Scribd Logo
Importer

Bienvenue sur Scribd !

  • Grade 1 DLL MTB q3 Week 5

    Transféré par

    Febie Cervera
    659 vues5 pages
    The daily lesson log outlines the learning objectives and performance standards for a grade 1 Mother Tongue class across five days of the week. The objectives focus on developing oral language skills, reading, writing, spelling, and appreciation of language and literature. Each day targets a specific skill, such as communicating ideas, reading grade level texts, using appropriate vocabulary, and applying phonics. The performance standards describe how students will demonstrate their growing abilities in the targeted areas through speaking, listening, reading and writing activities aligned to the curriculum.

    Description originale:

    Dll mtb q3 week 5 For grade 1

    Titre original

    Grade 1 Dll Mtb q3 Week 5

    Copyright

    © © All Rights Reserved

    Formats disponibles

    DOCX, PDF, TXT ou lisez en ligne sur Scribd

    Avez-vous trouvé ce document utile ?

    Ce contenu est-il inapproprié ?

    Signaler ce document
    The daily lesson log outlines the learning objectives and performance standards for a grade 1 Mother Tongue class across five days of the week. The objectives focus on developing oral language skills, reading, writing, spelling, and appreciation of language and literature. Each day targets a specific skill, such as communicating ideas, reading grade level texts, using appropriate vocabulary, and applying phonics. The performance standards describe how students will demonstrate their growing abilities in the targeted areas through speaking, listening, reading and writing activities aligned to the curriculum.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    659 vues5 pages

    Grade 1 DLL MTB q3 Week 5

    Transféré par

    Febie Cervera
    The daily lesson log outlines the learning objectives and performance standards for a grade 1 Mother Tongue class across five days of the week. The objectives focus on developing oral language skills, reading, writing, spelling, and appreciation of language and literature. Each day targets a specific skill, such as communicating ideas, reading grade level texts, using appropriate vocabulary, and applying phonics. The performance standards describe how students will demonstrate their growing abilities in the targeted areas through speaking, listening, reading and writing activities aligned to the curriculum.

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 5

    GRADE 1 to 12 School TUBIGON EAST CENTRAL ELEM SCHOOL Grade Level I-ROSE

    DAILY LESSON LOG Teacher EMMA R. MULAT Learning Area Mother Tongue
    Teaching Dates and Time Nov. 28-Dec. 2, 8:30-9:20 Quarter/Week

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
    exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
    the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

    A. Content Standard The learner manifests beginning oral The learner manifests beginning The learner manifests beginning The learner demonstrates The learner demonstrates
    language skills to communicate in oral language skills to oral language skills to developing knowledge and use of knowledge of the alphabet and
    different contexts. communicate in different contexts. communicate in different contexts. appropriate grade level vocabulary decoding to read, write and spell
    With sufficient accuracy, speed, and concepts. words correctly.
    The learner demonstrates The learner demonstrates basic and expression to support
    awareness of language grammar knowledge and skills to listen, comprehension. The learner demonstrates the ability The learner demonstrates the
    and usage when speaking and/or read, and write for specific to read grade one. ability to read grade one level
    writing. purposes. The learner demonstrates the text.
    ability to read grade one level text. The learner demonstrates the ability
    The learner demonstrates basic The learner demonstrates the to formulate ideas into sentences or The learner demonstrates the
    knowledge and skills to listen, read, ability to formulate ideas into The learner demonstrates longer texts using developmental ability to read grade one level
    and write for specific purposes. sentences or longer texts using developing knowledge and use of and conventional spelling. text.
    developmental and conventional appropriate grade level vocabulary
    The learner demonstrates the ability spelling. and concepts. The learner demonstrates positive
    to formulate ideas into sentences or attitude towards language,
    longer texts using developmental The learner demonstrates positive The learner demonstrates literacy and literature.
    and conventional spelling. attitude towards language, literacy understanding of grade level
    and literature. narrative and informational texts.

    The learner demonstrates


    knowledge of the alphabet and
    decoding to read, write and spell
    words correctly.

    B. Performance Standard The learner uses beginning oral The learner uses beginning oral The learner uses beginning oral The learner uses developing The learner applies grade level
    language skills to communicate language skills to communicate language skills to communicate vocabulary in both oral and written phonics and word analysis in
    personal experiences, ideas, and personal experiences, ideas, and personal experiences, ideas, and form. reading, writing and spelling
    feelings in different contexts. feelings in different contexts. feelings in different contexts. words.
    The learner reads with sufficient
    The learner speaks and/or writes The learner listens, reads, and The learner reads with sufficient speed, accuracy, and proper The learner reads with sufficient
    correctly for different purposes using writes for specific purpose. speed, accuracy, and proper expression in reading grade level speed, accuracy, and proper
    the basic grammar language. expression in reading grade level text. expression in reading grade level
    The learner demonstrates the text. text.
    The learner listens, reads, and ability to formulate ideas into The learner uses basic knowledge
    writes for specific purpose. sentences or longer texts using The learner uses developing and skills to write clear, coherent The learner uses basic
    developmental and conventional vocabulary in both oral and written sentences, and simple paragraphs knowledge and skills to write

    1
    Jski.dv
    The learner uses basic knowledge spelling. form. based on a variety of stimulus clear, coherent sentences, and
    and skills to write clear, coherent materials. simple paragraphs based on a
    sentences, and simple paragraphs The learner values reading and The learner uses literary and variety of stimulus materials.
    based on a variety of stimulus writing as communicative activities. narrative texts to develop
    materials. comprehension and appreciation of The learner values reading and
    grade level appropriate reading writing as communicative
    materials. activities.

    The learner applies grade level


    phonics and word analysis in
    reading, writing and spelling words.

    C. Learning Competency/Objectives MT1OL-IIIa-i-6.2 MT1OL-IIIa-i-1.3 MT1OL-IIIa-i-6.2 MT1VCD-IIIa-i-3.1 MT1PWR-IIIa-i-7.1


    Write the LC code for each. Participate actively in class Talk about family using descriptive Participate actively in class Identify and use antonyms Read sight words
    discussions. words. discussions.
    Uses adjectives to describe MT1F-III-IVa-i-1.4 MT1PWR-IIIa-i-6.2
    MT1GA-IIIc-e-2.3.1 people, places, or things in oral MT1F-III-IVa-i-1.4 Read grade I level texts with an Spell and write grade one level
    Use the past tense of the action expression. Read grade I level texts with an accuracy rate of 95-100% words consisting of letters already
    word in the sentence. accuracy rate of 95-100% learned.
    MT1SS-IIId-f-6.1 MT1C-IIIa-e-1.3
    MT1SS-IIId-f-6.1 Follow 2-3 step written directions. MT1VCD-IIIa-i-2.1.1 Express ideas through phrases, MT1F-III-IVa-i-1.4
    Follow 2-3 step written directions. Give meanings of words through: sentences, or longer texts using Read grade I level texts with an
    MT1C-IIIa-e-1.3 a. picture clues; b. context clues both invented and conventional accuracy rate of 95-100%
    MT1C-IIIa-e-1.3 Express ideas through phrases, spelling.
    Express ideas through phrases, sentences, or longer texts using MT1VCD-IIIa-i-1.2 MT1C-IIIa-e-1.3
    sentences, or longer texts using both invented and conventional Use describing words Express ideas through phrases,
    both invented and conventional spelling. sentences, or longer texts using
    spelling. MT1RC-IIId-3.1 both invented and conventional
    MT1ATR-IIIa-j-4.1 Infer the feelings and traits of spelling.
    Show interest in texts by character in a story read.
    browsing/reading available print MT1ATR-IIIa-j-4.1
    materials. MT1PWR-IIIa-i-6.2 Show interest in texts by
    Spell and write grade one level browsing/reading available print
    words consisting of letters already materials.
    learned.

    II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

    Mga Lugar Sa Akong Komunidad

    III. LEARNING RESOURCES


    A. References
    1. Teacher’s Guide pages K-12 Curriculum Guide pp.52-53 K-12 Curriculum Guide pp. 52-53 K-12 Curriculum Guide pp. 52-53 K-12 Curriculum Guide pp. 52-53 K-12 Curriculum Guide pp. 52-53
    BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’ Guide BASA PILIPINAS Teachers’
    Mother Tongue pp78-81. Mother Tongue pp.81-82 Mother Tongue pp.82-85 Mother Tongue pp.85-89 Guide Mother Tongue pp.90-91

    2
    Jski.dv
    2. Learner’s Materials pages Sinugbuanong Bisaya pah.
    3. Textbook pages
    4. Additional Materials from
    Learning Resource
    (LR)portal
    B. Other Learning Resource Copy of levelled reader “Ang Copy of levelled reader “Ang Copy of levelled reader “Ang
    Tabanog” Tabanog” Tabanog”
    Flash cards with phrases Picture showing antonyms Flash cards of sight words
    Flash cards of high frequency Sinugbuamong bisaya LM
    words Words(antonyms)
    Picture of a kite
    IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you
    can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
    processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
    A. Reviewing previous lesson or Kon hayag ang bulan, magduwa ba Unsa man ang atong gihisgutan
    presenting the new lesson kamo? gahapon? Unsa man ang
    Unsa man nga duwa? punglihok? Unsa man ang mga
    Unsaon man kini pagduwa? senyas nga pulong nga nahuman
    na ang lihok?
    B. Establishing a purpose for the Basaha kining kapahayag.
    lesson Maanyag si Lorna.

    C. Presenting examples/Instances of Nakahinumdum pa mo kon unsa Kinsa man ang maanyag? (Show picture of kite0 Tan-awa kining duha ka hukagway, Magbasa kita niining mga pulong
    the new lesson ang Punglihok? Kinsay makahatag Unsa man ang nagsulti bahin ni Unsa ni? Unsay ngalan niini? unsa man ang inyong ikasulti niini?
    nako og pananglitan sa mga Lorna? Unsa man ang tawag Nakasulay nab a kamo og dula
    punglihok? nianang pulonga? ani? sa kay

    ang

    og ni

    D. Discussing new concepts and Basaha kining kapahayag. Atong buhaton ang buluhaton 37 & Basaha kining mga pulong. Unsaman nga mga pulong ang Pagdibuho kamo og tabanog.
    practicing new skills # 1 53. inyong gigmit sa paghulagway? Ubos sa inyong dibuho sulati kini
    Gabii, nagduwa si Lisa u gang iyang sa atong libro. Ako kini nga kpa Usa ka adlaw og estorya base sa imong
    mga higala og tagu-tago. Xerox aron inyong maklaro ang Taas-mubo nasuwayan sa pagdula sa
    mga kapahayag. Nilo sa plasa Gamay-dako tabanog.
    Unsa ang punglihok sa kapahayag?
    Kanu-s sila nagduwa og tago-tago? Unsa man kaha ang tawag niining
    Sa dihang taas na mga pulong?
    Midagan og kusog si Tomas Unsa man ang gipakita niining mga
    gahapon. Tabanog nga gikuptan pulonga?

    Unsa ang punglihok sa kapahayag? Basin puyde


    Kanus-a midagan si Tomas?
    3
    Jski.dv
    E. Discussing new concepts and Base sa kapahayag, nahuman na (pasunding sa hulagway) Susihon pa nato kining laing mga
    practicing new skills # 2 sila og duwa o gaduwa pa? Unsay inyong nakita? hulagway.
    Nganong mao man kana ang inyong Hain na ang tabanog? Bahin sa
    tubag? unsa kaha ang estorya?
    Unsa man nga silaba gasugod ang Karon atong basahon ang estorya.
    mga punglihok? Aduna bay mga Hinumdumi unsaon nato pagbasa
    pulong nga nagpakita nga human na kining maong basahon.
    ang punglihok?

    F. Developing mastery Buhata kining tsart sa inyong grupo. Mahitungod sa unsa ang estorya? Ipares ang mga pulong nga bali ang
    (leads to Formative Assessment Pun-i ang kolom sa nabuhat na. Diin siya nagpalupad og tabanog? kahulugan.
    3) Gibuhat pa Nabuhat Mayo ba siyang mopalupad og
    (present) na (past) tabanog? A B
    Mga unang mi-, nag- mi-, nag-,
    gikit Unsay nahitabo s tabanog ni Nilo? Dako init
    Examples Milakaw, Mikaon, Unsay gibati ni Nilo sa dihang Pobre gaan
    nagkaon nagtrabaho nabubod ang tabanog/ Bugnaw gamay
    Bug-at tambok
    Mga Gahapon,
    senyas sa gabii,
    Niwang datu
    panahon ganiha,
    niadtong,
    imaging,
    sa una
    examples Nagkaon Mikaon ko
    ko og og humba
    mangga. gabii.

    G. Finding practical application of Unsa man nga pungway ang Group activity.
    concepts and skills in daily living imong ikahulagway sa imong Adunay parte sa estorya nga
    amahan? Inahan? akong gisulat diri. Inyo kining i
    drama sa atubangan. Ug unsa nga
    parte ang inyo makuha, mao kana
    ang inyong ipakita.
    H. Making generalizations and Aduna ba kamoy nabantayan sa Unsa man ang pungway? Unsa Unsa man bahin ang estorya nga Unsa man ang suhingpulong? Unsa Unsay imong ganahan nga
    abstractions about the lesson mga unang silaba nga gigamit sa man ang gibuhat sa pungway? atong gibasa? Kinsa man ang man ang gipakita ini? dibuho sa imong classmate?
    mga punglihok nga gibuhat pa u gihisgutan? Unsa man ang
    gang nabuhat na? Parehas lang ba nahitabo sa iyang tabanog? Unsa ang estorya nga
    sila?unsaon man ninyo pagkahibalo pinakaganahan nimo?
    nga gibuhat pa o nabuhat na ang
    punglihok?

    I. Evaluating learning Linyahi ang punglihok nga nabuhat Paghimo og kapahayag nga Mag spelling kita og mga pulong A.Paglista og 5 ka pares sa Mag spelling kita og mga pulong
    na. Lingini ang gibuhat pa. adunay pungway base niining mga gikan sa atong gibasa sa estorya. suhingpulong. gikan sa atong gibasa nga sight
    1. Nagdaro si papa gahapon. hulagway.(pictures posted on the B. pagpili og 1 ka pares sa suhing words.
    4
    Jski.dv
    2. Nagkaon siya og saging. board) 1. tabanog pulong nga imong gisulat sa A ug
    3. Nagdibuho siya og bulak. 2. plasa gamita kini sa kapahayag.
    4. Gahapon, nihilak si Ana. 3.nagpalupad
    5. Sa una, nisayaw ko og kuradang. 4. kaugalingon
    5. kuryente
    J. Additional activities for application
    or remediation

    V. REMARKS

    VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
    help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
    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?

    5
    Jski.dv

    Vous aimerez peut-être aussi