Republic of the Philippines

Department of Education

District: MATUNGAO Grade Level: 1

School: BATANGAN ELEMENTARY SCHOOL Learning Area: MTB
Teacher applicant: SAMSIA B. ORANGGAGA Quarter: 4TH

DETAILED LESSON PLAN/

MASUSING BANGHAY ARALIN
I. OBJECTIVES (Layunin)
A. Content Standard Vocabulary and Concept Development
(Pamantayang Pangnilalaman)
Demonstrate developing knowledge and use of
appropriate grade level vocabulary and concepts.
Fluency
Demonstrate the ability to read grade one level text
with sufficient accuracy,speed, and expression to
support comprehension.
A. Performance Standard Vocabulary and Concept Development
(Pamantayan sa Pagganap) Use developing vocabularu in both oral and written
form.
Fluency
Read with sufficient speed, accuracy, and proper
expression in reading grade level text
B. Learning Competencies Identify and use antonyms.
(Pamantayan sa Pagkatuto) MT1VCD-lva-i-3.2

C.Objectives Identifying and using antonyms.

(Mga Layunin)

II. Subject Matter Paksa

LEARNING RESOURCES Tarpapel, pictures, answer sheet
(Kagamitang Panturo)
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Department of Education

A.References (Sanggunian) Textbook pp.228-233

B.Teacher’s Guide pp.268-269
C.Learner’s Material answer sheet
D.Integration (Note : be specific on your Integration )
* Content across the learning areas: English
*Content within the learning area: MTB
* Values: Socializing & Respecting with others
*Literacy: Activities: listening ,speaking ,reading and writing
*Numeracy: counting

III. PROCEDURES
Teacher’s Activity GLearners’ Activity
(Mga Gawain)

A. Prelimenaries:
a. Prayer Pupils lead the prayer

Let us start with a prayer may I call

moed to lead the prayer. Good morning, teacher
Good morning class!

b. Checking of attendance
Is everyone present today? Yes, teacher

c. Collecting of assignment

• Reminding pupils of the class Pupils pass their

rules assignment forward

Strategy: bubble map

Review:
Complete the bubble map with the
indicated describing words.
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Department of Education

 Drill
I have here two picture .If the pictures
are the same, I want you to STAND
And if the pictures are opposite, I
want you to sit.
Are you ready?

1.

2.

3.

4.

5.

 The teacher will show

picture. Then she will
let the class to observe
the picture.
 Republic of the Philippines
Department of Education

Motivation
Learner’s Observing
the picture

Laki og baye.
Teacher will ask: dili
Unsay naa sa hulagway class?
Pareha sila dili?

B. Lesson Proper Using

4As
a. Activities Present the short story

NINA OG MARIE

Naay mag amiga nga sina Nina og

Marie.
Puti si Nina apan itom si Marie. Learner’s listening
taas si Nina apan mubo si marie,
dato ang pamilya ni nina pobre ang
kang marie. Nagsabot ang mag
amiga nga manuroy. nakit-an nila
ang namaligya og cotton candy ,
namalit sila o 4 nga cotton candy og
2 nga juice. mahilig sila mo kaon og
tam-is og aslom nga pagkaon , bisan
asa sila mag-uban malipayon ilang
adlaw.
 Republic of the Philippines
Department of Education

Ask the following comprehension

questions about the comic strip.

1.kinsa to mag amiga?

2.kinsa tong puti nilang doha??
3.kinsa tong itom nilang doha?
4.kinsa tong anak sa pobre?

Nina og marie
NUMERACY
Nina
5.Pila ang cotton candy?
Marie
6.Pila man ang juice na ilang gipalit?
marie
7.Namalit sila og 4 nga cotton candy
nga tag 10 og doha nga juice nga tag
5 pila tanan ilang nagasto?

4
HOTS 2
50
7. Kung ikaw si Nina makig amiga
gihapon ka kang marie bisan lain
inyo hang stado sa kinabuhi?

Values infusion:
lain-lain ang abilidad sa mga tawo.
Respetuhon nato ang kalainan sa
uban . kung gwapa ka, ayaw
panaway sa dili kayo gwapa. Kung Opo,
adunahan ka, ayaw kaminusi ang dili
kayo adunahan sama nimo.
 Republic of the Philippines
Department of Education

Show short story again. Ask pupils to

identify pair of words used in the
b. Analysis
comic strips which have opposite
(Pagsusuri)
meaning.
Guide the pupils so they could give
the following pair of words:

• puti-itom
• taas-mubo
•guwapa-maanyag
• dato-pobre
•taas-mubo
• tam-is-aslom
•dato-pobre
•tam-is-aslom
Unsa kahay tawag ani nga mga
pares nga pulong?
mga suhing pulong

c. Abstraction
(Paghahalaw)
Discuss the meaning of antonyms.

Suhing pulong-ang tawag sa pares

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Department of Education

nga pulong nga adunay baliktad ang

kahulugan.

Showing examples

dako ang masanas apan gamay ang Dako-gamay

strawberry.

Paspas ang koneho apan hinay ang

bao.

Paspas-hinay

bog-at ang martilyo apan gaan ang

lansang.

Ask pupils to give their own examples

of antonyms and use them in correct
sentences. Bug-aat-gaan

Learners giving their

answers

d. Application strategy : pick and match

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Department of Education

(Aplikasyon)
Paglalapat Have pupils pick a picture and match Pupils doing their
it to its antonym. activity

Call other pupils to use the antonyms

in a sentence.

Strategy: differentiated activity

Paglalahat

Rubrics
Cooperation 5 points
Discipline 5 points
Cooperation 5 points
Correct answer 5 points
Cleanliness 5 points

Group 1- isulat ang suhing pulong sa

kahon.

Pupils answering their

Group 2 activity
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Department of Education

Group 3 – ikonek ang pulong sa

iyang suhing pulong.

Hanay A Hanay B

1.baga a. saba
2. hilom b. nalipay
3.gaan c.daan
4. naguol d. nipis
5.Bag-o e, bug-at

Generalization :

Unsay tawag sa mga pares pulong

nga adunay baliktad nga kahulugan?

Unsay suhing pulong?

Suhing pulong

-mga pares na pulong

 Republic of the Philippines
Department of Education

na adunay baliktad nga

kahulugan.

V. Assessment Direction:
(Ebalwasyon) Ilha ang suhing-pulong para sa
gilinyahan nga pulong sa matag
numero. Lingini ang insaktong letra.

1.Wala nakasulod si roy sa ilang

balay kay sirado ang pultahan.
a. bag-o b. abri c. hugot B
2.Niwang na si rona tungod kay
nasakit siya.
a.Tambok b. bukogon c.limpyo
3. Saba ng nilabay na dakhong
sakyanan. A

a. humot b. hilom c. samok

4.Gaan ang unlan ni Rosal B

a. bug-at b. basa c. init

5.Nipis ang libro ni Lino.
a. lisod b. baga c.kusgan B

VI. Assignment Isulat ang suhingpulong sa mosunod

nga mga pulong.
(Kasunduan)

1.paspas
2.lisod
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Department of Education

3.hugaw
4.init
5.itom

REMARKS

REFLECTION

A. No. of learners who

earned 80% on the
formative
assessment

B. No. of learners who

require additional
activities for
remediation

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 this
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?