INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

Grade Level: 3
Quarter No.: 1 I Can Do It!
Lesson No.: 2 Building Confidence
Number of Days Allotted: 10 days

Learning Resources and Materials:

1. Lara the Yellow Ladybird (English), written by Catherine Holtzhausen, Martha Evans, Nadene Kriel, illustrated by Catherine Holtzhausen,
published by Book Dash (© Book Dash, 2016) under a CC BY 4.0 license on StoryWeaver. Read, create and translate stories for free on
www.storyweaver.org.in
2. Rabbit Becomes a Chef (English), translated by Magdalena Cooper, based on original story சுவையான சவையல் (Tamil), written by
Chammi Iresha, illustrated by Chamath Prasanga Lokuliyana, published by Room to Read (© Room to Read, 2016) under a CC BY 4.0 license
on StoryWeaver. Read, create and translate stories for free on www.storyweaver.org.in
3. Practice Book O. Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
4. https://www.bing.com/search?q=cliparts+images
5. www.canva.com
6. https://philnews.ph/2019/07/24/pang-angkop-kahulugan-halimbawa/
7. https://noypi.com.ph/pangatnig/
8. coloring worksheets for comparing numbers grade 3 - Search Images
9. PIVOT 4A CALABARZON LEARNER’S MATERIALS FOR GRADE 3
10. https://brainly.ph/question/31520473
11. https://www.philstar.com/pilipino-star-ngayon/bansa/2015/12/29/1537499/cagsawa-ruins-sa-albay-idineklarang-national-cultural-
12. https://www.bing.com/images/search?q=nora+aunor&form=HDRSC4&first=1
13. cagsawa ruins - Search
14. monumento ni simeon ola - Search
15. larawan ni jose rizal - Search Images
16. luneta park manila - Search Images
17. araw ng kalayaan - Search Images
18. jesse robredo - Search Images
19. https://www.youtube.com/watch?v=tWT4skqbhvI

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20. https://www.youtube.com/watch?v=BmnTpc65pyM
21. https://www.youtube.com/watch?v=CbpkJQQ5hjo

Engagement Activities
1. Q1_L2_EA1
2. Q1_L2_EA2
3. Q1_L2_EA3

Worksheets
English Filipino Mathematics Science Makabansa GMRC
ENG3_Q1_L2_GP_WAS1 FIL2_Q1_L2_GP_WAS1 MATH3_Q1_L2_GP_WAS1 SCI3_Q1_L2_IP_WAS1 MAK3_Q1_L2_IP_WAS1 GMRC3_Q1_L2_IP_WAS1
ENG3_Q1_L2_GP_WAS2 FIL3_Q1_L2_GP_WAS2 MATH3_Q1_L2_GP_WAS2 SCI3_Q1_L2_IP_WAS2 MAK3_Q1_L2_IP_WAS2 GMRC3_Q1_L2_IP_WAS2
ENG3_Q1_L2_GP_E001 FIL3_Q1_L2_GP_E001 MATH3_Q1_L2_GP_E001 SCI3_Q1_L2_IP_E001 MAK3_Q1_L2_IP_E001 GMRC3_Q1_L2_IP_E001
ENG3_Q1_L2_GP_D002 FIL3_Q1_L2_GP_D002 MATH3_Q1_L2_GP_D002 SCI3_Q1_L2_IP_D002 MAK3_Q1_L2_IP_D002 GMRC3_Q1_L2_IP_D002
ENG3_Q1_L2_GP_T003 FIL3_Q1_L2_GP_T003 MATH3_Q1_L2_GP_T003 SCI3_Q1_L2_IP_T003 MAK3_Q1_L2_IP_T003 GMRC3_Q1_L2_IP_T003
ENG3_Q1_L2_GP_AGL004 FIL3_Q1_L2_GP_AGL004 MATH3_Q1_L2_GP_AGL004 SCI3_Q1_L2_IP_AGL004 MAK3_Q1_L2_IP_AGL004 GMRC3_Q1_L2_IP_AGL004
ENG3_Q1_L2_IP_WAS1 FIL3_Q1_L2_IP_WAS1 MATH3_Q1_L2_IP_WAS1 SCI3_Q1_L2_EVAL MAK3_Q1_L2_EVAL GMRC3_Q1_L2_EVAL
ENG3_Q1_L2_IP_WAS2 FIL3_Q1_L2_IP_WAS2 MATH3_Q1_L2_IP_WAS2
ENG3_Q1_L2_IP_E001 FIL3_Q1_L2_IP_E001 MATH3_Q1_L2_IP_E001
ENG3_Q1_L2_IP_D002 FIL3_Q1_L2_IP_D002 MATH3_Q1_L2_IP_D002
ENG3_Q1_L2_IP_T003 FIL3_Q1_L2_IP_T003 MATH3_Q1_L2_IP_T003
ENG3_Q1_L2_IP_AGL004 FIL3_Q1_L2_IP_AGL004 MATH3_Q1_L2_IP_AGL004
ENG3_Q1_L2_EVAL FIL3_Q1_L2_EVAL MATH3_Q1_L2_EVAL

Big Ideas:
When discussing the lesson and doing the learning activities with the learners, these big ideas should be kept in mind. All the teaching and
learning activities are designed to help the learners acquire these big ideas.
1. In reading stories, you have learned different values and life lessons. At the same time, you have possibly used these stories in enhancing
your comprehension skills by noting details, and other relevant skills. Reading boosts comprehension and helps you learn life lessons
vicariously from other people’s experience.
2. Ang kaalaman sa paggamit ng pang-angkop at pangatnig ay mahalaga dahil nakatutulong ito sa mas epektibong pagpapahayag ng mga
ideya at damdamin.
3. Knowing how to compare and order numbers up to 10,000 using =, >, and < and arranging from smallest to largest (or vice versa) is critical
for foundational Math skills, everyday problem-solving, and fostering logical thinking and confidence. This knowledge not only supports
learner’s current learning but also equips them for future challenges in math and real-life situations.
4. Knowing how Science equipment and materials work helps learners pick out the right materials for specific tasks.

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5.Ang pag-unawa sa kasaysayan ng sariling barangay, bayan, lungsod, lalawigan, o rehiyon ay nakatutulong sa mga mamamayan na
magkaroon ng mas malalim na koneksyon at pagmamalaki sa kanilang pinagmulan. Kapag nalalaman nila ang mga sakripisyo, kontribusyon,
at tagumpay ng mga naunang henerasyon, mas nakikita nila ang halaga ng kanilang pook sa mas malawak na kasaysayan ng bansa.
6. Ang pagkakaroon ng pagtitiwala sa sarili sa pagpapakita ng iyong kakayahan ay mahalaga. Kapag ang isang tao ay may tiwala sa sarili,
nagiging mas kontento, mas masaya, at may mas mababang posibilidad na makaranas ng stress o mababang pagtingin sa sarili

For Literature-Based Lessons:

I. Pre-Reading Activity (Constructivist, Communication Skills: Teamwork, Collaboration, Interpersonal Skills, Interactive Communication, Non-
Verbal Communication, Sharing, Teamwork, Relationship Building, Communication)
Activating Prior Knowledge/Schema
Form the puzzle to form an image.

Ask:
-What image is formed?
-Have you seen an insect like this?
-What do you do when you see an insect like this?

Unlocking of Difficulties and/or Concepts

Read each sentence. Color the circle with the meaning of the word using the context clues.
1. Lara is sad. To cheer her up, Lara’s mother painted her wings bright red.
make her happy
make her sad

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2. Because of her loneliness, Sesa was called the sulky spider.

bad-tempered
cheerful

3. In their place, many bugs are alike. Lara wanted to be like the other ladybirds.
small, red beetle that is round and has black spots
big, black beetle that is flat

4. Lara is the only ladybird that has yellow wings. She is unique.
different
same

5. Lara took a long bath and scrubbed until her golden wings gleamed.
shine brightly
dark

Motivation Questions
Would you befriend a person who has a different skin color from you? Why or why not?

Motive Questions

Look at the picture. This is Lara, a ladybug in the story. Find out what makes her different from other bugs.

II. During Reading (Constructivist, Communication Skills: Teamwork, Collaboration, Interpersonal Skills, Interactive Communication, Non-
Verbal Communication, Cognitive Regulation: Metacognition, Attention, Goal Setting, Decision-Making, Organizational Skills)
The teacher reads the story “Lara, the Yellow Ladybird” in front of the class.
(The teacher may review on the parts of the book by pointing them while reading the story.)
Literal and inferential questions will be asked while reading the story.

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Lara The Yellow Ladybird

Authors: Catherine Holtzhausen, Martha Evans, Nadene Kriel Illustrator: Catherine Holtzhausen

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Comprehension Monitoring:
What makes Lara different from other ladybugs?
How did Lara feel when everyone smiled and said hello to her?
If you were Lara, would you also feel that way? Why?
What was her wish?
What happened one day?
After she had changed her color, how did everyone treather?
Who spotted her old self?
What did everyone tell her after they found out about her?
What did she realize?

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III. Post Reading (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency,
Public Spirit, Social Skills, Cognitive Regulation)
Engagement Activities
Divide the class into 3 groups. Refer to the activities below.
Engagement Activity 1 (Q1_L2_EA1)
Direction: Cut out the pictures. Paste the correct order of the story.

Engagement Activity 2 (Q1_L2_EA2)

Direction: Cut and paste the emotions of Lara in each passage from the story.

Engagement Activity 3 (Q1_L2_EA3)

Direction: What would you say to Lara so that she will be able to accept her uniqueness? Write a paragraph that consists of three simple
sentences.

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Class Discussion
1. Who are the characters in the story? (Identify the characters)
2. Where did the story happen? (Setting of the story)
3. What are the events in the story? Let’s look at EA1. (Sequencing Events)
4. Why was Lara sad? (Identify cause and effect of events)
5. How does Lara feel when nobody noticed her after changing her color? Let’s go back to EA3. (Infer character’s feelings and trait)
6. What did she realize?
7. Do you think Lara will color herself again? Why or why not? (Predict possible ending)
8. If you were Lara’s friend, what would you tell her? Let’s look at EA3.

Explicit Lesson Plan for all learning areas

Learning Area: English
Learning Competencies:
EN3CAT-l-2
Comprehend stories
1. Note important elements from stories (characters, setting, events)
2. Sequence at least four to five events.
3. Identify the problem and solution in stories.
4. Infer the character’s feelings and traits

Integrated Learning Area/s:

Filipino

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Nauunawaan ang pinakinggan o binasang tekstong naratibo (kuwentong pambata, kuwentong-bayan, pabula, alamat, at parabula mula sa
Banal na Aklat)
a. Naibibigay ang elemento ng teksto
b. Natutukoy ang damdamin ng tauhan sa mga pangyayari
c. Nakikilala ang katangian ng tauhan
d. Naibibigay ang suliranin at solusyon
e. Naisasaayos ang pagkasusunod-sunod ng limang pangyayari
f. Naibibigay ang sanhi at bunga
g. Naibibigay ang posibleng wakas
h. Nakabubuod ng teksto
i. Naiuugnay ang sariling karanasan sa kuwento
j. Natutukoy ang nagsasalaysay sa teksto
k. Naibibigay ang mensahe ng teksto

Before doing the motivation activity for the next lesson, assess the learner’s prior knowledge by giving the diagnostic test (This is What I Know!)
which is found in the worksheet file.

I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)
Role playing. Group the pupils into four. Let them act the situations based on the story “Lara, the Yellow Ladybird”
Group 1 - Each morning, Bibi butterfly said hello. And Manto Mantis always waved. Even Sesa, the sulky spider, was happy to see her.
Group 2 - At school, she played with lots of friends.
Group 3 - Lara is telling her mother that she wished to have red wings. So, her mother painted her wings with bright red.
Group 4 - Nobody noticed her new wings until Miss Maya spotted her and all her classmates told her about the uniqueness of her wings.

II. Procedures:

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1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
Read the following words, phrases and sentences written in strips of papers.

Lara At school Lara wanted to be like the other ladybirds.

I’ll never paint my wings again!” she thought. Lara’s mother painted her wings bright red.

Post the strips in the story map.

www.canva.com

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
A story is a text that narrates events.
A simple story has the following basic parts:
1. Title - presents the overview of the story.
2. Characters - refer to the actors or performers in a story. They may be humans, animals, etc.
3. Setting - tells when and where the story happened.
4. Events - refer to the occurrences in a story. They are basically divided into three parts: beginning, middle, and ending.
• Beginning introduces the character/s and the setting.
• Middle narrates what the characters do and what happens to them.
• Ending tells how the story ends. Usually, it also presents the lesson learned by the characters (and the readers).

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Problem and Solution

Problem-solution portrays a relationship of ideas in a sentence or selection where one idea presents the problem and the other provides
possible solution to it.
Examples:
Solution Problem
Krisna is looking for her doll after missing it in her bedroom this morning.

Problem Solution
Bert is not feeling well so his parents take him to the hospital.
In some cases, only the problem is presented in a sentence or selection. It is for the readers like you to determine the possible solution to it.

Inferring Character’s Feeling or Traits

When we read, we make inferences based on evidence.
We can infer what characters' thoughts might be based on their actions and stated words.
Examples:
“I wish I had red wings like you, Mama,” she cried.
With Lara’s words and actions, we can say that she is sad.

Until Miss Miya spotted her and said, “You’ve painted your lovely yellow wings!”
In this sentence, we can say that Miss Maya is shocked.

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social Skills, Cognitive Regulation)
The teacher reads a story aloud (teacher’s choice), pausing to "think aloud" and model how to identify each element and the events. For
example, she may say, "Here, the author is describing the setting. We know it's winter because the character is shivering and mentions snow
on the ground."
She may tell the pupils about the feelings or traits of the character based on the reactions or passages in the events in the story.

4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)

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Before giving the group activities for each ability group, the teacher will give all learners the Waiting Activity Sheets (WAS), which will be
accomplished by all the learners while the teacher is giving instructions and guidance for each small group. (They need not finish the WAS; this
is given to keep the learners busy while waiting for their guided practice activities or when they have finished their tasks early.) Please be
reminded that in guided practice, teachers are expected to give guidance and feedback to the learners while they accomplish the task.

The teacher reads the story “Rabbit Becomes A Chef”. (Story may be flashed on TV)

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Waiting Activity Sheet 1 (ENG3_Q1_L2_GP_WAS1)

Direction: Draw your favorite character in the story “Lara, the Yellow Ladybird”. Color it. Write a simple sentence about it.

Waiting Activity Sheet 2 (ENG3_Q1_L2_GP_WAS2)

Direction: Draw the setting in the story “Lara, the Yellow Ladybird”. Color it. Write a simple sentence about it.

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Emerging (ENG3_Q1_L2_GP_E_001)
Direction: Listen to your teacher as she reads the story “Rabbit Becomes a Chef”. Fill out the story map with details from the story by cutting
the words and pictures below.

Developing (ENG3_Q1_L2_GP_D_002)
Direction: Listen to your teacher as she reads the story “Rabbit Becomes a Chef”. Fill out the story map by writing the details and pasting the
pictures from the story.

Transitioning (ENG3_Q1_L2_GP_T_003)
Direction: Listen to your teacher as she reads the story “Rabbit Becomes a Chef”. Fill out the story map by giving the details from the story.
Choose the correct answer and write on the space provided.

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At Grade Level (ENG3_Q1_L2_GP_AGL_004)

Direction: Listen to your teacher as she reads the story “Rabbit Becomes a Chef”. Fill out the story map by giving the details from the story.

Do you know that these story elements are likely present in Filipino?
Take a look at the following:
Story Elements - Elemento ng Kwento
Character - Tauhan
Setting - Tagpuan
Problem - Problema
Solution - Solusyon
Ending - Wakas
If you learn how to identify these elements in English, you can also do the same in Filipino.

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After the guided practice activities, the teacher needs to facilitate a discussion or process the learning tasks so that the learners have a deeper
understanding of the task’s relevance. The teacher can also use the discussion time to gauge if she needs to provide more explanation or
activities before moving on to the Independent Practice portion of the lesson.
In the Independent Practice tasks, the learners are expected to accomplish the task with minimal guidance from the teacher. However, these
are not graded assessments, and the teacher should still be ready to provide guidance to those who may need it.
As with the guided practice, the teacher will also give WAS to all learners, and they will accomplish these while the teacher is facilitating the IP
activities for each ability group. Once all the IP activities have been accomplished, the teacher is also expected to facilitate a discussion of the
activities done during independent practice before moving on to the next phase of the lesson.

5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
The teacher reads the story “The Three Little Pigs”. (Story may be flashed on TV)
Waiting Activity Sheet 1 (ENG3_Q1_L2_IP_WAS1)
Direction: Read the following high frequency words, then write them on the blank to complete the sentences below.

Waiting Activity Sheet 2 (ENG3_Q1_L2_IP_WAS2)

Direction: Make your own story by giving details on the elements.

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Emerging (ENG3_Q1_L2_IP_E_001)
Direction: Listen to your teacher as she reads the story “The Three Little Pigs”. Fill out the story map with details from the story by cutting and
pasting the pictures below.

Developing (ENG3_Q1_L2_IP_D_002)
Direction: Listen to your teacher as she reads the story “The Three Little Pigs”. Fill out the story map by writing the details and pasting the
pictures from the story.

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Transitioning (ENG3_Q1_L2_IP_T_003)
Direction: Listen to your teacher as she reads the story “The Three Little Pigs”. Fill out the story map by giving the details from the story.
Choose the correct answer and write on the space provided.

At Grade Level (ENG3_Q1_L2_IP_AGL_004)

Direction: Listen to your teacher as she reads the story “The Three Little Pigs”. Fill out the story map by giving the details from the story.

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Facilitate a discussion or process the answer of the students. After, let the students answer “How’s My Learning?” that can be found on their
worksheet.

Learning Area: Filipino

Learning Competencies:
Natutukoy ang kahulugan ng mga salita ayon sa konteksto
a.salitang pangkayarian
• pangatnig
• pang-angkop

Bago simula ang motivation activity para sa susunod na aralin ay sukatin ang kaalaman ng bata sa pamamagitan ng pagbibigay ng diagnostic
test na Ito Ang Alam Ko! na matatagpuan sa worksheet ng mga bata.

I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)
Ipakanta sa mga bata ang “Sitsiritsit Alibangbang”.
https://www.youtube.com/watch?v=tWT4skqbhvI
Sa kantang ito ay nabanggit ang salagubang. Ang salagubang ay lady bug sa English.

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II. Procedures:
1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
Basahin natin ang mga pangungusap mula sa kuwentong “Lara, the Yellow Ladybird”.

Araw-araw ay binabati nina Bibi at Manto Mantis si Lara.

Maraming humahanga sa dilaw na pakpak ni Lara ngunit hindi siya masaya.
Gustong pasayahin si Lara ng kaniyang nanay kaya pinintahan niya ang pakpak na pula.

Ang mga salitang at, ngunit at kaya ay tinatawag na pangatnig. Ginagamit ang mga ito upang ikonekta ang magkakaugnay o magkasalungat
na ideya, na nagpapadali sa lohikal na pagsunod-sunod ng mga pangungusap.

Basahin natin ang nga parirala.

dilaw na pakpak pulang pakpak kaibigang mabait

Ano-ano ang mga salita at titik na may salungguhit?

Ang na, ng at -g ay tinatawag na pang-angkop. Nagdudulot ang mga ito ng mas malinaw na pangungusap,

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
Ang pangatnig o conjunction sa wikang Ingles ang tawag sa mga kataga o lipon ng mga salitang nag-uugnay sa dalawang salita, parirala, o
sugnay upang mabuo ang diwa o kaisipan ng isang pahayag.
Karaniwan itong makikita sa simula o kalagitnaan ng pangungusap. Ang pangatnig ay maaari ring magbukod, manalungat, maglinaw,
manubali, magbigay halintulad, magbigay sanhi, at magbigay ng pagtatapos sa isang kaisipan o pangungusap.

Mahal ko ang aking nanay at tatay.

Maglalaro sana ako ngunit tinawag ako ni ate.
Ano ba ang mas masarap, lumpia o pritong manok?
Gusto kong bumait pero di ko magawa.
Bibigyan kita ng lobo kung bibigyan mo rin ako ng laruan.

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Pag-usapan natin ang bukas habang tayo’y namamasyal.

Magtanim ka ng puno upang di bumaha.
Magdala ka ng pala saka walis.
Pupunta ka lang kina Myla kapag kasama ako.
Kinagigiliwan ng lahat si Aira dahil masayahin siyang dalaga.

PANG-ANGKOP
Ito ay isa sa walong mga bahagi ng pananalita na mga katagang nagdudugtong sa magkakasunud-sunod na salita sa isang pangungusap para
magiging magaan o madulas ang pagbigkas nito. Ito rin ang ginagamit para pag-ugnayin ang mga panuring at mga salitang binibigyan nito ng
turing.

Mayroong tatlong pang-angkop: na, ng o -ng at g.

1. na
Ito ay nagdudugtong ng dalawang salita na kung saan nagtatapos sa katinig ang nauunang salita maliban sa letrang n. Para sulatin ito, dapat
ihiwalay ito sa salitang pinag-uugnay.
Halimbawa:
ang malinis na hangin
ang matalim na espada
ang sikat na artista
ang matigas na bato
ang matinik na cactus

2. -ng
Ito naman ay isinulat na dinugtungan sa mga salitang nagtatapos sa patinig na mga letrang a, e, i, o, at u.
Halimbawa:
ang malaking puno
ang basang damit
ng kotseng pula
ang berdeng sapatos
ang dalawang mata

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3. -g
Ito naman ay ginagamit sa mga salitang nagtatapos sa katinig na n dinurogtungan
Halimbawa:
kainang nasa kalye
garapong malaki
pinggang basag

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social Skills, Cognitive Regulation)
Para matukoy ng mga mag-aaral ang pangatnig at pang-ukol sa mga pangungusap maghanda ng mga pangungusap sa pisara o sa mga
flashcards.
Halimbawa:
"Pumunta siya sa tindahan upang bumili ng pagkain."
"Nag-aral siya nang mabuti kaya nakapasa siya sa pagsusulit."

Tukuyin kung alin sa mga salita sa pangungusap ang pangatnig at pang-ukol. Ipaliliwanag ang tamang sagot pagkatapos ng bawat
pangungusap.

Pag-aralan natin ang pangungusap na ito. Sabihin ang pangatnig.

Ang aming pamilya ay nagsisimba ngunit namamasyal tuwing Linggo.
Alin ang pangatnig sa pangungusap?
Tama ba ang gamit ng ngunit sa pangungusap?
Kung mali ito, ano ang wastong pangatnig ang dapat nating gamitin?

Pag-aralan din natin itong parirala.

baso na maliit
Ano ang pang-angkop na ginamit sa parirala?
Tama ba ang pagkakagamit nito sa parirala?
Kung mali ito, anong pang-angkop ang dapat nating gamitin?

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4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation
Bago ibigay ang pangkatang gawain sa bawat ability group, bibigyan ng guro ang lahat ng mag- aaral ng gawain na tinatawag na WAS o
Waiting Activity Sheet na siyang sasagutan ng bata habang hindi pa ibinibigay ng guro ang kani- kanilang gawain. (Hindi kailangang tapusin
ang WAS, sasagutan lang ito ng mga bata bilang pamatay oras sa paghihintay ng kanilang guided practice.) Tandaan na ang Guided Practice
ay gawain para sa mga bata kung saan ang kanilang mga guro ay naka alalay, nakabantay at handang tulungan ang mga bata upang
maisagawa ang mga gawain.
Waiting Activity Sheet 1 (FIL3_Q1_L2_GP_WAS1)
Panuto: Lagyan ng tsek (✓) kung ang salitang nakasalungguhit ay isang pangatnig at ekis (✗) kung ito ay isang pang-angkop.

Waiting Activity Sheet 2 (FIL3_Q1_L2_GP_WAS2)

Panuto: Gamitin ang mga pangatnig at pang-angkop sa loob ng kahon upang makabuo ng pangungusap. Gamitin ang bawat salita nang
minsan lamang.

Emerging (FIL3_Q1_L2_GP_E_001)
Panuto: Piliin ang tamang pang-angkop at pangatnig na babagay sa bawat pangungusap. Bilugan ang tamang sagot.

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Developing (FIL3_Q1_L2_GP_D_002)
A. Panuto: Isulat ang tamang pang-angkop (na, -ng, o -g) upang mabuo ang makabuluhang pangungusap.

B. Panuto: Isulat ang tamang pangatnig (at, ngunit, kaya, upang, dahil) upang mabuo ang makabuluhang pangungusap.

Transitioning (FIL3_Q1_L2_GP_T_003)
A. Panuto: Isulat ang na, -ng at -g sa patlang.

B. Panuto: Basahin ang mga pangungusap at alamin kung tama ang gamit ng pangatnig sa pangugngusap. Kung tama ay isulat sa patlang
ang TAMA at kung mali ay isulat ang tamang pangatnig.

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At Grade Level (FIL3_Q1_L2_GP_AGL_004)

Panuto: Gumawa ng sariling pangungusap gamit ang mga ibinigay na pang-angkop at pangatnig.

Pagkatapos ng gawain sa guided practice ay kailangang magkaroon ng discussion o pagpapalalim sa bawat gawain upang mas maging
makabuluhan ang mga ito sa mga mag- aaral. Pagkatapos ay sunod na gagawin ang independent practice. Dito, ang gawain ay mag- isang
gagawin ng bata ng walang gabay ng kanyang guro ngunit kung ang mga bata ay nahihirapang maisagawa ang gawain, ang guro ay hindi
nililimitahang tulungan at ipaunawa sa mga mag- aaral ang gawain. Kagaya nang sa guided practice, mayroon din ibibigay na waiting activity
sheet (WAS) para sa lahat ng bata habang hinihintay ang kanilang independent practice na gawain. At gaya ng sa guided practice ay
magkakaroon din ng discussion o pagpapalalim sa bawat gawain ng independent practice.

5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Waiting Activity Sheet 1 (FIL3_Q1_L2_IP_WAS1)
Panuto: Pagsunod-sunurin ang mga pangyayari sa kuwentong “Lara, the Yellow Ladybird”. Lagyan ng bilang 1 hanggang 5 ang linya.

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Waiting Activity Sheet 2 (FIL3_Q1_L2_IP_WAS2)

Panuto: Muling ikuwento ang “Lara, the Ladybird” sa pamamagitan ng paglagay ng mga detalye mula sa kuwento.

Emerging (FIL3_Q1_L2_IP_E_001)
Panuto: Piliin ang tamang pang-angkop at pangatnig na babagay sa bawat pangungusap. Bilugan ang tamang sagot.

Developing (FIL3_Q1_L2_IP_D_002)
A. Panuto: Isulat ang tamang pang-angkop (na, -ng, o -g) upang mabuo ang makabuluhang pangungusap.

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B. Panuto: Isulat ang tamang pangatnig (at, ngunit, kaya, upang, dahil) upang mabuo ang makabuluhang pangungusap.

Transitioning (FIL3_Q1_L2_IP_T_003)
A. Panuto: Isulat ang na, -ng at -g sa patlang.

B. Panuto: Basahin ang mga pangungusap at alamin kung tama ang gamit ng pangatnig sa pangugngusap. Kung tama ay isulat sa patlang
ang TAMA at kung mali ay isulat ang tamang pangatnig.

At Grade Level (FIL3_Q1_L2_IP_AGL_004)

Panuto: Gumawa ng sariling pangungusap gamit ang mga ibinigay na pang-angkop at pangatnig.

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Iproseso ang sagot ng mga bata at pagkatapos ay pasagutan ang “Nakuha Ko Na Ba?” na makikita sa kanilang worksheet.

Learning Area: Mathematics

Learning Competencies:
Compare numbers up to 10 000 using the symbols =, >, and <.
Order numbers up to 10 000 from smallest to largest, and vice versa.

Before doing the motivation activity for the next lesson, assess the learner’s prior knowledge by giving the diagnostic test (This is What I Know!)
which is found in the worksheet file.

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I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)
Let’s have a game. (Give the directions)
Hand each student a card with a number between 1 and 10,000.
Challenge the students to arrange themselves in a line, from smallest to largest, without talking.
Once they’re in order, check as a class to see if everyone is in the correct place.
For a variation, after they complete it from smallest to largest, ask them to rearrange from largest to smallest.

II. Procedures:
1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
What kind of insect is Lara?
Distribute number cards to the pupils.

456 465 654 546 564

Pupil A Pupil B Pupil C Pupil D Pupil E

Let the pupils do the following:
1. Arrange yourself from smallest to largest.
2. Arrange yourself from largest to smallest.
3. Call Pupil A and B.

Let’s compare the numbers at A and B.

Which is smaller? Let’s use this symbol < to show less than. 456 < than 465

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
Comparing Numbers Using Symbols =, >, and <
When comparing numbers, we use symbols to show the relationship between them:

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> means “greater than.” It’s used when the first number is larger than the second (e.g., 5,678 > 4,321).
< means “less than.” It’s used when the first number is smaller than the second (e.g., 3,210 < 4,321).
= means “equal to.” It’s used when both numbers are the same (e.g., 6,789 = 6,789).

Steps to Compare Numbers:

Look at the Thousands Place: Start with the leftmost place value, which is the thousands. The number with the higher thousands digit is the
larger number.

Example: To compare 7,345 and 5,432, check the thousands digits (7 and 5). Since 7 is greater than 5, we can write 7,345 > 5,432.
If Thousands are Equal, Move to the Hundreds Place: If the thousands digits are the same, compare the hundreds place.

Example: To compare 4,378 and 4,256, the thousands digits are both 4. Moving to the hundreds place, we see 3 is greater than 2, so 4,378 >
4,256.
Continue to Tens and Units if Necessary: If both thousands and hundreds digits are the same, check the tens, and finally, the units.

Example: For 2,432 and 2,439, the thousands and hundreds digits are the same, so we look at the tens place (3 and 3). Finally, we compare
the units, where 9 is greater than 2, so 2,432 < 2,439.

Ordering Numbers from Smallest to Largest and Vice Versa

When ordering numbers, we arrange them in a sequence.
Ascending Order: Arranging numbers from smallest to largest.
Descending Order: Arranging numbers from largest to smallest.

Steps to Order Numbers:

Identify the Largest Place Value: Just as with comparisons, start with the thousands place. Identify the smallest or largest thousands digit
based on the order you’re asked to arrange them in.

Example (Ascending Order): For 3,210, 5,678, 2,345, and 4,123, the smallest thousands digits are 2, 3, 4, and 5, so order them as 2,345,
3,210, 4,123, 5,678.
Compare Remaining Digits When Thousands are the Same: If two numbers have the same thousands digit, compare the hundreds, tens, and
units places in sequence.

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Example: To order 4,132, 4,120, 4,178, and 4,101, start with the hundreds place. If the hundreds digits are all 1, move to the tens. You’d order
these as 4,101, 4,120, 4,132, 4,178 in ascending order.
Practice Both Orders.

Smallest to Largest (Ascending): Arrange starting with the lowest number.

Largest to Smallest (Descending): Start with the highest number and move to the smallest.

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social Skills, Cognitive Regulation)
Comparing numbers
Use an engaging story, like the “Hungry Alligator,” who always wants to eat the bigger number. This makes the > and < symbols more
memorable as students imagine the alligator’s mouth opening toward the larger number.

Practice with Visuals: Show pairs of numbers (e.g., 2,345 and 3,210), and ask the class which is larger. Use large arrows or the alligator visual
to emphasize the comparison. Then, place the appropriate symbol between the numbers.

Ordering Numbers
Demonstration: Write a list of random numbers on the board (e.g., 2,345, 8,210, 4,678, 1,234). Demonstrate how to order them from smallest to
largest by comparing each number’s thousands, hundreds, tens, and units place. Emphasize starting from the largest place value and working
downwards.

Ordering Example: Arrange a small group of numbers together, either by placing cards on the board or displaying them digitally. Start by
identifying the smallest number and placing it first, then the next smallest, until they’re all in order. Show the same list arranged from largest to
smallest.

4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation
Before giving the group activities for each ability group, the teacher will give all learners the Waiting Activity Sheets (WAS), which will be
accomplished by all the learners while the teacher is giving instructions and guidance for each small group. (They need not finish the WAS; this

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is given to keep the learners busy while waiting for their guided practice activities or when they have finished their tasks early.) Please be
reminded that in guided practice, teachers are expected to give guidance and feedback to the learners while they accomplish the task.
Waiting Activity Sheet 1 (MATH3_Q1_L2_GP_WAS1)
Direction: Compare the numbers using the symbol >, < or =.

Waiting Activity Sheet 2 (MATH3_Q1_L2_GP_WAS2)

Direction: Rewrite the numbers in order as indicated.

Emerging (MATH3_Q1_L2_GP_E_001)
A. Direction: Circle the bigger number in each pair.

B. Direction: Arrange each group of numbers from smallest to largest. Circle the smallest number first, then write them in order.

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Developing (MATH3_Q1_L2_GP_D_002)
A. Direction: Write the correct symbol (=, >, or <) in the blank space to show the relationship between the numbers.

B. Direction: Arrange each group of numbers from largest to smallest. Circle the largest number first, then write them in order.

Transitioning (MATH3_Q1_L2_GP_T_003)
A. Direction: Compare the numbers in each question by filling in <, >, or = in the blank.

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B. Direction: Arrange the numbers in the correct order.

At Grade Level (MATH3_Q1_L2_GP_AGL_004)

A. Direction: Write the missing number that completes the comparison.

B. Direction: Arrange the numbers in order as indicated.

After the guided practice activities, the teacher needs to facilitate a discussion or process the learning tasks so that the learners have a deeper
understanding of the task’s relevance. The teacher can also use the discussion time to gauge if she needs to provide more explanation or
activities before moving on to the Independent Practice portion of the lesson.
In the Independent Practice tasks, the learners are expected to accomplish the task with minimal guidance from the teacher. However, these
are not graded assessments, and the teacher should still be ready to provide guidance to those who may need it.

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As with the guided practice, the teacher will also give WAS to all learners, and they will accomplish these while the teacher is facilitating the IP
activities for each ability group. Once all the IP activities have been accomplished, the teacher is also expected to facilitate a discussion of the
activities done during independent practice before moving on to the next phase of the lesson.

5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Waiting Activity Sheet 1 (MATH3_Q1_L2_IP_WAS1)
Direction: Circle the bigger number.

Waiting Activity Sheet 2 (MATH3_Q1_L2_IP_WAS2)

Direction: Write the numbers from smallest to largest.

Emerging (MATH3_Q1_L2_IP_E_001)
A. Direction: Circle the bigger number in each pair.

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B. Direction: Arrange each group of numbers from smallest to largest. Circle the smallest number first, then write them in order.

Developing (MATH3_Q1_L2_IP_D_002)
A. Direction: For each pair of numbers, write the correct symbol (=, >, or <) in the blank space to show the relationship between the numbers.

B. Direction: Arrange each group of numbers from largest to smallest. Circle the largest number first, then write them in order.

Transitioning (MATH3_Q1_L2_IP_T_003)
A. Direction: Compare the numbers in each question by filling in <, >, or = in the blank.

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B. Direction: Arrange the numbers in the correct order.

At Grade Level (MATH3_Q1_L2_IP_AGL_004)

A. Direction: Write the missing number that completes the comparison.

B. Direction: Arrange the numbers in order as indicated.

Facilitate a discussion or process the answer of the students. After, let the students answer “How’s My Learning?” that can be found on their
worksheet.

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Learning Area: Science

Learning Competencies:
Describe the uses of various science equipment and materials used in simple activities, such as a ruler, hand lens, scissors, balloons, modeling
clay, and cardboard;

Integrated Learning Area/s: GMRC

Learning Competencies:
Naipakikita ang pagiging responsable sa pamamagitan ng wastong pagtupad sa kaniyang mga gampanin batay sa mga tagubilin ng magulang
at nakatatanda
a. Natutukoy ang mga gawain ng isang bata sa tahanan at paaralan
b. Napatutunayan na ang mga sariling gampanin ng bata sa tahanan at paaralan ay nakatutulong upang mahubog ang pagiging responsable
sa kanilang gawain at kilos
c. Nakapagbabahagi ng mga karanasan sa pagtugon sa mga gampanin ng isang bata sa tahanan at paaralan

Before doing the motivation activity for the next lesson, assess the learner’s prior knowledge by giving the diagnostic test (This is What I Know!)
which is found in the worksheet file.

I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)

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In the story “Lara, the Yellow Ladybird”, how did mother cheer her up?
Group the pupils into three. Give them a cardboard and a pattern of ladybug’s wings.
Let’s make a lady bug’s wings using a cardboard. Color the wings.
After the activity, let the leaders present their output by telling the materials they used in making the wings.
In order to perform activities, we need materials and equipment. In your activity, what are the materials that you used?

II. Procedures:
1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
Show a “Mystery Box.” Let the learners pick a real object or picture inside the box, and based on their understanding, have them explain the
use of the object they selected.
Example of pictures inside the box.

www.canva.com
Review the learners' answers before continuing with the explanation and elaboration.

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
Let's look at some simple science equipment and materials that you might use in science activities. Each of these items helps us observe,
measure, or build things while we learn about the world around us.
1. Ruler: We use a ruler to measure how long or tall something is. Rulers help us measure things in centimeters or inches, which is helpful
when we want to know exact sizes. For example, if you're measuring how tall a plant grows each week, a ruler can show you how much it
changes over time.
2. Hand Lens (Magnifying Glass): A hand lens makes small things look bigger, so we can see details we might miss otherwise. If you’re
observing tiny parts of a leaf or examining an insect, a hand lens can help you see details like textures, colors, or shapes.
3. Scissors: Scissors are used to cut paper, cardboard, or other materials when we need specific shapes for a project. In science activities, we
often cut out pieces to make models, such as shapes for a solar system or parts of an animal's habitat.
4. Balloons: Balloons can be filled with air and used for experiments that show how air takes up space. You can also use them to learn about
static electricity or to create models. For example, you could use balloons to model how lungs expand and shrink as we breathe.

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5. Modeling Clay: Modeling clay is soft and can be shaped into any form. We use it to make models of things we’re learning about, like animals,
planets, or even mountains. It helps us see and feel how things look and make them in 3D.
6. Cardboard: Cardboard is sturdy, and we can cut and glue it to build structures. In science projects, cardboard is useful for creating bases,
making backgrounds, or building small models. For example, you could use cardboard to make a model of a volcano or a habitat for animals.

These tools and materials help make science fun and hands-on by letting us see, touch, and create things we’re studying.

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social Skills, Cognitive Regulation)
The teacher will model how to do this activity and encourage students to observe the importance of each material needed for its success.
Activity: Create a Balloon-Powered Mini Vehicle
Materials Needed:
Ruler
Hand lens
Scissors
Balloons
Modeling clay
Cardboard
Instructions:
1. Design the Vehicle Frame:
Cut a rectangular base out of cardboard, around 10-15 cm in length. This will be the main body of their vehicle.
2. Create Wheels and Axles:
Using cardboard circles (cut with scissors) as wheels, attach these to their cardboard base.
To secure the wheels, use a barbecue stick for axles use a clay so that it will not detach to the wheel and it allows the wheels to rotate.
3. Balloon Power:
Inflate a balloon and attach it to the back of the vehicle as the propulsion system. Secure it with modeling clay so it stays in place.
Explain that when they release the balloon, the air escaping will propel the vehicle forward.
4. Measuring Distance:
Using the ruler, measure how far their vehicle travels. Use the ruler to make adjustments to the vehicle's size or shape if needed.
5. Observation and Analysis:

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After each test, use the hand lens to closely observe parts of their vehicle, noting any areas that may need reinforcement or changes for
smoother movement.

Each material contributes to building, testing, and adjusting the vehicle so that learners can explore the principles of force, motion, and
engineering design in a hands-on way.

Here's a description of how each material is used in the balloon-powered vehicle activity:
Ruler it is used to measure the distance the vehicle travels after each test. It also helps us to make precise measurements when cutting the
cardboard base or adjusting the size of parts for better balance and stability.
Hand Lens it allows us to closely examine the details of their vehicle, such as the fit of the wheels and axles or any potential weak points in the
structure. Observing these details helps us identify where adjustments might be needed for smoother movement.
Scissors it is essential for cutting out the vehicle's base from the cardboard and for shaping the wheels. We need scissors to create the parts of
the vehicle with clean edges and appropriate shapes.
Balloons it serves as the propulsion system for the vehicle. When inflated and then released, the air escaping from the balloon creates a push
that propels the vehicle forward.
Modeling Clay is used to secure the wheels to the axles and to hold the balloon in place on the vehicle's base. It allows for easy adjustments
while keeping the components stable, helping us to fine-tune the vehicle’s design.
Cardboard is the main material for constructing the body of the vehicle and its wheels. It is sturdy yet lightweight, making it ideal for building a
vehicle that can be propelled by the balloon's air.

4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Group Activity
It is now time for the learners to do the activity: Create a Balloon-Powered Mini Vehicle. The teacher will set class norms for safety during the
activity, especially since there are sharp materials involved. Learners should follow the steps provided.
When presenting their work, have them describe the uses of the materials; ruler, hand lens, scissors, balloons, modeling clay and cardboard and
how each contributed to the success of their activity.
Balloon-Powered Mini Vehicle Rubric
Criteria Excellent (4 pts) Good (3 pts) Fair (2 pts) Needs Improvement (1 pt)

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Unique and innovative

Creativity and Design is creative with Basic design with limited
design; well thought out Little effort shown in design
Design some original features creativity
and attractive
All materials used Most materials used Some materials used
Materials not used
Use of Materials effectively and safely; each appropriately; minor issues effectively; some parts lack
appropriately or safely
part contributes to function with function clear function
Vehicle operates smoothly, Vehicle functions well but Vehicle functions partially
Vehicle does not function
Functionality moves consistently, and may have minor issues in but struggles with
as intended
meets project goals movement movement or stability
Following All steps were followed Most steps were followed Some steps were skipped Instructions were not
Instructions accurately and in sequence with minor omissions or completed incorrectly followed
Clearly explains each
Presentation and Explains most materials' Basic explanation with Limited or unclear
material’s purpose and how
Explanation purposes accurately limited detail explanation
it contributed to success

Scoring Guide
18-20 points: Outstanding work; exceeds expectations.
13-17 points: Good work; meets most expectations.
8-12 points: Fair; meets some expectations but needs improvement.
Below 8 points: Needs significant improvement.

GMRC INTEGRATION
As a child or pupil, we must listen to what our parents and teachers are saying. Follow rules and regulations and do your best to abide by it.
Obey safety measures in handling materials in school and at home. This will keep you safe from harm or accident. Extra care should be
observed when using laboratory tools and materials. They should be cleaned and kept properly after use.

After the guided practice activities, the teacher needs to facilitate a discussion or process the learning tasks so that the learners have a deeper
understanding of the task’s relevance. The teacher can also use the discussion time to gauge if she needs to provide more explanation or
activities before moving on to the Independent Practice portion of the lesson.
In the Independent Practice tasks, the learners are expected to accomplish the task with minimal guidance from the teacher. However, these
are not graded assessments, and the teacher should still be ready to provide guidance to those who may need it.
As with the guided practice, the teacher will also give WAS to all learners, and they will accomplish these while the teacher is facilitating the IP
activities for each ability group. Once all the IP activities have been accomplished, the teacher is also expected to facilitate a discussion of the
activities done during independent practice before moving on to the next phase of the lesson.

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5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Waiting Activity Sheet 1 (SCI3_Q1_L2_IP_WAS1)
Direction: Look for Science equipment or material from the word search below. Encircle the words.

Waiting Activity Sheet 2 (SCI3_Q1_L2_IP_WAS2)

Direction: Cut the pictures and sort the objects into hard and soft materials.

Emerging (SCI3_Q1_L2_IP_E_001)
Direction: Trace the picture described in each sentence.

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Developing (SCI3_Q1_L2_IP_D_002)
Direction: Draw the object being described in each sentence.

Transforming (SCI3_Q1_L2_IP_T_003)
Direction: Trace the materials and draw a line to connect it to its uses.

At Grade Level (SCI3_Q1_L2_IP_AGL_004)

Direction: Trace the materials and write their uses on the space provided.

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Facilitate a discussion or process the answer of the students. After, let the students answer “How’s My Learning?” that can be found on their
worksheet.

Learning Area: GMRC

Learning Competencies:
Naipakikita ang tiwala sa sarili sa pamamagitan ng kawilihan na paunlarin ang kaniyang hilig at kakayahan
a. Naiisa-isa ang sariling hilig at kakayahan
b. Napatutunayan na ang sariling hilig at kakayahan ay mahalaga upang makilala ang sarili bilang bata
c. Nailalapat ang sariling hilig at kakayahan tungo sa kakayahan sa pagpapatibay ng tiwala sa sarili

Bago simulan ang “motivation activity” para sa susunod na aralin ay sukatin ang kaalaman ng bata sa pamamagitan ng pagbibigay ng
diagnostic test na “Ito Ang Alam Ko!” na matatagpuan sa “worksheet” ng mga bata.

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I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)
Ipapanood sa mga bata ang video. Hayaang ipagaya ito sa mga bata.
Sitsiritsit Alibangbang with action. Filipino Folk Song - YouTube

Anong kakayahan ang ipinakita ninyo?

Masaya ba kayo sa ipinakita ninyong kakayahan? Bakit?

II. Procedures:
1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
Ipakita ang mga larawan mula sa kuwentong “Lara, the Yellow Ladybird”.
▪ Sino-sino ang nasa larawan?
▪ Bakit umiiyak si Lara?
▪ Ano ang nararamdan ni Lara sa bahagi ng kuwentong iyan?
▪ Ano naman ang naramdaman ng kaniyang Nanay?
▪ Ano ang ipinakikita sa larawang ito?
▪ Paano ba ipinakita ng Nanay ni Lara ang kaniyang pagmamahal kay Lara?
▪ Ang pagpipinta ba ay isa ring kakayahan o talento?
▪ Kung kayo ay may talento o mga hilig gawin, ano ang dapat ninyong gawin dito?

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
Ang kakayahan o talento (ability o talent sa Ingles) ay espesyal na katangian. Ito ay natatanging husay o galing ng isang batang katulad mo. Ito
ang dahilan kung bakit naisasagawa o naisasakilos mo ang iba’t ibang gawain.
Ano-ano ang iba’t ibang klase ng kakayahan o talento na meron kayo?
Ano naman ang mga nakita ninyong kakayahan o talento ng ibang mga bata o ibang mga nakatatanda?

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Maliban sa pagkakaroon ng espesyal na talento, may mga hilig din kayong gawin. Ito ay ang mga simpleng gawaing bahay na maaari kang
makatulong sa iba. Nagmumula ang lahat ng ating mga kakayahan mula sa Diyos. Ito ay regalong handog Niya sa iyo at sa lahat. Dahil dito,
kailangan mong gamitin, ipakita at linangin ang mga ito.
Paano kaya natin malilinang ang ating mga talento?
Magiging mas magaling ba tayo sa isang bagay kapag hindi natin ito ginagawa o sinasanay?

Ilan sa mga paraan upang malinang ang taglay mong mga kakayahan ay ang patuloy na pag-eensayo at pagsasakilos ng mga ito. Dapat ka
ring maging masaya habang ginagawa ang mga ito.
Maaari ring matutuhan mo pa ang ibang kakayahan o talentong hindi mo pa taglay sa ngayon.
Hindi ka dapat nahihiya o natatakot sa pagpapamalas ng iyong mga kakayahan. Mahalagang magtiwala ka sa iyong sarili.

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social Skills, Cognitive Regulation)
Ipapanood sa mga bata ang video na may pamagat na “Si Ento, Ang Batang Maraming Talento”. Kuwento ni J. Lopo
https://www.youtube.com/watch?v=CbpkJQQ5hjo

Sino-sino ang mga tauhan sa kuwento?

Ano-ano ang mga kakayahan ni Ento?
Anong nangyari isang araw?
Magaling bang kumanta si Ento? Paano mo ito nasabi?
Paano niya tinanggap ang kaniyang kahinaan sa pagkanta?
Ano ang payo sa kaniya ng kaniyang Nanay?
Ano na kaya ang gagawin ni Ento sa sunod?
Ano ang natutunan ninyo sa kuwento?

4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation
Panuto: Piliin ang iyong pinakanatatanging kakayahan. Mag-ensayong mabuti at ipakita ito sa mga mga kaklase. Umpisahan ang palabas sa
pagpapakilala tulad ng nasa ibaba.

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Ako po si _______________________, ______ taong gulang. Akin pong ipakikita sa inyo ang natatangi kong kakayahan sa ______________.
Napili ko po ito dahil ____________________________________________________________________. Sana po ay inyong magustuhan.
Maraming salamat po!

Tingnan kung nagawa ang sumusunod. Lagyan ng masayang mukha ang kolum ng Oo kung naisagawa ang mga kasanayan at malungkot na
mukha naman kung Hindi.
Ang nagtanghal ay Opo Hindi po
1 Naipakita ang taglay na kakayahan at hilig.
2 Mahusay na naisagawa ang kakayahan at hilig.
3 May tiwala sa sarili habang nagtatanghal. Hindi nahihiya at kinakabahan.
4 Nagpakita ng kasiyahan habang nagtatanghal.

Bilangin ang mga reaksiyong nakuha mula sa mga nanood.

Pagkatapos ng gawain sa guided practice ay kailangang magkaroon ng discussion o pagpapalalim sa bawat gawain upang mas maging
makabuluhan ang mga ito sa mga mag- aaral. Pagkatapos ay sunod na gagawin ang independent practice. Dito, ang gawain ay mag- isang
gagawin ng bata ng walang gabay ng kanyang guro ngunit kung ang mga bata ay nahihirapang maisagawa ang gawain, ang guro ay hindi
nililimitahang tulungan at ipaunawa sa mga mag- aaral ang gawain. Kagaya nang sa guided practice, mayroon din ibibigay na waiting activity
sheet (WAS) para sa lahat ng bata habang hinihintay ang kanilang independent practice na gawain. At gaya ng sa guided practice ay
magkakaroon din ng discussion o pagpapalalim sa bawat gawain ng independent practice.

5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Waiting Activity Sheet 1 (GMRC3_Q1_L2_IP_WAS1)
Panuto: Iguhit sa loob ng puso ang iyong natatanging kakayahan. Sagutin ang mga tanong sa ibaba.

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Waiting Activity Sheet 2 (GMRC3_Q1_L2_IP_WAS2)

A. Panuto: Isulat ang mga bagay na kaya mong gawin nang mabuti.

B. Panuto: Isulat ang mga bagay na hilig mong gawin o mga bagay na nagbibigay sa'yo ng kasiyahan.

Emerging (GMRC3_Q1_L2_IP_E_001)
Panuto: Gupitin at idikit sa loob ng bulaklak ang mga kakayahan at hilig mong gawin.

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Developing (GMRC3_Q1_L2_IP_D_002)
Panuto: Isulat sa loob ng bulaklak ang mga kakayahan at hilig mong gawin.

Transitioning (GMRC3_Q1_L2_IP_T_003)
Panuto: Isulat sa loob ng bulaklak ang mga kakayahan at hilig mong gawin.

At Grade Level (GMRC3_Q1_L2_IP_AGL_004)

Panuto: Isulat sa loob ng bulaklak ang mga kakayahan at hilig mong gawin.

Iproseso ang sagot ng mga bata at pagkatapos ay pasagutan ang “Nakuha Ko Na Ba?” na makikita sa kanilang worksheet.

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Learning Area: Makabansa

Learning Competencies:
Natatalakay ang mahahalagang tao, lugar, at pangyayari na bahagi ng kasaysayan ng pook (hal.barangay, bayan, lungsod, lalawigan, rehiyon)
na kinabibilangan.

Bago simulan ang “motivation activity” para sa susunod na aralin ay sukatin ang kaalaman ng bata sa pamamagitan ng pagbibigay ng
diagnostic test na “Ito Ang Alam Ko!” na matatagpuan sa “worksheet” ng mga bata.

I. Motivation Activity (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical thinking, Communication, Cooperation, and
Identity and Agency, Cognitive Regulation)
Hatiin ang klase sa tatlong grupo. Ipabuo ang puzzle.

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Ano ang nabuo ninyong imahe?

Kilala ba ninyo ang mga iyan?
Iyan ang ilang sa mga bahagi ng ating kasaysayan na dapat alam ninyo dahil may kaugnayan sila sa pamumuhay natin ngayon.

II. Procedures:
1. Presentation (Constructivist, Reflective, Appropriate, Relevant, and Integrative, Critical Thinking, Communication, Cooperation, and Identity
and Agency, Social Skills, Cognitive Regulation)
Anong rehiyon ba tayo kabilang?
Alam ba ninyo na ang Region 5 ay mayroon ding mga kilala at makasaysayang tao, lugar at mga pangyayari na dapat ninyong malaman at
makilala dahil sila ay napakaimportanteng bahgi ng ating pamumuhay sa ngayon.
Gusto ba ninyo silang makilala?
Ang mga mahahalagang tao, lugar at pangyayari na bahagi ng makasaysayang pook sa rehiyon ang nagpapaalala ng mga pangyayari noong
unang panahon.
Ano-ano ang mga mahahalagang lugar at pangyayari sa Region V ang alam ninyo?

2. Explanation and Elaboration (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-solving, and Identity
and Agency, Public Spirit, Social Skills, Cognitive Regulation)
Ipakita ang ang larawan ni Nora Aunor.

Kilala ba ninyo ang nasa larawan?

1. Nora Aunor
Si Nora Aunor, kilala bilang "Superstar" ng Philippine Cinema, ay isang multi-awarded na aktres, mang-aawit, at producer sa Pilipinas. Ang
tunay niyang pangalan ay Nora Cabaltera Villamayor, at siya ay ipinanganak noong Mayo 21, 1953, sa Iriga, Camarines Sur. Nagsimula siya
bilang isang simpleng batang nagbebenta ng tubig sa tren, ngunit sa kabila ng kahirapan ay nakamit niya ang tagumpay sa mundo ng showbiz.
Nakilala si Nora Aunor matapos siyang manalo sa Tawag ng Tanghalan, isang popular na amateur singing contest noong 1967. Mula roon,
naging matagumpay ang kanyang karera sa pag-awit at pag-arte. Dahil sa kanyang natatanging galing napanalunan niya ang respeto at
paghanga ng publiko, at kinilala siya bilang isa sa pinakamahusay na aktres ng Pilipinas.

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Music Integration
Panoorin at pag-aralan natin ang isa sa mga kantang inawit ni Nora Aunor. Ito ay ang “Sarong Banggi”
SARUNG BANGGI - Nora Aunor (Lyric Video) - YouTube
Ang awit na "Sarung Banggi", isang klasikong Bikolano na kundiman, ay may ritmo at tempo na nagbibigay-buhay sa kanyang mapanlikhang
damdamin at tema.

Ano ang ritmo at tempo?

Ang ritmo ng "Sarung Banggi" ay banayad at may regular na pulso.
Karaniwan itong nasa ¾ time signature (waltz-like), na nagdadagdag ng lambing sa pag-awit.
Ang ritmo ay tumutugma sa maselan at mapanlikhang damdamin ng awit, na nagbibigay-diin sa melodikong pagdaloy ng kanta.

Ang tempo ng kanta ay karaniwang andante (moderately slow) o adagio (slow and expressive).
Nasa pagitan ito ng 66-76 BPM depende sa bersyon, upang bigyang-pansin ang emosyonal na lalim ng kanta.
Ang kumbinasyon ng banayad na ritmo at mabagal na tempo ay nagpaparamdam ng lambing at pagmamahal, na angkop sa tema ng awit
tungkol sa kagandahan at pag-ibig.
Ipakanta sa mga bata ang Sarong Banggi kasabay sa video.

Ipakita ang larawan ng monumento ni Simeon Ola.

Ano ang nakikita ninyo sa larawan?

Narating na ba ninyo ang lugar na ito?
2. Monumento ni Simeon Ola
Ito ang Monumento ni Simeon Ola. Ang Monumento ni Simeon Ola ay itinatag bilang parangal kay Heneral Simeon Ola, ang kilalang bayani at
rebolusyonaryong lider mula sa Albay na nakipaglaban sa mga Amerikano sa panahon ng Digmaang Pilipino-Amerikano. Ang monumento ay
matatagpuan sa bayan ng Guinobatan, Albay, kung saan siya ipinanganak at nagtapos ng buhay bilang lokal na pinuno at bayani ng mga
Bicolano. Ito ay naging mahalagang simbolo para sa mga taga-Albay at buong rehiyon ng Bicol. Isa itong alaala ng sariling lokal na bayani, na

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nagpapaalala sa mga Bicolano ng mayamang kasaysayan at ng mga Pilipinong lumaban para sa kalayaan ng bansa. Sa pamamagitan ng
monumento, patuloy na napapanatili ang alaala ni Heneral Simeon Ola at ang diwa ng nasyonalismo at katatagan para sa mga susunod na
henerasyon.

Health Integration
Kung sakaling kayo ay namasyal sa lugar na ito, ano dapat ang ninyong gawin sa mga balot ng pinagkainan ninyo?
Mahalaga bang panatilihin ang kalinisan at kaayusan sa mga makasaysayang pook? Bakit?
Makikita ang ating kasaysayan sa mga lugar o pook sa ating rehiyon. Makikita din sa mga gusali ang mga pagbabagong nagaganap dito. Ang
mga lugar na ito ay maituturing na saksi sa mga naganap sa ating lalawigan at rehiyon. Ang mga lugar na ito ang nagsisilbing tanda ng mga
mahahalagang pangyayari na nagaganap sa isang takdang panahon na nakapagbabago ng pamumuhay sa lalawigan.

3. Jose Maria Panganiban

Si Jose Maria Panganiban ay isang kilalang makabayan, manunulat, at makata na naging mahalagang bahagi ng Kilusang Propaganda noong
panahon ng kolonyalismong Espanyol. Siya ay nagmula sa Bicol Region at tanyag sa alyas na "Jomapa" na ginamit niya sa kanyang mga
sulatin. Siya ay ipinanganak noong Pebrero 1, 1863, sa Mambulao (ngayon ay Jose Panganiban), Camarines Norte.
Ang kaniyang mga magulang ay sina Si Vicente Panganiban at Juana Enverga. Ipinakita niya ang pambihirang talino sa murang edad, kaya’t
nagtapos siya ng elementarya bilang valedictorian. Lumipat siya sa Maynila upang mag-aral sa Colegio de San Juan de Letran at Ateneo
Municipal de Manila. Isa siya sa mga nanguna sa pagsusulong ng kalayaan ng Pilipinas sa pamamagitan ng panulat. Ang kanyang mga
artikulo ay nailathala sa La Solidaridad, ang pahayagan ng Kilusang Propaganda, kung saan inilantad niya ang mga katiwalian at pang-aabuso
ng pamahalaang Espanyol sa Pilipinas. Ginamit niya ang kanyang talino sa agham at medisina upang magbigay ng opinyon sa mga suliraning
panlipunan at kalusugan.

3. Modeling (Constructivist and Integrative, Critical Thinking, Communication, Cooperation, Problem-Solving, and Identity and Agency, Public
Spirit, Social SkiNakita na ba ninyolls, Cognitive Regulation)

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Magkaroon ng isang gallery walk sa loob ng silid-aralan. Ipaskil ang mga larawan ng mga kilalang tao, lugar at mga pangyayari sa inyong
barangay,bayan, lungsod, lalawigan at rehiyon. Ipapakilala ng guro ang mga ito. Ipalista sa mga bata ang mga pangalan ng tao, lugar at
pangyayari at ang naging kontribusyon nito sa lugar.

P.E. Integration
Anong kilos ang ginawa ninyo sa ating gawain?
Ang mga kilos na paglakad, pagtakbo ay mga halimbawa ng kilos lokomotor.
Ang kilos lokomotor ay tumutukoy sa mga galaw o kilos na lumilipat ang tao mula sa isang lugar patungo sa iba, tulad ng paglakad, pagtakbo,
pagtalon, at iba pa.
Magbigay pa ng mga kilos lokomotor.

4. Guided Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical Thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation
Hatiin sa apat na grupo ang klase. Gumawa ng clothesline timeline ng mga pangyayari ng mga makasaysayang tao, lugar at pangyayari sa
lugar na napag-aralan.

Bigyan ang bawat grupo ng mga kagamitan katulad ng colored paper, gunting, lubid at pasta.
Emerging Group: Ilagay sa bawat damit ang mga pangngalan ng makasaysayang tao na napag-aralan.
Developing Group: Ilagay sa bawat damit ang mga pangngalan ng makasaysayang tao na napag-aralan at isang katangian nila.
Transitioning Group: Ilagay sa bawat damit ang mga pangngalan ng makasaysayang tao na napag-aralan at isang naging katungkulan nila.
At Grade Level Group: Ilagay sa bawat damit ang mga pangngalan ng makasaysayang tao na napag-aralan at isang kontribusyon nila sa ating
rehiyon.
Ang guro ay magsisilbing gabay at magbibigay ng mga simpleng tanong upang matulungan ang mga bata sa kanilang pag-aaral.

Pagkatapos ng gawain sa guided practice ay kailangang magkaroon ng discussion o pagpapalalim sa bawat gawain upang mas maging
makabuluhan ang mga ito sa mga mag- aaral. Pagkatapos ay sunod na gagawin ang independent practice. Dito, ang gawain ay mag- isang
gagawin ng bata ng walang gabay ng kanyang guro ngunit kung ang mga bata ay nahihirapang maisagawa ang gawain, ang guro ay hindi

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nililimitahang tulungan at ipaunawa sa mga mag- aaral ang gawain. Kagaya nang sa guided practice, mayroon din ibibigay na waiting activity
sheet (WAS) para sa lahat ng bata habang hinihintay ang kanilang independent practice na gawain. At gaya ng sa guided practice ay
magkakaroon din ng discussion o pagpapalalim sa bawat gawain ng independent practice.

5. Independent Practice (Collaborative, Differentiated, Appropriate, Relevant, and Integrative, Critical thinking, Creativity, Communication,
Cooperation, Problem-solving, and Identity and Agency, Public Spirit, Social Skills, Emotional Regulation, Cognitive Regulation)
Waiting Activity Sheet 1 (MAK3_Q1_L2_IP_WAS1)
Panuto: Gumawa ng poster tungkol sa makasaysayang pook o pangyayari sa iyong barangay.

Waiting Activity Sheet 2 (MAK3_Q1_L2_IP_WAS2)

Panuto: Gumawa ng poster tungkol sa makasaysayang pook o pangyayari sa iyong bayan o lungsod.

Pakinggan ang babasahing talambuhay ng isang sikat na tao mula sa rehiyong Bikol. (Bigyan ang mga bata ng kopya ng talambuhay.)

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
56
 INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

Si Jesse Manalastas Robredo ay ipinanganak sa syudad ng Naga noong Mayo 27, 1958. Pangatlo siyang anak nina Jose Chan-Robredo at
Marcelina Manalastas Robredo.

Naging mayor siya sa edad na 29 sa Naga City noong 1988. Sa loob ng 19 taon nagsilbi siyang mayor. Pinaunlad niya ang Naga City kaya
kinilala ito na isa sa pinakamaunlad na syudad sa buong Asya. Siya ay simpleng tao na madaling hingian ng tulong ng mga taong
nangangailangan.

Maganda ang kaniyang pamamalakad at walang bahid ng korapsyon kaya’y umunlad ang syudad. Siya rin ay napiling presidente ng mga Liga
ng Mayor sa buong Pilipinas.

Siya rin ay napiling ni Presidente Benigno Aquino Jr. III na maging Kalihim ng Department of Interior and Local Government (DILG) noong
2010. Sa kaniyang pamamahala ay natigil ang mga ipinagbabawal na sugal sa ating bansa.
Nooing Agosto 18, 2012 siya ay namatay sa isang aksidente sa eroplano.

Emerging (MAK3_Q1_L2_IP_E_001)
Panuto: Pakinggan ang kuwento tungkol kay Jesse Robredo. Ilarawan siya sa pamamagitan ng kaniyang mga katangian.

Developing (MAK3_Q1_L2_IP_D_002)
Panuto: Pakinggan ang kuwento tungkol sa buhay ni Jesse Robredo. Kopyahin sa kahon ang mga pangyayari sa buhay niya ayon sa taon.

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
57
 INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

Transitioning (MAK3_Q1_L2_IP_T_003)
Panuto: Pakinggan ang kuwento tungkol kay Jesse Robredo. Ilagay ang detalye ng buhay niya.

At Grade Level (MAK3_Q1_L2_IP_AGL_004)

Panuto: Gumawa ng sulat para kay Jesse Robredo bilang pasasalamat sa mga kabutihang dinala niya sa ating rehiyon.

Iproseso ang sagot ng mga bata at pagkatapos ay pasagutan ang “Nakuha Ko Na Ba?” na makikita sa kanilang worksheet.

6. Evaluation:
English (ENG3_Q1_L2_EVAL)
Direction: Read the story below. Fill out the story map by giving the details from the story.

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
58
 INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

Filipino (FIL3_Q1_L2_EVAL)
A. Panuto: Isulat ang tamang pang-angkop (na, -ng, o -g) upang mabuo ang makabuluhang pangungusap.

B. Panuto: Isulat ang tamang pangatnig (o, ngunit, kaya, upang, kung, dahil) upang mabuo ang makabuluhang pangungusap.

Mathematics (MATH3_Q1_L2_EVAL)
A. Direction: For each pair of numbers, write the correct symbol (=, >, or <) in the blank space to show the relationship between the numbers.

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
59
 INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

B. Direction: Arrange the numbers in order as indicated.

Science (SCI3_Q1_L2_EVAL)
Direction: Draw a line to connect the Science equipment and materials and their uses.

GMRC (GMRC3_Q1_L2_EVAL)
A. Panuto: Unawain ang bawat sitwasyon. Lagyan ng tsek (✓) kung ito ay nagpapakita ng pagtitiwala na paunlarin ang hilig at kakayahan.
Lagyan naman ng ekis (✗) kung hindi.

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
60
 INTEGRATED LEARNING EXPERIENCES (ILE) FOR EARLY GRADE LEARNERS IN REGION V

B. Panuto: Isulat sa patlang ang salitang Tama kung naayon ito sa iyong natutuhan at Mali naman kung hindi.

Makabansa (MAK3_Q1_L2_EVAL)
Panuto: Pillin ang tamang sagot sa loob ng kahon ayon sa paglalarawan sa tao, lugar, at pangyayari na bahagi ng kasaysayan ng pook.

This program was developed with technical assistance from

Recovering for Academic Achievement by Improving instruction through Sustainable Evidence-based learning programs
61