Quarter 3 Kinder Week 3 Day 1 Was My Lolo a Caveman The Very First Filipinos Chapter 3 mula sa A

Quarter 3 Kinder Week 3 Day 1 Was My Lolo a Caveman The Very First Filipinos Chapter 3 mula sa A Kinder Quarter 1 https://youtube.com/playlist?list=PLO7WRQitIA5rQccGFSunGUZRUdfEXToPo&si=_plg9EUEK_YGj3hp Kinder Quarter 2 https://youtube.com/playlist?list=PLO7WRQitIA5pXdJ06xKvUUJw0MSF3__Iu&si=mgUU2BuiPU231GkU Kinder Quarter 3 https://youtube.com/playlist?list=PLO7WRQitIA5rGQcWRco99McYkmcyKPjza&si=9YipawrhnYGUHDTJ Kinder Quarter 4 Stories Quarter 1-4 https://www.youtube.com/playlist?list=PLO7WRQitIA5ovdQSAJRY_tgq5DesoeG9B

Kinde to Grade 6 Lessons Deped Matatag and MELC

 Kinde to Grade 6 Lessons Deped Matatag and MELC 

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AP 2 Araling Panlipunan 2 WEEK 1 QUARETR 3 Ang Maipagmamalaking Likas na Yaman

AP 2 Araling Panlipunan 2 WEEK 1 QUARETR 3 Ang Maipagmamalaking Likas na Yaman AP 2 Araling Panlipunan 2 WEEK 1 QUARETR 3 Ang Maipagmamalaking Likas na Yaman

PE and Health 4 Week 4 Benefits of a Balanced Meal and Balanced Diet in Engaging in Physical Activit

PE and Health 4 Week 4 Benefits of a Balanced Meal and Balanced Diet in Engaging in Physical Activit PE and Health 4 Week 4 Benefits of a Balanced Meal and Balanced Diet in Engaging in Physical Activities The learners demonstrate an understanding of a healthy family, the roles and responsibilities of family members, and invasion games in promoting family wellness for active and healthy living. The learners participate in daily life activities and invasion games to promote family wellness for active and healthy living. Describe the benefits of eating a balanced meal when engaging in physical activities; and Discuss the benefits of eating a balanced meal in engaging in physical activities. Apply the balanced meal as one of their healthy eating habits. Prepare a balanced meal to stay healthy and allow active participation in physical activities. Benefits of a Balanced Meal and Balanced Diet in Engaging in Physical Activities Values: SDG 3: Good Health and Well-being - A balanced diet contributes to overall health and well-being by providing essential nutrients that support physical and mental health. SDG 6: Clean water and sanitation - A balanced diet requires access to clean water for food preparation. Promoting a balanced diet aligns with the goal of ensuring sustainable access to clean water and sanitation.

English 4 Week 7 Day 1 4 Quarter 3 Matatag

English 4 Week 7 Day 1 4 Quarter 3 Matatag English 4 Week 7 Day 1 4 Quarter 3 Matatag 1. Compose appropriate sentences for clarity and coherence. 2. Use adjectives in the comparative and superlative degrees. Adjectives: Degrees of comparison Writing sentences for clarity and coherence

English 4 Week 5 Day 1 4 Quarter 3 Matatag

English 4 Week 5 Day 1 4 Quarter 3 Matatag English 4 Week 5 Day 1 4 Quarter 3 Matatag The learners demonstrate their expanding knowledge of vocabulary and grammatical structures, literal and inferential comprehension of literary and informational texts, and composing and creating processes; and apply their receptive and productive skills in order to produce culture-specific texts based on their purpose, context, and target audience. The learners apply literal and inferential comprehension of literary and informational texts and produce culture-specific narrative and expository texts (time order: chronology and procedural, recount) based on their purpose, context (funerals and symposia), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language. Comprehend informational texts Lesson Objectives: At the end of the lesson, the learners should be able to: 1. note important information through outlining (topic, main idea, supporting details): inductive organization (pyramid); 2. glean the writer’s purpose: a. to recount; b. to entertain; c. to inform, explain, describe; 3. identify text types according to the method of development and organizational structure: a. time order: chronology; b. time order: procedural; 4. draw conclusions and inferences from the text; 5. distinguish fact from opinion (statements of facts, opinions, and fact-based statements of opinion); 6. produce a summary of a given text. Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and target audience. Lesson Objectives: At the end of the lesson, the learners should be able to: 7. recount/narrate an event or experience or describe a process in relation to a given theme. Understanding Informational Texts Historical Narrative (Time Order: Chronological) Comprehension and noting details (topic, main idea, purpose, supporting details) Determining textual structure and method of development: Inductive (pyramid) Distinguishing fact from opinion Drawing conclusions and inferences Summarizing the text

English 4 Week 6 Day 1 4 Quarter 3 Matatag

English 4 Week 6 Day 1 4 Quarter 3 Matatag English 4 Week 6 Day 1 4 Quarter 3 Matatag Comprehend informational texts Lesson Objectives: At the end of the lesson, the learners should be able to: 1. note important information through outlining (topic, main idea, supporting details): inductive organization (pyramid); 2. glean the writer’s purpose: a. to recount; b. to entertain; c. to inform, explain, describe; 3. identify text types according to the method of development and organizational structure: a. time order: chronology; b. time order: procedural; 4. draw conclusions and inferences from the text; 5. distinguish fact from opinion (statements of facts, opinions, and fact-based statements of opinion); 6. produce a summary of a given text. Express ideas appropriately (age-appropriate, gender-responsive, culture-sensitive) for one’s purpose, context, and target audience. 7. recount/narrate an event or experience or describe a process in relation to a given theme. Understanding Informational Texts Process Description (Time Order: Procedural) Comprehension and noting details (topic, main idea, purpose, supporting details) Determining textual structure and method of development Identifying text types and author’s purpose Drawing conclusions

MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry

MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry MATH 4 WEEK 8 QUARTER 3 MATATAG Symmetry The learners should have knowledge and understanding of symmetric figures with respect to a line, and resulting images after applying reflection with respect to a line By the end of the quarter, the learners are able to: ● identify symmetry with respect to a line, and create figures that have line symmetry. (MG) ● perform reflection with respect to a line, including glide reflection, to obtain images of shapes. (MG) 1. Identify symmetry with respect to a line. 2. Complete a figure that is symmetric with respect to a line.3. Draw the image of an object after applying reflection with respect to a line, including glide reflection

EVALUATION Lesson 3 Quarter 2 Region V

EVALUATION Lesson 3 Quarter 2 Region V EVALUATION Lesson 3 Quarter 2 Region V