados” ug sa tanang mga sakop sa pagbutang ug
ngalan sa suba nga “Aton”, kon diin gikuha ang ngalan sa Lungsod nga SIATON.
Practice: Complete the Story
Siaton
Aton
anting-anting
gugma
daplin sa suba
nibiya
Moros
Sa unang panahon may usa ka tawo nga gihinganlan ug ______, nga igsoon sa Amahan
ni Apak nga unang Pamuno sa Lungsod. Siya nagpuyo sa __________ dapit sa Panliguiran.
Aduna siyay ____________ mao nga wala siya hilabti sa mga ________. Bisan nabalhin na
ang lungsod sa bukid, wala gayud __________ si Aton sa iyang gipuy-an. Tungod sa dako
niyang ____________ sa lungsod, kini gihinganlan og ________.
Assessment:True or False
Put a check (√)on the blank if the event happened in the story and X if no.
____1. Si Apak ang unang Pamuno sa Lungsod.
____2. Si Aton uyuan ni Apak.
____3. Gisulong ang lungsod sa mga Moros.
____4. Nikuyog si Aton sa pagbalhin sa bukid.
Optional Activity
Guessing game using pictures. Call a representative from each group to answer .
Ask: Why do you think the characters are acting this way in the picture?
What would you do if you were one of them?
Bata nga
nag-ugpot
sa kalipay
Iring ug iro
naglanat
Name of
CORAZON A. TATEL
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter Module No.: MT1LC-IVc-d-9.1/ MT1RC-IVdArea:
MLE
3.2
Competency:
Sequence events from informational texts
iPlan No.
Key Understanding to
be developed
Learning Objectives
27
50 minutes
Sequencing events shows the order in which things happen or should
happen.
Knowledge
Sequence events according to when they happen
in the legend.
The same
Skill
Arrange events in correct order
Attitude
Practice teamwork and cooperation
Resources Needed
K to 12 Curriculum Guide MT1OL-Iva-i-9.1 , Teacher’s Guide Week 37,
pp.46-48
Teacher –made story book ( Legend: Kasugiran sa Siaton), chart, flash cards,
meta strips showing the events in the story, group task cards
Elements of the Plan
Methodology
Preparations
Introduct 1. Song: Balay, balay , balay ni Aton…
- How will I make the
ory
(Teacher may use another song related to the legend)
learners ready?
Activity
2. Review: Tinuod o Dili
- How do I prepare the (optional) ____1. Si Apak ang unang Pamuno sa Lungsod.
learners for the new
(3 mins)
____2. Si Aton uyuan ni Apak.
lesson?
____3. Gisulong ang lungsod sa mga Moros.
- How will I connect
____4. Nikuyog si Aton sa pagbalhin sa bukid.
my next lesson with
____5. May anting-anting si Aton.
the past lesson?
Presentation
Activity
Group work - Distribute task cards:
- (How will I present
(15 mins) Group 1- Arrange the pictures to tell the order of events in the
the new lesson?
story
- What materials will I
use?
Group 2- Complete the story map
- What generalization
/concept /conclusion
Ulohan:_____________________
Nagsulat: ____________________________________________
/abstraction should
Lugar nga nahitaboan: _________________________________
the learners arrive at?
Kanus-a nahitabo:_____________________________________
Mga Tawo: __________________ ______________________
Tulo ka importanteng nahitabo:
1)_________________________________________
2)_________________________________________
3)_________________________________________
Group 3- Filling the blanks
_____________________________
Siaton
Aton
__________________________
gugma
nibiya
antinganting
daplin sa suba
Moros
Sa unang panahon may usa ka tawo nga gihinganlan ug ______,
nga igsoon sa Amahan ni Apak nga unang Pamuno sa Lungsod.
Siya nagpuyo sa __________ dapit sa Panliguiran. Aduna siyay
____________ mao nga wala siya hilabti sa mga ________.
Bisan nabalhin na ang lungsod sa bukid, wala gayud
__________ si Aton sa iyang gipuy-an. Tungod sa dako niyang
____________ sa lungsod, kini gihinganlan og ________.
Group 4- Jigsaw Puzzle
Gather the pieces to form a picture.
Unsay naporma sa puzzle?
Analysis
(7 mins)
Abstracti
on
(5 mins)
Reporting of Group Work
Ask: How did you feel while doing the activity?
Nalingaw ba kamo sa inyong gihimo? Ngano kaha?
Was it easy ? How did you come up with your answers?
Giunsa ninyo paghimo ang inyong buluhaton?
What did you do with the pictures in Group 1? In Group 4?
Unsay inyong gibuhat sa mga litrato?
Value Integration
Did everybody participate in your group? Niapil ba ang tanan sa
buluhaton?
Helping and working as a team make our work easy and
enjoyable.
Pagtinabangay ug pag-uyonay sa buluhaton….
What are the important events in the legend, “Kasugiran sa
Siaton” ?
Unsa man ang mga nahitabo sa kasugiran ?
What happened first, second, next, then, and last?
Unsa man ang unang nahitabo, ikaduha, sunod,katapusan?
Look at the pictures that you have arranged. Balikan ang mga
hulagway.
Why did you arrange them this way? (to show the order of
events)
Sequencing events shows the order in which things happen or
should happen. Paghan-ay sa mga panghitabo sumala sa
sugilanon...
In Sequencing Events, we
Arrange the pictures to tell the order of events in the
story
Arrange the events in the story using numbers 1-5
Jigsaw Puzzle
Practice
- What practice
exercises/application
activities will I give to
the learners?
Applicati
on
(10 mins)
Filling the blanks
Practice:
Using the meta strips, write the events in the legend,
“Kasugiran sa Siaton”
Isulat sa meta strips ang mga panghitabo sa kasugiran.
Direction: Number the events 1-5 according to when they
happen in the story.
Niabot ang mga puti “Catchila” sa lungsod.
lungsod.
lungsod.
Sa unang panahon, may gamay nga lungsod nga gipamunoan ni Apak.
__
__
Gisunog sa Moros ang mga kabalayan sa lungsod.
__
Si Aton nagpuyo sad daplin sa suba.
__
Nabalhin ang lungsod sa bukid sa Olambid.
__
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I assess?
Assessment
How will I assess?
How will I
score?
Knowledge
Process or Skills
(5 mins)
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Number the events Written
1-5 according to
when they happen
in the story.
(use the story found
in the TG Wk 31)
1 point/
correct
answer
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
(5 mins)
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Bring a picture of your favorite animal
Date Edited : January 26-27,2014
Name of
Catherine T. Maglinte
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Tell/retell fables
iPlan No.
28
50 minutes
Key Understanding to Telling fables with correct rate, accuracy and prosody (phrasing, pausing and
be developed
emphasis)
Learning Objectives
Knowledge
Identify the correct rate, accuracy and prosody in
telling/retelling fables.
Skill
Tell/retell fables with proper observance of the
mechanics in retelling fables.
Attitude
Display self-confidence in telling/retelling a fable.
Resources Needed
Teachers Guide in MTB-MLE, pp. 54-57
K-12 Curriculum Guide
Big Book (Si Jessie Ug Ang Puno-An)
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
Methodology
Introductory
Activity
(optional)
(3 mins)
Activity
(15 mins)
1. Sing an Action song “May Kahoy sa Ibabaw sa
Bukid” TG pp. 54-55.
2. Ask questions based on the song
a. What did they do to the tree?
(Unsa’y ilang gibuhat niadtong kahoy?
b. What happened after they cut the tree?
(Unsa man ang nahitabo human maputol ang kahoy?)
1. Tell the fable to the children
“Si Jessie Ug ang Puno-An”,TG pp. 55-56.
Observe how I told the fable focusing on phrasing,
pausing and emphasis.
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
(Please see attached appendix A)
Analysis
(7 mins)
1. Who are the characters of the story?
(Kinsa ang nagdala sa papel diha sa estorya?
2. What did Jessie request from the tree? ( Unsa man
ang mga gipangayo ni Jessie sa kahoy?
Why did he request those things?
Ngano man nga nihangyo siya niadtong mga butanga?
When the tree granted his last request, what did Jessie
do? Sa dihang ang kahoy nihatag sa katapusang gihangyo ni
Jessie unsa man ang iyang gibuhat? If You were Jessie
would you do the same? Kon ikaw si Jessie, mao ba usab
ang imong buhaton?
3. How did I tell the fable? Where did I stop, pause ,
raise my voice? Giunsa man nako pag-asoy ang mugnang
estorya? Diin man ako mihunong, miginhawa, ug miusab sa
akong tingog?
4. Valuing: What trait will you display in retelling the
fable? Unsa nga kinaiya ang imong gipakita sa pagasoy sa minugna nga estorya?
Abstraction
(5 mins)
What have you noticed when I tell the fable?
(Unsa man ang inyong nabantayan sa dihang gi-asoy ko ang
estorya?) Did I stop? (Nihunong ba ko?)Did I say it aloud? (
Gikusog ba nako ang akong tingong para madungog sa
tanan?) When I emphasize a word what did I do with my
voice/intonation? (Nag-usab-usab ba ang akong tuno?)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
(10 mins)
Call two pupils to retell the fable “Si Jessie ug ang Punuan”
and the rest of the class will perform the following signals:
Wave right hand – raise intonation (Kon mausob ang
tunada sa akong tingog iwara-wara pataas ang tuo nga
kamot)
Raise up left fist – stop (Kon mohunong ko ug dugay
ibawog ang wala nga kumo)
Cross arms – pause ( I porma og ekis ang duha ka bukton
kon moginhawa.)
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I assess?
Assessment
Knowledge
How will I assess?
How will I score?
Process or Skills
.
Understanding(s)
Assignment
Products/perform
ances
(Transfer of
Understanding)
(5 mins)
Tell a short
Group
common fable in
presentation
your community
and observe the
mechanics in telling
fables.
(I-asoy ang inyong
nahibalu-an nga
fables(mugna nga
estorya) sa inyong
komunidad.)
Reinforcing the
day’s lesson
(5 mins)
Ask your parents one fable and be ready to submit it
tomorrow.
(Pangutana sa inyong mga ginikanan bahin sa mga mugna
nga estorya unya ihatag nako ugma ang usa niini.)
Enriching the day’s
lesson
Rubrics
1. Observan
ce of all
the
mechanic
s in
telling
fable (5
points)
2. Failure of
one
compone
nt (4
points)
3. Failure of
two
compone
nts (3
points)
4. Failure of
three
compone
nts (2
points)
5. No
presentat
ion (1
point)
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
Appendix A:
Si Jessie Ug Ang Puno-an
Sinulat ni: Anni S. Gako
Sa unang panahon, samtang makigsulti pa ang mga puno-an sa kahoy
ngadto sa mga bata, dihay managhigala nga puno-an ug si Jessie. Sa bata pa si Jessie,
magdula kini sa mga sanga ug kon kapoyon siya moingon ang puno-an nga “anhi lang dinhi
pahulay”, ug tuod man gibuhat usab kini ni Jessie. Milabay ang mga katuigan, si Jessie
nidako na. Nibalik siya didto sa iyang higala nga puno-an ug miingon “dako na ko, busa dili
nako angay magdula pa sa imong puno-an, ang akong kinahanglan kay kwarta”. Ug miingon
ang puno-an “wala ako’y kwarta, pero naa ko’y bunga. Kuhaa kini ug makakwarta ka niini.”
Tuod man gibuhat kini ni Jessie. Milabay pa gyod ang mga katuigan ug mibalik si Jessie didto,
ug nalipay kaayo ang puno-an. Miingon si Jessie “Duna na ako’y asawa, ug ang akong
kinahanglan ang balay. “Mitubag ang puno-an “wala ako’y balay mahatag nimo pero
magamit nimo ang akong mga sanga sa pagbuhat ug balay, putla lang kini”. Ug giputol kini ni
Jessie ug gihimo og balay. Us aka adlaw niana, nahibulong ang puno-an kay kalit nitungha si
Jessie, miingon ang puno-an “wala na ako’ybunga ug mga sanga, tuod na lamang ang
nahibilin.” Mitubag si Jessie “Salamat higala sa tanan nimong gibuhat para nako. Pero sige
lang, magtanom ko ug daghan sama nimo para dili ka mawala sa akong panumduman aron
pirme kita nga mag-uban – uban”. Nalipay og daku ang puno-an.
Name of
Shirley A. Laborte
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Tell /Retell Jokes
iPlan No.
29
50 minutes
Key Understanding to There are different kinds of jokes. Some heard or intentionally composed .
be developed
Thus, people tell, retell it to others.
Learning Objectives
Knowledge
Tell / Retell jokes .
Skill
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Distinguish good jokes from bad jokes.
Compose jokes .
Attitude
Display cheerfulness to others through
telling/retelling good jokes
Demonstrate critical thinking in composing jokes
CG MT1 OL IVa j9.1, Sample jokes, laptop, LCD projector, cassette tape, CD ,
picture
Introductory
Activity
(optional)
(3 mins)
Activity
(15 mins)
Listening/Singing from any funny music e.g.“ Si Iko
Manananggot”
Asks: 1.What do you feel upon listening to the music
played?
2.What other instances that you laugh or you made other
people laugh?
Note : Teacher may use another funny songs in her/his
own choice.
Show jokes in LCD presentation on “ Dos
Companeros “
or playing jokes using cassette tape
Asks:
1. What is the show all about ? / What do you hear?
2. Did you enjoy watching it? Why ? / Did you enjoy
listening on
it ? Why ?
3. What is the difference in joke no. 1 from joke no.
2?
4. How do we consider that it is a good joke? bad
joke?
1. Read the following jokes :
Teacher: Pedro! Asa ang HAWAII?
Pedro: Mao na diha mam! Bisan asa man gud ibutang!
Nya akoy pangitaan!
2. Group Activity.
Compose jokes out from the funny pictures.
e.g. from the comic strips
Tell to the class the composed jokes ( group output )
Analysis
(7 mins)
Abstraction
(5 mins)
Practice
- What practice
exercises/application
activities will I give to
the learners?
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Application
(10 mins)
How do you find the activity?
What trait/s you develop in composing jokes?
Pupils retell the jokes they heard from the other
group.
Which joke is good? bad?
Is cheerfulness displayed in telling the joke?
Note : Teacher expound that there is cheerfulness in telling
jokes.
How do you tell/ retell jokes?
What are the things to consider in composing
jokes?
Group the class by 4 pupils. Each group will present one
joke for the class.
The class will identify whether the joke is good or bad.
Assessment Matrix
Levels of
What will I How will I assess?
Assessment
assess?
Knowledge
(5 mins)
Process or Skills
Group retelling good joke
they learned
How will I score?
5- most
humorous
4- more
humorous
3- less
humorous
.
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
Enriching the day’s
lesson(5 mins)
Enhancing the
day’s lesson
Write 1 good joke in a sheet of paper.
Preparing for the
new lesson
Appendix :
Songs :
“Si Iko Manananggot “
Si Iko manananggot
Sa lubing walay udlot
Pagbira bakukang
Si Iko natikangkang.
Name of
TALISAY CITY DIVISION
Grade Level:
Grade 1
Teacher
Learning
MTBQuarter: 4th Quarter
Module No.
Area:
MLE
Competency:
Respond to an informational text through discussions and illustrations.
iPlan No.
30
50 minutes
Key Understanding to
be developed
Learning Objectives
Children can react to varied informationaal text through discussions and illus trat
Knowledge
Skill
Attitude
Resources Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
- How will I connect
my next lesson with
the past lesson?
Presentation
- (How will I present
the new lesson?
- What materials will I
use?
- What generalization
/concept /conclusion
/abstraction should
the learners arrive at?
Give their own interpretation regarding discussions and
illustrations presented.
Perform situations given.
Relate their learnings from the discussions and
illustrations to real life situations.
Pictures/ posters of family, school and scenery
Methodology
Introductory
Activity
(optional)
(3 mins)
Activity
(15 mins)
Teacher will present different jokes.
Joke 1.
Foreigner: Hey, man!
Please call me a taxi.
Boy: Yes, Sir.... You are a
taxi?
Joke 2.
Juan:
Knock,knock
Pedro: Who's there?
Juan: Tuna
Century
Pedro: Tuna Century
who?
Juan: On the first day of C
Ask: 1. Why are you
laughing?
* Pupils will expla
reactions.
1. Show pictures/ posters of family, school and scenery.
Ask: 1. What you see in the pictures/posters?
2. What can you say about it?
3. What do you feel?
2. Group Activity
The class will be divided into 5 groups.
Each group will be given different pictures.
Goup 1: Pictures of a Happy Family
Group 2: Pictures of pupils attending Flag
Ceremony
Group 3: Pictures of people attending mass
Group 4: Picture of Magellan's Cross
Group 5: Pictures of Community Helpers
* Each group will answer the following questions:
Ask: 1. What can you see in the pictures/posters?
2. What can you say about it?
3. What do you feel?
Analysis
(7 mins)
1.Let the pupils tell /share what they understand on the giv
slogan:
" Ginadili ang paglabay og sagbot/basura dinhing dapita"
* teacher-pupil interaction
2. Let the pupils react on his/her thoughts and feelings to va
informational text through discussions and illustrations.
Abstraction
(5 mins)
If you happened to see different signs/illustrations,what wil
Why?
Practice
- What practice
exercises/application
activities will I give to
the learners?
Application
(10 mins)
Group Presentation: Pupils will present different reminders
found in the classroom.
1. May basurahan dinhing
dapita.
2. Kung musulod sa C.R. gamit
tsinelas.
3. Sulod sa classroom magpam
usa'g usa.
Assessment
(Refer to DepED Order
No. 73, s. 2012 for the
examples)
Assessment Matrix
Levels of
What will I assess?
Assessment
How will I assess?
How will I score?
Knowledge
Process or Skills
(5 mins)
Perfrom the
given
situatio : Role
ns
of
the members of
the
family.
Performing the
given situations
through role
playing
.
5-4 - klaro ang pa
mensahe
3-2 - di kaayo kla
pagpakita
sa mensah
1 - nakaperform
mapakita an
0
mensahe
- Wala nakap
Understanding(s)
Products/perform
ances
(Transfer of
Understanding)
Assignment
Reinforcing the
day’s lesson
(5 mins)
Let the pupils do this with their
parents.
Isuwat kung unsa ang buot ipasabot sa panultihon sa atong
nga si
Doktor Jose Rizal nga " Ang Kabataan maoy Paglaum sa Nas
.
Enriching the day’s
lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
Name of Teacher
Felicitas C. Ramirez
Grade/Year Level
th
Learning Area: MTB-MLE 1
Quarter: 4
Module No:
Competencies: Respond to an informational text listened to through songs
iPlan No. 31
Duration
(minutes/hours)
Key Understandings to
be developed
Learning
Objectives
Resources
Needed
Elements
of the
plan
Preparati
ons
-How will
I make
the
learners
ready?
-How do I
prepare
the
learners
for the
new
lesson?
-How will
I connect
my new
One
50
minutes
Children can react/respond to an informational text through songs.
Knowledge
Skills
Tell the specific works of the community helpers
Respond to an informational text through a song
Attitudes
Demonstrate the spirit of teamwork and cooperation in
doing group activities
K to 12 Curriculum Guide,pictures(community helpers), chart song.
TG, p. 24
Methodology
Introduct
ory
Activity
(Optional
)
(3 mins)
A. Review Lesson
B. Pupils sing: “Ako Alagad sa Komunidad”
1. Who are the community helpers mentioned in the song?(Kinsa man ang
mga alagad sa komunidad nga nahisgutan sa kanta?)
2. Which community helper do you like best? Why?
( Kinsa man gyud ang nagustuhan ninyo?
Ngano man?)
3. Show pictures of the following community helpers:
a. Farmer
b. Driver
c. Fisherman
d. Policeman
e. Dressmaker
f. Carpenter
lesson
with the
past
lesson?
Presentat
ion
-How will
I present
the new
lesson?
-What
materials
will I use?
-What
generaliz
ation/
concept/
conclusio
n/
abstracti
on should
the
learners
arrive at?
Activity
(15 mins)
Group Activity: Guessing Game “Who Am I?”
1. Divide the class into 3 groups.
2. Teacher gives same instructions to all the groups.
3. Teacher, then reads a text about certain community helpers while pupils listen.
4. Pupils respond to the text thru songs related to the community helpers
mentioned in the text.
5. Each group is given 10 minutes to prepare/practice the songs.
6. Another 10 minutes is given for the group presentation.
(See Appendix for the text and the Visayan songs)
Analysis
(7 mins)
1. How did you feel while doing the activity? Why?
(Unsa man ang inyong gibati samtang gabuhat mo sa inyong buluhaton? Ngano man?
2. What helped you come up with a good presentation? Explain.
(Unsa may gibuhat sa kada miyembro sa inyong grupo haron makahatag og maayong
presentasyon?)
Abstracti
on
(5 mins)
>Children respond to an informational text listened to in different ways. One way is
relating it through songs.
>Spirit of teamwork and cooperation can be demonstrated while doing any group
activities.
Practice
Applicati
-What
on
practice
(5 mins)
exercises
/
applicatio
n
activities
will I
give to
the
learners?
Group Activity: (Same groupings shall be observed)
Teacher reads short texts about community helpers one at a time. Let pupils relate
them through songs.
Assessment
Assessment Matrix
Levels of
Assessment
What
will I
assess?
How will
Assess?
How will I
Score?
Knowledge
Process or
Skills
Understand
ing(s)
Products/p
erformance
s
(Transfer of
Understand
ing)
(10 mins)
Divide
Thru a Rubric
the class (found in the Appendix)
into 4
groups.
Each
group
performs
the songs
individual
ly.
Groups I
and II: “
Magtano
m Dili
Siaw”
Groups III
and IV:
“Ako Kini
Si Angge”
Assignment
Reinforcing
the day’s
lesson
Enriching
the day’s
lesson
Enhancing
the day’s
lesson
Preparing
for the new
lesson
(5 mins)
Choose a community helper that you like best and be ready to act out his/her work
infront of the class.
Prepared by:
FELICITAS C. RAMIREZ
Master Teacher I
Plaza C/S Tanjay City Division
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
Instructional Plan in MTB – Grade I
Name of
Evan T. Lisondra (Toledo, Division)
Grade
Grade 1
Teacher
Level
Learning Area: MTB-MLE
Quarter: 4th
Fourth
Competency: (MT1LCIVh-j10.1) Respond to an informational text through dramatization
listened to.
i plan No.
32
Key
Understa
nding to
be
develope
Learning
d
Objective
s
Duratio 50
n
minutes
Respond to an informational text through dramatization listened to about the
role of community helpers.
Knowledge
Skill
Pupils react to an informational text through dramatization
listened to.
Respond to an the informational text through dramatization
listened to about the role community helpers
Attitude
Resource
s Needed
Elements
of the
Plan
Preparati
ons
- How will
I make
the
learners
ready?
- How do
I prepare
the
learners
for the
new
lesson?
- How will
I connect
my new
lesson
with the
past
lesson?
Presentat
ion
- (How
will I
present
the new
lesson?
- What
Cite ways in showing appreciation about the roles of community
helpers.
Learner’s Material, pp.11-12
K to 12 Curriculum Guide
IM’s:Pictures of community helpers, charts and flashcards
Methodology
Introductor
y Activity
(Optional)
(3 mins)
1 Checking Assignment on choosing a community helper they like
best.
Why do like them?
( Let a pupil stand and tell why he like to be a fireman, doctor,
teacher ,fireman)
2. Show pictures of the different community helpers.
Let the pupils identify the role of each community helpers.
Activity
(15 mins)
1. Group the pupils into four.
2. Distribute one (1) envelope in each group and let them
dramatize or act out the situation inside the envelope.
Situation I: ( Teacher teaching in the classroom)
Situation 2: (Firemen putting off fire)
Situation 3: ( Vendors Selling of goods in the market)
Situation 4: (Garbage Collector collecting garbage)
materials
will I use?
- What
generaliz
ation
/concept
/conclusi
on
/abstracti
on should
the
learners
arrive at?
Analysis
(7 mins)
Ask: 1.How do you feel doing the activity?
2.What does a teacher do? a fireman?a vendor? a garbage
Collector?
3, Which community helper do you want to be when you
grow
up? Why?
Valuing : How did community helpers help us? Do we need to
thank
them? Why?
(Angay ba nato silang pasalamatan?)Ngano man?
Abstraction
(5 mins)
L Based on the dramatization shown by the group,
11 . What did each community helpers do? Do they have the
same role in the community?
L
(Pareha ba sila og buluhaton ang mga alagad sa
komunidad?)
Practice
Application
- What
(10 mins)
practice
exercises/
applicatio
n
activities
will I give
to the
learners?
Assessme
nt
(Refer to
Group Activity:( Guessing Game- Guess Who?)
1. Group the pupils into eight (8) groups
2.Four (4) groups will pick-out act out situations in the box
and the other
four groups will guess the answer
Situations:
1.Si Noy Pedro naghipos ug nanguha sa mga basura para
malimpyo ang palibot.
2.Si Nang Maria namaligya og isda sa merkado
3. Si Ana mahilig mo kaon og candy.Usa ka adlaw niana ni sakit
ang iyang ngipon ug gidala
siya sa klinika sa iyang mama.Gi tan aw ug gi-ibot ang iyang
ngipon.
4.Si Noy Lando nanahi og gubang sapatos ,
Assessment Matrix
Levels of
What will
Assessme I assess?
nt
How will I assess?
How
will I
score?
DepED
Knowledg
Order No. e
73, s.
(5 mins)
2012 for
the
examples
)
Process or
Skills
Understa
nding(s)
Products/
performa
nces
(30%)
(Transfer
of
Understa
nding)
How
pupils
Copy and answer Buluhaton 9,p.11 (LM)
respond
to
informati
onal text
about
the role
communi
ty helpers
through
dramati
zation
listened
to.
1
point
for
every
correc
t
answe
r
Itakdo ang Hanay A ngadto sa Hanay B.
Hanay A
Hanay B
1.
A
.
Nag-atiman
sa mga
Pulis
masakiton
Doktor
Assignme Reinforcing the
nt
day’s lesson
(5 mins)
2.
B . Tighatod og sulat.
Panadero
C. Magbalantay sa kalinaw
3.
Kartero
3.
D. Tigpabilin sa kahapsay
ug kalinaw.
Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for the
new lesson
Prepared by:
EVAN T. LISONDRA
Teacher III
Toledo City Division
Edited by :
Edna Y. Bato
Zenaida L. Boyles
Maria Vilma A. Torreda
Evan T. Lisondra
Mary Grace C. Turceno
Date Edited : January 26-27,2014
