Professional Documents
Culture Documents
C.Pag-uugnay ng mga halimbawa sa bagong Panlinang na Gawain . Gawain 1 “Venn Diagram” . Gawain 1 “Venn Diagram”
ralin
1. Gawain 1 “ Pandulang Ipabasa ang talata sa mga bata Ipabasa ang talata sa mga
Pagtatanghal“ at ipatala sa Venn Diagram ang bata at ipatala sa Venn Diagram
datos ang datos
Pangkatin ang mga mag-aaral sa 5 na kanilang makikita. na kanilang makikita.
pangkat. Bawat pangkat ay
bibigyan ng sitwasyon na Gawain 2 “Pangkatang Gawain“ Gawain 2 “Pangkatang Gawain“
itatanghal.
Pangkatin ang mga mag-aaral sa 2 Pangkatin ang mga mag-aaral sa 2
Pangkat 1- Isadula ang pag- pangkat. Bawat pangkat ay bibigyan pangkat. Bawat pangkat ay
aalsang ginawa ni Lakandula, raha ng activity card ng gawaing bibigyan ng activity card ng
ng Tondo dahil sapang- isasagawa gawaing isasagawa
aabuso ng mga kawal na Espanyol
sa mga Pilipino. Pangkat 1- Art Attack Pangkat 1- Art Attack
Mga Pag-aalsa
• Si Lakandula, raha ng
Tondo, ang namuno sa unang pag-
aalsa. Nag-alsa sila dahil sa pang-
aabuso ng mga kawal na Espanyol
sa mga Pilipino.
• Pagtutol sa hindi
makatarungang pagbubuwis ang
dahilan ng pag-aalsa ni Magalat sa
Cagayan noong 1596
• Noong 1762-1763,
naganap ang pag-aalsang
pinamunuan ng mag-asawang
Diego at Gabriela Silang sa Ilocos.
Mga reporma ang hinihiling nila sa
mga Espanyol.
• Kaugnay naman ng
pagtutol sa Kristiyanismo ang pag-
aalsa ng mga taga-Cordillera
noong 1601 at ng mga Boholano sa
pamumuno ni Tamblot noong
1621-1622.
F.Paglinang na Kabihasaan Pasagutan sa mga mag-aaral Ipasulat ang reaksiyon. Ipasulat ang reaksiyon.
Bilang isang mag-aaral, paano mo Kung mapapasailalim tayo sa Kung mapapasailalim tayo sa
maipapahayag ang iyong pagtutol pananakop ng isang dayuhang bansa pananakop ng isang dayuhang
sa pamamalakad ng namumuno sa sa kasalukuyan, gugustuhin mo ba? bansa
inyong lugar? Bakit? sa kasalukuyan, gugustuhin mo
ba? Bakit?
G.Paglalapat ng aralin sa pangaraw-araw na Ipasagot sa mga mag-aaral. . Pasagutan sa mga mag-aaral . Pasagutan sa mga mag-aaral
buhay
Kung babalikan natin ang Lumikha ng simpleng ilustrasyon o Lumikha ng simpleng ilustrasyon
pamamahala ng mga Prayle noon, pagguhit ng pamamahala ng mga o pagguhit ng pamamahala ng
ano ang iyong saloobin hinggil prayle noon at pamamahala ng mga
dito? Pumili ng isang larawan sa pinuno ng bansa ngayon. prayle noon at pamamahala
ibaba na nagpapakita ng iyong ng pinuno ng bansa ngayon.
reaksiyon. Ipaliwanag kung bakit
H.Paglalahat ng aralin Gabayanang mga mag- Gabayanang mga mag- Gabayanang mga mag-
aaralsapagbuongkonseptong aaralsapagbuongkonseptong aaralsapagbuongkonseptong
natutunan. natutunan. natutunan.
Ano ang naging reaksyon ng mga
Pilipino sa pamamahala ng mga Mga Mabuti at Di-mabuting Epekto Mga Mabuti at Di-mabuting
Prayle? sa Lipunan ng Pamamahala ng Epekto sa Lipunan ng
mga Prayle Pamamahala ng mga Prayle
Punan ng nawawalang
impormasyon angtsart sa ibaba.
Isulat ang sagot sa sagutang papel
Mga Pag-aalsa Taon Lugar
Pag-aalsa sa pamumuno ni
Lakandula
Pasagutansa mag-aaralang
Pasagutansa mag-aaralang maikling
1. ______________ maikling pagusulit.
pagusulit.
Pag-aalsa sa pamumuno ni Magalat
Sumulat ng 5 epekto sa lipunan
I.Pagtataya ng aralin Sumulat ng 5 epekto sa lipunan ng
2.______ ng pamamahala ng mga prayle at
pamamahala ng mga prayle at iguhit
iguhit ang sa hulihan ng sagot
ang sa hulihan ng sagot kung
Cagayan kung ito ay mabuti at kung di-
ito ay mabuti at kung di-mabuti
mabuti
3.____ 1649-1650 Samar
Pag-aalsa sa pamumuno ng mag-
asawang Diego at Gabriela Silang
1762-1763
4._____
Pag-aalsa sa pamumuno ni
Tamblot
5.______ Bohol
C.Nakatulong ba ang remedial? Bilang ng mag- ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
aaral na nakaunawa sa aralin. above above 80% above 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who ___ of Learners who
remediation activities for remediation activities for remediation additional activities for remediation require additional activities require additional activities
for remediation for remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who ____ of Learners who
lesson lesson lesson caught up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
solusyunansa tulong ng aking punungguro at require remediation require remediation require remediation continue to require continue to require
superbisor? remediation remediation
G.Anong kagamitang panturo ang aking nadibuho Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
nanais kong ibahagi sa kapwa ko guro? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well: well:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and Development: Examples: Development: Examples:
vocabulary assignments. vocabulary assignments. vocabulary assignments. Self assessments, note Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- taking and studying taking and studying
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory techniques, and vocabulary techniques, and vocabulary
charts. charts. charts. assignments. assignments.
___Bridging: Examples: ___Bridging: Examples:
Think-pair-share, quick- Think-pair-share, quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory writes, and anticipatory
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw charts. charts.
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects.
___Schema-Building: ___Schema-Building:
___Contextualization: ___Contextualization: ___Contextualization: Examples: Compare and Examples: Compare and
contrast, jigsaw learning, contrast, jigsaw learning,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, peer teaching, and projects. peer teaching, and projects.
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities.
___Contextualization: ___Contextualization:
Examples: Examples:
___Text Representation: ___Text Representation: ___Text Representation:
Demonstrations, media, Demonstrations, media,
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, manipulatives, repetition, manipulatives, repetition,
videos, and games. videos, and games. videos, and games. and local opportunities. and local opportunities.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Text Representation:
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Examples: Student created
___Text Representation:
language you want students to use, and language you want students to use, and language you want students to use, drawings, videos, and
providing samples of student work. providing samples of student work. and providing samples of student Examples: Student created
games.
work. drawings, videos, and
games. ___Modeling: Examples:
Other Techniques and Strategies Other Techniques and Strategies used:
Speaking slowly and
used: ___ Explicit Teaching Other Techniques and Strategies ___Modeling: Examples:
clearly, modeling the
___ Explicit Teaching ___ Group collaboration used: Speaking slowly and language you want students
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching clearly, modeling the to use, and providing
___Gamification/Learning throuh play ___ Answering preliminary ___ Group collaboration language you want students samples of student work.
___ Answering preliminary activities/exercises ___Gamification/Learning throuh to use, and providing Other Techniques and
activities/exercises ___ Carousel play samples of student work. Strategies used:
___ Carousel ___ Diads ___ Answering preliminary
___ Explicit Teaching
___ Diads ___ Differentiated Instruction activities/exercises Other Techniques and ___ Group collaboration
___ Differentiated Instruction ___ Role Playing/Drama ___ Carousel Strategies used: ___Gamification/Learning
___ Role Playing/Drama ___ Discovery Method ___ Diads ___ Explicit Teaching throuh play
___ Discovery Method ___ Lecture Method ___ Differentiated Instruction ___ Group collaboration ___ Answering preliminary
___ Lecture Method Why? ___ Role Playing/Drama ___Gamification/Learning activities/exercises
Why? ___ Complete IMs ___ Discovery Method throuh play ___ Carousel
___ Complete IMs ___ Availability of Materials ___ Lecture Method ___ Answering preliminary ___ Diads
___ Availability of Materials ___ Pupils’ eagerness to learn Why? activities/exercises ___ Differentiated
___ Pupils’ eagerness to learn ___ Group member’s ___ Complete IMs ___ Carousel Instruction
___ Group member’s collaboration/cooperation ___ Availability of Materials ___ Diads ___ Role Playing/Drama
collaboration/cooperation in doing their tasks ___ Pupils’ eagerness to learn ___ Differentiated ___ Discovery Method
in doing their tasks ___ Audio Visual Presentation ___ Group member’s Instruction ___ Lecture Method
___ Audio Visual Presentation of the lesson collaboration/cooperation ___ Role Playing/Drama Why?
of the lesson in doing their tasks ___ Discovery Method ___ Complete IMs
___ Audio Visual Presentation ___ Lecture Method ___ Availability of
of the lesson Why? Materials
___ Complete IMs ___ Pupils’ eagerness to
___ Availability of learn
Materials ___ Group member’s
___ Pupils’ eagerness to collaboration/cooperatio
learn n
___ Group member’s in doing their tasks
collaboration/cooperati ___ AudioVisual
on Presentation
in doing their tasks of the lesson
___ Audio Visual
Presentation
of the lesson