Professional Documents
Culture Documents
LAYUNIN
https://www.google.com/search?
biw=1366&bih=613&tbm=isch&sa=1&ei=U7bOW
rCsE8aD8gWUo5PABw&q=tacloban+an+waray+
+magazine+paper&oq=tacloban+an+waray+
+magazine+paper&gs_l=psy-
ab.3...42611.47208.0.47523.23.14.0.0.0.0.0.0..0.0
....0...1c.1.64.psy-
ab..23.0.0....0.dZR4_i_VlWo#imgrc=jj3aVyab3Uau
tM:
Sabihin:
Halimbawa:
- sa mga Filipino
- Kilusang Propaganda sa tunay na kalagayan ng pamamahala ng
D. Paglalahat
Spain
- ng nagmulat
- Pilipinas sa ilalim ng
E.
Pagpapayaman Panuto: Alamin kung sino ang tinutukoy na PROPAGANDISTA.
ng
Gawain/Paglala
pat 1. Gumagamit ng sagisag na “Dimasalang” at “Laong Laan”. -
______________
2. Tinaguriang “Prinsipe ng Mananalupating Pilipino”. -
____________________
Halimbawa:
Rizal, Del Pilar, Jaena at Luna Bumuo ng kilusan gamit ang pluma.
V.PUNA AT
PAGNINILAY
PREPARED BY:
PRISCO A. PASCO, JR.
TEACHER II
Checked by:
CONSUELO C. ABADIEZ
MENTOR-MASTER TEACHER-II
Noted:
CLARISSA S. GERTOS
PRINCPAL II
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
Government Center, Candahug, Palo, Leyte
Prepared by:
https://www.google.com/search?
biw=1366&bih=613&tbm=isch&sa=1&ei=U7bOWrCsE8aD8gWUo5PABw&q=tacloban+an+waray
++magazine+paper&oq=tacloban+an+waray++magazine+paper&gs_l=psy-
ab.3...42611.47208.0.47523.23.14.0.0.0.0.0.0..0.0....0...1c.1.64.psy-
ab..23.0.0....0.dZR4_i_VlWo#imgrc=jj3aVyab3UautM:
Prepared by:
PRISCO A. PASCO, JR. _____
TEACHER II, HINDANG CS, HINDANG DISTRICT
PANG ARAW- PAARALAN PAARALANG SENTRAL NG HINDANG BAITANG IKA-ANIM
ARAW NA TALA
SA PAGTUTURO GURO G. PRISCO A. PASCO, JR. ASIGNATURA ARAL. PAN.
I. LAYUNIN
Nakapagbibigay ng sariling pananaw at utang na loob tungkol sa
Pamantayan sa
mabuting epekto ng pamamahala ng mga dayuhang mananakop.
Pagkatuto/Layunin
Sariling pananaw at utang na loob tungkol sa mabuting epekto ng
pamamahala ng mga dayuhang mananakop.
II. NILALAMAN
(PAKSA)
KBI: Matutong tumanaw ng Utang na Loob.
Sabihin:
B. Paglalahad ng Aralin Ngayong araw na ito ay bibigyang pananaw natin ang mga naging
epekto sa mga Pilipino ng pamamahala sa mga dayuhang mananakop.
C. Pagsusuri Hayaan na mag Gallery Walk ang bawat pangkat para obserbahan kung
mayroon ba silang pagkakatulad sa mga sagot ng ibang grupo. Bilangin
at isulat ang inyong pagkakapareho at pagkakaiba sa isa’t isa bilang
gabay sa inyong
Integration susunod na gawain.
of Literacy
and Numeracy-
Pamprosesong
counting Katanungan:
and noting
number of similarities
1. May pagkakapareho ba ang inyong mga sagot?
and differences
2. May sumagot ba ng magandang epekto ng pamamahala ng mga
dayuhang mananakop sa mga Pilipino?
3. May sumagot ba ng masamang epekto ng pamamahala ng mga
dayuhang mananakop sa mga Pilipino?
Integration of English
and Filipino,
Pagkatapos “Standards
ay bigyang of panahon ang bawat pangkat na mag
“Brainstorm” para pagdiskusyonan
Argumentation and kung saan sila papanig sa May
Debate”
Magandang Epekto o sa Masamang Epekto ng mga dayuhang
mananakop sa bansa.
Hatiin ang klase sa dalawang pangkat magkaroon ng Balitaktakan
(Class Debate)
Guide Argument:
1. “May Maganda o Masamang Epekto ba sa mga Pilipino ng
pamamahala
sa mga dayuhang mananakop?”
2. “Dapat ba nating tanawing malaking utang na loob, bilang
ugali nating
taga Region 8, ang magandang dulot/epekto ng pananakop sa
ating mga Pilipino”.
Ipapakita ang Rubric kung paano bibigyang puntos ang bawat pangkat.
(see ANNEX 1)
V.PUNA AT PAGNINILAY
PREPARED BY:
PRISCO A. PASCO, JR.
TEACHER III
Checked by:
CONSUELO C. ABADIEZ
MENTOR-MASTER TEACHER-II
Noted:
CLARISSA S. GERTOS
PRINCPAL II
Annex 1
RUBRIC SA PAGTATALO/DEBATE
Prepared by:
PRISCO A. PASCO, JR. _____
TEACHER II, HINDANG CS, HINDANG DISTRICT
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
Government Center, Candahug, Palo, Leyte
Submitted by:
PRISCO A. PASCO, JR. _____
TEACHER II, HINDANG CS, HINDANG DISTRICT
I. LAYUNIN
Pamantayan sa Nasusuri ang pakikibaka ng mga Pilipino kagaya ni Ruperto Kangleon para
Pagkatuto/Layunin sa kalayaan sa pananakop ng mga Hapon.
Pakikibaka ng iba pang mga Pilipino kagaya ni Ruperto Kangleon para sa
II. NILALAMAN kalayaan sa pananakop ng mga Hapon.
(PAKSA)
KBI: Ipaglaban kung ano ang nararapat sa lahat ng panahon.
III. KAGAMITAN SA PAGKATUTO
A. Sanggunian
Teacher’s Guide
Learner’s Material
Textbook Page Makabayan: Kasaysayang Pilipino Batayang aklat sa HeKaSi 5
B. Iba pang mga DLHTM II. Local Heroes and Historical Events - RUPERTO KANGLEON
kagamitan
IV. PAMAMARAAN
Balik-aral/Pagsasanay:
A. Anong kahulugan at layunin ng organisayong USAFFE?
HUKBALAHAP?
Literacy and Numeracy Integration
Itatanong ng guro ang mga taon at bilang ng mga naging biktima
ng pagmamalupit ng mga Hapon.
A. Panimulang Gawain Itatanong ng guro ang mga naging bilang ng mga meyembro ng
USAFE at HUKBALAHAP sa bansa.
B. Pagbibigay ng sitwasyon:
*Anong mga nangyayari sa ating bansa ngayon ?
* Meron bang mga pag –aalsang nangyayari sa ating bansa sa
kasalukuyan?
I-DIAGRAM MO!
ng mga Hapon. Matapos ang ilang minuto ay iuulat ng bawat pangkat ang
C. Pagsusuri
kanilang output.
RUPERTO KANGLEON
F. Pagtataya Oo o Hindi : Suriin ang mga pahayag kung ito ba ay naayon sa ipinaglaban
ni Ruperto Kangleon para makamit an ating kalayaan sa mga Hapon.
V.PUNA AT
PAGNINILAY
PREPARED BY:
PRISCO A. PASCO, JR.
TEACHER III
Checked by:
CONSUELO C. ABADIEZ
MENTOR-MASTER TEACHER-II
Noted:
CLARISSA S. GERTOS
PRINCPAL II
Republic of the Philippines
Department of Education
Region VIII (Eastern Visayas)
DIVISION OF LEYTE
Government Center, Candahug, Palo, Leyte
Division Contextualized Curriculum Matrix
Subject Area/Level Araling Panlipunan –Grade VI (Quarter 2)
K to 12 BEP CONTENT/ LEARNING PROCESS
PAMANTAYANG PAMANTAYAN SA MGA MUNGKAHING
NILALAMAN PAMANTAYAN SA PAGGANAP
PANILALAMAN PAGKATUTO GAWAIN/PAMAMARAAN
(Content) (Performance standards)
(Content standards) (Learning Competencies) Suggested Activities/ Teaching Strategies
IKALAWANG MARKAHAN
C. Pananakop ng mga Hapon at ang Naipapamalas ang Nakapagpapahayag ng kritikal na Nasusuri ang pakikibaka ng
Ikalawang Digmaang Pandaigdig mapanuring pag- pagsusuri at pagpapahalaga sa mga Pilipino para sa
unawa sa pamamahala konteksto,dahilan, epekto at kalayaan sa pananakop ng Picture Puzzle
Pakikibaka para sa kalayaan sa at mga pagbabago sa pagbabago sa lipunan ng mga Hapon (hal., USAFFE,
Pananakop ng Hapon lipunang Pilipino sa kolonyalismong Amerikano at ng HukBaLaHap, iba pang
I-diagram Mo!
panahon ng pananakop ng mga Hapon at ang kilusang Gerilya)
1. “Fall of Bataan” 2. “Fall of
Corregidor” kolonyalismong pagmamalaki sa kontribusyon ng
Amerikano at ng pagpupunyagi ng mga Pilipino AP6KDP-IIg8
3. “Death March” 4.Pagbabalangkas
Pagpapatibay ng Saligang pananakop ng mga namakamit ang ganap na kalayaan
Nasusuri ang pakikibaka ng
5. Batas ng 1943 6. USAFFE, Hapon at ang tungo sa pagkabuo ng kamalayang
mga Pilipino kagaya ni
HukBaLaHap at iba pang kilusang pagpupunyagi ng mga pagsasarili at pagkakakilanlang
Ruperto Kangleon para sa
Gerilya Pilipino na makamtan malayang nasyon at estado
kalayaan sa pananakop ng
7. Makapili at Kempetai ang kalayaan tungo sa
KBI: Ipaglaban kung ano ang mga Hapon.
Pamamahala ng Kolonyalismong pagkabuo ng
Hapon kamalayang nararapat sa lahat ng paahon.
pagsasarili at
DLHTM- II. LOCAL HEROES AND
pagkakakilanlang
HISTORICAL EVENTS
RUPERTO KANGLEON malayang nasyon at
estado
Prepared by:
https://www.flickr.co
m/photos/govph/17
251716752
Submitted by:
PRISCO A. PASCO, JR. _____
TEACHER II, HINDANG CS, HINDANG DISTRICT
Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng
mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng
I. LAYUNIN
kasarinlan sa kasalukuyan katulad ng kampanya laban sa illegal na
droga o ang “Oplan Tokhang” ng mga bayan ng Leyte katulad ng
Hindang.
II. NILALAMAN
1. PANIMULANG GAWAIN
slogan.
5-Napakahusay
Naisagawa nang buong husay at
naipaliwanag ng maayos.
4-Mahusay
Naisagawa ng may kahusayan at
naipaliwanag ng maayos
3-Kainaman
Naisagawa at naipaliwanag ng may
kaunting kulang.
2-Di-gaanong
mahusay
Hindi lubusang naisawaga at
naipaliwanag
1-Nanganga-
ilangan ng Pag-
Hindi naisagawa at hindi
unlad
naipaliwanag.
Tokhang.
Integration of MAPEH (Arts)- Standards in making
projects/portfolios
V. PUNA AT PAGNINILAY
PREPARED BY:
PRISCO A. PASCO, JR.
TEACHER II
Checked by:
CONSUELO C. ABADIEZ
MENTOR-MASTER TEACHER-II
Noted:
CLARISSA S. GERTOS
PRINCPAL II
I. OBJECTIVES
The learner…
A.Content Standards Demonstrates an understanding of various linguistics nodes to comprehend various texts
The learner…
B.Performance Objective Uses linguistic cues to appropriately construct meaning from a variety of texts for a variety
of purposes
C.Learning Competencies/ Distinguish text types according to purpose and language features: problem and Solution
Objectives EN6RC-IVc- 3.2.5
( Write the LC code for each) 2. Self-correct when reading
EN6F-IVc-2.9
Literacy
Drill and numeracy
Pronuciation: activity
Frequently mispronounced words – words with silent letters.
Followed standards of Reading (pre, during and post reading
A.Reviewing past lesson or activities)
What stories of creations have you heard before?
Presenting the new lesson Unlocking of Difficulties:
(Drill/Review/Unlocking of Gods- a superhuman being or spirit worshiped as having power over nature or
difficulties) human fortunes; a deity. (GIF Image)
Serpent – a large snake.(picture)
Wandered- walk or move in a leisurely, casual, or aimless way. (through Action)
Grave- place of burial for a dead body, typically a hole dug in the ground and
marked by a stone or mound. (Short Video Clip)
B.Establishing a purpose of
the new lesson (Motivation) Motivation: Who among you here believe in Gods and other supernatural beings?
In the beginning of time there were three powerful gods who lived in the universe. Bathala
was the caretaker of the earth, Ulilang Kaluluwa (lit. Orphaned Spirit), a huge serpent who
lived in the clouds, and Galang Kaluluwa (lit. Wandering spirit), the winged god who loves to
travel. These three gods did not know each other.
Bathala often dreamt of creating mortals but the empty earth stops him from doing so.
Ulilang Kaluluwa who was equally lonely as Bathala, liked to visit places and the earth was
his favorite. One day the two gods met. Ulilang Kaluluwa, seeing another god rivalling him,
was not pleased. He challenged Bathala to a fight to decide who would be the ruler of the
universe. After three days and three nights, Ulilang Kaluluwa was slain by Bathala. Instead of
giving him a proper burial, Bathala burned the snake’s remains. A few years later the third
god, Galang Kaluluwa, wandered into Bathala’s home. He welcomed the winged god with
much kindness and even invited him to live in his kingdom. They became true friends and
were very happy for many years.
Galang Kaluluwa became very ill. Before he died he instructed Bathala to bury him on the
spot where Ulilang Kaluluwa’s body was burned. Bathala did exactly as he was told. Out of
the grave of the two dead gods grew a tall tree with a big round nut, which is the coconut
tree. Bathala took the nut and husked it. He noticed that the inner skin was hard. The nut
itself reminded him of Galang Kaluluwa’s head. It had two eyes, a nose, and a round mouth.
Its leaves looked so much like the wings of his dear winged friend. But the trunk was hard
and ugly, like the body of his enemy, the snake Ulilang Kaluluwa.
Bathala realized that he was ready to create the creatures he wanted with him on earth. He
created the vegetation, animals, and the first man and woman. Bathala built a house for
them out of the trunk and leaves of the coconut’ trees. For food, they drank the coconut
juice and ate its delicious white meat. Its leaves, they discovered, were great for making
mats, hats, and brooms. Its fiber could be used for rope and many other things.
Browse the selection again and chart the problem-solution relationships you get a chance
to read upon
E. Discussing new concepts
and practicing new skills no.2 Problem-Solution Idea Map
(Guided Practice) Problem Solution
Group Activity:
F.Developing Mastery Identify the problem- solution relationship which could be explicitly or implicitly stated in
(Leads to Formative Assessment the following
Valuessituations:
Integration during processing of answers (EsP Integration)
3.) *Quarrel with your Best Friend. –Group 1
(Independent Practice) *No “BAON” for school –Group 2
*Failing Grades in English – Group 3
G. Finding practical application
of concepts and skills in daily Do you solve your own problem? How?
living (Application/Valuing)
H. Making Generalization and
abstraction about the lesson What is a problem-solution relationship?
(Generalization)
With your group mates, create a problem-solution organizer for your chosen topic from
among the following:
I. Evaluating learning Values
* Student life Integration during processing of answers (EsP Integration)
* Friend Conflict
* Sibling Rivalry
J. Additional activities for
application and remediation What other stories of creation do you know? Write a short summary of it.
(Assignment)
IV REMARKS
V. REFLECTION
PREPARED BY:
PRISCO A. PASCO, JR.
TEACHER II
Checked by:
CONSUELO C. ABADIEZ
MENTOR-MASTER TEACHER-II
Noted:
CLARISSA S. GERTOS
PRINCPAL II