Professional Documents
Culture Documents
DLL - Filipino 5 - Q2 - W1
DLL - Filipino 5 - Q2 - W1
Naalala mo pa ba ang huling Ang talaarawan ay isang pang- Basahin ang talambuhay at ibigay Sukatin natin ang iyong
napag-aralan sa unang araw-araw na tala lalo na ng mga ang hinihinging impormasyon natutuhan sa aralin sa
markahan? personal na kasunod nito. pamamagitan ng pagsubok na
May grap sa susunod na pahina karanasan, saloobin, obserbasyon ito.
tungkol sa badyet ng pamilya. at pananaw. Ito ay sinusulat na A. Basahin ang journal ni Gyle
Pagaralan parang sa buwan ng Agosto. Kopyahin
ito at sagutin ang mga tanong sa nakikipag-usap sa isang tao, na sa papel ang diyagram
ibaba maaaring tawaging “Mahal kong kasunod nito at punan ang
Diary o hinihinging impormasyon.
Talaarawan” o maaari ring bigyan
ng pangalan na parang isang tunay
na tao ang
sinusulatan.
Maaaring pansariling karanasan at
pananaw lamang ang karaniwang
laman
ng talaarawan, ngunit ito ay
depende sa sumusulat at sa
Sagutin ang mga tanong. kapaligiran ng pagsusulat.
1. Ilang bahagdan sa kita ng mag- Maaaring kapulutan ang
anak ang para sa edukasyon? talaarawan ng mahalagang
2. Aling pangangailangan ang impormasyon tungkol sa isang
may pinakamalaking bahagdan? pangyayari sa kasaysayan.
3. Ilang bahagdan ang para sa Ang talambuhay o biography ay
bahay at pananamit? isang anyo ng panitikan na
4. Aling pangangailangan ang nagsasaad ng
may pinakamaliit na bahagdan? kasaysayan ng buhay ng isang tao
5. Anong uri ng grap ang ginamit batay sa mga tunay na tala,
na ilustrasyon? pangyayari, o
impormasyon.
Ang pagsulat ng isang talambuhay
ay may dalawang paraan: maaari
itong
tungkol sa ibang tao o kaya sa
manunulat mismo.
Ang journal ay tala ng mga
obserbasyon sa paligid na
nakatawag ng atensiyon
ng isang indibidwal. Maaaring ito
ay isang repleksiyon ng
mahahalagang pangyayari
na naging gabay o nakapukaw sa
isang damdamin.
Ang anekdota ay maikling
kuwento na isang nakawiwiling
insidente sa buhay
ng isang tao.
Ang karaniwang paksa ng
anekdota ay mga taong kilala.
Layunin nito ang
ipabatid ang isang katangian ng
pangunahing tauhan ng anekdota.
Minsan ang
anekdota ay nagsasalaysay ng mga
tunay na pangyayari at mayroon
ding minsan
na ang mga pangyayari ay
bungang-isip lamang. Mayroon
ding mga anekdota na
hindi hango sa talambuhay. Ang
layunin ng anekdota ay mang-aliw,
makapagturo,
at makapaglarawan ng ugali ng
tauhan.
Tuklasin Pagyamanin
Mga tanong:
1. Kaninong kuwento ng buhay
ang iyong binasa?
2. Paano niya sinulat ang
kuwento ng kaniyang buhay?
3. Ano ang tawag sa tulad ng
iyong binasa na nagsasalaysay ng
kuwento
ng buhay?
4. Bakit sinasabing hindi
mapapantayan ng kahit anumang
bagay ang
pagtuturo sa mga bata?
5. Magbigay ng limang
mahahalagang pangyayari mula
sa iyong binasa.
(5 puntos)
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move
80% sa pagtatayao. the next objective. next objective. the 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% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
nangangailangan ng iba pang Gawain in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. in answering their lesson.
lesson because of lack of because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy
knowledge, skills and interest skills and interest about the knowledge, skills and interest lesson because of lack of the lesson because of lack
about the lesson. lesson. about the lesson. knowledge, skills and interest of knowledge, skills and
___Pupils were interested on ___Pupils were interested on the ___Pupils were interested on about the lesson. interest about the lesson.
the lesson, despite of some lesson, despite of some difficulties the lesson, despite of some ___Pupils were interested on ___Pupils were interested
difficulties encountered in encountered in answering the difficulties encountered in the lesson, despite of some on the lesson, despite of
answering the questions asked by questions asked by the teacher. answering the questions asked by difficulties encountered in some difficulties
the teacher. ___Pupils mastered the lesson the teacher. answering the questions asked encountered in answering
___Pupils mastered the lesson despite of limited resources used ___Pupils mastered the lesson by the teacher. the questions asked by the
despite of limited resources used by the teacher. despite of limited resources used ___Pupils mastered the lesson teacher.
by the teacher. ___Majority of the pupils finished by the teacher. despite of limited resources ___Pupils mastered the
___Majority of the pupils finished their work on time. ___Majority of the pupils finished used by the teacher. lesson despite of limited
their work on time. ___Some pupils did not finish their their work on time. ___Majority of the pupils resources used by the
___Some pupils did not finish work on time due to unnecessary ___Some pupils did not finish finished their work on time. teacher.
their work on time due to behavior. their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. unnecessary behavior. their work on time due to finished their work on
unnecessary behavior. time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
Bilang ng mag-aaral na nakaunawa above above above 80% above earned 80% above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
Paano ito nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
naranasan na solusyunansa tulong require remediation require remediation require remediation to require remediation continue to require
ng aking punungguro at superbisor? remediation
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
aking nadibuho nanais kong ibahagi ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive well:
sa kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacognitive
taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments. taking and studying
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- techniques, and
anticipatory charts. anticipatory charts. anticipatory charts. pair-share, quick-writes, and vocabulary assignments.
anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building:
charts.
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and
projects. projects. projects. contrast, jigsaw learning, peer
teaching, and projects. ___Schema-Building:
Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, Examples: Demonstrations, media, Examples: Demonstrations, ___Contextualization:
peer teaching, and
media, manipulatives, repetition, manipulatives, repetition, and media, manipulatives, repetition, Examples: Demonstrations, projects.
and local opportunities. local opportunities. and local opportunities. media, manipulatives,
repetition, and local
opportunities. ___Contextualization:
___Text Representation: ___Text Representation: ___Text Representation:
Examples:
Examples: Student created Examples: Student created Examples: Student created Demonstrations, media,
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation:
manipulatives, repetition,
Examples: Student created
___Modeling: Examples: ___Modeling: Examples: Speaking ___Modeling: Examples: drawings, videos, and games. and local opportunities.
Speaking slowly and clearly, slowly and clearly, modeling the Speaking slowly and clearly, ___Modeling: Examples: ___Text Representation:
modeling the language you want language you want students to modeling the language you want Speaking slowly and clearly, Examples: Student created
students to use, and providing use, and providing samples of students to use, and providing modeling the language you drawings, videos, and
samples of student work. student work. samples of student work. want students to use, and games.
providing samples of student ___Modeling: Examples:
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies work. Speaking slowly and
used: used: used:
clearly, modeling the
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching Other Techniques and language you want
___ Group collaboration ___ Group collaboration ___ Group collaboration Strategies used: students to use, and
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching providing samples of
play play play ___ Group collaboration student work.
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning Other Techniques and
activities/exercises activities/exercises activities/exercises throuh play Strategies used:
___ Carousel ___ Carousel ___ Carousel ___ Answering preliminary ___ Explicit Teaching
___ Diads ___ Diads ___ Diads activities/exercises ___ Group collaboration
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___Gamification/Learning
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads throuh play
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Answering preliminary
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama activities/exercises
Why? Why? Why? ___ Discovery Method ___ Carousel
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Diads
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Why? ___ Differentiated
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs Instruction
___ Group member’s ___ Group member’s ___ Group member’s ___ Availability of Materials ___ Role Playing/Drama
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Discovery Method
in doing their tasks in doing their tasks in doing their tasks ___ Group member’s ___ Lecture Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation Why?
of the lesson of the lesson of the lesson in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of
of the lesson Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson