School MARIKIT INTEGRATED SCHOOL Grade Level GRADE 2

Name of ALMIRA G. BARCELO Learning Area ENGLISH

Teacher
MATATAG Teaching Dates JUNE 30, 2025 | 9:30-10:10 AM Quarter QUARTER 1 WEEK2
K to 10 and Time
Curriculum

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates understanding of phonological awareness, phonic knowledge, and simple sentence
Standards construction to express meaning about oneself and family.

B. Performance The learner uses alphabet knowledge to read and write words accurately, and phrases or sentences to share
Standards ideas about oneself, family, and daily experiences.

C. Learning - Recognize rhymes in poems and stories heard

Competencies - Identify alphabet letter names
- Identify naming words (nouns) for persons, animals, places, things

D. Learning At the end of the lesson, learners are expected to:

Objectives 1. Recognize rhyming words from a poem heard
2. Identify the letter names j, p, y, x, q, and z
3. Identify naming words for people, animals, places, and things
4.
II. CONTENT  Recognizing rhymes in poems
 Identifying letter names j, p, y, x, q, z
 Identifying naming words (persons, places, things, animals)

III. LEARNING RESOURCES

A. References - Teacher’s Guide – English 2, Quarter 1, pp. 4–6
B. Other - Flashcards: j, p, y, x, q, z
Learning Resources - Poem visual: “Precious Time”
- Real or picture objects for sorting: queen, zebra, pencil, xylophone
- Manila paper, word strips, crayons
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior  Review previous alphabet letters
Knowledge  Sing the ABC Song with emphasis on j, p, y, x, q, and z
 Word association game: Show picture cards (e.g., jar, puppy, xylophone) and ask learners to name
the object and identify the beginning letter sound

Lesson Today’s lesson aims to strengthen learners’ reading readiness by introducing specific alphabet letters and
Purpose/Intention helping them listen for rhymes in a poem. Learners will also begin identifying naming words from their
surroundings, fostering language used to express themselves and their environment.

Lesson Language Vocabulary: jar, puppy, yard, xylophone, queen, zinnias, boy, garden
Practice Structure Samples:

 “The boy is playing with a puppy.”

 “The flowers grow in the yard.”
 “The zinnias are bright and colorful.”

During/Lesson Proper
Reading the Key “Today, we will learn the names of some alphabet letters: j, p, y, x, q, and z. While listening to a poem, we will
Idea/Stem look for words that rhyme. We’ll also identify naming words or nouns that tell us about people, animals,
places, and things.”
Ask:
 “Have you heard words that sound alike before?”
 “Can you name people, animals, or things around you?”
Developing Poem Engagement – “Precious Time”
Understanding of the 1. The teacher reads the poem aloud twice with expression.
2. Learners echo or choral-read selected lines.
Key Idea/Stem
3. Teacher points out and underlines rhyming words:
o grow–below, jar–afar, rays–prays, bright–right, time–dime
4. Show and say the target letters (j, p, y, x, q, z) using poem words: jar, puppy, yard,
xylophone, queen, zinnias
5. Explain that naming words tell us the names of people, animals, places, and things.
Deepening 1. Use a 4-column chart labeled: Person, Animal, Place, Thing.
Understanding of the Example from the poem:
1. Person 2. Animal 3. Place 4. Thing
Key Idea/Stem
5. boy 6. puppy 7. yard 8. jar
2. Show flashcards or objects (e.g., queen, xylophone, dog, garden).
Learners name the object, give its starting letter, and place it in the correct category.
3. Game: “Name It!”
Learners take turns holding a flashcard, say the word, identify its first letter, and classify it as a
naming word.
After/Post-Lesson Proper
Generalizations and Guide learners to complete these statements orally:
Abstractions  Rhyming words are words that end with the same sound.
Example: jar and afar, bright and right
 Alphabet letters like j, p, y, x, q, z helps us form words.
Example: j for jar, z for zinnias
 Naming words tell us about persons, animals, places, and things.
Examples: boy – person, puppy – animal, yard – place, jar – thing
Choral Response:
“Rhyming words sound alike. Naming words help us talk about our world.”
Evaluating Learning 1. What is a rhyming word for “bright”?
2. What letter does “puppy” start with?
3. What is the setting of the poem?
4. What do we call words that name people or things?
5. What animal is mentioned in the poem?
Additional Activities 1. Match each picture to its beginning letter
for Application or 2. Identify whether each word is a naming word
3. Read and say three rhyming word pairs
Remediation (if
4. Classify given nouns into person, animal, place, or thing
applicable) 5. Write or say a naming word that starts with /j/, /x/, or /z/
Remarks

Reflection

Prepared by:
ALMIRA G. BARCELO
Substitute Teacher

Reviewed by:

RICA U. APOSTOL
Master Teacher

Checked by:
JUDITH S. URAGA
School Head
 School MARIKIT INTEGRATED SCHOOL Grade Level GRADE 2
Name of ALMIRA G. BARCELO Learning Area MATHEMATICS
Teacher
MATATAG
Teaching Dates JUNE 30, 2025 | 10:10-10:50 AM Quarter QUARTER 1 WEEK 2
K to 10 and Time
Curriculum

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates understanding of circles, half circles, quarter circles, and composite figures made
Standards up of squares, rectangles, triangles, circles, half circles, and quarter circles.

B. Performance The learner composes and decomposes composite figures made up of squares, rectangles, triangles, circles,
Standards half circles, and quarter circles using concrete and pictorial models.

C. Learning Compose a figure using two or more familiar shapes (e.g., half circle and rectangle; square and triangle)
Competencies
D. Learning At the end of the lesson, learners are able to:
Objectives 1. Identify and describe familiar shapes (square, triangle, circle, half circle, quarter circle,
rectangle)
2. Compose a figure using two or more familiar shapes without overlaps or point-only
connections
3. Demonstrate creativity and cooperation during group figure-building task

II. CONTENT Measurement and Geometry – Composing figures using familiar shape
III. LEARNING RESOURCES
A. References  MATATAG Curriculum Guide – Mathematics 2
 Lesson Exemplar – Math 2, Quarter 1, Week 2, Day 1, pp. 1–4
B. Other - Flashcards of basic shapes
Learning Resources - 5×5 square grid on cartolina
- Colored cutouts: triangle, square, rectangle, circle, half-circle, quarter-circle
- Manila paper, masking tape, markers
- Real-world pictures of objects made from combined shapes (e.g., houses, cars, robots)
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior - Teacher greets the class.
Knowledge - Quick review: “What shapes do you remember from last week?”
- Show shape flashcards. Learners name each.
- Ask: “Have you ever put two shapes together to make a picture?”
- Say: “Today, we’ll learn how to make new figures using more than one shape.
Lesson This lesson enables learners to create new figures by combining familiar shapes. It strengthens spatial
Purpose/Intention reasoning and creativity while reinforcing foundational geometry concepts necessary for higher-level
mathematics. It also introduces group collaboration and self-expression through figures learners create

Lesson Language Mathematical Vocabulary: compose, cutouts, square, triangle, rectangle, circle, half-circle, quarter-circle,
Practice grid, corner, side
Structure Samples:

 “This is a triangle. It has three corners.”

 “We used a rectangle and a half circle to compose this figure.”
 “Our new shape has one curved part and three straight sides.”

During/Lesson Proper
Reading the Key A. Reading the Key Idea / Stem
Idea/Stem
“Today, we will learn how to compose or build a new figure using two or more familiar shapes. We will use
shapes like squares, triangles, rectangles, and circles to form different figures.”

Ask:

 “What shapes do you know from Grade 1?”

 “Can we build something using more than one shape?”
Developing 1. Review familiar shapes using flashcards and physical cutouts
Understanding of the 2. Demonstrate combining shapes: Show a triangle and a rectangle and ask a learner to put
them together on the board
Key Idea/Stem
3. Trace and name the new figure
4. Show an illustration with multiple shapes and ask:
5. “What shapes can you find in this figure?”
6. “How were they combined?”
7. Discuss: Shapes should not overlap or touch only at a corner
Deepening 1. Group learners in pairs
Understanding of the 2. Distribute a set of shape cutouts (rectangle, triangle, half circle, quarter circle)
3. Let each pair compose a figure using 2–3 shapes
Key Idea/Stem
4. They trace and label the shapes used on manila paper
5. Select and post varied outputs on the board
6. Discuss:
- “What shapes were used?”
- “Did any group use the same shapes but build different figures?”
- “What did we learn about composing figures?
After/Post-Lesson Proper
Generalizations and Ask learners to complete:
Abstractions  “We can compose a figure by __________.”
(Expected answer: putting together two or more shapes)
 “We should remember that the shapes must __________.”
(Expected answer: not overlap and must touch at a side, not just at a point)
Conclude:
“We can create many different figures using the same set of shapes. We need to be careful that the
shapes are placed properly and connected correctly.”
Evaluating Learning 1. What shapes did you use today?
2. What does it mean to compose a figure?
3. Why should shapes not overlap?
4. Can you use the same shapes to make different figures?
5. What did you learn about putting shapes together?

Additional Activities for 1. Task: Compose one figure using any two shapes from the set
Application or 2. Draw and label each shape used
3. Answer a reflection prompt: “What shapes did I use to build this figure?
Remediation (if
applicable)
Remarks

Reflection

Prepared by:
ALMIRA G. BARCELO
Substitute Teacher

Reviewed by:

RICA U. APOSTOL
Master Teacher

Checked by:
JUDITH S. URAGA
School Head
 School MARIKIT INTEGRATED SCHOOL Grade Level IKALAWANG BAITANG
Name of ALMIRA G. BARCELO Learning Area MAKABANSA
Teacher
MATATAG
Teaching Dates HUNYO 30, 2025 | 1:30-2:10 AM Quarter UNANG KWARTER
K to 10 and Time
Curriculum

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Nauunawaan ang katangiang heograpikal ng kinabibilangang komunidad
Standards
B. Performance Nakagagawa ng likhang-sining (mapa) na nagpapakita ng katangiang heograpikal ng kinabibilangang
Standards komunidad.

C. Learning Nailalarawan ang sariling komunidad batay sa lokasyon at mga pananda o simbolo sa mapa
Competencies
D. Learning Sa pagtatapos ng aralin, inaasahang:
Objectives  Naibibigay ng mga mag-aaral ang kahulugan ng salitang mapa
 Nakikilala nila ang mga simbolo o pananda na makikita sa mapa

II. CONTENT Ang Mapa at ang mga Simbolo o Pananda sa Mapa

III. LEARNING RESOURCES
A. References - MATATAG Curriculum Guide – Makabansa 2
B. Other - Larawan ng mapa ng isang komunidad
Learning Resources - Mga flashcard ng simbolo: ospital, paaralan, simbahan, ilog
- Manila paper, krayola, lapis, gunting, glue
- Visual aids at aktwal na halimbawa ng simpleng mapa ng pamayanan
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior  Pag-awit ng “Ako, Ikaw, Tayo’y Isang Komunidad”
Knowledge  Balik-aral:
- Ano ang komunidad?
- Ano-ano ang makikita sa inyong paligid?
- Saan matatagpuan ang inyong bahay?

Lesson Nilalayon ng araling ito na maipakilala sa mga mag-aaral ang konsepto ng mapa bilang gabay sa pagtukoy
Purpose/Intention ng lugar sa komunidad. Sa tulong ng mga simbolo at pananda, mauunawaan ng mga bata ang paraan ng
pagbasa sa mapa bilang isang mahalagang kasanayang heograpikal.

Lesson Language Mga Salita: mapa, simbolo, pananda, lokasyon, komunidad

Practice Estruktura ng Pangungusap:

 “Ang mapa ay nagpapakita ng _____.”

 “Makikita sa mapa ang simbolo ng _____.”
 “Ang aming komunidad ay may _____.”

During/Lesson Proper
Reading the Key “Ang mapa ay patag na larawan ng isang lugar. Ginagamit ito upang matukoy ang lokasyon ng mga
Idea/Stem estruktura sa ating komunidad, gaya ng paaralan, ospital, at simbahan.”

- Tanong: “Ano ang gamit ng mapa sa ating pang-araw-araw na buhay?”

- Hikayatin ang mga mag-aaral na magbahagi ng karanasan kung kailan sila gumamit o nakakita ng
mapa
Developing  Ipakita ang larawan ng mapa
Understanding of the  Ipaliwanag ang kahulugan ng mapa at gamit nito
 Ipakita ang mga simbolo: 🏫 paaralan, 🏥 ospital, ⛪ simbahan, 🏡 bahay
Key Idea/Stem
 Tanong: “Ano ang ibig sabihin ng mga simbolong ito?”

Deepening  Gawain: Bigyan ng mini-mapa ang mga mag-aaral

Understanding of the  Pa-identify ng mga lugar gamit ang simbolo
 Ipares sila upang sagutan ang: “Nasaan ang ospital sa mapa?” “Ano ang kalapit nito?”
Key Idea/Stem
After/Post-Lesson Proper
Generalizations and  Tanong: “Ano ang natutunan natin sa paggamit ng mapa?”
Abstractions  Buod: “Ang mapa ay tumutulong upang matukoy ang lokasyon ng mga lugar sa komunidad gamit
ang simbolo.”

Evaluating Learning 1. Ano ang tawag sa patag na larawan ng lugar?

2. Ano ang gamit ng pananda sa mapa?
3. Anong simbolo ang kumakatawan sa ospital?
4. Saan matatagpuan ang paaralan sa mapa?
5. Bakit mahalaga ang mapa?

Additional Activities for 1. Ipakita ang iyong sariling simpleng mapa

Application or 2. Ikuwento kung ano ang nasa paligid ng inyong bahay
3. Sabihin kung anong simbolo ang ginamit para sa simbahan
Remediation (if
4. Gamit ang mapa, tukuyin ang lokasyon ng palaruan
applicable) 5. Isulat ang 1–2 pangungusap tungkol sa kahalagahan ng pananda

Remarks

Reflection

Prepared by:
ALMIRA G. BARCELO
Substitute Teacher

Reviewed by:

RICA U. APOSTOL
Master Teacher

Checked by:

JUDITH S. URAGA
School Head
 School MARIKIT INTEGRATED SCHOOL Grade Level IKALAWANG BAITANG
MATAT Name of ALMIRA G. BARCELO Learning Area EDUKASYON SA
A Teacher KAGANDAHANG
G ASAL (GMRC)
K to 10 Teaching Dates HUNYO 30, 2025 | 7:50-8:30 AM Quarter UNANG KWARTER
Curriculum
and Time

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Natututuhan ng mag-aaral ang pag-unawa sa pangangalaga sa kalusugan gabay ang pamilya
Standards
B. Performance Naisasagawa ng mag-aaral ang wastong pangangalaga sa kalusugan na gabay ang pamilya bilang tanda ng
Standards pagpapahalaga sa sarili
C. Learning  Natutukoy ang mga paraan ng pangangalaga sa kalusugan na natutuhan sa pamilya
Competencies  Naipaliliwanag na ang pangangalaga sa kalusugan ay mahalaga sa pagpapanatili ng malusog na
isip at katawan upang masanay ang pagpapahalaga sa sarili

D. Learning Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:

Objectives  Makapagtukoy ng mga paraan ng pangangalaga sa kalusugan na natutuhan sa pamilya
 Makapagbahagi ng sariling karanasan ukol sa kalinisan at kalusugan sa tahanan
 Makapagpapaliwanag kung bakit mahalaga ang kalinisan at pangangalaga sa sarili

II. CONTENT Pangangalaga sa Kalusugan Gabay ang Pamilya

III. LEARNING RESOURCES
A. References Lesson Exemplar – GMRC 2, Linggo 2, Araw 1 pahina 15-20
B. Other  Manila paper
Learning Resources  Larawan ni Super Two
 Flashcards (tama/maling gawi)
 Meta cards: pagkain, kalinisan, pag-eehersisyo
 Crayons, lapis, gunting, pandikit

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior  Pananalangin
Knowledge  Pag-awit: “Super Two” (gamit ang sariling tono ng guro o awit ukol sa kalusugan)
 Ipakita ang larawan ni Super Two at mga simbolong panlinis o pangkalusugan
 Tanong: “Ano-ano ang mga ginagawa ninyo sa bahay upang manatiling malinis ang katawan?”

Lesson Layunin ng aralin na ito na malinang sa mga mag-aaral ang pag-unawa sa kahalagahan ng pangangalaga sa
Purpose/Intention kalusugan sa tahanan sa tulong ng pamilya. Gamit ang mga aktibidad, kwento, at tula, inaasahang
maipadama ng mga bata ang pagpapahalaga sa sarili bilang batayang kakayahan tungo sa positibong
pagkilos sa pang-araw-araw na buhay.
Lesson Language Mga Salita: kalusugan, pamilya, pangangalaga, sarili, gawi
Practice
 Istrukturang Pangungusap:

 “Ang aking ina ay nagtuturo sa akin ng _____.”

 “Ang kalusugan ay _____.”
 “Sa aming tahanan, kami ay _____ upang maging malusog.”

During/Lesson Proper
Reading the Key “Ang kalusugan ay kayamanan. Sa tulong ng ating pamilya, matututuhan natin ang mga paraan upang
Idea/Stem manatiling malusog ang ating isip at katawan.”

 Gamit ang larawan ni Super Two, magtanong:

1. “Sino kaya siya?”
2. “Ano ang ginagawa niya upang mapanatiling malakas ang kanyang katawan?”
 Sabihin: “Alamin natin kung paano tayo matutulungan ng pamilya sa pag-aalaga sa ating katawan.”
Developing  Basahin ang kwento: “Ang Malusog na Pamilya”
Understanding of the  Talakayin ang mga paraan ng kalinisan sa tahanan
 Tanong:
Key Idea/Stem
 “Ano ang ginagawa ni Nanay para sa kambal?”
 “Paano sila tumutulong sa bahay upang mapanatiling malinis ang kanilang paligid?”

Deepening  Gawain: Lagyan ng tsek o ekis ang larawan kung ito ay nagpapakita ng mabuti o hindi mabuting
Understanding of the gawaing pangkalusugan
 Pagbubuo ng pares: Magbahagi ng sariling ginagawa sa bahay upang manatiling malinis ang
Key Idea/Stem
katawan
 Sabihin: “Ano ang paalala sa inyo ng inyong magulang tuwing umaga?”

After/Post-Lesson Proper
Generalizations and  Ano ang kalusugan?
Abstractions  Ano ang ginagawa ng pamilya upang mapanatili ito?
 Buod: “Ang wastong pangangalaga sa kalusugan ay nagsisimula sa ating tahanan. Sa tulong ng
pamilya, natututuhan nating pangalagaan ang ating sarili.”

Evaluating Learning 1. Sino ang nag-aalaga sa iyong kalusugan sa bahay?

2. Ano ang ginagawa mo tuwing umaga upang maging malinis?
3. Anong pagkain ang nakatutulong sa paglakas ng katawan?
4. Ilang baso ng tubig ang dapat inumin araw-araw?
5. Ano ang dapat gawin bago kumain?

Additional Activities for 1. Gumuhit ng larawan ng malinis na tahanan

Application or 2. Ikuwento ang ginagawa ng pamilya upang mapanatili ang kalinisan
3. Sabihin kung paano mo pinananatiling malinis ang sarili
Remediation (if
4. Sumulat ng 2 pangungusap tungkol sa kalusugan
applicable) 5. Ibahagi ang pinakaimportanteng natutuhan ngayong araw

Remarks

Reflection

Prepared by:
ALMIRA G. BARCELO
Substitute Teacher

Reviewed by:

RICA U. APOSTOL
Master Teacher

Checked by:
JUDITH S. URAGA
School Head
 School MARIKIT INTEGRATED SCHOOL Grade Level IKALAWANG BAITANG
Name of ALMIRA G. BARCELO Learning Area FILIPINO
Teacher
MATATAG
Teaching Dates HUNYO 30, 2025 | 8:30-9:10 AM Quarter UNANG KWARTER
K to 10 and Time
Curriculum

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Naipamamalas ng mag-aaral ang kahusayan sa pagbigkas at pag-aaral ng mga tunog at salita, tungo sa
Standards mas maunlad na kasanayang pangwika
B. Performance Nagagamit ng mag-aaral ang wastong bigkas at pag-unawa sa mga salita upang makabuo ng mga simpleng
Standards pangungusap ukol sa sarili at paligid
C. Learning  Natutukoy ang tunog ng Alpabetong Filipino (c, f, j, ñ)
Competencies  Nabibigkas ang mga tunog ng patinig at katinig
 Natutukoy ang pantig ng salita (isa o dalawang pantig)
 Natutukoy ang pangngalang pantangi at pambalana

D. Learning Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:

Objectives  Makakilala ng mga letrang c, f, j, ñ at maibigay ang wastong tunog ng mga ito
 Makapagpalakpak ng bilang ng pantig sa salita
 Makapagtukoy ng halimbawa ng pangngalang pantangi at pambalana
 Makabuo ng simpleng pangungusap gamit ang pangngalan

II. CONTENT Pagkilala sa tunog ng Alpabetong Filipino (c, f, j, ñ); pantig; at pangngalang pantangi at
pambalana
III. LEARNING RESOURCES
A. References MATATAG Curriculum Guide – Filipino 2
B. Other  Manila paper
Learning Resources  Flashcards ng letra at salita
 Krayola, lapis, gunting
 Mga larawan: Carlos, fiesta, jeep, ñame
 Aktwal na lesson card ng storya o kwento

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Activating Prior  Panimulang awit: “Abakada”
Knowledge  Pagsasanay sa pagbigkas ng mga patinig at katinig
 Tanong: “Anong pangalan mo? Anong letra ang unang letra ng pangalan mo?”

Lesson Nilalayon ng araling ito na bigyang-kakayahan ang mga mag-aaral na makilala at mabigkas ang tunog ng
Purpose/Intention ilang letra sa Alpabetong Filipino, matukoy ang pantig ng salita, at maunawaan ang pagkakaiba ng
pangngalang pantangi at pambalana. Magiging daan ito sa mas matatas na pag-unlad ng kasanayang
lingguwistiko at pagbubuo ng sariling ideya sa pamamagitan ng wika.
Lesson Language Mga Salita: Carlos, Felicia, Juan, ñame, fiesta, jeep
Practice
 Estruktura ng Pangungusap:

 “Ang pangalan ko ay _____.”

 “Ito ay isang _____.”
 “Si _____ ay nasa _____.”

During/Lesson Proper
Reading the Key “Ang bawat letra sa alpabeto ay may tunog na dapat nating matutunan upang tayo ay makabasa at
Idea/Stem makapagsalita nang tama.”

 Tanong: “Narinig n’yo na ba ang mga tunog ng c, f, j, at ñ?”

 Pagpapakita ng mga flashcards ng mga salitang nagsisimula sa mga letrang ito
 Ipalaro ang “Tukuyin ang tunog”
Developing  Ipakita ang letra c, f, j, ñ at mga salitang nagsisimula rito
Understanding of the  Palakpakin ang pantig ng mga salitang binanggit: Carlos (2), fiesta (2), jeep (1)
 Talakayin ang kahulugan ng pangngalang pantangi at pambalana
Key Idea/Stem
 Magbigay ng halimbawa: Juan – pantangi / batang lalaki – pambalana

Deepening  Gawain: Ipares ang mga larawan sa kanilang ngalan

Understanding of the  Pangkatang aktibidad: Bumuo ng tatlong pangungusap gamit ang pangngalan na makikita sa
larawan
Key Idea/Stem
 Paglarawan: Sabihin kung ito ay pangngalang pantangi o pambalana

After/Post-Lesson Proper
Generalizations and  Ano ang natutuhan mo sa mga letra at tunog?
Abstractions  Ano ang pagkakaiba ng pantangi at pambalana?
 Buod: “Ang c, f, j, ñ ay bahagi ng alpabeto. Ang pangngalan ay maaaring pantangi o pambalana
depende sa gamit at layunin.”

Evaluating Learning 1. Anong tunog ang naririnig sa salitang “jeep”?

2. Ang “Carlos” ba ay pantangi o pambalana?
3. Ilang pantig mayroon ang “fiesta”?
4. Pumili ng salitang may letra ñ
5. Ano ang ibig sabihin ng pangngalan?

Additional Activities for 1. Bumuo ng 1 pangungusap gamit ang pangalan mo

Application or 2. Sabihin ang pantig ng “Felicia”
3. Tukuyin kung ang “doktor” ay pantangi o pambalana
Remediation (if
4. Magbigay ng salita na may letrang j
applicable) 5. Tukuyin kung anong letra ang ginamit sa “ñame”

Remarks

Reflection

Prepared by:
ALMIRA G. BARCELO
Substitute Teacher

Reviewed by:

RICA U. APOSTOL
Master Teacher

Checked by:
JUDITH S. URAGA
School Head