Masusing Banghay Aralin

sa
Araling Panlipunan 6

I.Mga Layunin:
Pagkatapos ng aralin, ang bata ay inaasahang:
a.Nasusuri ang kahulugan ng akronim na;
. JMA
. KALIBAPI
b.Pinapahalagahan ang pagtitiis ng mga Pilipino sa kamay ng mga
Hapones;
c.Nakabubuo ng tula, dula, at awit ukol sa pamamahala ng mga Hapones
sa Pilipinas.

II.Paksang Aralin
A.Paksa:Ang Pamamahala ng mga Hapones
B.Sanggunian:Kurriculum Guide, Lagisan Binhi ng Yamang Pilipino
pah. 147-149
C.Kagamitan:Larawan, Power point presentation at activity kards

III.Pamamaraan
Gawain ng Guro Gawain ng mga Mag-aaral
A.Panimulang Gawain
1.Panalangin
2.Pagbati
-Magandang hapon mga -Magandang hapon din po guro!
bata!
3. Pagtala ng lumiban

Review:
-Sino sa inyo ang magsabi sa
pinag-aralan ninyo kahapon? -Tungkol po sa pagsiklab ng
ikalawang digmaan at layunin ng
panakop ng mga Hapones sa
 Pilipinas.
-Tama!

B.Panlinang na Gawain
-Mga bata, tumingin sa pisara
at tingnan ninyo ang mga larawan.
-(Ipinakita ng guro ang mga
larawan.)
-Anu-ano ang nakikita ninyo sa -Mga larawan po ng mga
mga larawan? Hapones.

-Sa pangalawang larawan?Pangatlo

at pang-apat?
-Tama lahat ang inyong sinabi.
-Bakit natin pinapag-aralan ang
pagmamalupit ng mga Hapones sa
mga Pilipino noon?
-Mahusay!
-Pagsuko ng mga Pilipino sa mga
Hapones.
-Ang pagbomba sa Hawaii.
-Ang martsa ng kamatayan sa
Bataan po guro.
-Para malaman natin ang pagtitiis
at paghihirap ng mga Pilipino upang
makamtan ang kalayaan.

C.Panlinang ng Balakid

-Pakibasa ang nasa harapan mga

bata. Bago natin basahin, anu-ano
ang dapat gawin pag nagbabasa ng
sabay-sabay? -Basahin ng mabuti at
katamtamang lakas.
-Magaling! -Basahin ng sabay-sabay.

. kasarinlan – kalayaan
. JMA – Japanese Military
Administration
. KAIBAPI – Kapisanan sa
Paglilingkod sa Bagong Pilipinas

D.Paglalahad

Ngayong hapon, ating alamin

ang pamamahala ng mga Hapones sa
ating bansa. Si Heneral Masaharu
Homma ang komander na
nagpatupad ng totalitaryang
pamahalaang military. Kontrolado ng
mga Hapones ang lahat ng gawain ng
pamahalaan sa ilalim ng Japanese
Military Administration o JMA. Sinabi
ni Hideki Tojo na Punong Ministro ng
Hapon na maluwag nilang
ipagkakaloob sa Pilipinas ang
kasarinlan kung ito ay makikiisa sa
mga hangarin ng hapon.
Kinontrol din nila ang
pamahalaan at ditto itinatag ang
Philippine Executive Commision
bilang pansamantalang pamahalaan
na pinamumunuan ni Jorge B.
Vargas noong Enero 1942. Subalit
tinanggalan ito ng kapangyarihang
gumawa ng batas. Tanging ang
Kalibapi/KALIBAPI o Kapisanan sa
Paglilingkod sa Bagong Pilipinas
lamang ang pinahintulutan ng mga
Hapones. Si Benigno Aquino Sr. ang
unang tagapamuno nito.
-Ano ulit ang JMA? -Japanese Military Administration
po.
-Tama!

E.Pagsasanay

Magpangkat ng tatlo. Bago kayo

pumunta sa inyong pangkat, anu-
ano ang dapat gawin?
-Magaling!
-Tumahimik.
-Tumulong sa gawain ng pangkat.
-Pakinggan ang sinasabi ng guro
bago gawin ang gawain.

Unang Grupo – Tula

Gumawa ng tula tungkol sa
pamamahala ng mga hapones.

Pangalawang Grupo – Dula-dulaan

Gumawa ng dula o ipakita kung
paano ang pamamahala ng mga
Hapones sa pamamagitan ng dula-
dulaan.
Pangatlong Grupo – Awit
Gumawa ng awit tungkol sa
pamamahala ng mga Hapones sa
Pilipinas.

IV.Paglalahat

-Lahat ng mga kilos at gawain ng

mga Pilipino ay binabantayan ng mga
Hapones.
-Ano ang kahulugan ng
KALIBAPI? -Kapisanan sa Paglingkod a Bagong
Pilipinas.
-Tama!
-Ano ang ginawa ng mga Hapones
sa mga Pilipino? -Ipinagbawal ang alinmang
pagkilos na walang pahintulot.
-Magaling!

V.Pagtataya
Ibigay ang kahulugan ng mga sumusunod na akronim: (12 puntos)
1.JMA
2.KALIBAPI

Piliin at isulat ang titik ng tamang sagot sa inyong papel.

3.Anong uri ng pamahalaan ang itinatag ng mga Hapones?
a. Pamahalaang Paryamentaryo
b. Pamahalaang Totalitaryan
c. Pamahalaang Komonwelt
4.Aling ahensya ang ginagamit ng mga awtoridad na Hapones upang direktang
pamahalaan ang Pilipinas?
a. Japan Military Administration
b. MAKAPILI
c. KALIBAPI
5.Sino ang naatasan na mamuno sa Philippine Execution Commision?
a. Hideki Tojo
b. Benigno Aquino Sr.
c. Jorge B. Vargas
d. Masaharu Homma

VI.Takdang Aralin
Basahin ang sumusunod nating topiko at sumulat ng tatlo o apat na
pangungusap tungkol sa nabasa.

INIHANDA NI:
JULIE-ANN L. COIDNO
Student Teacher

ITINUWID NI:
GNG. MYRNA L. PERA
Cooperating Teacher
 Detailed Lesson Plan
in
Mathematics 1

I.Panggep:
Kalpasan iti leksion dagiti ubbing ket:
a.Naawatan da no kasano ti panagkissay iti maysa a digit nga numero
aginggana ti dua nga digit a numero;
b.Maipakita ti kooperasyon manipud iti naaramid nga panagkagrupo; and
c.Masurotan da ti wagas ti panagkissay iti maysa ken dua nga digit a

II.Adalen
Pagsasaritaan: Ti Subtraction a kas Panagkissay
Nangibasaran: Mathematics Kagamitan ng Mag-aaral Ilokano pp.138-139
Ramit: ladawan, activity cards, counters ken plaskard

III.Wagas ti Panagisuro
Aramiden ti Mangisuro Aramiden dagiti Ubbing
A.Umuna nga Aramiden
1.Panagkararag
2.Panagkablaaw
3.Panangkita no sino ti awan
4.Agpakanta

Review/Panangrepaso
-Sino kadakayo ti makalagip no
ania ti inadal yo idi kalman? -Maestra, maipanggep iti
panangragup wenno addition dagiti
-Nalaing! numero.
-Sungbatan wenno ited u man
ngarud ti sungbat dagitoy.
.5+8= -13
.7+9= -16
.5+4= -9
.10+3= -13
 .14+6= -20
-Usto amin ti inbaga yo nga sungbat
na.

B.Panangguyugoy

-Ubbing kayat yo ti agkanta? -Wen maestra.

-Tumakder kayo ngarud ta
kantaen tayo diay “Sikadi, Sikadi”.
-(Tinmakder ken kinanta dagiti
ubbing ti “Sikadi”.)
B.Panangilatag iti Adalen

-Sakbay nga agistorya nak,

anya iti aramiden yo tapno maawatan
yo ti istoryaek ubbing?
-Nalaing!
-Agtugaw nga nasayaat.
-Agulimek.
-Dumngeg ken ikabil ti dua nga
ima iti rabaw ti tugaw.

Adda iti mysa nga ubing nga

agnagan ti Ben. Binilin ni nanang na
isuna nga saan na kisayan diay
lollipop nga ginatang na gapu ta
agsaksakit ti ngipin ni Ben. Dimteng
ti rabii, agsangsangit ni Ben ta
agsakit ti ngipin na. Dinamag ni
nanang na no nagala ti lollipop ni
Ben. “Saan”, kuna ni Ben. Binilang ni
nanang na ti lollipop ket nakessayan
iti dua.
-Ania ti naadal yo diay istorya
ubbing? -Saan nga aglaslastog iti nanang
wenno tatang, maestra.
-Agtulnog wenno tungpalen ti
-Wen, husto ti inbaga yo amin. kuna ti nagannak kada tayo.
-Anya ti inaramid ni Ben?
-Kinesayana diyay lollipop,
maestra.

C.Panangilawlawag
-Mano iiti inala a lollipop ni
Ben? -Dua.

-No lima amin diyay lollipop,

mano ti nabati?
-Nalaing! -Tallo maetra.
-Lima kissayam iti dua ket tallo iti
sungbat na.

-Iti panagkissay iti numero ket aw-

awagan tayo nga subtraction.
Pangyarigan:
1.8-4=4 6. 15 7. 38
2.10-7=3 - 3 - 15
3.9-4=5 _______ ______
4.5-3=2
5.7-7=0

D.Panangiwatwat

Agbilang iti tallo. Dagiti umuna

nga bilang ditoy nga agtugaw, ti
maikadua, ditoy tengnga, diay
maikatlo ditoy met nga agtugaw.
Ekisan ti ladawan nga ikkaten wenno
ikissay tapno maaramid nga umno ti
subtraction sentence. Biroken ti
sungbat wenno difference. (10 points)

1. 9 – 3 = ______

2. 7 – 5 = ______

3. 6 -2 = ____

4. 10 – 7 = ____

5. 12 – 3 = ____

E.Panangdagup
 Ti subtraction wenno
panakissay, ti kayat na saoen ket
kissayan. Difference iti awag iti
sungbat wenno answer ti
subtraction.

IV.Panangrukod
1. 15 2. 13 3. 9 – 4 = 4. 7 – 4 = 5. 5 – 4 =
- 3 -2
_____ ______

V.Aramiden idiay Balay

1. 24 2. 19 3. 18 4. 15 5. 14
- 2 - 5 - 6 - 5 -3
_____ _____ _____ _____ _____

INSAGANA NI:

JULIE-ANN L. COIDNO
Student Teacher

KINOREKTA NI:

MRS. RUBY P. MADRINÃN

Cooperating Teacher

Semi-Detailed Lesson Plan

 in
Mathematics 5

I.Objectives:
At the end of the lesson, the learners will be able to:
Read and write to the million in figures.

II.Subject Matter
Reference: Mathematics in Everyday Life 5, TX, pp. 3-5
Materials: Place value Chart and power point presentation
Value: Honesty

III.Teaching Learning Activities

A.Drill
Give the place value of the underline digit:
4763
48365
63438
476395
B.Review
Read the following numbers.
50675 607409 200 470
407 090 625 009 653 281

C.Lesson Proper
1.Motivation
What numeration system are use in our everyday life? (HINDU
ARABIC)
 Today, we are going to study on how to read and write numbers in figures
through millions. On the board you can find a place value chart.
2.Presentation/Comparison/Abstraction
a.Reading the number in the place value chart by the teacher.

millions Thou- units

sands
Hun- tens ones Hun- tens ones hundres tens ones
dreds dreds
8 6 3 7 4 8 9 6
1 4 5 1 2 8 4 6 2
7 0 8 0 9 5 6 7 3
5 7 8 6 5 2 1 8

D.Discussion:
How many periods are there? (three)
What are they? (Units, Thousands and Million)
How many places are there in each period? (three)
What are they? (ones, tens, hundreds)
What digit do we write in places where there are no values? (zero)
What is the role of zero? (place holder)

b.Reading the number in the chart by the pupls.

304 029 002 49 064 305
179 008 026 87 306 305

c.Writing the numbers in figures as dictated by the teacher.

423 179 420 423 675 931
641 005 300 73 070 060
3. Generalizations
How do we read and write number in figures through millions?
(Numbers are group in three periods namely the unit, thousand and millions.
There are three places in each period namely ones, tens and hundreds. Zero is
written in places with no value. Each period is separated by a space or a
comma.)

4. Fixation
a. Read the following numbers.
6 743 802
600 307 099
742 063 308
496 247 631
b. Write the number dictated in figures.
841 390 007
300 008 200
674 201 355
5.Application
A candy factory produces a total of fifteen million, eight hundred seventy-
six thousand four hundred twenty-five candies in one week. Write the
underline words in figures.

IV. Evaluation
Write the following numbers in words.
(Teacher dictate the number.)
1. 734 265 388
2. 600 007 020
3. 239 700 600
4. 543 564 981
V. Assignment
Write the following number figures.
1. Three – million, thirteen
2. Twenty – three million, five hundred
3. Three – hundred four million, five thousand fifty
4. Sixty – five million, ten thousand, eleven

PREPARED BY:
JULIE-ANN L. COIDNO
Student Teacher

CHECKED BY:

MRS. MICHELLE A. COSTALES

Cooperating Teacher
 Brief Lesson Plan
in
English V

I.Objectives:
At the end of the lesson, the pupils will be able:
a.Distinguish changes in meaning of words in sentence caused by stress
shift; and
b.Say word stressed in the first and second syllables correctly.

II.Subject Matter
Content: Stress Shift Changes in Meaning of Words
Reference: Fun in English Language, pp. 3-4 PEZCIA.I.I.3
Materials: flash cards, charts and activity cards

III.Procedure
A. Review
1.Making a self-introduction.
B. Lesson Proper
a. Can you tell the meaning of words in sentences if their stress arec
shifted?
2.Presentation
a. Present the sentences with words stressed on the first syllable used
in the introduction of one’s self.
b. Asked what syllable is stressed in the words stressed and how they
are used in a sentence.
c. Present another set of sentences with words stressed in the second
syllable.
 3. Generalization
a. How are words stressed in the first syllable used?
b. How are words stressed on the second syllable used?

4. Application
Let the pupils read the words stressed in the first and second
syllable.
Noun Verb
co’nduct condu’ct
pro’gress progre’ss
in’sult ins’ult

IV. Check-up/Evaluation
Do activity IB on page 4.
Example: Father gave a nice pre’sent on my birthday. N
He prese’nted the gift at breakfast time. V

V. Assignment
Direction: Place the correct stress in the underline words.
1. Do you like to join the contest?
2. Please record the names of the contestants in the class record.
3. The president will address the nation today.
4. Will you kindly give me your address at home?

PREPARED BY:
JULIE-ANN L. COIDNO
Student Teacher

CHECKED BY:
MRS. MICHELLE A. COSTALES
 Detailed Lesson Plan
in
Science 6 (Camia)

I.Objectives:
At the end of the lesson, the pupils will be able to:
a.Provide simple definitions of the word vertebrates;
b.Identify the characteristics of vertebrates; and
c.Write some examples of vertebrates.

II.Subject Matter
Content: The Vertebrates
Reference: Science and Health 6 and Curriculum Guide
Materials: pictures, activity cards, box, power point presentation

III.Procedures

Teacher’s Activity Pupil’s Activity

A.Preparatory Activities
Prayer
Greetings
Checking of Attendance

Motivation
Divide the class into three
groups then give each group a set of
puzzle to be completed within the
given time.
After they finish their work, let
the pupils post their work in the
board.

B.Presentation
Base from the presentation of
the pupils, support their ideas and
concept connecting to the importance
of skeletal system.
-What can you say about these
pictures? -It shows the skeletal system of the
animals ma’am.
-It shows the bones inside the
-Excellent! body of animals.
-This picture shows the inner
structure of our bones specially the
backbone.

-Now, can you touch your neck?

What do you feel? -Ma’am, bones.
-What about your hands?
-Bones also ma’am.
-The bones in our body, do you
think it is important? -Yes ma’am.

-Why?
-Bones are important to our body
because it support and protect our
body ma’am.
-It also gives shape of our body.
C.Disccussion

From the picture that you had

completed, it shows the bone inside
them isn’t it? -Yes ma’am!

-The animals here, do they have

backbone and spinal column? -Yes, ma’am!

-The animals have backbone and

spinal column are called vertebrates.
Vertebrates are the animals that
has backbone and spinal column.
Have skin covering that protect and
help them to adapt with their
changing environment. The have
large bodies.
-What are the characteristics of
vertebrates again class? -They have large bodies.
-They have skin covering ma’am.
-Vertebrates have classifications.

Classifications of Vertebrates

1.Fish – animals that live in rivers,

streams, lakes, seas, and oceans.
-They have gills that allow them to
breath under water.
-Have skeleton made of bone or
cartilage.

2.Amphibians – four legged

vertebrates.
-They can adopt to a land
environment but remain dependent
upon water which they need like
moist environment.
-Their skin is smooth with many
capillaries.
Examples:
Banded Bullfrog
Leopard Frog
Newt

3.Reptiles – are air breathing animals

and able to live both land and water.
-They breathe through their
lungs.
-They have dry, waterproof bones
covered with scales.
-Reptiles are oviparous.

Examples:
Crocodile
Lizard
Turtle

-Fishes, amphibians and reptiles

are ectothermic animals. Which
means their body temperature
depends of the air or the water
around them.

D.Application
I will group you into three. Each
group will receive a box. Inside the
box are names of vertebrates.

GROUP I
Pick the names of the first
classification of vertebrates and
describe.

GROUP II
Get the second classification of
vertebrates and describe.

GROUP III
The third classification of
vertebrates and explain why.

E.Generalization

-What is vertebrate again class? -Vertebrate is an animal of a large

group distinguished by possession of
backbone or spinal column.

-Very good!
-What are three classification of -Fish, amphibian and reptiles
vertebrate? ma’am.

-Correct!

IV.Evaluation
Direction: Write FISH, AMPHIBIAN or REPTILE if it’s describe about them.
1.Their skin is smooth with many capillaries.
2.Have gills that allows them to breath under water.
3.Air breathing animals and able to live both land and water.
4.They breathe through their lungs.
5.Anmals that live in rivers, lakes, seas, streams and oceans.

Write two examples of fish, amphibians, and reptiles.

V.Assignment
Read your book on page 64 about invertebrates and write five examples
in a ¼ sheet of paper.

PREPARED BY:
JULIE-ANN L. COIDNO
Student Teacher

CHECKED BY:
MARJUNOEL L. DAUZ
Cooperating Teacher
 Detailed Lesson Plan
in
Mathematics 1

I.Objectives
At the end of the lesson, the learners will be able to:
a.Subtract 2 digit numbers with minuends up to 99 with regrouping;
b.Find the difference of 2 digit numbers; and
c.Give correct and honest answers.

Being Honest

II.Subject Matter
Content: Subtracting of two-digit numbers with minuends up to 99 with
regrouping
Reference: Essentials Math 1, pp. 29-37
Materials: Flashcards,popsicle stick, real objects and activity cards

III.Procedure
Teacher’s Activity Pupil’s Activity
A.Preparatory Activities
Prayer
Greetings
Checking of Attendance
Song

Review:
Find the difference:
1. 38 2. 95 3. 56
-11 - 63 -51
______ ______ ________

4. 48
- 17
______
Motivation
Your teacher tells you that you
will bring 30 pesos for the Christmas
contribution. But Ana ask 35 pesos
to her mother.

-Did Ana asks the corrects amount

to her mother? -No ma’am.
-Why?
-Because Ana ask bigger amount
than the original amount of their
contribution.
-What can you say about Ana’s
attitude. Is she honest to her mother?
-No ma’am. She lied to her mother.
-If you are Ana, are you going to do
the same? -Ma’am no.
-Very good! Why?
-Because lying is bad ma’am.
B.Presentation

-Look at the board class and

listen carefully.
-If you have 25 mangoes fruits.
Your classmates eat 17 of them. So
we remove the 27 mangoes here. How
many mangoes are left?
Given:
25
- 17
______

C.Discussion

-We are going to discuss on

how to subtract 2 digit numbers with
regrouping. In subtracting there are
steps to follow:
STEP 1:
Put the numbers on the tens and
ones table.
Example:
tens ones
3 8
- 1 9 -Yes ma’am!
 ____________

STEP 2:
Subtract the ones.
tens ones
3 8
- 1 9
________ This can’t be
done. The
subtrahend is
bigger than the
minuend.
-Are we going to borrow, class?
STEP 3:
Regroup the ones.
tens ones
2 18

3 8
- 1 9
__________
9

(The teacher explain again by using

popsicle stick.)

STEP 4:
Subtract the tens.
tens ones
2 18

3 8
- 1 9
________
1 9

-If we go back to my question

earlier, how many mangoes are left?
tens ones
1 15

2 5
- 1 7
________
8 – There are 8 mangoes left.

-Carl, can you solve this to board.

 73
- 38
_____

D. Application

I will group you into three. But

before you go to your group, what -Work silently.
you should do. -Cooperate with your groupmates.
-Listen to what the teacher
instructs.
-Very well said!

Each group match the

subtraction sentences with the
correct answer.
-Choose one representative from
the group to answer in front and
arrange the chart.
Given:
1.) 55 2.) 33 3.) 26
- 19 - 19 - 19
_____ _____ _____

E.Generalization

-How do you subtract 2 digit

numbers from minuend up to 99th
with regrouping? -We regroup first and subtract the
ones value.
-Then after we subtract the ones,
-Very good! next is the tens.

IV.Evaluation
Direction: Solve the subtraction sentences. Use the code to find the
answer to this riddle. On the lower box, copy the letter that corresponds to
your answer.
Clue: What did the father say to his son?
28 37 8 26 16 33 22 23
H O G B E A N T
V.Assignment
Copy the given in your assignment notebook and find the difference.
1.) 32 2.) 43 3.) 92
- 25 - 28 - 88
_____ ______ _____

PREPARED BY:
JULIE-ANN L. COIDNO
Student Teacher

CHECKED BY:
MRS. VILMA S. VILLANUEVA
Cooperating Teacher