DIBISYON NG LUNGSOD NG TAYABAS

PAARALANG ELEMENTARYA NG KALUMPANG

BANGHAY ARALIN SA FILIPINO V

Q4/W4/D1

I. LAYUNIN
A. PamantayangPangnilalaman
Naipamamalasangkakayahansamapanuringpakikinig at pag-unawasanapakinggan
B. PamantayansaPagaganap
Nakabubuo ng nakalarawangbalangkasbataysanapakinggan
C. MgaKasanayansaPagkatuto (Isulatang code ng bawatkasanayan)
a. Nakagagawa ng dayagrama ng ugnayangsanhi at bungamulasatekstongnapakingganF5PN-IVa-d-22
b. Naibibigayangkahulugan ng salitangpamilyar at di pamilyarsapamamagitan ng paglalarawanF5PT-IVd-f-
1.13
c. Napapahalagahanangmgatekstongpampanitikansapamamagitan ng aktibongpakikilahoksausapan at
gawaingpampanitikanF5PL-0a-J-4

II. NILALAMAN
Paggawa ng Dayagrama ng UgnayangSanhi at Bunga
Integrasyon: Science V – Protect and Conserve estuaries and intertidal zones – S5LT-Ii-j-10

KAGAMITANG PANTURO
A. Sanggunian
1. MgapahinasaGabay ng Guro:
Curriculum Guide in Filipino pahina 100
2. MgapahinasaKagamitang Pang-Mag-aaral
3. MgapahinasaTeksbuk
B. Iba pang KagamitangPanturo
Tsart, Organizer, Powerpoint presentation
C. Istratihiya: Differentiated Instruction, Positive Interdependence, group work, group reporting,
Computer Aided Materials (CAI)
Integrasyon: Science v
III. PAMAMARAAN
A. Balik-aralsanakaraangaralin at/o pagsisimula ng bagongaralin
Pag-ugnayinangmgalarawan

Anoangnapansinmosalarawan?
Bakit kaya umiiyakangbata?
Bakitganitoangkasuotan ng batangbabae?
*, **, ******, *******, ********
B. Paghahabisalayunin ng aralin
Punanangnawawalangletrasaloob ng kahonupangmabuoangsalitanginilalarawansabawatbilang
Gumawa ng sarilingpangungusapupangilarawanangmgasalitangnabuo

1. Walangdumi o mantsa
 M l n i
2. Pagpunta o pagbisitasamagagandanglugar
p m a m s a l
3. Pag-awas ng tubigsaisanglagayan
U m a p W
4. Natatakotsaanumangmangyari
N n g g A m b
5. Paggawa ng isangaksyonsaisangbagay
k m l s
*, **, ******, *******
C. Pag-uugnay ng mgahalimbawasabagongaralin

Tingnananglarawan ng ilogpasig, anoangmasasabinyosalarawan?

Gumawa kayo ng katanungantungkolsalarawan.

Pakikinigsateksto

Noon malinis, mabango at malinawnatubig kaya maramiangnamamasyal at naliligosaIlog- Pasig kaya

nasiraangkagandahan ng makasaysayangilog, pinabayaanito ng mgatao. Maramiangnagtatapon ng basurasailog
kaya sakauntingpag-ulan ay umaapawito. Namatayangmgaisdadahilsamaruminaangtubigsailog.
NangangambaangmgataonatuluyannangmasiraangIlog Pasig, kaya kailangankumilossilabagomahulianglahat.
*, **, ********
D. Pagtatalakay ng bagongkonsepto at paglalahad ng bagongkasanayan #1
(Sagutanmunaang hanging question naginawa ng mgabata)
Ano-anoangdahilan ng pagkasira ng Ilog Pasig?
Ano-anoangmgaepekto ng pagkasira ng IlogPasig ?

Integrasyon:
Bilangkabataan, paanokamakakatulongupangmulingmaibalikitosadati?**, ***
Paanomopaproprotektahanangmgawawa o ilogsaiyongparaan? **, ***
Anoanggagawinmongparaan para mapanatilingmalinisangtabingilog o dagat? **, ***

Italaangiyongkasagutansatamanghanay.

Sanhi/dahilan Bunga/Epekto

E. Pagtatalakay ng bagongkonsepto at paglalahad ng bagongkasanayan #2

Pangkatang Gawain

(Bagoisagawa ay maglagaymuna ng panuntunansapagsasagawa ng pangkatanggawain) *****

Siguraduhingmabuti ng lahat ng lidernanagawa ng maayos, tama saoras at may
disiplinaangbawatmiyembro ng bawatpangkat****, *****
Pangkat I –Ano kaya angmanyayari kung ikaw ay hindisusunodsananay at tatay mo.
Pangkat II-Umuulannangmalakassabuongmagdamag. Napuno ng tubigangmgaestero at kanal
Pangkat III – Nakalimutanmongisaraangbahaynyo at pumasokkanasapaaralan.

Gamitinangmgadayagrampara saugnayangsanhi at bunga

Bubuo ng rubric namapapagkasunduan ng lahat
Rurik sapangkatanggawain
Panuntunan 3 4 5

Ilahadangpag-uulatsapamamagitan ng sabayangpagbigkas
Pangkat I
Sanhi Bunga

Ipakitasapamamagitan ng drama angnabuongdayagram

Pangkat II

Sanhi

Bunga

Ipakitasapamamagitan ng pagbabalitaangnabuongdayagram
Pangkat III

bunga

bunga Sanhi bunga

bunga

*, **, ******, *******, ********, *********

F. PaglinangsaKabihasan
 ItambalangHanay AsaHanay B

*, **, ******, *******, ********, *********

G. Paglalapat ng aralinsa pang-araw-arawnabuhay
Ilahadangmaaringmagingbunganito:
1. Pagsunodsapayo ng magulang
2. Malingpagsasalansan ng mgabasurangnabubulok at sinabubulok
3. Pag-aaral ng mabuti
4. Hindi pagsasabi ng tapatsamagulang
5. Paglilinis ng paligid
*, **, ***, *********

H. Paglalahat ng Arallin
Anoangnatutunanmongayonsaatingaralin?
AnoangSanhi?
AnoangBunga?
*******, **
I. Pagtataya ng Aralin
Gumamit ng dayagramupangpagtambalinangsanhi at bunga

SANHI BUNGA

1.

2.

3.

4.

5.

1. Paggamit ng dinamita a. Pag-init ng paligid

2. Panghuhuli ng hayop b. Pagdumi ng ilog
3. pagpuputol ng punongkahoy c.Pagkamatay ng mgaisda
4. Pagsunog ng kabundukan d.Pagdami ng tao
5. Pagtatapon ng basurasamgailog e. Pag-abusosamgahayop
f. Pagkakalbo ng kagubatan
*, **, ******, *******, ********, *********
 J. Karagdaganggawain para satakdang-aralin at remediation
Sumulat ng pangungusapna nag-uugnaysasanhi at bunga
*, **, ******, *******, ********

Inihandani:

FRANCIS M. NAVELA II
GURO III
BinigyangPansin:

ELPIDIA C. PALAYAN
PunongGuro II

Annotation:
* to meet indicator 1 in COT –RPMS, the teacher addressed content correctly and its focus is congruent with the topic on his presentation
of example and other activities, the teacher motivates his learner to explore the content area to develop their knowledge and satisfy their
natural curiosity that can be seen on the part of integration in science subject, the teacher made meaningful connections across the
content areas (from Review up to Evaluation and additional activities) and the teacher applied extensive knowledge of the content
beyondinquisitiveness his area of specialization that was perceive during the discussion and the activities.

** to meet indicator 2 in COT –RPMS, the teacher utilized structured activities that augment and boost learners higher level of literacy e.g.
practicing skills in writing that was observed during group work and assignment.

*** to meet indicator 3 in COT –RPMS, the teacher provided all-encompassing questions including HOTS questions and activitiesthat
challenge the learners toruminate and have a deeper perception.

**** to meet indicator 4 in COT –RPMS, the teacher employed practical classroom structure management practices to support flex
movement of the learners in all learning activities. The learners are utterly engrossed in all activities by consuming optimal space and time
apposite to their needs.

***** to meet indicator 5 in COT –RPMS, the teacher established a positive learner milieu and used non-violent castigation to ensure
learning focused environment.

****** to meet indicator 6 in COT –RPMS, the teacher provided differentiated strategies that motivated and engaged learner to achieved
their individual learning needs.

******* to meet indicator 7 in COT –RPMS, the teacher organized sequence of activities intentionally to lead the pupils in achieving the
objectives

******* to meet indicator 8 in COT –RPMS, the teacher utilizes learning resources which are consistently aligned with the instructional
purposes

******** to meet indicator 9 in COT –RPMS, the teacher used formative assessment which engaged learners in assessing own and with
their peers.

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