AUGUST 01, 2018 2. Bakit huminto si Kiko sa kaniyang pag-aaral?

WEDNESDAY 3. Ano ang kaniyang pangarap?

4. Naging hadlang ba ang kahirapan sa kaniyang
O.B to DBM Procurement Service to purchase school & pangarap na makatapos ng pag-aaral? Bakit?
office supplies. 5. Anong katangian ang taglay ni Kiko upang
magtagumpay siya sa buhay?
6. Bakit kailangan nating maging matiyaga sa lahat
AUGUST 02, 2018 ng oras at pagkakataon?
THURSDAY

Attended the Roll-Out on PPST 5. Paglalahat:

Ipabasa sa mga bata ang Tandaan Natin

AUGUST 03, 2018 6. Paglalapat:

FRIDAY Paano mo maipapakita ang pagiging matiyaga?

O.B to ONG-TO to purchase additional school and IV. Pagtataya:

office supplies. Ipaliwanag ang slogan na “Kapag may Tiyaga, may
Nilaga”.

AUGUST 06, 2018

MONDAY ENGLISH VI

I. Objectives:
ESP VI  Compose clear and coherent sentences using
appropriate grammatical structures of subject-
verb agreement using the base and –s forms of
I. Layunin: the verbs Rule 1 to 4. (EN6G-Ih-3.9)
Naisasagawa ang mga tamang hakbang na  Show tactfulness when communicating with
makatutulong sa pagbuo ng isang desisyon na others. (EN6A-Ih-17)
makabubuti sa pamilya II. Subject Matter:
1.1. pagsusuri nang mabuti sa mga bagay na A. Skill :
may kinalaman sa pangyayari Composing clear and coherent sentences using
1.2. pagsang-ayon sa pasya ng nakararami kung appropriate grammatical structures of subject-verb
nakabubuti ito agreement using the base and –s forms of the verbs Rule
1.3. paggamit ng impormasyon 1 – 4.
Code: EsP6PKP-Ia-i-37 B. References:
II. Paksang- Aralin: K to 12 Curriculum Guide Gr. 6 page 127,
Paksa: Maging matiyaga upang guminhawa Grammar in Focus pages 91 – 97, Essential in English
Kaugnay na Pagpapahalaga: Pagkamatiyaga pages 81 – 87. slideshare.net
(Perseverance) C. Materials:
Sangguninan: charts, flashcards, strips, grammar box , laptop, projector
K to 12 Gabay Pangkurikulum, Edukasyon sa
Pagpapakatao May 2016, pahina 81, google.com.ph III. Procedure:
A. Preliminary Activities:
Kagamitan: bond papers, pentel pens, mga larawan ng 1. Drill:
batang palaboy, kopya ng kuwento, Projector, netbook, Read the words on the flashcards and think of an action
powerpoint presentation. word that can go with it.
1. basketball player
III. Pamamaraan: 2. doctor
1. Balik-aral: 3. policeman
Anong katangian ang dapat taglayin para magtagumpay 4. writer
sa buhay? 5. teachers

2. Pagganyak: 2. Review:
Sino ang kilala ninyong naging matagumpay sa buhay? Write the proper tense of the given verb in the sentences:
Paano kaya siya nagtagumpay? Our school (open) _____ at 6:30 A.M. every day.
3. Paglalahad: Yesterday, the principal (talk) _____ to us in the gym.
Basahin at unawaing mabuti ang maikling kuwento. She (say) _____ our supervisor (visit) _____ next week.
Si Kiko na Palaboy Tomorrow, our class (go) _____ to the library. We
4. Pagtatalakay: (look) _____ at the new books and (use) _____ the
Pagsagot sa mga tanong: computer for research. The librarian (acquaint) _____ us
1. Bakit “Si Kiko na Palaboy” ang pamagat ng kuwento?
with the library rules and regulations. School (be) _____
really exciting!
Valuing: How will you talk to the principal?
How will you ask question to the librarian/ or to your
teacher?
Why do we need to be diplomatic in talking to others?
B. Developmental Activities:
1. Motivation:
 Play the Verb Rap Song.
(https://www.youtube.com/watch?v=ineCCpqpZr)
 Ask students to participate by acting out the verbs in
the song. Get them excited about the lesson!
2. Presentation:
Use the video to recall the definition of verbs, and
introduce subject/verb agreement using a sentence.
Say:
What are verbs again?
I have here some action words written on a folded strip
inside the grammar
box, pick one strip and read it in front of your
classmates. Paste the strip on the board after reading.
(Note: Teacher makes sure that the strips are pasted
according to rules.)
What are the verbs used in the sentence?
Who are the persons being talked to in each sentence?
What have you noticed with the group A sentences, what
are the differences between their subjects and verbs?
What have you noticed with the group B sentences, what
are the differences between their subjects and verbs?
3. Discussion:
Discuss the first 4 Rules to the pupils with some
samples.
4. Generalization:
 What form of verb are we going to use if the
subject is singular? If the subject is plural?
 When do we use the verb DO? When do we use
the verb DOES?
 What form of verb are we going to use if it is a
compound subject?
 What form of verb are we going to use if the
subject is preceded by EACH and EVERY?
6. Application:
(Guided Practice)
Activity 1: Is this Correct?
Analyze the sentences. On the line before the number,
put a check mark (/ ) if the verb agrees with the subject
and put a cross mark (X) if otherwise, then give the
correct answer.
1. My sister enjoy reading fable and fairy tales.
2. I don’t want to wake up late in the morning
Activity 2: Let us finish this.
Finish the sentences using the correct verb.
Activity 3: Lights, camera, action!
Write a dialogue about a vendor and a buyer
using the 4 rules of subject-verb agreement that we had
taken up. Make sure to give the script before you
perform.
IV. Assessment
Compose two sentences with the correct Rule 1 to 4
Subject- Verb Agreement.
Rule1:
_____________________________________________
_____________________________________________
Rule 2:
_____________________________________________
_____________________________________________
Rule 3:
_____________________________________________
_____________________________________________
Rule 4:
_____________________________________________
_____________________________________________
V. Assignment
Write your own funny experience and make sure to use
the 4 rules of subject-verb agreement that we have taken
up.
SCIENCE VI
I. Objectives:
Relate the benefits of separating mixture to real life
situations. (S6MT-lg-j-3)
Value Focus: Appreciation of the things around us.
II. Subject Matter:
A. Skills: Relating the Benefits of Separating Mixture to
Real Life Situations
B. Reference: K to 12 CG Grade 6 pp.51,google.com.ph,
slideshare.net
C. Materials: Picture of the different methods of
separating mixtures, powerpoint presentation, laptop,
projector.
III. Procedure:
A. Engagement:
1. Drill:Let the pupils read the following words:
winnowing situations experience relate appreciation
contented
2. Review:
Ask: What are the different ways in order to maximize
the use of separated materials out of the identified
product in the community? Example rice hulls/husks,
etc.
3. Motivation:
Say/Ask: Could you imagine class if the
materials around us can no longer be separated?
What do you think will happen to us?
4. Say:Today we are going to relate the benefits of
separating mixtures/ materials to our life.
B. Exploration:
1. Divide the class into three groups
2. Set standards in grouping activity.
3. Supervise pupils while conducting the activity.
4. Distribute activity cards for pupils to perform.
C. Explanation:
1. Let the presenter of each group report their work to
the class.
2. Teacher will take note of the pupils responses /answer
to the different situations given to them.
3. Analysis and discussion of pupils answer.
4. Teacher helps formulate ideas/ or concept by asking
How can separation of mixture through evaporation
beneficial to our lives? How about sieving?
D. Elaboration
Enumerate importance of separating mixtures in
daily life.
(Teacher research more situations)
1. Teacher asks more questions
What do you think will happen to the things
around us if separating mixture does not occur?
Are you comfortable eating cooked rice full of
chaff? How about biko, suman and rice cake, is it
delicious to eat these foods if there is no coconut milk on
it?
2. Generalize the lesson by asking these questions.
Are there benefits we can get out of these separation of
mixture?
How can you relate these things to our day to day lives?
3. Inject the value of appreciation.
E. Evaluation:
From the situations in the box. Select the situations that
relates the separating of mixture in real life situation.
Write them on your paper.
1.The salted fish (Ginamos) was preserved by salt and
are used as viand to some people.
2. Children are watching their favorite television show.
3. The gardener water the plants regularly.
4. The family safely drink purified drinking water from
their water dispenser.
5. Motorized vehicles that carry passengers to their place
of destination.
IV. Assessment
In a five-sentence paragraph, relate the benefits of
separating mixtures to real life situation. Write it in a one
–half crosswise.
V. Assignment
Try to observe at home then draw a real situation that
shows the benefit of separating mixture. Then write
something about it. Draw it in a long bond paper/at the
back of an old calendar.
MATHEMATICS VI
I. Objective:
Divides whole numbers by decimals up to 2 decimal
places and vice versa
(M6NS-Ig-116.3)
Value Focus: Punctuality
II. Subject Matter:
A. Skill: Dividing whole numbers by decimals up to 2
decimal places and vice versa
B. Reference: K to 12 Grade 6 Curriculum Guide p.151,
Teacher’s Guide in Mathematics
5, pp. 75-78
C. Materials: ball, fish bowl, activity cards, charts,
manila papers, marking pens, powerpoint presentation
III. Procedure:
A. Preliminary Activities
1. Drill – Pass the Ball
The teacher plays a music. Let a ball be pass from one
pupil to another. When the music stops, the pupil with
the ball gets a strip of paper from the fish bowl and
answers it.
2. Review
Strategy: Game- “Number Scramble”
Materials: 2 sets of cards with digits 0-5
Mechanics:
a. Form 2 groups. Give each group a set of cards
b. Using the numbers on their cards, ask the groups to
form a division equation that will satisfy the question
you will dictate
3. Motivation
What art projects do you do in your MAPEH Class? Do
you have fun making them? Do you submit them on
time?
B. Developmental Activities
1. Presentation
Present this problem to the class.
A long bond paper which is 13 inches in length is
equivalent to 33.02 centimeters. If Tony will divide the
long bond paper into 2 centimeter strips of paper for his
art project, how many strips of paper can he make?
a. Help the pupils understand the answer by asking some
comprehension questions. Then ask: What is asked?
What are given?
b. What operation should you use to solve the problem?
Why?
c. Let the pupils write the number sentence on the board.
2. Performing the Activities
Group Activity
Group the pupils into two groups.
Give activity cards for them to solve. After 10 min., let
them exchange activity cards.
3. Processing the Activities/Discussion:
How did you find the activity? How were you able to
find the answer?
Discuss with the pupils the steps in dividing whole
numbers by decimals and vice versa.
4. Reinforcing the concept and skill
Give the quotient.
a) 25÷2.5=N d) 36.3÷3=N
b) 39÷ .25=N e) 28.12÷12=N
c) 14.2÷3= N
5. Generalization:
Lead the pupils to give the following generalization by
asking:
How do we divide whole numbers by decimals and vice
versa?

6. Application:
Give the quotient.
A. a) 54÷0.6= B. a) 96.9÷19=
b) 78÷1.3= b) 12.8÷8=
c) 675÷4.5= c) 26.4÷22=

IV. Evaluation:
Give the quotient.
1) 37.68÷60= 4) 56÷12.2=
2) 32.2÷20= 5) 80÷2.5=
3) 24.2÷12

V. Assignment:
1. Mang Kanor divided his 32.25 hectares land to his 3
children. How much land does each children receive?
2. A 560 centimeter piece of cloth will be divided into
22.4 centimeter strips of cloth. How many pieces of
cloth can be made?

Prepared by:

DEXTER V. RABO
Teacher- I