USB IV PArt 2

MERRY CHRISTMAS
MONDAY, DECEMBER 3, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
SUBJECT MATTER: 1st Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 OBJECTIVE:
I.
English
Grade IV 3
I.
Use the dictionary to select the appropriate meaning of a word from several meanings given Subject Matter A. Topic: Using the Dictionary to Select the Appropriate Meaning given Multiple Meaning B. References:PELC III 2.2 Our World of Reading Workbook 4, p.8 by Our World of Reading Workbook 3, p.29 http://www.elementary.ph/using-dictionary-select-appropriate-meaningseveral-meanings Material: dictionary
Value Focus: Proper Care of Book/Dictionary
II.
Procedure A. Pronunciation Drill: Tongue Twister B. Review 1. Verbs C. Motivation Show a dictionary to the class What do you want to know about the dictionary? Write their answer in the KWL Chart (I Know, Want to Know, What I Learned Chart). 1
KNOW Expected Answers: (It is a book. It contains many words. The words are arranged alphabetically. It is used in looking for the meaning of a word. D. Presentation
WANT Expected Answers: I want to know how it is used. I want to know what is written on it.
LEARN Expected Answers: A dictionary gives a word many meaning. We can use the dictionary to select the appropriate meaning from several meanings.
Activity 1 Show the class a dictionary entry with a list of several meanings and parts of speech of a word. round (round) adj. 1. shaped like a ball; 2. Shaped like a circle; 3. having a curved surface n. 1. one part of a game or sport; 2. a series of events; 3. a short song in which two or more voices enter at different times vt. 1. make a thing curved; 2. to go around Analysis and Discussion 1. Ask: a. How many meanings are given for round? (eight) b. What parts of speech are listed? (adjective, noun, verb) c. What does the word round mean in the following sentences? 2. Read the sentences: a. The Barangay Tanod makes a round in the barangay to catch the robber. (to go around) b. Manny Pacquiao won the game after only five rounds. (one part of a game) c. Row, Row Your Boat is an example of a round song. (a song sang by parts)
Value Integration In your group activity, how did you use the dictionary in looking for the meaning of words? (We handled the dictionary with care. We turned the pages gently to avoid tearing the pages.) a. Her face is round. (shaped like a circle)
Activity 2 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.) 1. feel: (a) touch; (b) have a feeling _____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot _____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place. 3. sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4. look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny.
_____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys.
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Activity 3 Choose the meaning of the first word as used in the given sentence. Write the letter on the blank. (Please use dictionary entry.)
1. feel: (a) touch; (b) have a feeling ____ Michael could feel his vocal cords move when he talks. _____ Gina and Michael would sometimes feel ashamed. 2. place: (a) location of something; (b) to put in a spot _____ Deaf children learn to place their fingers on a speakers throat. _____ Michaels family had moved to a new place. 3.sound: (a) something that can be heard; (b) healthy or free from problems; (c) a channel of water _____ Michaels parent had never heard a sound. _____ The new house Michael moved into was sound. _____ That summer Michaels family went to swim in the sound. 4.look: (a) try to see; (b) expression on a face. _____ Michael was afraid his parents might look funny. _____ People used to look at them when they signed. _____ Michael gave a stern look at the mean boys.
E. Generalization What did you learn about the dictionary? It gives different meanings of words. When do we use the dictionary? We use the dictionary to select the appropriate meaning from several meanings given. What meaning should we select from these several meanings? We select the appropriate meaning of the word depending on how it is used in the sentence.
F. Application 1. Divide the class into four groups. 2. Distribute a dictionary for each group. 3. Assign each group a word. 4. Tell them to look for the meanings of that word. Activity 2 1. Divide the class into four groups. 2. Give them a word with multiple meanings used in a sentence. 3. Let them choose the meaning of the assigned word that fits each sentence. rare ____ 1. _____ 2. _____ 3. not thoroughly cooked I want my steak to be served rare. The monkey-eating eagle is a rare species. That piece of jewelry is rare thats why its very expensive. not common uncommon
hito strike or knock with force _____ 1. _____ 2. _____ 3. capital
popular
a very successful play, book, songs, etc.
The play Peter Pan was a hit for the children. The naughty boy hit his playmate with a book The batter hit the ball so hard that it went over the fence capital city or town of a province b. big 3
a letter different from the lower case or small letter.
_____ 1. _____ 2.
The capital of Batanes is Basco A capital letter is used as the initial letter in a persons name
_____ 3. plane b.
The capital of Ilocos Norte is Laoag City a kind of tool to smoothen wood a kind of air transportation made of air transport
_____ 1. _____ 2. _____ 3. IV. Evaluation
Tourists go to Batanes by plane A carpenter uses a plane This is my first plane ride.
Use the part of the dictionary in a box to get the meaning of the word sight a. The range of vision b. view Tall trees along the street make a beautiful sight. Green mountains and hills are a rare sight these days. The boy lost his sight when he was a baby. a. a walking stick
_____ 1. _____ 2. _____ 3. cane
b. The stem of the plant where sugar come from _____ 4. We can make juice out of sugar cane. _____ 5. b. V. The old man walks with a cane. the stem of bamboo-like grasses or plants
Assignment Use the dictionary to get the correct meaning of the underlined words. Look for several meanings of the word listed below in your dictionary at home. Use each word in a sentence.
1. show They show their project to the public. 2. fit The children fit their P.E. uniform. face You have to face your problem.
P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the ways/methods of heat transfer
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II.
SUBJECT MATTER: Heat Transfer BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use pp 146-148 flashcards, pictures, chart
III.
PROCEDURES; B. Science Updates C. Review: friction D. Unlocking of Difficulties: energy, heat, radiation, conduction, convection E. Motivation: Look at this picture.and descrive each
F. Presentation: Activity I Read the sentencves below and identify the methods of hest transfer. 1. Hot coffee is stirred with a spoon, the spoon gets hot due to _______________. 2. A chair is placed several feet from a fire in a fireplace. The fireplace has a glass screen. The side of the chair facing the fireplace gets warm because of_______________. 3. A certain type of decorative lamp contains colored liquids. These liquids form globs that break off and rise to the top of the liquid. The globs rise due to _______________. 4. Near the ceiling of a room the air is warmer. The warm air rises because of _______________. 5. A college student holds the back of his hand near an iron to see if it is hot. Heat is transferred to his hand by _______________. 6. A heater is placed under one corner of a water bed mattress. Warm water moves throughout the mattress because of _______________. 7. A certain type of stainless steel cookware has a layer of copper applied to the bottom to help it heat evenly. The copper transfers heat to the pan by _______________. 8. In a swimming pool, the water near the surface is slightly warmer. The warm water rises because of _______________. 9. One end of a copper rod is placed in a flame of a Bunsen burner. Small pieces of wax placed along the rod melt at progressively larger distance from the flame. Heat is transferred through
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the rod by _______________. 10. A house burns down. On the house across the street, all of the vinyl siding is twisted and warped by the heat. The heat was transferred across the street by _______________. Activity 2 Identify the method of heat transfer being shown in the picture
Activity 3 Identify the methods of heat transfer being described below. 1. Conduction; Heat is being transferred between two solids. 2. Convection; Heat is being carried through a gas in currents around the room . 3. Conduction; Heat is being transmitted betweenthe solid burner and the bottom of the pan. 4. Radiation; Energy is being transferred through space. 5. Radiation; Energy from the Sun is being transferred through space toward Earth. 6. Conduction; Heat is being transferred between two solids. 7. Convection; Heat is moving in currents through the _uid. 8. Radiation; Heat is being transferred by waves through space. Activity 2 Do the following task written on the strip of paper.And let your classmate identify the kind of enegy presented. 1. Sit on a chair 4. Move the desk 2. Roll the ball 5. Lie on the floor 3. Stand at the door step G. Generalization: The difference between potential and kinetic energy lies in the capacity of an object to do work. An object with potential energy has a stored energy. It is the energy at rest. A moving energy possesses kinetic energy. H. Application: Look around you. What object possesses kinetic energy? Potential energy? IV. EVALUATION: Identify kinetic and potential energy. Write PE and KE. ____ 1. Ball bouncing ____ 2. batter preparing to strike the ball ____3. Athletes running for 100m ____4. Mango hanging up a tree ____5. Battery in a car V. ASSIGNMENT: Give 5 examples of object possesses kinetic and potential energy. P.L. : ___________________________________________ REMARKS: ___________________________________________
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I.
11:00 11:45 MSEP (SINING) LAYUNIN: A. Nakaaawit ng mga awiting pamasko. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1 Larawan, plaskards PAMAMARAAN; A. Awit:
ANG PASKO AY SUMAPIT Ang Pasko ay sumapit Tayo ay mangagsi-awit Ng magagandang himig Dahil sa Diyos ay pag-ibig. Nang si Kristo'y isilang May tatlong haring nagsidalaw At ang bawa't isa ay nagsipaghandog Ng tanging alay. Bagong Taon ay magbagong-buhay
Grade IV 3
II.
III.
Nang lumigaya ang ating bayan Tayo'y magsikap upang makamtan Natin ang kasaganahan. Tayo'y mangagsi-awit Habang ang mundo'y tahimik Ang araw ay sumapit Ng sanggol na dulot ng langit Tayo ay magmahalan Ating sundin ang gintong aral At magbuhat ngayon Kahit hindi Pasko ay magbigayan!
B. Balik-Aral: mga paamna ng sining C. Pagganyak: Mayroon ka bang malilikha sa pamamagitan ng papel/ kaya mo bang gumwa nito na di gumagamit ng pandkit o papel? Paano? D. Pamamaraan Gawain 1 Grupong pag-awit. Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata.
MANO PO. NINONG Maligaya, maligayang Pasko kayo'y bigyan Masagana, masaganang Bagong Tao'y kamtan Ipagdiwang, ipagdiwang araw ng Maykapal Upang manatili sa atin ang kapalaran At mamuhay na lagi sa kapayapaan Mano po Ninong, mano po Ninang Narito kami ngayon Humahalik sa inyong kamay Salamat Ninong, salamat Ninang Sa aginaldo pong inyong ibinibigay
Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan?

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IV. V.
F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? PAGTATAYA: Punan ang tseklist TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno.
P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Natutukoy ang mga materyal at di-materyal na bahagi ng kulturang Pilipino. II. PAKSANG-ARALIN: Mga Materyal at Di-Materyal na Bahagi ng Kulturang Pilipino BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 164-167 Larawan at tsart, plaskards III. PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari B. Balik-Aral: mga pinagmula ng sinaunang Pilipino C. Pagganyak: Anu-ano ang masasabi mo sa mga Sinaunang Pilipino? Mayroon ba silang naiiambag sa ating kultura? Paano mo ito pinahahalagahan? D. Pag-aalis ng sagabal: material, kultura E. Pamamaraan: Gawain 1 Grupo Ihanay ang mga kulturang nasa iababa sa wastong hanay. 1. Kaugalian at tradisyon 7. Kagamitan at sandata 2. Pook tirahan 8. Kasuotan 3. Relihiyon 9. Edukasyon 4. Pamahalaan 10.Wika at panitikan 5. Gawain at hanapbuhay 11.Sining 6. Musika 12.Sayaw Materyal na Kultura Di-Materyal na Kultura
Gawain 2 May mga plaskards na Ipakikita ang iyong guro. Tukuyin ang uri nito.
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1. 2. 3. 4. 5.
Kaugalian at tradisyon Relihiyon Pamahalaan Musika Kagamitan at sandata Gawain 3
Isulat ang M kung materyal at DM kung di-materyal. 1. Pook tirahan 2. Relihiyon 3. Pamahalaan 4. Musika 5. Kagamitan at sandata 6. Kasuotan 7. Edukasyon F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Ano ang material na kultura? ANo ang di-materyal na kultura? MAgbigay ng halimbawa. PAGTATAYA: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot a. Materyal b. Di-materyal 1. 2. 3. 4. 5. V. Edukasyon Kasuotan Wika Tahanan sandat TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.
IV.
P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ Reading Grade IV 3 I. OBJECTIVE: A. Read words with ook, ind, oi and oy sound. I. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words.
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II.
oil coin moist hook loin
boil loin joy boy shook
foil join boiling kind enjoy
coil joint toy broil void
toil point broil crook rind
soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. III. EVALUATION: Read the following words below. 1. crawl 2.new Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
3.haul
4.drew 5. Paul
IV.
TUESDAY, DECEMBER 4, 2012
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WEDNESDAY, DECEMBER 5, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
Subject Matter Topic: References: Materials:
English
Grade IV 3
I.
I.
Use prepositions and prepositional phrase ( on, in, at, under, below, above) Prepositions Which Show Location PELC Speaking 8.3, p. 14 Language Connections, Antonio et al. 2005, p. 263 Basic English Skills Builders, Roson and Perez, 2005 pictures, sample dialogue written on manila paper, objects that can be found/seen inside the classroom/or within the school grounds, cut outs of a tree Orderliness
Value Focus: II.
Procedure A. Pronunciation Drill: Tongue Twister B. Review C. Motivation (Game) Tell Me Where It Is Directions: 1. Divide the class into four teams. 2. Provide four chairs spaced equally in front of the class. 3. Ask each team to line up and stay at least ten steps from the chairs. 4. When the teacher says I see something Tell me where it is, the first pupil in each line walks towards the chair; sits on it and answers the question. 5. The first one to sit and give the correct answer earns a point for his/her team. 6. The player who finishes his/her turn goes back to the end of his/her teams line. 7. The team with the highest score shall be declared winner. Example: Answer: I see something with flowers in it. Its a vase! It is on the teachers table. 11
Ask What can you say about our game? (It was fun, exciting, challenging, etc.) What did we do in the game? (We showed or told the location of an object or a person.) Again, where is the vase? (Its on top of the teachers table.) (The vase is on the table.) Where are the clouds? (They are up in the sky.)
D. Development of Lesson Activity 1 Teacher will call two pupils to read the dialogue aloud.
Rica and Sherly are in their classroom looking for something. Rica : I wonder where that book is. Ive looked everywhere. Sherly : Are you sure you have? Did you look under the desk? Rica : Sure, I did. Sherly : What about on top of the shelves or in the lockers? Rica : I went through everything. Sherly : Oh, maybe you just forgot it at home. Rica : I hope I did. Values Integration Lead pupils to share similar experiences and how they felt then. Help pupils to discover the importance of orderliness. Guide them to come up with simple steps to develop orderliness. Analysis and Discussion Using the dialogue, the teacher reads questions like. Did you look under the desk? What about on top of the shelves or inside the lockers? Ask: Where did Rica look for the book? Expected Answers: under the desk on top of the shelves in the lockers Teacher asks: What makes up the first answer? (under the desk) preposition object Which tells the location of the object? (under) What about the second? on top of the shelves preposition object Which tells the location of the object? (on) What is the preposition in the third answer? (in) Whats the object? (lockers) These underlined words are called prepositional phrases. They include a preposition and its object. They tell the location of the objects. E. Post Activity 1. Application Activities to develop the lesson 12
Option 1: Triad One pupil gives a preposition, the second pupil forms a question using the given preposition and the third one gives the answer using the same preposition. Example: Student 1: in Student 2: Is your money in your wallet? Student 3: No, it is in my pocket. Teacher may continue the exercise until all the prepositions are used. Activity 2 Underline the preposition in each of the following sentences. 1. Jade tumbled down the steps. 2. Thursday comes before Friday. 3. The day gets cooler by three oclock. 4. Inside the box was a small radio. 5. Chris always drives under the speed limit. 6. The melons are in the table. 7. The pitchfork was leaning against the door. 8. He sat down beside Marvin. 9. The new library will be between these two houses. 10. Mr. Cruz pulled the cart down the street. Activity 3 Complete the sentences that follow. How many prepositions can you use for each sentence? If you need a guide, refer to the list of prepositions given. Example: Put the paper _______ the book. (on, under, at, above) 1. Joe read the exercise _______ his sister. 2. The mice played ________ the wooden box. 3. I sat _______ Nonoy and Eva. 4. The kite dived _______ the trees. 5. _______ the front door is the wreath. 6. The leaves fell _______ the roof. 7. _______ the field, we found a birds nest. 8. There was one white horse ________ many black ones. 9. That girl _______ the water swims well. 10. These five boys played ________ us F. Generalization A preposition is a word that stands before its object and between that object and another word in the sentence. Examples: about at toward out above before under across behind until on after below up against beneath through along beside outside among between over inside around beyond past from shows the relationship with of to unto near down by for
A prepositional phrase is a group of words that includes a preposition and its object. Examples: along the road beneath the tree about the lesson among the crowd outside the house inside the room against the wall
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G. Application Exercises: Underline the prepositional phrases. A. Underline the prepositional phrases in the following sentences. 1. A bird cage is behind the house. 2. Terry slid into her seat quietly. 3. The picture fell off the wall during the night. 4. Behind the garage is a row of sunflowers. 5. The Reyes Family went from Manila to Bicol by train. B. Use the correct presosition. 6. Attach the shells ___ the frame with this glue. 7. There was dust ______ her bed. III. Evaluation Choose the correct preposition to complete the sentence. 1. Mila is walking _______ her mother. below under beside beneath 2. The teachers are having a meeting _______ the principals office. on under in before 3. The sun hid ______ the thick clouds. before behind before below 4. The dancers performed _______ a big audience. behind beneath before above 5. Our dog is resting _______ a big tree. above in under on
V. Assignment Copy the sentences. Underline once the preposition and its object twice. Example: Lota works in the bank. 1. They walked along the edge of the lagoon. 2. Jay rushed into the room with a flashlight. 3. Pat and Leslie walked along the beach with their dog. 4. Kevin looked closely at the big milkfish. 5. At a cry from its mother, the baby deer squats obediently on the ground. 6. Joan climbed up the ladder and onto the terrace. 7. After school, we went to the pool. 8. Bob sat beside the cabinet and talked to his mother about the book. 9. A spider ran across the ceiling in a hurry. 10. All kinds of tropical fish were swimming in the tank.
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the chemical and physical change. II. SUBJECT MATTER: Physical and Chemical Change
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BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 166-167 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: heat energy C. Unlocking of Difficulties: physical, chemical D. Motivation: Imagine the following; 1.coupon bond painted with blue 2.wood all burned List down your observation. Coupon bond Before after wood Before after
Properties
Color size shape object Ask: Describe the objects before doing an activity on it. What happen to the objects after doing an activity on it? Does the object change or remain the same? Activity I Identify if the activity shows PHYSICAL CHANGE or CHEMICAL CHANGE. 1.Put water in tin can - ____________________________ 2.Ice when heated- ____________________________ 3.Wood when burned- ____________________________ 4.Sand placed under the heat of the sun- ____________________________ 5.Peanut when roasted- ____________________________ Activity 2 Complete the checklist below. Activities Physical Change Chemical Change 1. Paper when burned 2. Water when heated 3.ice when frozen 4.coal when burned 5.glass when broke Activity 2 List down activities at home that shows physical / chemical change. Physical Change Chemical Change -
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E. Generalization: Heat plays a vital role in effecting change in the state of matter around us, either physical or chemical . Some objects undergo chemical change when heated an it cant return to its original state. When objects change only its physical properties it is physical change. F. Application: Look around you. What object undergoes physical change? Chemical change? EVALUATION: Identify objects that undergo physical and chemical change. Write CC for chemical change and PC for physical change. ____ 1. Chicken when roasted ____ 2. Leaves when burned ____3. Ripening of fruits ____4. Cooking rice ____5. Folded paper ASSIGNMENT: Give 5 examples for each change in matter
IV.
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
I.
11:00 11:45 MSEP (SINING) LAYUNIN: A. Nakaaawit ng mga awiting pamasko. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1 Larawan, plaskards PAMAMARAAN; A. Awit: MANO PO. NINONG Maligaya, maligayang Pasko kayo'y bigyan Masagana, masaganang Bagong Tao'y kamtan Ipagdiwang, ipagdiwang araw ng Maykapal Upang manatili sa atin ang kapalaran At mamuhay na lagi sa
Grade IV 3
II.
III.
kapayapaan Mano po Ninong, mano po Ninang Narito kami ngayon Humahalik sa inyong kamay Salamat Ninong, salamat Ninang Sa aginaldo pong inyong ibinibigay
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B. Balik-Aral: mga paamna ng sining C. Pagganyak: Mayroon ka bang malilikha sa pamamagitan ng papel/ kaya mo bang gumwa nito na di gumagamit ng pandkit o papel? Paano? D. Pamamaraan Gawain 1 Grupong pag-awit. Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata. PASKO NA NAMAN Pasko na naman O kay tulin ng araw Paskong nagdaan Tila ba kung kailan lang Ngayon ay Pasko Dapat pasalamatan Ngayon ay Pasko Tayo ay mag-awitan. [Koro] Pasko! Pasko! Pasko na namang muli. Tanging araw na ating pinakamimithi. Pasko! Pasko! Pasko na namang muli. Ang pag-ibig naghahari! Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? IV. PAGTATAYA: Punan ang tseklist V. TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Natutukoy ang mga materyal at di-materyal na bahagi ng kulturang Pilipino. II. PAKSANG-ARALIN: Mga Materyal at Di-Materyal na Bahagi ng Kulturang Pilipino
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BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 164-167 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari B. Balik-Aral: mga pinagmula ng sinaunang Pilipino C. Pagganyak: Anu-ano ang masasabi mo sa mga Sinaunang Pilipino? Mayroon ba silang naiiambag sa ating kultura? Paano mo ito pinahahalagahan? D. Pag-aalis ng sagabal: material, kultura E. Pamamaraan: Gawain 1 Grupo Ihanay ang mga kulturang nasa iababa sa wastong hanay. 1. Kaugalian at tradisyon 7. Kagamitan at sandata 2. Pook tirahan 8. Kasuotan 3. Relihiyon 9. Edukasyon 4. Pamahalaan 10.Wika at panitikan 5. Gawain at hanapbuhay 11.Sining 6. Musika 12.Sayaw Materyal na Kultura Di-Materyal na Kultura
III.
Gawain 2 May mga plaskards na Ipakikita ang iyong guro. Tukuyin ang uri nito. 1. Kaugalian at tradisyon 4. Musika 2. Relihiyon 5. Kagamitan at sandata 3. Pamahalaan Gawain 3 Isulat ang M kung materyal at DM kung di-materyal. 1. Pook tirahan 5. Kagamitan at sandata 2. Relihiyon 6. Kasuotan 3. Pamahalaan 7. Edukasyon 4. Musika F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Ano ang material na kultura? ANo ang di-materyal na kultura? MAgbigay ng halimbawa. PAGTATAYA: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot b. Materyal b. Di-materyal
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IV.
1. Edukasyon 4. Tahanan 2. Kasuotan 5. sandata 3. Wika V. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ I. OBJECTIVE: II. Reading Grade IV 3
III.
A. Read words with ook, ind, oi and oy sound. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. EVALUATION: Read the following words below. 2. crawl 2.new 3.haul 4.drew 5. Paul Assignment Make a list of words with ing sound.
IV.
V.
P.L. : _____________________ REMARKS: _____________________

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THURSDAY, DECEMBER 6, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
II. Subject Matter A. Topic: B. References: Predicting the Outcome of Stories Heard PELC I 11 Our World of Reading Workbook 4 p. 2, 18 Enjoying Reading 4, pp. 221-222 C. Materials: cut-letters, charts
English
Grade IV 3
II.
Predict the outcome of stories heard
Value Focus: Kindness to Animals
III.
Procedure A. Drill (Open-ended Question)
Complete this open-ended and answer this question: What will happen if ________ a. you come to school regularly B. Review C. Motivation Have pupils listen to these riddles and let them give the answers. 1. I am a big round ball. Biggest of all the balls I shine and give heat to all What am I? (sun) 20 b. theres no air
2. Sometimes I am full Sometimes I am half Sometimes I am whole I shine and give light. What am I? (moon) (The teacher may give more riddles.) D.Unlocking of Difficulties Have pupils find the meaning of the underlined words. 1. The farmers can predict the weather by the presence of clouds. (foretell) 2. The industrious boy was able to see the outcome of his hard work. (result) (Ask pupils to use the words in their own sentences.) B. Presentation Activity 1 Listen to the story and predict what will happen next.
Joyce lived in a new two-storey building. There was a small park in front of the building, with grass and trees. One rainy morning, while Joyce was waiting for the school bus, she saw a little kitten. It was wet, so all its fur stuck to its skin and showed how thin it was. Joyce was sorry for the little kitten. She was worried that it had lost its mother. She did not want it to go hungry. Discussion and Analysis 1. 2. 3. 4. Where did Joyce live? Describe the place where she lived. What did Joyce see one rainy morning? Describe the kitten. How did Joyce feel about the little kitten? What do you think did Joyce do with the kitten? (Possible Answers) Joyce brought the little kitten home. Joyce gave food to the kitten. 5. Are you sure of your answers? (No) Why? (They are only guesses) 6. How can you make good predictions? What helps you give the next possible event to happen in the story? (We guess/predict based on the given events.) 7. What kind of girl is Joyce? Do you like her? Why or why not? 8. If you were Joyce, what would you have done to the kitten? Why? Values Integration How should we treat animals?
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Group Activity 2 Individual activity. Listen to each situation below. Tell what might happen next. Write your answers on a piece of paper. 1. It has rained very hard. A car was running very fast on the wet road. What might happen to the car? ____________________________________ 2. A boy hurriedly crossed the street where a No Crossing sign was posted. What might happen to the boy? _____________________________________ 3. A vendor who can not sell much in a street corner stays in front of a bank where there are many employees. What might happen next? _____________________________________ Activity 3 Listen carefully to each the situations. Then, answer the questions that follow. 1. They have been traveling for hours. Raniel has been yawning. His eyes are almost half-closed. What do you think will happened next? 2. Jenny baked a caked as a surprise for her mothers birthday. Suddenly, her mother arrived even before she finished baking the cake. What do you think did Jenny do? 3. The whole family was watching a program on television. Suddenly, the lights went off. Mother stood up. Groping in the dark, she tried to get to the kitchen. What do you think would happen next? F. Generalization How can you make good predictions? To make a good prediction, where should it be based? G. Application a. Pair-Share: Get a partner. One will read the situation and the other will listen. Write your prediction for each. Take turns in doing the activity. By early afternoon, Rey had finished cleaning and washing Engr. Mendozas car. Once he collected his pay for this job, hed have enough money to buy a bicycle he had been saving for. After putting the cleaning tools in the garage, Rey knocked on Engr. Mendozas door. Prediction: _________________________ Rey went to the department store. He told the seller that he had finally come for the bicycle. The seller smiled and brought out the new bicycle and said it would come to Two Thousand Pesos. Prediction: _________________________ IV. Evaluation Listen to each situation. Guess what would happen next. Write your answers on a piece of paper. 1. A careless school child is racing through a busy street on his bike without looking to his left or right. What might happen to the child? Predict: _____________________________________ 1. Liza, you have grown so much since I last saw you, said Aunt Melda. Will I be as tall as you someday? asked Liza. Predict what Aunt Melda told Liza. ____________________________________________
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3. Julien was a good singer. When he was only two, he sang sweetly. When Julien was five, his parents sent him to attend music lessons. After a month, his teacher called Juliens parents. Predict what Juliens teacher said. ____________________________________________ 4. The science class tried to perform a simple experiment. The students placed a bowl of water under the sun for the whole day. Predict what happened to the water. ____________________________________________ 5. Johny pulled his blanket closer around him for warmth. It was his first time to be camping out alone. He did not know what made him more nervous, the dark night or the wind blowing through the trees. Somehow the small fire made him feel more secure. The fire began to die out. Johny saw a dry branch. Predict: ______________________________________ V. Assignment Create an unfinished situation. Have your classmates guess what will happen. Present your assignment in class tomorrow.
P.L. : ______________________________________ REMARKS: ______________________________________ 8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the chemical and physical change. II. SUBJECT MATTER: Physical and Chemical Change BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 166-167 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: heat energy C. Unlocking of Difficulties: physical, chemical D. Motivation: Imagine the following; 1.coupon bond painted with blue 2.wood all burned List down your observation. Coupon bond Before after wood Before after SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV
Properties Color size shape object
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Ask: Describe the objects before doing an activity on it. What happen to the objects after doing an activity on it? Does the object change or remain the same? Activity I Identify if the activity shows PHYSICAL CHANGE or CHEMICAL CHANGE. 1.Put water in tin can - ____________________________ 2.Ice when heated- ____________________________ 3.Wood when burned- ____________________________ 4.Sand placed under the heat of the sun- ____________________________ 5.Peanut when roasted- ____________________________ Activity 2 Complete the checklist below. Activities Physical Change Chemical Change 3. Paper when burned 4. Water when heated 3.ice when frozen 4.coal when burned 5.glass when broke Activity 2 List down activities at home that shows physical / chemical change. Physical Change Chemical Change E. Generalization: Heat plays a vital role in effecting change in the state of matter around us, either physical or chemical . Some objects undergo chemical change when heated an it cant return to its original state. When objects change only its physical properties it is physical change. F. Application: Look around you. What object undergoes physical change? Chemical change? EVALUATION: Identify objects that undergo physical and chemical change. Write CC for chemical change and PC for physical change. ____ 1. Chicken when roasted ____ 2. Leaves when burned ____3. Ripening of fruits ____4. Cooking rice ____5. Folded paper ASSIGNMENT: Give 5 examples for each change in matter
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________

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I.
11:00 11:45 MSEP LAYUNIN: A. Nakaaawit ng mga awiting pamasko. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1 Larawan, plaskards PAMAMARAAN; A. Awit: MANO PO. NINONG Maligaya, maligayang Pasko kayo'y bigyan Masagana, masaganang Bagong Tao'y kamtan Ipagdiwang, ipagdiwang araw ng Maykapal Upang manatili sa atin ang kapalaran At mamuhay na lagi sa
Grade IV 3
II.
III.
kapayapaan Mano po Ninong, mano po Ninang Narito kami ngayon Humahalik sa inyong kamay Salamat Ninong, salamat Ninang Sa aginaldo pong inyong ibinibigay
B. Balik-Aral: mga paamna ng sining C. Pagganyak: Mayroon ka bang malilikha sa pamamagitan ng papel/ kaya mo bang gumwa nito na di gumagamit ng pandkit o papel? Paano? D. Pamamaraan Gawain 1 Grupong pag-awit. Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata. PASKO NA NAMAN Pasko na naman O kay tulin ng araw Paskong nagdaan Tila ba kung kailan lang Ngayon ay Pasko Dapat pasalamatan Ngayon ay Pasko Tayo ay mag-awitan. Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan?
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[Koro] Pasko! Pasko! Pasko na namang muli. Tanging araw na ating pinakamimithi. Pasko! Pasko! Pasko na namang muli. Ang pag-ibig naghahari!
F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? IV. PAGTATAYA: Punan ang tseklist V. TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Natutukoy ang mga materyal at di-materyal na bahagi ng kulturang Pilipino. II. PAKSANG-ARALIN: Mga Materyal at Di-Materyal na Bahagi ng Kulturang Pilipino BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 164-167 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari B. Balik-Aral: mga pinagmula ng sinaunang Pilipino C. Pagganyak: Anu-ano ang masasabi mo sa mga Sinaunang Pilipino? Mayroon ba silang naiiambag sa ating kultura? Paano mo ito pinahahalagahan? D. Pag-aalis ng sagabal: material, kultura E. Pamamaraan: Gawain 1 Grupo Ihanay ang mga kulturang nasa iababa sa wastong hanay. 1. Kaugalian at tradisyon 7. Kagamitan at sandata 2. Pook tirahan 8. Kasuotan 3. Relihiyon 9. Edukasyon 4. Pamahalaan 10.Wika at panitikan 5. Gawain at hanapbuhay 11.Sining 6. Musika 12.Sayaw Materyal na Kultura Di-Materyal na Kultura
III.
Gawain 2 May mga plaskards na Ipakikita ang iyong guro. Tukuyin ang uri nito. 1. Kaugalian at tradisyon 4. Musika 2. Relihiyon 5. Kagamitan at sandata 3. Pamahalaan 26
Gawain 3 Isulat ang M kung materyal at DM kung di-materyal. 1. Pook tirahan 5. Kagamitan at sandata 2. Relihiyon 6. Kasuotan 3. Pamahalaan 7. Edukasyon 4. Musika F. Paglalahat: Ano ang iyong natutunan? G. Paglalapat: Ano ang material na kultura? ANo ang di-materyal na kultura? MAgbigay ng halimbawa. PAGTATAYA: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot c. Materyal b. Di-materyal
IV.
1. Edukasyon 4. Tahanan 2. Kasuotan 5. sandata 3. Wika V. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ I. OBJECTIVE: II. Reading Grade IV 3
III.
C. Read words with ook, ind, oi and oy sound. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; E. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void Activity 2
27
toil point broil crook rind
soil void coy find grind
Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ook, ind, oi and oy sound. H. Application: What words with ook, ind, oi and oy sound youve learned. EVALUATION: Read the following words below. 3. crawl 2.new 3.haul 4.drew 5. Paul Assignment Make a list of words with ing sound. _____________________ REMARKS: _____________________
IV.
V.
P.L. :
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MONDAY, DECEMBER 10, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
SUBJECT MATTER: 2nd Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________
I.
II.
7:45 8:45 OBJECTIVE:

Subject Matters A. Topic: B. References:
English
Grade IV 3
Write a paragraph based on an outline Write a Paragraph Based on an Outline PELC: 6-Writing Basic English Skillbuilders 3 pp.189-191 http://www.elementary.ph/write-paragraph-based-outline
C. Materials:
pictures, charts and sheets of paper
III. Procedure A. Pronunciation Drill:
You've no need to light a night-light On a light night like tonight, For a night-light's light's a slight light, And tonight's a night that's light. When a night's light, like tonight's light, It is really not quite right To light night-lights with their slight lights On a light night like tonight.
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B. Review Write a sentence for each of the given pictures
C. Motivation a. Do you like? What birds do you like? Why? b. Introduce the title of the outline D. Developmental Activities Activity 1 Read outline to the pupils. VULTURE I. Characteristics of Vultures A. Large birds of prey B. Have baldheads and neck C. Have very good eyesight D. Have a keen sense of smell II. How vultures get their food A. Do not hunt for food B. Live on rotting bodies of dead animals C. Have to wait for their dinner D. Eats food left by the lion Analysis and Discussion What kind of birds are vultures? (Large birds of prey) Why do vultures do not hunt for food? (because they live on dead animals) What kind of outline is presented? (topic outline) What are the main topics in the outline? (Characteristics of Vultures and How vultures get their food) Are they subtopics given for the main topics? (yes) Can this outline be written in paragraph form? (yes)
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Lets try writing them in paragraph from. Call selected pupils to write the paragraph on the board. Activity 2 Write the paragraph using the outline given. Activity 3 Conduct the writing relay. Post the outline on the board. Give a sheet of paper to each group. Have the group sets on a row before conducting it. Instruction: 1. Leader writes the first sentences of the paragraph then passes the paper at his/her back. 2. The second member writes another sentence following the outline. And passes again the paper afterwards. 3. Continue until all the topics in the outline has been written. Outline: The Air Pump I. The diaphragm is an air pump A. It moves up to push the air out of the lungs. B. The curved muscles under the lungs is called the diaphragm. C. The diaphragm works so that fresh air will flow in your ribs II. There are special body parts that control a parsons breathing. A. You cant switch you muscle on and off B. You cant let them go fast or slow C. You breath sometimes go slow or faster depending upon the activity you do. E. Generalization How do we write paragraph using an outline? (By writing the topics following their correct order in the outline) F. Application Heres another outline. Write 2 paragraphs based on the outline given. Clouds I. Why clouds are important A. ____________________ B. protect us from the heat of the sun C. ____________________ II. ____________________ A. During fine weather, early in the morning clouds are golden yellow. B. ____________________ C. ____________________ Answer: I. A. sources of rain B. tell us what kind of weather we will have
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IV.
II. Clouds color depend on time and kind of weather A. at noon, they are white on a sunny day B. at sunset, they turn red Evaluation Write the paragraphs based on the outline given below The Whale I. A sea mammal well built for living in water A. Has blubber or fat to keep at warm B. Has few bristle of hair on its head C. Has front links shaped like flippers D. Gives birth to live babies II. How the whale gets air A. Breaths air through its lungs B. Swims to the surface of the water to breathe air C. Blows out stale air before breathing in D. Will drown if cannot come to the surface to breathe Assignment Copy the outline. Rewrite it in paragraph form. I. Germs grow easily A. Grow in dirty places B. Grow in places of different temperature C. Grow in bright or dark places II. Germs are spread in many ways A. Spread when people sleep together B. Spread by using common things C. Spread by sneezing, coughing or kissing
V.
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the chemical and physical change. II. SUBJECT MATTER: Physical and Chemical Change BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 166-167 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: heat energy C. Unlocking of Difficulties: physical, chemical D. Motivation: Imagine the following; 1.coupon bond painted with blue 2.wood all burned
32
List down your observation. Properties Coupon bond Before after wood Before after
Color size shape object Ask: Describe the objects before doing an activity on it. What happen to the objects after doing an activity on it? Does the object change or remain the same? Activity I Identify if the activity shows PHYSICAL CHANGE or CHEMICAL CHANGE. 1.Put water in tin can - ____________________________ 2.Ice when heated- ____________________________ 3.Wood when burned- ____________________________ 4.Sand placed under the heat of the sun- ____________________________ 5.Peanut when roasted- ____________________________ Activity 2 Complete the checklist below. Activities Physical Change Chemical Change 5. Paper when burned 6. Water when heated 3.ice when frozen 4.coal when burned 5.glass when broke Activity 2 List down activities at home that shows physical / chemical change. Physical Change Chemical Change E. Generalization: Heat plays a vital role in effecting change in the state of matter around us, either physical or chemical . Some objects undergo chemical change when heated an it cant return to its original state. When objects change only its physical properties it is physical change. F. Application: Look around you. What object undergoes physical change? Chemical change? EVALUATION: Identify objects that undergo physical and chemical change. Write CC for chemical change and PC for physical change. ____ 1. Chicken when roasted ____ 2. Leaves when burned
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IV.
V.
____3. Ripening of fruits ____4. Cooking rice ____5. Folded paper ASSIGNMENT: Give 5 examples for each change in matter
P.L. : ___________________________________________ REMARKS: __________________________________________
I.
11:00 11:45 MSEP LAYUNIN: A. Nakaaawit ng mga awiting pamasko. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1 Larawan, plaskards PAMAMARAAN; A. Awit:
HIMIG NG PASKO Malamig ang simoy ng hangin Kay saya ng bawa't damdamin Ang tibok ng puso sa dibdib Para bang hulog ng langit Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan
Grade IV 3
II.
III.
Masaya ang mga tanawin May awit ang simoy ng hangin Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin May awit ang simoy ng hangin
PASKONG ANONG SAYA Bati namiy Merry Christmas At bagong taong sagana Pasko ay pagdiwang Pang-araw na dakila Dapat tayong manatili Sa buhay na mapayapa
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Upang lumigayang tunay Ang ating Inang Bansa. Merry Christmas, Merry Christmas Paskong anong saya Happy New Year, Happy
New Year Bagong taong sigla At kung kayoy lumigaya Pagdating ng Christmas Kayoy makakaasang kamiy magagalak.
Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? IV. PAGTATAYA: Punan ang tseklist V. TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot d. Materyal b. Di-materyal 1. 2. 3. 4. 5. Edukasyon Kasuotan Wika Tahanan sandata B. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura?
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III.
C. Pag-aalis ng sagabal: ugnayan, dayuhan D. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. 2. 3. 4. 5. 6. Mahusay silang madaragat Binuksan nila ang Canton sa dayuhang kalakal Nagtatatag sila ng sentro ng kalakalan sa Sulu Ipinalaganap nila ang relhiyong Islam Natutuhan mula sa kanila ang disenyong arabesque Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan 9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan. Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 1. Orang dampuan 2. Tsino 3. Arabe Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 2. Islam 3. Arabesque 4. Champa 5. Camisa de Chino 6. Vietnam 7. Canton 8. Muslim 9. Abu Bakr 10.Pansit E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: IV. Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel.
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1. V. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.
P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ VI. OBJECTIVE: Reading Grade IV 3
D. Read words with ook, ind, oi and oy sound. VII. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures VIII. PROCEDURES; I. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? J. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. K. Generalization Producing ook, ind, oi and oy sound. L. Application: What words with ook, ind, oi and oy sound youve learned. EVALUATION: Read the following words below. 4. crawl 2.new 3.haul 4.drew 5. Paul Assignment Make a list of words with ing sound. _____________________
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IX.
X.
P.L. :
TUESDAY, DECEMBER 11, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
I.
II.

Subject Matter
English
Grade IV 3
Infer the feelings of characters based on how they talk (volume, voice, stress).
A. Topic: Talk B. Text: C. References:
Inferring the Feelings of Characters Based on How They An Honest Boy PELC I 12 Phoenix Learning Package 4 pp.44-45 Enjoying Reading 4 pp.308-309 Basic English Skills 3 p.126
http://www.elementary.ph/inferring-feelings-characters-based-how-they-talk
D. Materials:
story and exercises written on charts
Value Focus: Honesty
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III.
Procedure A. Pronunciation Drill; Tongue Twister
Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-shallied south. These sheep shouldn't sleep in a shack; Sheep should sleep in a shed.
B. Review C. Unlocking D. Motivation Have you witnessed a friend show misconduct? How did you feel about his acts? Today, you will hear a story about a boy who showed misconduct. Motive Question: What do you want to know about it? (Pupils raise questions) E. Presentation Activity 1 Say: Listen to the story I will read.
It was the end of the semester. The teacher gave a long examination. The next day she called two boys. Who copied from whom? asked the teacher. Not I, said Jose Maria. Not I, said Ramoncito. All right, if you dont tell me the truth, Il l mark both of your test papers zero. Then I will recommend that you both get a one-week suspension. A third pupil, Gregorio, felt very disturbed. He had seen how Ramoncito had copied Jose Marias answers when Jose went to the comfort room. Gregorio considered what to do since both were his friends. Besides, Ramoncitos father was also their teacher in one subject. But Gregorio decided to take the risk rather than allow an innocent person to be punished. So he hurriedly wrote a note and gave it to thei r teacher. It read: May I see you after class with Ramoncito and Jose Maria? The teacher asked the three boys to stay. eyes. Gregorio then faced Ramoncito with earnest
Ramoncito, youre my friend, he said, but I cannot just keep silent and let Jose Maria be punished. I saw you get his test paper and copy his answers. Ramoncito cried angrily, You nosy fool. Im going to tell my father about this! Im sorry you feel that way, said Gregorio, but we must always tell the truth and set the innocent free.
(Note: This is a true account about Gregorio Araneta, founder of Araneta College Foundation.)
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Discussion and Analysis 1. Have pupils answer the motive questions. 2. Comprehension Check a. Who were the characters in the story? b. What did the teacher give the pupils? c. Why did the teacher call Jose Maria and Ramoncito? d. Why did Gregorio feel disturbed? e. How did Gregorio inform his teacher about what he saw? Values Integration If you were Gregorio, would you do the same? Why or why not? If you were Ramoncito would you do the same? Why or why not? Activity 2 Read the lines spoken by the characters in the story. 1. All right, if you dont tell me the truth, Ill mark both of your test papers zero. Then I will recommend that you both get a one-week suspension, the teacher said. 2. Ramoncito, youre my friend, Gregorio said, but I cannot just keep silent and let Jose Maria be punished. I saw you get his test paper and copy his answers. 3. Im sorry if you feel that way, said Gregorio, but we must always tell the truth and set the innocent free. How do you think the characters feel based on the lines they have spoken? a. The teacher is ______________________ b. Gregorio is _______________________ c. Gregorio is _________________________ Activity 3 Listen to your teacher read the following statements. Infer for the feelings being conveyed by each statement. Choose your answer from the faces below.
a. happy
d.
afraid
b. sad
e.
worried
c. angry
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___ ___ ___ ___ ___ F. Generalization
1. Leave me alone, I dont want to see you again. 2. There are two men following us. 3. Hurry up! I dont want to be late for class. 4. You made it to the top! Congratulations! 5. I heard the news that grandpa has passed away.
How can you infer the feelings of a character? G. Application 1. Who threw the marble that broke my window pane? Mr. Cruz, the store owner asked a group of boys playing nearby. Romeo was red with shame. I did it, but it was an accident. I am sorry I broke your window pane accidentally. 2. A woman was crying and trembling with fear, My child! she cried. Her child was left inside their burning house. Then Mang Bobby came out through the thick smoke. He was carrying the child in his arms. 3. Andy does not speak with a loud voice. He says po and opo to elders. One time he saw his teacher in the mall. He greeted her, Good morning Maam. 4. It was Mothers birthday. Aramae went to her mother. Happy Birthday, Mother said Aramae. I have something for you. She gave her mother a gift, which was nicely wrapped and tied with a pink ribbon. 5. Ogie was eating his breakfast when an old man came to their house. He looked very hungry. Ogie said, Come and join me for breakfast. infer the feelings of the character based on how they talk. Complete the sentences below. a.
b. c. d. e.
Mr. Cruz is ____________________________ Romeo is ______________________________ The woman is __________________________ Andy is ______________________________ Aramae is _____________________________ Ogie is ________________________________
IV. Evaluation
Infer the feelings of the characters. Write the letter only. 1.Francis, his mother called. Its getting dark. It wont be good for you to still be out there. Mother was _______. a. angry b. nervous c. concerned 2. Mother, I was just thinking, what do you think is life like across the sea? Do you think I would be as sick as I am now if I were born there? Francis asked. Francis was _______. a. wondering b. conscious c. indifferent 3. Mother, what is across the sea? Francis asked. Francis was _______. a. bitter b. curiousc. bothered 4. Who knows? But you know what? My guess is that there is a boy across the sea who is asking his mother the same questions, Mother said with a smile. Mother was _______. a. being light b. drained c. getting impatient 5. Mother, will I get to know and experience life? Francis asked further. Francis was _______. a. impatient b. tolerant c. uncertain
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VI.
Assignment Listen to how I read the sentences. Choose from the box and write the feelings one shows in the following instances.
loneliness nervousness
anger fear
impatience excitement
gratitude surprise
_______1. _______2. _______3. _______4.
Get off my bed! Oh thank you for lending me a ballpen. I could not have finished my work. Oh Mom! How long will I stay in bed? My friends will miss me.
Mother, my teacher scolded me for boxing my classmate. I dont want to go back to school anymore. D. _______5. My teacher saw me cheating but she did not say anything. What shall I do?
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify ways of handling hot objects and flammable materials II. SUBJECT MATTER: Ways of handling hot objects and flammable materials BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 168-169 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: physical and chemical change C. Unlocking of Difficulties: flammable, handling D. Motivation: Have you ever been burned or accidentally hit with hot objects? Why does it happen? What will you do next time around? Activity I Identify the correct ways of handling hot objects or flammable substances. Write / or x. ____ 1. When cooking, use pot holder. ____ 2. You should hold hot objects with your bare hands. ____ 3. Do not use tongs to pick up coals.
42
____ 4. Remind your young brothers and sisters to be careful when taking hot objects. ____ 5. Act safely when handling boiling water and hot cooking oil. Activity 2 Compare the two staements. Identify the correct ways of handling hot objects and flamm,able materials. Write correct or incorrect. 1. ________ cover the pan when frying ________ do not cover the pan when frying 2. ________ leave the hot flat iron unattended ________ do not leave the hot iron unattended 3. ________ Let the children play with fires ________ Keep the children from playing fires 4. ________ Keep matches and candles away from the reach of children ________ Buy matches to let the children play with it Activity 2 What are other safety measures you do at home? E. Generalization: Be careful when you handle hot objects and flammable materials to prevent injury. F. Application: Look around you. What are other materials that you should be careful with? Evaluation Identify ways of handling hot objects and flammable materials. Write True or False. ____ 1. Avoid holding hot objects ____ 2. Remind younger brothers and sisters about the hazards ____3. Just leave the iron when you have something do to ____4. Do not cover the frying pan to get excess oils ____5. Use pot holders in handling hot objects ASSIGNMENT: write other safety measures in handling hot objects.
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
I.
11:00 11:45 MSEP LAYUNIN: A. Nakaaawit ng mga awiting pamasko. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1
Grade IV 3
II.
43
III.
Larawan, plaskards PAMAMARAAN; A. Awit:

HIMIG NG PASKO Malamig ang simoy ng hangin Kay saya ng bawa't damdamin Ang tibok ng puso sa dibdib Para bang hulog ng langit Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin May awit ang simoy ng hangin Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin May awit ang simoy ng hangin
PASKONG ANONG SAYA Bati namiy Merry Christmas At bagong taong sagana Pasko ay pagdiwang Pang-araw na dakila Dapat tayong manatili Sa buhay na mapayapa Upang lumigayang tunay Ang ating Inang Bansa. Merry Christmas, Merry Christmas Paskong anong saya Happy New Year, Happy New Year Bagong taong sigla At kung kayoy lumigaya Pagdating ng Christmas Kayoy makakaasang kamiy magagalak.
Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? PAGTATAYA: Punan ang tseklist
44
IV.
V.
TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot a. Materyal b. Di-materyal 1. 2. 3. 4. 5. Edukasyon Kasuotan Wika Tahanan sandata B. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? C. Pag-aalis ng sagabal: ugnayan, dayuhan D. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. 2. 3. 4. 5. 6. Mahusay silang madaragat Binuksan nila ang Canton sa dayuhang kalakal Nagtatatag sila ng sentro ng kalakalan sa Sulu Ipinalaganap nila ang relhiyong Islam Natutuhan mula sa kanila ang disenyong arabesque Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan
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III.
9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan.
Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 1. Orang dampuan 2. Tsino 3. Arabe
Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 2. Islam 3. Arabesque 4. Champa 5. Camisa de Chino 6. Vietnam 7. Canton 8. Muslim 9. Abu Bakr 10.Pansit E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? IV. PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel.
V.
TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.
P.L. : ___________________________________________ REMARKS: ___________________________________________
46
______________ I. OBJECTIVE:
Reading
Grade IV 3
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread V. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
4.tread
5.bread
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WEDNESDAY, DECEMBER 11, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
I.
II.

A. Topic: B. References:
English
Grade IV 3
Give conclusions to situations, news, oral reports heard. Subject Matter Giving Conclusions to Situations/News/Oral Reports Heard PELC I 13 http://www.elementary.ph/drawing-conclusions-using-picture%E2%80%93-stimulipassages C. Materials: Chart
Value Focus: Making Sound Conclusion
III.
Procedure A. Pronunciation Drill:Tongue Twister:
One-One was a racehorse; Two-Two was one, too. When One-One won one race, Two-Two won one, too. On mules we find two legs behind And two we find before. We stand behind before we find What those behind be for.
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B. Review: Inferring feelings of character C. Unlocking Difficulties Say: Class, I will give some situations, news and oral reports which do not have conclusion. You will be the one to give the conclusion. You might be puzzled with the word conclusion. To find the meaning of conclusion, fill out the configuration clues. Write the letters that correspond to the boxes. Word conclusion Configuration clues
D. Presentation
Activity !
Read the paragraph about bananas. The numbered statements are conclusions drawn from the paragraph. Write T on the blank if the statement is correct and F if it isnt. At present, bananas are at a top Philippine export. The banana industry began in our country in 1966 when 176 thousand banana seeds of the giant Cavendish variety from Costa Rica were planted in 73 hectares of Davao land. Today thousand of hectares of South Cotabato and the Davao provinces are planted with bananas. Unlike the native bananas, they are big and do not bruise when packed for export. _______1. The Philippines has been exporting bananas in the past 30 years. _______2. Mindanao is our chief source of bananas for export. _______3. Banana exporters prefer Cavendish bananas to the native Philippine banana. _______4. Cavendish bananas have seeds. _______5. The chief food of the Filipinos is banana.
Activity 2 Read the paragraphs. Draw your conclusion based from the given choices: 1. Rico and Ted were in the forest to hunt for birds. They had already walked a mile when they heard a cry of an animal. Quickly, they hid behind a big tree and waited for the animal to come out in view. They were surprised when a wild bear moved behind them. a. Rico and Ted are professional hunters. b. Rico and Ted never hunt animals. c. They hardly hunt a bird. d. We have many bears in the Philippines. e. Rico and Ted went to forest to hunt birds. 2. Riza was host to her friends. After a dance practice, two of her friends began to quarrel. As a host, Riza did not want to spoil the day she _______ a. Listened to the quarrel without interrupting. b. Suggested to the two boys to agree that people may have different opinions. c. Slapped the boy who started the quarrel. 3. A long, long time ago in a deep forest lived seven orphan brothers with their sister. The youngest, called Minudo, was a bright-eyed and brave six-year old who ask the most curious questions. You can conclude that: a. The childrens parents died a long time ago. 49
b. The oldest of them was more ten years old. c. Minudo was a shy and quiet child. 4. Mang Doming was a lumber man. He and his brother handled a huge saw that could cut down a tree in fifteen minutes. But because the forest was flooded by heavy rain, there was no cutting of trees. Mang Doming was out everyday sawing trees and cutting them up into logs. One can conclude that Mang Doming a. Was married to a pretty girl. b. Was older than his brother. c. Had big muscular arms. Activity 3 Direction: Read the paragraphs. Write a good conclusion for each one. 1. The library book was due today. Julia couldnt find it anywhere. She was afraid she would have to pay for the book. Then she looked in her little brothers room. There was Celano, pretending to read the book out loud. Conclusion:_____________________________________ (What do you think Julia feel? Why?) 2. Jazper never liked going to the doctor. This year, Jazpers mother took him to a new doctor. Dr. Cabildo gave Jazper a shot, he said, This will feel just like a little pinch. Later, Jazper told Ciara about Dr. Cabildo Conclusion:_____________________________________ (Why do you think Jazper told Ciara about Dr. Cabildo) 3. It would be silly to buy rollerblades for someone who lives in a tall apartment building, far from a park. And if you know someone who lives in a house with lots of green space around it, a puppy might be a good gift. Conclusion:_____________________________________ (What are the things you have to consider in giving a gift?) E. Generalization When I read the situations, what did I tell you to give? (You told us to give the conclusion.) Most of you were able to give the conclusion for each situation. How did you come up with the conclusion? (We just thought about how every situation ended. F. Application Give your own conclusion to the situation, news report, oral report. 1. Election is over. Cesar Montano, a senatorial candidate appeared on national television with a gloomy face. He thanked those who supported his candidacy. (Conclusion: Cesar Montano lost in the senatorial election.) 2. Vivian was tasked by her teacher to research on the biography of Julian Felipe. Here is a part of Vivians report. One day, Julian Felipe went to the forces of Gen. Aguinaldo. When the general learned that he was a musician and composer, he was tasked to write a song that will inspire the soldier. (Conclusion: Julian Felipe composed the Himno Nacional) 3. Its Balitanghali time. Ivan Mayrina, the male newscaster begins his newscast. People gathered in the field. Old and young carry colorful kites. They wait for the wind to blow. (Conclusion: There will be kite flying.)
Value Integration Why is it important to make good conclusions? How do conclusions affect your reactions about situations?
50
IV.
Evaluation Draw the correct conclusion for the following situations. Choose the best answer from the given choices. 1. Belen went to see a play at the school auditorium. She arrived late and discovered the performers were already on the stage. Belen was asked to be seated until the scene ended. What should Belen do? a. complain to the ticket agent b. wait in the rear seat c.complain loudly and disturb everyone
2. Larry went to the library to look up some materials on poisonous snakes for school report. He roamed among the racks, inspecting every book that interested him. Wiping the dust off, he started to read the mystery story in it. When he looked at the clock, he saw that he had wasted half of the afternoon. What should Larry have done? a. asked for help in using the card catalog b. wonder aimlessly among the rocks c.continue to read the mystery book 3. It was raining hard. Arturo was glad he was able to get a ride to school in a passing bus. When the bus stopped, another boy came up and sat beside Arturo. His raincoat was dripping. If you were in Arturos place, what would you do? a. keep silent about the whole thing b. tell the boy angrily to move away from you c.request the boy politely to take off his raincoat meantime that he is in the bus 4. Everything looked as gray as smoke. Even though it was daytime, it was hard to see the road, so the men drove slowly. They could see bushes growing at the sides of the road but they could not see the houses at all. a. smoke had piled on the road b. an array of raindrops entirely fell throughout c.fog or mist covered the land V. Assignment Give your conclusion to the following. 1. Princess Bea decided to bathe in the crystal clear waterfalls. She was enjoying the cool water when all of a sudden a big lion approached, ready to swallow her. A strong, handsome man came with his spear. What is the conclusion? (The strong handsome man killed the lion.) 2. Joy read her research to class. A part of it said, The Senate passed a bill replacing the maya as the national bird. The bill is now on its third and final reading. What is the conclusion? (Maya is not the national bird anymore.) 3. Some children went to a nearby river. They were watching the soft flow of water when they saw fishes coming in groups. What is the conclusion? (The children caught some fishes to bring home.)
P.L. : ______________________________________ REMARKS: ______________________________________
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify how fire becomes useful and harmful
51
SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2
IV
II.
SUBJECT MATTER: Fire: useful and Harmful BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 168-169 flashcards, pictures, chart
III.
PROCEDURES; A. Science Updates B. Review: physical and chemical change C. Unlocking of Difficulties: flammable, handling D. Motivation: Have you ever been burned or accidentally hit with hot objects? Why does it happen? What will you do next time around? Activity I Show pictures. Tell if it is brought by hazards of fire or useful thngs from fire. Activity 2 Complete the chart below. GOOD FIRE
BAD FIRE
Activity 2 Ask your classmate how fire helps them? Ask your seatmates how fire cause danger on their families? E. Generalization: Fire is useful and sometimes its harmful. F. Application: Is fire useful or harmful for you/ How? Evaluation Identify useful and harmful things brought by fire. Draw a sad for harmful fire and happy face for useful fire. ____ 1. ____ 2. ____3. ____4. ____5. ASSIGNMENT: write other safety measures in handling hot objects.
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
52
I.
HIMIG NG PASKO Malamig ang simoy ng hangin Kay saya ng bawa't damdamin Ang tibok ng puso sa dibdib Para bang hulog ng langit Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan
Grade IV 3
II.
III.
Masaya ang mga tanawin May awit ang simoy ng hangin Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin May awit ang simoy ng hangin
Gawain 3 Pag-awit : Grupo

53
E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? IV. PAGTATAYA: Punan ang tseklist V. TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; G. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot b. Materyal b. Di-materyal 6. Edukasyon 7. Kasuotan 8. Wika 9. Tahanan 10.sandata H. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? I. Pag-aalis ng sagabal: ugnayan, dayuhan J. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. Mahusay silang madaragat
54
III.
2. 3. 4. 5. 6.
Binuksan nila ang Canton sa dayuhang kalakal Nagtatatag sila ng sentro ng kalakalan sa Sulu Ipinalaganap nila ang relhiyong Islam Natutuhan mula sa kanila ang disenyong arabesque Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan 9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan.
Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 4. Orang dampuan 5. Tsino 6. Arabe
Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 11.Barter 12.Islam 13.Arabesque 14.Champa 15.Camisa de Chino 16.Vietnam 17.Canton 18.Muslim 19.Abu Bakr 20.Pansit K. Paglalahat: Ano ang iyong natutunan? L. Paglalapat: Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? IV. PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel.
55
V.
P.L. : ___________________________________________ REMARKS: ___________________________________________ Grade IV 3
______________ VI. OBJECTIVE:
Reading
B. Read words with ea sound. VII. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures VIII. PROCEDURES; E. Motivation: What are words with ea sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ea sound. H. Application: What words with ea sound youve learned. IX. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread X. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
5.bread
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TURSSDAY, DECEMBER 12, 2012 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
II.
I.
English
Grade IV 3
Distinguish between fact and opinion. Subject Matter A. Topic: Distinguishing Between Fact and Opinion B. References: PELC I 14.1 The Daily Tribune, May 29, 2007 http://www.elementary.ph/evaluating-ideas-and-making-judgments-textspresented-oral-distinguishing-between-fact-and-opinion C. Materials: dictionary, charts Value Focus: Listening attentively
II.
Procedure A. Pronunciation Drill: Tongue twister
57
B. Review Making Conclusions C. Unlocking D. Unlocking of Difficulties Arrange the jumbled letters to form a word. Use the given meanings as clues. l e t v v e n s l n r c a l e g h r i g e i n a a c n s i e a a o n n d n f c y g m e traditional improving, developing change bad, devil revenge, playing back
E. Motivation Ask: 1. Are superheroes real or fantasy? Why? 2. Who is your favorite superhero? Describe him/her. F. Presentation Activity 1 Read each statement. Write fact next to each statement that tells fact about the movie Spiderman. Write opinion next to each statement that expresses an opinion. 1. 2. 3. 4. 5. Spider man was the most beautiful movie Ive seen. Peter Parker and Mary Jane Watson are sweethearts. Sam Raimi is the director of Spiderman 3. Forgiveness always sets me free. I believe Peter Parker managed a balance between his devotion to Mary Jane Watson and his duties as a super hero. Activity 2 1. Group the pupils into four and give each an activity card. Read the story. Six sentences are facts. Two are opinions. 2. Say: Write the facts and then the opinion. Long ago, books were written by the hands. That was probably a very difficult and tiring job. Handwritten books were expensive. In 1440, type was invited. Each letter was a separate block. The blocks were combined to make words. Soon many books were printed from type. Some people believe that a very old hand written book is more beautiful than a printed book.
Fact 1 Fact 2 Fact 3 Fact 4 Fact 5 Fact 6 Opinion 1 Opinion 2
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ Activity 3
Say F if the statement that I will say is a fact. Say O if the statement is an opinion. 1. 2. 3. 4. 5. The Philippines is an archipelago. (F) All Filipino families are known for strong family ties. (O) A bat is a nocturnal animal. (F) The sun is a star. (F) The Philippines has two seasons. (F) 58
F. Generalization 1. 2. What are facts? Facts are statement that can be proven true or false. It is or has happened. What are opinions? Opinions are statements that tell what people think or believe. Sometimes words and phrases like I think, I believe, it seems probably, always, never, might, mote, most, best, all and none signal an opinion. something that exists
Values Integration How do you feel when somebody forgave you or when you forgive others? What will you do if youve done something wrong? G. Application Clap once if the statement that I will say is fact. Clap twice if the statement is an opinion. 1. 2. 3. 4. 5. IV. The early Filipinos lived in caves. (F) Stars are made up of gases. (F) Books play an important role in the life of humans. (O) Artificial air is good for the body. (O) The sun is at the center of the solar system. (F)
Evaluation Read and identify the sentences. Write Fact or Opinion. 1. 2. 3. 4. 5. In some houses, the bathing area is separate from the toilet. Most wealthy people live in large house with many separate rooms. The Philippine Constitution states that one can vote when he reaches 18 years of age. There are more computers in classroom today than there were fifteen years ago. Filipino people live in the Philippines.
V.
Assignment Write a paragraph about your school. Use fact or opinion. Be ready to present this in class.
P.L. : ______________________________________ REMARKS: ______________________________________
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8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify ways on how to prevent fire II. SUBJECT MATTER: Ways on preventing Fire BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 178 Pictures, chart, activity cards III.
IV
PROCEDURES; A. Science Updates B. Review: hazards of fire C. Unlocking of Difficulties: preventing D. Motivation: If you are playing fires and suddenly burst in a big fire/ What will you do? How will you prevent it? Activity I Read the 10 ways on how to prevent fire.
10 Ways to prevent fire Excerpted from Period Living and Traditional Homes.
1. Fit smoke alarms and make sure they have a BS kitemark. Test monthly and change batteries annually. 2. chip-pan fires are the most frequent type of fire - take care and never leave the stove unattended. 3. Always use a proper candleholder, and keep candles away from draughts, or anything flammable. 4. Keep portable heaters away from furniture, furnishings and flammable items, and switch them off every time you leave the house. 5. Buy a fixed fire guard to place around an open fire. 6. Don't use a hot or sparking power tool, and don't leave a soldering iron, or any DIY equipment on and unattended. 7. At night, before you go to bed, unplug all electrical items not in use. 8. Always use correctly rated fuses in all electrical appliances. 9. Avoid using multi-way plug socket adapters, if possible.
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10.Never run electrical cables/leads under carpets
Activity 2 Write 5 ways on how to prevent fire. Based on what you have read 1. 2. 3. 4. 5. Activity 2 How can you prevent fire in the following situations?
IV.
E. Generalization: You can prevent fire in many ways F. Application: Read situations to answer questions. Evaluation Identify the proper way on how to prevent fire. ____ 1. ____ 2. ____3. ____4. ____5. ASSIGNMENT: write other safety measures in handling hot objects.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
I.
HIMIG NG PASKO
Grade IV 3
II.
III.
Malamig ang simoy ng hangin Kay saya ng bawa't damdamin

61
Ang tibok ng puso sa dibdib Para bang hulog ng langit Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin
May awit ang simoy ng hangin Himig ng Pasko'y laganap Mayroong sigla ang lahat Wala ang kalungkutan Lubos ang kasayahan Himig ng Pasko'y umiiral Sa loob ng bawat tahanan Masaya ang mga tanawin May awit ang simoy ng hangin
Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? IV. PAGTATAYA: Punan ang tseklist V. TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________
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_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot c. Materyal b. Di-materyal 1. 2. 3. 4. 5. Edukasyon Kasuotan Wika Tahanan sandata B. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? C. Pag-aalis ng sagabal: ugnayan, dayuhan D. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. 2. 3. 4. 5. 6. Mahusay silang madaragat Binuksan nila ang Canton sa dayuhang kalakal Nagtatatag sila ng sentro ng kalakalan sa Sulu Ipinalaganap nila ang relhiyong Islam Natutuhan mula sa kanila ang disenyong arabesque Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan 9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan.
III.
Gawain 2
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Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 1. Orang dampuan 2. Tsino 3. Arabe
Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 2. Islam 3. Arabesque 4. Champa 5. Camisa de Chino 6. Vietnam 7. Canton 8. Muslim 9. Abu Bakr 10.Pansit E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: IV. Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________ Grade IV 3
______________ I. OBJECTIVE:
Reading
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures III. PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation:
64
Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread V. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
4.tread
5.bread
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HAPPY NEW YEAR!!!!

THURSDAY, JANUARY 3, 2013 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
II. Subject Matter A. Topic: Comparing and Contrasting Text Information from Prior Knowledge PELC IV 11.3. Milestones in Reading pp. 72-75 Our World of Reading p. 74 C. Materials: chart, manila paper, pentel pen Value Focus: Teamwork/Industry correctly III. Procedure A. Pronunctiation Drill ; Tongue Twister
English
Grade IV 3
I.
Compare and contrast text information with prior knowledge
B. References:
Three gray geese in the green grass grazing. Gray were the geese and green was the grass.
B. Review Previous Lessons
66
C. Unlocking Choose from the words inside the box that means the same with the underlined word or phrase in each sentence. colony social chambers hives
1. 2. 3. 4. D. Motivation
Ants and termites live close together in groups. The homes of ants are made of soil. Ants, termites and bees always live in groups. The home of ants, bees and termites have rooms.
In our environment, we see animals living together in groups. Can you name some of these animals? (Bees, ants, termites)
Activity 1
1. Game: Flash the word HONEYBEES on the board. Ask: Give as many words/phrases as you can think of honeybees. about
Honeybees
2. Asking pupils what they know about honeybees. Group work: 1. 2. What kind of animals are honeybees? What do you call the home of honeybees? 3. 4. What are the members of the bee family? What is the work of the queen? king? workers? drones? 5. What good traits do honeybees show?
3. Reporting by groups 67
(Answers may vary.)
Activity 2
Reading of the text Honeybees
Honeybees
Honeybees are social animals. They live in groups called colonies. They live in their homes called hives. Their hives have chambers and cells. Each colony has three types of honeybee: the queen bee, the worker bees and drones. The queen lay eggs. She lives longer than the other types of bees. Workers bees are females that do not lay eggs. They build and repair the hives, gather food, care for the queen and defend the hives. Drones are male bees whose job is to mate the queen.
5. Answer the following questions based on the text or selection. a. What kind of animals are honeybees?
(They are social animals.) b. What do you call the homes of honeybees? (hives) c. What are the members of the honeybee family? (queen, workers, drones) d. What is the work of the queen? workers? drones? (The queen lay eggs. The workers build and repair the hives. The drones mate with the queen.) 6. Reporting by groups
(What have they learned about honeybees?)
Discussion and Analysis
The teacher says: Lets go back to your group work on the things you know and those you have learned about the selection Honeybees. 1. Do you find similarities in you answers? (Pupils mention some similarities) 2. Do you also find some differences from your answers after reading the selection? (Yes. Pupils mention some differences.) 3. Is there any difference between your prior knowledge you got after reading?
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Activity 3 Read the story and answer the same set of questions. Compare your answers to those that you already know. (See chart)
The Turtle
The turtle is a reptile that has a shell-like house to cover and protect its body. Some turtles live on land, others in water only while some can live in both land and water. Turtles have no teeth but have horny beaks which can bite hard food. They hatch from eggs. The female digs a hole with its hind feet in the soft sand, lays its eggs and covers them with soil. Mother turtles do not take care of the young ones. When the eggs hatch, the young turtle crawl toward the water. Young turtles eat tadpoles, snails, worms and insects. Some turtles live short while others live for more than a hundred years.
Get a partner. List down the things you know about turtles by answering the following questions. Share or post your answers to class.
1. What kind of animals are turtles? 2. Where do turtles live? 3. Where do turtles come from? 4. What do turtles eat? 5. How long do turtles live? 6. F. Generalization Based on your activities, what did you do with the things you know already to those you have learned from the selection? We looked at the similarities and differences of our answers to the questions. We compare and contrast our past knowledge with those found in the selection Value Integration
Honeybees are animals living in groups just like people. What beautiful traits are shown by honeybees in the selection? (Teamwork) (Note: The questions are written on a chart.) G. Application 1. What do you know about exercise? Answer the following questions. 1. What kind of activity is exercise? 2. How often should we have exercise? 3. How many times should we have exercise?
(The questions are written on a chart.)
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2. Read the selection carefully and answer the same set of questions as those on the chart. Write them on your paper for study. Exercise Exercise can be a fun activity. To be effective, exercise must be done regularly. You should do it at least three times a week. Things that you enjoy may actually give you enough exercise. One or two chose exercises performed regularly will give you good results. For every exercise, be able to work up from six repeats to a maximum of fifteen.
Are there similarities in what you know with what you have learned from the study?
IV.
Evaluation
Get a sheet of paper. Fold it into two. Label Column I-What I Know and Column II-What I have Learned. After writing the things you know about Juan Luna, bring out the story in your envelope and read it silently. Answer the same questions written on the chart. Juan Luna
Juan Luna was born on October 24, 1857 in Badoc, Ilocos Norte. He died on December 7, 1899 in Hongkong on his way back to the Philippines. His parents were Joaquin Luna de San Pedro y Posada and Laureana Novicio y Ancheta. He finished elementary in the province and high school at the Ateneo de Manila. He obtained a Certificate as Pilot of the High Seas Third Class from Escuela Nautica. Juan Luna had several exposures in the artistic world of painting not only in Spain but also in Paris and Japan. In 1883, he started painting the Spolarium which won him the first gold medal at the Madrid Art Exposition in 1884. Here, he was known as the greatest Filipino painter. a. b. c. d. e. Who was Juan Luna? Who were his parents? Where did he study? What countries did Juan Luna join the art competition? What was his famous painting? What have you learned about Juan Luna?
V.
Assignment
1. What do you know about the Life Cycle of a Frog? 2. Read the Life Cycle of a Frog in your Science Book. Compare and contrast what you know with what you have learned about the life cycle of a frog.
P.L. : ______________________________________ REMARKS: ______________________________________
70
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the ways/methods of heat transfer II. SUBJECT MATTER: Heat Transfer BEC Handbook in Science 4.2 p. 19 Sample Lesson Plan Science for daily Use pp 146-148 flashcards, pictures, chart III. PROCEDURES; I. Science Updates J. Review: friction K. Unlocking of Difficulties: energy, heat, radiation, conduction, convection L. Motivation: Look at this picture.and descrive each
IV
M. Presentation: Activity I Read the sentencves below and identify the methods of hest transfer. 1. Hot coffee is stirred with a spoon, the spoon gets hot due to _______________. 2. A chair is placed several feet from a fire in a fireplace. The fireplace has a glass screen. The side of the chair facing the fireplace gets warm because of_______________. 3. A certain type of decorative lamp contains colored liquids. These liquids form globs that break off and rise to the top of the liquid. The globs rise due to _______________. 4. Near the ceiling of a room the air is warmer. The warm air rises because of _______________. 5. A college student holds the back of his hand near an iron to see if it is hot. Heat is transferred to his hand by _______________. 6. A heater is placed under one corner of a water bed mattress. Warm water moves throughout the mattress because of _______________. 7. A certain type of stainless steel cookware has a layer of copper applied to the bottom to help it heat evenly. The copper transfers heat to the pan by _______________.
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8. In a swimming pool, the water near the surface is slightly warmer. The warm water rises because of _______________. 9. One end of a copper rod is placed in a flame of a Bunsen burner. Small pieces of wax placed along the rod melt at progressively larger distance from the flame. Heat is transferred through the rod by _______________. 10. A house burns down. On the house across the street, all of the vinyl siding is twisted and warped by the heat. The heat was transferred across the street by _______________. Activity 2 Identify the method of heat transfer being shown in the picture
Activity 3 Identify the methods of heat transfer being described below. 1. Conduction; Heat is being transferred between two solids. 2. Convection; Heat is being carried through a gas in currents around the room . 3. Conduction; Heat is being transmitted betweenthe solid burner and the bottom of the pan. 4. Radiation; Energy is being transferred through space. 5. Radiation; Energy from the Sun is being transferred through space toward Earth. 6. Conduction; Heat is being transferred between two solids. 7. Convection; Heat is moving in currents through the _uid. 8. Radiation; Heat is being transferred by waves through space. Activity 2 Do the following task written on the strip of paper.And let your classmate identify the kind of enegy presented. 1. Sit on a chair 4. Move the desk 2. Roll the ball 5. Lie on the floor 3. Stand at the door step N. Generalization: The difference between potential and kinetic energy lies in the capacity of an object to do work. An object with potential energy has a stored energy. It is the energy at rest. A moving energy possesses kinetic energy. O. Application: Look around you. What object possesses kinetic energy? Potential energy? EVALUATION: Identify kinetic and potential energy. Write PE and KE. ____ 1. Ball bouncing
72
IV.
____ 2. batter preparing to strike the ball ____3. Athletes running for 100m ____4. Mango hanging up a tree ____5. Battery in a car V. ASSIGNMENT: Give 5 examples of object possesses kinetic and potential energy. P.L. : ___________________________________________ REMARKS: ___________________________________________ 11:00 11:45 MSEP (SINING) Grade IV 3 VI. LAYUNIN: A. Nakaaawit ng mga awiting pamasko. VII. PAKSANG-ARALIN: Awiting Pamasko BEC Handbook in MSEP, Sining, III. A, 1.1 Larawan, plaskards VIII. PAMAMARAAN; G. Awit:
ANG PASKO AY SUMAPIT Ang Pasko ay sumapit Tayo ay mangagsi-awit Ng magagandang himig Dahil sa Diyos ay pag-ibig. Nang si Kristo'y isilang May tatlong haring nagsidalaw At ang bawa't isa ay nagsipaghandog Ng tanging alay. Bagong Taon ay magbagong-buhay Nang lumigaya ang ating bayan Tayo'y magsikap upang makamtan Natin ang kasaganahan. Tayo'y mangagsi-awit Habang ang mundo'y tahimik Ang araw ay sumapit Ng sanggol na dulot ng langit Tayo ay magmahalan Ating sundin ang gintong aral At magbuhat ngayon Kahit hindi Pasko ay magbigayan!
H. Balik-Aral: mga paamna ng sining I. Pagganyak: Mayroon ka bang malilikha sa pamamagitan ng papel/ kaya mo bang gumwa nito na di gumagamit ng pandkit o papel? Paano? J. Pamamaraan Gawain 1 Grupong pag-awit. Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata.
MANO PO. NINONG Maligaya, maligayang Pasko kayo'y bigyan Masagana, masaganang Bagong Tao'y kamtan Ipagdiwang, ipagdiwang araw ng Maykapal Upang manatili sa atin ang kapalaran At mamuhay na lagi sa kapayapaan Mano po Ninong, mano po Ninang
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Narito kami ngayon Humahalik sa inyong kamay Salamat Ninong, salamat Ninang Sa aginaldo pong inyong ibinibigay
Gawain 3 Pag-awit : Grupo K. Paglalahat: Ano ang iyong natutunan? L. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? PAGTATAYA: Punan ang tseklist TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno.
IX. X.
P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 VI. LAYUNIN: B. Natutukoy ang mga materyal at di-materyal na bahagi ng kulturang Pilipino. VII. PAKSANG-ARALIN: Mga Materyal at Di-Materyal na Bahagi ng Kulturang Pilipino BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 164-167 Larawan at tsart, plaskards VIII. PAMAMARAAN; H. Balitaan: Kasalukuyang Pangyayari I. Balik-Aral: mga pinagmula ng sinaunang Pilipino J. Pagganyak: Anu-ano ang masasabi mo sa mga Sinaunang Pilipino? Mayroon ba silang naiiambag sa ating kultura? Paano mo ito pinahahalagahan? K. Pag-aalis ng sagabal: material, kultura L. Pamamaraan: Gawain 1 Grupo Ihanay ang mga kulturang nasa iababa sa wastong hanay. 13.Kaugalian at tradisyon 19.Kagamitan at sandata 14.Pook tirahan 20.Kasuotan 15.Relihiyon 21.Edukasyon 16.Pamahalaan 22.Wika at panitikan 17.Gawain at hanapbuhay 23.Sining 18.Musika 24.Sayaw
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Materyal na Kultura
Di-Materyal na Kultura
Gawain 2 May mga plaskards na Ipakikita ang iyong guro. Tukuyin ang uri nito. 6. 7. 8. 9. 10. Kaugalian at tradisyon Relihiyon Pamahalaan Musika Kagamitan at sandata Gawain 3 Isulat ang M kung materyal at DM kung di-materyal. 8. Pook tirahan 9. Relihiyon 10.Pamahalaan 11.Musika 12.Kagamitan at sandata 13.Kasuotan 14.Edukasyon M. Paglalahat: Ano ang iyong natutunan? N. Paglalapat: Ano ang material na kultura? ANo ang di-materyal na kultura? MAgbigay ng halimbawa. PAGTATAYA: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot d. Materyal b. Di-materyal
IX.
6. Edukasyon 7. Kasuotan 8. Wika 9. Tahanan 10.sandat X. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ Reading Grade IV 3 II. OBJECTIVE: C. Read words with ook, ind, oi and oy sound. V. SUBJECT MATTER:
75
VI.
Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; E. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? F. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. G. Generalization Producing ook, ind, oi and oy sound. H. Application: What words with ook, ind, oi and oy sound youve learned. VII. EVALUATION: Read the following words below. 5. crawl 2.new
3.haul
4.drew 5. Paul
VIII. Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
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MONDAY, JANUARY 7, 2013 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
II. Subject Matter A. Topic: Comparing and Contrasting Text Information from Prior Knowledge PELC IV 11.3. Milestones in Reading pp. 72-75 Our World of Reading p. 74 D. Materials: chart, manila paper, pentel pen Value Focus: Teamwork/Industry correctly Procedure A. Pronunctiation Drill ; Tongue Twister
English
Grade IV 3
I.
Compare and contrast text information with prior knowledge
B. References:
III.
Three gray geese in the green grass grazing. Gray were the geese and green was the grass.
B. Review Previous Lessons C. Unlocking Choose from the words inside the box that means the same with the underlined word or phrase in each sentence. colony social chambers hives 77
1. 2. 3. 4. D. Motivation
Ants and termites live close together in groups. The homes of ants are made of soil. Ants, termites and bees always live in groups. The home of ants, bees and termites have rooms.
In our environment, we see animals living together in groups. Can you name some of these animals? (Bees, ants, termites)
Activity 1
1. Game: Flash the word HONEYBEES on the board. Ask: Give as many words/phrases as you can think of honeybees. about
Honeybees
2. Asking pupils what they know about honeybees. Group work: 1. 2. What kind of animals are honeybees? What do you call the home of honeybees? 3. 4. What are the members of the bee family? What is the work of the queen? king? workers? drones? 5. What good traits do honeybees show?
3. Reporting by groups (Answers may vary.)
Activity 2
Reading of the text Honeybees Honeybees are social animals. They live in groups called colonies. They live in their homes called hives. Their hives have chambers and cells. Each colony has three types of honeybee: the queen bee, the worker bees and drones. The queen lay eggs. She lives longer than the other types of bees. Workers bees are females that do not lay eggs. They build and repair the hives, gather food, care for the queen and defend the hives. Drones are male bees whose job is to mate the queen.
5. Answer the following questions based on the text or selection. 78
b.
What kind of animals are honeybees?
(They are social animals.) c. What do you call the homes of honeybees? (hives) d. What are the members of the honeybee family? (queen, workers, drones) e. What is the work of the queen? workers? drones? (The queen lay eggs. The workers build and repair the hives. The drones mate with the queen.) Activity 3 Read the story and answer the same set of questions. Compare your answers to those that you already know. (See chart)
The Turtle
The turtle is a reptile that has a shell-like house to cover and protect its body. Some turtles live on land, others in water only while some can live in both land and water. Turtles have no teeth but have horny beaks which can bite hard food. They hatch from eggs. The female digs a hole with its hind feet in the soft sand, lays its eggs and covers them with soil. Mother turtles do not take care of the young ones. When the eggs hatch, the young turtle crawl toward the water. Young turtles eat tadpoles, snails, worms and insects. Some turtles live short while others live for more than a hundred years.
Get a partner. List down the things you know about turtles by answering the following questions. Share or post your answers to class. 1. What kind of animals are turtles? 7. Where do turtles live? 8. Where do turtles come from? 9. What do turtles eat? 10. How long do turtles live? F. Generalization Based on your activities, what did you do with the things you know already to those you have learned from the selection? We looked at the similarities and differences of our answers to the questions. We compare and contrast our past knowledge with those found in the selection Value Integration Honeybees are animals living in groups just like people. What beautiful traits are shown by honeybees in the selection? (Teamwork) (Note: The questions are written on a chart.) G. Application 1. What do 2. 3. 4. you know about exercise? Answer the following questions. What kind of activity is exercise? How often should we have exercise? How many times should we have exercise? 79
(The questions are written on a chart.) 2. Read the selection carefully and answer the same set of questions as those on the chart. Write them on your paper for study. Exercise Exercise can be a fun activity. To be effective, exercise must be done regularly. You should do it at least three times a week. Things that you enjoy may actually give you enough exercise. One or two chose exercises performed regularly will give you good results. For every exercise, be able to work up from six repeats to a maximum of fifteen.
Are there similarities in what you know with what you have learned from the study?
IV.
Evaluation
Get a sheet of paper. Fold it into two. Label Column I-What I Know and Column IIWhat I have Learned. After writing the things you know about Juan Luna, bring out the story in your envelope and read it silently. Answer the same questions written on the chart. Juan Luna
Juan Luna was born on October 24, 1857 in Badoc, Ilocos Norte. He died on December 7, 1899 in Hongkong on his way back to the Philippines. His parents were Joaquin Luna de San Pedro y Posada and Laureana Novicio y Ancheta. He finished elementary in the province and high school at the Ateneo de Manila. He obtained a Certificate as Pilot of the High Seas Third Class from Escuela Nautica. Juan Luna had several exposures in the artistic world of painting not only in Spain but also in Paris and Japan. In 1883, he started painting the Spolarium which won him the first gold medal at the Madrid Art Exposition in 1884. Here, he was known as the greatest Filipino painter. Who was Juan Luna? Who were his parents? Where did he study? What countries did Juan Luna join the art competition? What was his famous painting? What have you learned about Juan Luna? V. Assignment 1. 2. What do you know about the Life Cycle of a Frog? Read the Life Cycle of a Frog in your Science Book. Compare and contrast what you know with what you have learned about the life cycle of a frog.
3.
P.L. : ______________________________________ REMARKS: ______________________________________

80
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Describing conditions necessary in putting out fire. II. SUBJECT MATTER: Putting out Fire BEC Handbook in Science 4 http://www.wikihow.com/Put-out-a-Fire Science for daily Use p176 flashcards, pictures, chart III. PROCEDURES; A. Science Updates B. Review: safety precautions in using fire C. Unlocking of Difficulties: energy, heat, radiation, conduction, convection D. Motivation: What are the tree things to start a fire. Arrange the jumbled letters below.
IV
1. L E U F - ______________ 2. E H A T - _____________ 3. O Y X E N G - __________ Ask: If you will take away any of it, what will happen to the fire? Why?
E. Presentation: Activity I Read the sentences below . The teacher will explain every sentence. 1. Consider the reason for extinguishing the fire. If it is a small cookfire or campfire, simply dousing it with water and covering it with soil, where available, will do the trick, but for a brush fire in dry conditions, drastic measures taken quickly can prevent a disaster. 2. Decide immediately whether the threat of the fire spreading exists and if the proper authorities should be notified. Use common sense, particularly, be certain you can contain the fire if you choose to do it without reporting it. 33. Call friends, family, or neighbors if you are able and they are available. This will give you help for fighting the blaze, as well as making someone available in the event you have an accident or become injured. 4. Look at what resources are available to contain the fire. If you are near a source of water from a pressurized system, and have sufficient hoses available, use them to extinguish minor fires, and wet the potential fuel in the immediate area. 55. Use a tool to create a "fire break" if no water is available. Dig a shallow trench around the perimeter of the blaze, or scrape potential fuel away, exposing bare earth.
81
Concentrate on the area "down wind" of the flames, since the wind will push the blaze in that direction. 66. Use heavy equipment, if available, to create a larger firebreak if the situation warrants it. A farm tractor with a disk, a bulldozer, or other equipment can quickly establish a sizable fire break. 77. Use buckets, pots, or other containers to carry water to the blaze if no other fire fighting equipment is available, and a stream or pond, or other source of water is nearby. 88. Be prepared to evacuate the area if danger reaches an unacceptable level. If you must flee a fire, choose a path which can be traversed quickly and easily, away from the path of the fire. If smoke and heat becomes intense, cover your mouth with your shirt, preferably wetting it first Activity 2 Study the picture below to tell how to put out fire.
Activity 3 Groupings. Write two means of putting out fire. 1. 2, Reporting E. Generalization: You can help put out the fire when you take away fuel, heat or oxygen. F. Application: If there will be fire in our classroom, what will you do? IV. EVALUATION: Write True or False. ____ 1. Fire extinguisher cuts off air. ____ 2. You cannot remove heat using water. ____3. Read labels of containers at home if its flammable to use or not. ____4. Fire breaker is important if theres no water. ____5. Hide inside the comfort room during fire. V. ASSIGNMENT: List the lessons on your notebook. P.L. : ___________________________________________ REMARKS: ___________________________________________
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I.
11:00 11:45 MSEP (SINING) LAYUNIN: A. Natutukoy ang timbre ng isang awitin. PAKSANG-ARALIN: Timbre BEC Handbook in MSEP Umawit at Gumuhit pp. 42-43
Grade IV 3
II.
Larawan, plaskards III. PAMAMARAAN; A. Awit: Anak Dalita lyrics by Francisco Santiago Ako'y anak ng dalita At tigib ng luha Ang naritong humihibik Na bigyan ng awa
CHORUS Sa dilim ng gabi Aking nilalamay Tanging larawan mo Ang nagiging ilaw Kung ikaw ay mahimbing Sa gitna ng dilim Ay iyong ihulog Puso mo sa akin
Buksan mo ang langit At kusa mong pakinggan Ang aking ligalig Saka pagdaramdam
AD LIB Ay, kung hindi ka maaaba Sa lungkot kong dinaranas Puso't diwang nabibihag Sa libing masasadlak
Tanging larawan mo Ang nagiging ilaw Ay iyong ihulog Puso mo sa akin
Magtanong ka kung 'di tunay Sa kislap ng mga tala Magtanong ka rin sa ulap Ng taglay kong dalita
CODA Ang iyong ihulog, ang iyong ihulog Buhay, pag-asa, pag-asa
B. Balik-Aral: C. Pagganyak: Ano ang nagpapaganda sa isang larawan? Ang musika ba ay may taglay ding kulay? Ano ito? Bakit kailangang lagyan ng kulay ang kanta? D. Pamamaraan Gawain 1 Basahin ang mga sumusunod na timbre ng awit. 1. Paos 3. Mataginting 6. Matalim 2. Tinig na 4. Matinis 7. Magaralgal pailong 5. Mataas 8. Maugong
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9. Patili 10.Malambing 11.Mababa
12.Malaki 13.Maliit 14.Maluwag
15.Buo 16.basag
Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata.

Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? PAGTATAYA: Punan ang tseklist TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno.
IV. V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
_______________ MAKABAYAN Grade IV 3 XI. LAYUNIN: C. Natutukoy ang mga materyal at di-materyal na bahagi ng kulturang Pilipino. XII. PAKSANG-ARALIN: Mga Materyal at Di-Materyal na Bahagi ng Kulturang Pilipino BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 164-167 Larawan at tsart, plaskards XIII. PAMAMARAAN; O. Balitaan: Kasalukuyang Pangyayari P. Balik-Aral: mga pinagmula ng sinaunang Pilipino
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Q. Pagganyak: Anu-ano ang masasabi mo sa mga Sinaunang Pilipino? Mayroon ba silang naiiambag sa ating kultura? Paano mo ito pinahahalagahan? R. Pag-aalis ng sagabal: material, kultura S. Pamamaraan: Gawain 1 Grupo Ihanay ang mga kulturang nasa iababa sa wastong hanay. 25.Kaugalian at tradisyon 31.Kagamitan at sandata 26.Pook tirahan 32.Kasuotan 27.Relihiyon 33.Edukasyon 28.Pamahalaan 34.Wika at panitikan 29.Gawain at hanapbuhay 35.Sining 30.Musika 36.Sayaw Materyal na Kultura Di-Materyal na Kultura
Gawain 2 May mga plaskards na Ipakikita ang iyong guro. Tukuyin ang uri nito. 11. 12. 13. 14. 15. Kaugalian at tradisyon Relihiyon Pamahalaan Musika Kagamitan at sandata Gawain 3 Isulat ang M kung materyal at DM kung di-materyal. 15.Pook tirahan 16.Relihiyon 17.Pamahalaan 18.Musika 19.Kagamitan at sandata 20.Kasuotan 21.Edukasyon T. Paglalahat: Ano ang iyong natutunan? U. Paglalapat: Ano ang material na kultura? ANo ang di-materyal na kultura? MAgbigay ng halimbawa. XIV. PAGTATAYA: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot e. Materyal b. Di-materyal 11.Edukasyon
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12.Kasuotan 13.Wika 14.Tahanan 15.sandat XV. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ Reading Grade IV 3 III. OBJECTIVE: D. Read words with ook, ind, oi and oy sound. IX. SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures PROCEDURES; I. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce? J. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
X.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. K. Generalization Producing ook, ind, oi and oy sound. L. Application: What words with ook, ind, oi and oy sound youve learned. XI. EVALUATION: Read the following words below. 6. crawl 2.new Assignment
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3.haul
4.drew 5. Paul
XII.
THURSDAY, JANUARY 10, 2013

7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
SUBJECT MATTER: 1st Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 English Grade IV 3 OBJECTIVE: Infer traits of character based on what they do or say in a story listened to SUBJECT MATTER:
Topic: References: Inferring Character Traits PELC Listening 8, p.14 Milestones in Reading 3, pp.190 Grammar in Focus Comic strip taken from a magazine charts, pictures
I.
II.
Materials:
Value Focus: Kindness, cooperation
III.
PROCEDURES; A. Pronunciation Drill: tongue twister Betty Botter bought some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, It will make my batter bitter. But a bit of better butter That would make my batter better." So she bought a bit of butter, Better than her bitter butter,
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And she baked it in her batter, And the batter was not bitter. So 'twas better Betty Botter Bought a bit of better butter. B. Review: giving title to a selection C. Unlocking: infer, character, trait D. Motivation: Are you helping your teacher? What trait are you showing? Are you greeting teachers when you meet them? What character traits are you showing? Are you keeping your achievements and not boating it? What trait are you showing? Is it good to show these traits? Why? E. Presentation: Activity I Look at the pictures below and infer the character traits being shown.
Activity 2 Read the situations and identify the trait demonstrated by the main character in each situation. Choose from the given traits. Write only the letter of the correct answer on the blank. One day Tito found his room in a mess. He immediately knew that his younger brother Romy was to blame. He learned from his mother that Romy was at a neighbors house. He couldnt wait for Romy to come home so he called their neighbors house. Hello, Romy, I want to talk to you, Tito shouted on the phone. Now! Tito was: a. understanding b. impatient c. boastful Perla is a ten-year old girl who spends her leisure time decorating their home and doing arts and crafts projects. She also enjoys stringing beads into necklaces. Perla is: a. impatient b. hardworking c. careless d. artistic Orlando pays careful attention to his teachers lectures in class. He takes notes during the class. He also reviews well before an examination. Orlando is: a. honest b. humble c. calm d. diligent
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a. Fides attentively listens when someone is speaking to her. She uses polite language. She greets her teachers when she meets them along the school corridors. Fides is: a. boastful b. disrespectful c. courteous d. clumsy b. Jonathan volunteers to carry his teachers things when he sees him/her bringing many things in school. He also helps his parents do household chores. a. b. c. d. industrious lazy quite proud
Activity 3 Direction: Infer the character traits as the teacher reads what each of the characters has to say. Then, write the letter of the correct answer 1. Look! Its a beautiful falling star, exclaimed Mila. a. excitement b. surprise c. fear 2. Father said, Tomorrow will be a better day. a. a hopeful person b. a complaining person c. a lazy person 3. Are you sure you want to help me? You are not as good as I am! a. humble b. proud c. smart 4. I cant wait to see what is in the box, said Lina. a. excited b. proud c. lazy 5. My! This is the best picture I have ever seen! exclaimed Nina. a. expressing admiration b. being grateful c. expressing sadness F. Generalization
How to infer ones character traits in the story.
Remember: To infer character traits is to derive a conclusion/description based on the characters actions, emotions, or reactions in particular situations. Examples: Mother, please help me with my project. You cut cloth better than I do. (Mother is a reliable person.)
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IV.
Dont worry, Uncle. Ill follow your instructions and Im sure Ill reach the place safely. (The child shows great confidence in himself/herself.) G. Application: What character traits you have?How did you say so? EVALUATION: Direction: Infer the character traits as the teacher reads what each of the characters has to say. Then, write the letter of the correct answer 1. Father said, Tomorrow will be a better day. a. a hopeful person b. a complaining person c. a lazy person 1. Look! Its a beautiful falling star, exclaimed Mila. a. excitement b. surprise c. fear 3.. I cant wait to see what is in the box, said Lina. a. excited b. proud c. lazy 4. My! This is the best picture I have ever seen! exclaimed Nina. a. expressing admiration b. being grateful c. expressing sadness 5.. Are you sure you want to help me? You are not as good as I am! a. humble b. proud c. smart
P.L. : ______________________________________ REMARKS: ______________________________________
8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Describing conditions necessary in putting out fire. II. SUBJECT MATTER: Putting out Fire BEC Handbook in Science 4 http://www.wikihow.com/Put-out-a-Fire Science for daily Use p176 flashcards, pictures, chart
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IV
III.
PROCEDURES; A. Science Updates B. Review: safety precautions in using fire C. Unlocking of Difficulties: energy, heat, radiation, conduction, convection D. Motivation: What are the tree things to start a fire. Arrange the jumbled letters below.
1. L E U F - ______________ 2. E H A T - _____________ 3. O Y X E N G - __________ Ask: If you will take away any of it, what will happen to the fire? Why?
E. Presentation: Activity I Read the sentences below . The teacher will explain every sentence. 1. Consider the reason for extinguishing the fire. If it is a small cookfire or campfire, simply dousing it with water and covering it with soil, where available, will do the trick, but for a brush fire in dry conditions, drastic measures taken quickly can prevent a disaster. 2. Decide immediately whether the threat of the fire spreading exists and if the proper authorities should be notified. Use common sense, particularly, be certain you can contain the fire if you choose to do it without reporting it. 33. Call friends, family, or neighbors if you are able and they are available. This will give you help for fighting the blaze, as well as making someone available in the event you have an accident or become injured. 4. Look at what resources are available to contain the fire. If you are near a source of water from a pressurized system, and have sufficient hoses available, use them to extinguish minor fires, and wet the potential fuel in the immediate area. 55. Use a tool to create a "fire break" if no water is available. Dig a shallow trench around the perimeter of the blaze, or scrape potential fuel away, exposing bare earth. Concentrate on the area "down wind" of the flames, since the wind will push the blaze in that direction. 66. Use heavy equipment, if available, to create a larger firebreak if the situation warrants it. A farm tractor with a disk, a bulldozer, or other equipment can quickly establish a sizable fire break. 77. Use buckets, pots, or other containers to carry water to the blaze if no other fire fighting equipment is available, and a stream or pond, or other source of water is nearby. 88. Be prepared to evacuate the area if danger reaches an unacceptable level. If you must flee a fire, choose a path which can be traversed quickly and easily, away from the path of the fire. If smoke and heat becomes intense, cover your mouth with your shirt, preferably wetting it first
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Activity 2 Study the picture below to tell how to put out fire.
Activity 3 Groupings. Write two means of putting out fire. 1. 2, Reporting G. Generalization: You can help put out the fire when you take away fuel, heat or oxygen. H. Application: If there will be fire in our classroom, what will you do? IV. EVALUATION: Write True or False. ____ 1. Fire extinguisher cuts off air. ____ 2. You cannot remove heat using water. ____3. Read labels of containers at home if its flammable to use or not. ____4. Fire breaker is important if theres no water. ____5. Hide inside the comfort room during fire. V. ASSIGNMENT: List the lessons on your notebook. P.L. : ___________________________________________ REMARKS: ___________________________________________ 11:00 11:45 MSEP (SINING) LAYUNIN: A. Natutukoy ang timbre ng isang awitin. PAKSANG-ARALIN: Timbre BEC Handbook in MSEP Umawit at Gumuhit pp. 42-43 Larawan, plaskards
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Grade IV 3
I.
II.
III.
PAMAMARAAN;
A. Awit: Anak Dalita lyrics by Francisco Santiago Ako'y anak ng dalita At tigib ng luha Ang naritong humihibik Na bigyan ng awa
CHORUS Sa dilim ng gabi Aking nilalamay Tanging larawan mo Ang nagiging ilaw Kung ikaw ay mahimbing Sa gitna ng dilim Ay iyong ihulog Puso mo sa akin
Buksan mo ang langit At kusa mong pakinggan Ang aking ligalig Saka pagdaramdam
AD LIB Ay, kung hindi ka maaaba Sa lungkot kong dinaranas Puso't diwang nabibihag Sa libing masasadlak
Tanging larawan mo Ang nagiging ilaw Ay iyong ihulog Puso mo sa akin
Magtanong ka kung 'di tunay Sa kislap ng mga tala Magtanong ka rin sa ulap Ng taglay kong dalita
CODA Ang iyong ihulog, ang iyong ihulog Buhay, pag-asa, pag-asa
B. Balik-Aral: C. Pagganyak: Ano ang nagpapaganda sa isang larawan? Ang musika ba ay may taglay ding kulay? Ano ito? Bakit kailangang lagyan ng kulay ang kanta? D. Pamamaraan Gawain 1 Basahin ang mga sumusunod na timbre ng awit. 1. Paos 6. Matalim 12.Malaki 2. Tinig na 7. Magaralgal 13.Maliit pailong 8. Maugong 14.Maluwag 3. Mataginting 9. Patili 15.Buo 4. Matinis 10.Malambing 16.basag 5. Mataas 11.Mababa
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Gawain 2: Ipakita ang isang piyesa at ipaawit sa mga bata.

Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Tanungin: Anu-ano pang mga awit ang alam mo? PAGTATAYA: Punan ang tseklist TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno.
IV. V.
P.L. : ___________________________________________ REMARKS: ___________________________________________
______________
Reading
Grade IV 3
I.
OBJECTIVE: A. Read words with ook, ind, oi and oy sound.
XIII.
SUBJECT MATTER: Reading of words with ook, ind, oi and oy sound flashcards, pictures XIV. PROCEDURES; A. Motivation: What are words with ook, ind, oi and oy sound sounds you already know? How is it produce?
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B. Presentation: Activity I Listen as the teacher read these words. oil coin moist hook loin boil loin joy boy shook foil join boiling kind enjoy coil joint toy broil void toil point broil crook rind soil void coy find grind
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ook, ind, oi and oy sound. D. Application: What words with ook, ind, oi and oy sound youve learned. XV. EVALUATION: Read the following words below. 1. crawl 2.new
3.haul
4.drew 5. Paul
XVI. Assignment Make a list of words with ing sound. P.L. : _____________________ REMARKS: _____________________
WEDNESDAY, JANUARY 23, 2013 TEACHER WAS ABSENT

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THURSDAY, JANUARY 24, 2013 MUSLIM HOLIDAY FRIDAY, JANUARY 25, 2013
I. II. 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
SUBJECT MATTER: 1st Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 English Grade IV 3 OBJECTIVE: OBJECTIVE: A. Read the selection silently. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Silent Reading - English PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 1. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER arithmetic activity for those in seat.
I. I.
II. III.
MONDAY, JANUARY 28, 2013

7:30 7:45 GMRC IV-3
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I. II.
OBJECTIVE: Recite the verse of the week.
SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________ 7:45 8:45 I. Grade IV 3
English
II. III.
OBJECTIVE: A. Read the selection silently. B. Answer the questions from the given selection read. SUBJECT MATTER: PHIL-IRI Silent Reading - Filipino PROCEDURES; A. Roll Call B. Health Inspection C. Memory verse (1st week) D. Motivation: E. Ask: Is reading important? Why? Presentation: Activity I 2. Say that you will conduct reading test. Set standard Activity 2 TEST PROPER arithmetic activity for those in seat.
TUESDAY, JANUARY 29, 2013
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I. II.
7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________
I.
7:45 8:45 English Grade IV 3 OBJECTIVE: A. Use adjectives in comparing two objects or persons. SUBJECT MATTER: Using adjectives in comparing two objects or persons BEC Handbook in English Speaking 9, p. a9 English For you and M(L) p. 157-159
Pictures, charts
IV.
III. Procedure A. Pronunciation Drill: Tongue twister
B. Review what are adjectives? Identify adjectivbes in a sentence C. Unlocking - compare D. Motivation Have 2 volunteers in front of the class. Ask: 98
1. 2. 3. 4.
What can you say about ______? How about ______? What are common in them? Compare them. Use adjectives (write answers on the board. Activity 1
E. Presentation Write the comparative form of adjectives by using er or more/less. 1. Rich 2. Expensive 3. Hard 4. Interesting 5. Sweet 6. Pretty 7. Beautiful 8. Spacious 9. Light 10. heavy Activity 2 1. 2. 3. 4. 5. Use the adjective in Activity 1 to compare the subjects in the following sentences. Vegetables are _____________ (rich) in vitamins than meat. Meat is_______ ( expensive ) than vegetables Noli finds mathematics ____ (hard) than reading. He finds reading ____(interesting) than mathematics. Mangoes are ____(sweet) than avocados.
Activity 3 6. Do acticity 2 page 158 pf the book. F. Generalization We add er to compare two persons or things. If te adjective has two or more syllables, we use the word more or less before the adjectives. Values Integration Do not judge others F. Application Use the comparative of adjectives to compare the 1. your ballpen to your classmates 2. your hair to your classmates 3. your shoes to your classmates 4. your bag with that of your seatmate 5. your age with that of your friend IV. Evaluation Use the comparative of adjectives below. 1. My uncle is _____(old) than my brother. 2. Lenis dress is ___(expensive) than Anas dress. 3. Baguio is _____(cold) tha Manila. 4. Cars are ______(expensive) than computers. 5. A jet plane is _______(fast) than helicopters/ V. Assignment Do activity 2 p. 164
P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE IV 8:45 9:45 SCIENCE IV 3 10:00 11:00 SCIENCE IV 1
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1:15 2:15 SCIENCE IV 2 I. OBJECTIVE: Identify the causes of soil erosion II. SUBJECT MATTER: Causes of soil erosion BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 186-187 Pictures, chart III. PROCEDURES; A. Science Updates B. Review: fire C. Unlocking of Difficulties: causes, soil erosion D. Motivation: Have you seen a soil falling from a mountain or hill? What do you call it? How did it happen? Is it a good thing to see? Activity I Read the words below and put a check if you think this cause soil erosion. 1. Shoes or slippers 2. Animals 3. floods 4. Wind 5. landslide 6. Rainwater 7. Children 8. planet 9. Water 10.gardeners Activity 2 Fill in the blanks to complete the causes of soil erosion. 1. When you walk on muddy road you carry on your ____ lots o0f soils. 2. Dust particles are carried away by the _____ on a windy day. 3. ____ carries away much soil and rocks during heavy rain. Activity 2 Which of the following most people do that contribute to soil erosion? 1. Planting trees 2. Cutting down trees 3. Removing grasses 4. Making dams for water to flow 5. Burning grass 6. digging
E. Generalization:
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What are the causes of soil erosion? F. Application: Do you sometimes cause to erode soil? How? What will you do the next time around? Evaluation Identify the cause of soil erosion. ____ 1. animals ____ 2. wind ____3. Pots in place ____4. Flowing water ____5. Dress hanging ASSIGNMENT: write other safety measures in handling hot objects.
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot a. Materyal b. Di-materyal 1. 2. 3. 4. 5. Edukasyon Kasuotan Wika Tahanan sandata B. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? C. Pag-aalis ng sagabal: ugnayan, dayuhan
III.
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D. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. Mahusay silang madaragat 2. Binuksan nila ang Canton sa dayuhang kalakal 3. Nagtatatag sila ng sentro ng kalakalan sa Sulu 4. Ipinalaganap nila ang relhiyong Islam 5. Natutuhan mula sa kanila ang disenyong arabesque 6. Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan 9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan. Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 1. Orang dampuan 2. Tsino 3. Arabe Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 2. Islam 3. Arabesque 4. Champa 5. Camisa de Chino 6. Vietnam 7. Canton 8. Muslim 9. Abu Bakr 10.Pansit E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: IV. Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel.
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V.
______________ I. OBJECTIVE:
Reading
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread V. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
5.bread
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WEDNESDAY, JANUARY 30, 2013 7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week.
I. II.
SUBJECT MATTER: 4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________
I.
7:45 8:45 English Grade IV 3 OBJECTIVE: A. Write the comparative and superlative form of comparative and superlative of adjectives. SUBJECT MATTER: Comparative and superlative form of comparative and superlative degree of adjectives. BEC Handbook in English Speaking 9, p. 9 English For you and M(L) p. 160-161
Pictures, charts
II.
III. Procedure A. Pronunciation Drill: Tongue twister
The bear could not bear the boar. The boar thought the bear a bore. At last the bear could bear no more Of that boar that bored him on the moor, And so one morn he bored the boar That boar will bore the bear no more.
B. Review using comparative degree 104
C. Unlocking - form D. Motivation Point out a thing. What ajective can you say about the object? Add er/more/less. Add est/most/less. Can we add all these to the adjective? Why? E. Presentation Activity 1 Form the comparative and superlative form of adjective by using these rules. !. Most adjectives form the comparative and superlative by addng er est. `` Comparative degree Superlative degree 1. Rich 2. Hard 3. Sweet I!. Adjectives ending in y form its comparative and superlativeby changing y to I and add er or est. `` Comparative degree Superlative degree 1. pretty 2. happy 3. early II!. Adjectives with final CVC spelling pattern, double the last letter and add er or est. `` Comparative degree Superlative degree 1. sad 2. rhin 3. hot IV.Adjectives ending in e add only r or st. `` Comparative degree
Superlative degree
1. brave 2. cute 3. large IV.Adjectives with 2 or more syllables form its superlative and compative by adding more/less or most/least. `` Comparative degree Superlative degree 1. creative 2. cooperative 3. helpful Activity 2 Write the comparative and superlative of the ff. adjectives. Lazy 6. delicious Difficult 7. nice Crazy 8. sharp big 9. noisy bright 10. kind
1. 2. 3. 4. 5.
Activity 3 1. Do acticity 1, page 164 of your language book. F. Generalization What are the different ays of forming the comparative and superlative degree of adjectives? Values Integration Do not judge others F. Application Allow a popil to give an adjective. Let volunteer form its comparativeand superlative degree. IV. Evaluation Write the comparative and superlative degree of these adjectives. 1. fast 2. dangerous 3. dirty 4. bad 5. fine 105
V.
Assignment Do activity 2 p. 164
P.L. : ______________________________________ REMARKS: ______________________________________ 8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the effect of soil erosion to people, plants and animals. II. SUBJECT MATTER: Effects of soil erosion BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 192-194 Pictures, flascards III. PROCEDURES; A. Science Updates B. Review: causes of soil erosion C. Unlocking of Difficulties: effect, soil erosion D. Motivation: Have you seen an eroded soil.? Does it bring good or bad to people? plants? Animals? How? Activity I Read the sentences below and identify the sentences that tell the effect of soil erosion. 1. Erosioin change the shape of the land. 2. Erosion beautifies the surroundings. 3. It can carry rocks that will block the roads. 4. It widens the river banks. 5. It doesnt change the earth. 6. Erosion can trigger landslide. 7. Erosion washes away the topsoil. 8. It helps the soil to move up. 9. Erosion uproot trees. 10. Soil erosion by wind cause sandy storms Activity 2 Look at the picture, what will likely the effct of this to people, animals or plants. Lanslide Moving water Storm SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV
106
Activity 2 Observe the effect of soil erosion in this activity. Collect a soil. Form a small hill. Put some ants below it. Sprinkle some water. What will be the effect of it?
E. Generalization: What are the effects of soil erosion? F. Application: Is soil erosion harmful to you? Why? Evaluation Identify the effects of sil erosion. ____ 1. People living near the slope will live dangerous near it. ____ 2. Soil erosion will not do any harm. ____ 3. Soil erosion makes the soil barren. ____ 4. Soil erosion results in the loss of soil fertility. ____ 2. Animals will be safe in slopes. ASSIGNMENT: Write other effects of soil erosion.
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot b. Materyal b. Di-materyal 1. 2. 3. 4. Edukasyon Kasuotan Wika Tahanan
107
III.
5. sandata A. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? B. Pag-aalis ng sagabal: ugnayan, dayuhan
C. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe 1. Mahusay silang madaragat 2. Binuksan nila ang Canton sa dayuhang kalakal 3. Nagtatatag sila ng sentro ng kalakalan sa Sulu 4. Ipinalaganap nila ang relhiyong Islam 5. Natutuhan mula sa kanila ang disenyong arabesque 6. Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga 7. Sila ay nanguna sa paraang pagpalitan ng produkto o barter 8. Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan 9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan. Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. 1. Orang dampuan 2. Tsino 3. Arabe Gawain 3 Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 6. Vietnam 2. Islam 7. Canton 3. Arabesque 8. Muslim 4. Champa 9. Abu Bakr 5. Camisa de Chino 10.Pansit D. Paglalahat: Ano ang iyong natutunan? E. Paglalapat: IV. Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa papel. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.
108
V.
______________ I. OBJECTIVE:
Reading
A. Read words with ea sound. II. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady bear weather heavy meant dead spread r eady deaf leather heaven read dread ahead readily sweat feather leaven breast tread behead deadly sweater heather heavily forbear bread instead realm headlight leathern readiness spreading
III.
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread V. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________ THURSDAY, JANUARY 31, 2013
5.bread
109
I. II.
7:30 7:45 GMRC IV-3 OBJECTIVE: Recite the verse of the week. SUBJECT MATTER:
4TH Week Verse III. PROCEDURES; A. Meditation B. Roll Call C. Health Inspection D. Review: 1st Week Verse E. Presentation 1. Present the verse. Teacher will read the verse, pupils will follow. 2. Present the incomplete verse. Fil with the correct words. 3. Recite the verse. IV. EVALUATION: List down pupils who can recite the verse. V. ASSIGNMENT: Memorize the verse. P.L. : ___________________________________________ REMARKS: __________________________________________
I.
7:45 8:45 English Grade IV 3 OBJECTIVE: A. Use the positive, comparative and superlative forms of regular adjectives. SUBJECT MATTER: Using the positive, comparative and superlative forms of regular adjectives. BEC Handbook in English Speaking 9, p. 9 English For you and M(L) p. 160-161 http://www.elementary.ph/using-positive-comparative-and-superlative-formsregular-adjectives
II.
Pictures, charts III. Procedure A. Pronunciation Drill: Tongue twister
Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed Shilly-shallied south. These sheep shouldn't sleep in a shack; Sheep should sleep in a shed
B. Review writing comparative and superlative degree of adjectives 110
C. Unlocking D. Motivation Point out a thing. What ajective can you say about the object? Add er/more/less. Add est/most/less. Can we add all these to the adjective? Why? E. Presentation Activity 1 Teacher read these phrases then tell the pupils to encircle the adjectives in the phrases) Ask: What did you notice about the adjectives used? a. was becoming wider and longer b. is fresher in the city c. taller than those along the highway d. the tallest trees are in the mountain 1. The teacher will ask the class to read the sentences. a. Mt. Arayat is high. b. Mt. Pulog is higher than Mt. Arayat. c. Mt. Apo is the highest mountain of the three. Ask: What adjective is used in the first sentence? Is Mt. Arayat being compared to anything? When an adjective is used to describe, it is in the positive form
Activity 2 Fill in the blanks with the correct form of adjective. One Sunday, the Torres family traveled on a _______(wide) road. In the car were Mr. and Mrs. Torres, Shirley and her brother Peter. They saw many trees, high hills and mountains along the highway. As they traveled, they noticed that the road was becoming ______(wide) than before. At last, they arrived at Donnas place. Donna and her parents were happy to meet them. Your place is very nice. The air here is ____(fresh) than in the city, said Mr. Torres. The trees around here are ____(tall) than those along the highway, remarked Mrs. Torres. But the _____(tall) trees are in that mountain. Is that the _________(high) mountain in the Philippines? asked Peter as he pointed at the mountain. No, that is Mt. Arayat. The _____(high) mountain is Mt. Apo. It is in Davao, answered Donna. Let us climb the mountain, said Shirley. Activity 3 Use the correct degree of adjective to complete the sentences below Fast 1. The motorcycle is _________. Dangerous 2. That what the ________ technique Ive ever seen. Dirty 3. The dress she wears is ______ than mine. Bad 4. He showed the ______ in the class. Fine 5. The sugar I bought is ___ than before. F. Generalization 1. What are the three forms of adjectives? The three forms of adjectives are positive, comparative and superlative forms. 2. When do we use the positive form? The positive form of adjective is used to describe one person, place or thing. 3. When do we use the comparative form? The comparative form of adjective is used to compare two persons, places or things. 4. When do we use the superlative form? The superlative form of adjective is used to compare three or more persons, places or things. G. Application 1. Give each group objects to be compared Example: Group 1 three pieces of string of different length Group 2 three kinds of fruits that are sweet Group 3 three kinds of things that are heavy Let them compare the objects using the three forms of adjective 111
IV.
Evaluation Use the correct form of adjective inside the parenthesis to complete the sentence. 1. I feel it is ______ today than yesterday. (warm, warmer, warmest) 2. Leas bag is _______ than mine. (big, bigger, biggest) 3. Of the two, this lamp is _______. (bright, brighter, brightest) 4. Last Monday proved to be the __________ day in December. (cool, cooler, coolest) 5. The water in the bottle is _________ to drink. (safe, safer, safest)
V.
Assignment Write a short paragraph about persons, places or events you want to compare. Use the correct form of adjectives to compare them.
P.L. : ______________________________________ REMARKS: ______________________________________ 8:45 9:45 10:00 11:00 1:15 2:15 I. OBJECTIVE: Identify the ways of preventing soil erosion. II. SUBJECT MATTER: Preventing soil erosion BEC Handbook in Science 4.2 p. 19 Science for daily Use pp 197-198 Pictures, flascards III. PROCEDURES; A. Science Updates B. Review: effects of soil erosion C. Unlocking of Difficulties: eprevent, soil erosion D. Motivation: Is soil erosion hazardous? Why? Can we prevent the soil to erode? How? Activity I Look at the picture and match it to the word that will fit it. SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV
Terracing
building dams
reforestation
crop rotation
plowing
112
rip rapping Activity 2 Identify the soil erosion prevention below. A` B Plowing around the hill or slope a. crop rotation Covering bare areas with plants b. reforestation Flat areas on the mountain c. building dams Planting crops alternately d. Terracing Building fences along the river banks e. plowing
1. 2. 3. 4. 5.
Activity 3 Identify the soil erosion prevention described by your classmates. E. Generalization: What are the ways of preventing soil erosion? F. Application: If you are living near the slopes prone to slanslide, how are you going to prevent it? Evaluation Identify the ways of preventing soil erosion being described below. ____ 1. replanting ____ 2. Usually made on a slope so running water will flow easily. ____ 3. Looks like stairways ____ 4. Planting srops alternately. ____ 2. Fensing the side of the water form. ASSIGNMENT: write important facts on your notebook.
IV.
V.
P.L. : ___________________________________________ REMARKS: __________________________________________
113
_______________ MAKABAYAN Grade IV 3 I. LAYUNIN: A. Nasasabi ang mga pangyayari sa ugnayan ng mga Sinaunang Pilipino sa mga dayuhan. II. PAKSANG-ARALIN: Ang Ugnayan ng mga Sinaunag Pilipino at mga dayuhan BEC Handbook sa Makabayan C 3 Makabayan: Kapaligirang Pilipino ph 187-190 Larawan at tsart, plaskards PAMAMARAAN; A. Balitaan: Kasalukuyang Pangyayari Balik-Aral: Tukuyin ang Materyal at Di-Materyal na kultuta. Isulat ang titik ng tamang sagot c. Materyal b. Di-materyal 1. 2. 3. 4. 5. Edukasyon Kasuotan Wika Tahanan sandata B. Pagganyak: May mga ugnayan kaya ang mga sinaunag Pilipino sa iba pang tao? Bakit mo ito nasabi? Ano ang naiambag nila sa ating kultura? C. Pag-aalis ng sagabal: ugnayan, dayuhan D. Pamamaraan: Gawain 1 Grupo Sabihin ang mga dyuhang tinutukoy sa bawat bilang. a. Orang dampuan b. Tsino c. Arabe Mahusay silang madaragat Binuksan nila ang Canton sa dayuhang kalakal Nagtatatag sila ng sentro ng kalakalan sa Sulu Ipinalaganap nila ang relhiyong Islam Natutuhan mula sa kanila ang disenyong arabesque Dala ng mga dayuhang ito ang mga sar-saring panunda gaya ng lata, porselana, bakal, karayom, seda at tingga Sila ay nanguna sa paraang pagpalitan ng produkto o barter Sinunog nila ang baryon g mga Nuranun dahil sa hindi pagkaunawaan sa kalakalan
114
III.
1. 2. 3. 4. 5. 6. 7. 8.
9. Ang iba sa kanila ay bumalik sa Tsina ngunit ang iba ay nakapag-asawa ng ng mga Pilipino. 10.Ang salitang alamat, salamat at sulat ay sa kanila atin natutunan. Gawain 2 Magtala pa ng ilang pakikipag-ugnayan ng mga Pilipino saga sumusunod. Orang dampuan 1. Tsino 2. Arabe
Gawain 3
Narito ang mga tala ng salita, sabihin kung sinong sinaunang dayuhan ang maihahalintulad mo dito. 1. Barter 6. Vietnam 2. Islam 7. Canton 3. Arabesque 8. Muslim 4. Champa 9. Abu Bakr 5. Camisa de Chino 10.Pansit E. Paglalahat: Ano ang iyong natutunan? F. Paglalapat: Mahalaga ba ang natutunan natin sa mga dayuhan? Bakit? IV. PAGTATAYA: Sabihin ang mga pangyayari sa ugnayan ng Sinaunang Pilipino sa mga dayuhan. Itala ang mga wastong pangungusap sa pape V. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno. P.L. : ___________________________________________ REMARKS: __________________________________________ ______________ I. OBJECTIVE: II. Reading Grade IV 3
III.
B. Read words with ea sound. SUBJECT MATTER: Reading of words with ea sound flashcards, pictures PROCEDURES; A. Motivation: What are words with ea sound sounds you already know? How is it produce? B. Presentation: Activity I Listen as the teacher read these words. head stead steady dead spread r eady dread ahead readily tread behead deadly bread instead realm
115
bear weather heavy meant
deaf leather heaven read
sweat feather leaven breast
sweater heather heavily forbear
headlight leathern readiness spreading
Activity 2 Read the words posted as a group. Activity 3 Read the sentences by row. C. Generalization Producing ea sound. D. Application: What words with ea sound youve learned. IV. EVALUATION: Read the following words below. 1. head 2.dead 3.dread 4.tread V. Assignment Make a list of words with ea sound. P.L. : _____________________ REMARKS: _____________________
5.bread
116
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MERRY CHRISTMAS

Value Focus: Proper Care of Book/Dictionary

hito strike or knock with force _____ 1. _____ 2. _____ 3. capital

a very successful play, book, songs, etc.

a letter different from the lower case or small letter.

_____ 1. _____ 2. _____ 3. IV. Evaluation

_____ 1. _____ 2. _____ 3. cane

P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

Gawain 3 Pag-awit : Grupo E. Paglalahat: Ano ang iyong natutunan?

P.L. : ___________________________________________ REMARKS: ___________________________________________

Kaugalian at tradisyon Relihiyon Pamahalaan Musika Kagamitan at sandata Gawain 3

oil coin moist hook loin

boil loin joy boy shook

foil join boiling kind enjoy

coil joint toy broil void

toil point broil crook rind

soil void coy find grind

TUESDAY, DECEMBER 4, 2012

Value Focus: II.

P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : ___________________________________________ REMARKS: ___________________________________________

P.L. : _____________________ REMARKS: _____________________

Predict the outcome of stories heard

Value Focus: Kindness to Animals

Procedure A. Drill (Open-ended Question)

Properties Color size shape object

P.L. : ___________________________________________ REMARKS: __________________________________________

toil point broil crook rind

soil void coy find grind

7:45 8:45 OBJECTIVE:

pictures, charts and sheets of paper

III. Procedure A. Pronunciation Drill:

B. Review Write a sentence for each of the given pictures

P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : ___________________________________________ REMARKS: __________________________________________

1. V. TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.

P.L. : ___________________________________________ REMARKS: ___________________________________________ ______________ VI. OBJECTIVE: Reading Grade IV 3

7:45 8:45 OBJECTIVE:

A. Topic: Talk B. Text: C. References:

story and exercises written on charts

Value Focus: Honesty

Procedure A. Pronunciation Drill; Tongue Twister

___ ___ ___ ___ ___ F. Generalization

_______1. _______2. _______3. _______4.

P.L. : ______________________________________ REMARKS: ______________________________________ SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : ___________________________________________ REMARKS: __________________________________________

Larawan, plaskards PAMAMARAAN; A. Awit:

TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : ___________________________________________ REMARKS: ___________________________________________

TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.

P.L. : ___________________________________________ REMARKS: ___________________________________________

7:45 8:45 OBJECTIVE:

Value Focus: Making Sound Conclusion

Procedure A. Pronunciation Drill:Tongue Twister:

P.L. : ______________________________________ REMARKS: ______________________________________

SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2

P.L. : ___________________________________________ REMARKS: __________________________________________

Gawain 3 Pag-awit : Grupo

TAKDANG-ARALIN: Iguhit ang mapa ng Rehiyon V sa kwaderno.

P.L. : ___________________________________________ REMARKS: ___________________________________________ Grade IV 3

______________ VI. OBJECTIVE:

7:45 8:45 OBJECTIVE:

Procedure A. Pronunciation Drill: Tongue twister

Fact 1 Fact 2 Fact 3 Fact 4 Fact 5 Fact 6 Opinion 1 Opinion 2

P.L. : ______________________________________ REMARKS: ______________________________________

hito strike or knock with force ___ 1. _ 2. ___ 3. capital

___ 1. _ 2. ___ 3. IV. Evaluation

___ 1. _ 2. ___ 3. cane

P.L. : REMARKS: SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : _ REMARKS: _

P.L. : REMARKS: SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : _ REMARKS: _

P.L. : _ REMARKS: _

P.L. : _ REMARKS:

P.L. : REMARKS: SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : _ REMARKS:

P.L. : _______________ REMARKS: _ VI. OBJECTIVE: Reading Grade IV 3

_ _ _ _ ___ F. Generalization

___1. _2. _3. ___4.

P.L. : REMARKS: SCIENCE SCIENCE IV 3 SCIENCE IV 1 SCIENCE IV 2 IV

P.L. : _ REMARKS:

TAKDANG-ARALIN: Magtala ng awiting pamasko sa kwaderno. P.L. : _ REMARKS: _

P.L. : _ REMARKS: _

P.L. : REMARKS:

P.L. : _ REMARKS:

P.L. : _ REMARKS: _ Grade IV 3

P.L. : REMARKS:

P.L. : _ REMARKS:

P.L. : _ REMARKS: Grade IV 3

P.L. : REMARKS:

P.L. : _ REMARKS: _

P.L. : REMARKS:

P.L. : _ REMARKS: _

P.L. : REMARKS:

P.L. : _ REMARKS: _

P.L. : _ REMARKS:

P.L. : _ REMARKS: Grade IV 3

P.L. : _ REMARKS:

P.L. : _ REMARKS: Grade IV 3

P.L. : _ REMARKS: