1st QUARTER B.

Review
Thursday June 6, 2019 C. Lesson Proper
1. Motivation
7:00 – 7:20 – Teacher’s Preparation 2. Presentation
7:20 – 7:30 – Pagtataas ng Watawat 3. Skill Development
4. Fixing of Skills
7:30 – 8:00 5. Generalization
EDUKASYON SA PAGPAPAKATAO IV. Evaluation
I. Nakapagsisimula ng pamumuno para Read the paragraph silently . The key
makapagbigay ng kayang tulong para sa sentence has been underlined . Choose
nangangailangan : pagbibigay ng at least 2 supporting details to the key
babala/impormasyon kung may bagyo, sentence .
baha, sunog, lindol at iba pa Crickets are used as watchdogs by
EsP5PKP-II-a-22-11.2 some Jpanese . The crickets are placed in
decorative little cages which stand on
pedestals . No community be without
I. A. Pagkakawanggawa at police protection . Late in the day and all
Pagkamamahabagin through the night tha caged crickets sing
B. EsP CG 5 p.28 ng 76 , TG pah 19 – 21, until someone walks across the floor . The
T pah .61 - 67 crickets awaken the family by their silence
. Dogs awaken the family with their noise .
C. larawan ng mga taong naghihirap
sa Pilipinas
V. Assignment
II. Pamamaraan: Refer to TG page 157
A. Ihanda Natin
B. Matuto sa Iba CPL: = ___%
C. Gawin ang Tama
D. Isiping Mabuti 5 = _____
E.Subukin Ito
4 = _____
F. Repleksiyon

IV. Pagtataya :
8:00 – 8:50
Gawin ang Subukin Ito sa pahina
ENGLISH
67 ng Batayang Akalt sa EsP titik A at B
I. Note significant details of the selection
listened to.
V. Takdang – aralin
EN5LC- Ia- 2.1
Basahin ang Isiping Mabuti sa pahina
66.Isaisip ito .
Observe politeness at all times.
CPL ____ Attendance: ____
Show kindness to everyone.

5= 4= 3= 2= 1= 0= Use appropriate facial expressions in

delivering some lines of the characters of
8:00 – 8:50 English 5 the selection listened to.
I. Identifies the details that support the key II. A. Noting significant details of the
sentence selection listened to
EN5G-1Ia-2.21 Use appropriate facial expression
Follows instruction accurately B. CG: 101, The Sly Fox -Developing
I. A. Identifying the details that support Reading Power 5 p. 43-45
the key sentence C. selections, pictures, laptop

B. English TG pages 151 – 157 ( BEC ) III.

LM pages 101 – 102
C. chart, pictures , board and chalk , I. Procedure
A. Setting the Stage
textbook
Show pictures of fox and wolf
Ask: Are these animals the same?
II. Procedure: What can you say about the fox?
How about the wolf?
A.Drill
page 1 Grade V – Daily Lesson Plan
 1st QUARTER
Thursday June 6, 2019
If you are going to choose between the
two, who will you want to be? Why?
B. Explaining the Students What to Do
Say: Today, we are going to read a story
and learn to use appropriate facial
expressions in delivering the lines of the
characters. You will be learning to
answer questions based on the noted
significant details of the selection you
listened to.
Set the standards in listening to a
story.
C. Modeling for Students
Let the pupils arrange the jumbled letters
to identify the word used in the story
being defined.
a. growing thickly ------- h s y u
b we go?”
b. soft hair of certain animals ----
-- u f r
c. projecting part of the face
including the mouth and nose--- z l e z
m u
d. having a full rounded shape --
---- u m l p p
e. tricky or wise----- y s l
Have the pupils listen to the
story “The Sly Fox”. While reading, the
teacher emphasizes appropriate facial
expressions for the lines of the characters
of the story. Instruct the pupils to observe
how the appropriate facial expressions
are used in delivering the lines of the
story. Then, pupils will be answering the
questions.
“The Sly Fox”
The fox is a wild animal that looks
like a dog. It has a pointed nose and
ears , a bushy tail and thick fur. The fox is
said to be a very clever animal in fooling
others. The wolf is a wild animal that looks
like a dog too. It has thick fur and
pointed muzzle. Wolves and foxes hunt
other animals. Sometimes, they end up
hunting each other.
One night, a fox met a wolf in the
forest. The wolf was very hungry and in a
terrible mood. So the wolf said to the fox.
“Don’t move! I’m going to eat you
this minute.”
page 2
As he spoke, the wolf backed the
fox up against a tree. The fox realized she
could not run away.
“I have to use my wits instead of my
legs,” she said to herself.
“I could have been a good dinner
for you last year. I was then very fat and
plump. But I had three babies then. Now
I’m slim and not delicious.”
“I don’t care if you are plump or
not. I don’t care how many babies you
have. I’m going to eat you right now!”
The wolf began closing in on the
fox.
“Stop!, the fox shouted. “ Look how
skinny I am. I ran off all my fat looking for
my babies. But I know a place where you
can find something good and fat.”
Wolf backed off and listened to Fox.
“There is a well near here. In the
bottom of it is a big round piece of meat.
You can get it instead of eating me. Shall
The wolf trotted off after the fox,
making sure that she could not run away.
They came upon a well.
“See for yourself, what a fat juicy
piece of meat is at the bottom of this well.
I wanted to get it for my babies. But you
can have it.”
Inside the well was a delicious
looking yellow round piece of meat.
Above the well, the moon shone bright
and clear. The wolf leaned over the well
wondering how to get the piece of meat.
The fox jumped up quickly and pushed
the wolf down into the deep well.
“ I’m a sly old mother Fox!” Fox said
to herself.
Afterwards, the teacher will call
each row to deliver the lines of the
characters of the story listened to with
appropriate facial expressions. Then, the
teacher will call some of pupils individually
in front of the class to deliver the lines with
appropriate facial expressions.
 “Don’t move! I’m going to eat you this
minute.”
 “I have to use my wits instead of my
legs”
 “I could have been a good dinner for
you last year. I was then very fat and
plump. But I had three babies then.
Now I’m slim and not delicious”.
How did facial expressions affect in saying
these lines of the characters of the story
you listened to? (Facial
Grade V – Daily Lesson Plan
1st QUARTER
Thursday June 6, 2019 V. Make a comic strip of the story “The Sly
expressions make the story more Fox”
realistic and emotional)
CPL: = ___%
Answer the comprehension questions
based on the story heard. 5 = _____
1. Who were the characters of the story?
2. Where did the story happen? 4 = _____
3. What did the fox do to be not eaten for
dinner by the wolf? 8:50 –9:40
4. Why did the wolf not eat the fox? FILIPINO
5. What was at the bottom of the well that I. Nakasusulat ng isang maikling balita
looked delicious and good? F5PU-Ia-2.8

Ask: What did you do to answer all the
given questions? (Listened to the story and
remembered the details)
D. Guided Practice
Refer to LM, Try and Learn
E. Independent Practice
Refer to LM, Do and Learn
1. Balik-aral
F. Closure/Assessment
Noting details of a story means
pointing out the characters around
which the story revolves, the place
and when it happened and the series
of actions that make the story itself.
II. A. Paksang Aralin
Pagsulat ng Isang Maikling Balita
B. Sanggunian
Pag-unlad sa Wika at Pagbasa 5 p.32
Hiyas sa Wika 5 p. 43 at 48
C. Mga kagamitan
Balita,tsart,metacard
III. Pamamaraan
Mula sa takdang aralin ng mga bata
pumili ng isa at ipresent ito sa unahan.
Hayaan ang mga batang piliin o
mgbigay ng mga pangngalan na
makikita ditto.Ipatukoy kung anong uri
ng pangngalan ang mga ito.

Use of appropriate facial 2. Pagsasanay

expressions in delivering the lines of the Sabihin: Basahin at pag-aralan ang
characters in the story helps in making pagbabalitaan ng magkaibigan.Pansinin
the story more realistic, creative and ang mga salitang may salungguhit.
emotional. The listeners feel more excited
to know what will happen next and they
become more imaginative.

IV. Listen to the story to be read by the

3. Mga Gawain
teacher. Then answer the questions that
A. Pagganyak
follow.
Itanong: Sino sa inyo ang nanood ng
Aurea is in a hurry preparing to go
balita kagabi?
to school. She didn’t wake up early
because she watched her favorite late
B. Paglalahad
night show. She opened her purse and
Sabihin: Makinig sa isang maikling
said, “My allowance is not enough for the
balita na aking babasahin.
remaining three days before my next
allowance” she felt so worried. It is C. Pagtalakay
because she is fond of buying bracelets
and necklaces. Ipasagot sa mga bata ang mga
Questions: tanong ukol sa balitang kanilang
1. Who is the main character of the story? narinig.
2. Draw the appropriate facial expression Ang balita ay napapanahon at
related to this line of Aurea “My makatotohanang ulat ng mga
allowance is not enough for the remaining pangyayaring naganap na, nagaganap
three days before my next allowance”. atmagaganap pa lamang.

page 3 Grade V – Daily Lesson Plan

1st QUARTER
Thursday June 6, 2019
Ito ay maaaring maibahagi sa
pamamaraang pasalita, pasulat at
pampaningin.
• Pasalita
kung ang ginawang midyum ay ang
radio at telebisyon;
• Pasulat
kung ito ay ipinalimbag sa pahayagan
at iba pang uri ng babasahin; at
• Pampaningin
kung ang midyum ay ang telebisyon
at sine.
Mga Katangian ng Balita
• Kawastuhan
-ang mga datos ay inilahad nang walang
labis, walang kulang
• Katimbangan
– inilahad ang mga datos na walang
kinikilingan sa alinmang panig na
sangkot.
• Makatotohanan
– ang mga impormasyon ay tunay at
aktuwal at hindi gawa-gawa lamang.
• Kaiklian
- ang mga datos ay inilahad nang
diretsahan, hindi maligoy.
Mga Sangkap ng Balita
Ang isang balita ay nagiging balita
lamang kung ito ay nakakapukawng
interes ng mga tagapakinig o
mambabasa. Kaya maaaring sabihing
ang anumang kaganapan na balita para
sa isa ay hindi balita para sa iba.
Narito ang mga sangkap ng balita na
maaaring makapagbigay ng interes sa
mga tagapakinig at mambabasa.
• Kapanahunan
- Ito ay bago pa lamang nangyari o
maaaring matagal nang nangyari ngunit
ngayon lamang natuklasan.
• Kalapitan
- Mas interesado ang mgatagapakinig o
mambabasa na malaman ang nagyayari
sa kanilang paligid opamayanan kaysa sa
malalayong lugar.
• Kabantugan
-Tumutukoysa pagiging prominente
o sa pagiging kilala ng taong sangkot sa
pangyayari.
• Kakatwahan o Kaibahan
- Mga pangyayaring di karaniwan tulad
halimbawa ng isang tao na nangagat ng
aso o ng isang hayop
page 4
na dalawa ang ulo.
Mga Uri ng Balita
A. Ayon sa istilo ng pagkalahad ng datos
1. Tuwirang Balita
- Diretsahan ang pagkahanay ng mga
datos at ginagamitan ng
kombenkombensyonal o kabuurang
pamatnubay.
2. Pabalitang Lathalain
- Hindi diretsahan ang paglalahad ng
datos at ginagamitan ng makabagong
pamatnubay.
B.Ayon sa lugar na pinangyarihan
1. Lokal na Balita
Kung ang kinasasaklawan ng
pangyayari ay sa pamayanang
kinabibilangan o tinitirhan ng
tagapakinig o mambabasa.
a. pambarangay b.panlalawigan
c. pambayan d. panrehiyon
e. panlunsod f. pambansa
2. Balitang Pang-ibang Bansa
C. Ayon sa nilalaman
• Pang-agham at teknolohiya
• Pangkaunlarang komunikasyon
• Pang-isports o pampalakasan
D. Ayon sa pinagbabatayan o pinagku
kunan
1. Batay sa aksyon
Ang manunulat / mambabalita
ay naroon mismo sa lugar na
pinangyarihan ng aksyon o
pangyayari.
2. Batay sa Tala
Kung ang pinagbabatayan
ng balita ay mga talang nakalap mula
sa talaan ng pulisya, ospital at iba
pang ahensya.
3. Batay sa Talumpati
Kung ang pinagkukunan ng datos ay
ang talumpati ng mga kilalang tao.
4. Batay sa pakikipanayam
Kung ang mga datos ay nalikom sa
pamamagitan ng pakikipanayam sa
mga taong sangkot o may alam sa
pangyayari
D. Pagpapayamang Gawain
Itanong: Ilang talata meron ang
balita?Tungkol saan ang bawat
talata?
E. Paglalahat
Itanong: Anu-ano ang mga dapat
tandaan sa pagsulat ng balita?
F .Paglalapat
Gawin ang Gawain sa Isulat mo.
Grade V – Daily Lesson Plan
 1st QUARTER 1. Presentation
Thursday June 6, 2019
The total production of rice from 2011
– 2015 of a certain region is twenty-three
IV. Pagtataya
million one hundred eighty thousand nine
Sumulat ng isang maikling balita hundred fiveIsmetric tons.
gamitan ng mga pangngalang it correct to write the number
as 23 180 950? Why?
pantangi at pambalana.
What is the correct way of
writing this number?
V. Takdang Aralin How many digits does the
Gumupit ng isang maikling balita idikit ito number have? Can you read?
sa inyong kuwaderno at sa ilalim nito ay Ask the pupils the importance of
ibigay ang inyong opinion o reaksyon. farmers in our country. Lead them to the
idea that farmers work harmoniously as a
CPL: = ___% team to have a better harvest.

5 = _____ 2. Performing the activities

Divide the class into four groups. Assign
each group a task. Read and write the
4 = _____
numbers in words from:
Group 1 – 13 345 400 – 13 345 403
Group 2 – 15 320 506 – 15 320 509
9:40 – 10:00 – RECESS Group 3 – 10 234 709 – 10 324 802
9:55 –10:00 –Synchronized Hand washing Group 4 – 6 456 790 - 6 456 793

10:00 –10:50 3. Processing the activities

MATHEMATICS
I. Read and write numbers up to 10 000 000 in
symbols and in words ,M5NS-Ia-9.5
Value Focus : Team work
Prerequisite Concepts and Skills
 Reading and writing numbers up to 10 000 000
 Place value of whole numbers
II. A. Reading and writing numbers up to 10
000 000 in symbols and in words
B. K-12 Grade 5 Curriculum,M5NS-Ia-9.5,
Grade 4 TG and LM
C. Flash Cards, show me board
III.
A.Preliminary Activities
1. Drill
Conduct a drill on reading numbers using flash
cards
156 678 23 456 357
17 567 911 15 456 12
2. Review
Have a review on writing numbers in figures or
symbols. Dictate these numbers and ask the
pupils to write them on their “show-me-boards.”
34 567 156 678 1 456 789 13 123 200
3. Motivation
Distribute a set of cards with numbers written in
symbols and another set of cards with their
equivalent in words. Tell the pupils to find their
match. The first pair to match wins. Post the
number pairs on the board.
Example: 128 345 = One hundred twenty-
eight thousand three hundred forty- five
B. Developmental Activities
page 5
Ask: How were you able to do your task?
Call some pupils to read some
numbers they have written.
Call some pupils to write numbers in words
on the board or on their “show- me-
boards”
Ask: How many digits do numbers from 13
345 400 – 13 345 403 have?
In numbers 15 320 506 – 15 320 509 which
digit is in the millions place.
How did you write the numbers in symbols?
How did you separate the millions and
thousands from that of the digits of
hundreds, tens and ones?
How did you write the numbers in words?
Do you still need to write zero when writing
in words? Why?
4. Reinforcing the Concept and Skill
A. Discuss the presentation under Explore and
Discover on page ____ of LM Math Grade
5.
B. Let the pupils work on the exercises under
Get Moving, page ___ of LM math Grade 5.
For more practice, give the exercises under
Keep Moving on page ____ of LM Math
Grade 5.
5. Summarizing the Lesson
Guide the pupils to give the generalization
by asking, “How do we read numbers up to
10 000 000?” “How do we write numbers?”
To read numbers, read the digits in the
first period at the left, say the period where
the digits are. Then say only the digits in the
units period.
To write numbers up to 10 000 000,
the digits are separated by comma or space
in groups of 3 called periods starting from the
right.
Grade V – Daily Lesson Plan
 1st QUARTER B. References:
Thursday June 6, 2019 http://leavingbio.net/thestructurean
dfunctionsofflowers
6. Applying to New and Other Situations C. Process Skills: Describing,
a. Read and answer Identifying, Classifying,
 A regional library has a total of 125 560 books Values Integration:
and magazine. Write the number of books Appreciation of God’s creation
and magazines in words.
III. Learning Tasks:
 There are one million, three hundred fifty
thousand, four hundred ten voters in the Day 1
municipality of Marandan. A. Engagement
Write the numbers of registered voters in 1.Say: “In your grade IV class you
symbol.
have learned the different kinds of
b. Let them answer the exercises under Apply
your Skills page ___ of LM Grade 5. plants. This time we have to focus on
the reproductive parts of plants.”
IV. Match the numbers in symbols with the What are the reproductive parts of
corresponding numbers in words. plants and their functions?
1. 35 567 000
2. 9 781 560 The Structure and Functions of
3. 456 890 Flowers
4. 3 000 000
5. 34 789 089
a. Thirty – four million seven hundred eighty-nine
thousand eighty- nine
b. Three million
c. Thirty- five million five hundred sixty-seven
thousand
d. Nine million seven hundred eighty- one
thousand five hundred sixty
e. Four hundred fifty-six thousand eight hundred
ninety

V. Write the following numbers in symbols. B. Exploration

1. Two hundred six thousand seven hundred ten 1. Group the class into
2. Four million eight hundred thousand groups, the female and male group. Each
3. Thirty- four thousand seven hundred three group will be given one folder
4. Twelve million seventy consisting of words. They are going to
5. Ten million five hundred arrange the words according to where
it is belong male or female
CPL: = _____% reproductive part of the flower
5 = _____ 2.Remind the pupils to observe
4 = _____ proper behaviour as they perform the
group task.
3. After doing the activity, ask the
CPL: = ___% pupils to go back to their seats.
5 = _____ C. Explanation
Day 2-3
4 = _____ 1. Ask a group member to present the
result of the activity.
10:50 – 11:40
SCIENCE 2. Discuss and answer the
CHAPTER 5: Plants guide questions:
a. What are the parts of the flower?
I. Objective b. What are the female reproductive
Describe the reproductive parts in part?
plants and their functions c. What are the male reproductive part?
II. A. Materials: d. What are their specific functions?
Flower 3. Guide the pupils in constructing the
Metacards main idea or concept of the lesson by
Tarpapel asking these questions:
page 6 Grade V – Daily Lesson Plan
1st QUARTER
Thursday June 6, 2019
a. What are the female and male
reproductive organ of flower?
b. How the sex cell are formed?
c. How the embryo sac was developed?
d. What is pollination? What are the two
types of pollination?
e.
Background information for teachers…
The Structure and Functions of Flowers
The Female Reproductive Organ: The
Carpel
The female parts of a flower consist of
an ovary, which contains one or
more ovules, a style and the stigma. The
ovary is at the base of the flower.
From the ovary, extends a tubular
structure called the style and on the top
of the style is a surface receptive to pollen
called the stigma.
The stigma can take many different forms,
most of them designed to help trap
pollen. There are many variations on this
basic structural theme.
After fertilization the ovule becomes the
seed and the ovary becomes the fruit.
The Male Reproductive Organ: The
Stamen
page 7
The male parts of a flower consist of one
or more stamens. Each stamen is made
up of paired anthers (sacs containing
pollen) on a filament or stalk.
The anthers are the orange/yellow
structures often seen in the centre of a
flower.
Pollen from the anthers of one flower is
transferred to the stigma of another
usually either by wind, or by animals,
especially insects.
PETALS, COROLLA, SEPALS, CALYX
The reproductive structures in higher
plants are contained within flowers.
Flowers have more than one petal, and
the flower petals are collectively called
the corolla. A flower bud is protected by
green leafy structures called sepals.
Collectively, all of the sepals form the
calyx.
The corolla or petals are often brightly
coloured with markings attractive to
insects. The flowers may also be scented.
For instance, Honeysuckle has showy,
attractive flowers which attract insects by
day. However, in the dark, their colourful
show is not much use, and their heady
scent then helps to attract night-flying
moths.
In insect-pollinated plants, there are also
usually nectaries which secrete sugary
nectar, located within the flower. These
provide an incentive to insects to visit the
flowers. In the search for nectar, the
insects will often get pollen grains caught
on their bodies. This may then brush off
onto the stigma of the next flower visited
and in this way the flowers are pollinated.
The receptacle is the place on the stem
where floral organs originate and
attach.
D. Elaboration:
Day 4
Grade V – Daily Lesson Plan
 1st QUARTER
Thursday June 6, 2019
Say:
“Aside from the parts that we
have learned. Let us read about the
formation of
sex cells, the development of
embryo sac, and pollination.”
Formation of Sex Cells
The sex cells of the flowering plant are
called gametes. There are both male
and female gametes thus the flower
undergoes sexual reproduction.
Male Gametes
Pollen Formation: Development Of A
Pollen Grain Within The Pollen Sac Of An
Anther: A cross section of the
developing anther displays four
chambers. These chambers are called
pollen sacs (see upper illustration). Each
pollen sac is filled with cells containing
large nuclei. As the anther grows, each of
these cells goes through two meiotic
divisions, forming a tetrad. These cells are
called microspores. Each one of these
microspores eventually becomes a pollen
grain. Each pollen sac is enclosed by a
protective epidermis and a fibrous layer.
Inside the fibrous layer is the tapetum. This
is a food store and will provide energy for
future cell divisions.
Each pollen grain is surrounded by a
tough protective wall called an exine. This
is a tough covering that allows the pollen
grain to survive harsh conditions for long
periods of time. The intine is another thin
protective coating.
First, each nucleus divides by mitosis to
become two nuclei. One is the tube
nucleus. The other is a generative
nucleus. The wall of the cell thickens to
page 8
protect the developing pollen grain. As
the anther ripens, the wall between the
paired pollen sacs disappears. The pollen
sacs burst open and the mature pollen
grains are ready for dispersal.
Development of the Embryo Sac
Each ovary contains one or more
ovules. The green structure at the top
of the diagram is the ovule. The
integuments are the 2 walls of the
ovule. There is a small opening in the
walls called a micropyle. This is where
the pollen tube will enter. (Will be
discussed later.) The nucellus is cells
that provide nutrition for the growth of
the ovule. The embryo sac, also known
as the megaspore, divides by meiosis
to form 4 haploid cells. Three of these
cells degenerate and one remains.
Only one megaspore survives in each
ovule. This becomes the embryo sac.
The haploid nucleus of the surviving
megaspore undergoes three mitotic
divisions. Eight haploid nuclei are now
present. Within the swollen ‘megaspore
cell’ six haploid cells and two ‘polar
nuclei’ are formed. The entire structure
is called the embryo sac. One of the
cells near to the micropyle end of the
ovule is the haploid female gamete
(eggcell).
The Carpel With a Mature Embryo
Sac will appear as shown below:
Grade V – Daily Lesson Plan
1st QUARTER feeder transfers the pollen to the pollen
Thursday June 6, 2019 receivers of the same plant, or another
plant of the same species, as the insect
Pollination looks for more pollen to eat.

Pollination is the transfer of pollen

(male gamete) from the anther to a
stigma. Cross-pollination: pollen is
transferred to the stigma of another plant.
Increases genetic variation, population
more resistant to environmental
change. Self-pollination: pollen
transferred to the stigma of the same
V. Evaluation:
flower or a flower of the same plant.
Day 5
Guarantees reproduction if pollinating
A. Direction: Write the parts of the
agent is absent or not efficient.
reproductive organ of plant and
Pollination can be accomplished by
the wind or by animals. Insects are the the function of each part.
most common animals that will pollinate a
carpel.

The most sophisticated relationships IV. Assignment

between plants and insects are generally Direction: Complete the chart
those involving bees. Bees collect pollen below
and nectar not only for themselves but Female Male
also to feed their young. For this reason reproductive reproductive
bees have developed a number of
organ organ
adaptations that make them particularly
good pollen carriers. Bees have special
hairs that are arranged to form pollen
'baskets' on their hindlegs and the
underside of their abdomen. These
adaptations allow them to gather and
carry large volumes of pollen. Bees are
ideal pollinators because they visit many
flowers while carrying lots of pollen, before
returning to their nest. So the chance that CPL: = ___%
a bee will transfer the pollen between
flowers of the same species is very high. 5 = _____

4 = _____

11:40 – 12: 00 – Remedial Instruction

12:00 – 1:00 NOON BREAK

1:00 – 1:30 SRT

I. Reads stories with comprehension.
II. Remedial Reading
III. A. Preparation
Many insects eat pollen. In the B. Teacher post story written in manila
process of eating they become covered paper.
in it. Pollination happens when the pollen C. Reading by pupils
page 9 Grade V – Daily Lesson Plan
1st QUARTER • SABIHIN: Ang mapa ay ang patag na
Thursday June 6, 2019 representasyon ng mundo. Ang mga
guhit na makikita dito ay nagsasabi ng
D. Comprehension questions tiyak na lokasyon ng isang lugar.
Pag-uugnay ng halimbawa sa bagong
E. Repeat reading
aralin
ITANONG: Paano mo matutukoy ang lokasyon
IV. Evaluation
ng Pilipinas sa mundo?
Supervise the pupils reading ability
SAGOT: Sa pamamagitan ng pagtingin sa
V. Read more at home mapa
• Paggamit ng mapa / globo
1:30 – 2:10 *Isusulat ng guro ang iba pang maaaring
ARALING PANLIPUNAN maging sagot ng mga bata sa pisara
I. Natutukoy ang kinalalagyan ng Pilipinas (Class Discussion)
sa mundo gamit ang mapa batay sa
“absolute location” nito (longitude at • Ipapabasa sa mga bata ang ALAMIN
latitude)AP5PLP-Ia-1.1 MO na matatagpuan sa Apendiks.

ALAMIN MO
II. A. Kinalalagyan ng Pilipinas sa mundo
Ang Pilipinas ay matatagpuan sa pagitan ng
gamit ang mapa batay sa “absolute
Ekwador at Tropiko ng Kanser. Ito ay nasa
location” nito (longitude at latitude) bahagi ng Hilagang Hating Globo. Kapag
B. CG:102 ang pinagbatayan ay ang Punong Meridian,
C. aklat, tsart ang Pilipinas ay matatagpuan din sa
Silangan. Sa kabuuan, ito ay nasa pagitan ng
III. 4°-21° Hilagang Latitud at sa pagitan ng 116°-
• Itanong: 127° Silangang Longhitud.
1. Nakakita na ba kayo
ng mapa? Ang Pilipinas ay nasa gawing Timog-Silangang
2. Ano ang iyong bahagi ng Asya. Dahil sa mga katangiang
unang naiisip kapag pisikal ng bansa, hindi maipagkakaila na tayo
nakakakita ka ng ay bahagi ng kalakhang Asya.
mapa?
3. Ano- ano ang makikita natin sa isang Ang Pilipinas ay isang bansang Tropiko.
mapa? Malapit ito sa Ekwador kaya mainit ang ating
klima. Dahil sa kinalalagyan ng ating bansa,
Paghahabi sa layunin ng aralin sagana ito sa bungangkahoy tulad ng niyog,
• Gamit ang objective board, babasahin saging, pinya, papaya, mangga at marami
at ipaliliwanag ng guro ang layunin ng pang iba na kinagigiliwan natin pati na ng
aralin. mga dayuhan sa Kalakhang Asya. Dahil sa
Natutukoy ang kinalalagyan ng Pilipinas ayos n mga pulo, isa ang Pilipinas sa may
sa mundo gamit ang mapa batay sa pinakamahabang baybayin sa buong
“absolute location” nito (longitude at mundo.

Ito ang dahilan kung bakit mahirap

MAPA NG ASYA ipagtanggol ang Pilipinas laban sa mga
mananakop. Ito rin ang dahilan kung bakit
madaling pasukin ang Pilipinas ng mga pirata
buhat sa ibang bansa, mga smugglers o
nagpupuslit ng mga kargamento pati na ang
mga taong gustong pumasok ng illegal.
Sadyang napakaganda ng kinaroroonan ng
ating bansa. Bukod sa kaayaayang klima at
likas na yaman nito, itinuturing na Pintuan ng
Asya ang Pilipinas. Ito ang dahilan kung bakit
napakaraming pangkat ng mga dayuhan
ang nakipagkalakalan sa atin. Dahil dito,
Itanong: lalong yumaman ang kulturang Pilipino.
1. Ano ang ipinakikita ng larawan?
2.Ano ang mabubuo pag pinagtagpo ang Pagtatalakay ng bagong konsepto at
guhit latitude at guhit longitude? paglalahad ng bagong kasanayan #1
3. Matutukoy mo ba ang tiyak na lokasyon ng Pag-usapan ang ALAMIN MO na nabasa.
Pilipinas? Gamitin ang mga gabay na tanong.
• Iuugnay ang sagot ng mga bata sa (gawin sa loob ng 8 minuto) (Reflective
aralin. Approach)
page 10 Grade V – Daily Lesson Plan
1st QUARTER
Thursday June 6, 2019
Itanong:
• mapa.
• Ano ang Latitud?
• Ano ang Longhitud?
• Ano ano ang espesyal na guhit latitud?
• Saan matatagpuan ang Pilipinas sa
Asya?
• Sa pagitan ng anong linyang latitude
matatagpuan ang bansa natin?
• Ano ang tiyak na lokasyon ng Pilipinas
sa latitud? Longhitud?
• Kung gagamitin natin ang Punong
Meridian saan natin matatagpuan ang
Pilipinas?
Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
• Igrupo ang mga bata at hayaang
gawin ang nakatakdang gawain na
itinakda sa kanilang grupo. (Ang bilang
ng grupo ay depende sa dami ng bata
sa iyong pangkat na tinuturuan).
(gawin sa loob ng 5 minuto)
(Collaborative/Constructivist
Approach) (STRAND 3.1)
• Pumili ng isa lamang gawaing angkop
sa kakayahan ng mag-aaral.
Buuin ang Semantic Web na nasa ibaba.
Ibigay ang eksaktong lokasyon ng Pilipinas
ayon sa digri, bahagi ng mapa at
kinaroroonan sa Asya.
SAGOT:
• Ang mga guhit sa mapa ang gabay
upang makita agad ang isang lugar sa
• Napapadali nito ang paghahanap ng
isang lugar sa isang mapa, sapagkat
ang mga
• guhit ang nagsisilbing tanda ng
natingin upang madali nitong
mahanap ang isang
• lugar o bansa.
Paglalahat ng aralin
Ang tiyak na lokasyon ng Pilipinas ay
matatagpuan sa bahagi ng Timog-Silangang
Asya at sa pagitan ng Ekwador at Tropiko ng
Kanser sa Hilagang Hating Globo o ang
eksaktong lokasyon nito ay 4°-21° hilagang
latitude at 116°-127° silangang longitude.
IV.
Panuto: Gamitin ang mapa upang matukoy
ang mga sumusunod. (Constructivist
Approach)
1. Ano ang lokasyon ng Pilipinas ayon sa digri
longitude?
SAGOT: 116° - 127° Silangang Longhitud
2. Ano ang lokasyon ng Pilipinas ayon sa digri
latitude?
SAGOT: 4°-21° Hilangang Latitud
3. Ano ang lokasyon ng Pilipinas ayon sa
kinaroroonan sa Asya?
• SAGOT: Timog-Silangang Asya
4. Ano ang lokasyon ng Pilipinas ayon sa
punong meridian?
• SAGOT: Silangan ng Punong Meridian
5. Ano ang lokasyon ng Pilipinas ayon sa
espesyal na guhit?
• SAGOT: Pagitan ng Ekwador at
Tropiko ng Kanser

V. MAGLAKBAY TAYO (Constructivist

Paglinang sa Kabihasaan (Tungo sa Approach)
Formative Assessment)
Sagutin ang sumusunod na tanong: 1. Ipakita ang mapa ng daigdig at mapa ng
(Discussion) Quezon.
Ipasagot sa mga bata kung OO o HINDI sila 2. Gamit ang mapa ng daigdig hanapin ang
sang-ayon sa tanong na nakasulat sa gitna kinalalagyan ng Pilipinas at lagyan ito ng
ng table. pananda.
Maganda ba ang Pilipinas? 3. Gamit ang mapa ng Quezon, hanapin ang
Dapat ba nating ipagmalaki ang lokasyon kinalalagyang ng lungsod ng Lucena at
nito sa mundo? lagyan ito ng
Pananda.
4. Ilarawan ang lokasyon ng Pilipinas at
Paglalapat ng aralin sa pang araw-araw
lokasyon ng Quezon
na buhay 5. Itanong kung ano ang kanilang
• Itanong sa mga bata: (Constructivist pagkakatulad at pagkakaiba.
Approach)
1. Paano makakatulong ang mga likhang
guhit sa mapa sa pagtukoy ng absolute
location ng isang CPL: = ___%
lugar o bansa?
2. Napadali ba nito ang paghahanap sa 5 = _____
mapa ng isang lugar? Bakit?
4 = _____

page 11 Grade V – Daily Lesson Plan

 1st QUARTER dapat isagawa upang maging
Thursday June 6, 2019 matagumpay na entrepreneur.
2:10 – 3:00
EPP
I. Natututukoy ang mga oportunidad na PAGLALAHAT
maaaring mapagkakitaan ( products and  Ano-ano ang mga oportunidad na
services) sa tahanan at pamayanan. maaaring mapagkakitaan sa tahanan at
1.1. Spotting opportunities for pamayanan? Paano kaya ito
products and services magtatagumpay? Ano ang dapat gawin
2. Napahahalagahan ang sa mga kita o kinita?
wastong paggamit ng pera o kinita.
EPP5IE-a-1
IV.PAGTATAYA:
II. Paksa: Pagtukoy sa mga opportunidad
na maaaring mapagkakitaan (products A. Masdan ang mga larawan sa ibaba.
and services) sa tahanan at Tukuyin ang mga larawan na maaaring
pamayanan. pagkakitaan. Lagyan ng tsek.

Sanggunian: K to 12 – EPP5IE-a-1, TG. dd.

_____, LM. dd .______

Kagamitan: larawan ng mga

matagumpay na entrepreneur at mga
tingiang
tindahan, tsart, tarpapel, B. Pumili ng isang pagkakakitaan at
pentel pen, manila paper sabihin ang mga kaalaman at
kasanayan
III. PANIMULANG PAGTATASA Upang maging matagumpay na
Alam mo ba ang mga kasanayan entrepreneur.
at kaalaman na dapat taglayin upang
maging matagumpay na entrepreneur?
V. PAGPAPAYAMAN NG GAWAIN
Ano-ano ang mga maaaring
pagkakitaan kahit nasa tahanan o Magmasid sa inyong barangay.
pamayanan? Kapanayamin ang isang entrepreneur
kung
A. PAGGANYAK paano nila napagyaman at
Itanong sa mga bata kung ano ang nagpagtagumpayan ang kanilang
pinagkakakitaan ng kanilang mga tingiang tindihan.
magulang. Iulat ito sa klase.

CPL: = ___%
B. PAGLALAHAD
5 = _____
a. Pagmasdang mabuti ang mga larawan
sa puno. Piliin kung alin sa mga 4 = _____
larawan ang mga pwedeng
pagkakitaan sa tahanan o 3:00 – 3:40
pamayanan. MAPEH (Health)
I. KalusugangPansarili( Kalusugang
Pumili ng larawan at sabihin kung bakit ito Mental, Emosyonal at Sosyal)
ang napili na pwedeng pagkakiktaan.
II. A. BatayangKasanayan
PAGPAPALALIM NG KAALAMAN ( Group a. Malamanangkonseptongkalusug
Activity) an
b. Nailalarawanangkatangianngta
(Tingnan sa LM) Tukuyin at suriin ang ong may kalusugang mental,
mga negosyo o pinagkakakitaan. Isulat emosyonal at sosyal
ang mga kasanayan o kaalaman na C. aklat, tsart
III.
page 12 Grade V – Daily Lesson Plan
1st QUARTER Pakikisangkotsakomunidad
Thursday June 6, 2019 Paanomopinamamahalaanang
stress
KaragdagangKaalamanparasaGuro Paanomoipinahihiwatigangiyongn
Angkalusugan ay araramdaman
angisangestadongpagigingmasiglaangisi
p, katawan, at pakikitungosaiba. Hindi Pamamaraan
itosimplengkawalanlamangngsakit, A. Pag-usapanNatin
kapansanan, o iba pang karamdaman. 1. Ipaskilsapisaraanglarawanngtaongma
Angkalusugan ay isang ring saya at malungkot
karapatanngbawattaosabuongmundo. 2. Bigyanng (10) Segundo angmga mag-
Dapattayongmakipagtulunganupangma aaralupangsuriinangipinapakitangba
atimangisangestadonamagpapahintulots watlarawan
akatuparanngkahuluganngkalusugannaa 3. Magbigaynghudyat
tingnabanggit. (pagpapatunogng bell o
Pang-huli, angkalusugan ay pagpalakpak, atbp.) sapagtataposng
isangresponsibilidadngbawatisasasarili at (10) Segundo
sakapwa. 4. Itanongangmgasumusunodpagkatap
Pangalagaanangiyongkalusuganparasak osngpagsusuri:
apakananmo at ngiyongpamilya. a. Ilarawanangbatasaunanglarawan:ikal
Angatingkalusugan ay awanglarawan
isangmahalagangsaliknanakakaapektosa b. Sa
atingmga pang-araw-arawnagawain at iyongpalagaybakitmasayaangbatasa
kasiyahansaatingbuhay.Angmabutingkalu unanglarawan?;Bakitmalungkotangb
sugan ay atasaikalawanglarawan?
hindilamangsapisikalpinagbabasehankun
dipatinarinsa kung B. Pag-aralanNatin
paanonatinnararamdamanangatingsarili 1. Gamitinanglarawansa LM
at kung sapagtalakayngmgakatangiangtagla
paanonatinmasosolusyunanangmgasulira yngtaong may kalusugang mental
ninna may (mentally healthy),
kinalamansapakikitungonatinsaatingkapw kalusugangemosyonal (emotionally
a. Samadalingsalita, ang mental, healthy) at kalusugangsosyal (socially
emosyonal at sosyalnakalakasan ay healthy)
dahilannamakaiimpluwensyasapangkala 2. Basahinangaralin at
hatangkalusuganngisangtao. magkaroonngtalakayangamitangmg
aimpormasyonnamatatagpuansaPag
Mgakatangianngisangindibidwalna may -aralanNatinsa LM.
kalusugangmental,emosyonal at sosyal
May positibongpananawsabuhay C. PagsikapanNatin
Masayahin SagutanangpagsasanaysaLM.
May pananaligsaDiyos
Marunongmanimbangsapaggawa D. PagyamaninNatin
ngdesisyon 1. Pangkatinangklasesa 3.
May tiwalasasarili 2. Pumilingmgamiyembroparasamgasu
Nakapaglilibang musunodnaposisyon:
May pagpapahalagasatrabaho Miyembro 1: lider/tagapag-ulat
Nakikisalamuhasakapwa Miyembro 2: kalihim
May Miyembro 3:
positibongpagtanggapsapunangk tagapagpatahimik/tagakuhangkaga
apwa mitan
Pagpapahalagasasarili at 3. Pagpapaliwanagngpagsasanaynaga
pagkamaalamsasarili gawinsaLMsapangunguna n glider.
Diyeta at ehersisyo 4. Isulatsa manila paper angsagot.
May 5. Iulatsaklase.
magandangrelasyonsapamilya, 6. Angbawatpangkat ay may 5
mgakaibigan at minutoupangpag-usapananggawain.
mgakasamahansatrabaho
Maayosnapananalapi IV. PagnilayanNatin

page 13 Grade V – Daily Lesson Plan

1st QUARTER
Thursday June 6, 2019

Pagsagotsamgakatanungansa LM.

V. TakdangAralin
Magtalanglimang (5)
paraanupangmapanatiliangiyong
mental at emosyonalnakalusugan

CPL: = ___%

5 = _____

4 = _____

3:40 – 4: 30 – Remedial Instruction

4:30 – 4: 50 – Supervised Activities
4:50 – 5: 00 – Pagbababa ng Watawat

page 14 Grade V – Daily Lesson Plan