Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
District of Pandi North
PINAGKUARTELAN ELEMENTARY SCHOOL

Date: June 1, 2022

BANGHAY ARALIN SA PAGTUTURO NG FILIPINO 6

(ONLINE CLASS OBSERVATION)

I. LAYUNIN
A. Pamantayang Naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-
Pangnilalaman iisip at pagpapahalaga sa wika, panitikan at kultura upang makaambag sa pag-unlad ng
bansa.
B. Pamantayan sa Naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-
Pagganap iisip at pagpapahalaga sa wika, panitikan at kultura upang makaambag sa pag-unlad ng
bansa.
C. Most Essential Nasusuri ang pagkakaiba ng kathang-isip at di kathang-isip na teksto (F6PB-IVc-e-22)
Learning
Competencies/Objectiv INTEGRATION:
es Music- Perform a given song using appropriate tempo.
(Write the MELC AP – Nakikilala at naipagmamalaki ang pamayanan na pinagmulan.
Code)
II. NILALAMAN PAGKAKAIBA NG KATHANG-ISIP AT DI KATHANG-ISIP NA TEKSTO

Values: Amiable (Pagiging Magiliw o Palakaibigan)

III. Sanggunian: 1. MELCs sa Filipino
2. SLM sa Filipino 6- Ikaapat na Kwarter- Module 4
Kagamitan sa 3. Other Learning Resources:, pictures, powerpoint, video presentation
Pagtuturo:
IV. PAMAMARAAN: Indicators/Annotations
A. Balik-Aral: A. Panimulang Gawain: Indicator # 4 –
Establish safe and
 Panalangin secure learning
environments to
 Pagtatala ng Bilang ng Mga Bata enhance learning
 Mga Munting Paalala sa Online Class through the
consistent
 Awit sa Asignaturang Filipino (Filipino, love ko ‘to) implementation of
policies, guidelines
B. Balik-aral: and procedures.
(The teacher
introduces the online
Tukuyin ang mga akdang pampanitikan na
class rules to sustain a
inilalarawan sa bawat bilang. Piliin ang sagot sa kahon.
smooth flow of
discussion)
1. Ang _________ ay isang akdang pampanitikan na
nagsasalaysay sa pinagmulan ng tao, bagay, o pook na Indicator # 1 -
pawang likhang-isip lamang. Applied knowledge of
content within and
2. Ang _________ ay nagsasaad ng kasaysayan ng buhay ng across curriculum
tao hango sa mga tunay na tala, pangyayari at impormasyon. teaching areas
(The teacher integrates
3. Ang ___________ ay gumagamit ng hayop o kaya mga Music through
bagay na walang-buhay bilang mga tauhan sa kwento. allowing the pupils to
perform a given song
4. Ang ______________ ay tumatalakay sa kakaiba o using appropriate
kakatwang pangyayaring naganap sa buhay ng isang kilala, tempo.)
sikat o tanyag na tao.
Indicator # 2 -Display
proficient use of
5. Ang _____________ ay isang maikling kuwentong may aral
Mother Tongue and
na kalimitang hinahango mula sa Bibliya. Filipino to facilitate
 teaching and learning
(The teacher instructs
parabula alamat anekdota pupils to read every
sentence and make
talambuhay talumpati pabula
them fully understand
what they are
reading.)

B. Paghahabi ng Pakinggan at panuorin ang dalawang videos. Bigyang pansin Indicator # 9 – Adapt
Layunin ng Aralin: ang mga impormasyong hatid ng mga ito at ang mga and use culturally
larawang ginamit dito. appropriate teaching
strategies to address
the needs of learners
from indigenous
groups.
(There is no learner in
the class who belongs
to indigenous group,
however, the teacher
still included in the
video the IG that
resides in Bulacan for
pupils’ awareness.)

Indicator # 1 -
Applied knowledge of
content within and
across curriculum
teaching areas
(The teacher integrates
AP by presenting facts
about Bulacan.)

Gamit ang Venn Diagram, suriin ang pagkakatulad at Indicator # 3 - Use

C. Pag-uugnay ng mga pagkakaiba ng dalawang video. effective verbal and
Halimbawa sa Bagong non-verbal classroom
Aralin Unang Video Ikalawang communication
Video
strategies to support
learner
understanding,
participation,
engagement, and
achievement.
(The pupils are
*Anong lugar ang tinatalakay ng dalawang videos na inyong encouraged to
napanood? participate through
*Tungkol saan ang unang video? ang ikalawa? sharing their
*Anong uri ng larawan ang ginamit sa bawat video? observations on the
*Anong uri ng akdang pampanitikan ang naunang video? videos presented to
Hango ba ito sa tunay na buhay? them.)
Ang ikalawa ay isang video presentation, ano ang masasabi
mo sa mga isinalaysay dito?

D. Pagtalakay ng Tukuyin kung ang mga sumusunod na pahayag.ay kathang- Indicator # 6 –

Bagong Konsepto at isip o di kathang-isip. Maintain learning
Paglalahad ng Bagong environments that
Kasanayan #1 1. Ayon sa 2020 Census, ang San Jose del Monte Bulacan ang nurture and inspire
may pinakalamaking populasyon sa lalawigan ng Bulacan. learners to
2. Nagkasundo ang mga tao na tawaging Bulacan ang lugar na participate cooperate
and collaborate
taniman ng bulak.
continued learning.
3. Ang Bulacan ay matatagpuan sa Central Luzon, Region III. (The teacher creates
4. Ang Bulacan ay itinatag noong Agosto 15, 1578. learning opportunities
5. Mula noon, ang lugar na malawak ay tinawag na Bulacan. within the group. She
Ito ang Alamat ng Bulacan. encourages learners to
 be involved and gives
Magaling! Natukoy ninyo ang pagkakaiba ng kathang-isip sa them compliments.)
di kathang-isip.

Ang Alamat ng Bulacan ay kathang isip lamang at ito

tinatawag na PIKSYON.

Samantalang ang video tungkol sa Yaman ng Bulacan ay

naglalahad ng tunay na pangyayari at ito ay tinatawag naman
na DI-PIKSYON.

E. Pagtalakay ng Ngayon ay panoorin ang dalawang bersyon ng kwento tungkol Indicator # 9 – Adapt
Bagong Konsepto at sa pinagmulan ng tao. and use culturally
Paglalahad ng Bagong appropriate teaching
Kasanayan #2 https://www.youtube.com/watch?v=6LxjgYRVhjI strategies to address
(Paglikha ng mundo ayon sa Bibliya) the needs of learners
from indigenous
groups
https://www.youtube.com/watch?v=DJcgktraLFM&t=87s (The teacher presents
(Paglikha ng mundo ayon sa Mitolohiya) a Tagalog mythology
wherein pupils can
Alin sa dalawang video ang Piksyon at Di-Piksyon? relate with their
Ipaliwanag ang sagot. culture.)

F. Paglinang sa Saan nabibilang ang mga sumusunod na akdang Indicator # 5 –

Kabihasaan pampanitikan? Pangkatin ang mga ito. Maintain learning
environments that
Alamat Talambuhay Kwentong-bayan promote fairness,
Pabula Parabula Epiko respect and care to
Talumpati Balita Anekdota encourage learning.

PIKSYON DI-PIKSYON (The teacher gives

everyone a fair chance
to answer.)

G. Paglalapat ng aralin Alalahanin ang kwentong, “Si Mia, ang Magiliw na Bata”. Indicator # 3 - Use
sa Pang Araw-Araw na effective verbal and
Buhay Paano naipakita ni Mia ang pagiging magiliw sa non-verbal classroom
kanyang kapwa? Sagutin sa pamamagitan ng mga larawan. communication
strategies to support
learner
understanding,
participation,
engagement, and
achievement
(The teacher allows
the pupils to share
their thoughts and
listen to them with
empathy)
Ikaw, paano mo naipapakita ang pagiging magiliw
sa bahay man o sa paaralan? Indicator # 1 -
Applied knowledge of
Tukuyin kung ang maikling kwentong ito ay content within and
Piksyon o Di-Piksyon. across curriculum
teaching areas
(The teacher integrates
Values to the topic.)

spH. Paglalahat ng Kumpletuhin ang sumusunod na pahayag tungkol sa ating Indicator # 7 – Apply
Aralin: aralin. a range of successful
strategies that
Natutunan ko sa araling ito na ang tekstong maintain learning
environments that
 Piksyon ay motivate learners to
work productively by
_____________________________________________ assuming
responsibility for
samantalang ang mga tekstong Di-Piksyon naman ay their own learning.
(The teacher helps
_____________________________________. pupils take
responsibility for their
learning and let them
build self-confidence
and become more
willing to try again.)

V. Pagtataya ng Aralin: Suriin ang mga sumusunod na panitikan. Indicator # 8 –

Isulat ang P kung Piksyon at DP kung Di-piksyon. Design, adapt and
(Gamit ang show-me-board) implement teaching
strategies that are
______1. Ang Talambuhay ni Eusebio Roque responsive to learners
______2. Pinatigil ni Jesus ang Bagyo sa Lawa with disabilities,
______3. Pandi District Hospital, Itinatag! giftedness and talents.
______4. Ang Alamat ng Araw, Buwan at Bituin (The teacher keeps the
______5. Ang Kasaysayan ng Kakarong de Sili instruction simple.)

VI. Takdang-Aralin. Sumulat ng isang maikling kwento (Piksyon). Indicator # 7 – Apply

a range of successful
Sundin ang mga pamantayan sa pagsulat nito. strategies that
maintain learning
Gawin ito sa long bondpaper. environments that
Ibahagi ito sa klase sa susunod na araw. motivate learners to
work productively by
assuming
responsibility for
their own learning.
(The teacher allows
pupils to invest their
time, energy and focus
to develop their
understanding with the
topic.)

Prepared by:

MA. PAZ L. MIRO

Teacher III

Noted:

ANA SONIA R. NOLASCO, EdD

Principal II
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
District of Pandi North
PINAGKUARTELAN ELEMENTARY SCHOOL

Date: December 15, 2021

 LESSON PLAN IN MATHEMATICS 6
(ONLINE CLASS OBSERVATION)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of order of operations, ratio and
proportion, percent, exponents and integers.

B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and
proportion, percent, exponents, and integers in mathematical problems and real-
life situations.

C. Most Essential Learning The learner defines and illustrates the meaning of ratio and proportion using
Competencies/Objectives concrete or pictorial models. M6NS-IIb-131
(Write the MELC Code)
II. Content Direct Proportion
III. Learning Resources Teacher’s guide pages: TG page 32-39
(References) Learner’s Material pages: LM pp. 23-27
Textbook pages: 21st Century Mathletes 6, pp. 30-43
Other Learning Resources: flashcards, show-me-boards, picture, powerpoint
presentation
IV. Procedure Indicators/Annotations
A. Reviewing past lesson Preliminary Activities Indicator # 4 –
or presenting the new Establish safe and
lesson  Prayer secure learning
environments to
 Attendance enhance learning
through the
 Reminders for Online Class consistent
implementation of
 Singing of Math Song policies, guidelines
and procedures.
(The teacher
introduces the online
class rules to sustain a
smooth flow of
discussion)

Identify the terms being described using the Indicator # 1 -

jumbled letters as clues. Applied knowledge
of content within and
___________1. I am a comparison of two across curriculum
quantities. Who am I? ORITA teaching areas
(The teacher
__________2. I am a statement of equality between integrates Music and
two ratios. Who am I? NPORIOPRTO English)

B. Establishing a purpose Online Game via Math Playground Indicator # 1 -

of the new lesson Applied knowledge
https://www.mathplayground.com/grade_6_games.html of content within and
across curriculum
teaching areas
PROPORTION or NOT? (The teacher
integrates ICT to
4:8 = 12:24 develop the learners’
skills using the
PROPORTION or NOT? contemporary online
platforms)
2:9 = 1:18

PROPORTION or NOT?
6:18 = 1:3
C. Presenting Examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills no1.:
E. Discussing new concepts
and practicing new skills no.2
F. Developing Mastery (Leads
to Formative Assessment 3.)
Read and analyze the word problem. Indicator # 3 - Use
effective verbal and
Roy and Al sell newspapers on weekends to earn extra
non-verbal classroom
money. For every 3 newspapers that Roy sells, Al sells. communication
If Roy sold 15 newspapers, how many did Al sell? strategies to support
*Who sell newspapers on weekends? learner
understanding,
*What is the ratio of the newspapers sold by Roy to the participation,
newspapers sold by Al? engagement, and
achievement.
*How will you solve the problem? (The pupils are
encouraged to
Ask if anybody has an idea on how to solve the problem. participate through
Let the volunteer shows his/her solutions thru their sharing their ideas on
show-me-boards. how to solve the
problem.)
Choose 2 volunteers, and let them discuss their answers. Indicator # 6 –
Maintain learning
With the help of the powerpoint presentation, discuss environments that
one-by-one the proper way of solving the problem. At nurture and inspire
the same time check the pupils’ work and compliment learners to
the pupils who answered voluntarily. participate cooperate
and collaborate
continued learning.
(The teacher creates
learning opportunities
within the group. She
encourages learners
to be involved and
gives them
compliments.)
Tell the pupils to get their show-me-boards. Everyone Indicator # 9 – Adapt
will answer the problem which will appear in the screen. and use culturally
The first ten pupils to get the correct answer will claim a appropriate teaching
reward. strategies to address
the needs of learners
1. In Mr. Abalo’s farm, there are 105 ducks together from indigenous
with some chicken. The ratio of his ducks to chicken is groups
5:7. How many chickens are there in Mr. Abalo’s farm? (The teacher presents
a contextualized
2. The ratio of boys to girls in a class is 2 to 3. If there problem)
are 26 boys in the class, how many girls are there?
The pupils were grouped according to their Indicator # 5 –
location. Each group will solve the word problem Maintain learning
assigned to them by illustrating the given ratio using the environments that
strategy given to their respective groups. promote fairness,
respect and care to
*St. Nazarene Group (Solve using block models) encourage learning.
In Mr. Arellano’s orchard, the ratio of mango trees to (The teacher gives
avocado trees is 4:3. If there are 39 avocado trees in Mr. everyone a fair chance
Arellano’s orchard, how many mango trees are there? to answer.)
*Willowbend Group (Solve using proportion equation)
The ratio of guavas to papayas in a fruit store is 4 to 1. If
there are 20 guavas in the fruit store, then how many
papayas are there?

G. Finding practical application
of concepts and skills in daily
living.
H. Making Generalization and
abstraction about the
V. EVALUATION:
VI. ASSIGNMENT:
*Lumina Group (Solve using Using tables)
The ratio of dogs to cats in the animal house is 3:5. If
there are 35 cats, how many dogs are there?
Solve the problem below using block illustration, Indicator # 3 - Use
using equation and using tables. effective verbal and
non-verbal classroom
communication
strategies to support
learner
understanding,
participation,
engagement, and
achievement
(The teacher allows
the pupils to share
their thoughts and
A recipe for pastry requires 180g of sugar to listen to them with
make 540g of pastry. How many grams of sugar will empathy)
be needed to make 5400g of pastry?
Complete the statement below. Indicator # 7 – Apply
a range of successful
I have learned in this lesson that in solving strategies that
maintain learning
direct proportion, we can use different strategies such environments that
motivate learners to
as work productively by
assuming
____________________, ________________________ responsibility for
their own learning.
and ______________________________. (The teacher helps
pupils take
responsibility for their
learning and let them
build self-confidence
and become more
willing to try again.)
Solve the following problem involving direct proportion. Indicator # 8 –
Design, adapt and
1. Abdul has some blue and red marbles in a ratio of 3:7. implement teaching
If he has 56 red marbles, how many blue marbles has he? strategies that are
responsive to
2. The ratio of the areas of 2 squares is 1:4. The area of learners with
the smaller square is 36 cm2. How long is each side of disabilities,
the bigger square? giftedness and
talents.
(The teacher keeps
the instruction
simple.)
Solve each problem. Indicator # 7 – Apply
a range of successful
1. The ratio of 2 numbers is 3:5. The larger number is strategies that
30. What is the smaller number? maintain learning
environments that
2. The bus fare for an 80 km trip is P65. how much is the motivate learners to
bus fare for a 320 km trip? work productively by
assuming
responsibility for
their own learning.
(The teacher allows
pupils to invest their
 time, energy and focus
to develop their
understanding with
the topic.)

Prepared by:

MA. PAZ L. MIRO

Teacher III

Noted:

ANA SONIA R. NOLASCO, EdD

Principal II