Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
1- Mathematics Four First 50 minutes
Learning Competency/ies: Reads and Writes Numbers up to hundred thousand Code:
(Taken from the Curriculum Guide) in symbols and in words M4NS-Ia-9.4
Key Concepts / Understandings to Reading and Writing Numbers up to 100 000 in Symbols and in Words
be Developed

Domain OBJECTIVES:
Knowledge Remembering Reading and Writing Numbers from 1 001 to 10 000
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Distinguish through reading ad writing numbers from 1 001 to 10 000
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Working Harmoniously as a team

2. Content Numbersand Number Sense

3. Learning Resources K-12 Grad 4 Curruculum, LM Math Grade 4 pages 9 to 11

Procedure
4.1 Introductory Activity
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils to reali
5 minutes that people must be consuderate of others.

Activity Let the pupils work in groups. Have each group bring out its pre-assigned number dics. Have them group the number dics
5 minutes into ten thousands, thousands, hundreds, tens, and ones.

4.3 Analysis Ask: How many ten thousands are there? How many thousands are there? How many hundreds? Tens? Ones? Present a
5 minutes place value chart with a number written on it.

4.4 Abstraction
How do you write numbers in expanded form?
5 minutes

4.5 Application There are 10 231 people attending the launching of "care for a child, feed the child" rogram of the DSWD. Write the numbe
10 minutes in expanded form.

4.6 Assessment
Anlysis of Learners' Products Write each number in expanded form:. 1. 15 387 2. 9 573 3. 54 276 4. 2 543 5. 2 856
10 minutes

4.7 Assignment Enhancing / improving the day’s

Write the number in expanded form.. 1. 64 400 2. 46 432.
5 5minutes lesson

4.8 Concluding Activity

The pupils can write the numbers in expanded form.
5 minutes

5.      Remarks The lessons was carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 27 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 7 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186
 Date:
June 19, 2017
Code:
M4NS-Ia-9.4

t the back. Help the pupils to realize

Have them group the number dics

undreds? Tens? Ones? Present a

am of the DSWD. Write the numbers

73 3. 54 276 4. 2 543 5. 2 856

32.
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
9 Mathematics Four First 50 minutes
Learning Competency/ies: Give the place value and a value of a digit in Code:
(Taken from the Curriculum Guide) numbers up to 100 000 M4NS-Ia-10.4
Key Concepts / Understandings to Giving the Place Value and a Value of a Digit in numbers u to 100 000
be Developed

Domain OBJECTIVES:
Knowledge Remembering Renaming numbers in expanded form
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Use numbers in expanded form up to 100 000
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Being consideration.

2. Content Numbersand Number Sense

3. Learning Resources K-12 Grad 4 Curruculum, LM Math Grade 4 pages 6 to 8

4. Procedures
4.1 Introductory Activity
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils to reali
5 minutes that people must be consuderate of others.

Activity Let the pupils work in groups. Have each group bring out its pre-assigned number dics. Have them group the number dics
5 minutes into ten thousands, thousands, hundreds, tens, and ones.

4.3 Analysis Ask: How many ten thousands are there? How many thousands are there? How many hundreds? Tens? Ones? Present a
5 minutes place value chart with a number written on it.

4.4 Abstraction
How do you write numbers in expanded form?
5 minutes

4.5 Application There are 10 231 people attending the launching of "care for a child, feed the child" rogram of the DSWD. Write the numbe
10 minutes in expanded form.

4.6 Assessment
Anlysis of Learners' Products Write each number in expanded form:. 1. 15 387 2. 9 573 3. 54 276 4. 2 543 5. 2 856
10 minutes

4.7 Assignment Enhancing / improving the day’s

Write the number in expanded form.. 1. 64 400 2. 46 432.
5 5minutes lesson

4.8 Concluding Activity

The pupils can write the numbers in expanded form.
5 minutes

5.      Remarks The lessons was carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 27 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 7 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 16, 2017
Code:
M4NS-Ia-10.4

t the back. Help the pupils to realize

Have them group the number dics

undreds? Tens? Ones? Present a

am of the DSWD. Write the numbers

73 3. 54 276 4. 2 543 5. 2 856

32.
SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
8 Mathematics Four First 50 minutes
Learning Competency/ies: Give the place value and a value of a digit in Code:
(Taken from the Curriculum Guide) numbers up to 100 000 M4NS-Ia-10.4
Key Concepts / Understandings to Giving the Place Value and a Value of a Digit in numbers u to 100 000
be Developed

Domain OBJECTIVES:
Knowledge Remembering Identify the value of a digit in numbers up to 100 000
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Execute the value of a digit in numbers up to 100 000
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Being consideration.

2. Content Numbersand Number Sense

3. Learning Resources K-12 Grad 4 Curruculum, LM Math Grade 4 pages 6 to 8

4. Procedures
4.1 Introductory Activity
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils to reali
5 minutes that people must be consuderate of others.

Activity Let the pupils work in groups. Have each group bring out its pre-assigned number dics. Have them group the number dics
5 minutes into ten thousands, thousands, hundreds, tens, and ones.

4.3 Analysis Ask: How many ten thousands are there? How many thousands are there? How many hundreds? Tens? Ones? Present a
5 minutes place value chart with a number written on it.

4.4 Abstraction
What is the value of each digits?
5 minutes

4.5 Application There are 10 231 people attending the launching of "care for a child, feed the child" rogram of the DSWD. Give the value o
10 minutes each digit.

4.6 Assessment
Anlysis of Learners' Products Identify the value of 5 in a digit. 1. 15 387 2. 9 573 3. 54 276 4. 2 543 5. 2 856
10 minutes

4.7 Assignment Enhancing / improving the day’s

Give the value of 6 in each number. 1. 64 400 2. 46 432.
5 5minutes lesson

4.8 Concluding Activity

The pupils can identify the value from 1 001 to 10 000.
5 minutes

5.      Remarks The lessons was carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 29 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 5 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 15, 2017
Code:
M4NS-Ia-10.4

t the back. Help the pupils to realize

Have them group the number dics

undreds? Tens? Ones? Present a

am of the DSWD. Give the value of

4 276 4. 2 543 5. 2 856

2.
SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
7 Mathematics Four First 50 minutes
Learning Competency/ies: Give the place value and a value of a digit in Code:
(Taken from the Curriculum Guide) numbers up to 100 000 M4NS-Ia-10.4
Key Concepts / Understandings to Giving the Place Value and a Value of a Digit in numbers u to 100 000
be Developed

Domain OBJECTIVES:
Knowledge Remembering Identifyying the place value of a digit from 1 001 to 10 000
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Discover the place value of a digit from 1 001 to 10 000
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Being consideration.

2. Content Numbersand Number Sense

3. Learning Resources K-12 Grad 4 Curruculum, LM Math Grade 4 pages 6 to 8

4. Procedures
4.1 Introductory Activity
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils to reali
5 minutes that people must be consuderate of others.

Activity Let the pupils work in groups. Have each group bring out its pre-assigned number dics. Have them group the number dics
5 minutes into ten thousands, thousands, hundreds, tens, and ones.

4.3 Analysis Ask: How many ten thousands are there? How many thousands are there? How many hundreds? Tens? Ones? Present a
5 minutes place value chart with a number written on it.

4.4 Abstraction
What are the place value of a 5-digit number?
5 minutes

4.5 Application There are 10 231 people attending the launching of "care for a child, feed the child" rogram of the DSWD. Give the place
10 minutes value of each digit.

4.6 Assessment
Anlysis of Learners' Products Identify the place value of 5 in a digit. 1. 15 387 2. 9 573 3. 54 276 4. 2 543 5. 2 856
10 minutes

4.7 Assignment Enhancing / improving the day’s

Give the place value of 6 in each number. 1. 64 400 2. 46 432.
5 5minutes lesson

4.8 Concluding Activity

The pupils can identify the place value from 1 001 to 10 000.
5 minutes

5.      Remarks The lessons was carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 25 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 9 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 14, 2017
Code:
M4NS-Ia-10.4

t the back. Help the pupils to realize

Have them group the number dics

undreds? Tens? Ones? Present a

am of the DSWD. Give the place

3 3. 54 276 4. 2 543 5. 2 856

46 432.
SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 Mathematics Four First 50 minutes
Learning Competency/ies: Give the place value and a value of a digit in Code:
(Taken from the Curriculum Guide) numbers up to 100 000 M4NS-Ia-10.4
Key Concepts / Understandings to Giving the Place Value and a Value of a Digit in numbers u to 100 000
be Developed

Domain OBJECTIVES:
Knowledge Remembering Identifyying the place value of a digit from 1 001 to 10 000
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Discover the place value of a digit from 1 001 to 10 000
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Being consideration.

2. Content Numbersand Number Sense

3. Learning Resources K-12 Grad 4 Curruculum, LM Math Grade 4 pages 6 to 8

4. Procedures
4.1 Introductory Activity
Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils to reali
5 minutes that people must be consuderate of others.

Activity Let the pupils work in groups. Have each group bring out its pre-assigned number dics. Have them group the number dics
5 minutes into ten thousands, thousands, hundreds, tens, and ones.

4.3 Analysis Ask: How many ten thousands are there? How many thousands are there? How many hundreds? Tens? Ones? Present a
5 minutes place value chart with a number written on it.

4.4 Abstraction
What are the place value of a 5-digit number?
5 minutes

4.5 Application There are 10 231 people attending the launching of "care for a child, feed the child" rogram of the DSWD. Give the place
10 minutes value of each digit.

4.6 Assessment
Anlysis of Learners' Products Identify the place value of 5 in a digit. 1. 15 387 2. 9 573 3. 54 276 4. 2 543 5. 2 856
10 minutes

4.7 Assignment Enhancing / improving the day’s

Give the place value of 6 in each number. 1. 64 400 2. 46 432.
5 5minutes lesson

4.8 Concluding Activity

The pupils can identify the place value from 1 001 to 10 000.
5 minutes

5.      Remarks The lessons was not carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 13, 2017
Code:
M4NS-Ia-10.4

t the back. Help the pupils to realize

Have them group the number dics

undreds? Tens? Ones? Present a

am of the DSWD. Give the place

3 3. 54 276 4. 2 543 5. 2 856

46 432.
SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
Filipino one 2nd 40minutes
Learning Competency/ies: Nagagamit nang wasto ang pangalan sa pagbibigay Code:
ng pangalan ng tao , lugar, hayop, bagay, at
(Taken from the Curriculum Guide)
pangyayari F1WG-llc-f-2
Key Concepts / Understandings to Naipapahayag ang ideya / kaisipan/damdamin/reaksiyon nang may wastong tono, diin, bilis antala at
be Developed intonasyon.

Domain OBJECTIVES:
Knowledge Remembering Nagagamit nang wasto ang pangalan sa pagbibigay ng pangalan ng pangyayari.
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena Pagkamalikhain

Values Valuing pagpapahayag ng sariling ideya,kaisipan, karanasan, at damdamin

Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan,

2. Content karanasan at damdamin.
3. Learning Resources mga larawan ng pangyayari

4. Procedures
4.1 Introductory Activity
Ipakita sa mga bata ang ibat ibang larawan ng pangyayari.
5 minutes

4.2 Activity
Ipatukoy sa ibang bata bawat lugar sa larawan.
5 minutes

4.3 Analysis
Ipapakita ang larawan at sabihin ng guro ang ngalan ng mga pangyayari na nasa larawan.
5 minutes

4.4 Abstraction Tumawag ng dalawa o higit pang mga bata upang tukuyin ang mga larawan. Gawin ito hanggang matapos ang pagtukoy
5 minutes mga bata sa larawan.

4.5 Application
Ano ang pangngalan?
minutes

4.6 Assessment
Anlysis of Learners' Products Balikan muli ang mga pangngalan ng pangyayari.
minutes

4.7 Assignment Enhancing / improving the day’s Bigyan ng larawan ang bawat bata. Hayaang magbigay ang bawat isa ng mga pangngal
5 minutes lesson ng bagay.

4.8 Concluding Activity Ipagamit ang pormal na : Ito ay ______________ . ( sabihin ang pangalan ng katulong sa pamayanan na nasa larawan ) S
10 minutes ay _______. ( sabihin ang kilos na ginagawa )

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
JESAMIN S. CAÑETE TAGASA ELEMENTARY SCHOOL
Position/ Division:
Designation: TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9167380970 canetejesamin@gmail.com
 Date:
September 11, 2018
Code:
F1WG-llc-f-2
ono, diin, bilis antala at

ag ng sariling ideya, kaisipan,

an.

anggang matapos ang pagtukoy ng

y ang bawat isa ng mga pangngalan

a pamayanan na nasa larawan ) Siya

HOOL
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP Blg.: Asignatura: Kwarter: Oras (haba):
Araling Panlipunan Grade 4 3rd 50
Gabayan ng pagkatuto: Natatalakay ang epekto ng mabuting pamumuno sa Code:
(Taken from the Curriculum Guide) pagtugon ng pangagailangan ng bansa AP4PLRIIId-4
Susi ng Konsepto ng Pag unawa Naipapaliwanang ang tungkulin ng pamahalaa na itaguyod ang karapatan ng mga mamamayan

Domain Adapated Cognitive Process

Dimensions (D.O.No.8.s 2015 Mga Layunin:
Knowledge Remembering Naipamamalas ang pang unawa sa bahaging ginagampanan ng pamahalaan sa lipunan, mga pinuno at iba pang paglilingkod
The fact or (pag - alala) pagkakaisa, kaayusan at kaunlaran ng bansa
condition of knowing
something with familiarity
gained through Understanding
experience or association (Pag-intindi)

Applying
Skills (Pag -aaplay)
The
ability and capacity acquired Analyzing
through deliberate, (pagsusuri)
systematic, and sustained Nasasabi ang kahalagahan ng isang mabuting pinuno o lider
effort to smoothly and
adaptively carryout complex
activities or the ability,
Evaluating
coming from one's (Pagtataya)
knowledge, practice, aptitude,
etc., to do something Creating
(Paglikha)
Responding to
Attitude pagmamahal sa kapwa
Phenomena
Values
(Pagpapahalga) Valuing napahalagahan ang pambansang pamahalaan

2. Content (Nilalaman) Epekto ng Mabuting Pamumuno sa Pagtugon sa mga Pangangailangan ng bansa

3. Learning Resources ( Kagamitan) lapid, bond paper, at krayola

Pamamaraan
Panimulang Gawain Ano- ano ang una ninyong mga ginawa? Paano kayo nagplano ng inyong gagawin? Ano ang unang hakbang sa ginawaw n
5 inyong lider ? Paano ninyo ito naisakatuparan?

4.2 Gawain Ipabasa ang alamin Mo LM, pp. 262-264. Talakayin ang mga halimbawang sagot sa bahaging ito. Mabigyan-diin ang sago
5 minuto ng mga bata na angkop sa aralin.

4.3 Analisis
Ano ang unang hakbang na ginawa ng inyong napiling lider?
5 minuto
4.4 Abstraksiyon
Bigyang ng sapat na panahon ang mga bata upang magawa nang maayos ang gawain.
5 minuto
Aplikasyon
Ipaliwanang ang bawat hakbang sa gawain . Ipagawaw ang Gawain C.
minuto
4.6 Assessment (Pagtataya) Anlysis of Learners' Products Ipagawa ang gawain C.
minuto
Takdang -Aralin Enhancing / improving the day’s
pasagotang natutuhan Ko sa LM, p. 267
minuto lesson
Panapos na Gawain
Bigyan - diin ang mga kaisipan sa Tandaan Mo, p. 266
10 minuto
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamihn S. Canete Tagasa Elementary School
Position/ Division:
Designation: Teacher 1 Cebu Province
Contact Email address:
Number: 9167380970 canetejesamin@gmail.com
 Petsa:
November 13, 2018
Code:
AP4PLRIIId-4
mga mamamayan

, mga pinuno at iba pang paglilingkod sa

bansa

ang unang hakbang sa ginawaw ng

aging ito. Mabigyan-diin ang sagot

l
12

10

Skills The
ability and capacity acquired through deliberate,
systematic, and sustained effort to smoothly and
adaptively carryout complex activities or the
6 ability, coming from one's knowledge, practice,
aptitude, etc., to do something Applying
Analyzing
Evaluating
Creating

0
1 2 3 4 5 6
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
AP four 3rd
Nasusuri ang mga paglilingkod ng pamahalaan
30 01/ /2019
Learning Competency/ies: upang matugunan ang pangangailangan ng bawat Code:
mamamayan 6.1 Naiisa-isa ang mga programang
(Taken from the Curriculum Guide) AP4PABIIIf-g-6
pangkalusugan.
Key Concepts / Understandings Naipapaliwanag ang tungkulin ng pamahalaan na itaguyod ang karapatan ng mga
to be Developed mamamayan.
Domain Adapted Cognitive Process
Dimensions (D.O.No.8,s OBJECTIVES:
Knowledge Remembering Naipamalas ang pa unawaw sabahaging ginagampanan ng pamahalaan sa lipunan, mga pinuno at iba pang
The fact or naglilingkod sa pagkakaisa, kaayusan at kaunlaran ng bansa.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Skills Applying
The
ability and capacity acquired
through deliberate, Analyzing Naiisa-isa ang simbolo at sagisag ng kapangyarihan ng pamahalaan
systematic, and sustained
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability,
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing
Values Valuing napahalagahan ang pambansang pamahalaan

2. Content Mga Programang Pangkalusugan

papel , lapis , krayola , bondpaper , mga bote ng gamot, mga kagamitang
3. Learning Resources pangkalusugan, at manila paper
4. Procedures
4.1 Introductory Activity
1.Hatiin ang klase sa dalawang pangkat. 2. Ipakita sa mga bata ang salitang kalusugan.
5 minutes
4.2 Activity
1. Gabayan ang mga bata talakayin ang bahagi na ginagampanan ng pamahalaan.
5 minutes
4.3 Analysis
Anong ahensiya ang tumutulong sa pangangalaga ng ating kalusugan?
5 minutes
4.4 Abstraction
5 minutes Bigyan -diin ang tandaan mo.
4.5 Application Sa parehong pangkat , ipagawa ang gawain na nasa aklat. Talakayin ang gawain sa pamamagitan ng
5 minutes pagpapakita ng halimbawa.
4.6 Assessment Ipasagot ang Gawain C. ( indibidwal na gawain ) Talakayin ang sagot ng
Anlysis of Learners' Products mga bata.
minutes
4.7 Assignment Enhancing / improving the day’s
Pasagutan ang natutuhan.
5 minutes lesson
4.8 Concluding Activity
.
5 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught
evaluation. up with the lesson.

B.   No. of learners who require additional activities

for remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin s. Canete Tagasa Elementary School
Position/ Division:
Designation: Teacher 1 Cebu Province
Contact Email address:
Number: 9167380970 canetejesamin@gmail.com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
Science four 4th 50
Learning Competency/ies: identify safety precaution during different weather Code:
(Taken from the Curriculum Guide) conditions; S4ES-Ivg-8
Key Concepts / Understandings to practice precautionary measures in planning activities.
be Developed
Domain OBJECTIVES:
Knowledge Remembering identify the different kinds of weather.
The fact or
condition of knowing
something with familiarity
gained through Understanding explain the different kinds of weather.
experience or association

Applying
Skills implement the activities to do and not to do during this kind of weather.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained share knowledge about to wear in certain kind of weather.
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability,
coming from one's
knowledge, practice, aptitude,
etc., to do something Creating

Attitude Valuing cooperative , participation, discipline and respect

Values Valuing Tell the meaning of typhoon warning signals..

2. Content Identifying Safety Precautios during Different Weather Conditions.

3. Learning Resources Manila paper, paper strips , paper tape, pictures visualizing the meaning of storm signals.
What is weather? What are the kinds of weather? Can you diffrentiate the diffrent kinds of weather? Weather - is the state
4. Procedures the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain. The Kinds of weather are: Sunny day -
4.1 Introductory Activity The shining , brightly,and the sky is clear. Cloudy day -it is called when the clouds cover a big part of the sky. Rainy day -
Show
called video
when song
cloudsabout Theheavy
get two Weather Song
, they fall as rain. Windy day - its is a moving air. Stormy day - sometimes wind is very
5 minutes
strong and there is much rain.
4.2 Activity The teacher show the pictures of the different kinds of the weather. Let the pupils identify the certain kinds of weather.
5 minutes Sunny Day
4.3 Analysis –
Show some pictures of the different activities and things to wear in certain kinds of weather.
5 minutes The sun shining, brightly, and the sky is clear.2.
4.4 Abstraction
Cloudy Day
–
It is called, when clouds cover a big part of the sky.3.
5 minutes
Rainy Day
–
4.5 Application It is the
Let called when
pupils clouds
group get two heavy,
thierselves they fallFirst
into 6 groups. as rain.4.
group should do the weather word search ; second group should write5
activities can do and 5 activities cannot do in a certain kinds of weather and the third group should draw things can wear in
10 minutes Windy
certain Day
kinds of weather.
–
4.6 Assessment Moving air is called wind.5. Identify the kinds of weather. _________1. the sun is shining and the sky is clear. ______
2. The clouds cover a big part of the sky. ______ 3. clouds too heavy, they falls rain.
10 minutes Anlysis of Learners' Products _______ 4. its is a moving air. _________ 5. sometimes wind is very strong and there is
Stormy Day
– much rain.
4.7 Assignment Sometimes winds are very strong and there is much rain.
Enhancing / improving the day’s Answer the question for each situation. The sky is dark. You hear thunder. Your father
5 minutes lesson requested you to help him harvest the rice What sholud you do?

4.8 Concluding Activity

Why do you need to follow these safety precautions?
minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Canete TAGASA ELEMENTARY SCHOOL
Position/ Division:
Designation: TEACHER 1 CEBU PROVINCE
Contact Email address:
Number: 9167380970 jesami.canete001@deped.gov.ph
 Date:
February 26, 2019
Code:
S4ES-Ivg-8

aning of storm signals.

f weather? Weather - is the state of
inds of weather are: Sunny day -
a big part of the sky. Rainy day - it is
my day - sometimes wind is very

y the certain kinds of weather.

er.

arch ; second group should write5

up should draw things can wear in a

ining and the sky is clear. ________

ds too heavy, they falls rain.
wind is very strong and there is

You hear thunder. Your father

you do?

OOL

v.ph
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)

Learning Area: Detailed Lesson Plan (DLP) Format

Grade
DLP No.: Quarter: Duration: Date:
Level:
3 English 4 Fourth 50 February 26, 2019
Learning Competency/ies: Code:
Identify Synonyms
(Taken from the Curriculum Guide) EN4RC-IIIa-34
Key Concepts / Understandings to demonstrates an understanding of information derivd from multimedia sources for clear and creative
be Developed presentation..

Domain OBJECTIVES:
Knowledge
The fact or Remembering recognize and use word in similar meaning.
condition of knowing
something with
familiarity gained
through experience or Understanding Discuss the synonyms.
association

Applying
Skills Give example of sentences using synonyms.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Diffrerentiate synonyms and antonyms.
effort to smoothly and
adaptively carryout complex
activities or the ability,
coming from one's
Evaluating
knowledge, practice,
aptitude, etc., to do
something
Creating

Receiving
Attitude admire and being generous in sharing the blessings to others
Phenomena
Values Valuing cooperation

2. Content Distinguish synonyms

3. Learning Resources visual aids, pictures, chart, board , chalk / marker ,textbooks

4. Procedures
4.1 Introductory Activity
Play video about synonym song
5 minutes
4.2 Activity
Ask the students randomly to find a descriptive words and paste it to the words have same meaning on the chart.
10 minutes
4.3 Analysis What can you say the two words having the same meaning found on the chart?
10 minutes
4.4 Abstraction What is synonyms? What is the difference between synonyms and antonyms? Synonyms - are two or more words
5 minutes having the same or nearly the same meaning. Antonyms are words that have opposite in meaning.
4.5 Application Let the pupils to group theirselves into 10. Let them play ''Synonym Matching relay'' 1. spread all the cards take
down, 2. taking turns, turn over the two cards, 3. If the cards make a synonym card pick the cards up and go again
5 minutes 4. if the cards don’t make a match, turn them back over. 5. continue untill all cards are match. 6.Players with most
cards are win.
4.6 Assessment
Choose the synonyms of the underline word in the sentence. a. pebble b. giant c. tale d. done e. begin 1. You
should start your Science subject today. 2. I tossed a stone in the lakes. 3.Will you tell me a story grand pa?
10 minutes 4. Tommy like watching the huge elephan in the zoo. 5. Put your plate in the sink when your finish.

Enhancing /
4.7 Assignment Give the synonyms of the following words: 1. nap 2. rest 3. dad 4. frozen 5. put 6. fast 7.
improving the day’s
5 minutes bowl 8. little 9. baby 10. notice
lesson
4.8 Concluding Activity
Make a research about synonyms. Write atleast 30 words of synonyms.
minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Cañete Tagasa Elementary School
Position/ Division:
Designation: Teacher 1 CEBU PROVINCE
Contact Email address:
Number: 9167380970 jesamin.canete001@deped.gov.ph
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MAPEH Four 3rd 50
Learning Competency/ies: Classifies the various instruments as: 9.1 string 9.2.
(Taken from the Curriculum Guide) woodwind 9.3 brass wind 9.4 percussion MU4TB-IIIf-h-4
Key Concepts / Understandings to Participates actively in a group performance different vocal sounds and instrumental sounds.
be Developed
Domain OBJECTIVES:
Knowledge Remembering demonstrates understandingof variations of sound in music ( lightness and heaviness ) as applied to vocal and instrumental
The fact or music.
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained natatalakay ang mga instrumentong hihihipan gaya ng wood wind at brass wind sa pamamagitan ng pakikini
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something Creating

Responding to
Attitude Pagkahilig s mga instrumentong hinihipan
Phenomena
Values Valuing natutukoyang mga instrumentong hi hihipan gaya ng woodwind at brass wind sa pamamagitan ng pakikinig at pagtingin

2. Content Nakikilala ang mga instrumentong hihihipan gaya ng woodwind at brass wind

Larawan ng instrumentong woodwind, brasswind, at kawayan, CD Player/ Tape ng mga inirekord

3. Learning Resources tunog ng instrumentong woodwind brasswind at kawayan, tsart ng awit
4. Procedures
4.1 Introductory Activity Awitin ang '' Oh Who Can Play'' ng May Kilos Magpakita ng larawan.Ano ang nakikita ninyo sa larawan? Paan
tinugtog ang mga nasa larawan? Magparinig ng mga instrumentong hinihipan gaya ng marching band, palenda
5 minutes at tongali ( nose flute)
4.2 Activity Magpakita ng tsart ng awiting '' oh, Come Play a Merry Tune ''
10 minutes
4.3 Analysis Ano - anong instrument ang nakita sa unang larawan na nabanggit sa awit? Ano man ang mga instrumentong nakita ninyo
10 minutes pangalawa at pangatlong larawan? Paano ito tinutugtog.

4.4 Abstraction Ilarawan ang mga instrumentong nasa pangkat ng brasswind . Ilarawan ang mga instrumentong kabilang sa pangkat ng
5 minutes woodwind?

4.5 Application Pangkatin ang klase upang awitin ang OH, Come Play A Merry Tune'' Gayahin ang pagtugtog ng trombone at saxophone.
5 minutes Pangkat 1 pagmartsa Pangkat 2- Pagpalakpak

4.6 Assessment Magpakita ng iba't ibang larawan ng mga instrumentong hinihipan. Isa - isa itong ilarawan at talakayin
Anlysis of Learners' Products Flute . Clarinet . Oboe
10 minutes
4.7 Assignment Enhancing / improving the day’s Ano ang pakiramdam mo kung ikaw ay nakikita o nakapapanood ng pagtatanghal ng isa
5 minutes lesson brass band?

4.8 Concluding Activity A. Pakinggan ang tunog ng instrumentong iparirinig ng guro. Kilalanin kung anong instrument ito at hanay sa pangkat na
minutes kinabibilangan ng mga ito. Instrumentong Etniko na hinihipan woodwind brass wind

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Canete TAGASA ELEMENTARY SCHOOL
Position/ Division:
Designation: TEACHER 1 CEBU PROVINCE
Contact Email address:
Number: 9167380970 canetejesamin@gmail.com
 Date:
1/ /2019

MU4TB-IIIf-h-4
mental sounds.

as applied to vocal and instrumental

wind sa pamamagitan ng pakikinig at

magitan ng pakikinig at pagtingin

brass wind

Player/ Tape ng mga inirekord na

g awit

kikita ninyo sa larawan? Paano

ya ng marching band, palendag,

g mga instrumentong nakita ninyo sa

mentong kabilang sa pangkat ng

ugtog ng trombone at saxophone.

an. Isa - isa itong ilarawan at talakayin. .

papanood ng pagtatanghal ng isang

ment ito at hanay sa pangkat na

HOOL
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
Filipino Four 3rd 50 minutes
Learning Competency/ies: Code:
Nagagamit ang pang-abay sa paglalarawan ng kilos
(Taken from the Curriculum Guide) F4WG-iiia-c-6
Key Concepts / Understandings to Naipahahayag and ideya/ kaisipan/damdamin/reaksyon/nang may wastong tono, diin,bilis, antala at
be Developed intonasyon

Domain OBJECTIVES:
Knowledge Remembering Nakapagbibigay ng panuto, naisasakilos ang katangian ng mga tauhan sa napakinggang kuwento
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Nagagamit ang pang- abay sa paglalarawan ng kilos
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena Pakikitungo sa iba

Values Valuing pagpapahayag ng sariling ideya, kaisipan,karanasan,at damdamin

Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya,

2. Content kaisipan,karanasan at damdamin
3. Learning Resources sulating papel

4. Procedures
4.1 Introductory Activity
Muling pagsusulit
5 minutes

4.2 Activity Tumawag ng ilang mag-aaral upang magpakita ng kilos na karaniwang nakikita sa tindahan, palengke , o supermarket.
10 minutes Tumawag ng ibang mag-aaral na maglalarawan ng mga kilos na nakita.

4.3 Analysis
Ano ang ginagamit na salita sa paglalarawan ng kilos?
10 minutes

4.4 Abstraction
Kailan ginagamit ang pang - abay?
5 minutes

4.5 Application
Pangkatin ang klase. Ipagawa ang pagyamanin Natin Gawin Ninyo B, KM, p.105.
5 minutes

4.6 Assessment
Anlysis of Learners' Products Gawin Mo Ipagawa ang Pagyamanin Natin Gawin Mo C, KM p.111
10 minutes

4.7 Assignment Enhancing / improving the day’s Pasulatin ang mga mag-aaral ng isang talagang may lima hanggang sampung
5 minutes lesson pangungusap tungkol sa larawan gamit ang pang-abay na naglalarawan ng kilos.

4.8 Concluding Activity Hayaang magbigay ng pangungusap ang mga mag-aaral. Itanong: Ano - ano ang kilos na isinagawa sa bawat pangungus
minutes Paano ito isinagawa?

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Cañete TAGASA ELEMENTARY SCHOOL
Position/ Division:
Designation: TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9167380970 canetejesamin@gmail.com
 Date:
November 6, 2018
Code:
F4WG-iiia-c-6
ono, diin,bilis, antala at

g kuwento

ag ng sariling ideya,

han, palengke , o supermarket.

ma hanggang sampung
na naglalarawan ng kilos.

a isinagawa sa bawat pangungusap?

HOOL
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
Aral Pan. Five First 50 minutes
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)

Key Concepts / Understandings to

be Developed

Domain OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing

2. Content

3. Learning Resources

4. Procedures
4.1 Introductory Activity

5 minutes

4.2 Activity
10 minutes

4.3 Analysis
10 minutes

4.4 Abstraction
5 minutes

4.5 Application
5 minutes

4.6 Assessment
Anlysis of Learners' Products
10 minutes

4.7 Assignment Enhancing / improving the day’s

5 minutes lesson

4.8 Concluding Activity

Magbigay ng mga simbolo ng ating watawat.
minutes

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 23 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 11 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S.Cañete Tagasa Elementary School
Position/ Division:
Designation: Teacher 1 CEBU PROVINCE
Contact
Email address:
Number: 9167380970 canetejesamin@gmail.com
 Date:

Code:
l
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 Aral Pan. Four First 50 minutes
Learning Competency/ies: Code:
Nakapagbubuo ng kahulugan ng bansa
(Taken from the Curriculum Guide) AP4AAB-1b-2
Key Concepts / Understandings to Makapagbubuo ng kahulugan ng bansa
be Developed

Domain OBJECTIVES:
Knowledge Remembering Nakabubuo ng kahulugan ng bansa
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills Naipamamalas ang pag unawa sa konsepto ng bansa
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Pagmamahal sa Ating Bansa

2. Content Pagkilala sa Bansa

3. Learning Resources LM, p.2-7 K-12 AP4AAB-1a-1,

4. Procedures
4.1 Introductory Activity
Sabihin sa mga mag aaral na kumuha ng ikaapat na bahagi ng papel. Pasulatan ito ng pangalan ng bansa na alam nila
5 minutes maliban sa Pilipinas.

4.2 Activity Sabihin silang bumuo ng malaking bilog na ang bawat isa ay nakaharap sa loob nito. Ipalapag sa sahig sa tapat nila ang m
10 minutes papel na may nakasulat sa pangalan ng bansa.

4.3 Analysis
Bakit mahalagang makapuwesto ka sa tapat ng papel na may nakasulat na bansa?
10 minutes

4.4 Abstraction
Pag usapan kung ang kanilang sagot ay ayos na bago ipawasto.
5 minutes

4.5 Application
Basahin ang maikling tula. Bilugan ang mga salitang nagpapatunay na ang Pilipinas ay isang Bansa.
5 minutes

4.6 Assessment May mga mamamayang naninirahan sa bansa. 2. Pinamamahalaan ng iba pang bansa. 3. Binubuo ng tao,
Anlysis of Learners' Products pamahalaan at teritoryo lamang. 4. May sariling pamahalaan. 5. May sariling teritoryo na tumutukoy sa lupain a
10 minutes katubigan kasama na ang himpapawid at kalawakan sa itaas nito.

4.7 Assignment Enhancing / improving the day’s

Iguhit ang watawat ng ating bansang Pilipinas.
5 minutes lesson

4.8 Concluding Activity

Magbigay ng mga simbolo ng ating watawat.
minutes

5.      Remarks The lesson was not carried out.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 15 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 19 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 13, 2017
Code:
AP4AAB-1b-2

angalan ng bansa na alam nila

lapag sa sahig sa tapat nila ang mga

sang Bansa.

g iba pang bansa. 3. Binubuo ng tao,

sariling teritoryo na tumutukoy sa lupain at
SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:
ESP Four 3RD 50
Learning Competency/ies: Code:
12.5 pag - iwas sa pagsunog ng anumang bagay
(Taken from the Curriculum Guide) ESP4PPPiIIg-i-22.5
Key Concepts / Understandings to Naisasabuhay angpatuloy na pagninilay para makapagpasya nang wasto tungkol sa epekto ng tulong-tulong
be Developed na pangangalaga ng kapaligiran para sa kaligtasan ng bansa at daigdig

Domain OBJECTIVES:
Knowledge
The fact Remembering Naipamalas ang pag-unawa sa kahalagahan ng pagkakaroon ng sariling disiplina para sa bansa tungo sa pandaigdigang pagkakaisa.
or condition of knowing
something with
familiarity gained
through experience or Understanding
association

Applying
Skills Nakatutulong sa pagpapanatili ng kalinisan at kaayusan ng kapaligiran saanman sa pamamagitan ng pag-iwas sa pagsunog ng anum
The
ability and capacity
acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the
ability, coming from one's
Evaluating
knowledge, practice,
aptitude, etc., to do
something
Creating

Receiving
Attitude Pagkakaroon ng disiplina, kalinisan at kaayusan
Phenomena
Values Valuing Pagpapahalaga sa pag-iwas sa pagsunog ng anumang bagay

2. Content Patuloy na panawagan: Pagsunog ng basura, Itigil Na!

3. Learning Resources cards, pentelpens, flyer mula sa DENR , kwaderno

4. Procedures
4.1 Introductory Activity Ipabasa sa mga mag-aaral ang panimulang pananalita. Bigyan sila ng pagnilayan ang mga tanong. Maaaring tumawag ng
ilang mag-aaral upang sagutin ang mga tanong. Kung hindi masagot ang ibang tanong, Ipaliwanag na higit nilang
5 minutes maiintindihan ang pagpapahalaga na dapat isabuhay upang maibsan o mabawasan ang masamang epekto ng
pagsusunog ng basura..
4.2 Activity
Ipasuring mabuti ang bawat sitwasyon sa mga larawan.
10 minutes
4.3 Analysis
Masdan mo naman ang babae sa susunod na larawan. Ano ang posibleng dahilan ng pagsakit ng kaniyang ulo?
10 minutes

4.4 Abstraction
Suriin ng guro kung lumabas ang konsepto ng pagsunog ng basura. Magdagdag ng tanong kung kinakailangan.
5 minutes

4.5 Application Paghiwalayin ang grupo ng lalaki at babae. Sabihing magkakaroon ngayong araw ng question and answer portion para sa
5 minutes Munting Ginoo at Binibining Kalikasan sa inyong klase.

4.6 Assessment Anlysis of Learners' . Nagustuhan ba ninyo ang gawain? Ilang kamag-aral ang inyong nakausap?
10 minutes Products

4.7 Assignment Enhancing /

Gagawin ba ulit ninyo ang mga gawaing ito? Pangatwiranan ang inyong sagot. Ngayon alam na
improving the day’s
5 minutes ninyo ang posibleng epekto ng pagsusunog ng basura, paano ninyo ito ibabahagi sa iba?
lesson
4.8 Concluding Activity Ano ang inyong napansin habang nagbabahagi kayo ng inyong karanasan sa inyong kapareha?. Sa isang banda, may
minutes pagkakaiba ba sa inyong mga karanasan?

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Cañete TAGASA ELEMENTARY SCHOOL
Position/ Division:
Designation: TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9167380970 canetejesamin@gmail.com
 Date:
1/ /2019
Code:
ESP4PPPiIIg-i-22.5
asto tungkol sa epekto ng tulong-tulong
g

sa bansa tungo sa pandaigdigang pagkakaisa.

pamamagitan ng pag-iwas sa pagsunog ng anum

ayan ang mga tanong. Maaaring tumawag ng

ng tanong, Ipaliwanag na higit nilang
wasan ang masamang epekto ng

hilan ng pagsakit ng kaniyang ulo?

dag ng tanong kung kinakailangan.

araw ng question and answer portion para sa

ausap?

anan ang inyong sagot. Ngayon alam na

paano ninyo ito ibabahagi sa iba?

inyong kapareha?. Sa isang banda, may

HOOL
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
8 EPP Four First 50
Learning Competency/ies: Natatalakay ang Pakinabang sa Pagtatanim ng Code:
(Taken from the Curriculum Guide) Halamang Ornamental, Para sa amilya at pamayanan EPP4AG-Oa-2
Key Concepts / Understandings to Matatalakay ang Pakinabang sa Pagtatanim ng Halamang Ornamental para sa Pamilya at sa Pamayanan
be Developed

Domain OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
Naipamamalas ang pang unawa sa kaalaman at kasanayan sa pagtatanim ng halamang ornamental bilang isang gawaing
gained through Understanding
experience or association pagkakakitaan

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Naisasagawa ang pagtatanim ng halamang ornamental sa masistemang pamamaraan
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Pag aalaga sa mga halamang sa kapaligiran.

2. Content Pagtatanim ng Halamang Ornamental

3. Learning Resources K-12 EPP4AG-Oa2(1.2)

4. Procedures
4.1 Introductory Activity
Ihanda ang mga salita gaya ng pagkakakitaan, nagpapaganda ng kapaligiran, nagbibigay lilim at sariwang hangin at
5 minutes sumusugpo ng polusyon.

4.2 Activity Pangkatin ang mga mag aaral at pagbubunutin sa tambiolo ang lider. Bigyan ng 5 minuo ang bawat pangkat upang mapa
10 minutes usapan ang paksa at ipabahagi ito sa buong klase.

4.3 Analysis Ipaliwanag ang kapakinabangan na makukuha sa pagtatanim ng mga halamang ornamental ayon sa ibinahagi ng mga ma
10 minutes aaral.

4.4 Abstraction Pagiging responsible. Ang mga halaman ay bahagi ng ating kalikasang kaloob ng Maykapal. Dapat natin itong alagaan,
5 minutes pahalagahan, at pagyamanin.

4.5 Application
Ang pagtatanim ng mga halamang ornamental ay isang kawili wili at nakalilibang na gawain.
5 minutes

4.6 Assessment Ipasagot kung tama o mali. 1. Ang pagtatanim ng mga halamang ornamental ay nakatutulong sa pagbibigay ng
malinis na hangin. 2. Ang mga halamang ornamental ay walang naidudulot sa pamilya at ibang tao sa pamayan
Anlysis of Learners' Products 3. Maaaring ipagbili ang mga itatanim na halamang ornamental. 4. Nakapagbibigay kasiyahan sa pamilya at
10 minutes pamayanan ang pagtatanim ng mga halamang ornamental.

4.7 Assignment Enhancing / improving the day’s Sagutin ang tanong: 1. Paano makatutulong sa pagsugpo ng polusyon ang pagtatanim n
5 minutes lesson mga halamang ornamental?

4.8 Concluding Activity Pagawain ang mmga bata ng album ayon sa kapakinabanga na makukuha ng pamilya at pamayanan sa pagtatanim ng m
minutes halamang ornamental.

5.      Remarks The lesson was achieved.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation. 28 C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. 6 D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 15, 2017
Code:
EPP4AG-Oa-2
Pamilya at sa Pamayanan

g ornamental bilang isang gawaing

mamaraan

y lilim at sariwang hangin at

ang bawat pangkat upang mapag

ntal ayon sa ibinahagi ng mga mag

pal. Dapat natin itong alagaan,

ain.

mental ay nakatutulong sa pagbibigay ng

dulot sa pamilya at ibang tao sa pamayanan.
kapagbibigay kasiyahan sa pamilya at

po ng polusyon ang pagtatanim ng

t pamayanan sa pagtatanim ng mga

SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 EPP Four First 50
Learning Competency/ies: Natatalakay ang Pakinabang sa Pagtatanim ng Code:
(Taken from the Curriculum Guide) Halamang Ornamental, Para sa amilya at pamayanan EPP4AG-Oa-2
Key Concepts / Understandings to Matatalakay ang Pakinabang sa Pagtatanim ng Halamang Ornamental para sa Pamilya at sa Pamayanan
be Developed

Domain OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
Naipamamalas ang pang unawa sa kaalaman at kasanayan sa pagtatanim ng halamang ornamental bilang isang gawaing
gained through Understanding
experience or association pagkakakitaan

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Naisasagawa ang pagtatanim ng halamang ornamental sa masistemang pamamaraan
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Receiving Phenomena

Values Valuing Pag aalaga sa mga halamang sa kapaligiran.

2. Content Pagtatanim ng Halamang Ornamental

3. Learning Resources K-12 EPP4AG-Oa2(1.2)

4. Procedures
4.1 Introductory Activity
Ihanda ang mga salita gaya ng pagkakakitaan, nagpapaganda ng kapaligiran, nagbibigay lilim at sariwang hangin at
5 minutes sumusugpo ng polusyon.

4.2 Activity Pangkatin ang mga mag aaral at pagbubunutin sa tambiolo ang lider. Bigyan ng 5 minuo ang bawat pangkat upang mapa
10 minutes usapan ang paksa at ipabahagi ito sa buong klase.

4.3 Analysis Ipaliwanag ang kapakinabangan na makukuha sa pagtatanim ng mga halamang ornamental ayon sa ibinahagi ng mga ma
10 minutes aaral.

4.4 Abstraction Pagiging responsible. Ang mga halaman ay bahagi ng ating kalikasang kaloob ng Maykapal. Dapat natin itong alagaan,
5 minutes pahalagahan, at pagyamanin.

4.5 Application
Ang pagtatanim ng mga halamang ornamental ay isang kawili wili at nakalilibang na gawain.
5 minutes

4.6 Assessment Ipasagot kung tama o mali. 1. Ang pagtatanim ng mga halamang ornamental ay nakatutulong sa pagbibigay ng
malinis na hangin. 2. Ang mga halamang ornamental ay walang naidudulot sa pamilya at ibang tao sa pamayan
Anlysis of Learners' Products 3. Maaaring ipagbili ang mga itatanim na halamang ornamental. 4. Nakapagbibigay kasiyahan sa pamilya at
10 minutes pamayanan ang pagtatanim ng mga halamang ornamental.

4.7 Assignment Enhancing / improving the day’s Sagutin ang tanong: 1. Paano makatutulong sa pagsugpo ng polusyon ang pagtatanim n
5 minutes lesson mga halamang ornamental?

4.8 Concluding Activity Pagawain ang mmga bata ng album ayon sa kapakinabanga na makukuha ng pamilya at pamayanan sa pagtatanim ng m
minutes halamang ornamental.

5.      Remarks The lesson was not achieved.

6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
LUCITA R. MONTEJO TOMINJAO ELEMENTARY SCHOOL
Position/ Division:
Designation: MASTER TEACHER 1 CEBU PROVINCE
Contact
Email address:
Number: 9066335186 estrelliettamontejo@gmail.com
 Date:
June 13, 2017
Code:
EPP4AG-Oa-2
Pamilya at sa Pamayanan

g ornamental bilang isang gawaing

mamaraan

y lilim at sariwang hangin at

ang bawat pangkat upang mapag

ntal ayon sa ibinahagi ng mga mag

pal. Dapat natin itong alagaan,

ain.

mental ay nakatutulong sa pagbibigay ng

dulot sa pamilya at ibang tao sa pamayanan.
kapagbibigay kasiyahan sa pamilya at

po ng polusyon ang pagtatanim ng

t pamayanan sa pagtatanim ng mga

SCHOOL

com
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATH 4 3rD 50
Learning Competency/ies: M4ME-LLLj-54
Converts sq. cm. to sq. m and vice versa.
(Taken from the Curriculum Guide)

Key Concepts / Understandings to Is able to apply the concepts of time, perimeter, area, and volume to mathematical problems and real- life
be Developed situations.

Domain OBJECTIVES:
Knowledge Remembering demonstrate understanding of the concepts of time , perimeter, area, and volume
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained convert square centimeter to square meters and vice - versa
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating

Attitude Valuing cleanliness and Teamwork

Values Valuing visualizing representing and finding the area of a rectangle and a square cm. and sq. m.

2. Content Converting Square Centimeters to Square Meters and Vice Versa

3. Learning Resources TG LM picture of boys cleaning meter stick, cutout , flash cards

4.1 Introductory Activity

Conduct a drill on vizualizing/ representing and converting units of measurements.
5 minutes

4.2 Activity
Tell the unit of measurement that should be used for each of the following:
10 minutes

4.3 Analysis
1. hieght of a flagpole 2. Edge of a table 3. Height of Jose
10 minutes
4.4 Abstraction There are 10 000sq. Cm To convert square centimeters to square meters , we devide by 10 00. To
5 minutes convert square meters to square centimeters we multiply by 10 000

4.5 Application A grade 4 class has a group activity in their math class. After the activity they were asked to clean th
working tables. Group a cleaned an area of 10 000 sq cm while group B cleaned 4 sq m. Do the two
5 minutes groups have the same size of working tables? make a representation to prove your answer.
4.6 Assessment Anlysis of Learners' How many tables did they use in the activity? What was the area of the table each group
10 minutes Products cleaned? What does the problem ask you to find?

4.7 Assignment Enhancing / improving the Find the equivalent unit. Items 1 and 2 are done for you. 1. ) 1sq m= 10 000 sq cm 2.) 2s
5 minutes day’s lesson = 20 000 sq cm.

4.8 Concluding Activity

How will you solve for the answer?
minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the evaluation.
C.   Did the remedial lessons work? No. of learners who have caught up with
the lesson.

B.   No. of learners who require additional activities for

remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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?

Prepared by:
Name: School:
Jesamin S. Canete Tagasa Elementary School
Position/ Division:
Designation: Teacher 1 Cebu Province
Contact Email address:
Number: 9167380970 canetejesamin@gmai.com
 Date:
January / /2019
M4ME-LLLj-54

al problems and real- life

d volume

d a square cm. and sq. m.

urements.

g:

s , we devide by 10 00. To

they were asked to clean their

cleaned 4 sq m. Do the two
prove your answer.

s the area of the table each group

u. 1. ) 1sq m= 10 000 sq cm 2.) 2sg m