June 14, 2013 English 2 Objective: Recognize/ Identify and classify sounds produced by musical instruments as high and

low. Subject Matter: Musical Instrument Sounds High/Low sounds Materials: Pictures/model of musical instruments, toy instruments, and real musical instruments. Procedure: Checking of Agreement Review: Let the pupils listen to different animal sounds. Ask them to identify whether the sound made is loud or soft. Motivation: Ask: What is your favourite musical instrument? (refer to LM,p.10) Presentation: Do the Orchestra Game. Divide the class into five groups. Assign a musica instrument to every group. Each group mimics the sounds of the instrument assigned to them. The group plays the instrument as the conductor points to them. Later, the pupils identify the instruments and the sounds they make. Likewise, they accomplish the sample Thinking Matrix. Say: You may draw or write the name of the musical instruments that make loud/soft and high/low sounds in the chart. (Refer to LM,p. 10) Other Activities: Activity 1: Play the pre-recorded musical instruments. Ask pupils to identify the instrument.

Activity 2: Play the instrument using models/real musical instruments. Pupils identify the instrument and classify the sound as high/low. Generalization: Ask: Do musical instruments have the same sounds? Are the sounds produced loud/soft, high/low? (Refer to LM.p.13) Application: Ask the pupils to put a check if the musical instruments make a loud, soft, big or low sound. (Refer to LM,p.12) Evaluation: Have the pupils connect the musical instrument with the sound it makes. (Refer to LM,p.13) Agreement: Encircle the instrument that makes loud sound. 1. 2. 3. 4. 5. Guitar violin Flute trumpet Clock whistle Drum maracas Electric guitar pieces of wood

Juana E. Canteras English 2 Objective:

June 17,2013

Activity 1: Play the pre-recorded sounds. Ask pupils to identify the sounds heard. Activity 2: Lead the pupils to a trip in the school yard. Ask them to identify the sounds they hear. Ask: What sounds did you hear? Are they loud/soft, high/low? Say: List down on the chart the sounds you heard. Check if it is loud, soft, high or low ( Refer to LM, p.14) Guide pupils in pulling up in the matrix. Ask them to list the sounds they heard and identify if the sound is loud/ soft, high or low. Possible Sound They Heard: Heartbeat, sneezing, breathing, coughing, creaking chair, noise of an electric fan, an air conditioning unit, opening/ closing/ banging of door, transportations: motorcycle, train, car, bus, airplane, jeep, tractor, sounds of a bell, buzzer, siren, children walking/ running, talking, shouting, footsteps, falling objects, birds, wind blowing, honking,cars/ jeeps, music playing/ radio broadcast, wind, rain, thunder, spilling water, animal sounds, machine sounds, running faucet, loud/ soft/ high/ low voices and many more. Generalization: Sounds in the environment differ from one another. They can be loud/ soft, high/low. Application: ( Refer to LM,p.15) Evaluation: ( Refer to LM,p.15) Agreement: Make chart and let the pupils list down five different sounds you hear at home. Check whether the sound is loud or soft, high/ low.

Recognize/identify/ classify environment sounds heard as soft/loud,high/low Subject Matter: Environment Sounds Materials: pre-recorded environment sounds, tape/CD, cassette/CD player,pictures,models, real object, charts. Procedure: Checking Of Agreement Review: Recall the sounds learned the day before. Group the class into two. Show pictures of musical instruments. Tell the pupil to raise their right hand if the instrument makes a high sound raise the left hand for a low sound. Also, clap twice if it makes a loud sound and once if it makes a soft sound. Motivation: Ask: What sounds do you hear at home? Outside your home? Use a matrix to publish pupils responses. Presentation: Use the viewing technique in identifying the sounds pupils hear in the classroom. Tell them to close their eyes. At the count of three, they should be totally quiet. Have the class listen to the sounds around. At the count of five, they will slowly open their eyes and tell their seatmate the sounds they heard. Bring back the matrix earlier used to publish the pupils responses. Guide pupils in classifying the sounds heard as loud/soft, high/low. Other Activities:

Juana E. Canteras English 2 Objectives:

June 18, 2013

Have the pupils write on the blanks the missing letters of the alphabet. ( Refer to LM, p. 18 ) Generalization: There are 28 letters in the Filipino Alphabet and 26 letters in the English Alphabet. and ng in the Filipino are not found in the English Alphabet. Application: Ask: What letters come before/ after the following letters in the English Alphabet? ( Refer to Lm, p.18) Evaluation: Ask: In which alphabet are the following letters found? Ring the correct answer. Refer to LM, p. 19) Agreement: Show the Teacher chart to the pupils and ask them to give a word that start with the following letters. ( Refer to LM, p. 19)

Name the letters of the Filipino and English Alphabets Identify the letters of the Filipino Alphabet which are not present in the English Alphabet and vice versa. Subject Matter: Filipino and English Alphabets Materials: Letter cutout of both Filipino and English Alphabets, magnetic letters, board pictures, onset, rime, word cards and chart. Procedure: Pre Assessment ( Refer to LM, pp.16-17 ) Motivation: Say: You have learned the Alphabet song in Grade One. Who among you can sing the English Alphabet song? The Filipino alphabet? Lets find out who among you can recall the song. Get your partner , take turns in completing the letters of both alphabets in the boxes provided in your LM. ( Refer to LM, pp.17-18) Presentation: Model the song first and then lead the pupils in singing the Filipino Alphabet song and then, the English Alphabet song. Point to each letter on the chart as the pupils sing. Each song ca be sung twice. Say: Lets count the letters of the Filipino Alphabet, how many letters are there? Now, lets count the letters of the English Alphabet. Which alphabet has more letters? Why? Which letters in the Filipino Alphabet are not found in the English Alphabet? Practice Exercise:

Juana E. Canteras English 2 Objectives:

June 19, 2013

Guide the pup[ils in posting the elements of the story in a Bridge Map or Story Map. Application: Identify the elements of the story. Encircle the correct answer. ( Refer to LM,p.22) Evaluation: Ask the pupils to work as a group in doing this exercise. Match and connect the elements of a story. ( Refer to LM, p.25) 1. 2. 3. 4. 5. Mario the polite boy a. problem In the school b. character Mario lost his wallet c. solution The school helper foundthe wallet d.ending Mario was able to have his recess e. setting

Answer Wh-questions from the story listened to Identify the elements of a story Subject Matter: Elements of a Story Materials: Pictures of animals, word cards, chart Procedure: Checking of Agreement Motivation: Ask: What do you do to help at home? Do : Post pupils answer on the board or in a Multi Bubble Map. Show pictures of animals to the pupils. Ask them to identify the animals. Present the name card for each animal. Read the words and let the pupils repeat after you. show the picture and say the word. Explain what the word means. Vocabulary: Hens, coop, pen, counted, shouted, feeds Presentation: Story of The Tenth Hen by Myrna J. Hipolito Ask the following questions. Present the parts of a story using a story map or bridge map. 1. Where did the story happen? ( setting: Bens house) 2. 3. 4. 5. Who were the characters in the story? What was Bens problem? How was Bens problem solved? How did the story end?

Guided Practice:

Juana E, Canteras English 2 Objectives:

June 20, 2013

Activity 1: Read each sentences. Let the pupils repeat after you. 1. 2. 3. 4. 5. The ten hens are in pen. Ben met ten men. The red hen is Ren ren. Ben fed ten hens. The tenth hen, Ren-Ren is in the pen.

Recognize/ identify/ read/give example of words with medial/e/. Answer Wh- questions Subject Matter: Medial /e/ Onset and rhymes (et- en ) Materials: Word cards, pictures, charts, phrase/ sentences strips, four set of onset and rhymes and four pocket charts. Procedure: Review: Ask; What is the title of our story yesterday? ( The Tenth Hen). Post the words taken from the story on the chart. Model reading the words. Then, ask pupils to repeat after you. Presentation: Ask: What other words from the story sound like words we read? Publish the pupils answer as shown in the organizer below. What are the last letters? Let us sound the first letter and last 2 letters. (refer to LM,p. 23) Ask: with what letter does Ben begin? Do: Continue asking until all the initial letters of the words are identified Ask: With what letters do they end? What letter is found between the beginning and the ending letter? Say: Come in front and point the beginning letter and the two ending letters. Put them together and read the whole word.

Activity 2: Say: Look at the pictures. Write their missing beginning letters. Then, write the whole word. ( Refer to LM, p. 24) Activity 3: Let the pupils write the names of the pictures. ( Refer to LM, p. 24) Group Work: Divide the class into four groups. Distribute onset and rhymes cards. Distribute pictures cards as well. Ask pupils to come up with words. Let them match the words I the pictures. Application: Write the correct beginning letter to form a word. ( Refer to LM,p. 25) Evaluation: Say: Complete the phrases and sentences. ( Refer to LM, p. 26 )

Juana E. Canteras English 2 Objectives;

June 21, 2013

Additional Activity: Read each sentence. Ask the class to repeat after you. Ask the pupils to point/ show/ color______ 1. 2. 3. 4. 5. Ten big eggs in the nest. Ted weds Meg. Color the bed red. Ben fed the hens. The well is near the big bell.

Recognize/ identify/ read/ give example of words with medial/e/. Answer Wh-questions Subject Matter: Medial /e/ Onset and rhyme Materials: pictures, onset, rhyme, word cards and charts. Procedure: Presentation: Show pictures of the following: 1. 2. 3. 4. 5. keg leg Bed peg Beggar

Say each word as you show the picture. Read by blending the onset and the rhyme to form a word. Ask pupils to give the beginning letter of each word. Ask the pupils to come up with the whole word. Ask the pupils to match the pictures and the words. Group Work: Distribute onset/ rhyme/ word cards. Ask pupils to form words and present their output. Application: Encircle the correct ending letters. ( Refer to LM, p. 28) Evaluation: Say: Listen as I say each word. Encircle the word that you hear. ( Refer to LM, p. 29 )

Nelia A. Siobal FILIPINO II Layunin

June 17,2013

Hangin bituin Lambat sibat Lugar andar

perlas manggas tuklaw sabaw sakop hayop paputok himutok hikab sunggab saging lambing

Natutukoy angmga salitang magkakasintunog Paksang Aralin Pagtukoy sa salitang magkasingtunog Paglalahad Pagbasa sa mga salitang natutunan sa buong linggo. Hayaang ibigay ng mga bata ang kahulugan ng mga ito. Pagtuturo at Paglalarawan Ipaliwanag ang tuntunin sa gawain. Gawain I Isulat ang mga salita sa Flascards. Magdagdag pa ng ibang salita upang lahat ng mag aaral ay magkaroon ng hawak na card. Tandaan Mahal Bata alis saklolo sabaw mangga tuklaw bituin saging lambat paputok sibat sakop lambing himutok hikab andar sunggab bahay talino magalang katwiran kuwento paligid simbahan banig baliw

Tatay bahay kuwento saklolo tandaan- simbahan

Nelia A. Siobal FILIPINO II Layunin

June 18,2013

Nasasagot ang mg atanong tungkol sa tekstong napakinggan Nakapagbibigay ng himuha kaugnay sa pinakinggan/ binasang teksto Paksang Aralin Pagbibigay Hinuha Kagamitan Larawan ng Pamilya Paunang Pagtataya Isulat ang Tama o Mali sa sagutang papel 1. Ang mahahalagang detalye ay akatutulong upang masagot ang mga tanong sa kuwentong binasa. 2. Ang sulat at balat ay magkapareho ang tunog sa hulihan. 3. Ang pangngalan ay tumutukoy sa tao lamang. 4. Ang aklat ay ngalan ng hayop. 5. Sa pagsipi ng salita, dapat ay may tamang layo ang bawat letra. Tukoy Alam Sino sino ang kasapi ng inyong pamilya? Magksakit nab a sa kanila?

Mag anak tatay Lapis Hangin bakal tela

Saknong Bangka hayop Naputol perlas lugar

Bigyan ang bawat mag aaral ng flascards. Sa hudyat ng guro hahanapin ng mga bata ang kapareha nila sa pamamagitan ng pagtukoy ng salitang kasintunog ng hawak na salita. Kapg nakita na ang kapareha,pumalakpak. Mahal bakal bata- tela lapis alis

Ano ang ginawa mo? Paglalahad Ilarawan ang sariling ina. Pagpapayaman ng Talasalitaan Sabihin kung aling salita sa hanay A sa Hanay b sa pamamagitan ng guhit. Hanay A 1. 2. 3. 4. Dadalo Pagtitipon Hilamusang may tubig Anibersaryo Hanay B pagsasama sama isang pagdiriwang pupunta palanggana

c. Sumasakit ang Tiyan 4. Anong uring ina si Aling Carmen? a. Maalaga b. masikap c. madasalin 5. Matutuwa kaya si Rey sa pag aalaga sa kanya ng ina? a. Oo b. Hindi c. Ewan ko Hatiin ang klase sa tatlong pangkat . Bigyan ang bawat pangkat ng activity sheet na may lamang gagawin ng pangkat. Ibigay ang hinuha ayon sa sitwasyon. Pangkat I- Darating sa malayong lugar ang lolo at lola nina May at Milyo. Pangkat II Mlapit na ang pasukan sa eskuwela. Ppasok na ang si bunsong si Bong. Hindi pa siya marunong umuwi ng bahay ng mag isa. Pangkat III- May proyekto si Neneng sa paaralan. Hindi pa siya sumusuweldo si Tatay. Kukulangin ang pera ni nanay sa pamamalengke. Pag uulat ng bawat pangkat. Bigyang halaga ang ginawa ng bawat pangkat. Paglalahat Paano natin masasagot at makapagbibigay ng sariling hinuha sa nabasa o napakinggang teksto? Karagdagang Pagsasanay Basahin ang kuwentong Ang Huwarang Pamilya at pasagutan ang mga tanong pagkatapos magbasa.Isulat sa papel ang sagot at basahin sa klase.

Pagtuturo ng Paglalarawan Basahin sa mga bata ang Malagang Ina Bakit pinamagatang maalagang ina? Tungkol saaan ang napakinggang kuwento? Basahin muli ang kwento sa mga bata. Pasagutan sa mga bata ang Sagutin Natin sa LM Pahina 19 Kasanayang Pagpapayaman Basahin muli sa mga bata ang Maalagang Ina. Ipagawa ang Gawin Natin sa LM pahina 19. Isulat ang letra ng tamang sagot batay sa detalye ng kuwentong binasa. 1. Sino ang mag asawa sa kuwento? a. Aling Carmen at Mang Ramon b. Aling Caren at Mang Ramon c. Ing Carmen at Mang Mon 2. Saan pupunta an gag anak? a. Sa kaarawan ni lolo at lola b. Sa anibersaryo ng kasal ni lolo at lola c. Sa binyag ng lolo at lola 3. Ano ang nangyari kay Rey? a. Nagsusuka b. Nilalagnat

Nelia A. Siobal FILIPINO II Layunin

June 19,2013

Sabihin : Ang mga salita ay may tunog sa unahan, gitna, at hulihan. Ipabasa sa mga bata ang sumusunod na salita. Hanay A Ato Ana Hanay B Barya Serye Hanay C Sabon Kanin

Natutukoy ang unahan, gitna at huling tunog ng salita Paksang Aralin Tunog ng Salita Kagamitan : Larawan, flashcards, chart Tukoy-Alam Ano ang pangalan mo? Pantigin ito. Ano ang unang letra nito? Ano ang tunog nito? Sa anong letra ito nagtatapos? Ano ang tunog nito? Paglalahad Ano ang gagawin mo kung may sakit ang isang kasapi ng iyong pamilya? Basahing muli ang kuwentong Maalagang Ina. Pagtuturo at Paglalarawan Ipabasa ng mga salitang nasa Basahin Natin sa LM Pahina 24. Handa Bihis nanay dapat yelo kasal sinat

Ilang pantig mayroon ang bawat salita? Pantigin ang mga ito? Ano ang una/ gitna/ at huling tunog ng bawat salita? Gaano ang kahalaga ang kaalamn sa tunog ng ga letra sa pagbasa? Talakayin natin ang Kahalagahan sa LM pahina 25. Ang kaalaman sa tunog ng mga salita ay mahalaga upang mas mabilis makabasa, Ito ay mahalagang pundasyon sa pagbasa kaya dapat itong taglayin ng bawat isa.

Kasayanang Pagpapayaman Tukuyin ang una/ gitna/at huling salita. 1. 2. 3. 4. 5. 6. Mutya Barya Saya Lumpo Sampu Pista

Karagdagang Pagsasanay Isulat ang mga salitang magkapreho ang tunog sa unahan,gitna,at hulihan. 1. 2. 3. 4. 5. Mata, mais, puso Bangin, tubig, hangin Halika, balikan,malaki Baliw, halik, saliw Omar, olga, obet

bumalik pamilya damit

Talakayin ito sa tulong ng mga gabay na tanong. Ano ang unag tunog ng salitang handa? Ao ang gitnang tunog ng sakitag kasal? Ano ang huling tunog ng salitang pamilya? Pare-pareho ba ang tunog ng bawat salita sa dulo?

Kasunduan

Magdala ng limang pares ng pangaln ng iyong pamilya o kamag anak na magkasintunog.

Paano ipinakita ni Nelie ang pagmamahal sa kapatid? Ano anu ang ginawa mo para sa kasapi ng pamilya? Anu-anong pangngalang tumutukoy sa tao, bagay, hayop, at pook ang iyong napakinngan sa kuwento.

Nelia A. Siobal FILIPINO II Layunin

June 20,2013

Isulat sa sagutang papel ang tsek (/) kung dapat gawin at ekis ( x ) pag hindi. 1. Pupunta ako sa kuwarto ni ate kapag malakas ang ulan. 2. Hahanapin ko sa labas ng bahay si tatay. 3. Magtatampo akokay nanay kapag iniwan niya ako. 4. Mag aantay nalang ako sa pagdating ni nanay? 5. Iiyak ako nang malakas kapag wala si nanay sa bahay. Kasanayang Pagpapayaman Sabihin kung ngalan ng tao, bagay, hayop, bagay o lugar ang mga ngalan sa bawat pangkat. Tukuyin ang kategorya ng pangkat ng mga pangngalan sa bawat bilang. Isulat ang A kung tao, B kung hayop, C kung bagay at D kung pook.Isulat ang letra sa guhit. __1. Parke silid bukid __2. Ibon baka kalabaw __3. Lapis papel bag __4. Sumbrero kamera telepono __5. Lolo guro ate Paglalahat Ano ang pagngalan? Karagdagang Pagsasanay Gawin ang pagsasanay sa Linangin Natin sa LM pahina 30. Kasunduan

Natutukoy ang pangalna ng tao, bagay, hayop at lugar Paksa Ngalan ng Tao, Bagay, Hayop at Pook Kagamitan : tsart ng maikling talata, larawan Tukoy-Alam Ikahon ang mga pangngalan na ginamit sa maikling talata sa ibaba. Isulat ito sa tsart.

Nanghihina si Ruel. Ilang beses na siyang paroot parito sa palikuran.Nasira ang kanyang tiyan sa ulam na kinain kahapon. Nagpunta sila sa isang pistahan sa Lungsod ng Quezon. Paglalahad Hatiin ang klase sa ilang pangkat. Hayaang magtala ang bawat pangkat ng mga pangngalan ng mga makikita sa loob ng silidaralan. Pag uulat ang bawat klase. Basahin sa mga bata ang Nasaan Ka Inay sa Basahin Natin sa LM pahina 27. Pagtuturo at Paglalarawan Sagutin ang mga tanong. Bakitnatakot si Nena? Bakit kaya biglang nagdilim ang paligid?

Gumupit at idikit sa kuwaderno ang larawan ng tao, hayop,bagay at pook. Isulat ang pangngalang tumutukoy sa larawan.

1. 2. 3. 4. 5.

Ama Tahanan Mang Carding Nena Paaralan Sipiin sa sulatang kuwaderno ang sumusunod na pangngalan. 1. Bulaklak 2. Kambing 3. Dan 4. Botika 5. Upuan Paglalahat Ano ang dapat tandaan sa pagsipi ng mga tula?

Nelia A. Siobal FILIPINO II Layunin

June 21,2013

Nasisispi ang nanag wasto ang pangalan ng tao, bagay, hayop at pook o lugar Paksang Aralin Pagsulat ng Pangngalan Kagamitan : Tsart ng mga pangngalan ng tao, bagay, hayop at lugar. Tukoy-Alam Ipakita ang ginawang takdang Aralin Aong hayop /bagay/ lugar/ o tao ang nakita sa larawan? Paglalahad Magpakita ng larawan ng tao/ bagay/ hayop/ pookpabasa ang Basahin Natin sa lm Pahina 30. Pagtatalakay Anong pangngalan ng tao ang iyong nabasa? Anong pangngalan ng hayop ang iyong nabasa? Tama ba ang pagitan ng bawat letra ng salita? Paano mapagaganda o mapaayos ang sulat? Gawaing Pagpapayaman Sipiin ng wasto ang mga salita gamit ang tamang linya sa papel na may tamang layo ang bawat letra.

Karagdagang Pagsasanay Isulat ang T kung tama ag ipiapahayag ng pangungusap sa pagsipi ng wasto at maayos ng mga salita, M naman kung mali. 1. Gamitin ng wasto ang mga guhit sa papel. 2. Isulat ang letra ng salita ng may wastong pagitan. 3. Burahin ng laway ang maling naisulat. 4. May tamang istrok ang pagsulat 5. Dapat may wastong hugis at anyo ang mga letra kapag isinulat. Pagsulat Ipakita sa mga bata kung paano isulat ang pataas na bilog na guhit. Ipasulat ito sa hanagin sa palad, sa likod ng kaklase.