Grade 5 DLL Q2 WEEK 1-ALL SUBJECTS

School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five
GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area Filipino

DAILY LESSON LOG Teaching Date and Time August 14-18, 2017 Quarter Second Week 1
Monday Tuesday Wednesday Thursday Friday
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa Naipamamalas ang kakayahan at tatas Naisasagawa ang mapanuring Naisasagawa ang mapanuring Naipamamalas ang iba‘t
mapanuring pakikinig at pag-unawa sa sa pagsasalita sa pagpapahayag ng pagbabasa sa iba‘t ibang uri ng teksto pagbasa sa iba‘t ibang uri ng ibang kasanayan upang
napakinggan sariling ideya, kaisipan, karanasan at at napapalawak ang talasalitaan teksto at napapalawak ang maunawaan ang iba‘t
Naipamamalas ang kakayahan at tatas damdamin talasalitaan ibang teksto
sa pagsasalita sa pagpapahayag ng
sariling ideya, kaisipan, karanasan at
damdamin
B.Pamantayan sa Pagganap Naisasakilos ang maaaring mangyari sa Nakagagawa ng isang travelogue o Naisasakilos ang katangian ng mga Naisasakilos ang katangian ng Nakabubuo ng dayagram
napakinggang kuwento at naibibigay kuwento na maibabahagi sa iba tauhan sa kuwentong mga tauhan kuwentong binasa; upang maipakita ang
ang tamang pagkakasunod-sunod ng binasa;nakapagsasadula ng maaring nakapagsasadula ng maaring nakalap na impormasyon
mga hakbang sa pagsasagawa ng isang maging wakas ng kuwentong binasa maging wakas ng kuwentong o datos
proseso at nakapagsasagawa ng charades ng binasa at nakapagsasagawa ng
Nakagagawa ng isang travelogue o mga tauhan charades ng mga tauhan
kuwento na maibabahagi sa iba
C.Mga Kasanayan sa Pagkatuto Nakapagbibigay ng panuto na may 3 – Nagagamit nang wasto ang pandiwa Nagagamit ang mga bagong salitang Nailalarawan ang mga tauhan at Naitatala ang mga
5 hakbang F5PS-IIa-e-8.7 ayon sa panahunan sa pagsasalaysay natutunan sa usapan F5PT-IIa-b-8 tagpuan ng tesktoF5PB-IIa-4 impormasyon mula sa
1.1 Nakasusunod sa hakbang ng isang tungkol sa mahahalagang pangyayari 3.1 Naipagmamalaki ang sariling wika binasang teksto F5EP-IIa-f-
gawain F5PN-IIa-1.2 F5WG-IIa-c-5.1 sa pamamagitan ng paggamit nito 10
F5PL-0a-j-1
II.NILALAMAN Pagbibigay ng panuto na may 3-5 Wastong Gamit ng Pandiwa Ayon sa Paggamit ng mga Bagong Salitang Paglalarawan ng mga Tauhan at Pagtatala ng
hakbang Panahunan (Pangnagdaan) Natutuhan Tagpuan Impormasyon Mula sa
Binasang Teksto
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70 Curriculum Guidepp.70
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk Alab ph.
4.Karagdagang kagamitan mula sa http://www..info/forum/
portal ng Learning Resource viewtopic.php?p=1287990
B.Iba pang kagamitang panturo LED TV, Powerpoint LED TV, Powerpoint presentation,strips LED TV, Powerpoint LED TV, Powerpoint LED TV, Powerpoint
presentation,strips of cartolina of cartolina presentation,strips of cartolina presentation,strips of cartolina, presentation,plashcar
metacards
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Pag-usapan ang kahalagahan ng Ano ang dapat isaalang-alang sa Isulat ang tamang panauhang Piliin ang kaugnay ng bagong Ibigay ang iba‘t ibang
pagsisimula ng bagong aralin matapat na pagsunod sa mga panuto pagtatala ng mga panuto o direksyong pangnagdaan para mabuo ang diwa salitang natutuhan salitang na aspekto ng pandiwa
ng matalinong mamamayan para sa binasa? ng pangunguasap. may salungguhit sa pangungusap.
matagumpay na pagsasagawa ng (matapos) 1._______kahapon ang 1. Si Nelson ay nanghahagilap ng
anumang bagay o gawain. pagpipinta ng kanilang bahay. sasabihin. (Alam na alam, Hindi
(bayad) 2. ______ni Nana yang alam) ng bata ang
matrikula ko noong isang lingo. ibibigay na dahilan ng kanyang
(alis) 3. ______ang mag-anak noong ina.
Linggo. 2. Ang kanyang tinig ay may
(abuloy) 4. Ang mga bata ay pagsusumamo. Siya ay (humihingi
_______para sa kawanggawa ng tulong, nagagalit) sa
kahapon. kausap.
(hanap) 5. Nagdudumaling _______ 3. Nabagabag ang damdamin ni
ng sastre ang nawawalang karayom. Raul sa mga nakita niya. Siya‘y
(tuwang-tuwa,
alalang-alala).
4. Siya ay tungung-tungo habang
aking kinakausap. Nakatingin siya
sa (ibaba, malayo)
kaya hindi nakita ang nandidilat
kong mga mata.
5. Nangangapos ang kanyang
hininga. (Kulang, Sobra) ang
hanging pumapasok sa
kanyang katawan.
B.Paghahabi sa layunin ng aralin Mahalaga ang disiplina sa isang Aksiyon Ko, Hulaan Mo… Ipakuha ang diksyunaryo ng mga Maglalaro tayo ng BATANG Pagsagot sa Puzzle
paaralan at ito‘y matatamo lamang Maghanda ng isang maikling mag-aaral at ipahanap ang kahulugan HENYO. Huhulaan ng kabilang Pagkatapos ay ipabasa
kung ang mga mag-aaral na tulad mo pagsasakilos ng nais mong maging ng mg salita. pangkat ang mga salitang ibibigay ang isang alamat sa
ay marunong sumunod sa mga panuto paglaki mo. -mapunit ng inyong pangkat. Tandaan na Batayang Aklat
at alituntunin sa paaralan. Pahulaan ito sa iyong mga kaklase. -tinabig ang tanong na ibibigay upang Pahalang
Bakit kailangang sundin ang mga Kung tama ang sagot ng tinawag mo, -mapatid mahulaan ang salita ay dapat babaing kabilang sa
panuto o tagubilin? Sa araling ating siya naman ang susunod na masasagot lamang ng hindi,oo at maharlikang angkan o
tatalakayin makakatulong ito para magpapahula. puwede. anak ng isang hari
makasunod ka sa panuto o tagubilin. Ano-ano ang nakita mong kilos na Umisip ng limang salitang tuwa
isinagawa ng iyong kaklase? pahuhulaan sa ibang pangkat. Pababa
Ang mga salitang ito ay dapat hayop na karaniwang
may kaugnayan sa kuwentong inaalagaan sa tahanan na
babasahin. namumuksa ng mga daga
handog
C.Pag-uugnay ng mga halimbawa sa Basahin ang usapang ibibigay ng guro Pagbasa ng isang diary. Sino-sino sa inyo mga bata ang Mga bata ano ang ating Pagbibigay ng salitang
bagong ralin at humanda sa talakayan. (Tingnan ang diary sa kalakip na papel) humihingi ng paumanhin sa wastong pambansang bulaklak? Nakakita tinutukoy ng katuturan.
Pagsunod sa Panuto paraan? na ba kayo ng bulaklak ng Piliin ang salitang
Mag-aaral: Magandang umaga po Gng. Ano-ano ang inyong mga paraang sampagita? tinutukoy ng mga
Mendoza? ginagawa upang maipakita na kayo‘y Paano ninyo mailalarawan ang pahayag.
Gng. Mendoza: Magandang umaga humihingi ng paumanhin? kaanyuan ng bulaklak na ito? Hindi totoo, hindi orihinal
naman. Mabuti at naparito ka sa ating Pagpapakita ng guro ng larawan Malakas na iyak na parang
aklatan. ng sampagita. hayop
Mag-aaral: Baguhan po ako sa
paaralan na ito. Maaari po bang
malaman kung
paano ako makagagamit ng aklatan.
Gng. Mendoza: O sige, basahin mo ang
mga nakasulat sa kartolinang ito. Iyon
ang
tagubilin sa ating silid-aklatan.
Mag-aaral: (Binasa nang mahina ang
nakatala sa kartolina)
Mga Tagubilin sa Loob ng Silid-Aklatan
1. Kailangan ang sariling ID.
2. Ibigay ang ID sa gurong nasa gawing
pintuan ng aklatan.
3. Iwanan ang mga gamit sa dapat
kalagyan nito malapit sa pintuan.
4. Tahimik na humanap ng mauupuan.
5. Hanapin ang aklat, magasin o
pahayagang kailangan.
6. Makipag-usap nang tahimik.
7. Umupo nang maayos sa pagbabasa
at pagsusulat.
8. Pag-ingatan ang aklat, magasin o
pahayagan.
9. Isauli nang maayos ang aklat sa
pinagkunang lugar.
10. Huwag ilalabas sa aklatan ang
libro, magasin, o pahayagan nang
walang paalam.
11.Huwag kumain sa silid-aklatan.
D.Pagtalakay ng bagong konspto at 1. Sino ang katiwala sa silid-aklatan? Pagtalakay ng nilalaman ng diary. Tatawag ang guro ng mag-aaral Pagbasa ng kuwento ng ―Alamat Matapos ninyong basahin
paglalahad ng bagong kasanayan #1 2. Bakit nagtanong ang mag-aaral sa Ano-ano ang mga salitang kilos na upang basahin ang usapan. ng Sampagita‖. ang isang alamat, sagutin
katiwala? ginamit sa tekstong binasa? Cherry : Sori, Sonia. Hindi ko Pagtalakay ng kuwentong binasa. ang mga tanong na
3. Buuin ang kaisipan ng teksto sa Alin sa mga ito ang nangyari na? sinasadyang mapunit ang aklat mo. Sino ang dalawang tauhan sa makikita sa mga kuwadro
pamamagitan ng pagdurugtong ng Paano mo nasabi na nangyari na ang Alpha : Pinakakaingatan ko pa naman kuwento na sobrang
mga salitang ―Ang mga ito? ang aklat ko kasi binili yaon sa akin ni nagmamahalan?
mabuting tagasunod………..‖ Ano ang tawag dito? Itay. Saan ang tagpuan ng kuwento?
4. Agad mo bang naunawaan ang Ano ang idinadagdag sa salitang ugat Cherry : Pasensiya na ulit! Huwag ka Ano-anong mga katangian ang
tagubilin sa aklatan? upang maipakita na naisagawa na ang nang mag-alaala sabi ni Inay ay taglay ni Nita sa kuwento?
5. Mainam bang magkaroon ng mga kilos?atbp huhublian na Paano mo ilalarawan si Destor sa
tuntunin sa aklatan? Bakit? lang niya ung aklat mo para makabili ating kuwento?
6. Magtatanong ka rin kaya sa katiwala ka ng panibago.
ng aklatan kung bago ka sa isang Bing Bing : Frida, hindi ko
paaralan? ginugustong mapatid ka sa paa ko
7. Anong kabutihan ang maidudulot sa nagalit lang
iyo ng pagtatanong? ako sa nagawa mo kay Alpha.
Humihingi ako ng paumanhin
Cherry : Ipagpaumanhin mo rin Bing
Bing kung nabali ko ang lapis mo
kanina ng
nadulas ako.
Bing Bing : Ayos lang un ang
importante ay bati-bati na tayo.
Cherry : Oo naman ganan talaga
magkakaibigan palagin
nagmamahalan.
Talakayin ng usapan at bigyang
pansin ang mga bagong salita na
narinig sa usapan at ipabigay ang
kahulugan ng bawat isa.
E.Pagtalakay ng bagong konsepto at Pangkatang Gawain Pangkatan Gawain Pangkatang Gawain Pangkatang Gawain Pagsagot sa mga tanong
paglalahad ng bagong kasanayan #2 Ano-ano ang mga hakbang o panuto Bawat pangkat ay bibigyan ng isang Bumuo ng limang pangkat. Bawat Pangkat I - Isulat Mo!
na dapat gawin sa bawat sitwasyon. malaking sobre para sa gawain ng pangkat ay bibigyan ng kani-kanilang Ipakita sa pamamagitan ng isang
Isulat ito sa isang manila paper at bawat pangkat. manila paper upang pagsulatan ng slogan ang paglalarawan ng
humandang talakayin sa buong klase. Gamitin ang tsart sa pagbabahagi ng natapos na gawain at ipaliwanag ito. tauhan at
Pangkat I- habang makikinig ng klase mga ginawa, ginagawa at gagawin mo tagpuan sa kuwento
sa loob ng silid-aralan pa lamang upang maging isang tunay na Pangkat II – Ikilos Mo!
Pangkat II- habang nagmimisa ang pari katuwang ng pamayanang Isadula ang kuwentong binasa sa
sa simbahan kinabibilangan. Sa ilalim ng bawat isa, pamamagitang ng masining na
Pangkat III-sa pagtawid sa kalsada isulat naman ang sanhi at bunga ng mga paglalarawan sa tauhan at
Pangkat IV-habang kumakain kilos na isinulat. Talalakayin ng bawat tagpuan sa kuwento
Pangkat V- may dumating na bisita ang grupo ang kanilang ginawa. Pangkat III – Iguhit Mo!
iyong magulang Gumawa ng isang poster na
naglalarawan sa tauhan at
tagpuan sa
kuwentong binasa
Pangkat IV – Awitin Mo!
Ipakita sa pamamagitan ng isang
awit ang paglalarawan sa tauhan
at tagpuan
sa kuwento
F.Paglinang na Kabihasaan Sundin ang ipinapagawa ng bawat Kailan ginagamit ang panahunang Tapusin ang pangungusap. Isulat ang Tukuyin ang tauhan at tagpuan Pangkatatang Gawain
panuto. pangnagdaan kahulugan ng mga bagong salitang na inilalarawan sa bawat bilang. Bumuo ng limang
1. Gumuhit ng isang puso. Isulat sa natutuhan sa pamamagitan ng pag- Isulat ang sagot sa patlang pangkat. Bawat pangkat
loob nito sa loob nito ang pangalan ng ayos ng ginulong mga titik. _______1. Ang lalaking labis na ay bibigyan ng activity
matalik o M A I A H P R 1. Sinasabing ang iniibig ni Nita. card batay sa kuwentong
pinakamalapit mong kaibigan. (patay-gutom)_________ ay _______2. Lugar na madalas nabasa.
2. Isulat sa loob ng isang parihaba ang kinalulugdan ng Diyos puntahan nina Nita at Destor. Natatandaan mob a ang
pinakagusto mong katangian ng iyong dahil sa kanilang pananampalataya. _______3. Kapwa lumaki si Nita mga pangyayari sa
matalik o K A H A M 2. Ang mga (aba) _______ at Destor sa isang lugar na ―Hardonerong
pinakamalapit na kaibigan. Gumuhit ay itataas pagdating ng takdang-oras. lubhang minahal ng bawat Tipaklong?‖ Sino-sino ang
ng isang bituin sa bawat kanto ng AOKNSEYNIS 3. Sumuko ang isa. mga tauhan dito?
parihaba. magnanakaw sa pulis sapagkat _______4. Dahil sa matinding Pangalan ng
3. Pareho ba ang buwan ng iyong (inusig)_________siya ng kalungkutan nasambit niya ang Tauhan_______________
bertday ng matalik o pinakamalapit kanyang budhi. salitang ―Sumpa Kita‖. _____________________
mong kaibigan? M M A T A A Y 4. Nanghihina si _______5. Nagsumpaan na di sila ___
Kung oo, gumuhit ng masayang Kawayan hanggang (bawian ng maghihiwalay anuman ang Ano ang ginawa niya?
mukha. Kung hindi, gumuhit ng buhay)____________. mangyari _____________________
malungkot na mukha. I O T N S 5. May napansing halaman ________________
sa ( puntod)________ ni Kawayan. _Una
Gitnang Bahagi
Katapusan
Ano ang damdamin niya?
_____________________
___________________
G.Paglalapat ng aralin sa pangaraw- Nagbabadya ang malakas na ulan, Sa ating pang-araw-araw na gawain sa Narinig mong nag-uusap ang iyong Umalis ang iyong mga magulang, Balikan ang kwentong
araw na buhay ayon sa PAGASA mayroong tahanan, paano natin maipapakita ang kamag-aaral tungkol sa paggamit ng mag-isa ka lang naiwan sa inyong binasa. Punan ang tsart ng
namumuong bagyo na maaring mga bagay na maaring gawin ngayon na ating sariling wika, isang bata ang tahanan at pinagbilinan na huwag tauhan at katangian nito.
pumasok sa ating bansa. Bilang isang di natin kailangang ipagpabukas pa? ayaw gamitin ang Wikang Filipino aalis ng bahay, ngunit nainip ka sa Mga Tauhan
bata ano-anong mga paghahanda ang bagkus mas pinahahalagahan niyang loob ng bahay kaya minabuti Mga Katangian
maaaring gawin sa paparating na gamitin ang wikang banyaga. Paano mong makipaglaro sa iyong mga Prinsesa Alindog
bagyo? mo siya papaliwanagan?Bakit? kaibigan sa labas. Tama ba ang Prinsipe Baldo
iyong ginawa? Bakit? Paano mo Prinsipe Makisig
ito iuugnay sa kuwentong ating
binasa?
H.Paglalahat ng aralin Ano-ano ang mga dapat tandaan sa Paano mo masasabi na nangyari na ang Paano magagamit ang mga bagong Ang tauhan ng isang akda ay Nasusukat ang lubos na
pagsunod sa hakbang ng isang isang kilos? salitang natutunan? nakikilala batay sa kanyang pagkaunawa sa anumang
gawain? sinasabi at ikinikilos. Sa binasa kapag natugunan
1. Sa pagtatala ng mga panutong pamamagitan ng pagsasalita at ang mga batayang
napakinggan, kailangang makinig na pagkilos matutukoy at katanungan. Sa tulong ng
mabuti upang mailalarawan mo ang katangian mga tagpuan at tauhan
maunawaan ang pinakikinggan o ng tauhan. nailalarawan ang
binabasa. Tagpuan tumutukoy sa lugar at nilalaman ng teksto.
2. Sundin nang wasto ang panuto oras ng pinangyarihan ng kwento.
upang maisagawa ang anumang
pagsasanay nang
maayos, mabilis at tama.
3. Ang pagsunod sa panuto ay
nakatutulong sa ikatatagumpay ng
isang gawain.
I.Pagtataya ng aralin Sundin ang ipinapagawa ng bawat Bilugan ang pandiwang angkop sa Piliin ang pinakamalapit na Tukuyin ang tauhan at tagpuan Basahin ang alamat at
bilang. panauhang ipinahihiwatig sa kahulugan ng bagong salitang may batay sa inilalarawanng bawat punan ng sagot sa angkop
1. Gumuhit ng isang bilog. Isulat sa pangungusap. salungguhit. Piliin ang tamang sagot bilang. Piliin ang tamang sagot sa na kolum ng tsart.
loob ng bilog ang pangalan ng iyong 1. (Inaalagaan, Inalagaan, Aalagaan) ng sa loob ng kahon. loob ng kahon. (Tingnan ang kuwento ng
guro sa Filipino. kaniyang ina ang kanilang taniman Inabot hindi nagsasalita Pag-aalaala Pagkahiya Malibay ―Alamat ng Sampalok‖ sa
Gumuhit ng isang tatsuok sa ilalim ng kamakalawa. Instrumentong pangmusika Restawrant ibang pahina ng papel)
bilog. Isulat sa loob ng tatsulok ang 2. (Bumibili, Bumili, Bibili) siya ng tunog na nilikha ng paa Evacuation Center
bilang ng titik pataba upang lumusog ang mga tanim. Kilalang-kilala Panghihinayang Paghanga
na bumuo sa pangalan ng guro. 3. Masaya silang (nagkuwentuhan, 1. Walang imik na pumasok sa silid si 1. Ayaw kumanta ni Alex sa
2. Kahunan ang inuuga-uga ni Lolo nagkukuwentuhan, magkukuwentuhan) Lolo Felix. harapan kaya siya napayuko ng
Rene habang nakaupo at habang 2. Hinihipan niyang ubos-lakas ang tawagin ng guro.
nagpapahingan. naglalakad. trumpeta. 2. ―Dapat nag-aral ako ng maaga
4. (Pumitas, Pumipitas, Pipitas) sila ng 3. Ginagap nang matanda ang mga para hindi ako magmamadali
mga gulay kahapon upang maiuuwi sa kamay ng apo. ngayong gabi‖ wika ni
kanyang 4. Narinig nila ang yabag ng higante. Gerric
lola. 5. Bantog ang panauhing mang- 3. Nagdala ng pagkain si Aubrey
5. Kahapon (dumalaw, dumadalaw, aawit. para sa nasalanta ng bagyo.
dadalaw) ang kanyang mga kaibigan. 4. ―Buong araw nakabukas ang
aircon kahit walang tao! Sayang
ang kuryente!‖
5. ―Hindi masarap ang pagkain,
ang bagal ng mga waiter at
3. Isulat ang petsa ng iyong kaarawan madumi ang restawrant,
sa loob ng tatsulok. Gumuhit ng tig- hindi na ako babalik sa
isang bilog restawrant na ito
nanakadikit sa kanto ng tatsulok.
4. Gumuhit ng dalawang magkatapat
na parihaba. Isulat ang pangalan ng
iyong ama at
ina. Gumuhit ng puso sa pagitan ng
dalawang magkatapat na parihaba.
5. Gumuhit ng isang bilog. Ikabit ito ng
linya sa isang tatsulok na ikinabit din
ng isang linya
sa isang parihaba. Isulat sa loob ng
mga hugis na nakakabit ang pangalan
ng iyong
paboritong artista at sa loob ng bilog
ang iyong mararamdaman kung
sakaling makita
J.Karagdagang Gawain para sa takdang Gumawa ng limang panuto kung Gamitin ang salitang-ugat sa panaklong Magsulat ng 5 bagong salitang inyong Anong katangian ng tauhan ang Magsaliksik ng mga
aralin at remediation paano dapat mag-ingat at sa pagbubuo ng mga pandiwa sa iba‘t naririnig sa inyong tahanan at ibigay ipinakikita batay sa kanyang kwentong bayan. Kilalanin
magpahalaga sa kapaligiran upang ibang panahunan na angkop sa puwang ang kahulugan ng mga ito. pahayag o ikinikilos? Lagyan ng / at suriin ang mga tauhan
maiwasan ang pagkakasakit. upang mabuo ang diwa ng talata. ang patlang na katapat ng sagot. at tagpuan sa kwento.
Naku!______(ulan) na naman nang 1. ―Ricky, halika. Sabay-sabay
malakas sa labas. Sana‘y ______(tigil) tayong magtanghalian ng iba pa
na ito. Wala akong dalang payong. nating mga kamag-aral.‖
_______(bilin) sa akin ni Inay iyon ______pautos _______palabati
kahapon pero________(limot) ko. ______palakain
Paano ba ang aking _______(gawin)? _______palakaibigan
2. ―Alam kong ginagawa mo ang
iyong makakayanan. Huwag kang
mag-alala.‖
______maunawain
________matapang
______matampuhin
________mainipin
3. ―Baka hindi ako matanggap.
Hindi na lang kaya ako mag-
aaplay sa trabahong iyon‖.
______mapagmalaki
________mapagpasensiya
______matatakutin
________makasarili
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
80% sa pagtatayao. next objective. objective. next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
nangangailangan ng iba pang Gawain answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering
para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the difficulties in answering
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of their lesson.
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest ___Pupils did not enjoy
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. the lesson because of lack
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on of knowledge, skills and
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some interest about the lesson.
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in ___Pupils were
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by interested on the lesson,
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. despite of some
teacher. teacher. the teacher. ___Pupils mastered the lesson difficulties encountered in
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used answering the questions
their work on time. work on time. their work on time. by the teacher. asked by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Pupils mastered the
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. lesson despite of limited
behavior. behavior. behavior. ___Some pupils did not finish resources used by the
their work on time due to teacher.
unnecessary behavior. ___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? Bilang ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
ng mag-aaral na nakaunawa sa aralin. above above above earned 80% above
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation activities for remediation activities for remediation additional activities for remediation additional activities for require additional
remediation activities for remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
nakatulong? lesson lesson lesson the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
na solusyunansa tulong ng aking require remediation require remediation require remediation require remediation continue to require
punungguro at superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Development: Examples:
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- taking and studying
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and techniques, and
charts. charts. charts. anticipatory charts. vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw charts.
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects.
___Schema-Building:
___Contextualization: ___Contextualization: ___Contextualization: Examples: Compare and
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: contrast, jigsaw learning,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, peer teaching, and
opportunities. opportunities. opportunities. media, manipulatives, repetition, projects.
and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Contextualization:

Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: Examples:
videos, and games. videos, and games. videos, and games. Examples: Student created Demonstrations, media,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. manipulatives, repetition,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: and local opportunities.
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, ___Text Representation:
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want Examples: Student
work. work. students to use, and providing created drawings, videos,
Other Techniques and Strategies used: samples of student work. and games.
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies ___Modeling: Examples:
used: ___ Group collaboration used: Other Techniques and Strategies Speaking slowly and
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: clearly, modeling the
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching language you want
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration students to use, and
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh providing samples of
activities/exercises ___ Diads ___ Answering preliminary play student work.
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary Other Techniques and
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises Strategies used:
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___ Explicit Teaching
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Group collaboration
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___Gamification/Learning
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama throuh play
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Answering
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method preliminary
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? activities/exercises
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Carousel
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Diads
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___ Differentiated
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s Instruction
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Role Playing/Drama
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Discovery Method
of the lesson ___ Audio Visual Presentation ___ Lecture Method
of the lesson Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Teacher – I HAZEL J OY P. PAGADOR
Head Teacher – II
GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area ESP
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pakikipagkapwa-tao at pagganap ng mga inaasahang hakbang, pahayag at kilos para sa kapakanan ng pamilya at kapwa.
B.Pamantayan sa Pagganap Naisasagawa ang inaasahang hakbang, kilos at pahayag na may paggalang at pagmmalasakit para sa kapakanan at kabutihan ng pamilya at kapwa
C.Mga Kasanayan sa Pagkatuto Nakapagsisimula ng pamumuno para makapagbigay ng kanyang tulong para sa nangangailangan
11.1 biktima ng kalamidad
11.2 pagbibigay ng babala / impormasyon kung may bagyo, baha, sunog, lindol at iba pa
(EsP5P-IIa-22)
II.NILALAMAN Pagtulong sa Nangangailangan, Isasabuhay Ko!
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk Wastong Pag-uugali sa Makabagong Wastong Pag-uugali sa Makabagong Wastong Pag-uugali sa Makabagong Wastong Pag-uugali sa Lingguhang pagsusulit
Panahon p. 79-80 Panahon p. 79-80 Panahon p. 79-80 Makabagong Panahon p. 79-80
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo larawan, Powerpoint Presentation larawan, Powerpoint Presentation larawan, Powerpoint Presentation larawan,Powerpoint Presentation
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Paano nakabubuti sa inyong Ano-anoang epekto ng pagdaan ng Ano ang masasabi ninyo sa gawaing Ano ang mga pangkaligtasang
pagsisimula ng bagong aralin pagsasama ang pagsasabi nang tapat? bagyo sa ating bansa? ating isinagawa kahapon? Gawain ang isinasagawa
ngpamahalaan para maging ligtas
ang mga mamamayan sa hagupit
ng kalamidad?
B.Paghahabi sa layunin ng aralin Ang pagtutulungan ay kaugaliang Anong kaugaliana ang dapat taglayin ng Ano ang kahalagahan ng wastong Ano ang kahalagahan ng wastong
tinataglay ng bawat mamamayang bawat isa sa panahon ng kalamidad? paghahanda sa panahon ng paghahanda sa panahon ng
Pilipino. Lalong magiging matagumpay kalamidad? kalamidad?
ang pagtulong at pagkalinga sa mga
nangangailangan kung may mga taong
laang manguna sa nasabing mga
gawain. Anumang kalamidad ang
dumating sa ating bayan kapit-bisig
tayong nagtutulungan at handang
tumulong sa oras ng kagipitan
C.Pag-uugnay ng mga halimbawa sa Ipabasa sa mga bata ang kuwentong I-recallang binasang kwento kahapon Magbigay ng programa ng
bagong ralin Hagupit ng Bagyong Florida na pamahalaan sa panahon ng
nakapowerpoint presentation kalamidad.
D.Pagtalakay ng bagong konspto at Mga tanong : Ngayon ay magsasagawa tayo ng
paglalahad ng bagong kasanayan #1 1. Ano ang naging epekto ng pagdaan pangkatang Gawain na may kinalaman
ng bagyo sa lalawigan ng Batanes? sa paghahanda sa darating na
2. Ano ang ginawang hakbang ng kalamidad
kongresista ng Batanes upang
makatulong sa nasalanta ng bagyong
Florida?
3. Paano ipinakita ng kongresista ang
kanyang malasakit sa kanyang
nasasakupan?
4. Ganito din ba ang inyong
nasasaksihan sa inyong pamayanan sa
oras ng pangangailangan?
E.Pagtalakay ng bagong konsepto at Mga katanungan : Anoang dapat tandaan sa pagsasagawa
paglalahad ng bagong kasanayan #2 Ano ang ipinahihiwatig ng bawat ng pangkatang Gawain?
larawan?
Paano makatutulong sa kaligtasan ng
bawat mamamayan ang pamumuno
ng isang tao upang maipaalam sa
kapwa ang mga babala na dapat gawin
sa panahon ng kalamidad?
F.Paglinang na Kabihasaan Pangkatin ang mga bata sa tatlo. Bawat
pangkat ay bibigyan ng sitwasyon na
nakasulat sa cartolina at hayaan itong
isagawa ng mga bata.
Pangkat I- Operasyong Pagpapabatid
Ipakita sa pamamagitan ng dula-dulaan
ang gagawing pagbibigay ng babala sa
mga mamamayan lalo na ang nakatira
sa mga delikadong lugar hinggil sa
paparating na malakas na bagyo.
Bigyang diin ang kahalagahan ng
pamumuno sa gawaing ito.
Pangkat II- Operasyon Sagip- Buhay
Isa sa mga kaklase mo ay naging
biktima ng nagdaang bagyo. Nabalitaan
mo na nasira ang kanilang bahay at sa
kasalukuyan ay talagang kailangan nila
agad ang tulong upang muling maitayo
ang kanilang tahanan. Ikaw ang pangulo
ng inyong klase, sa pamamagitan mo
paano ninyo sila matutulungan. Ipakita
kung paano mo mahihikayat ang iyong
kaklase sa boluntaryong tulong na
kanilang maibibigay.
Pangkat III- Ipabatid Mo!
Kumatha ng isang “jingle“ na
naglalaman ng pamumuno para
makapagbigay ng kayang tulong para sa
mga nangangailangan lalo na ang
biktima ng kalamidad. Awitin ito.
G.Paglalapat ng aralin sa pangaraw- Pagbibigay ng sitwasyon Pangkatin ang mga bata sa tatlo.
araw na buhay Bawat pangkat ay bibigyanng mga
gawain o activity card na naglalaman
ng mga sitwasyong may kaugnayan
sa paksa
Pangkat I- Alamin Natin !
Magtala ng mga pangyayaring
naganap sa mga kabarangay ninyo na
nangangailangan ng tulong. Sa
pamamagitan ng napili ninyong lider
ng pangkat iplano kung paano ninyo
maibibigay ang inyong kayang tulong
para sa kanila. Iulat sa klase ang
inyong napag-usapan
Pangkat II- Ipaalam Natin!
Isulat sa metacards ang mga
pamamaraan ng pagbibigay ng
babala/impormasyon kung may
bagyo, baha, lindol at makapagbigay
ng kayang tulong para sa mga
nasalanta ng kalamidad. Pagsunod-
sunurin ang inyong mga naisulat
ayon sa inyong kakayahan.
Pangatwiranan ito at iulat
Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas na
humihikayat sa bawat mamamayan
na mamuno sa isang gawain hinggil
sa pagtulong sa mga kababayang
nasalanta o biktima ng kalamidad o
dili kaya naman ay magpaabot ng
impormasyon sa pamamagitan ng
pagbibigay ng babala sa mga
paparating na bagyo, lindol, pagbaha,
sunog at iba pa. Isulat ito sa cartolina
H.Paglalahat ng aralin Sa panahon ngkalamidad paano ka 1. Gawain A
makakatulong sa iyong kapwa? Gawain B
2. Ipabasa ang Tandaan Natin
Tandaan Natin
Isang magandang katangian na
dapat taglayin ng bawat
mamamayang Pilipino ay ang
pagsisimulang pamumuno sa
pagbibigay ng kayang tulong sa
mga nangangailangan lalo na ang
mga biktima ng kalamidad. Ang
pangunguna sa pagbibigay ng
babala/ impormasyon kung may
bagyo, baha, sunog, lindol at iba
pa ay magdudulot ng kaligtasan
sa bawat isa. .Ang pagiging
responsable sa mga gawaing
pampubliko ay susi sa matahimik
at ligtas na komunidad.
Pangkat III- Ipahayag Mo!
Sumulat ng isang patalastas na
humihikayat sa bawat
mamamayan na mamuno sa
isang gawain hinggil sa pagtulong
sa mga kababayang nasalanta o
biktima ng kalamidad o dili kaya
naman ay magpaabot ng
impormasyon sa pamamagitan ng
pagbibigay ng babala sa mga
paparating na bagyo, lindol,
pagbaha, sunog at iba pa. Isulat
ito sa cartolina.
1. Hatiin sa dalawang pangkat
ang mga mag-aaral.
2. Ang unang pangkat ay
magpapakitang kilos ng mga
dapat gawin sa panahon ng
kalamidad.
3. Huhulaan ng ikalawang
pangkat kung anong kilos ang
isinasagawa ng unang pangkat at
kung kailan ito isinasagawa.
Kumatha ng isang yell na
nagpapakita ng pamumuno sa
pagbibigay ng babala /
impormasyon kung may bagyo,
baha, sunog, lindol at iba pa.
Isagawa ito sa klase.
I.Pagtataya ng aralin Subukin Natin (Ikalimang Araw)
I. Pagtataya ng Aralin
Muling pagbalik-aralan ang
kahalagahan ng pagsisimula sa
pamumuno para makapagbigay
ng kayang tulong sa mga
nangangailangan ganoon din ang
pagbibigay ng babala/
impormasyon kung may bagyo,
baha, sunog, lindol at iba pa.
A.Pagbibigay ng guro ng mga
pagsasanay sa mga bata.
Panuto: Basahin ang mga
sumusunod na sitwasyon. Iguhit
sa puwang ang kung wasto ang
isinasaad ng bawat kalagayan at
kung di wasto.
_______1. Nasunugan ang
kapitbahay nina Cindy at Cathy
kaya’t kaagad silang nakipag-
ugnayan sa kanilang kamag-anak
na nagtatrabaho sa ibang bansa
upang humingi ng tulong
pinansiyal.
_______2. Bilang pangulo ng
Samahan ng Kabataan sa kanilang
pamayanan, binalewala ni Zoren
ang takdang gawain niya, ang
pangangalat ng babala hinggil sa
napipintong pagbaha dulot ng
paparating na malakas na bagyo.
________ 3. Nabalitaan ni Anna
na kabilang ang lugar nila sa
makakaranas ng mahabang
tagtuyot. Kaagad pinulong ni
Anna ang kanilang mga
kapitbahay upang maiwasan ang
sunog sa panahon ng tag-init
________ 4. Nasalanta ng bagyo
ang inyong karatig pook.
Nangalap ka ng tulong sa mga
kakilala mo upang maipamahagi
sa kanila.
________ 5. Unahin ang sariling
kapakanan sa panahon ng
kalamidad bago isipin ang
kapakanan ng iba.
________ 6. Pangunahan ang
pagtitipon ng mga patapong
bagay na maari pang maipagbili
upang makakalap ng pondo na
gagamiting pambili ng mga gamot
na kilangan ng mga taong nasa
evacuation centers na biktima ng
lindol.
_________ 7. Maging bukas ang
isipan sa pagtulong sa mga
nangangailangan sa
pamamagitan ng pangunguna sa
pagbibigay ng mga babala.
_________ 8. Ang pag-iingat ay
tungkulin ng bawat tao kaya’t di
na kailangan ang tulong ng iba
para sa kanilang kaligtasan.
_________ 9. Maging halimbawa
sa mga gawaing kinapapalooban
ng kawanggawa.
__________ 10. Ang pagsisimula
ng pamumuno sa isang mahalaga
at kapaki- pakinabang na gawain
ay tungkulin lamang ng mga
taong nasa wastong gulang na.
J.Karagdagang Gawain para sa takdang Makipanayam sa Punong
aralin at remediation Barangay at alamin ang mga
taong nangangailangan ng tulong.
Iplano kung papaano ninyo sila
matutulungan sa abot ng inyong
makakaya. Iulat ito sa klase
V.MGA TALA
VI.PAGNINILAY
time.
due to unnecessary
behavior.
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:___Metacognitive
ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples:
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Self assessments, note
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. taking and studying
techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. ___Bridging: Examples:
writes, and anticipatory
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building:
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and
projects. contrast, jigsaw learning,
peer teaching, and
___Contextualization: ___Contextualization: ___Contextualization:
projects.
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. media, manipulatives, repetition, Examples:Demonstrations
and local opportunities. , media,manipulatives,
repetition,andlocal
___Text Representation: ___Text Representation: ___Text Representation: opportunities.
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: ___Text Representation:
videos, and games. videos, and games. videos, and games. Examples: Student created Examples: Student
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. created drawings, videos,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: and games.
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, ___Modeling: Examples:
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want Speaking slowly and
work. work. students to use, and providing clearly, modeling the
Other Techniques and Strategies used: samples of student work. language you want
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies students to use, and
used: ___ Group collaboration used: Other Techniques and Strategies providing samples of
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: student work.
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching Other Techniques and
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration Strategies used:
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh ___ Explicit Teaching
activities/exercises ___ Diads ___ Answering preliminary play ___ Group collaboration
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___Gamification/Learning
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises throuh play
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___ Answering
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads preliminary
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Carousel
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Diads
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Differentiated
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? Instruction
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Role Playing/Drama
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Discovery Method
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___ Lecture Method
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s Why?
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Complete IMs
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Availability of
of the lesson ___ Audio Visual Presentation Materials
of the lesson ___ Pupils’ eagerness to
learn
collaboration/cooperati
on
___ AudioVisual
Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II
GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area English
I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates command of the Demonstrate understanding of text Demonstrates understanding of Demonstrates
various linguistics nodes to conventions of standard English elements to comprehend various text different formats to write for a understanding of the
comprehend various texts grammar and usage when writing or variety of audiences and various forms and
Demonstrates understanding of speaking purposes convention materials to
various verbal elements in oral critically analyze the
communication of information meaning constructed in
print, non-print and digital
materials
B.Performance Standards Analyzes text types to effectively Uses the correct function of nouns, Uses literal information from text to Drafts texts using appropriate Applies different views of
understand information/message(s) pronouns, verbs, adjectives and aptly infer and predict outcomes text types for a variety of the real world to
Prepares and participates effectively in adverbs in general and their functions audiences and purposes effectively interpret
a range of conversations and in various discourse (oral and written) (deconstruct) constructed
collaboration with diverse partners meaning in print, non-
print and digital materials
C.Learning Competencies/Objectives Identify signal words from text heard Compose clear and coherent sentences Identify main idea, key sentence and Plan a two to three-paragraph Determine images/ideas
Provide accurate instructions using appropriate grammatical supporting details of the given composition using an outline that are explicitly used to
EN5LC-IIa-4 structures: subject-verb agreement paragraph /other graphic organizers influence viewers;
EN5OL-IIa1.13.1 (inverted sentences) EN5G-IIa-3.9 EN5RC-IIa-2.21 EN5WC-IIa-1.1.6.1 stereotypes (racial
stereotyping) EN5VC-IIa-
7.2
II.CONTENT Signal Words from Text Heard Subject-Verb Agreement: Inverted Main Idea, Key Sentence and Two to Three-Paragraph Images/Ideas used to
Accurate Instructions Sentences Supporting Details of the Paragraph Composition Using Outline/Other Influence Viewers:
Graphic Organizers Stereotypes
III.LEARNING RESOURCES
A.References CG, Print Materials,Worksheets
1.Teacher’s Guide pages CG p.71/TG p.227 CG p.71/TG p.229 CG p.71 CG p.71 CG p.71
2.Learners’s Materials pages
3.Textbook pages Joy in Learning p.105 Joy in Learning p.102 Developing my English Power 5,
Developing my English Power 5, pp.60 pp.60 & 64
& 64
4.Additional materials from learning http://englishforeveryone.org www.edhelper.com https://
resource (LR) portal www.youtube.com/
watch?v=D501Mnyg8IU
https://
ca.answers.yahoo.com/
question/index?
qid=20100125210346AA2
xuNK
https://
www.youtube.com/
watch?v=wCgx8zM3woQ
https://
www.youtube.com/
watch?v=fS3e-n8Mj7I
B.Other Learning Resource Picture, chart Printed materials, worksheets, graphic charts Printed materials, worksheets, Printed materials, video
organizer graphic organizer clips
IV.PROCEDURES
A.Reviewing previous lesson or Clarifying meaning of words using Identify the word or phrase which has The pupils will watch a short clip. Review on identifying main idea, Game : Viewing Devices
presenting the new lesson dictionaries the same meaning as the underlined Then, they will identify the setting, key sentence and supporting (Pinoy Henyo version)
Have a contest in getting the meaning word. characters, beginning, middle and details of the paragraph DAY 5
of words using dictionary. The first a. Naughty kids tease the street ending of the story. Water is used for drinking. We Writing/
group that can post the correct children. They always make fun of their also use it for bathing. It is used Composition
meaning on the board wins dirty clothes. for cooking and washing dirty
b. Sarina defends herself against bad clothes. Water has many uses.
people. She protects herself from harm Main Idea:_______________
and danger. Key Sentence:_______________
c. A brave boy is not afraid of the dark. Supporting Details:____________
He feels fearless in watching horror
films.
B.Establishing a purpose for the lesson Read the sentences. Select the The pupils will watch a short video clip Unlocking of Difficulty Do you have classroom rules to Whose families are from
meaning of the underlined words from about bullying Read the sentences. Select the follow? Bicol? Quezon Province?
the box. meaning of the underlined words What do you feel when you Mindoro?
a. One way of cooking tilapia is to from the box. follow them? What are the customs and
steam it. a. Trees protect us from rain and sun. traditions that you
b. She sliced the bread into three b. A good chef cooks nutritious and practice in your province?
pieces. delicious foods.
c. Sift the dry and wet ingredients. c. Trees beautify our surroundings
cut to make something look more
separate beautiful
to cook through boiling water keep somebody or something safe
delightful, good to eat
Using semantic web, ask the pupils to
enumerate why trees are important
to us
C.Presenting Examples/ instances of the What do you see in the picture? You will read a short story, “Samboy, Today you will read the selection, Let You will watch a short video clip, You will watch a video
new lesson Do you also cook at home? the Bully Fighter”. From the story, you Us Plant Trees. From the selection, “Understand the Basic Rule”. clip, “Are Ilocanos
Do you follow the right procedures in will discover how the character defends you will enumerate the importance From that video clip, you will find Stingy?”. From this video,
cooking your favorite his classmate against bully. You will also of trees in our surroundings, the main idea, key sentence and you will find out what are
food? discover the inverted order of especially in our lives. supporting details the usual impressions of
sentences used in the story. other people to Ilocanos
Samboy, the Bully Fighter
Samboy is a grade five pupil. He is tall
and brave. Every time he goes to
school, all pupils greet him. With his
friends, he goes to the park to play.
At the other side of the park is Ana. She
is very shy. She doesn’t play with other
children. Rico, Samboy’s friend, always
teases Ana. Inside Ana’s bag are
glittered pens. Rico always gets Ana’s
pens and passes it on with his other
friends.
Samboy defends Ana. He asks his friend
to stop making fun of her. To tease
other pupils is not a good habit. To stop
bullying is the good thing to do. Those
Today you will listen to a selection on
are the ideas of Samboy that he shares
how to make puto with cheese. From
with Rico. Rico feels enlightened. He
the selection, you will enumerate the
stops mocking others.
steps of cooking puto by using signal
words as first, second, next, then, and
finally or lastly.
D.Discussing new concepts and Read the selection to the pupils. What is the selection about? Let the pupils read the story. Let the pupils watch the video Let the pupils watch the
practicing new skills #1 Stop/Pause at some parts and ask How will you describe Samboy? Why TREES are important? clip. video clip.“Are Ilocanos
predicting questions. What can you say about the attitude of to make something look more Understand the Basic School Stingy?”
How to Cook Puto with Cheese Rico? beautiful Rules https://
First, we prepare steamer with water Do you think Rico shows good conduct? keep somebody or something safe https://www.youtube.com/ www.youtube.com/
and greased individual molds. Second, How did Samboy fight the bully? delightful, good to eat watch?v=RyLzsQKFpB0 watch?v=srx5j3qaNes
mix well the flour, sugar and baking Is it good to make fun of other people? 235 What is the selection about? 2. Discussion
powder in a bowl. Next, add butter, Why? Why not? Let us Plant Trees What are the basic classroom What is the video about?
evaporated milk, egg and water. When Trees are our friends. They give us rules mentioned in the story? What are the common
it is already mixed, pour it into shade. They protect Why is it important to follow impressions about
individual molds. Then, arrange molds us from rain and the sun. rules in school or in anywhere Ilocanos?
in the steamer and top each puto with Many trees give us fruits to eat. you are? Do you believe that
slices of cheese. Steam it for about 20 Some of them are mango, santol and Ilocanos are very thrifty?
minutes. Finally, remove puto from durian. Others are caimito, mabolo Why? Why not?
steamer, unmold and arrange in a and chico. Still others are duhat,
serving platter. orange, pomelo and lanzones. These
-www.filipinorecipesite.com fruits are delicious. They make us
What is the first step in cooking puto healthy and strong, too.
with cheese? Some trees have flowers. They come
After mixing the flour, sugar and in many colors—red, white, violet
baking powder in a bowl, what will and yellow. All of these are pretty
you do next? colors. They beautify our
What will you do with mixed surroundings.
ingredients? Trees give us wood. Wood can be
How long will you steam the mixture made into chairs, tables, desks and
of ingredients? cabinets. Wood is all around us. We
What is the last step? find it at home, in school, on the
What should we do to cook food playground and in the church.
safely? Let us plant trees. Trees give us many
How did you know the correct steps in things.
making puto? What is the selection about?
What are the signal words used in the Why do we say that trees are our
selection that help you share the right friends?
steps in cooking puto with cheese? What different things do trees give
Expected Answer: first, second, next, us?
then, lastly In what ways do trees make us
healthy and strong?
How do trees beautify our
surroundings?
Why do we plant trees?
E.Discussing new concepts and Now, we will make your Family Hand Present the following sentences: From the story that you read, which Using the video clip, help the 1. Present the
practicing new skills #2 Canvass on a sheet of paper. Follow a. With his friends he goes to the park sentence tells what the story is pupils to fill in the missing ideas sentences/ideas to be
the directions correctly . to play. about? Where do you find it? Is it at in the given outline/graphic analyzed
First, get a whole sheet of paper. Next, b. At the other side of the park is Ana. the beginning, middle or ending of organizer a. Ilocanos are known for
trace your right hand at the middle of c. Inside Ana’s bag are glittered pens. the story? Which sentences best I. Main being thrifty.
the paper. Then, write the name of Which comes first in the inverted order support the main idea of the story? Idea:_______________________ b. Cavite os are brave.
each member of the family on each of a sentence? Give another paragraph to analyze. ___________ c. Bicolanos like spicy
traced finger. At the center of the What happens to the verb when the 1. Most boys like to spin tops. A. Key foods.
traced hand, write a message for your subject is singular? When the subject is Sometimes they have a contest with Sentence:___________________ d. Igorots are said to be
family. Finally, share your output with plural? their tops. They spin their tops at the __________ headhunters.
your seatmate. same time. The last to stop spinning 1. ____________________ e. Batangueños are
Ask: wins the contest. 2. ____________________ fearless (barako).
“What can you say about your What is the main idea of the Supporting f. Pampagueños are good
artwork?” paragraph? 3. ____________________ cooks.
“How did you do it correctly?” What is the key sentence? Details 2. Discussion
Expected Answer: Follow the What are the supporting details in Is it true that all Caviteños
directions in correct order or the paragraph? are brave?
sequence 3. Sam collects stamps. He compiles Do all Bicolanos like spicy
his stamp collection in a big clear foods?
book. He collects toys like Voltes V What are the bases of the
robots. He also collects memorabilia given sentences?
of Michael Jackson. He displays his (Explain the concept of
collections in his room. Sam is a stereotyping
collector.
What is the main idea of the
paragraph?
What is the key sentence?
What are the supporting details in
the paragraph?
F.Developing Mastery 1. The 3A’s Activity: Dyad (Picture 1. Think-Pair –Share 1. (Carousel) 1. Group Activity 1. Group Activity
Dictation) Discuss the inverted sentence with your Each group will roam around the The class will be divided into four Group I – Make a
Ask the pupils to look for a partner. partner. Then, compose coherent room and see the posted manila groups. Each group will make an commercial about the
Each pair should sentences in the inverted order using papers with selections. The group will outline from the given set of food interest of Bicolanos
have a piece of paper and a the given verbs that agree with the look for the main idea, key sentence sentences. (refer to the commercial,
pencil/pen. Pupil A will give the subjects in each item. and supporting details in the given a. Needs nourishment Lucky Me Spicy Pancit
directions and pupil B will follow.Then, a. live four horses in the barn paragraphs. Then, they will share b. Requires adequate amount of Canton)
they will take turns b. the haunted house down that dark their answers to the class. nutrients Group II - Create a poster
a. Directions for Pupil B: Draw a big path sits Paragraph 1 c. A healthy looking body doesn’t about the common
circle. Then, draw a horizontal below c. was the tranquil garden untouched There are different steps in solving a just happen qualities of Batangueños
the circle. Write the word HELLO in 2. Independent Practice problem in Mathematics. First, read d. Proteins, fats, carbohydrates, Group III – Present a short
capital letters inside the circle. Put an Write coherent inverted sentences the problem carefully and find out minerals talk show/interview
exclamation point after the word. using the words written on each cake. what is asked. Next, look for the e. The human body both needs showing the stereotyping
b. Directions for Pupil A: Draw a small given facts, then think of the process rest and exercise. about Aetas
circle. Then, draw a bigger circle to be used. Finally solve for the f. The body needs food as the 2. The teacher will present
around it. Draw two small circles answer. machine needs fuel as oil. a video clip. Then, the
below the bigger circle. Then write the Paragraph 2 g. A good deed of care is given to pupils will identify the
word HI in capital letters on top of the Water is used for drinking. We also it part of the video that
circle. Put an exclamation point after use it for bathing. It is used for I. Main shows stereotyping.
the word. cooking and washing dirty clothes. Idea:_______________________ https://
2. Game on Following Directions: Water has many uses. ___________ www.youtube.com/
Simon Says Paragraph 3 A. Key watch?v=wCgx8zM3woQ
The teacher will ask a volunteer leader The second month of the year, which Sentence:___________________
to give directions. is February, was named after __________
The rest of the pupils will follow what Februalia, The Roman festival of 1. ____________________
the leader will say. The purification. February, as we all 2. ____________________
pupil who can follow the directions know, is the month of love. It is in Supporting
correctly will get the this month that Valentine’s Day or 3. ____________________
point. heart’s day is celebrated. On this day, Details
Examples: Simon says, raise your right we express our love to our loved II. Main
foot. ones. We can show our love not only Idea:_______________________
Simon says, touch your left ear with during this month but also in all ___________
your right hand months and days of the year. A. Key
2. Read the given paragraphs. Put a Sentence:___________________
check on the sentence which tells the __________
main idea of the paragraph. 1. ____________________
a. Many boys and girls like to play 2. ____________________
sipa. They use a ball made of rattan. Supporting
One player kicks the ball and the 3. ____________________
other player kicks it back. Details
_____Boys and girls like to kick. 2. Individual Activity
_____Boys and girls like to play. Choose a topic from the list then,
_____Boys and girls like to play sipa. make an outline of it.
b. In times of disaster such as fires, a. Summer is fun!
floods and hurricanes, the Red Cross b. My Hobbies
shelters, feeds and clothes the c. My Responsibilities
victims and cares for sick and the
injured. Later, the Red Cross helps
build or rebuild, repair and refurnish
the homes of the needy victims.
_____How the Red Cross helps
_____The victims of disasters
_____The repair of homes
3. When an advertiser decides to
sponsor a television program, he
looks for one that he and his
advertising agency think will appeal
to a large number of people. Some
products are bought mostly by men
and boys, others mostly by women
and girls. Some appeal to the whole
family. So the advertiser chooses a
program that will appeal to the group
that is most likely to be interested in
the product.
_____TV programs that appeal to
people
_____Sponsors of TV Programs
_____How TV programs are chosen
and sponsored
G.Finding Practical application of Your Science teacher asked you to What will you do if you are being The teacher reads the selection and Ask a volunteer to make an How does stereotyping
concepts and skills in daily living have an observation about the bullied? asks the pupils to identify the outline of community affect people?
properties of matter through an sentence that gives the main idea, rules. Is it advantageous to
experiment. Will you follow the key sentence and supporting details. consider stereotyping
correct steps in doing your There are different steps in solving a when mingling with other
experiment? Why? Why not? problem in Mathematics. First, read people? Why? Why not?
the problem carefully and find out
what is asked. Next, look for the
given facts then think of the process
to be used. Finally, solve for the
answer.
H.Making generalization and What are the signal words? When do we use the s-form of the The sentence that tells what the REMEMBER Stereotypes are results of
abstraction about the lesson verb?the basd form? paragraph or selection is all about is Outlining is arranging notes so incomplete or distorted
called the main idea. that important ideas stand out information accepted as
The key sentence is the sentence and make clear which point fact without question. A
which states the topic of the supports each of the important stereotype is simply a
paragraph. ideas. widely held belief that an
Supporting details are the sentences Main ideas are those numbered individual is a member of
in the paragraph which give in Roman Numerals I,II , III, etc. a certain group based on
information related to the topic The key sentences are indicated characteristics.
in capital letters A, B, C, D. The
supporting details are those
numbered in Arabic numerals 1,
2, 3. By connecting the details in
the outline, one can form a
paragraph
I.Evaluating learning Read the directions carefully. Then do Using the following pictures compose a Identify the main idea of the Make an outline using the given Write the message of the
it correctly. sentence using the correct subject-verb following paragraphs. sentences. following picture that
1. First, write your name, grade and agreement. 1. The root is an important part of a. They seek to introduce new shows stereotyping.
section at the top of your paper. the plant. It is responsible for getting quality such as early ripening,
2. Next, think of what you want to water and minerals from the soil for greater size, better flavor and
become when you grow up. the plant to grow. It also holds the resistance to disease.
3. Then, write it on your paper. plant in position. If roots are cut off b. Thousands of men are
4. After that, write the steps that you from the plant, it would die. constantly working to improve
will do to achieve your ambition. Main Idea:_____________________ the plants.
5. Lastly, let your seatmate check your Key Sentence:____________ c. Men breed plants just as they
work Supporting Details:______________ do to animals.
2. Jose sometimes sees cloud shaped d. They seek new colors in
like a horse. Sometimes he sees one flowers, different shapes or
that looks like a sailboat floating in greater size. Mexicans love ______.
the sky. He also even sees one e. These methods may also
shaped like a giant robot. Jose loves improve animals.
to look at different cloud formations. f. Cultivation, selection,
Main Idea:___________________ preservation and crossing or
Key Sentence:______________ hybridization
Supporting Details:______________ g. There are four significant
3. When an animal is threatened with methods by which man may
extinction or disappearance, we say improve plants.
it is an endangered animal. We must Indians are good in ____.
take care of animals to protect them
from becoming extinct. Some
endangered species are Philippine
eagle, Palawan hornbill, Mindoro
forest mouse, kuwago and many
more.
Main Idea:_____________________
Key Sentence:__________________
Supporting Details:_______________
4. Salih eats foods cooked in
vegetable oil. This is because pork Americans are fond
and lard are strictly forbidden among of eating ______.
Muslims. He eats the meat from a
goat, sheep, cow or fowl, only when
the animals are slaughtered with
necessary rites. He does not eat the
blood or the intestines of these
animals. As a Muslim boy, Salih
observes some customs and Filipinos are _______.
traditions of the people from Sulu.
Main Idea:____________________
Key Sentence:__________________
Supporting Details:______________
5. Durian is the most popular fruit in
Jolo. A durian fruit looks ugly on the
outside but it is very delicious and
Filipino women are
nutritious. The durian tree grows
______________.
very tall. When the fruit is already
ripe and ready to be eaten, it just
drops to the ground.
Main
Idea:________________________
Key Sentence:___________________
SupportingDetails:_______________
J.additional activities for application or Write a short paragraph using the Answer Independent practice on p. 106 Answer JLE p.103 Complete the flower organizer Identify the racial
remediation signal words. with related ideas stereotyping shown in the
video.
https://
www.youtube.com/
watch?v=fS3e-n8Mj7I
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation next objective. objective. next objective. the next objective. on to the next objective.
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
time.
due to unnecessary
behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
learners who have caught up with the above above above earned 80% above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation activities for remediation activities for remediation additional activities for remediation additional activities for require additional
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
lesson lesson lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
which my principal or supervisor can require remediation require remediation require remediation require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did used/discover which I well:
___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
___Bridging:Examples:Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
pair-share,quick-
charts. charts. charts. anticipatory charts.
writes,andanticipatorycharts.
__Schema-Building:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Examples: Compare and
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw contrast, jigsaw learning,
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and peer teaching, and projects.
projects. ___Contextualization:
Examples: Demonstrations,
___Contextualization: ___Contextualization: ___Contextualization:
media, manipulatives,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: repetition, and local
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, opportunities.
opportunities. opportunities. opportunities. media, manipulatives, repetition, ___Text Representation:
Examples: Student created
___Text Representation: ___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: ___Modeling: Examples:
Speaking slowly and clearly,
videos, and games. videos, and games. videos, and games. Examples: Student created
modeling the language you
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. want students to use, and
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: providing samples of student
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, work.
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want Other Techniques and
Strategies used:
work. work. students to use, and providing
___ Explicit Teaching
Other Techniques and Strategies used: samples of student work. ___ Group collaboration
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies ___Gamification/Learning
used: ___ Group collaboration used: Other Techniques and Strategies throuh play
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: ___Answering preliminary
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching activities/exercises
___ Carousel
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration
___ Diads
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh ___ Differentiated Instruction
activities/exercises ___ Diads ___ Answering preliminary play ___ Role Playing/Drama
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Discovery Method
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___ Lecture Method
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel Why?
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Complete IMs
___Availability of Materials
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction
___ Pupils’ eagerness to learn
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Group member’s
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method collaboration/cooperation
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method in doing their tasks
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___Audio Visual Presentatio
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs of the lesson
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s
___ Audio Visual Presentation in doing their tasks collaboration/cooperation
of the lesson ___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II

GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area EPP
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa kaalaman at kaayusan sa mga gawaing pantahanan at tungkulin sa pangangalaga sa sarili
B.Pamantayan sa Pagganap Naisasagawa ang kasanayan sa pangangalaga sa sarili at sa gawaing pantahanan na nakatutulong sa pagsasaayos ng tahanan
C.Mga Kasanayan sa Pagkatuto 1. Natatalakay ang mga tungkulin sa 1. Natatalakay ang mga tungkulin sa 1. Natutukoy ang mga pagbabagong 1. Natutukoy ang mga Lingguhang pagsusulit
sarili sa panahon ng pagdadalaga o sarili sa panahon ng pagdadalaga o pisikal sa sarili tulad ng pagkakaroon pagbabagong pisikal sa sarili tulad
pagbibinata. pagbibinata. ng tagihawat, pagtubo ng buhok sa ng pagkakaroon
2. Nagagampanan ang mga tungkulin 2. Nagagampanan ang mga tungkulin sa iba’t ibang bahagi ng katawan at ng tagihawat, pagtubo ng buhok
sa sarili sa panahon ng pagdadalaga o sarili sa panahon ng pagdadalaga o labis na pagpapawis. sa iba’t ibang bahagi ng katawan
pagbibinata. pagbibinata. 2. Natatalakay ang mga paraang at
3. Napahahalagahan ang wastong 3. Napahahalagahan ang wastong dapat isagawa sa panahon ng labis na pagpapawis.
pangangalaga ng katawan sa panahon pangangalaga ng katawan sa panahon pagbabagong pisikal (paliligo at 2. Natatalakay ang mga paraang
ng pagdadalaga o pagbibinata ng pagdadalaga o pagbibinata paglilinis ng katawan) dapat isagawa sa panahon ng
3. Napahahalagahan ang pagbabagong pisikal (paliligo at
pagbabagong pisikal na nagaganap sa paglilinis ng katawan)
sariling 3. Napahahalagahan ang
katawan pagbabagong pisikal na
nagaganap sa sariling
katawan
II.NILALAMAN Tungkulin sa sarili sa panahon ng Pagbabagong Pisikal na Nagaganap sa Pagbabagong Pisikal na Nagaganap Pagbabagong Pisikal na
pagdadalaga o Isang Nagdadalaga/ sa Isang Nagdadalaga/ Nagaganap sa Isang
pagbibinata Nagbibinata Nagbibinata Nagdadalaga/
Nagbibinata
A.Sanggunian
1.Mga pahina sa Gabay ng Guro K-12 Curriculum Guide 2013 EPP5HE K-12 Curriculum Guide 2013 EPP5HE 1.1 K-12 Curriculum Guide 2013 EPP5HE K-12 Curriculum Guide 2013
1.1 p.20 of 41 p.20 of 41 1.2.1 p 21 of 41, EPP5HE 1.2.1 p 21 of 41,
1.2.2 p. 21 of 41 1.2.2 p. 21 of 41
2.Mga pahina sa kagamitang pang-mag- p.101 p.101 p. 104 p.104
aaral
3.Mga pahina sa teksbuk Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo Kaalaman at kasanayan tungo
saKaunlaran ph.101 saKaunlaran ph.101 saKaunlaran ph.104 saKaunlaran ph.104
Makabuluhang Gawaing Pantahanan Makabuluhang Gawaing Pantahanan at Makabuluhang Gawaing
at Pangkabuhayan 5 p.1 Pangkabuhayan 5 p.1 Pantahanan at Pangkabuhayan 5
p 2-3
4.Karagdagang kagamitan mula sa LM MISOSA V LM MISOSA V LM MISOSA V LM MISOSA V
portal ng Learning Resource
B.Iba pang kagamitang panturo Kagamitan:Tunay na bagay/kagamitan Kagamitan:Tunay na bagay/kagamitan Tsart,scrapbook
ng mga babae at lalaki sa ng mga babae at lalaki sa
pag-aayos ng sarili. pag-aayos ng sarili.
Larawan ng babae at lalaki na naglilinis Larawan ng babae at lalaki na naglilinis
ng katawan at nag-aayos ng katawan at nag-aayos
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Pagsasanay Paghahawan ng sagabal Pagsasanay Paghahawan ng sagabal Ang mga bata ay maaaring pasayawin Ang mga bata ay maaaring
pagsisimula ng bagong aralin (Pagsagot ng word finder puzzle) (Pagsagot ng word finder puzzle) sa saliw ng masayang tugtugin pasayawin sa saliw ng masayang
Hanapin ang mga salitang nasa ibaba. Hanapin ang mga salitang nasa ibaba. Balik-Aral tugtugin
Maaaring ito ay nakasulat ng pahalang Maaaring ito ay nakasulat ng pahalang Magbigay ng ilang alituntunin na
o patayo. o patayo. dapat sundin sa pangangalaga ng
Regla Tuli Regla Tuli katawan sa panahon ng pagdadalaga
Pituitary Gland Adams apple Pituitary Gland Adams apple at pagbibinata.
Puberty Stage Puberty Stage c. Panimulang Pagtatasa
Panimulang Pagtatasa (Constructivist Panimulang Pagtatasa (Constructivist Lagyan ng (/) kung ang mga
Approach) Approach) sumusunod ay para sa isang
Sagutin ang mga sumusunod na Sagutin ang mga sumusunod na tanong. nagdadalaga; (X) kung sa
tanong. a. Ano ano ang mga gawaing dapat nagbibinata; at (O) kung kapwa
a. Ano ano ang mga gawaing dapat isagawa upang mapanatiling malinis, nagaganap sa babae at lalaki.
isagawa upang mapanatiling malinis, maayos at malusog ang katawan? _______1.Lumalaki ang boses
maayos at malusog ang katawan? b. Paano ninyo isinasagawa ang mga _______2.Nagkakaroon ng regla
b. Paano ninyo isinasagawa ang mga gawain sa paglilinis at pagsasaayos ng _______3.Nagkakaroon ng bigote
gawain sa paglilinis at pagsasaayos ng inyong sarili/katawan? atbp. _______4.Nagkakahugis ang katawan
inyong sarili/katawan? atbp. _______5.Nagiging palaayos sa sarili
B.Paghahabi sa layunin ng aralin Pagpapakita ng larawan ng Pagpapakita ng larawan ng Magbigay ng ilang alituntunin na Pagpapakita ng isang scrapbook
lalake/babae ng naglilinis ng katawan lalake/babae ng naglilinis ng katawan at dapat sundin sa pangangalaga ng ng isang bata na nagpapakita ng
at nag-aayos ng sarili. nag-aayos ng sarili. katawan sa panahon ng pagdadalaga larawan mula noong siya’y
Itanong: Itanong: at pagbibinata. sanggol pa hanggang sa lumaki
a. Ano ang nakikita ninyo sa larawan? a. Ano ang nakikita ninyo sa larawan? Lagyan ng (/) kung ang mga na. Paghambingin ang kaibahan
Ano ang kanilang Ano ang kanilang sumusunod ay para sa isang ng isang sanggol sa bata;
ginagawa? ginagawa? nagdadalaga; (X) kung sa nagdadalaga/nagbibinata.
b. Ano ang mga gawain ng babae? b. Ano ang mga gawain ng babae? mga nagbibinata; at (O) kung kapwa
mga lalaki? lalaki? nagaganap sa babae at lalaki.
_______1.Lumalaki ang boses
_______2.Nagkakaroon ng regla
_______3.Nagkakaroon ng bigote
_______4.Nagkakahugis ang katawan
_______5.Nagiging palaayos sa sarili
C.Pag-uugnay ng mga halimbawa sa 1. Gawain (Pangkatan) 1. Gawain (Pangkatan) Pagpapakita ng isang scrapbook ng Gawain (Constructivism
bagong ralin Pangkatin ang mga bata sa lima. Pangkatin ang mga bata sa lima. Bawat isang bata na nagpapakita ng larawan Approach)
Bawat pangkat ay bibigyan ng gawaing pangkat ay bibigyan ng gawaing mula noong siya’y sanggol pa Pangkatin ang klase sa apat. Ang
nakatala sa ibaba. nakatala sa ibaba. hanggang sa lumaki na. unang dalawang pangkat ay
Gawain 1 Live interview (Collaborative Gawain 1 Live interview (Collaborative Paghambingin ang kaibahan ng isang binubuo ng mga lalaki at ang
Approach) Approach) sanggol sa bata; natitirang dalawang pangkat ay
Makipanayam sa isang clinic teacher Makipanayam sa isang clinic teacher nagdadalaga/nagbibinata mga babae. Ang mga pangkat ng
ukol sa mga nararapat gawin ng isang ukol sa mga nararapat gawin ng isang mag-aaral ay bibigyan ng takdang
batang lalaki at babae sa panahon ng batang lalaki at babae sa panahon ng gawain.
pagbibinata o pagdadalaga. Bahagi pagbibinata o pagdadalaga. Bahagi ang Pangkat A (mga lalaki)
ang nilalaman ng panaym sa klase. nilalaman ng panaym sa klase. Sa pamamagitan ng isang collage
Mga gabay na tanong sa panayam. Mga gabay na tanong sa panayam. ay ipakikita at talakayin ang mga
1. Ano- ano ang mga kasanayan dapat 1. Ano- ano ang mga kasanayan dapat pagbabagong pisikal na
matutunan sa pag-sasaayos ng sarili? matutunan sa pag-sasaayos ng sarili? nagaganap sa mga nagbibinata.
2. Bakit mahalagang matutunang ang 2. Bakit mahalagang matutunang ang Pangkat C (mga babae)
tamang pagsasaayos ng sarili? tamang pagsasaayos ng sarili? Sa pamamagitan ng isang collage
Gawain 2 Tayo ay Gumuhit Gawain 2 Tayo ay Gumuhit ay tutukuyin, ipakikita at
Iguhit sa manila paper ang inyong sarili Iguhit sa manila paper ang inyong sarili tatalakayin ang mga
na nagpapakita ng wastong pag-aayos na nagpapakita ng wastong pag-aayos pagbabagong pisikal na
ng katawan sa panahon ng ng katawan sa panahon ng pagdadalaga nagaganap sa mga nagdadalaga.
pagdadalaga o pagbibinata. o pagbibinata. Pangkat B at D
Gawain 3 Awitin Mo Gawain 3 Awitin Mo Ang mga mag-aaral sa pangkat na
Bumuo ng isang maikling jingle o awit Bumuo ng isang maikling jingle o awit ito ay magsasagawa ng gallery
tungkol sa wastong pag-aayos ng sarili tungkol sa wastong pag-aayos ng sarili walk sa mga collage na ginawa ng
sa panahon ng pagdadalaga o sa panahon ng pagdadalaga o Pangkat A at C. Ang mga puna at
pagbibinata. Awitin ito sa klase. pagbibinata. Awitin ito sa klase. konseptong nakuha sa mga
Gawain 4 Kathain Mo….Itutula Ko!!! Gawain 4 Kathain Mo….Itutula Ko!!! collage ay isusulat nila sa meta
Kumatha ng isang maikling tula Kumatha ng isang maikling tula tungkol cards at ididikit sa pisara para sa
tungkol sa wastong pag-aayos ng sarili. sa wastong pag-aayos ng sarili. Tulain talakayan.
Tulain ito sa klase ito sa klase
D.Pagtalakay ng bagong konspto at Pag-uulat ng ginawa ng bawat pangkat Pag-uulat ng ginawa ng bawat pangkat 1. Gawain (Constructivism Approach) Pag-uulat ng bawat pangkat sa
paglalahad ng bagong kasanayan #1 Pangkatin ang klase sa apat. Ang ginawa nilang output
unang dalawang pangkat ay binubuo
ng mga lalaki at ang natitirang
dalawang pangkat ay mga babae.
Ang mga pangkat ng mag-aaral ay
bibigyan ng takdang gawain.
Pangkat A (mga lalaki)
Sa pamamagitan ng isang collage ay
ipakikita at talakayin ang mga
pagbabagong pisikal na nagaganap sa
mga nagbibinata.
Pangkat C (mga babae)
Sa pamamagitan ng isang collage ay
tutukuyin, ipakikita at tatalakayin ang
mga pagbabagong pisikal na
nagaganap sa mga nagdadalaga.
Pangkat B at D
Ang mga mag-aaral sa pangkat na ito
ay magsasagawa ng gallery walk sa
mga collage na ginawa ng Pangkat A
at C. Ang mga puna at konseptong
nakuha sa mga collage ay isusulat
nila sa meta cards at ididikit sa pisara
para sa talakayan
E.Pagtalakay ng bagong konsepto at a. Ano ang naramdaman nyo habang a. Ano ang naramdaman nyo habang Pag-uulat ng bawat pangkat sa Ano-ano ang mga pagbabagong
paglalahad ng bagong kasanayan #2 isinasagawa ang inyong pangkatang isinasagawa ang inyong pangkatang ginawa nilang output. pisikal na nagaganap sa isang
gawain? gawain? 2.1. Pagtalakay sa natapos na nagdadalaga? Nagbibinata? Alin
b. Batay sa mga ibinahagi ng inyong b. Batay sa mga ibinahagi ng inyong Gawain. ang kapwa nagaganap?
mga kamag- aaral sa natapos na mga kamag- aaral sa natapos na a. Ano-ano ang mga pagbabagong (Habang tinatalakay ang mga
gawain, Ano- ano ang mga tungkulin gawain, Ano- ano ang mga tungkulin pisikal na nagaganap sa isang pagbabagong pisikal isusulat n
ninyo sa sarili sa panahon ng ninyo sa sarili sa panahon ng nagdadalaga? Nagbibinata? Alin ang lider ang mga sagot sa loob ng
pagdadalaga o pagbibinata? pagdadalaga o pagbibinata? kapwa nagaganap? Venn Diagram
c. Paano ninyo isasagawa ang mga c. Paano ninyo isasagawa ang mga (Habang tinatalakay ang mga g. Ano-ano ang mga naitala
pamamaraang pangkalinisan at pamamaraang pangkalinisan at pagbabagong pisikal isusulat n lider ninyong puna at konsepto buhat
pangkalusugan sa panahon ng pangkalusugan sa panahon ng ang mga sagot sa loob ng Venn sa mga collage?
pagdadalaga o pagbibinata? pagdadalaga o pagbibinata? Diagram h. Sino ang mas halata ang
d. Bakit mahalaga na magampanan d. Bakit mahalaga na magampanan pagtangkad, babae o lalaki?
natin ang mga tungkulin sa sarili sa natin ang mga tungkulin sa sarili sa i. Bakit sila nagkakaroon ng
panahon ng pagdadalaga o panahon ng pagdadalaga o tagihawat?
pagbibinata? pagbibinata? j. Bakit sobra ang kanilang
e. Sa inyong palagay, ano ang e. Sa inyong palagay, ano ang pagpapawis?
kahalagahan ng wastong kahalagahan ng wastong pangangalaga
pangangalaga sa katawan sa panahon sa katawan sa panahon ng pagdadalaga
ng pagdadalaga at pagbibinata? at pagbibinata?
F.Paglinang na Kabihasaan Ano-anoang mga pagbabagong Ano-anoang mga pagbabagong Itanong sa mga bata ang Pabuuin angklase ng awit na may
nagaganap sa isang nagbibinata at nagaganap sa isang nagbibinata at pagbabagobg nagaganap sa kinalaman sa pagbabagong
nagdadalaga? nagdadalaga? nagbibinata at nagdadalaga nagaganap sa nagbibinata at
nagdadalaga
G.Paglalapat ng aralin sa pangaraw- Pagsasadula ng mga bata ng mga Pagsasadula ng mga bata ng mga Sina Linda at Ador ay sumulat sa Sina Linda at Ador ay sumulat sa
araw na buhay wastong pamamaraan/pangangalaga wastong pamamaraan/pangangalaga sa kanilang ina upang humingi ng payo kanilang ina upang humingi ng
sa sarili batay sa paksang natutunan. sarili batay sa paksang natutunan. sa kanilang nararamdang pagbabago payo sa kanilang nararamdang
Matapos malaman ang aralin hinggil Matapos malaman ang aralin hinggil sa sa sarili.Kung ikaw si Linda at Ador, pagbabago sa sarili.Kung ikaw si
sa wastong pangangala sa sarili, paano wastong pangangala sa sarili, paano gagawin mo rin ba ang ginawa nila? Linda at Ador, gagawin mo rin ba
nyo mapapanatiling malinis, maayos at nyo mapapanatiling malinis, maayos at Bakit? ang ginawa nila? Bakit?
malusog ang inyong pangangatawan? malusog ang inyong pangangatawan?
H.Paglalahat ng aralin a. Ano ano ang inyong mga tungkulin a. Ano ano ang inyong mga tungkulin sa a. Ano-ano ang palatandaan na B. Ano-ano ang palatandaan na
sa sarili sa panahon ng pagdadalaga o sarili sa panahon ng pagdadalaga o malapit nang dumating ang regla ng malapit nang dumating ang regla
pagbibinata? pagbibinata? isang babae. ng isang babae.
b. Bakit mahalaga ang wastong b. Bakit mahalaga ang wastong b. Ano ang palatandaan ng C. Ano ang palatandaan ng
panganaglaga sa katawan sa panahon panganaglaga sa katawan sa panahon pagbibinata? pagbibinata?
ng pagdadalaga o pagbibinata? ng pagdadalaga o pagbibinata? c. Bakit nagaganap ang pagbabago sa D. Bakit nagaganap ang
c. Paano ninyo ipakikita o isasagawa c. Paano ninyo ipakikita o isasagawa katawan ng isang nagdadalaga at pagbabago sa katawan ng isang
ang mga pamamaraang pangkalinisan ang mga pamamaraang pangkalinisan nagbibinata? nagdadalaga at nagbibinata?
at pangkalusugan sa panahon ng at pangkalusugan sa panahon ng d. Ano-ano ang mga pagbabagong E. Ano-ano ang mga
pagdadalaga o pagbibinata? pagdadalaga o pagbibinata? pisikal na nagaganap sa mga pagbabagong pisikal na
nagdadalaga o nagbibinata? nagaganap sa mga nagdadalaga o
nagbibinata
I.Pagtataya ng aralin Panuto: Piliin ang titik ng tamang Panuto: Piliin ang titik ng tamang sagot Panuto: Tukuyin ang pagbabagong Sa isang talata isulat angmga
sagot at isulat ito sa sagutang papel. at isulat ito sa sagutang papel. pisikal sa panahon ng pagdadalaga at pagbabagong nagaganap sa
1. Bakit dapat hugasan ng sabon at 1. Bakit dapat hugasan ng sabon at pagbibinata. Piliin ang titik ng tamang nagdadalaga at nagbibinata
tubig ang ari tuwing magpapalit ng tubig ang ari tuwing magpapalit ng sagot.
pasador ang babaing may regla? pasador ang babaing may regla? _________A. Pagtubo ng bigote at
A. Upang hindi tumigil ang daloy ng A. Upang hindi tumigil ang daloy ng balbas.
dugo dugo _________B. Nagkakaroon ng
B. Upang maiwasan ang di kanais-nais B. Upang maiwasan ang di kanais-nais buwanang daloy.
na amoy. na amoy. _________C. Nakakahugis ang
C. Upang hindi maging palaktaw C. Upang hindi maging palaktaw laktaw katawan
laktaw ang dating nito. ang dating nito. _________D. Lumalaki ang boses.
D. Upang maging malinis at maayos D. Upang maging malinis at maayos ang _________E. Nagiging palaayos sa
ang daloy ng dugo daloy ng dugo sarili.
2. Bakit kailangang kumain ng sapat na 2. Bakit kailangang kumain ng sapat na _________F. Pagiging Maramdamin
dami ng masustansiyang pagkain lalo dami ng masustansiyang pagkain lalo na _________G. Sumpungin at
na kung may regla o bagong tuli? kung may regla o bagong tuli? Mapangarapin
A. Ito ay nagpapapula ng dugo ng A. Ito ay nagpapapula ng dugo ng _________H. Epekto sa pag-uugali
katawan katawan
B. Ito ay nagbibigay ng maayos na B. Ito ay nagbibigay ng maayos na amoy
amoy C. Ito ay nagpapalakas ng resistensya
C. Ito ay nagpapalakas ng resistensya 24
24 D. Ito ay nagpapalakas ng dugo.
D. Ito ay nagpapalakas ng dugo. 3. Ang paliligo araw araw ay dapat
3. Ang paliligo araw araw ay dapat nating ginagawa kapag may buwanang
nating ginagawa kapag may buwanang daloy upang
daloy upang A. maiwasan ang pagkakasakit .
A. maiwasan ang pagkakasakit . B. lalong lumabas ang dugo.
B. lalong lumabas ang dugo. C. maging masigla at malinis.
C. maging masigla at malinis. D. lalong pumuti.
D. lalong pumuti. 4. Ang mga sumusunod ay mga paraan
4. Ang mga sumusunod ay mga paraan upang maiiwasan ang
upang maiiwasan ang pagkaimpeksiyon ng bagong tuli
pagkaimpeksiyon ng bagong tuli maliban sa isa. Alin ito?
maliban sa isa. Alin ito? A. Hugasan ng pinakuluang dahon ng
A. Hugasan ng pinakuluang dahon ng bayabas
bayabas B. Kumain ng masustansiyang pagkain
B. Kumain ng masustansiyang pagkain C. Magsuot ng masikip na salwal.
C. Magsuot ng masikip na salwal. D. Maligo araw-araw
D. Maligo araw-araw 5. Ang pagtutuli ay isang simpleng
5. Ang pagtutuli ay isang simpleng operasyon kung saan inaalis ang
operasyon kung saan inaalis ang sobrang balat na bumabalot sa glans o
sobrang balat na bumabalot sa glans o ulo ng tunod. Ito ay ginagawa upang
ulo ng tunod. Ito ay ginagawa upang A. hindi imaging kulubot ang balat ng
A. hindi imaging kulubot ang balat ng tunod.
tunod. B. manatiling malinis ang ulo ng tunod.
B. manatiling malinis ang ulo ng tunod. C. maging mabilis ang pagtangkad
C. maging mabilis ang pagtangkad D. maging binata ang isang lalaki.
D. maging binata ang isang lalaki.
J.Karagdagang Gawain para sa takdang Makipanayam sa mga magulang , Makipanayam sa mga magulang , 1. Gumawa ng isang scrapbook ng
aralin at remediation kapatid o kamag- anak ukol sa iba kapatid o kamag- anak ukol sa iba pang iyong sarili mula sa pagiging sanggol
pang paraan ng pangangalaga ng sarili paraan ng pangangalaga ng sarili kapag hanggang sa iyong paglaki.
kapag may regla at bagong tuli. Iulat may regla at bagong tuli. Iulat ito sa 2. Lagyan ng makabuluhang salita
ito sa klase klase ang bawat pagbabagong nagaganap
sa iyo.
V.MGA TALA
VI.PAGNINILAY
time.
due to unnecessary
behavior.
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick-
writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw
charts.
projects. ___Schema-Building:
Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: peer teaching, and
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, projects.
opportunities. opportunities. opportunities. media, manipulatives, repetition, ___Contextualization:
and local opportunities. Examples:
___Text Representation: ___Text Representation: ___Text Representation: Demonstrations, media,
___Text Representation: manipulatives, repetition,
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Examples: Student
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, created drawings, videos,
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want and games.
work. work. students to use, and providing ___Modeling: Examples:
Other Techniques and Strategies used: samples of student work. Speaking slowly and
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies clearly, modeling the
used: ___ Group collaboration used: Other Techniques and Strategies language you want
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: students to use, and
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching providing samples of
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration student work.
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh Other Techniques and
activities/exercises ___ Diads ___ Answering preliminary play Strategies used:
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Explicit Teaching
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___ Group collaboration
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___Gamification/Learning
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads throuh play
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___ Answering
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama preliminary
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method activities/exercises
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Carousel
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___ Diads
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Differentiated
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials Instruction
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___ Role Playing/Drama
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___ Discovery Method
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Lecture Method
of the lesson ___ Audio Visual Presentation in doing their tasks Why?
of the lesson ___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of
Materials
learn
collaboration/coopera
tion
___ Audio Visual
Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II

GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area Math
I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of decimals
B.Performance Standards The learner is able to recognize and represents decimals in various forms and texts
C.Learning Competencies/Objectives Gives the places value and value of a Gives the value of a digit of a given Reads and writes decimal numbers Rounds decimal numbers to the Compares decimal
digit of a given decimal numbers decimal number though ten through ten thousandths nearest hundredths numbers
through ten thousandths thousandths Code: M5NS-II a-102.2 Code: M5NS-IIa-103.2 Code: M5NS-IIb-104.2
Code: M5NS – IIa.101.2 Code: M5NS –IIa-101.2
II.CONTENT Giving the place value and value of a Giving the value of a digit of a given Reading and Writing Decimal Rounding decimal numbers to the Comparing Decimal
digit of a given decimal numbers decimal number through ten Numbers Through Ten Thousandths nearest hundredths Numbers
through ten thousandths thousandths
A.References
1.Teacher’s Guide pages Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57 of 109 Curriculum Guide page 57
Lesson Guide in Elementary Lesson Guide in Elementary Page 241 of Lesson Guide in Elem Mathematics for a Better Life pp. of 109
Mathematics 5 pp. 237-241 Mathematics 5, pp. 237-241 Math 5 130-133 Lesson Guide in Elem.
Lesson Guide in Elementary Math Grade 6 p. 46
Mathematics pp. 248-251
2.Learners’s Materials pages BEAM LG Gr. 6 Module 2
3.Textbook pages Mathematics for Better Life, pp 136- Growing Up With Math 5 pp. 148-149 Mathematics for Better Life 5, page Mathematics for a Better Life pp.
137 138-139 138-139
4.Additional materials from learning DepEd Learning Portal, Math 5 – Place DepEd Learning Portal, Math 5 – Value MISOSA Module Gr. 6- Read and MISOSA Module Grade 5- DLP Gr. 6 Module 7
resource (LR) portal Value of Decimals (1325) of Decimals (1325) Write Decimals Rounding Off Decimals
MISOSA Module Grade 6 – Place Value
of Decimals
B.Other Learning Resource Place Value Chart for Decimals, Place Value Chart, metacards Place value chart, metacards, activity Flashcards,number line chart, Flashcards, place value
metacards, charts sheets powerpoint presentations chart
IV.PROCEDURES
A.Reviewing previous lesson or Drill - expressing fractions as
presenting the new lesson 1. Drill 1. Drill (Expressing fractions with a decimals 1. Oral Drill Drill
Directions: Express the following denominator of 10, 100 and 1000 in a Directions: Express the following Game: Relay Have a game on reading
fractions in decimals. decimal form) fractions as decimals. Materials: flashcards decimals using flashcards
 12 3100 Activity: Mix and Match 1). 23/100 5). 32/1 000 Mechanics: Review
Mechanics: 2). 4 5/10 1. The class will be divided into Have a review on
 510 3). 17 3/100
1. Teacher will divide the pupils two groups rounding off decimal
 4 65100 into 4 groups 4). 26 15/10 000 numbers to the
2. Groups A and B will be given Review nearest hundredths and
 89100 2. Have each group hold cars
metacards with numbers in Review reading and writing whole thousandths.
such as
 34 2910000 fraction form while group C and D will numbers by presenting a. Have groups of five.
receive metacards some statistics. 3. Give directions such as: Form b. Provide a card with a
2. Review with numbers in decimal form. Read the numbers and write them in the greatest two-digit decimal decimal number to each
Directions: Give the place value of the 3. As the teacher say MIX , Group A, B, words (cartolina strips) number with 2 in the hundredths group
underlined digit. C and D will go around and find the Use the following facts about the place. c. Instruct the pupils to
 973 equivalent fraction cards with the Philippines: round each decimal
decimal number that each member of Total land area: 299 404 square 4. The first group to form the number on blue
 5 306 the group are holding. kilometres correct number earns a point. card to the nearest
Total Water Area (within territorial hundredths and the
 2 410 4. As the teacher say MATCH members limits):150 759 282 ha. 5. Continue asking questions on
yellow card to the
of group will find their match and Population (2002 census): 76 971 000 place value of decimals until one
 16 874 nearest thousandths.
partner will go in front together. Foreign debt (1999): 28 380 700 000 group earns 3 points out of 5
d. The group with the
dollars (US) rounds.
 1 235 most number of correct
5. Group with the most number of 2. Review
answers, wins
perfect match will win the game. Directions: Read and give the
place value of the underlined
0.19 digit.
0.020 1) 0.43
0.14 2) 5.638
0.2 3) 0.754
0.180 4) 11.081
0.16 5) 54.635
0.025
0.005
0.12
Review (Review on Place value of
whole numbers)
Strategy: Place Value Game
Mechanics:
1. Form 2 Groups. One group of Boys
with 5 players and one group of Girls
with 5 members and asked them to
form lines.
2. Teacher will show cards with written

decimals. Pupils will identify the place
value of the underlined digit on the
cards shown. The first player of each
group will write the answer on the
board as fast as they can.
3. The group with the most number of

point wins.
B.Establishing a purpose for the lesson What is a heat conductor? Give Look closely at this number 4. Is it a Ask the following questions: Who among your familes have Have you experienced
examples of heat conductors. whole number or decimals? Are you all aware of what is cars? Why is it important to fill hiking?
How about 0.4, how do we read it? happening in our country? the gas Ask some pupils to relate
What is the correct way of reading it? Are you aware of the economic tank of cars? Can we do their experiences. Lead
situation in the Philippines? something on how to save them to
What is the implication of the peso- gasolines? the discussion that hiking
dollar exchange rate to our is a good form of exercise
economy? and it
develops a sense of
brotherhood/sisterhood.
C.Presenting Examples/ instances of the Copper is a very good conductor of Donna, a Grade V pupil walks 0.5208 a. Present the following problem Mr. Catinoy had his car’s tank Two Girl Scout Patrols
new lesson heat. It is the element made of electric kilometer a day to reach the school. Every morning Atty. Castillo reads a filled with gasoline. The gasoline went hiking. Sampaguita
wires. The atomic weight of copper is Mechanics: newspaper. He takes note meter registered 10.468 litres. Patrol hiked 0.75 km while
63.546 grams (g). 1. Distribute pupils the place value of the peso-dollar exchange. One Round off the number of litres of Gumamela Patrol hiked
chart morning, he reads that the gasoline to the nearest 0.9 km. Which patrol
exchange rate of a US ($) dollar is hundredths. hiked farther?
2. Let each group complete the place P54.5960 How do we read this
value chart by putting on the digit on number?
the correct column based on their place b. Present the decimal number on
value the problem in a place value
chart
D.Discussing new concepts and Strategy: Direct Instruction Group the class into four teams.
practicing new skills #1  What kind of number is 63.5460? Using the place value chart, a. Have the pupils work in their  What did the Girl Scout
What is the place value of 5, the first pupils by group will enter the decimal group. Have them draw a number Patrol do?
 Let us put 63.546 in the Place Value number given in the
digit right after the decimal point? line
Chart for Decimals problem. Ask them to post their  How far did Sampaguita
up to thousandths place to show
 What is the place value of 2, the next output and do the reporting their answer to the problem. Patrol hike?
digit to the right of the tenths place? afterwards Give them time to do this. Have
What is its value?  How about Gumamela
them present their output.
Patrol?
b. Processed the outputs by
 What is the digit in hundredths place?
asking the following questions
What is its value?
What digit did you round off?
 Which digit is in the thousandths How did you round off the digit?
place? What is its value? What did you do with the other
digit/s?
 Which digit is in the ten thousandths
place? What is its value?
 Let the pupils focus on the place value

chart presented. Let them understand
that 5 is under the tenths column, the
place with the value of 0.1, meaning 5
has the value of 510 or 0.5. The next
digit is 2 which is under the hundredths
column, the place with the value of
0.01, meaning 2 has a value of 0.02.
E.Discussing new concepts and What separates 63 and 546? Have the pupils work on determining Give other examples Give other examples Direct Instruction
practicing new skills #2  At what column can we find 3? the place value and the value of a digit Let us compare the
in the following decimal numbers. decimals using a place
Then, the place value of 3 is ones. Group the class into four (4) groups. value chart
 What is the position of 5 in the Place Each group works in every station Ones Tent Hund
Value Chart? simultaneously. Each of them presents hs redth
their group’s output. s
Station 1: 0 . 7 5
So, the place value of 5 is tenths.
Directions: Study the numeral 0.378
 Therefore, the place value is the
and answer the following
position of a digit in the place value 0 . 9
questions
chart.
F.Developing Mastery Thinking Skills How did you find the activity? Complete the table by rounding Let us line up all the digits
Use the Place Value Chart below to 1. What digit is immediately right after What fact is given in the problem? off the given numbers to the according to their place
give the place value of the underlined the decimal point? What kind of number is 54.9600? Complete the table by rounding values, then start
digit in each decimal number. Can we express it as fraction? How? off the given numbers to the comparing from the
2. What is its value? How do you read 54 9 60010 000? nearest hundreths leftmost digits
23.642 Station 2: How were you able to read and write Number Round Off to
Directions: Using the decimal 0.126, decimal number? the Nearest
 6.049 perform the following: How do you read 54.9600 and how it Hundredths
1. Write the digit placed in the is written in words? 1) 91.937
 25.571 thousandths place. Other decimal numbers will be 2) 72.553
provided for the pupils to read and 3) 817.093
 7.203 2. What is its value? write. Let them express these 4) 423.729
 124.435 decimals also in fractions. 5) 236.153
Station 3: 1). 37. 1430
Directions: Study the decimal number 2). 1. 3250
0.915. 3). 98. 4510
1. What is the position of one? 4). 0. 3451
5). 76. 2340
2. What is its value?
Station 4:
Directions: Using the decimal 2.136,
perform the following:
1. What digit is in the lowest place
value?
2. What is its value?
G.Finding Parctical application of Directions: Write the place value of Directions: Directions: Read then give the Directions: Read and answer the Read and solve the
concepts and skills in daily living the digit 6 in each decimal Group 1-Give the value of each digit in answer: following problems. problem.
number. the given number During the Palarong Pambansa 2015, 1. Joshua and Marcus are playing Aling Lourdes went to the
1). 89.146 4). 7.063 GROUP II Alvin Reyes ran the 100 meter a number game. They try to market. While in a
2). 10.612 5). 9.846 Directions: Give the value of the dash in 12. 8420 seconds. John round 213.432 to the nearest tricycle, she noticed that
3). 68.425 underlined digit. Santos ran the same event in 12. hundredths. What is the answer? she received a change of
4630 Php 3.50 while one of the
seconds. Write the decimal 2. Rina was task to round off passesngers was gven Php
number in words. 85.81267 to the nearest 2.00. Whose change was
____________________ hundredths. Her answer was smaller?
85.800. Is she correct? Why? Aling Lourdes dropped by
a meat shop and bought
the following: 0.75 kg
beef, 0.8 kg chicken, 1.25
kg lean meat. Which meat
did Aling Esther buy the
most? the least?
H.Making generalization and How do we give the place value of a How can you give the value of the How do we read and write decimal How do we round off decimal How do we compare
abstraction about the lesson digit in a decimal number? decimal digits? numbers? numbers to the nearest decimal numbers?
hundredths?
I.Evaluating learning Directions: Give the place value of the Directions: Write the value of the Directions: Write the following as Directions: Round off the Directions: Compare the
underlined digit. underlined digit. fractions and then as decimals. following decimals to the nearest decimals. Use >, < or =.
1) 89.345 1) 0.48 4) 3.762 1. One hundred twenty-five and one hundredths. 1). 0.070 ____ 0.007
hundredths 1) 5.348 4). 12.183 2). 0.305 ____ 0.350
2) 46.036 2) 0.037 5) 9.504 2. Sixty-four and two thousand three 3). 5.177 ____ 5.107
hundred ten thousandths 2) 0.917 5). 8.529 4). 0.841 ____ 0.8395
3) 19.346 3) 2.6985
3. Four and nine hundredths 5). 7490.003 ____74.03
3) 3.052
4) 32.075 4. Twelve and two ten thousandths
5. Seven and fifteen thousandths
5) 90.637
J.additional activities for application or Directions: Write the digit in each Give the value of digits 5, 6, 7, 8, and 9 . Directions: Write the following Directions: Round off each Directions: Compare the
remediation place value identified. Decimal Value decimals in words. decimal to the nearest decimals Write >, < or = in
A. 89.846 Number 1). 2. 0012 - hundredths. the blanks.
0.2306 ______________________________ 1) 0.064 5) 6.437 1). 0.06241 _____ 0.0641
1) _____ hundredths 3.271 _________ 2). 0.40 _____ 0.4000
1.039 2). 0. 9160 - 2) 5.256 3). 90.09 _____ 90.029
2) _____ tenths
0.8134 ______________________________ 4). 13.57 _____ 13.571
3) 0.843
3) _____ thousandths 0.4125 _________ 5). 8.040 _____ 8.04
3). 56. 145 - 4) 7.934
B. 6.329 ______________________________
_________
4) _____ ones
4). 9. 0346 -
5) _____ hundredths ______________________________
_________
5). 4. 0987 -
______________________________
_________
V.REMARKS
VI.REFLECTION
time.
due to unnecessary
behavior.
lesson
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw charts.
projects.
___Schema-Building:
___Contextualization: contrast, jigsaw learning,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
peer teaching, and
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
projects.
opportunities. opportunities. opportunities. media, manipulatives, repetition,
___Contextualization:
___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation: Examples:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
Demonstrations, media,
manipulatives, repetition,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples:
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly,
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want ___Text Representation:
work. work. students to use, and providing Examples: Student
Other Techniques and Strategies used: samples of student work. created drawings, videos,
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies and games.
used: ___ Group collaboration used: Other Techniques and Strategies ___Modeling: Examples:
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: Speaking slowly and
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching clearly, modeling the
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration language you want
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh students to use, and
activities/exercises ___ Diads ___ Answering preliminary play providing samples of
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary student work.
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel
Other Techniques and
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads
Strategies used:
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction
___ Explicit Teaching
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama
___ Group collaboration
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method
___Gamification/Learning
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method
throuh play
___ Availability of Materials ___ Group member’s ___ Complete IMs Why?
___ Answering
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs
preliminary
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials
activities/exercises
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn
___ Carousel
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s
___ Diads
___ Audio Visual Presentation in doing their tasks collaboration/cooperation
___ Differentiated
of the lesson ___ Audio Visual Presentation in doing their tasks
Instruction
of the lesson ___ Audio Visual Presentation
___ Role Playing/Drama
of the lesson
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
learn
tion
___ Audio Visual
Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II

GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area Science
I.OBJECTIVES
A.Content Standards The learners demonstrate understanding on how the parts of the human
reproductive system work
B.Performance Standards The learners should be able to practice proper hygiene to care of the
reproductive system
C.Learning Competencies/Objectives identify the parts of the female describe function of each parts of identify the parts of the male describe function of each parts of to compare the function
reproductive system. thefemale reproductive system. reproductive system. the male reproductive system. of each parts of the
S5LT-IIa-1 S5LT-IIa-1 S5LT-IIa-1 S5LT-IIa-1 human female and male
reproductive system.
S5LT-IIa-1
II.CONTENT Parts and Functions of the Human Parts and Functions of the Human Parts and Functions of the Human Parts and Functions of the Parts and Functions of the
Reproductive System Reproductive System Reproductive System Human Male Reproductive Human Female and Male
System Reproductive System
A.References 1. Textbook pages a. Science for Daily Use , pp. 2-4 Science for Daily Use , pp. 2-4 a. Science for Daily Use , pp.2-4
a. Science for Daily Use , pp. 2-4 b. Science Spectrum 5, pp. 1-4 b. Science Spectrum 5, pp1-4 b. Science Spectrum 5, pp. 1-4 a. Science for Daily Use ,
b. Science Spectrum 5, pp. 1-4 c. Science for Daily Use , pages. 2-4 c. Science for Daily Use , pp. 2-4 c. Science for Daily Use , pp. 2-4 pp. 2-4
c. Science for Daily Use, pp. 2-4 d. Science and Health 5 by Natividad d. Science and Health 5 by Natividad d. Science and Health 5 by b. Science Spectrum 5, pp.
d. Science and Health 5 by Natividad Alegre-Del Prado, pp. 1-5 Alegre-Del Prado, pp. 1-5 Natividad Alegre-Del Prado, pp. 1-4
Alegre-Del Prado, pp. 1-5 1-5 c. Science for Daily Use ,
pp. 2-4
d. Science and Health 5 by
Natividad Alegre-Del
Prado, pp. 1-5
1.Teacher’s Guide pages

2.Learners’s Materials pages CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66 CG p.30 of 66
3.Textbook pages
4.Additional materials from learning http://kidshealth.org/misc/movie/ https://www.youtube.com/watch? https://www.youtube.com/
resource (LR) portal bodybasics/female_repro.html v=5xfa9IK-UX8&spfreload=10 watch?v=5xfa9IK-
www.pppst.com5 http://www.eschooltoday.com/human- UX8&spfreload=10
https://www.youtube.com/watch? reproduction/the-female-reproductive- http://www.eschooltoday.com/
v=5xfa9IK-UX8&spfreload=10 organ.html human-reproduction/the-male-
http://www.eschooltoday.com/ http://kidshealth.org/en/teens/female- reproductive-
human-reproduction/the-female- repro.html# organ.html
http://patient.info/health/the-female- http://kidshealth.org/en/teens/
reproductive-system male-repro.html#
Teaching Support Materials for http://patient.info/health/the-
Elementary Science, pp. male-reproductive-system
https://www.youtube.com/
watch?
v=zF1oXOitedE&spfreload=10
https://www.youtube.com/
watch?
v=Nq_rYGxKG3c&spfreload=10
B.Other Learning Resource Picture, PowerPoint presentation, activity pictures PowerPoint presentation,
sheet, chart, pictures activity sheet, pictures
IV.PROCEDURES
A.Reviewing previous lesson or Which comes first? Direction: Arrange Activity: YES or NO. Activity: Fish Bowl Activity: Picture Perfect! Arrange the jumbled
presenting the new lesson the following words from Say YES if the statement is correct and Fish a word related to the parts of Direction: Describe the male letters to form the organs
TISSUE CELL NO if it is incorrect and change the the female reproductive system from reproductive organ presented in of the male
SYSTEM ORGAN underlined word to make it correct. the bowl. each and female reproductive
 Ovaries are oblong-shaped and The words left in the fish bowl are picture. system.
located on the left and right side of the organs of the male reproductive TERUSU INAVAG PESNI
uterus. system SCTUMRO
 Vagina is a hallow, pear-shaped organ Let us identify them in the diagram SVA DEFNSERE CIXERV
with a muscular wall and a lining. and be able to describe each part. VAORY
 Fallopian tubes are thick, hard tubes EPYMISIDID
extending from the uterus to the LLOPFAIAN TBEU
ovaries STATPROE GANDL
 Cervix is located in the lower portion
of the uterus that opens into the
vagina.
 Vagina is called as the” birth canal”.
B.Establishing a purpose for the lesson Activity: Word Hunt You have already learned the parts of Show diagram of a female and male Group Activity Activity: Reproductive
Try to find all 5 words from the letter the female reproductive reproductive system. 1. Distribute the envelopes Organ Game
board. They may go downward, system. Now, we will be describing the Activity: Think Pair Share: containing picture pieces of the Direction: Tell whether
upward, or from left to right. function of each part as we will Question: What difference do you male reproductive organs. the reproductive organ
Cervix be viewing tBut before that, what are notice between the female and male 2. Connect the parts of the jigsaw mentioned in the activity
Fallopian tube the standards to follow in viewing reproductive system? puzzle by connecting the parts. is for a male or female. Or
Vagina activity?  Give students at least 30 seconds 3. Label each organ to illustrate list them down on the
Ovary 1. Setting standards in viewing. to think prior to responding to the male reproductive system. boxes provided.
Uterus a. Listen and watch attentively.
b. Write down important details from a question or prompt you give them.
the video.  Then have students turn to a
c. Answer the given questions correctly. partner and share their responses.
2. Distribute the worksheets.he video  Teacher leads the class sharing of
thoughts.
C.Presenting Examples/ instances of the Activity Proper: Group Activity Playing of the video- The Female C. Presenting examples/ instances of Video-Based Instruction C. Presenting examples/
new lesson Group the class with 6 members each. Reproductive System the lesson https://www.youtube.com/ instances of the lesson
Objective: Identify the parts of the https://www.youtube.com/watch? Activity Proper: Let’s Investigate! watch? Activity: What’s the
female reproductive system v=5xfa9IK-UX8&spfreload=10 Form groups with 6 members each. v=zF1oXOitedE&spfreload=10 Difference? Group Activity
I. Problem: What are the parts of the Note: Play only the part that pertains to TDAR Activity (Think Discuss Act https://www.youtube.com/ Objective: Compare the
female reproductive system? the functions of each external Reflect) watch? function of each part of
II. Materials: chart/ illustration of the part of the female reproductive system Objective: Identify and describe the v=Nq_rYGxKG3c&spfreload=10 the male and female
female reproductive system Activity Proper: Video Viewing with parts of the male reproductive Objective: Describe the function reproductive system.
III. Procedure Interactive Activity system through a research work. of each part of the male I. Problem: Which organs
Objective: Describe the function of each I. Problem: What do you know about reproductive system of the male and female
part of the female reproductive system the male reproductive system? I. Problem: How do organs of the reproductive system
I. Problem: What are the functions of II. Materials: Science books for male reproductive system work?
each part of the female reproductive research, manila paper, pencil, II. Materials: video of the sperms’ are similar in function?
system? journey from the testes and out II. Materials: chart/
II. Materials: video of the female coloring materials, pentel of illustrations of the male
reproductive system, worksheets, pen/marker, timer and female reproductive
chart/ illustration of the female III. Procedure: the penis, storyboard template,
III. Procedure reproductive system 1. Organize your group and choose a worksheets, chart/ system
1. Study the illustration of the female
leader. illustration of the male III. Procedure:
reproductive system.
2. The leader will assign roles of each reproductive system 1. Work with your group.
2. Discuss with your group members
group according to III. Procedure: 2. Study the illustrations
the different parts of the female
reproductive system. 1. Watch and listen to the video of the male and female
3. List down the part of each members preference and assigns presentation. reproductive
reproductive system below. other members for their 2. Write down important details
IV. Data and Observation: specific roles. about the topic presented in the system.
1. Enter you observation here. The Leader The Recorder 3. Discuss with your group
Parts Of The Female Reproductive The Summarizer The Presenter video. members the different
System The Time-Keeper The errand Monitor 3. Recall important shots and parts of the
1. The Artist complete the storyboard
2. III. Procedure: 3. Assign the Artist to draw the male template by reproductive systems.
3. 1. Watch and listen to the video – The reproductive system. 4. Complete the table
4. Reproductive System. writing the details of what below about the
5. https://www.youtube.com/watch? happened in each indicated structures and functions
2. Label the parts of the reproductive v=5xfa9IK-UX8&spfreload=10 episode.
4. Assign the Recorder with the help of
system 2. Take down notes or important details IV. Data and Observation:
from the video presentation. of other members to label
3. Answer the following guide questions the Human Reproductive
while viewing the video. the parts of the male reproductive Complete the storyboard System.
a. Why is vagina called as the birth system template below. the blanks can IV. Data and Analysis
canal? 5. Have other members note down be
b. What is the function of the uterus? and describe each part. used in order for the pupils to be Enter your data here. Function
c. What are produced in the ovaries of 6. Share ideas on how to answer the guided in completing the
the female reproductive system? problem/question. template. Type of sex cell
d. How many egg does a woman Note: In lower section, f Organs that produce the sex
releases every month? V. Conclusion: cell and hormones
Talk about your research work to
e. What is the role of the fallopian tube  I learned that…. Hormones produced which
come up with a
in the female reproductive system?  I therefore conclude that… determine the secondary sex
presentation.
f. What organ is located at the lower characteristics
7. Prepare for a group presentation.
portion of the uterus that expands Tube through which sex cells
to allow the baby to pass through the travel once produced
vagina IV. Data and Analysis:
V: Conclusion: IV. Data and Observation: 1. List down and describe the organs
 I learned that…. Based on the discussion, complete the of the male reproductive system.
 I therefore conclude that… table below. 2. Enter your data by completing the
Parts Of The Female Reproductive table
System PARTS OF THE MALE
Function REPRODUCTIVE SYSTEM
1. Vagina
2. Uterus
3. Ovaries
4. Fallopian tube
5. Cervix
V. Conclusion:
 I learned that….
 I therefore conclude that…
D.Discussing new concepts and 1. Group reporting Checking of individual worksheets by
practicing new skills #1 2. Sharing of results of the activity. answering the guide questions. 1. Group presentation and reporting 1. Peer sharing of answers 1. Group presentation and
1. Why is vagina called as the birth 2. Checking of worksheets reporting
2. Sharing of results of the activity
canal? 2. Sharing of results of the
3. Completion of the cooperative 3. Verifying the results by
Vagina is called as birth canal because it activity.
learning template replaying the video and pause in
is the passage way for Completion of the
each shot
childbirth. cooperative learning
(episode)
2. What is the function of the uterus? template
The uterus holds fertilized egg and
nurtures until the baby is fully
developed.
3. What are produced in the ovaries in
the female reproductive system?
Egg cells and hormones
4. How many eggs does a woman
release every month?
A woman releases an egg every month.
5. What is the role of the fallopian tube
in the female reproductive system?
The fallopian tube connects the ovaries
to the uterus.
6. What organ is located at the lower
portion of the uterus that expands to
allow the baby to pass through the
vagina?
E.Discussing new concepts and Discussing new concepts and Verifying and explaining the answers 1. Teacher’s Input: The teacher leads the pupils to Discuss the similarities of
practicing new skills #2 practicing new skills #2 for each question by replaying Interactive discussion through summarize their answers in the the functions of male and
1. Teacher’s Input: the female reproductive animation animation showing the parts of the table female
Interactive discussion through male reproductive system {Male reproductive organs using
animation showing the parts of the Reproductive System Animation} the illustrations/diagrams.
female reproductive system {Female 2. Answer these questions: a. Which organs both
Reproductive System Animation} a. How many sperm cells does a produce the sex cells?
2. Answer these questions: human male have? Billions Testes and Ovaries
Which parts are oblong-shaped and b. What are the organs of the male b. Which are both
located on the left and right side reproductive system? external organs of male
of the uterus? OVARIES The organs are scrotum, testes and and female? Penis and
Which part is a hallow, pear-shaped penis, vas deferens, urethra,
organ with a muscular wall and a prostate gland and seminal vesicles Vagina
lining? UTERUS c. What are the oval-shaped organs c. These organs are tubes
Which are the thin, soft tubes contained in the scrotum? Testes wherein the sex cells
extending from the uterus to the d. How does the scrotum look like? travel once
ovaries? The scrotum looks like a sac that
FALLOPIAN TUBE hangs behind the penis.
produced. Sperm duct or
What part is located in the lower e. Which part is the elongated
vas deferens and oviduct
portion of the uterus that opens into muscular organ full of blood vessels
or fallopian
the vagina? CERVIX and
tube
Which part is the outside passage way sensitive nerves? Penis
d. Both males and females
of the baby? VAGINA f. Which connects the testes and the
have this organ that carry
vas deferens? Epididymis
urine. Urethra
g. What is semen? Semen is the
whitish fluid that nourishes the e. Aside from sex cells,
sperm. what other components
are produced in the
testes and ovaries? Sex

hormones
F.Developing Mastery Study the diagram of the female Match each part of the female Complete the graphic organizers. EPISOD ORGAN HOW Draw a line to connect the
reproductive system describe reproductive organ its function ES INVOL DOES organs of the male and
each part by completing the table VE IT female with similar
below. WORK? functions.
Shot #1 Testes Produc
e the
sperm
cells
Shot #2 Epididy Storage
mis for the
sperm
cells
Shot #3 Scrotu Protect
m s the
testes
Shot #4 Prostat Secrete
e gland s fluid
that
nourish
es the
sperms
Shot #5 Penis Transp
orts the
sperm
cells
out of
the
body
Shot #6 Urethra Carries
urine
and
semen
out of
the
body
G.Finding Parctical application of You’ve just learned the different parts Activity: Body Songfest: (Group Activity) Now that you are very familiar with Circumcision is a Filipino family Drag the organs with
concepts and skills in daily living of the female reproductive system. Pupils need to work with respective the parts of the male reproductive tradition wherein the foreskin of similar functions in each
You should not make fun of the terms members. system, let us now expand our the male’s penis is removed. end of the line to show its
that refer to your reproductivesystem. Each group chooses a familiar tune such knowledge by sharing ideas Why do males need to undergo counterpart in male and
PART OF THE REPRODUCTIVE SYSTEM as: regarding some misconceptions that circumcision? female reproductive
DESCRIPTION ‘Mary Had A Little Lamb” involve the male reproductive (Males undergo circumcision for system.
1. Ovaries “The Farmer in the Dell” system. personal hygiene and preventive
2. Fallopian tube Twinkle, Twinkle Little Star” Activity: React on These! health
3. Uterus “The wheels on the Bus” Tell whether you agree or disagree care.)
4. Cervix “Bah, bah, Black Sheep” and justify you answer.
5. Vagina Each group writes a song about the 1. Circumcision increases the sexual
Why do you think it is important to parts and functions of power of a man.
use the right terms in referring to the The reproductive system. The group 2. If a man is not circumcised, he is a
female reproductive parts? members will present the song in class gay or worst he will have a child who
will suffer with rheum (a watery
discharge from the eye or muta).
3. The size of the penis symbolizes
the masculinity of a male.
H.Making generalization and What are the parts of the human How does each part of the female What are the parts of the human How does each part of the female Compare the function of
abstraction about the lesson female reproductive system? reproductive system work? male reproductive system? reproductive system work? male and female
reproductive organs.
Which reproductive
organs have similar
functions?
I.Evaluating learning Directions: Read each item carefully. Evaluating learning Study the diagram. Answer the Directions: Study the illustration Analogy: Analyze each
Choose the letter of the correct Directions: Match the part of the questions below by writing the below to answer the following pair of words and supply
Answer female reproductive system in column word or letter of the correct answer questions: the missing word.
1. What are the female reproductive A 1. What are produced in Study the illustration
organs? with its function in column B. Write the 1. What organ is represented by structure A? Sperm cells below to answer the
A. egg cells B. ovaries C. sperms D. letter before the number. letter A? _____________ 2. Which organ transport sperm following questions
testes A B 2. _________ is an elongated cells into the female’s vagina? 1. Penis: Male 3. Female
2. Why is the vagina called the birth 1. Cervix a. holds the fertilized egg and muscular organ full of blood vessels Penis sex cell: Egg
canal? nurtures until and 3. What organ is protected by
A. It is pyramid in shape. C. It is where the baby is fully developed sensitive nerves. structure F? Testes or organ E ________: Female Male
the urine passes 2. Vagina b. release the egg cell and the 3. The scrotum looks like a sac that 4. If sperm duct or vas deferens is sex cell: ________
B. It receives the sperm D. The new hormones hangs behind the penis. What letter cut, can sperm cell be 2. Progesterone: Female
born baby passes estrogen and progesterone represents the scrotum? transported to females? No hormone 4. External male
out from it. 3. Fallopian tube c. serves as the birth ____________ 5. Organ B carries _______and organ: Testes
3. Which is not a part of the female canal or the 4. Organ A, B, C and F are sperm cells to the outside of the
reproductive system? passageway of the baby about to be ____________parts of the male body. Urine __________: Male
A. cervix B. epididymis C. fallopian born reproductive system. hormone External female
tube D. uterus 4. Uterus d. connect the ovaries to the 5. Semen and urine are released organ:________
4. Which best describe the ovaries? uterus from the urethra. Which letter 5. ____________: Sperm
A. oblong-shaped and located on the 5. Ovaries e. expands and allow the represents the urethra?_________ duct
left and right side of the baby to pass through the vagina Fallopian tube: Oviduct
uterus
B. the outside passage way of the
baby
C. located in lower portion of the
uterus that opens into the
vagina
D. hallow, pear-shaped organ with a
muscular wall and a lining
5. What do ovaries produce?
A. sperm cells B. egg cells C. zygote D.
fertilized egg
J.additional activities for application or Create a three-dimensional foldable Output Making: Output: Flashcard Making: Draw and label the parts of the a. Study lesson 1-5 Parts
remediation graphic organizer that will contain Make a foldable with written parts and Objective: Make flashcards of the male reproductive system and Functions of the Male
important concepts about the female functions of the female reproductive parts of the male reproductive and female
reproductive system using colored system. system Reproductive System.
paper, coloring materials, marker and Materials: used cigarette cardboard b. Be ready for a short
scissors. or old folder, scissors, ruler, pentel quiz next meeting.
pen, coloring materials
Directions:
1. Measure and cut 4x6 inches
flashcards. Make sure that both sides
of the cards are clean and free from
any marks.
2. Write the organs of the male
reproductive system on each card.
3. Write the description of each
organ on the other side of the card
like this.
Front side Back side

4. Make your work creative by adding
graphics, colors and designs.
5. Post your work on the bulletin
board.
.
V.REMARKS
VI.REFLECTION
time.
due to unnecessary
behavior.
lesson
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples:Compare and contrast, charts.
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching,
and projects.
___Schema-Building:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: contrast, jigsaw learning,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, peer teaching, and
opportunities. opportunities. opportunities. media, manipulatives, repetition, projects.
___Text Representation: ___Text Representation: ___Text Representation: ___Contextualization:

Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: Examples:
videos, and games. videos, and games. videos, and games. Examples: Student created Demonstrations, media,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. manipulatives, repetition,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: and local opportunities.
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly,
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want ___Text Representation:
work. work. students to use, and providing
samples of student work. Examples: Student
Other Techniques and Strategies used:
created drawings, videos,
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies
and games.
used: ___ Group collaboration used: Other Techniques and Strategies
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: ___Modeling: Examples:
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching Speaking slowly and
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration clearly, modeling the
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh language you want
activities/exercises ___ Diads ___ Answering preliminary play students to use, and
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary providing samples of
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises student work.
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads Other Techniques and
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction Strategies used:
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Explicit Teaching
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Group collaboration
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___Gamification/Learning
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? throuh play
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Answering
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials preliminary
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn activities/exercises
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___ Carousel
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Diads
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Differentiated
of the lesson ___ Audio Visual Presentation Instruction
of the lesson ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
learn
tion
___ Audio Visual
Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II
GRADE 1 to 12 Paaralan KALANGAHAN ELEMENTARY SCHOOL Baitang/ Antas 5

DAILY LESSON LOG Guro MELLANIE A. TAMARES Asignatura Araling Panlipunan
(Pang-araw-araw na Petsa/ Oras AGOSTO 14-18, 2017 Markahan IKALAWA Week 1
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
A. Pamantayang Naipamamalas ang Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag- Naipamamalas ang mapanuring pag-
Pangnilalaman mapanuring pag- unawa sa unawa sa konteksto ang bahaging unawa sa konteksto ang bahaging unawa sa konteksto ang bahaging
konteksto ang bahaging ginagampanan ng simbahan sa layunin ginagampanan ng simbahan sa layunin ginagampanan ng simbahan sa layunin at
ginagampanan ng simbahan sa at mga paraan ng pananakop ng at mga paraan ng pananakop ng mga paraan ng pananakop ng Espanyol sa
layunin at mga paraan ng Espanyol sa Pilipinas at ang epekto ng Espanyol sa Pilipinas at ang epekto ng Pilipinas at ang epekto ng mga ito sa
pananakop ng Espanyol sa mga ito sa lipunan. mga ito sa lipunan. lipunan.
Pilipinas at ang epekto ng mga
ito sa lipunan.
B. Pamantayan sa Nakapagpapahayag ng kritikal Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na Nakapagpapahayag ng kritikal na pagsusuri
pagganap na pagsusuri at pagpapahalaga pagsusuri at pagpapahalaga sa pagsusuri at pagpapahalaga sa at pagpapahalaga sa konteksto at dahilan
sa konteksto at dahilan ng konteksto at dahilan ng konteksto at dahilan ng kolonyalismong ng kolonyalismong Espanyol at ang epekto
kolonyalismong Espanyol at kolonyalismong Espanyol at ang epekto Espanyol at ang epekto ng mga ng mga paraang pananakop sa katutubong
ang epekto ng mga paraang ng mga paraang pananakop sa paraang pananakop sa katutubong populasyon.
pananakop sa katutubong katutubong populasyon. populasyon.
populasyon.
C. Mga Kasanayan Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Natatalakay ang kahulugan ng Lingguhang Pagsusulit
sa Pagkatuto kolonyalismo at ang konteksto kolonyalismo at ang konteksto nito kolonyalismo at ang konteksto nito kolonyalismo at ang konteksto nito
Isulat ang code ng nito kaugnay sa pananakop ng kaugnay sa pananakop ng Espanya sa kaugnay sa pananakop ng Espanya sa kaugnay sa pananakop ng Espanya sa
bawat kasanayan Espanya sa Pilipinas Pilipinas Pilipinas Pilipinas
AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1 AP5PKE-IIa-1
II. Nilalaman Konteksto at Dahilan ng Konteksto at Dahilan ng Pananakop sa Konteksto at Dahilan ng Pananakop sa Konteksto at Dahilan ng Pananakop sa
Pananakop sa Bansa Bansa Bansa Bansa
1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng kolonyalismo

kolonyalismo kolonyalismo kolonyalismo
III. KAGAMITANG Video Clips tungkol sa Video Clips tungkol sa pananakop sa Video Clips tungkol sa pananakop sa Video Clips tungkol sa pananakop sa bansa
PANTURO pananakop sa bansa ng mga bansa ng mga Espanyol bansa ng mga Espanyol ng mga Espanyol
Espanyol
A. Sanggunian
1. Mga Pahina sa
Gabay ng Guro
2. Mga Pahina sa
Kagamitang Pang-
Mag-aaral
3. Mga Pahina sa AP ph.104-105 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5 Kasaysayang Pilipino 5
Teksbuk Bigkis ng Lahi 5 Bigkis ng Lahi 5 Bigkis ng Lahi 5
4. Karagdagang
Kagamitan mula sa
portal ng
Learning Resource
B. Iba pang Tsart, manila paper, pentel Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen Tsart, manila paper, pentel pen
Kagamitang Panturo pen
IV. PAMAMARAAN
A. Balik-Aral sa Pagbabalik aral ukol sa Ano ang Kolonyalismo? Bakit ang Pilipinas ang sinakop ng mga
nakaraang aralin kabihasnan/kultura ng Espanyol?
at/o sinaunang Pilipino
pagsisimula ng
bagong aralin
B. Paghahabi sa Pag-usapan ang napapanahong Magkaroon ng dugtungan tanungan Magkaroon ng dugtungan tanungan Magkaroon ng dugtungan tanungan ukol sa
layunin ng aralin isyu. ukol sa nakaraang aralin ukol sa nakaraang aralin nakaraang aralin
C. Pag-uugnay ng Magpanood ng video tungkol Magpanood ng video tungkol sa Magpanood ng video tungkol sa Magpanood ng video tungkol sa
mga halimbawa sa sa Pananakop ng Espanyol sa Pananakop ng Espanyol sa Pilipinas Pananakop ng Espanyol sa Pilipinas Pananakop ng Espanyol sa Pilipinas
bagong aralin Pilipinas
D. Pagtatalakay ng Pagtalakay sa napanood na Ipabasa at ipaunawa ukol sa pagsakoip Pag-usapan ang mga layunin ng Ipabasa sa mga bata ang mga dahilan o
bagong konsepto at video ng Espanya sa Pilipinas Espanyol sa pananakop sa Pilipinas. layunin ng mga Espanyol sa Pagsakop sa
paglalahad ng bansa.
bagong kasanayan
#1
E. Pagtalakay ng Ano ang Kolonyalismo? Pag-usapan ang mga layunin ng Magkaroon ng kuro- kuro ukol sa aralin Pag- usapan at magkaroon ng kuro- kuro
bagong konsepto at pananakop ng mga Espanyol sa tungkol sa aralin
paglalahad ng Pilipinas
bagong kasanayan
#2
F. Paglinang sa Magkaroon ng pangkatang Magkaroon ng pangkatang Gawain Magkaroon ng pangkatang Gawain Magkaroon ng pangkatang Gawain
Kabihasnan Gawain
(Tungo sa
Formative
Assessment)
G. Paglalapat ng
aralin sa pang-araw-
araw na buhay
H. Paglalahat ng Magkaroon ng pagbubuod sa Hayaan ang mga bata na magkaroon Magkaroon ng pagbubuod ukol sa Hayaan ang mga bata na magkaroon ng
Aralin napag- usapang aralin. ng pagbubuod ukol sa aralin aralin pagbubuod ukol sa aralin
I. Pagtataya ng Tukuyin ang inilalarawan sa Sagutin ang Tanong: Kumuha ng kapareha. Magsaliksik kung Sagutin sa sariling opinyon o pangungusap
Aralin bawat bilang. paano ginamit ng mga Espanyol ang ang sumusunod na mga tanong.
__________1. Ito ang Sa iyong palagay, alin sa tatlong Kristiyanismo sa kanilang pananakop sa
sistemang pangkabuhayan dahilan o layunin ng pananakop ng Pilipinas at ang naging epekto nito sa
tungkol sa akumulasyon ng mga Espanyol sa Pilipinas ang buhay ng mga Pilipino. Iulat sa klase
1. Makatuwiran ba o di- makatuwiran ang
ginto at pilak, pagtatatag ng matagumpay nilang naisakatuparan? ang mga impormasyong nakalakap.
ginawang pananakop ng mga Espanyol sa
kolonya, at regulasyon ng Bakit? Ipaliwanag sa sariling
Pilipinas?
kalakalang panlabas upang pangungusap ang sagot.
pakinabangan ng bansang
mananakop. 2. Nakatulong ba o di- nakatulong ang
pangyayaring ito sa kasaysayan sa buhay
ng mga Pilipino?
__________2. Ito ay tuwirang
pananakop ng isang bnasa sa
ibang bansa o lugar upang
makakuha ng kagamitan at
likas na yaman o makuha ang
iba pa nitong pangangailangan.
__________3. Ang mga bansa

sa bahaging ito ng mundo ay
naging tanyag noon sa mga
taga- Europa dahil sa saganang
mga likas na yaman.
______4. Nais na Espanya na

palaganapin ang
pananampalatayang ito upang
matiyak ang paglakas ng
kapangyarihan ng Imperyong
Espanya.
________5. Ito ang tawag sa

bansang nasakop ng isang
malaki at malakas na bansa.
J. Karagdagang Buuin ang Graphic Organizer.
Gawain para sa Tukuyin at ilarawan ang mga
takdang- aralin at layunin at dahilan ng Espanya
remediation ng pananakop ng ibang bansa.
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag- ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
aaral na nakakuha the next objective. next objective. objective. objective. objective.
ng 80% sa ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
pagtataya. _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
mastery
B. Bilang ng mga- ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
aaral na difficulties in answering their answering their lesson. answering their lesson. answering their lesson. answering their lesson.
nangangailangan ng lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in
iba pang gawain ___Pupils found difficulties in answering their lesson. answering their lesson. their lesson. answering their lesson.
para sa remediation answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson
___Pupils did not enjoy the because of lack of knowledge, skills because of lack of knowledge, skills of lack of knowledge, skills and interest because of lack of knowledge, skills
lesson because of lack of and interest about the lesson. and interest about the lesson. about the lesson. and interest about the lesson.
knowledge, skills and interest ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson, ___Pupils were interested on the
about the lesson. lesson, despite of some difficulties lesson, despite of some difficulties despite of some difficulties encountered in lesson, despite of some difficulties
___Pupils were interested on encountered in answering the encountered in answering the answering the questions asked by the encountered in answering the
the lesson, despite of some questions asked by the teacher. questions asked by the teacher. teacher. questions asked by the teacher.
difficulties encountered in ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite
answering the questions asked of limited resources used by the of limited resources used by the limited resources used by the teacher. of limited resources used by the
by the teacher. teacher. teacher. ___Majority of the pupils finished their teacher.
___Pupils mastered the lesson ___Majority of the pupils finished their ___Majority of the pupils finished their work on time. ___Majority of the pupils finished their
despite of limited resources work on time. work on time. ___Some pupils did not finish their work on work on time.
used by the teacher. ___Some pupils did not finish their ___Some pupils did not finish their time due to unnecessary behavior. ___Some pupils did not finish their
___Majority of the pupils work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
finished their work on time. behavior. behavior. behavior.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Nakatulong ba ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
ang remediation? 80% above
Bilang ng mag-aaral
na nakaunawa sa
aralin.
D. Bilang ng mga ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
mag-aaral na additional activities for activities for remediation activities for remediation activities for remediation activities for remediation
magpapatuloy sa remediation
remediation
E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
pagtuturo ang up the lesson lesson lesson lesson
nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to
ang aking naranasan to require remediation require remediation require remediation remediation require remediation
na nasolusyunan sa
tulong ng aking
punungguro at
superbisor?
G. Anong kagamitan Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
ang aking nadibuho ___Metacognitive ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
na nais kong ibahagi Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note
sa mga kapwa ko assessments, note taking and taking and studying techniques, and taking and studying techniques, and and studying techniques, and vocabulary taking and studying techniques, and
guro? studying techniques, and vocabulary assignments. vocabulary assignments. assignments. vocabulary assignments.
vocabulary assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-
___Bridging: Examples: Think- share, quick-writes, and anticipatory share, quick-writes, and anticipatory quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
pair-share, quick-writes, and charts. charts. charts.
anticipatory charts.
___Schema-Building: Examples:Compare
___Schema-Building: Examples: ___Schema-Building: Examples: and contrast, jigsaw learning, peer ___Schema-Building: Examples:
___Schema-Building: Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, teaching, and projects. Compare and contrast, jigsaw learning,
Examples: Compare and peer teaching, and projects. peer teaching, and projects. peer teaching, and projects.
contrast, jigsaw learning, peer
teaching, and projects. ___Contextualization:
___Contextualization: ___Contextualization: Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
___Contextualization: manipulatives, repetition, and local manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
Examples: Demonstrations, opportunities. opportunities. opportunities.
media, manipulatives,
repetition, and local ___Text Representation:
opportunities. ___Text Representation: ___Text Representation: Examples: Student created drawings, ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, videos, and games. Examples: Student created drawings,
videos, and games. videos, and games. ___Modeling: Examples: Speaking slowly videos, and games.
___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking and clearly, modeling the language you ___Modeling: Examples: Speaking
Examples: Student created slowly and clearly, modeling the slowly and clearly, modeling the want students to use, and providing slowly and clearly, modeling the
drawings, videos, and games. language you want students to use, language you want students to use, samples of student work. language you want students to use,
___Modeling: Examples: and providing samples of student and providing samples of student work. and providing samples of student work.
Speaking slowly and clearly, work. Other Techniques and Strategies used:
modeling the language you Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used:
want students to use, and Other Techniques and Strategies used: ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
providing samples of student ___ Explicit Teaching ___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration
work. ___ Group collaboration ___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play
___Gamification/Learning throuh play ___ Answering preliminary activities/exercises ___ Answering preliminary
Other Techniques and ___ Answering preliminary activities/exercises ___ Carousel activities/exercises
Strategies used: activities/exercises ___ Carousel ___ Diads ___ Carousel
___ Explicit Teaching ___ Carousel ___ Diads ___ Differentiated Instruction ___ Diads
___ Group collaboration ___ Diads ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction
___Gamification/Learning ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama
throuh play ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method
___ Answering preliminary ___ Discovery Method ___ Lecture Method Why? ___ Lecture Method
activities/exercises ___ Lecture Method Why? ___ Complete IMs Why?
___ Carousel Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs
___ Diads ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Differentiated Instruction ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation ___ Group member’s
___ Discovery Method ___ Group member’s collaboration/cooperation in doing their tasks collaboration/cooperation
___ Lecture Method collaboration/cooperation in doing their tasks ___ Audio Visual Presentation in doing their tasks
Why? in doing their tasks ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation
___ Complete IMs ___ Audio Visual Presentation of the lesson of the lesson
___ Availability of Materials of the lesson
___ Pupils’ eagerness to learn
collaboration/cooperation
___ Audio Visual Presentation
of the lesson
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II

Grades 1-12 Teacher MELLANIE A. TAMARES Learning Area MAPEH 5
Daily Lesson Log Teaching Date and Time August 14-18, 2017 Quarter Second

I. OBJECTIVES AUGUST 14,2017 AUGUST 15,2017 AUGUST 16,2017 AUGUST 17,2017 AUGUST 18,2017
A. Content Standards Recognizes the musical Demonstrates understanding of Demonstrates understanding of Demonstrates
symbols and demonstrates lines, colors, space, and harmony the different changes, health understanding of
understanding of concepts through painting and concerns and management participation in and
pertaining to melody explains/illustrates landscapes of strategies during puberty assessment of physical
important historical places in the activity and physical
community (natural or man- fitness
made)using one-point
perspective in landscape drawing,
complementary colors, and the
right proportions of parts
Accurate performance of Sketches natural or man-made Demonstrates health practices Participates and assesses
songs following the musical places in the community with the for self-care during puberty performance in physical
symbols pertaining to melody use of complementary colors. based on accurate and scientific activities.
B. Performance Standards
indicated in the piece draws/paints significant or information
important historical places
1. recognizes the meaning and 1. identifies the importance of Describes the physical, Describes the Philippines
uses of natural and historical places in emotional and social changes physical activity pyramid
F-Clef on the staff the community that have been during puberty
C. Learning Competencies/ designated as World Heritage Site PE5PF-IIa-16
Objectives Write the LC code (e.g., rice terraces in Banawe,
for each MU5ME-IIa-1 Batad; Paoay Church; Miag-ao H5GD-Ia-b-1
Church; landscape of Batanes,
Callao Caves in Cagayan; old
houses inVigan, Ilocos Norte; and
the torogan in Marawi)
A5EL-IIa
MELODY I. Elements: Changes during Puberty Assessment of
1. LINE physical
1.1 straight and curved activities and
2. COLOR physical fitness
2.1 complementary Invasion games
II. CONTENT
3. SPACE
3.1 one-point perspective In (agawan base, lawin at
landscape drawing sisiw,
laglag panyo
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages K TO 12 TG pp. K TO 12 TG pp K TO 12 TG pp K TO 12 TG pp
2. Learner’s Material pages K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp. K TO 12 LM pp.
3. Textbook pages
4. Additional Materials for Mp3 player, speakers Posters of tourist spot in the Posters of a child and teenagers Mp3 player, speakers
Learning Resource Portal Philippines
B. Other Learning Resources
IV. PROCEDURES
Show a rhythmic pattern on What are the old buildings found What is emotional health? Ask pupil to give examples
A. Reviewing previous lesson
the board. Let the pupil clap in the Philippines? mental health? social health? of larong Pinoy
or presenting the new lesson
their hands for each note.
Play a song on the MP3 player. Introduce about straight and Tell the objective of the new Play the song “Sabay-
Allow pupils to listen to it curve line lesson sabay tayo by Marian
B. Establishing a purpose for
thoroughly Rivera and ask pupil to do
the lesson
2 minutes fitness exercise/
warm up
Show the symbol of a F-clef Show pictures of different tourist Show a picture of a child and a Demonstrate some
C. Presenting examples/
attraction in the country like teenager. movement performed in
instances of the new lesson
Banaue Rice terraces work or at play
D. Discussing new concepts Discuss the meaning and uses Demonstrate how to sketch Ask pupil to say what they Discuss the Philippines
and practicing new skills #1 of F-clef observe from the pictures physical activity pyramid
In a cartolina, show a staff Apply the straight and curve lines Explain about Puberty Demonstrate the
E. Discussing new concepts
with a missing F-clef. Allow in sketching movement
and practicing new skills #2
pupils to draw the F-clef
F. Developing mastery Group the class into four. Tell Ask what is the importance of Ask pupil to get a partner. List Ask pupil to imitate the
(Leads to Formative pupils to write down the use historical places in the counry? down the changes of the body movement shown
Assessment 3) of F-clef in a metacard. during puberty
G. Finding practical Let the pupil identify the F-clef Skills demonstration; Let pupils Group the pupil. Let them Group the pupil to play
application of concepts and in the staff sketch the rice terraces Roleplay on taking care of their agawan base. Explain the
skills in daily living body during puberty mechanics of the game
H. Making generalizations What is a F-clef? What are the lines used in our What are the changes in your What is a Physical activity
and abstractions about the sketch? body during puberty? pyramid?
lesson
Complete the sentence. Today Let pupil draw using straight and Give 5 items seatwork Ask pupil to sight 5
I. Evaluating learning I learnt about ________. curve line examples given in the
physical activity pyramid
Draw a F-clef in a given staff Pupils will draw the old houses in Essay: Describe the changes Group the pupils. Let them
J. Additional activities for
Vigan during puberty create their own exercise
application or remediation
movement
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% in the evaluation
B. No. of Learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of Learners who
have caught up with the
lessons
D, No. of Learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encountered which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
Checked by:
MELLANIE A. TAMARES
Head Teacher – II

Grade 5 DLL Q2 WEEK 1-ALL SUBJECTS

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Grade 5 DLL Q2 WEEK 1-ALL SUBJECTS

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School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five

GRADES 1 to 12 Teacher MELLANIE A. TAMARES Learning Area Filipino

Monday Tuesday Wednesday Thursday Friday

___Text Representation: ___Text Representation: ___Text Representation: ___Contextualization:

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five

Monday Tuesday Wednesday Thursday Friday

School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five

Monday Tuesday Wednesday Thursday Friday

2. Teacher will show cards with written

3. The group with the most number of

 Let the pupils focus on the place value

2. What is its value?

School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five

Monday Tuesday Wednesday Thursday Friday

1.Teacher’s Guide pages

testes and ovaries? Sex

Front side Back side

___Text Representation: ___Text Representation: ___Text Representation: ___Contextualization:

GRADE 1 to 12 Paaralan KALANGAHAN ELEMENTARY SCHOOL Baitang/ Antas 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng 1. Kahulugan at layunin ng kolonyalismo

__________3. Ang mga bansa

______4. Nais na Espanya na

________5. Ito ang tawag sa

School KALANGAHAN ELEMENTARY SCHOOL Grade Level Five

Monday Tuesday Wednesday Thursday Friday

III. LEARNING RESOURCES

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