School TABACDA PRIMARY SCHOOL MATH

Teacher ERLINDA S. BATAY-AN Quarter: THIRD

DAILY LESSON LOG Checked by:
Date ( Week 1 )

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
A. Content Standard Demonstrates understanding of
Demonstrate unit fractions
understanding of unit fractions..

B. Performance Holiday Holiday Holiday Is able to recognize and represent unit Is able to recognize and
Standard fractions in various forms and contexts.. represent unit fractions in
various forms and contexts..

C. Learning Visualizes, represents and identifies unit Reads and writes unit fractions
Competency/ fractions with denominators of 10 and M2NS-IIId-76.1
Objectives below
Write the LC code for each. M2NS-IIId-72.2

II. CONTENT Lesson 67: Lesson 68:

Visualizing and Identifying Unit Fractions Reading and Writing Unit
Fractions
LEARNING RESOURCES
A. References K-12 CG p.43 K-12 CG p.112
1. Teacher’s Guide 216-218 218-220
pages
2. Learner’s Materials 154-157 157-158
pages
3. Textbook pages
4. Additional Materials Lesson Guide in Elem. Math Grade 2.
from Learning 2005. pp. 230-239
Resource (LR) portal Lesson Guide in Elem. Math Grade 2.
2010. pp. 231-235
Lesson Guide in Elem. Math Grade 2.
2012. pp. 231-240
Mathematics for Everyday Life Grade 2.
1999. pp. 110-117*
Mathematics Kagamitan ng Magaaral
Tagalog Grade 2. 2013. pp. 154-157
B. Other Learning tarpapel, pictures 1. Learning Module
Resource Learning Module 2. Show me board/Slateboard
Illustrations of halves and fourths 3. Activity cards/sheets
Activity cards/sheets 4. Marker, manila paper
5. Chart of unit fractions

PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
1. Drill– Do this as paired activity
Prepare illustrations of halves and fourths
and give each pair. Write two headings
such as one-half and one-fourth and post
them on the board. Then let them post
their illustrations on the proper heading.
Group the class into five groups then play
the game of imitating sounds of animals.
The teacher will act as “WATCHER” then
say, Imitate the sound of 2 cows. (Pointing
to one of the groups). The group will
imitate the sound of the said animal. The
trick here is the number of animals. If the
teacher says 2 cows only the two
members of the group will make sound.
Once they did not follow the instructions,
their group will be punished.
Use a piece of banana or other available
material.
Show it to the class.
Ask: How many bananas were there?
Divide it into 4 equal parts. Ask: How
many equal parts were there?
Take away one part. Ask: What part of the
banana was taken away?
6. mirror and a paper strip with
the word “AMBULANCE”
Give each pupil a
slateboard/show me board
Take turn in reading and writing
whole numbers.
The teacher will start.
Say: Write number 9. (Point to a
pupil whom you want to
answer).
If the pupil gives the correct
answer, he/she will take his/her
turn.
Note: You may say “Read this
number”.
The pupils will write their
answer on their
slateboards/show me board.
Prepare a card with the word
“AMBULANCE”. Make sure that
it is written in the way you see it
written in the Ambulance car as
shown below.
Ask the pupils if they can read
the word.
Get a mirror. Position the word
in front of the mirror. Now let
the class read the word
reflected in the mirror.
Discuss the importance of
reading and the way the word
AMBULANCE is written in the
Ambulance car.
Use discovery approach.
Group the pupils into five. Give
each of them a card as shown
below.
How do you read the following
set of unit fractions?
After three minutes let the
group’s reporter tell how the
unit fractions are read.

E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
Teach the pupil the proper way of reading
¼.
Show them where is the numerator and
the denominator.
Ask the pupils to tell something about the
numerator and the denominator.
Use also string beans.
Divide it into 10 equal parts. Take away
one part.
Ask: What part of the string beans was
taken away?
Ask the pupils to illustrate the situation
above using region. Guide them.
Then let the pupils write the fractional
part of the string beans that was taken
away?
. Kopyahin ang mga hugis sa ibaba.
Kulayan ang isang bahagi upang maipakita
ang unit fraction na nasa gilid nito.
Bilugan ang isang bagay na nasa set para
maipakita ang unit fraction sa tabi nito.
Post the different unit fraction
on the board. Teach the class
how they are read properly
Gawain 1
A. Bumuo ng pangkat na may
limang kasapi.
Pagkatapos ay basahin nang
salitan ang sumusunod na unit
fraction.
Kumuha ng show-me-board o
kaya naman ay kapirasong
papel.
Makinig nang mabuti sa iyong
guro.
Isulat ang unit fraction na
sasabihin niya.
Tandaan na ang unang isusulat
ay ang numerator muna
pagkatapos ay ang
denominator. Ang dalawa ay
pinaghihiwalay ng bar line.
 G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Basahin ang kalagayang ito.
Ang bibingka ay hinati sa 6 na bahagi.
Kinain mo ang isang bahagi.
Ipakita ang bahaging iyong kinain sa
pamamagitan ng drowing.
To visualize unit fractions, use set of
objects, region and equal jumps in a
number line.
Identifying unit fractions is easy. Unit
fractions are those fractions whose
numerators are 1.
A. Visualize the following unit fractions.
You may use set of objects, region or
number line.
B. Which is the unit fraction in the
following set of fractions? Copy it on your
paper.
Gawain 2 Gawin ito ng may
kapareha.
Sumulat ng unit fraction sa 5
cardboard.
Makipagpalitan ng ginawa sa
ibang pares.
Basahin ng salitan ang mga ito.
In reading unit fractions, read
first the numerator followed by
the denominator which is read
and written with /th/ at the end.
Only from four to ten
denominators.
If the denominator is 2, it is read
as half and third if 3.
In writing unit fractions, write
the numerator above the bar
line which is always 1 and the
denominator below the bar line.
Read the following unit
fractions.
B. To the teacher: Tell the class
to write the unit fractions that
you will dictate.
A.Basahin ang sumusunod na
unit fraction.
IV. REMARKS
V. REFLECTION
A..No. of learners who earned
80% in the evaluation
B.No. of learners
who require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
No. of learners who have
caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)

G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
 School TABACDA PRIMARY SCHOOL FILIPINO
Teacher ERLINDA S. BATAY-AN Quarter: THIRD
DAILY LESSON LOG Checked by:
Date ( Week 1 )

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
A. Content Standard Naisasagawa ang mapanuring pagbasa Naipamamalas ang kakayahan
upang mapalawak ang talasalitaan at tatas sa pagsasalita at
pagpapahayag ng sariling ideya,
kaisipan, karanasan at
damdamin
B. Performance Holiday Holiday Holiday Nababasa ang usapan, tula, talata, Naipahahayag ang
Standard kuwento nang may tamang bilis, diin, ideya/kaisipan/damdamin/reaks
tono, antala at ekspresyon yon nang may wastong tono,
diin, bilis, antala at intonasyon.
C. Learning Nasasabi ang katangian ng tauhan sa Natutukoy at nagagamit ang
Competency/ kuwentong binasa mga pinaikling salita
Objectives F2PT-IIIa-e-2.2 (contractions)
Write the LC code for each. F2WG-IIIa-g-1

II. CONTENT Aralin 1: Bansa ay Uunlad kung Sama- Aralin 1: Bansa ay Uunlad
samang Nangangarap Pagtukoy at paggamit ng mga
Katangian ng mga Tauhan pinaikling salita

LEARNING RESOURCES
A. References K-12 CG p.31 K-12 CG p.31
1. Teacher’s Guide 130-131 131-132
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning larawan ng batang nangangarap, tarpapel tsart, manila paper,pentel
Resource pen,mga parirala at
pangungusap na nakasulat
sa paper strips

PROCEDURE
A. Reviewing previous Itanong sa mga bata kung ano ang alam Ipabasa ang pangungusap.
lesson or presenting the nila tungkol sa salitang pangarap sa Siya’y si Nilo ang batang may
new lesson pamamagitan ng semantic web. pangarap sa kaniyang sarili’t
batang mahihirap.
pangarap Ano ang napapansin ninyo sa

B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
Ano ang pangarap mo sa buhay?
Bakit ito ang pangarap mo?
Ipakita ang larawan ng batang
nangangarap.
Ano kaya ang kaniyang pangarap sa
buhay?
Pagpapayaman ng Talasalitaan
Ibigay ang kahulugan ng mga salitang
maysalungguhit sa pangungusap
( tingnan ang pisara )
Basahin ang kwentong “Ang Pangarap ni
Nilo” sa pahina 260-261
1.Sino ang batang
nangarap sa kuwento?
2. Ano-ano ang pangarap ni Nilo para sa
kaniyang sarili at sa ibang mga batang
Pilipino?
3. Bakit nais niyang mapangalagaan ang
kapaligiran?
4. Ano ang katangian ni Nilo?
5. Dapat ba siyang tularan? Ipaliwanag
ang sagot.
Iguhit ang iyong pangarap para sa
kapaligiran at sa kapwa bata.
Pangkatin ang mga bata.Ipagawa ang
Sanayin Natin sa LM pahina 26
mga salitang may
salungguhit? Ano ang tawag
dito?
Magpakita ng parirala at
pangungusap na nakasulat sa
paper strips na nagsasabi ng hal.
Itanong:Alam niyo ba ang mga
salita o pangungusap na ito?
Muling basahin ang mga
pangungusap sa pahina 265 sa
LM.
1. a. Siya ay matalinong bata.
b. Siya’y matalinong bata.
2. a. Tayo ay magsikap sa lahat
ng gawain.
b. Tayo’y magsikap sa lahat ng
gawain.
3. a. Halika at mag-aral na muna
tayo bago maglaro.
b. Halika’t mag-aral na muna
tayo bago maglaro.
4. a. Ang kusina at palikuran ay
dapat laging malinis.
b. Ang kusina’t palikuran ay
dapat laging malinis.
1.Ano ang napansin ninyo sa
mga may salungguhit na
salita?
2.Ano ang nangyari sa mga
salita na may
salungguhit sa ikalawang
pangungusap?
3. Paano pinaikli ang mga salita?
4. Anong bantas ang ginamit?
5. Ano ang isinasagisag ng
bantas na ito?
Magbigay pa ng ilang halimbawa
upang lubos na maunawaan ang
kasanayan
A. Isulat sa pinaikling anyo.
1. baka at kambing
2. pako at martilyo

G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Ipagawa ang Linangin Natin na nasa LM,
pahina___.
Paano mo masasabi o matukoy ang
katangian ng tauhan sa kuwento? Ipabasa
ang Tandaan Natin na nasa LM,
pahina___.
Piliin ang sagot sa loob ng kahon. Isulat
ang iyong sagot sa sagutang papel.
1. Kapag walang gumagamit, pinapatay ni
Rina ang ilaw.
2. Natutuwa si Virgie na magbigay ng
tulong sa mga kaklase niyang
nangangailangan.
3. “Tumigil ka nga! Kanina ka pa
sinasaway,” ang sabi ng nanay kay Andy.
4. Sinusunod ng dalawang bata ang mga
napagkasunduang patakaran sa silid-
aralan.
5. Si Myrna ay laging handa sa klase at
aktibo sa talakayan.
Sumipi ng bahagi ng kuwento na
nagsasabi ng katangian ng tauhan sa
pamamagitan ng sinasabi o ikinikilos nito.
3. buwaya at ahas
4. tao at alagang hayop
5. salita at kilos
B. Isulat ang mga may
salungguhit sa pinaikling
anyo.
1. Tayo ay matiyaga sa pag-
aaral.
2. Siya ay masunurin sa
magulang at guro.
3. Kami ay sasama sa iskawting
at sa mga
gawain pampaaralan.
4. Ako ay batang malusog kaya
matalino.
5. Sila ay marurunong ngunit
mapagpakumbaba.
Pangkatin ang mga bata.
Ipagawa ang Sanayin Natin sa
LM pahina 266
Ang at at ay ay mga salitang
ginagamit sa pagsasama ng
dalawang salita sa parirala o
pangungusap.
Ang kudlit (’) ay ipinapalit sa
nawawalang letrang a sa salita
Basahin ang talata. Isulat sa
sagutang papel ang pinaikling
anyo ng mga salitang may
salungguhit.
Ang Mabait na Batang si
Crisanto
( tingnan ang tarpapel )
Isulat nang panibago ang
kuwento sa bahay tungkol sa
batang si Crisanto na

IV. REMARKS
V. REFLECTION
A..No. of learners who earned
80% in the evaluation
B.No. of learners
who require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
No. of learners who have
caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
ginagamit ang pinaikling salita
sa kuwaderno.
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map
__Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search
__Discussion __Discussion
__Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
panturo. kagamitang panturo.
__Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng
__Mapanupil/mapang-aping mga bata mga bata.
__Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping
lalo na sa pagbabasa. mga bata
__Kakulangan ng guro sa kaalaman ng __Kakulangan sa Kahandaan ng
makabagong teknolohiya mga bata lalo na sa pagbabasa.
__Kamalayang makadayuhan __Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation __Pagpapanuod ng video
__Paggamit ng Big Book presentation
__Community Language Learning __Paggamit ng Big Book
__Ang “Suggestopedia” __Community Language
__ Ang pagkatutong Task Based Learning
__Instraksyunal na material __Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 School TABACDA PRIMARY SCHOOL ARAL. PAN.
Teacher ERLINDA S. BATAY-AN Quarter: THIRD
DAILY LESSON LOG Checked by:
Date ( Week 1 )

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
A. Content Standard Naipamamalas ang kahalagahan ng Naipamamalas ang kahalagahan
mabuting paglilingkod ng mga namumuno ng mabuting paglilingkod ng
sa pagsulong ng mga pangunahing mga namumuno sa pagsulong
hanapbuhay at pagtugon sa ng mga pangunahing
pangangailangan ng mga kasapi ng sariling hanapbuhay at pagtugon sa
pangangailangan ng mga kasapi
ng sariling
B. Performance Holiday Holiday Holiday Nakapagpapahayag ng pagpapahalaga sa Nakapagpapahayag ng
Standard pagsulong ng mabuting paglilingkod ng pagpapahalaga sa pagsulong ng
mga namumuno sa komunidad tungo sa mabuting paglilingkod ng mga
pagtugon sa pangangailangan ng mga namumuno sa komunidad tungo
kasapi ng sariling komunidad sa pagtugon sa pangangailangan
ng mga kasapi ng sariling
komunidad
C. Learning Nabibigyang-kahulugan ang likas na Natutukoy ang iba-ibang uri ng
Competency/ yaman. likas na yaman:
Objectives AP2PSK-IIIa-1 a. yamang lupa; at
Write the LC code for each. b. yamang tubig.
AP2PSK-IIIa-1

II. CONTENT ARALIN 5.1 Mga Likas na Yaman ARALIN 5.1 Mga Likas na
ng Aking Komunidad Yaman
ng Aking Komunidad
LEARNING RESOURCES
A. References K-12 CGp46 K-12 CGp46
1. Teacher’s Guide 44-46 44-46
pages
2. Learner’s Materials 143-151 143-151
pages
3. Textbook pages
4. Additional Materials Pagsibol ng Lahing Pilipino 2. 2003.pp.66- Pagsibol ng Lahing Pilipino 2.
from Learning 68 2003.pp.66-68
Resource (LR) portal 2. Kapaligiran, Kayamanan, Kalingain 2. Kapaligiran, Kayamanan,
(Philippines Nonformal Education Kalingain (Philippines Nonformal
Program).1998.pp.5-8 Education Program).1998.pp.5-8
3. Araling Panlipunan 1 Modyul I 3. Araling Panlipunan 1 Modyul I
“Kapaligirang Pisikal ng Pamayanan”.pp.6- “Kapaligirang Pisikal ng
10 Pamayanan”.pp.6-10
4. Araling Panlipunan I Modyul 3 4. Araling Panlipunan I Modyul 3

B. Other Learning
Resource
PROCEDURE
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to Formative Assessment 3)
Kayamanang Pinagkukunan Likas na
Kayaman.pp.3-14
Larawan, tarpapel
Pagtsek ng takdang-aralin
Ipaskil ang mga jumbled letter sa pisara
INYMKANLAASA
Ipatukoy ang nabuong salita.
Anu-anong salita ang maaari ninyong
ikabit sa nabuong salita?
Ipaskil sa pisara ang kahulugan ng LIKAS
NA YAMAN
Sabayang ipabasa ito sa mga mag-aaral.
Ano ang likas na yaaman?
Anu-ano ang halimbawa ng likas na
yaman? Ilarawan ang mga ito.
Ipakita ang iba’t-ibang larawan sa mga
bata
Ipatukoy sa mga mag-aaral ang
halimbawa ng mga likas na yaman
Kayamanang Pinagkukunan
Likas na Kayaman.pp.3-14
Larawan, tarpapel
Anoang ibig sabihin ng Likas na
Yaman?
Ipaskil ang jumbled letters sa
pisara.
Ipaayos ang mga salita sa mga
mag-aaral upang makabuo ng
mga salita.
Pag-usapan ito.
Ipabasa ang Alamin mo sa
LMp147-148
1. Ano ang kahulugan ng likas na
yaman?
2. Ano ang tawag sa mga bagay
na nakukuha
sa mga anyong lupa? sa anyong
tubig?
3. Ano-anong anyong lupa
mayroon sa iyong kumunidad?
Anong yaman ang nakukuha
rito?
4. Ano-anong anyong tubig
mayroon sa iyong komunidad?
Anong yaman ang nakukuha
rito?
5. Paano pinangangalagaan ng
iyong komunidad ang mga
anyong lupa at anyong tubig?
Iguhit Sa Papel Ang Mga Yamang
Lupa At Yamang Tubig Na
Nakukuha Sa Inyong
Komunidad. Kulayan
Isulat ang YL kung yamang lupa
at YT kung yamang Tubig.
1.isda
2. hipon
3. palay
4. kabibe
5. perlas
 G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION
A..No. of learners who earned
80% in the evaluation
B.No. of learners
who require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
No. of learners who have
caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
Gumuhit ng larawan na sumisimbolo sa Ano ang dapat nating gawin sa
ating likas na yaman. Kulayan ang iginuhit. ating mga yamang tubig at
Maghanda tungkol sa pagpapaliwanag ng yamang lupa?
iginuhit .
Ano ang likas na yaman at ang mga Ipabasa ang tandaan mo sa LMp
halimbawa nito? 150
Gumuhit ng 2 -3 likas na yaman na Isulat ang YL kung yamang lupa
makikita sa ating bansa. Kulayan ang mga at YT kung yamang Tubig.
ito. Isulat ang katumbas na ngalan sa 1.alimango
ilalim nito. 2. prutas
3. ibon
4. korales
5. bulaklak
Magdala ng mga larawan ng likas na Magdala ng mga larawan ng
yaman na makikita sa ating bansa. likas na yamng matatagpuan sa
sariling komunadad at ang
yamang makukuha sa mga ito.
Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL
__Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map
__Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search
__Discussion __Discussion
Mga Suliraning aking naranasan: Mga Suliraning aking
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
__Kakulangan sa makabagong kagamitang
panturo.
__Di-magandang pag-uugali ng mga bata.
__Mapanupil/mapang-aping mga bata
__Kakulangan sa Kahandaan ng mga bata
lalo na sa pagbabasa.
__Kakulangan ng guro sa kaalaman ng
makabagong teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video presentation
__Paggamit ng Big Book
__Community Language Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
naranasan:
__Kakulangan sa makabagong
kagamitang panturo.
__Di-magandang pag-uugali ng
mga bata.
__Mapanupil/mapang-aping
mga bata
__Kakulangan sa Kahandaan ng
mga bata lalo na sa pagbabasa.
__Kakulangan ng guro sa
kaalaman ng makabagong
teknolohiya
__Kamalayang makadayuhan
__Pagpapanuod ng video
presentation
__Paggamit ng Big Book
__Community Language
Learning
__Ang “Suggestopedia”
__ Ang pagkatutong Task Based
__Instraksyunal na material
 School TABACDA PRIMARY SCHOOL MAPEH
Teacher ERLINDA S. BATAY-AN Quarter: THIRD
DAILY LESSON LOG Checked by:
Date ( Week 1 )

LUNES MARTES MIYERKULES HUWEBES BIYERNES

OBJECTIVES
A. Content Standard Demonstrates understanding of the Demonstrates understanding of
importance of disease prevention and the basic concepts of timbre
control
B. Performance Holiday Holiday Holiday Applies self-management skills to prevent Distinguishes accurately the
Standard and control the spread of diseases different sources of sounds
heard and be able to produce a
variety of timbres

C. Learning Identify foods that are sources of food- identifies the source of sounds
Competency/ borne diseases. 1.1 wind, wave, swaying of the
Objectives H2FH-IIIab-11 trees, animal sounds,
Write the LC code for each. sounds produced by
machines, transportation,
through body movements
MU1TB-IIIa-1

II. CONTENT Lesson 3.1 Food Not Safe to Eat Differentiation of Sound Quality
Sources of Food-borne Diseases
LEARNING RESOURCES
A. References K-12 CG p.24 K-12 CG p.12
1. Teacher’s Guide 370-373 63-66
pages
2. Learner’s Materials 97-102
pages
3. Textbook pages
4. Additional Materials Music, Arts, Physical Education
from Learning and Health 2.Illagan, Amelia M.
Resource (LR) portal et.al, 2013 pp.97-102

B. Other Learning Pictures, chart, cartolina strips, crayon pictures of musical instruments,
Resource vehicles, winds, glass, wood/log,
animals, a train, broken glass,
duck, power saw, ambulance
MP3/MP4
PROCEDURE
A. Reviewing previous Song
lesson or presenting the Lead the pupils in singing the song below. Ask children the proper ways of
new lesson (To the tune of “Ano-ano ang Nakikita?”) singing and have them
Basahin ang mga nakasulat sa bawat demonstrates it through singing

B. Establishing a purpose for
the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing new
skills #1
E. Discussing new concepts
and practicing new skills
#2
damit na nakasampay. Iguhit sa papel ang
mga damit na may nakasulat na paraan
upang maiwasan ang mga sakit. Tingnan
ang tarpapel)
Show a picture of an interview. Ask: Have
you watched an interview on television?
Today, we will listen to an interview.
Unlock the following words: expired,
kontaminado, food-borne diseases
Remind the pupils of what to do while
listening.
Ask the pupils to find a partner and act
out the interview on
Linangin, p. 149 . Call on another partner
to do the same.
Have the pupils answer the given
questions
Enhance the learning of the pupils by
asking them to work on Gawin, p.
“Work and Play” in unison.
Show pictures of musical
instruments, vehicles, winds,
glass, piece of wood and
animals. Ask them to group the
pictures that produce sound and
not producing sound.
Ask the children to close their
eyes and lay their head on top
of the table. Listen to the story
“Hangin”. Read the story by
producing sounds not reading it
by words.Tell the pupils to
identify the sources of sound
from the story heard.
Let the pupils produce the
sound as the teacher reads the
story again
blowing of strong winds,
big waves on the sea shore
winds in the forest
sounds of animals in the forest
like wild pig, monkey, snakes,
and birds
waving of tall trees
rainfalls
moving tracks,
machines in a factory
chicken crow
news and “pandesal vendors
moving car, jeepneys, bus,
motorcycles
ship ready to move a away,
big waves
Ask the children what the story
is all about and name different
sounds they heard. Compare the

F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Have a group activity
Ask pupils about their experiences on the
issue
Ang pagkain at inuming hindi ligtas ay
kontaminado ng bakterya. Halimbawa ng
mga ito ay
panis na
nadapuan ng langaw o ipis
bilasa o hindi na sariwa
ayon sa tatak sa lata ay expired na
walang takip na itinitinda sa kalsada
maruming tubig
Let the pupils work on Palalimin, p. 439
Gumawa ng panayam sa nanay ng iyong
kalaro. Tanungin kung sino ang nakaranas
ng pananakit ng tiyan o pagtatae. Alamin
sound if there are similarities
and differences.
Teach the song “Putak! Putak!”
to the children.
Ask the pupils what sound they
heard from the song. Let them
give other examples of animals‟
sounds and its source. Compare
the sounds for similarities and
differences.
Showflashcards of pictures that
produce sounds. Let children
make its sound three times.
(you may add more pictures)
1. Broken glass
2. Ambulance
3. Duck
4. Wind
5. Power saw
Ask the pupils what they have
learned in this module.
Compare the sound to each
other.
Ask children, where do the
sounds come from?
All things around us produce
sounds with differences in
timbre
Let the children identify the
source of sound heard in a
DVD/CD player. Choose the
letter of the correct answer
from the box.
Write the source of sound of the
following:
1. Klang! Klang! Klang!

IV. REMARKS
V. REFLECTION
A..No. of learners who earned
80% in the evaluation
B.No. of learners
who require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work?
No. of learners who have
caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
kung ano ang naging dahilan nito. Isulat __________________
ang sagot sa notebook. 2. Tik-tak! Tik-tak! Tik-tak!
___________
3. Hiss! Hiss! Hiss!
_________________
4. Trot! Trot! Trot! __________
5. Broom! Broom! Broom!
____________
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s
doing their tasks Cooperation in doing their
tasks
__ Bullying among pupils __ Bullying among pupils
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical