BanghayAralinsa Filipino 2

I. Layunin:
Sa aralingitoangmga mag-aaral ay inaasahang:
a. natutukoyang pang-urisapangungusap,
b. nakapaglalarawan ng mgatao, bagay, pangyayari at lugar, at
c. nakapagbibigay ng pangungusapgamitang pang-uri.
II.PaksangAralin:
Paksa: Pang-uri

Sanggunian:PinagyamangPluma 2

Curriculum Guide sa Filipino

Kagamitan:Aklat, mgalarawan, manila paper,

Integrasyon:

SRF-Story reading Framework

III. Pamamaraan
A. BagoBumasa
1. Paghahawan ng Balakid
- Pagpapakita ng mgalarawan ng bukid, kalabaw at balon.
- Ipaskilsapisaraangsalita at ipabasaangmgaito. Gamitangestratehiyang Round table, ipalagaysatamanghanayangmgasalitangkagnaynito.

 katulongsabukid  malawak
 malakas  malalim
 masipag  palayan
2. Pagganyak
bukid  tinatamnan ng gulaykalabaw balon
hukay
Itanongsamgabata kung anoangkanilangalaganghayop at kung anoangginagawanila para alagaanito.
3. Pagganyaknatanong
Anoangalaganghayop ng tauhansakuwento?

B. Habangbumabasa

1. Book and Print Knowledge –Ipakitaangaklat. Ipatukoy at ipabasaangpamagat ngaklat. Ipakilala din ang may akda at iba pa.
2. Pagbibigay ng kaukulangpamantayansapakikinigsakwento.
3. Gamitangestratehiyang Interactive Storytelling, babasahin ng guroangkwento at ipabasaangilangbahagi ng kwento.
Hihintosamgabahagingbitinangkasunod. Magpapahinuhasamgamagaaral kung anoangmangyayaringsusunodsakwento.

C. PagkataposBumasaGPU gradual psycho.unfolding

1. Papasagutanangmgasumusunodnataongsamgabata.
o Anoangalaganghayop ng tauhansakwento?
o Sino angnagaalagasakalabaw?
o Anoangginagawa ng kalabaw?
o Anoangnangyarisakanyahabangnanginginainsadamuhan?
o Saannahulogangkalabaw?
o Anoangnagingdesisyon ng kanyangamo?
o Paanonakaalisangkalabawsabalon?
o Kung ikawangamo, anoanggagawinmosakalagayan ng kalabaw?
o Anoangaralsakwento?
o Anoangiyonggagawinupangmaiwasanangaksidentesaiyongmgaalaganghayop?
IV. Pagtalakaysapaksa
1. Ipabasaangmgapangungusapnakinuhasakwento.

a. Matalinosikalabawdahilnagawaniyangmakaahonsabalon.
Itanong: Bakitnakaahonsikalabawsabalon?
 Isusulatangsagotsapisara
b. MabaitnaamosiMang Baste.

Itanong: AnongpaguugaliangipinakitaniMang Baste.

c. Nahulogangkalabawsamalalimangbalon.

Itanong:Anonguri ng balonangnahulugan ng kalabaw?

2. Ipabasasamgabataangmgasalitanaisinulat ng gurosapisara.

matalino mabait malalim

o Anoangtawagsamgasalitangito?
o Sabihinsamgabatanaito ay pang-uri.

Ano kaya anginilalarawan ng pang-uri?

-naglalarawanito ng mgapangngalan at panghalip

Mulasamgasagotnaibinigay ng mga mag-aaral ay ipakilala at bigyangdiinangkonsepto ng mga pang-uri.

V. Pagsasanay

Gamitangestratehiyang Round Robin, papangkatin ng guroangmga mag-aaralsatatlongpangkat.

Pangkat 1- Piliin mulasakahonang pang-uringpupunosamgapangungusapkaugnay ng pangngalan.

Pangkat 2- Biluganang pang-urisabawatpangungusap.

Pangkat 3-Bumuo ng pangungusapgamitangmgalarawan.

VI. Paglalahat
- Itanongsamgabata kung anoangkahulugan ng Pang-uri at mgahalimbawanito.
 - Ipabasasamgabataangkahulugan at mgahalimbawa ng pang-uri.
- IpakopyasamgabataangTandaansaibaba.

Tandaan:
AngPang-uri ay mgasalitangnaglalarawan. Inilararawan ng pang-uriangkatangian, dami, kulay, lasa at kalagayan ng pangngalan o panghalip.
Halimbawa: mapagmahalnaamo
masipagnakalabaw
malawaknabukid

VII. Pagtataya
Pasagutansamgabatabataangsumusunod:
Piliin samgasalitang may salungguhitsapangungusapang pang-uri. Biluganangiyongsagot.

1. AngsapatosniLayla ay bago.
2. Pumasokkame samalinisnasilid.
3. Maingayangmgabatasapalaruan.
4. Angakingalagangasoaymalambing.
5. Ipinakiloniloloangmgalumangdyaryo.
VIII. TakdangAralin

Sumulat ng limang pang-uri at gamitinitosapangungusap.

 DETAILED LESSON PLAN IN MATH 2

I. OBJECTIVES
At the end of the lesson the students are expected to:
1. tells and write time in minutes including a.m and p.m using analog and digital clocks
2. indicate time accurately using the analog clock
3. practice the habit of coming on time
II. SUBJECT MATTER
TOPIC: TELLING TIME
 REFERENCE:
MATERIALS:
VALUES INTEGRATION: punctuality
III. TEACHING PROCEDURE

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. PREPARATION
1. Performing routinized activities
a.praying
b.greetings
c.singing
d.checking of attendance
B. Preparatory Activities
1. Review Days and Moths of the Year
What was the lesson that we have studied yesterday?
Right. April
What is the fourth month of the year? December
How about the last month of the year? There are 12 months in a year.
How many months are there in a year?
I have here a set of jumbled letters on the pocket chart. I want
you to arrange those jumbled letters to form the names of the Yes teacher. We are ready.
months. Are you ready?
Alright!
I will give some clues in order for you to form a word easier.
o Jesus’ birthday December
MDREBECE
o Valentine’s Day February
YUFBEA RR
November
o All Saint’s day
ONEVERMB May
o Flores de Mayo
YMA January
o New year’s celebration
YRAJNAU
2. DRILL
Class I have here some unfamiliar words, listen first as I read
and repeat after me. Did you understand?
Good! Minute second hour Time long short Hand o’clock
 Minute second hour analogue clock
Time long short digital
Hand o’clock clock
3. MOTIVATION
( Teacher presents a riddle to the class)
Class try to answer my riddle. Clock

Answers vary
Listen carefully.
It’s face is round but it has no eyes, nose and ears. It Answers vary
has two hands that move on and on. What is it? Answers vary
That is right. It is a clock. Yes teacher.
What time do you wake up every morning? It is a clock.
What time do you go to sleep?
What time will you go to school? The round clock has numbers and 2 hands. While the other one
(The teacher shows a real clock to the pupils) has the numbers displayed electronically.
Are you familiar with this object?
What do you call this object?
Very good! These are clocks! For us to tell time.
What is the difference between these clocks?

That is right. There are two type of clocks, digital and Answers vary
analog.
Can you guess which is analog and which is a digital
clock?

Why do we need to use clock?

Correct! For us to tell time.
What is the importance of time? A clock.
( the teacher will give feedback about the different It has numbers from 1-12 and its clock hands.
answers of the pupils)

C. PRESENTATION OF THE LESSON

1. LESSON PROPER The two hands of the clock.
( The teacher presents a clock) It tells the hour of the clock.
What do I have now?
Right it is a clock. It tells the minute of the clock.
Anne, look at the clock, what does it have?
Very good. It has numbers from 1-12 and its clock hands.
60 minutes
Children, these are the two hands of the clock. What are these
two?
This short hand is called the hour hand, it tells the hour.
What does the short hand tells?
Right.

This long hand is called minute hand. It tells the minute of the
clock.
Children’s counting from 1 to 5
What does the long hand tells?
5 minutes
In one complete cycle of minute hand it is equal to 60 minutes 10 minutes
or 1 hour.
So, how many minutes in one complete cycle of the minute
hand?

Exactly! There are 60 minutes in one complete cycle of the

minute hand.

(Illustrate on the board)

From 12 to 1, there are 5 marks representing 5
minutes, let us count.
From 12 to 1 how many minutes?
From 12 to 2 how many minutes?

Here are the ways of telling the time in analogue clock.

 To read the hour, look at the hour hand and tell
the number pointing it. It tells the hour.
 Look at the number the minute hand is pointing
and skip count by 5’s to find the time. 3:00
Here are the ways of telling the time in analogue clock.
 Look at the number on the left side of the 3:10
clock. It tells the hour.
 Look at the number on the right side of the
clock. It tells the minutes. 5:35

Am or Pm
8:40 am
Examples: 5:20 pm
 Look at the clock, the hour hand points to 3 while the minute hand
points to 12. What time is it? 1:00 pm
 How about when the hour hand points to 3 while the minute hand
points to 2. What time is it?
 How about when the hour hand points to 5 while the minute hand
points to 7. What time is it?
(The teacher will call 1-3 pupils to write the time on the board.)
- Please write 8 o’clock and 40 minutes in the morning. Yes teacher.
- Write 5 o’clock and 20 minutes in the evening.
- Write 1 o’clock in the afternoon.
(The teacher sets the time using the clock on the board and calls 1-
3 pupils to tell the time orally.)
The students will do the activity.
Now get your improvised to clock, set your time at 7 o’clock
Set your time at 9 o’clock and 20 minutes.

( Teacher moves around to check whether all the pupils are able to
set time correctly)
( The teacher will give more examples)

So, did you know how to set and read a correct time?

2. FIXING SKILL/PRACTICE

Group the pupils into 3.

1. Provide the first group with a toy or improvised clock Members of
each group shows the time using the toy clock. The first group to
show the time correctly wins the game.

3. GENERALIZATION
Clock- tell the time
Types of Clocks
 Digital Clock- Numbers are displayed
electronically.
 Analog Clock- The clock contains 12 numbers.
The 2 hands point to the numbers. The short hand
is called the hour hand, it tells the hour. The long Yes. Teacher.
hand is called the minute hand, it tells the minutes.
 AM ( anti-meridian)- time in the morning. From
12:00 – 11;59 in the morning
PM (prime-meridian) time in the afternoon to
evening. From 12:00 noon – 12:00 in the evening
There are 60 minutes in one complete cycle of the
minute hand.
4. APPLICATION
“ Game-using time dice”
I will group you into 3, as I flash the card tie, you must set the
time correctly on the board. There should be cooperation by
each group. I will only show the card time only for 5 seconds.
When you hear the word “GO” it is time to you to answer on
the board. The faster the group with correct answer will win.
Do I make it clear?
Good!
Let us start!

https://www.youtube.com/watch?v=3ZaWeSIN6-I

Lesson plan for Multi Grade Class

Quarter 3 week 3

Teacher’s Activity Grade 5 Grade 6

I.OBJECTIVE At the end of the lesson the learners: demonstrate
understanding of polygons and
construct and describes polygons with 5 or more sides
II. COMPETENCIES Visualizes, names, describes and draws polygons
with 5 or more sides. (M5GE-IIIc-19)
III. LEARNING https://www.youtube.com/watch?v=3ZaWeSIN6-I
RESOURCES AND depedtambayan.net
At the end of the lesson the learners: demonstrate
understanding of solid figures and
construct and describes different solid figures; cube, prism,
cylinder cone, and sphere.
Visualizes and describes the different solid figures: cube,
prism,
pyramid, cylinder, cone, and sphere using various concrete
and
pictorial models. (M6GE-IIa-27).
depedtambayan.net
MATERIALS models of solid figures, video presentation, power
models of 3-12 sided polygons, video point presentation/visual materials, real objects,
presentation, power point presentation/visual activity sheets
materials, real objects, activity sheets,
III. TEACHING
PROCEDURE

A. PREPARATION Good morning multi grade class from Grade 5 and 6! Good morning teacher! Good morning teacher!
a) praying
b) greetings  Introduce the Hello song to the children and All the students will sing the song.
c) setting of sing it together.
standard

B. Preparatory  Ask the students about the previous topic.

 What was the lesson that we have studied It is all about the kinds of angles. The students will answer the question
Activities It is about
a) Drill yesterday?
 What are the different kind of angles? Acute, right angle, acute and obtuse angle.
b) Review Acute angle
 What kind of angle measures less than 90
C. PRESENTATION degrees? Obtuse angle
OF THE LESSON  What kind of angle that measures more
than 90 degrees?
 What is the measure of an right angle? Right angle

 What is an integer?
 Give examples of integers. It is about Integers teacher.
 Arrange the following integers from lowest to It’s a whole number from the set of negative, non-negative,
greatest. 8, -3, 0, 1, 6, -4, -2 positive and 0 numbers.
2, -1, 0, 5...,
8, 6, 1, 0, -4, -2

 Playing a game “Treasure Hunt”

 Show to the students the treasure box.
 Are you ready for treasure hunting? Now let
us treasure hunt! I got a disc.
 Ask the student from grade 5 to pick and I got a handkerchief.
name the object from the box. I got a road sign.
 What have you got? I got a paper
 What have you notice from each object? I got a banderitas or lantern
It has different shapes.
  What do you call the objects from the box?
 What is a polygon?
 On this picture, which one is a polygon?
Why?
They are plain figures. It has flat surface. It has
no thickness, only length and width.
Those are Polygons.
Polygons are closed plane figure formed by line
segments that meet at a common point.

The teacher will introduce the Polygons to the The students are actively participating on the
students. discussion.
The teacher will call students to count the number of
sides or name the polygons.

Polygons are closed plane figure formed by line

segments that meet at a common point. These line
segments also known as sides meet at a common
point which is called vertex.

Number of Sides Name of Polygon

3 Triangle Quadrilateral
5 Pentagon (penta= five)
6 Hexagon (hexa= six)
7 Heptagon (hepta= seven)
8 Octagon (octa= eight)
9 Nonagon (nona= nine)
10 Decagon (deca= ten)

 Let them describe and count the sides,

vertices, angles and diagonals of the
polygons.

 How many sides do the nonagon have?

 How about the octagon?

I got a rubrics’ cube.

 Ask the student from grade 6 to pick and I got a Santa hat
name the object from the box. I got a ball
 Let us move to the next treasure box. I got a can of Soda.
 What have you got? I got a Chocolate bar.
 What have you notice from each object? Cylinder, sphere, triangular prism, cone, cube
 What is the shape of the can of soda? a ball? a It comes with different shapes. It has three dimensions, the
 chocolate bar? Santa’s hat? and the rubrics’ length, width and height.
cube? It is called Solid Figures.
 What do you call these figures?

 Introduce to the students the Solid Figure via

video presentation and visual materials.

Excellent! Those are Solid Figures.

 Introduce that these figures are solid figures.

 Discuss the characteristics of the different
solid figures via video presentation and
models of solid figures.

Solid figures are figures that have three dimensions

such as length, width, and height.

A. Cube- is a solid figure with 6 congruent

faces. It has 6 faces, 12 edges
and 8 vertices.

B. Prisms- are solid figures that have

parallel faces that have the same shape.
These faces of its sides are parallelograms.

C. Pyramid- is a solid figure made up of

base and triangular faces. These faces meet
at a common topmost point called the
vertex. The vertex is also called the apex of
the pyramid. The edges that meet at the
vertex are called lateral edges.
A regular pyramid is a pyramid with a
regular base and with lateral edges of
equal length.

D. Cylinder - is a solid figure that has two

circles and a curved lateral face.
curved surface
circular base
 E. Cone - a solid figure that has a circular
flat base and a curved face pointed towards
the top. The pointed top end of the cone is
called the apex.

vertex
circular base
F. Sphere- is a solid figure in which all
points are of equal distance from a point
called its center and these points form a
curved surface as well.

center

D. FIXING  Divide the Grade 5 Pupils into 3 groups. Give

SKILL/PRACTICE the instruction of the activities to each group.
Let them do the activity.
 The teacher will move around to check
whether all the pupils are doing the
activities right.
Group 1- What’s My Name? Count the number
of sides of each figure and identify the name of it.
(APPENDIX 1)

Group 2- Choose Me! Encircle the polygons and

explain why others are not polygon. (APPENDIX
2)
Group 3- Draw each prescribed polygon on
a sheet of paper.

APPLICATION
Direction: On a sheet of paper, draw at least 5 Direction: On a sheet of paper, draw at least 5 solid
polygons that you can see inside your home or figures that you can see inside your home or classroom .
classroom.
GENERALIZATION

EVALUATION

ASSIGNMENT Make a polygon out of a recyclable material.

Example: Fiesta Banderitas made from cut-out
wrappers of fruit juices.

Group 1 Grade 5
Group 2 Grade 5

What’s My Name? Count the number of sides of each figure

Choose Me! Encircle the polygons and explain why others are not
polygon. (APPENDIX 2)
and identify the name of it. (APPENDIX 1)
Group 3 Grade 5

Draw each prescribed polygon on a sheet of paper.

1. Square 2. Pentagon 3. Heptagon 4. Hexagon 5. Decagon

III. Direction: Choose the solid figure in Column B

that is represented by the
following objects in column A. Write your answer on a sheet of paper.
AB
_____1. ice cube A. cone
_____2. tissue roll B. cube
_____3. match box C. cylinder
_____4. volleyball D. rectangular prism
_____5. can of sardines E. sphere
_____6. milk box F. square pyramid
_____7. volcano G. triangular prism
_____8. Toblerone H. triangular pyramid

_____9. bus
_____10. roof of a nipa hut
II. Direction: Copy the table on a sheet of paper and complete the data by writing the numbers of edges, faces,
and vertices of the given solid figures.

Figure Vertices Faces Edges

Cube 6
Triangular Prism 6
Rectangular Prism 6
Triangular Pyramid 6
Square pyramid 5
Direction: 0n a sheet of paper, list down two (2) objects that resembles the following solid figures