Q3 Week 10

School Gregorio .Sison Mem. Elem.
School Grade Level Five

GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area Filipino
DAILY LESSON LOG Teaching Date and Time Jan. 8-12, 2018 Quarter Third Week 10
Monday Tuesday Wednesday Thursday Friday
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang kakayahan sa Naisasagawa ang mapanuring pagbasa Naipamamalas ang iba‘t ibang
mapanuring pakikinig at pag-unawa sa sa iba‘t ibang uri ng teksto at kasanayan sa upang maunawaan ang
napakinggan napapalawak ang iba‘t ibang teksto
talasalitaan
B.Pamantayan sa Pagganap Nakapag-uulat ng impormasyong Nakabubuo ng isang timeline ng Nakagagawa ng nakalarawang
napakinggan at nakabubuo ng binasang teksto (kasaysayan) balangkas upang maipahayag ang
balangkas ukol dito. Napagsusunod-sunod ang mga hakbang nakalap na impormasyon o datos
ng isang binasang proseso.
Nakapagsasaliksik gamit ang card
catalog o OPAC
C.Mga Kasanayan sa Pagkatuto Nakapagbibigay ng angkop na Naibibigay ang kahulugan ng salitang Nakasusulat ng balangkas sa anyong Administering Third Quarterly Test
pamagat sa tekstong napakinggan pamilyar at di-pamilyar sa pangungusap o paksa. F5EP-IIIi-11
F5PN-Ii-j-17 pamamagitan ng paglalarawan F5PT-IIIi-
j-1.13
Napagsusunod-sunod ang mga
pangyayari sa kwento sa pamamagitan
ng dugtungan
F5PB-IIIi-5.5
Naiguguhit ang paksa ng binasang
teksto/tula. F5PU-III-fi-3
II.NILALAMAN Pagbibigay ng Angkop na Pamagat sa Pagbibigay ng Kahulugan sa Salitang Pagsulat ng Balangkas sa Anyong
Tekstong Napakinggan Pamilyar at Di- Pamilyar sa Pangungusap o Paksa.
Pamamagitan ng Paglalarawan.
Pagsusunud- sunod ng mga Pangyayari
sa Kwento sa Pamamagitan Dugtungan
Pagguhit ng Paksa ng Binasang teksto/
tula
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG p.72 CG p.72 CG p.72
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk Filipino: Yaman ng Lahing Kayumanggi 5 Filipino: Yaman ng Lahing
ph. 14- 20 Kayumanggi 5, ph. 281
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo Powerpoint, LED TV, diagram, tsart Powerpoint, LED TV, cut-outs ng mga Powerpoint, LED TV, bola, tsart,
bulaklak, activity cards, larawan activity cards, fish bowl, cut – outs ng
mga isda, larawan
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Pagbabaybay Balik- aral Ano-ano ang mga bahagi ng
pagsisimula ng bagong aralin palatuntunan entablado (Passing the Ball) pangungusap?
baro‘t saya katutubo Panuto: Ibigay ang kasalungat na Habang umaawit ang mga bata,
Tukuyin ang kahulugan nito sa tulong kahulugan ng mga salitang may ipapasa sa kamag – aaral ang bola.
ng diksyunaryo. salungguhit sa bawat Kung huminto ang pag – awit, ang
pangungusap. batang may hawak ng bola ay kukuha
1. Mga unang tao ang mga Negrito. ng isda sa fish bowl. Babasahin ang
(Huling) pangungusap na nakasulat dito at
2. Watak – watak ang katutubong tribo. ibibigay ang simuno at panag – uri
(Sama – sama) nito.
3. Pandak ang mga ito. (Maliit) Halimbawa:
4. Malapit sa dagat at ilog ang tirahan. Nagtatanim ako ng mga halaman sa
(Malayo) bakuran.
5. Nagpauli – uli sa paligid ang mga Naglalaro kami ng Tumbang – preso
kawal. (Nagpipirmi sa gabi.
Sariwa ang hangin sa probinsya.
B.Paghahabi sa layunin ng aralin Anu-anong pagdiriwang mayroon sa Pagpapakita ng larawan Ipakikita ang larawan ng magsasaka
ating bansa? at pag – uusapan ito
Kailan ipinagdiriwang ang kapistahan sa

ating bayan? Paano ito ipinagdiriwang?
C.Pag-uugnay ng mga halimbawa sa Ipaparinig ng guro ang tekstong ―Ang Paglalahad ng kwentong, ―Ang Pagbasa sa talatang, ―Ang
bagong ralin Palatuntunan sa Paaralan‖ Kapistahan ng Hulong Duhat‖ Magsasaka‖
Paalalahanan ang mga mag-aaral sa (Nasa aklat na Filipino, Yaman ng Lahing Malaki ang maitutulong ng
mga alituntunin sa pakikinig. Kayumanggi 5 ph. 14 – 15.) magsasaka sa pag – unlad ng bansa.
Ika -19 ng Hunyo, kaarawan ng (Tingnan ang kuwento sa nakalakip na Sila ang nagbubungkal ng lupa at
bayaning si Dr. Jose Rizal kay may papel) nagtatanim ng mga halaman na
palatuntunan sa paaralan. Ang saya sa pinagkukunan ng ating pagkain
paaralan. Maraming magulang ang upang mapanatili ang kalusugan ng
dumating upang mapanood ang mga mamamayan. Sa kanila rin
kanilang mga anak na sasayaw ng iba- nagmumula ang mga produktong
ibang katutubong sayaw. Karamihan iniluluwas sa ibang bansa.
sa mga batang babaeng sasayaw ay Pinangangalagaan nila ang ating
nakasuot ng baro‘t saya. Nagtayo ng kapaligiran sa pamamagitan ng
isang malaking entablado sa tabi ng pagtatanim ng mga puno. Subalit
mataas na puno. Maraming dumayo may mga pagkakataong nagkakaroon
upang mapanood ang palatuntunan sila ng suliranin sa pagpapaunlad ng
kaya puno ng tao ang bakuran ng kanilang bukirin bunga ng mga
paaralan. kalamidad na dumarating tulad ng
Pito ang pulis na tulong-tulong na pagkakaroon ng baha dahil sa bagyo,
nangangalaga sa kapayapaan. Kapag pagguho ng lupa, paglindol at
may nagtutulakan o nanggugulo, agad pagkakaroon ng tagtuyot.
hinihipan ng pulis ang kanilang pito. Paglalahad/ Pagpapakita ng
Pagdaka nama‘y tumigil ang gulo. modelong balangkas.
―Ang Magsasaka‖
Mga bagay na Naitutulong ng mga
Magsasaka
1.
______________________________
_______
A.
______________________________
_____
B.
______________________________
_____
C.
______________________________
_____
Mga Pangyayaring Nagsisilbing
hadlang sa Pagpapaunlad ng taniman
ng mga magsasaka.
1.
______________________________
________
A.
______________________________
______
B.
______________________________
______
C.
______________________________
______
D.Pagtalakay ng bagong konspto at Ano ang mayroon sa paaralan? Tungkol saan ang kwentong inyong Anu – ano ang mga bagay na
paglalahad ng bagong kasanayan #1 Ano ang suot ng karamihan sa mga binasa? Saan matatagpuan ang Hulong naitutulong sa atin ng mga
batang babaeng sasayaw? Duhat? magsasaka?
Saan nagtayo ng malaking entablado? (Sundan sa pahina 16 sa bahaging Isipin Ano ang nagiging suliranin nila sa
Ano ang nangyari dahil maraming Mo.) pagpapaunlad ng taniman?
dumalo upang manood ng Balikan ang kwentong iyong binasa. Alin Pag – aralan ang balangkas sa ibaba.
palatuntunan? sa mga mahahalagang salita doon ang Ito ba ay may kaugnayan sa binasa
Ilang pulis ang tulong-tulong na pamilyar at di – pamilyar sa inyo? ninyong talata?
nangalaga ng kapayapaan? Paano ito ginawa? isinulat?
Pag – uusapan ang talatang binasa at
kung paano ginawa ang balangkas
E.Pagtalakay ng bagong konsepto at Matapos mapakinggan, ano sa palagay Dugtungan ang mga pangungusap na Panuto: Basahin ang talataan at
paglalahad ng bagong kasanayan #2 mo ang angkop na pamagat ng teksto? sumusunod upang mabuo ang mga igawa ito ng balangkas.
pangyayari. Ang puno ay pinakamahalagang
_____________ ang araw ng nilikha ng Diyos upang magamit ng
Kapaskuhan. Tatanggap ng bonus ang tao. Hindi lamang ito nagpapaganda
lahat halos ng _____________. Iba‘t – ng kaniyang kapaligiran, kundi‘y
ibang sagisag ng Pasko ang nagbibigay din ito ng pagkain na
_____________ sa _____________. kinakailangan natin. Bukod sa
_____________ ang mga bata sa pagkain, nagdudulot din ito ng mga
aginaldo. materyales na kailangan sa pagtatayo
ng bahay, gusali, tulay at pinipigil din
nito ang pagbaha na isang suliranin
natin tuwing tag – ulan. Ang
pinakamahalaga sa lahat ay
nagbibigay ito ng oxygen na
kailangan natin upang mabuhay.
Paano kaya kung walang puno?
F.Paglinang na Kabihasaan Pangkatang Gawain Pangkatang Gawain (Pangkatang - Panuto: Basahin ang sumusunod na
Pakinggan ang mga talatang babasahin gawain gamit ang activity cards) talata at igawa ito ng balangkas.
ng guro. Bigyan ito ng angkop na A. Panuto: Piliiin sa loob ng panaklong Bakit nga ba nauubos na ang mga
pamagat. ang kahulugan ng mga salitang pamilyar hayop sa kagubatan? Saan na sila
1. Malaki ang naitutulong ng o di – pamilyar. napunta? Masakit mang isipin na isa
industriya ng sapatos sa hanapbuhay 1. Inalok niyang bilhin ang sangang sa mga dahilan ng kanilang
ng mga taga-Marikina. hugis puso. pagkawala ay ang mga tao na rin.
Ang mga produkto dito ay subok sa (inangkin, isinama, ipinakiusap, inalis) Ginagawa silang libangan ng mga
taas ng uri. Ito ay isa sa 2. Parang paglapastangan iyon sa Poon. mahihilig mangaso at pumatay ng
pinakamaunlad na (pagmamahal, paglabag, paggalang, pag hayop. Hinuhuli rin sila upang gawing
industriya ng ating bansa. – alipusta) pagkain at pulutan. Ang iba nama‘y
Pamagat: 3. Nais ng lalaki na maangkin ang hugis ginagawang palamuti o di kaya
_______________________________ krus na sanga ng punungkahoy. nama‘y alagang hayop sa bahay.
____________ (makuha, mawala, malipol, Ipinagbibili rin sila at dinadala sa
2. Makasaysayang pook ang Fort maipagmalaki) ibang bansa. Tuluyan namang
Santiago. Karatig ng Rizal Park, dito 4. Napagkaisahan ng mga mamamayan namamatay ang iba dulot ng
nabilanggo ang ating pambansang na putulin ang sangang hugis krus. pagkakaingin sa mga kagubatan. May
bayani. Marami ring mga gerilyang (nagsitutol, nag – away – away, makikita pa kayang hayop ang mga
Pilipino ang napiit dito noong napagkasunduan) susunod na salinlahi?
Ikalawang Digmaang Pandaigdig. 5. Benindisyunan ng pari ang
Pamagat: punungkahoy.
_______________________________ (binasbasan, pinahintulutan,
____________ bininyagan, biniyayaan)
3. Kinikilalang hari ng mga ibon ang B. Panuto: Iguhit sa Manila Paper ang
agila. Karaniwan ay kulay kape ang paksa ng binasang kwento at i-present
balahibo nito. ito sa harap ng klase.
Humigit-kumulang sa tatlong C. Dugtungan ang sumusunod na mga
talampakan ang laki ng agila. Malinaw pangungusap ng mga salitang nasa
ang paningin nito talaan at
kaya‘t maliliit mang bagay ay nakikita pagsunud-sunurin upang mabuo ang
nito mula sa malayo. Matatalim ang pangyayari. Isulat ang bilang 1- 5 sa
mga kuko patlang.
nitong panaggalang sa mga kaaway. ―PALIGSAHAN SA PAGLULUTO NG
Pamagat: CHAMI‖
_______________________________ ______ Tuwing Araw ng Lucena,
____________ ________________________________
4. Tayong mga Pilipino ay may iba‘t iba _________________
at katangi-tanging pag-uugali na dapat ______ Halos lahat ay nakakain ng mga
nating ________________________________
pagyamanin. Ang maayos na ___________
pagtanggap sa mga panauhin ay likas ______ Pagkatapos maluto ng Chami
na sa atin. Kilala rin ________________________________
tayo sa pagiging magiliw at _____________
palakaibigan. Kapansin-pansin sa atin ______ Marami ang dumarayo buhat sa
ang makataong malalayong lugar upang
pagdamay sa mga nangangailangan. _______________________
Bukod dito, tayo ay mga taong ______ Umpisa pa lamang ng pagluluto
mapagmahal at may ay
pananalig sa Poong Maykapal. ________________________________
Pamagat: _________
_______________________________ may paligsahan sa pagluluto ng Chami
_____________ upang saksihan ang paligsahang ito
5. Maliit pa ay nakakakitaan na ng nakapanood na ang lahat
angking kasipagan si Leandro. Maaga nilutong Chami
siyang gumigising tinitikman ng mga hurado
sa umaga. Pagkatapos kumain ng
agahan, nagwawalis siya ng bahay.
Dinadakot niya ang
mga duming nawawalis sa ilalim ng
kama, mesa, aparador at iba pang
sulok ng bahay.
Sinisigaan niya ang mga basurang
nakukuha sa kanyang pagwawalis.
Kaya nasabi kong lalaki siyang masipag
at malinis sa kapaligiran dahil sa
kanyang ginagawa sa kanyang
kamusmusan.
Pamagat:
_______________________________
_____________
G.Paglalapat ng aralin sa pangaraw- Piliin ang titik ng pinakaangkop na Panuto: Balikan ang kwentong binasa at Panuto: Basahin ang sumusunod na
araw na buhay pamagat ng bawat talata. dugtungan ang mga pangungusap talata at igawa ito ng balangkas.
1. Iba‘t ibang damdamin ang upang mabuo Bakit nga ba nauubos na ang mga
nadarama ng isang Pilipinong wala sa ang mga pangyayari. hayop sa kagubatan? Saan na sila
sariling bayan. Minsan, 1. Nakita ng lalaking nagpapahinga sa napunta?
siya‘y nalulungkot at nangungulila. lilim ng puno ng duhat ang sangang Masakit mang isipin na isa sa mga
Minsan naman, siya ay masaya. Sa __________. dahilan ng kanilang pagkawala ay ang
kabila ng lahat, 2. Nagpunta ang lalaki sa may-ari ng mga tao na rin. Ginagawa silang
hangad niyang makapiling na muli ang puno upang bilhin ang __________. libangan ng mga mahihilig mangaso
mga mahal niya sa buhay na nasa 3. Napagkaisahan ng mga mamamayan at pumatay ng hayop. Hinuhuli rin
sariling bansa. na _________ ang sanga ng puno. sila upang gawing pagkain at pulutan.
A. Pangingibang Bayan B. Pagliliwaliw 4. Nabulag ang karpinterong pumutol Ang iba nama‘y ginagawang palamuti
C. Paghahanapbuhay D. sa _________. o di kaya nama‘y alagang hayop sa
Pagpapakasakit 5. Tinawag na _________ ang pook bahay. Ipinagbibili rin sila at dinadala
2. Isang kapaki-pakinabang na bilang alaala sa hugis krus na sa ibang bansa. Tuluyan namang
libangan ang pagbabasa. __________. namamatay ang iba dulot ng
Napapayaman nito ang ating pagkakaingin sa mga kagubatan. May
talasalitaan. Natutulungan tayo ng makikita pa kayang hayop ang mga
pagbabasa na maging mapanuri. susunod na salinlahi?
Napag-alaman natin
ang mga nangyayari sa ating paligid sa
pamamagitan ng pagbabasa.
A. Isang Libangan B. Ang Kahalagahan
ng Pagbabasa
C. Ang Mabuting Libangan D. Ang
Aklat
3. Mahalagang tulong sa kabuhayan ng
tao ang pangingisda. Maraming
paraan ang
panghuhuli ng isda. May gumagawa ng
kural upang hindi makalabas dito ang
mga isdang
nakapapasok. Gumagamit din sila ng
lambat na pabilog sa mababaw na
tubig. Gumagamit
din ng masinsing lambat upang
makahuli ng mga isdang katamtaman
lamang ang laki
A. Ang mga Paraan ng Pangingisda B.
Halina‘t Mangisda
C. Ang Pamimingwit ng Isda D. Ang
Pangingisda: Isang Aliwan
4. Sa sandaling tumaas ang presyo ng
langis, tataas din ang pamasahe.
Tataas din ang
halaga ng iba‘t ibang produkto.
Sadyang Malaki ang epekto ng halaga
ng langis sa ating
kabuhayan.
A. Ang Pagtaas ng Presyo ng Langis B.
Ang Epekto ng Pagtaas ng Langis
B. Pagtaas ng Halag ng mga Produkto
D. Ang Pagtaas ng mga Bilihin
5. Laoag ang pangunahing lungsod sa
Hilagang Luzon. Liwanag ang ibig
sabihin ng salitang
Laoag. Ito ang sentro ng pangangalakal
sa lalawigan ng Ilocos. Labindalawang
oras lamang
itong takbuhin ng sasakyan mula sa
Maynila.
A. Maynila B. Hilagang Ilokos
C. Ang Pangunahing Lunsod D. Ang
Lungsod ng Laoag
H.Paglalahat ng aralin Paano natin binibigyan ng pamagat Lubos na mauunawaan ang kwento Ang pagbabalangkas ay isang paraan
ang isang teksto? kung mababatid o matutukoy ang ng pag-aayos ng mga pangunahing
Sa pagbibigay ng pamagat ng isang wastong pagkakasunod- sunod. kaisipan ng isang babasahin at mga
talata, alamin mo muna ang paksang detalyeng nagpapaliwanag dito.
diwa o paksang pangungusap. Ang Binubuo ang balangkas ng mga
mga ito ang magbibigay ng ideya sa sumusunod:
pagpili ng pamaga 1. Pamagat
2. Pangunahing kaisipan – Ito ang
pinakapangunahing diwa ng binasa.
Maaaring magkaroon
ng daawa o higit pang pangunahing
kaisipan.
3. Detalye – Ito‘y mga kaisipang
tumutulong sa pagbibigay linaw,
pagpapayaman at
pagpapatibay ng pangunahing
kaisipan.
Narito ang dapat gawin sa paggawa
ng balangkas:
1. Basahing mabuti ang kwento.
2. Alamin ang paJngunahing kaisipan
at ang maliliit na detalye na
tumutulong sa
pagpapaliwanag sa pangunahing
kaisipan.
3. Gumamit ng bilang Romano para
sa pangunahing kaisipan at bilang
Arabiko para at titik ng
alpabeto para sa mga detalye.
I.Pagtataya ng aralin Pakinggang mabuti ang mga talata at Panuto: Dugtungan ang sumusunod na Panuto: Igawa ng balangkas ang
piliin ang titik ng angkop na pamagat mga pangungusap upang mabuo ang sumusunod na talata.
nito. pangyayari. Piliin Ang pagkakaroon ng dumi sa hangin
1. Masarap at malambot ang laman ng ang wastong sagot sa talaan sa ibaba. na siya nating nilalahanghap ay sanhi
buko at manamis-namis ang sabaw Malapit na naman ang ng mga usok na mula sa mga pabrika.
nito. Ang ________________. Iba‘t- ibang Sa paglabas natin sa mga kalye,
langis naman ng niyog ay ginagamit sa ______________ ng __________ ang maruming hangin din ang
pagluluto. Ginagawang dekorasyon makikita sa paligid. Tatanggap ng sumasalubong sa atin buhat sa
naman ang bao ______ ang halos lahat ng mga ibinibuga ng mga tambutso ng mga
at bunot nito. Panggatong at gamit sa manggagawa. Bakas sa mukha ng bawat sasakyan. Pinadudumi rin ang hangin
paggawa ng bahay ang puno. isa ang ______________ sa muli nilang ng mga basurang walang
Ginagawang walis ___________. Masayang-masaya ang patumpanggang itinatapon sa mga
tingting ang dahon ng niyog. Anupa‘t mga bata sa natanggap na daan.
masasabing ang niyog ay puno ng ___________. _________________
buhay dahil sa dami Kapaskuhan sagisag Pamagat
ng mapaggagamitan nito. Pasko 1.
A. Puno ng Yabong B. Puno ng pagtitipun-tipon ______________________________
Kayamanan kasiyahan bonus __________________________
C. Puno ng Kasalanan D. Puno ng aginaldo A.
Buhay ______________________________
2. Si Lapulapu ang unang bayaning ____________________
Pilipino. Nang matuklasan ni Magellan B.
ang Pilipinas, ______________________________
gusto niyang kilalanin ng mga ____________________
katutubo ang hari ng Espanya. C.
Tinutulan ito ni Lapulapu at ______________________________
naganap ang digmaan sa pagitan ng ____________________
mga Kastila at katutubo kung saan D.
tinalo ni Lapulapu si ______________________________
Magellan at naging sanhi ng pagkasawi ____________________
nito sa laban.
A. Lapulapu, Bayaning Pilipino B. Ang
Bayaning Pilipino
C. Si Lapulapu D. Ang Unang Bayani
3. May iba‘t ibang pinagmulan ang
polusyon sa ingay. Ang malakas na
pagpapatugtuog
ng radyo ay lumilikha ng ingay.
Masakit sa tainga ang sigawan ng mag-
anak. Nakabibingi
rin ang busina ng sasakyan.
A. Polusyon sa Tubig B. Polusyon sa
Lupa
C. Polusyon sa Hangin D. Polusyon sa
Ingay
4. Ang araw ay nagbibigay ng init at
liwanag. Nagbibigay rin ito ng lakas sa
mga halaman
upang makagawa ng pagkain.
Nagbibigay rin ito ng lakas sa mga tao
upang
makapagtrabaho. Ang araw ay
napakahalaga sa atin.
A. Ang Araw B. Kahalagahan ng Araw
C. Naibibigay ng Araw sa mga
Halaman. D. Ang Nagagawa ng Araw
5. Tayong mga Pilipino ay may iba-iba
at katangi-tanging pag-uugali na dapat
nating
pagyamanin. Ang maayos na
pagtanggap sa mga panauhin ay likas
na sa atin. Kilala rin
tayo sa pagiging magiliw at
palakaibigan. Kapansin-pansin sa atin
ang makataong
pagdamay sa mga nangangailangan.
Bukod dito, tayo ay mga taong
mapagmahal at may
pananalig sa Poong Maykapal.
A. Ang mga Pilipino at Kanilang Pag-
uugali
B. Maayos na Pag-uugali
C. Iba-iba at Katangi-tanging Pag-
uugali ng mga Pilipino
D. Kaugalian ng mga Pilipino
J.Karagdagang Gawain para sa takdang Humanap ng isang kuwento at bigyan Dugtungan ang sumusunod na mga Panuto: Basahin ang kwento ―Ang
aralin at remediation ito ng angkop na pamagat. pangungusap ng mga salitang nasa Hangin‖ sa Manwal ng Guro,
talaan at pagsunud-sunurin upang Pagdiriwang ng Wikang
mabuo ang pangyayari. Isulat ang Filipino 5.p. 28. Kumpletuhin ang
bilang 1- 5 sa patlang. balangkas sa ibaba tungkol sa binasa
―PALIGSAHAN SA PAGLULUTO NG ninyong
CHAMI‖ sanaysay.
______ Tuwing Araw ng Lucena,
________________________________
_________________
______ Halos lahat ay nakakain ng mga
________________________________
___________
______ Pagkatapos maluto ng Chami
________________________________
_____________
______ Marami ang dumarayo buhat sa
malalayong lugar upang
_______________________
______ Umpisa pa lamang ng pagluluto
ay ______
may paligsahan sa pagluluto ng Chami
upang saksihan ang paligsahang ito
nakapanood na ang lahat
nilutong Chami
tinitikman ng mga hurado
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
Noted:
LUCILA M. CARINGAL
Head Teacher III
School Gregorio .Sison Mem. Elem. School Grade Level Five
GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area ESP
I.LAYUNIN
A.Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan nang pagpapakita ng mga natatanging kaugaliang Pilipino, pagkakaroon ng disiplina para sa kabutihan ng lahat, komitment at pagkakaisa
bilang tagapangalaga ng kapaligiran
B.Pamantayan sa Pagganap Naisasabuhay ang pagkakaisa at komitment bilang responsableng tagapangalaga ng kapaligiran
C.Mga Kasanayan sa Pagkatuto Nakalilikha ng isang proyekto na nagpapakita ng pagtulong sa bansa at daigdig gamit ang iba’t ibang technology tools. (EsP5ppp-IIIi-33)
II.NILALAMAN Makabagong Teknolohiya Kaakibat sa Pag-unlad!
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG ph.
aaral
3.Mga pahina sa teksbuk Administering Third Quarterly Test
4.Karagdagang kagamitan mula sa
portal ng Learning Resource
B.Iba pang kagamitang panturo larawan , powerpoint presentation
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o Sabihin/Itanong:
pagsisimula ng bagong aralin Mahigpit na ipinatutupad sa ating
bansa at sa buong daigdig ang
pagbabawas ng polusyon sa hangin.
Paano ka makatutulong sa
pagpapatupad nito?
B.Paghahabi sa layunin ng aralin Sabihin/Itanong:
Mabilis ang pagkalat ng mga
mahahalagang impormasyon sa ating
bansa hanggang sa mga karatig bansa
dulot ng makabagong teknolohiya
kaya’t ang pag-unlad ay di kataka-taka
saan mang dako ng bansa. Mabilis ang
transaksiyon. Mga proyektong nasa
isip madaling maipabatid. May
naipabatid ka na bang mga proyekto
sa kapwa mo sa pamamagitan ng
makabagong teknolohiya?
C.Pag-uugnay ng mga halimbawa sa 1. Pangkatin ang mga bata sa
bagong ralin dalawang grupo.
2. Magkaroon ng larong Family Feud
at pumili ng isang bata na magiging
host ng gawain.
3. Ang may pinakamaraming tamang
masasagot ang siyang panalo.
Halimbawang Tanong:
1. Kagamitang ginagamit upang
madaling maipaabot o maiparating
ang mensaheng nais ipabatid
2. Madaling paraan ng pangangalap ng
pondo sa mga kasamahang nasa ibang
bansa.
3. Ikaw ang pangulo ng YES-O sa
inyong paaralan , nais mong
magpagawa ng maayos na Medicinal
Garden , kailangan mo ng malaking
pondo, paano ka magangalap ng
pondo gamit ang teknolohiya.
4. Paano malalaman ng ating mga
kababayan ang magandang epekto ng
ginawa ninyong Operation Muling
Paggugubat.
5. Nais mong ipakita ang larawan ng
mga palaisdaang iyong nagawa sa
likod bahay para magsilbing huwara ng
iyong mga kababayan.paano mo ito
gagawin?
D.Pagtalakay ng bagong konspto at Pagtalakay sa aralin:
paglalahad ng bagong kasanayan #1 1. Ano ano ang mga proyektong
tinalakay sa family feud?
2. Ano anong mga technology tools
ang ginamit ng mga tauhan upang
maipaalam sa kapwa ang kanilang mga
proyekto?
3. Makatutulong ba sa pag-unlad ng
bansa ang paggamit ng mga
technology tools? Bakit?
E.Pagtalakay ng bagong konsepto at Pangkatin ang mga bata sa tatlo. Bawat
paglalahad ng bagong kasanayan #2 pangkat ay bibigyan ng sitwasyon na
nakasulat sa index card at hayaan itong
isagawa ng mga bata
F.Paglinang na Kabihasaan Constructivism Approach- Activity

Based
Pangkat I- Isisiwalat Ko !
Ipakita sa pamamagitan ng maikling
dula ang sumusunod na kalagayan.
Kalagayan: Ang inyong pangkat ay ang
nanguna sa pagsasagawa ng
Proyektong CARE (Cleanliness Act
Regulate Environment) na kung saan
ang wastong pagtatapon at
pagsasaayos ng basura ay naging
maayos at matagumpay. Nais mo itong
ibahagi sa buong bansa upang
magsilbing huwaran. Paano mo ito
isasagawa gamit ang teknolohiya?
Collaborative Approach- Jigsaw Method
Pangkat II- Proyektong Isasagawa
Ibabahagi Ko !
Pamamaraan: Punan ang ang
sumusunod na graphic organizer. Iulat
ito sa klase.
Constructivism Approach- Activity
Based Strategy
Pangkat III- Iguhit at Ipaalam !
Pamamaraan:
Sa isang buong kartolina , iguhit ang
iba’t ibang technology tool na maaring
gamitin sa pagpapabatid sa kapwa ng
mga proyektong magdudulot ng
kaunlaran sa bansa. Ipaliwanag/iulat ito
sa klase
G.Paglalapat ng aralin sa pangaraw- Pangkatin ang mga bata sa tatlo.
araw na buhay Bawat pangkat ay bibigyan ng mga
gawain o activity card na naglalaman
ng mga sitwasyong may kaugnayan
sa paksa.
Constructivism Approach- Thinking
Skills
Pangkat I- Ipagmalaki Proyektong
Naisip !
Pamamaraan: Lumikha ng maikling
jingle na nagsasaad ng pagpapabatid
ng proyektong “Clean and Green” sa
madla na makatutulong sa kaunlaran
ng bansa gamit ang iba’t ibang
teknolohiya. Lapatan ng tunog at
awitin ito sa harap ng klase
Reflective Approach-Self- Evaluation
and Self – Reflection
Pangkat I- Daanin sa Tula, Mga
Pagpapala!
Sumulat ng apat na taludtod na tula
tungkol sa proyektong nagawa na
ipinaalam sa buong bansa gamit ang
mga technology tool. Bigkasin ito sa
harap ng klase
Collaborative Approach – Peer
Teaching
Pangkat III- Patatagin Proyektong
Nabuo !
Sa pamamagitan ng Human Statue
isulat ang proyektong nais ipatupad
para sa kaunlaran ng bansa at sa
tapat nito ay isulat ang paraan kung
paano ito maibabahagi sa mga
mamamayan ng bansa gamit ang
teknolohiya
H.Paglalahat ng aralin Hatiin sa dalawang pangkat ang mga
mag-aaral. Bawat pangkat ay
bibigyan ng kanya-kanyang
pangkatang gawain.
Collaborative Approach- Think-Pair -
Share
Pangkat I-Proyektong Pangkaunlaran
Itala !
Gawain:
3. Mag-isip ng isang proyektong
makatutulong sa pag-unlad ng
pamayanan at bansa.
4. Ilagay ang technology tool na iyong
gagamitin sa katuparan ng iyong
proyekto.
5. Iulat sa klase ang inyong
napagkasunduan
Collaborative Approach- Jigsaw
Method
Pangkat II- Technology Tools
Gamitin !
Sumulat sa kalahating kartolina ng
isang slogan tungkol sa proyekto na
nagpapakita ng pagtulong sa bansa at
daigdig gamit ang iba’t ibang
technology tools
Tandaan Natin:
Ang pagiging malikhain ay kailangan
sa pag-unlad ng bansa . Ang
proyektong nagpapakita ng
pagtulong sa bansa at daigdig ay
isang kapaki-pakinabang na gawain
lalo’t gamit ang mga technology
tools. Ang pag-unlad ng kamalayan sa
teknolohiya ay mag-aambag ng
mabilis na na pagsulong ng bansa
tungo sa katuparan ng mga
proyektong ipinatutupad dito.
I.Pagtataya ng aralin A. Pagbalik-aralan ang proyekto na
technology tools , sa paanong
pagkakataon natin ito
maisasakatuparan.
B. Sagutan ang mga sumusunod na
pagsasanay.
Tandaan Natin:
Ang pagiging malikhain ay kailangan
sa pag-unlad ng bansa . Ang
proyektong nagpapakita ng
pagtulong sa bansa at daigdig ay
isang kapaki-pakinabang na gawain
lalo’t gamit ang mga technology
tools. Ang pag-unlad ng kamalayan sa
teknolohiya ay mag-aambag ng
mabilis na na pagsulong ng bansa
tungo sa katuparan ng mga
proyektong ipinatutupad dito.
Collaborative Approach- Think-Pair -
Share
Pangkat I-Proyektong Pangkaunlaran
Itala !
Gawain:
3. Mag-isip ng isang proyektong
makatutulong sa pag-unlad ng
pamayanan at bansa.
4. Ilagay ang technology tool na iyong
gagamitin sa katuparan ng iyong
proyekto.
5. Iulat sa klase ang inyong
napagkasunduan.
Collaborative Approach- Jigsaw
Method
Pangkat II- Technology Tools
Gamitin !
Sumulat sa kalahating kartolina ng
isang slogan tungkol sa proyekto na
technology tools.
Panuto: Basahin ang mga sumusunod
na sitwasyon. Iguhit sa puwang ang
kung wasto ang isinasaad ng bawat
kalagayan at kung di-wasto.
1. ________ Madaling maipababatid
sa kapwa ang mga programang
makatutulong sa kaunlaran ng bansa
sa pamamagitan ng paggamit ng
technology tools.
2. ________ Gumawa na lamang ng
liham para sa natatanging
proyektong nagawa sa bansa at
ipadala sa kinauukulan .
3. ________ Ipost sa iyong “
Facebook Account “ ang ‘Clean- Up
Drive “na naisagawa sa inyong
pamayanan.
4. ________Magmungkahi sa
pamamagitan ng “Twitter Account”
ang iyong mga suhestiyon mo para sa
ikauunlad ng proyekto ng ibang tao
para sa kaunlaran ng bansa.
5. ________Sa pamamagitan ng mga
cell phone nagmungkahi ka sa kapwa
mo mga Pangulo ng Supreme Pupil
Government ng iyong matagumpay
na proyektong Operation Muling
Pagtatanim”.
J.Karagdagang Gawain para sa takdang Atasang magsaliksik ang mga bata ng
aralin at remediation mga maaring maging proyekto na
magdudulot ng kaunlaran sa bansa.
Gumamit ng makabagong
teknolohiya sa pananaliksik.
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
Noted:
LUCILA M. CARINGAL
Head Teacher III
GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area English
DAILY LESSON LOG Teaching Date and Time Jan. 8-12 2018 Quarter Third Week 10
I.OBJECTIVES
A.Content Standards The learner…. The learner…. The learner….
. Demonstrates understanding of the Demonstrates understanding of the . Demonstrates understanding of the
oral standards of English in order to research process to write a variety of oral standards of English in order to
participate in various oral texts participate in various oral
communication demands communication demands
(situation,purpose and audience) (situation,purpose and audience)
B.Performance Standards The learner... The learner... The learner...

Reads with sufficient accuracy and Uses a variety of research strategies to Reads with sufficient accuracy and
fluency to support comprehension effectively write a variety of texts for fluency to support comprehension
various audiences and purposes
C.Learning Competencies/Objectives 1. Observe accuracy, appropriate rate 1. Organize information from secondary 1. Observe accuracy, appropriate Administering Third Quarterly Examination
and proper expressions in choral, echo sources in preparation for rate and proper expressions in
and shadow reading ( EN5f-iiih-1.3) writing,reporting and similar academic choral, echo and shadow reading
( EN5f-iiih-1.7) tasks in collaboration with ( EN5f-iiih-1.3) ( EN5f-iiih-1.7)
2. Show tactfulness when others( EN5SSh-4) 2. Show tactfulness when
communicating with others( EN5A-III- communicating with others( EN5A-III-
17) 17)
II.CONTENT Choral, echo, shadow reading Organizing secondary information Choral, echo, shadow reading
Correct spelling, appropriate
punctuation marks, transition/signal
words
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.78 CG p.78 CG p.78
2.Learners’s Materials pages
3.Textbook pages Reading Marvels 6 p. 369 Reading Marvels 6 p. 369
4.Additional materials from learning https://www.youtube.com/watch? https://overnightessay.com/blog/ https://www.youtube.com/watch?
resource (LR) portal v=o_-z8d0sRUA 2007/07/17/organizing-ideas-for-essay- v=o_-z8d0sRUA
writing/
B.Other Learning Resource Audio Recorder, Video Presentation, Audio Recorder, Power Point Audio Recorder, Video Presentation,
charts Presentation,charts charts
IV.PROCEDURES
A.Reviewing previous lesson or 1. How do organizing idea helps you in 1. Drill 1. How do organizing idea helps you
presenting the new lesson writing? Read the sentence correctly. in writing?
2. Drill a. Learning is compulsory in most 2. Drill
Tongue twister schools today. Tongue twister
Betty Botter bought a bit of butter. b. Are they kept by size or color? Betty Botter bought a bit of butter.
The butter Betty Botter bought was a c. But….you should come also! The butter Betty Botter bought was a
bit bitter And made her batter bitter. 2. Vocabulary bit bitter And made her batter bitter.
But a bit of better butter makes better What is a primary and secondary But a bit of better butter makes
batter. So Betty Botter bought a bit of sources of materials? better batter. So Betty Botter bought
better butter Making Betty Botter’s primary—not made or coming from a bit of better butter Making Betty
bitter batter better something else; Botter’s bitter batter better
original
firsthand—coming directly from the
original source
secondary—coming from or created
using an original
source
secondhand—not original; taken from
someone or
something else
source—a person, publication, or object
that gives
information
What is the use primary sources and
secondary sources?
B.Establishing a purpose for the lesson Video presentation Are you familiar with these? Video presentation
(https://www.youtube.com) What is the use of the following: (https://www.youtube.com)
1.Viewing:choral presentation of 4R- 1.Viewing:choral presentation of 4R-
Poetry Poetry
2.Video 37 Echo Reading 2.Video 37 Echo Reading
3.Shadow Reading 3.Shadow Reading
Coach and student read the same text Coach and student read the same
aloud in unison. text aloud in unison.
Reading together allows the student a Reading together allows the student
chance to practice phrasing and tone, a chance to practice phrasing and
while benefitting from the coach’s tone, while benefitting from the
modeling. coach’s modeling.
Steps: Steps:
1) For first reading, coaches should 1) For first reading, coaches should
track the words on the page to help track the words on the page to help
model fluent reading. model fluent reading.
2) For the second and following 2) For the second and following
readings, students should track the readings, students should track the
words on the page with their fingers words on the page with their fingers
to help follow along and focus to help follow along and focus
attention on the words on the page. attention on the words on the page.
C.Presenting Examples/ instances of the Video presentation How many times your imagination gave Video presentation
new lesson (https://www.youtube.com) you tons of idea, but still it’s hard for (https://www.youtube.com)
1.Viewing:choral presentation of 4R- you to express your ideas in writing? 1.Viewing:choral presentation of 4R-
Poetry Remember: Writing is not emergency Poetry
2.Video 37 Echo Reading you need to organize the content 2.Video 37 Echo Reading
3.Shadow Reading before you can write freely. 3.Shadow Reading
Coach and student read the same text 676 Coach and student read the same
aloud in unison. Diagram/graphic organizers will make text aloud in unison.
Reading together allows the student a your writings easier. Reading together allows the student
chance to practice phrasing and tone, How to organize ideas? a chance to practice phrasing and
while benefitting from the coach’s 1. Diagram tone, while benefitting from the
modeling. 2. Outline coach’s modeling.
Steps: 3. Speed writing 4. Some other ways: a. Steps:
1) For first reading, coaches should from specific to general; b. from 1) For first reading, coaches should
track the words on the page to help positive to negative; c. step by step; d. track the words on the page to help
model fluent reading. from most important to least model fluent reading.
2) For the second and following important. 2) For the second and following
readings, students should track the readings, students should track the
words on the page with their fingers words on the page with their fingers
to help follow along and focus to help follow along and focus
attention on the words on the page. attention on the words on the page.
D.Discussing new concepts and Comprehension Questions Comprehension Questions Comprehension Questions
practicing new skills #1 How are you going to read in unison? What are the secondary sources of How are you going to read in unison?
What is the importance of reading information? What is the importance of reading
together? How are you going to organize together?
secondary information?
What is the use of graphic organizer?
An outline?
Why is it important to organize
information?
E.Discussing new concepts and How are you going to show fluency in Group Activity How are you going to show fluency in
practicing new skills #2 reading? Read the story and organize the reading?
What is the used of teacher modeling? concept using graphic organizer What is the used of teacher
Class will read the poem together in Then rewrite the passage observing modeling?
unison while other repeat the lines . clarity. Class will read the poem together in
Once the students finish the poem, Albert Einstein unison while other repeat the lines .
they will switch roles so each student Albert Einstein ( 1879-1955), on the Once the students finish the poem,
has a chance to read and repeat the other hand, was one of the greatest they will switch roles so each student
lines. scientists who ever lived. He was born has a chance to read and repeat the
Child Labour of Jewish parents in Germany. As a boy, lines.
681 he did not like school. But he studied Child Labour
“For oh,” say the children, we are Math and Science at home. He went to 681
weary college at Zurich, Switzerland, and “For oh,” say the children, we are
And we cannot run or leap; studied Physics. In 1905, he published weary
If we cared for any meadows, it were A new theory on the nature of the And we cannot run or leap;
merely universe, the Theory of relativity. It If we cared for any meadows, it were
To drop down in them and sleep. explains how matter, energy, and time merely
Our knees tremble sorely in the are related. This Theory of Relativity To drop down in them and sleep.
stooping, made Einstein World famous. In 1921, Our knees tremble sorely in the
We fall upon our faces, trying to go; he received the Nobel Prize for Physics. stooping,
And underneath our heavy eyelids -From “Disney’s My First Encyclopedia” We fall upon our faces, trying to go;
drooping, And underneath our heavy eyelids
The reddest flower would look as pale drooping,
as snow. The reddest flower would look as
For, all days; we drag our burden tiring pale as snow.
Through the coal-dark, underground; For, all days; we drag our burden
Or all day, we drive the wheels of iron tiring
In the factories, round and round Through the coal-dark, underground;
-Elizabeth Barret Browning Or all day, we drive the wheels of
iron
In the factories, round and round
-Elizabeth Barret Browning
F.Developing Mastery A. Differentiated activities As the A. Group Activity A. Differentiated activities As the
children are reading, the teacher can Organize the ideas in the story Exile in children are reading, the teacher can
call them each up to meet when Dapitan using different graphic call them each up to meet when
they’ve had enough practice. The organizer. they’ve had enough practice. The
teacher will pick a page in the book B. Independent Practice teacher will pick a page in the book
and have the student first read aloud, Using the outline from the graphic and have the student first read
then whisper read, then silently read organizer ,write the passage correctly, aloud, then whisper read, then
while moving lips, and then read observing silently read while moving lips, and
silently. “ The Sea” Why does the sea proper punctuation and spelling. then read silently. “ The Sea” Why
laugh, Mother, As it glints beneath the C. Today you are going to share does the sea laugh, Mother, As it
sun? It is thinking of the joys, my child, something about yourself in class. glints beneath the sun? It is thinking
That it wishes everyone. Why does the Take note of the most important thing of the joys, my child, That it wishes
sea sob so, Mother? As it breaks on about you that must be recognized. everyone. Why does the sea sob so,
the rocky shore? It recalls the sorrows Make your outline as a basis of your Mother? As it breaks on the rocky
of the world, And weeps forevermore. information shore? It recalls the sorrows of the
Why is the sea so peaceful, Mother, world, And weeps forevermore. Why
As if it were fast asleep? It would give is the sea so peaceful, Mother,
our tired hearts, dearest child, The As if it were fast asleep? It would give
comfort of the deep Natividad our tired hearts, dearest child, The
Marquez Group A- Reads aloud comfort of the deep Natividad
fluently Group B- Reads in a whisper Marquez Group A- Reads aloud
Group C- Reads while moving lips fluently Group B- Reads in a whisper
Group D Reads silently The teacher Group C- Reads while moving lips
will walk around and monitor the Group D Reads silently The teacher
students performance. will walk around and monitor the
B. Independent Practice students performance.
Read the lines following the guidelines B. Independent Practice
below: Read the lines following the
a. Read with whisper reading guidelines below:
b. Read while lips are moving a. Read with whisper reading
c. Reading silent with only eyes are b. Read while lips are moving
following the word c. Reading silent with only eyes are
On hot days, the cool breeze jostles following the word
that line the walls. The sand is damp On hot days, the cool breeze jostles
and loose; water quickly fills that line the walls. The sand is damp
A footprint or hollow where a stone and loose; water quickly fills
has been. There are flattish pebbles A footprint or hollow where a stone
tinged with green. Water trickles has been. There are flattish pebbles
from the walls that arch above the tinged with green. Water trickles
stream and drips into lazy current with from the walls that arch above the
sudden metallic plops. stream and drips into lazy current
with sudden metallic plops.
G.Finding Practical application of Read your favorite tagline from the Read your favorite tagline from the
concepts and skills in daily living commercial with proper expression commercial with proper expression
and rate. and rate.
H.Making generalization and What should you observe in choral, What are the steps in organizing ideas? What should you observe in choral,
abstraction about the lesson echo and shadow reading? echo and shadow reading?
Group Performance(3 to 4 groups) Group Performance(3 to 4 groups)
(To be distributed equally among the (To be distributed equally among the
members of the group to ensure the members of the group to ensure the
performance of all the members) performance of all the members)
Rated by rubrics. Rated by rubrics.
Choral Reading, shadow reading and Choral Reading, shadow reading and
echo reading of the passage. echo reading of the passage.
I.Evaluating learning Practice exercises in shadow and echo Read the selection and complete the Practice exercises in shadow and
reading outline below: echo reading
Thomas Edison
Thomas Alva Edison (1847-1931) was
one of the greatest inventors who ever
lived.
As a boy,Edison displayed great
curiosity. He did not like school and was
educated at home by his mother. He
went to work when he was 12 and soon
began to dream of being an inventor.
He got his first patent in 1868. He
opened a laboratory in Menlo Park,New
Jersey where he was able to develop
and test his new ideas. Perhaps
Edison’s greatest inventions were the
phonograph, the perfection of the
electric light bulb and the motion
picture camera. All of these led to the
founding of huge industries. He held
more than 1,000 United States patents
for his inventions. He perfected the
light bulb and also a system to use
electric lighting in homes and offices.
678
Complete the outline. Write your own
title.
_____________________
Title
I. His birth
___________________________
II. His Education
A._________________________
B._________________________
III. His achievements/Accomplishments
___________________________
___________________________
J.additional activities for application or Research about the effects of global
remediation warming in the different secondary
materials then organize the ideas
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
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Development: Examples: Self
assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
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 ___Bridging:Examples:Think-
charts. charts. charts. anticipatory charts. pair-share,quick-
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: ___Contextualization: ___Contextualization: Examples: Demonstrations,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: media, manipulatives,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, repetition, and local
opportunities.
opportunities. opportunities. opportunities. media, manipulatives, repetition,
and local opportunities. ___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:
videos, and games. videos, and games. videos, and games. Examples: Student created Speaking slowly and clearly,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. modeling the language you
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: want students to use, and
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
work. work. students to use, and providing Strategies used:
Other Techniques and Strategies used: samples of student work. ___ Explicit Teaching
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies ___ Group collaboration
used: ___ Group collaboration used: Other Techniques and Strategies ___Gamification/Learning
throuh play
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used:
___Answering preliminary
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching activities/exercises
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration ___ Carousel
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh ___ Diads
activities/exercises ___ Diads ___ Answering preliminary play ___ Differentiated Instruction
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Role Playing/Drama
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___ Discovery Method
___ Lecture Method
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel
Why?
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Complete IMs
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___Availability of Materials
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Pupils’ eagerness to learn
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Group member’s
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method collaboration/cooperation
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? in doing their tasks
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___Audio Visual Presentatio
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
Noted:
LUCILA M. CARINGAL
Head Teacher III

GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area EPP
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto 1. Natutukoy ang mga kasangkapan 1. Natutukoy ang iba’t-ibang paraan ng 1. Naipakikita ang pagpapahalaga sa Administering Third Quarterly Administering Third
/kagamitan sa pagkukumpuni at ang pagkukumpuni ng mga sirang pagkukumpuni ng sirang Test Quarterly Test
wastong paraan ng paggamit nito. kagamitan at kasangkapan sa tahanan o kasangkapan sa paaralan .
2. Nagagamit nang wasto ang mga sa paaralan. 2. Naibabahagi ang sariling karanasan
kasangkapan at kagamitan sa 2. Naipapamalas ng may kawilihan sa sa pagpapahalagaha sa
paggawa. pagkukumpuni ng mga sirang pagkukumpuni ng sirang
3. Napapahalagahan ang tamang kagamitan. kasangkapan sa paaralan.
paggamit ng mga kasangkapan sa 3. Nakagagawa ng plano ng payak na 3. Napapahalagahan ang
pagkukumpuni ng sirang kagamitan pagkukumpuni ng mga sirang pagkukumpuni ng sirang
kagamitan at kasangkapan sa tahanan o kasangkapan sa paaralan
sa paaralan.
II.NILALAMAN Pagtukoy sa wastong paraan ng Paggawa ng plano ng payak na Pagpapakita ng kahalagahan sa
paggamit ng iba’t ibang kagamitan at pagkukumpuni ng mga sirang pagkukumpuni ng sirang kaganitan at
kasangkapan sa pagkukumpuni ng kagamitan at kasangkapan sa tahanan o kasangkapan
sirang kagamitan. sa paaralan.
A.Sanggunian
1.Mga pahina sa Gabay ng Guro CG ph. 28 CG ph. 28 CG ph. 28
aaral
3.Mga pahina sa teksbuk Makabuluhang Gawaing Pantahanan Makabuluhang Gawaing Pantahanan
at at
Pangkabuhayan 5, pahina 178 Pangkabuhayan 5
4.Karagdagang kagamitan mula sa Mga kagamitan at kasangkapan sa tsart, larawan ng plano mga kagamitan at kasangkapan sa
portal ng Learning Resource pagkukumpuni paggawa, realya
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o a. Ano- ano ang mga hakbang sa Ano ano angiba’t ibangkagamitan sa a. Kilalanin ang mga larawang
pagsisimula ng bagong aralin pagkukumpuni ng sirang upuan? pagkukumpuni? ipapakita ng guro
gripo? b. Tukuyin ang wastong paggamit
b. Ano- ano ang maidudulot ng nito
wastong pagsunod sa mga alituntunin
sa paggawa?
B.Paghahabi sa layunin ng aralin Ipakita sa mga mag- aaral ang aktuwal Ano ang dapat gawin upangmaging Ipakita sa mga mag-aaral ang sirang
na mga kagamitan at kasangkapan sa maayosangisangproyekto? kagamitan at kasangkapan. Ipasuri
pagkukumpuni. Ipasuri ang mga ito sa ang mga ito sa mag- aaral at hayaang
mag- aaral at hayaang sabihin ang mga sabihin ang mga napuna at nakita sa
napuna at nakita sa ginawang ginawang pagsusuri.
pagsusuri
C.Pag-uugnay ng mga halimbawa sa a. Ano- anong mga uri ng mga A. Pagbibigay ng Senaryo Ano- anong karaniwang
bagong ralin kagamitan sa pagkukumpuni ang Isang araw sa pagpasok ni Jasper sa pagkukumpuni ang ating ginagawa sa
nagamit mo na? kanilang silid aralan ay naupo siya sa paaralan?
b. Alam mo ba ang wastong gamit ng silya. Habang siya ay nakikinig sa klase
mga ito? napansin niyang umuuga ang ilya na
parang matutumba. Husto lang ang
bilang ng silya para sa apatnapu’t
limang bata kaya wala siyang mahanap
na pamalit para dito. Ano kaya ang
dapat gawin ni Jasper sa silya?
B. Pagpili at pagpaplano ng Proyekto
1. Pagtatalakay
a. Sinong bata ang nabanggit sa
kwento?
b. Ano ang napansin niya sa silya?
c. Ano kaya ang dapat gawin ni Jasper
sa silya?
2. Paggawa ng plano
A. Gawain (Pangkatang Gawain)
Hahatiin ang klase sa apat na pangkat.
Ang bawat pangkat ay gagawa ng plano
ng payak na pagkukumpuni ng sirang
silya.
D.Pagtalakay ng bagong konspto at 1. Pangkatang Gawain 1. Ano ang inyong naramdaman habang 1. Pangkatang Gawain
paglalahad ng bagong kasanayan #1 a. Makinig sa senaryong babasahin ng ginagawa ang a. Kumpunihin ang mga sumusunod
guro at sagutin ang mga tanong: pangkatang gawain? na kagamitan mula sa paaralan.
Senaryo: 2. Bukod sa silya, anu-ano pang Pangkat I
Si Mang Tonyo ay isang huwarang kagamitan ang maaaring Pangkat II
ama. Dahil sa kanyang kasipagan ang gawan ng plano ng payak na Pangkat II
araw ay ginagawa nyang gabi upang pagkukumpuni sa tahanan o paaralan? Pangkat IV
natugunan lang ang araw-araw na b. Sasagutin ng apat na pangkat ang
pangangailangan ng kanyang pamilya. gabay na tanong:
Siya ay isang karpintero kung kaya’t Paano mo pahahalagahan ang
araw-araw, maaga syang gumising nakumpuning kagamitan ng iyong
upang ihanda ang sarili sa maghapong pangkat?
trabaho gayundin ang kanyang mga
kagamitan.
b.Sa pamagitan ng hanap salita,
tukuyin ang mga kagamitan at
kasangkapan dapat ihanda ni Mang
Tonyo.
c. Isulat ang mga ito sa Manila paper
at ipaskil ito sa pisara.
d. Iulat ito sa klase at ipaliwanag ang
wastong gamit ng bawat isa.
E.Pagtalakay ng bagong konsepto at a. Nagustuhan ba ninyo ang gawaing a. Ano ang naramdaman ninyo
paglalahad ng bagong kasanayan #2 Hanap Salita? habang isinasagawa ang mga
b. Ano- ano ang mga naitalang gawain?
kagamitan at kasangkapan? b. Ano anong hakbang ang dapat
c. Tama baa ng ipinaliwanag na paraan nating tandaan sa pagkukumpuni ng
ng paggamit at kasangkapang sirang kagamitan?
binanggit? Baki c. Ano anong kasanayan ang dapat
nating isaalang- alang upang maging
matagumpay ang isang gawain?
F.Paglinang na Kabihasaan Ano ano ang Mga Kagamitan sa Balangkas ng plano ng Proyekto Ano ano ang iba’t ibang paraan
paggawa Plano ng Proyekto upang maipakita ang pagpapahalaga
I. Ngalan ng proyekto: dito itatala ang sa pagkukumpuni ng nasirang
ngalan ng proyektong kasangkapan. Isa na rito ang
gagawin. paggamit muli sa mga nakumpuning
II. Layunin: sa bahaging ito ang layunin kasangkapan
ng plano ng
proyekto.
III. Kagamitan at Materyales: itatala dito
ang mga gagamiting
kagamitan at materyales sa pagbuo ng
proyekto.
IV. Hakbang: ito ang mga hakbang na
susundin sa pagbuo ng plano ng
proyekto.
V. Krokis: ipapakita dito larawan ng
plano ng proyekto
G.Paglalapat ng aralin sa pangaraw- a. Bawat mag- aaral ay inaasahang Tumukoy ng paraan ng pagkukumpuni a. Pakingngan at unawain ang
araw na buhay makibahagi ng aktibo sa pagtukoy ng ng isang sirang senaryong babasahin ng guro
mga kagamitan at kasangkapan sa kagamitan. Ipahayag ito sa paraang b. Sagutan ang mga katanungan ng
pagkukumpuni. patula guro: Si G. Carlos ay gurong tagapayo
b. Tatawag ang guro ng limang bata sa mula sa ikalimang baitang, Dahil siya
unahan, pipili ng isang kagamitan, lang ang natatanging gurong lalaki sa
ipatutukoy ang ngalan, paraan ng kanilang paaralan, minabuti nyang
paggamit at kung paano turuan ng kaalaman ang kanyang
mapapahalagan ito sa bawat paggawa mga mag- aaral sa pagkukumpuni ng
sirang kagamitan sa paaralan. Kung
ikaw ay isa sa mga mag- aaral ni G.
Carlos, paano mo ipapakita ang
pagpapahalaga sa pagkukumpuni ng
sirang kasangkapan?
H.Paglalahat ng aralin a. Ano- ano ang mga karaniwang Batay sa inyong sagot, anu-ano ang Paano natin pahahalagahan ang
kagamitan at kasangkapang ginagamit bahagi ng plano ng payak na pagkukumpuni ng kagamitan at
at kasangkapang ginagamit sa pagkukumpuni ng kagamitan? kasangkapan sa paaralan?
pagkukumpuni.
b. Paano ginagamit ang bawat isa sa
mga ito.
c. Bakit mahalagang may kaalaman
tayo sa wastong gamit ng mga ito?
I.Pagtataya ng aralin Basahin ang sumusunod na sitwasyon. Ang bawat isang mag-aaral ay gagawa Panuto: Pangkatang pagtataya.
Tukuyin kung anong angkop na ng payak ng plano sa a. Pangkatin ang klase sa apat.
kagamitan ang dapat gamitin. Isulat pagkukumpuni ng kagamitan sa b. Kumpunihin ang sirang
ang titik ng tamang sagot sa tahanan o paaralan? kasangkapan buhat sa paaralan.
kuwaderno. Ang nabuong plano ng proyekto ay Note: Maaaring umuugang silya,at
1. Magpapalit ng sirang tubo ng gripo bibigyang halaga batay sa maluwag na bisagra,
si Mang Miguel. Labis sa sukat ang rubric na ito c. Matapos kumpunihin ang mga
nabili niyang tubong panghalili. Ano kagamitan sagutin ang tanong.
ang angkop na kagamitan ang dapat Paano ninyo ipapakita ang
niyang gamitin? pagpapahalaga sa pagkukumpuni ng
A. Martilyo C. Plais kagamitan?
B. Disturnilyador D. Lagaring bakal
2. Ang disturnilyador ay mahalagang
kagamitan na dapat ihanda sa
pagkukumpuni, sa paanong paraan ito
magagamit ng wasto?
A. Gamitin sa paglalagay ng pandikit
ang dulo nito
B. Pagpukpok ng hawakan nito sa
matigas na bagay
C. Pagpabaon ng turnilyo sa
papamamagitan ng pagpukpok ng
martilyo sa hawakan nito.
D. Paghihigpit at pagluluwag ng
angkop na turnilyo ayon sa hugis at
laki nito
3. Ibig ni Carding na malaman kung
pantay na ang paa ng upuuang
kanyang kinumpuni. Ano ang angkop
na kagamitan ang dapat niyang ihanda
?
A. Martilyo C. Lagari
B. Metro D. Lapis
4. Masipag at matulunging bata si
Karla. Minsan isang tanghali sa
paghuhugas nya ng mga pinaglutuan,
may nahulog na turnilyo mula sa takip
ng kaserola, kasabay nito ang pag
laglag ng hawakan nito. Pinulot niya
ito upang kumpunihin, anong
kagamitan ang naaakmang gamitin?
A. Martilyo C. lagari
B. Plais D. Disturnilyador
5. Nais ni Pedro na putulin ang
sampayang alambre na nasa harapan
ng kanilang bahay. Gumamit siya ng
lagari bilang pamutol, tama ba ang
ginamit nya? Oo o hindi ? Bakit?
J.Karagdagang Gawain para sa takdang Magsaliksik ng iba pang kagamitan sa Tukuyin ang iba’t ibang paraan ng Magsagawa ng panayam sa
aralin at remediation pagkukumpuni. Iguhit ito sa pagkukumpuni ng iba’t ibang miyembro ng pamilya at kaibigan sa
kuwaderno at isulat ang angkop na kagamitan sa tahanan o paaralan paaralan kung paano nila
gamit ng bawat isa. Maghanda para sa pinahahalagahan ang ginawang
pagbabahagi sa klase pagkukumpuni sa tahanan at
paaralan. Iulat ito sa klase bukas
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: 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
___Schema-Building:
projects.
Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning,
___Contextualization: peer teaching, and
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
projects.
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. media, manipulatives, repetition, ___Contextualization:
and local opportunities. Examples:
Demonstrations, media,
___Text Representation: ___Text Representation: ___Text Representation:
manipulatives, repetition,
videos, and games. videos, and games. videos, and games. Examples: Student created ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
Examples: Student
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples:
created drawings, videos,
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, and games.
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want
work. work. students to use, and providing ___Modeling: Examples:
samples of student work. Speaking slowly and
Other Techniques and Strategies used:
clearly, modeling the
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies
language you want
used: ___ Group collaboration used: Other Techniques and Strategies
students to use, and
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used:
providing samples of
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
student work.
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration
Other Techniques and
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh
Strategies used:
activities/exercises ___ Diads ___ Answering preliminary play
___ Explicit Teaching
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary
___ Group collaboration
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___Gamification/Learning
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel throuh play
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Answering
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction preliminary
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama activities/exercises
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Carousel
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Diads
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___ Differentiated
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs Instruction
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Role Playing/Drama
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___ Discovery Method
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___ Lecture Method
___ Audio Visual Presentation in doing their tasks collaboration/cooperation Why?
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Complete IMs
of the lesson ___ Audio Visual Presentation ___ Availability of
of the lesson Materials
learn
collaboration/coopera
tion
___ Audio Visual
Presentation
of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III
GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area Math
DAILY LESSON LOG Teaching Date and Time Jan 8-12, 2018 Quarter Third Week 10
I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of polygons, circles and solid
figures
B.Performance Standards The learner is able to construct and describe polygons, circles and solid
figures
C.Learning Competencies/Objectives Measures circumference of a circle Solves routine and non-routine Solving routine and non-routine Administering Third Quarterly Administering Third
using appropriate tools problems involving circumference of a problems involving circumference Test Quarterly Test
Code: M5ME – IIIh-68 circle Code: M5ME-IIIj-70
Code: M5ME-IIIj-70
II.CONTENT Measuring Circumference of a Circle Solving routine and non-routine Solving Routine and Non-Routine
Using Appropriate Tools problems involving circumference of a Problems Involving Circumference
circle
A.References
3.Textbook pages Math For Life Long Learning 5, pages Growing Up With Math 5, pages 240- BEAM LG Gr. 5 Module 2-
272-275 242 Circumference
Realistic Math, Grade 5
4.Additional materials from learning MISOSA Gr. 5 Module- Word
resource (LR) portal Problems on Circumference
B.Other Learning Resource Flashcards, charts, objects Real objects, PowerPoint presentation printed strips, copies of word
problems, flash cards, drill boards
IV.PROCEDURES
A.Reviewing previous lesson or 1. Drill Drill on identifying the different kinds of 1. Drill
presenting the new lesson Have a game on naming objects that polygon. a. Oral – The teacher flashes the
resemble the given polygon written on The teacher will flash cards with the cards using socialized recitation.
a flashcard number of sides while b. Written( Use of drill boards for
Materials: flashcards the pupils will give the name of the maximum participation )
2. Review polygons 3.14 x 4 = N 3.14 x 8 = N 3.14 x 6 = N
Directions: Match the polygon in 3.14 x 23 = N
column A with its formula in 2. Review
column B to solve for the perimeter. Fill in the blanks with the correct
A B answer.
a. Rectangle 1. P = side x 4 Choose the number of the correct
b. Triangle 2. P = S + S + S + answers below and place
c. Square 3. P = ( l + w ) 2 it on the blanks.
d. Pentagon 4. P = S x 5 a. The distance around a circle is
____ .
b. A line that passes through the
center of a circle is ______ .
c. An estimate of the value pi ( r ) is
____ .
d. One half of the diameter of a circle
is ______ .
e. The formula in finding the
circumference of a circle is ______ .
1) radius 2) C = r d
3) diameter 4) area
5) circumference 6) 3.14
B.Establishing a purpose for the lesson How many of you have a garden at Show a Php 5- coin. Ask: How many of you have a round
home? How can you take care of your How much is this coin? dining table at home?
garden? What figure does it represent? Do you think your table will last for a
What are the things that you can buy long time? Why or why not?
using this amount? Values Integration
Give emphasis on importance of saving Ask some pupils to relate their
money experiences. Lead them to the
discussion that will develop their
sense of creativity
C.Presenting Examples/ instances of the Problem: Instruct the pupils to do this. Alice is making a circular tablecloth.
new lesson A circular garden has a radius of 1.9 m. Take Php 10-coin. Mark one point on its It has a diameter of 2 metres. How
How many fencing materials are rim. Draw a line on your paper and many metres of lace are needed to
needed to enclose the garden? mark a point A on it.. Roll the coin decorate the sides of the tablecloth?
gently along the
line and mark the point B on the line
when the point on the rim is on the line
again.
Example:

Measure the length from A to B using
ruler in cm. Call the length
of A and B the circumference of a coin
D.Discussing new concepts and What are the given facts in the What is the circumference of the coin? a. Divide the class into five groups.
practicing new skills #1 problem? What object is used to easily get the b. Answer the following questions
What is asked in the problem? circumference? 1. What is asked in the problem?
What operations are needed to solve Why is it important to mark the starting 2. What are the relevant facts?
the problem? and end point of 3. How will you solve the problem?
How will you solve the problem? the paper? 4. What is the answer to the
How did you feel during the activity? problem?
Did you easily get the answer? c. Processed the outputs by checking
the outputs by checking the output
of each group.
1. How do you find the activity?
2. What other strategies can you give
that will help solve the
problem?
E.Discussing new concepts and Group the class into four teams. The
practicing new skills #2 tasks of the pupils is to
help each other solve the problem.
Give them time to perform the tasks.
After all groups have finished, ask
them to post their output on the
board and let them discuss the
solutions.
Teacher then explain that the distance
around a circle is called
circumference. And to find the
circumference, use the formula :
C = r x d or C = 2 x r x r
The value of pi is 3.14
F.Developing Mastery Strategy: Pair Share Strategy: Direct Instruction Directions: Solve the following
Encourage the pupils to work in pairs. Activity: TGA ( Tell, Guide, Act ) problems by pair.
Give them time to solve for the Tell (Think-Pair-Share)
circumference: Tell the pupils that they are going to a. Tina wants to put lights around the
1. The diameter of a circle is 4m. What make another activity. rim of a circular lantern with a
is its circumference? They need to measure 3 cylindrical cans diameter of 40 cm. What is the
2. The circumference of a circle is of different sizes. length of the electrical wire needed?
75.36cm. How long is its radius? Say: Measure the diameter of each can. b. What is the circumference of
3. Find the circumference of the circle Measure also its circumference with cylindrical jar 40.8 cm in diameter
whose radius is 2 dm? string and then
Page691
Measure the string with your ruler.
Put the results on the table.
Guide: Monitor the pupils while they
are measuring the cans.
Check the unit they are using and the
way they measure.
Act: Fill up the table below and
compute for the answer.
G.Finding Parctical application of Directions: Read and solve the Strategy: Activity-Based Directions: Solve each problem. Use
concepts and skills in daily living problem Activity : 3A’s Activity any strategy appropriate to
A circular garden has a diameter of Group 1 (Act) each problem.
3.8m. How many meters of fencing Directions: Using any circular objects 1. Mr. Reyes is laying out a circular
materials are needed to enclose the you have with your playground. Its radius is 50
garden? group, find the circumference of it by metres. What is its circumference ?
rolling it on the floor. 1. What is the circumference
Don’t forget to mark the object using of the circle if the diameter
pentel pen and the is 24 metres?
starting line on the floor. Stop rolling 3. A bicycle tire has a radius of
when the mark on the 30 cm. Find the distance around
object is on the floor again. Using ruler the tire.
measure the
distance between the start and end
line. Call it the
circumference of the object.
Group 2 (Analyze)
Directions: Solve this problem. Write
your solution.
A circular running track has an inner
radius of 80 m and an
outer radius of 90 m. What is the
difference in the length
between the inner and outer edges of
the track?
Group 3 (Apply)
Directions: Find the error. Describe and
correct the error.
Your friend is finding the circumference
of a circle with a
radius of 7 cm.
Radius
Diameter
Circumference
Can # 1
Can # 2
Can # 3
Page692
C = ᴫd
= 3.14 x 7 cm
= 21.98 cm
H.Making generalization and How do we measure circumference of How do you solve the routine and non- How do we solve routine and non-
abstraction about the lesson a circle using appropriate tools? routine problems involving routine problems involving
circumference of a circle? circumference of a circle?
I.Evaluating learning Directions: Find the circumference of Directions: Read and solve the problem Directions: Read the problem
each circle with the using the appropriate carefully. Write your answer neatly.
given dimensions. strategies and tools. 1. Lorna’s circular garden is 5 metres
1. r = 9.4 cm 1. The minute hand of a clock is 12 cm. in diameter. How many
2. r = 7.6 m How far does it travel in one hour? metres of wire are needed to put a
3. d = 10.5 cm 2. A wheel has a diameter of 75 cm. fence around it?
4. d = 12.45 cm How far does it role in one complete 2. The diameter of a tricycle tire is 60
5. r = 4.8 m turn? cm. How far will the tire go in one
3. A circular pond is surrounded by a rotation?
fence. The radius of 3. Find the circumference of a circle
The steps in solving routine problems with a diameter of 21 metres.
are: 4. Your friend is finding the
a. Understand- Know what is asked, circumference of a circle with a
what are given. radius of 25 cm. Help him solve for
b. Plan - Know the operation/s to be the answer.
used. 5. If the circumference of a circle is
Write the number sentence. 250 metres, how long is the
c. Solve- Solve the problem using the radius?
correct operation.
d. Check and Look back- Review and
check if the answers
make sense.
The steps in solving non-routine
problems are:
a. Read and analyze the problem
carefully.
b. Tell what is asked and what are
given.
c. Use strategies like acting out the
problem, listing method, guess
and check, drawing/making a diagram,
using patterns, working
backwards, eliminating possibilities and
others to solve it.
Page693
the pond is 2.4 m. How many meters of
wire is needed to enclose the fence?
4. What is the circumference of a table
top if the diameter is
24 meters?
5. A stage decor requires a 112 cm
diameter circle set with small bulbs.
How many bulbs will be needed if the
bulbs will be set 3.2 cm apart?
J.additional activities for application or Directions: Solve for the Directions: Copy and solve the problem Directions: Copy and solve these
remediation circumference of the following circles using the appropriate problems.
with the strategies and tools. 1. Fr ederick’s bicycle wheel has a
given dimensions. 1. A circular garden has a radius of 3.5 diameter of 70 cm. What is
1. d = 27 cm m. What is its Page698
2. d = 4.7 cm circumference? the circumference of the wheel?
3. r = 36 mm 2. A circular cake has a diameter of 24 2. A circle is half the radius of a larger
4. r = 16 m cm. Find its circle. If the circumference of the
5. r = 6.8 dm circumference? larger circle is 100 meters, what is
3. Find the circumference of a circular the radius of the smaller circle?
Jacuzzi, which has a) Number sentence
5 meters in diameter? b) Solution
c) Complete answer
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:
wish to share with other teachers? 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-
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw writes, and anticipatory
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and charts.
projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Schema-Building:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Compare and
Examples: Demonstrations, contrast, jigsaw learning,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
peer teaching, and
opportunities. opportunities. opportunities. media, manipulatives, repetition,
projects.
___Text Representation: ___Text Representation: ___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
work. work. students to use, and providing ___Text Representation:
Other Techniques and Strategies used: samples of student work. Examples: Student
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies created drawings, videos,
used: ___ Group collaboration used: Other Techniques and Strategies and games.
___ 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
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction Other Techniques and
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama Strategies used:
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Explicit Teaching
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Group collaboration
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___Gamification/Learning
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs throuh play
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Answering
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn preliminary
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s activities/exercises
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Carousel
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Diads
of the lesson ___ Audio Visual Presentation ___ Differentiated
of the lesson Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
learn
collaboration/coopera
tion
___ Audio Visual
Presentation
of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III

GRADES 1 to 12 Teacher Ednalyn D. Macaraig Learning Area Science
DAILY LESSON LOG Teaching Date and Time Jan 8-12, 2018 Quarter Third Week 10
I.OBJECTIVES
A.Content Standards The learners demonstrate understanding a simple DC circuit and the relationship between electricity and magnetism in electromagnets
B.Performance Standards The learners propose an unusual tool or device using electromagnet that is useful for home, school or community
C.Learning Competencies/Objectives The learners should be able to identify Construct an electromagnet. Learning Competency/Objective Administering Third Quarterly Administering Third
the parts of an electromagnet. S5FE-IIIi-j9 Design an experiment to determine Test Quarterly Test
S5FE-IIIi-j9 the factors that affect the strength
of the electromagnet.
S5FE-IIIi-j9
II.CONTENT Electricity Can be Used to produce Electricity Can be Used to produce Electricity Can be Used to produce
Magnets Magnets Magnets
A.References
3.Textbook pages Science and Health 5, Natividad Alegre,
p. 190
4.Additional materials from learning https://www.youtube.com/watch?
resource (LR) portal v=XKUs7Dc9pKI
B.Other Learning Resource pictures, activity sheet, powerpoint activity sheet, 1.5V battery, electric ball, strip of papers, Video
presentation wires, an iron bar or a big nail, paper presentation, activity sheet,
clips, thumbtacks and other small constructed
metallic objects, PowerPoint electromagnet,powerpoint
presentation, laptop presentation, laptop
IV.PROCEDURES
A.Reviewing previous lesson or FACT or BLUFF Inside the mystery box the pupil will Play the music then pass the ball,
presenting the new lesson 1. Magnets usually have two poles. guess the correct answer written in a when the music stops whoever holds
2. A magnet has energy, and can strip of paper about the important or the ball will answer the question
attract some objects like nails, pins ideal material in producing a good written on a strip of paper.
and other objects that are made of electromagnet. Questions:
contain iron. 8. It is the core around which the wire is What materials are used in
3. In magnetism, unlike poles repel. coiled _______. (nail) constructing an electromagnet?
4. A magnet can attract most at its 9. It supplies electric current ______. What does electromagnet usually
magnetic poles. (dry cell) consist of?
5. Like poles attract 10. It is the conductor where the What serves as the conductor of
current flow ______. (wire) electricity?
When do magnetic fields disappear?
B.Establishing a purpose for the lesson Presentation of a picture of boy using Do you have toy car at home? Have you Watch the video clip
a doorbell experienced to play Tamiya toy car? https://www.youtube.com/watch?
What makes it move? v=XKUs7Dc9pKI
(The teacher may also show a Tamiya What does the video imply?
toy car and let pupils see the motor Can electromagnet be made
that makes Tamiya move stronger?
What is the boy in the picture doing?

If you will get inside a building or a
house with a gate closed, you need to
look for a doorbell to have somebody
open the gate for you.
What happens when the button of a
doorbell is pressed?
C.Presenting Examples/ instances of the Approach: Integrative Group Activity: “Constructing an Group Activity: “Making Me
new lesson Strategy: Scaffold- Knowledge Electromagnet” Stronger”
Integration Approach: Inquiry-based Approach: Inquiry – based
Activity: 4 A’s Strategy: Knowledge-Building Strategy; Cyclic-Inquiry Model and
Group Activity: “Tell My Parts” community model Practical Inquiry Model
L. Problem: What are the parts of an Activity: EIBU Activity: AICDR (Ask,
electromagnet? XVI. Problem: How will you construct an Investigate,Create, Discuss, Reflect)
XVI. Materials: illustration of a electromagnet? XVI. Problem: Can you design an
constructed electromagnet XVII. Materials: 1.5V battery, electric experiment to determine the factors
wires, an iron bar or a big nail, paper that affect the strength of an
clips, thumbtacks and other small electromagnet?
metallic objects XVII. Materials: constructed
XVIII. Procedures: electromagnet used in previous
8. Wind the electric wire 10-15 times activity
around the iron bar or nail. XVIII. Procedure:
Attach one end of the wire to the 12. Group yourself into three.
XVII. Procedure positive terminal of the battery 13. Brainstorm on how can you make
10. Study the given illustration. and the other end to the negative electromagnet stronger.
11. Answer the given guide questions. terminal to complete the 14. Design your own experiment to
Guide Questions: circuit. determine the factors that affect
1. What is the source of electricity in 9. See how your electromagnet works! the strength of the electromagnet.
the illustration? Put it near some paper Group I- Type of Core
2. What is wound around the long iron clips, thumbstacks and other metallic Group II- Number of Coils
nail? objects. Observe what Group III- Number of Batteries
3. Which is the conductor of happens.
electricity? 10. Disconnect the wire at one end.
4. Which material becomes a magnet? Observe again the metallic
Why? objects.
5. What happened to the pins? Why? Guide Questions:
6. What does the illustration show? 1. What are needed in constructing an
XVIII. Conclusion electromagnet?
2. Where does the strength of an
electromagnet come from?
3. What happened if you put the
electromagnet near the paper
clips, thumbstacks and other metallic
objects?
4. What happened after you disconnect
the wire?
5. What did you construct?
XIX. Conclusion:
D.Discussing new concepts and Group Reporting / Presentation of the Group Activity: “Constructing an Group Reporting / Presentation of
practicing new skills #1 Output Electromagnet” the Output
Sharing of results Approach: Inquiry-based Sharing of results
Strategy: Knowledge-Building
community model
Activity: EIBU
XVI. Problem: How will you construct an
electromagnet?
XVII. Materials: 1.5V battery, electric
wires, an iron bar or a big nail, paper
clips, thumbtacks and other small
metallic objects
XVIII. Procedures:
8. Wind the electric wire 10-15 times
around the iron bar or nail.
Attach one end of the wire to the
positive terminal of the battery
and the other end to the negative
terminal to complete the
circuit.
9. See how your electromagnet works!
Put it near some paper
objects. Observe what
happens.
10. Disconnect the wire at one end.
Observe again the metallic
objects.
Guide Questions:
1. What are needed in constructing an
electromagnet?
2. Where does the strength of an
electromagnet come from?
3. What happened if you put the
electromagnet near the paper
objects?
4. What happened after you disconnect
the wire?
5. What did you construct?
XIX. Conclusion:
E.Discussing new concepts and Let each group make their own Answer these questions: Answer these questions:
practicing new skills #2 illustration of an electromagnet. e. When does an electromagnet behave c. What does each group presented?
Ask them to label the parts like a magnet? d. What materials will be added/
f. Why does an electromagnet can manipulated in your designed
attract pins if there is an electricity? experiment to determine the
strength of an electromagnet?
F.Developing Mastery Direction: Clap your hands once if the Direction: Identify whether the Draw a ☼ if the statement is correct
statement is correct and twice if it is statement is TRUE or FALSE. and × if not.
incorrect. If false, identify the word that makes it 1. Magnet is not used in making an
16. An electromagnet works only false. electromagnet.
when there is a flow of electricity. 11. An electromagnet is a magnet mode 2. An electromagnet behaves like
17. Without core or magnetic formed when an electric current is magnet only when the wire is
material, electromagnet cannot be passed thru wire coiled around it. wrapped around an iron core.
produced. 12. The ability to attract metallic 3. Number of batteries may affect the
18. Coil of wire serves as the objects can be switched on and off strength of an electromagnet.
conductor of electricity. because of nail. 4. Number of coils may not affect the
19. Even without source of the 13. Electricity flows through the wire strength of an electromagnet
electricity from the battery, with an iron bar (nail) inside it when
electromagnet can still be produced. connected to the battery.
20. When the current is broken the 14. The iron bar turns into a magnet
nail is no longer a magnet and picks any object.
15. When the wires are disconnected,
the iron bar loses its magnetic ability.
G.Finding Parctical application of Are you aware that many of the many Why are electromagnets very Francis, the operator of a machine
concepts and skills in daily living of the modern electrical important? has to increase the strength of the
appliances that we use today whether d. How are electromagnets used in electromagnet of his machine, what
in school or home would not communication? should he do?
work without the electromagnet? Can
you name them?
H.Making generalization and What are the main parts of an What is an electromagnet? What factors can affect the strength
abstraction about the lesson electromagnet e. How can you construct an of an electromagnet?
A simple electromagnet consists of 3 electromagnet?
main parts; Background Information of the Teacher
1. Core- magnetic material  An electromagnet is a type of magnet
2. Coil of wire- conductor of in which the magnetic field is produced
electricity. by an electric current. The magnetic
3. Dry cell- source of electricity field disappears when the current is
An electromagnet is only a temporary turned off. Electromagnets usually
magnet. Without electricity its loses its consist of a large number of closely
magnetism. The nail becomes a spaced turns of wire that create the
temporary magnet as the current magnetic field.
flows through it. When the current is  You have just made a magnet by
broken, the nail is no longer a magnet. using electricity. When you
disconnected one end of the wire from
the battery, the current did not flow
anymore. The nail could no longer
attract the pins. Its magnetic force was
gone. An electromagnet can have
magnetic force only when electric
current is flowing through it.
I.Evaluating learning Direction: Read the situation below. Direction: The following are the steps in Direction: Read the statement then
Answer the question. Choose the constructing an electromagnet. Arrange write True if the statement is correct
letter of the best answer them in correct order by numbering 1- and False if it is wrong.
1. You are going to construct an 5. 1. Electromagnet is made up of an
electromagnet, which of the following ________A. Bring the electromagnet iron core, copper wire and source of
materials will you need. near the pins. Count the number of pins electricity.
A. dry cell C. wire attracted to it. 2. Electromagnet is a permanent
B. iron nail D. all of these ________B. Using a cutter, uncoat the magnet.
2. The following are all needed in electrical wires and get the copper 3. Large number of closely spaced
constructing a simple electromagnet, inside it. turns of wire creates the magnetic
which is NOT? ________C. Make ten turns of the field.
A. thread C. wire copper wire around the nail. 4. The number of batteries may
B. nail D. battery ________D. Disconnect one end of the affect the strength of electromagnet.
3. In an electromagnet, which of the copper wire to the source of electricity. 5. Electromagnet can be made
following serves as the conductor of Then bring the magnet near the pins. stronger.
electricity? ________E. Connect both ends of the
A. battery B. coil of wire C. core D. copper wire to the negative and
both A and B positive terminals of the dry cell.
4. Which one of the following is NOT a
part of an electromagnet?
A. the wire coil
B. the nail as the core
C. the dry cell cell as the source of
electricity
D. pins, clips, and needles attracted by
an electromagnet
5. What happens when a part of an
electromagnet is disconnected?
A. It loses its magnetism.
B. Electricity continues to flow through
it.
C. The electromagnet becomes a
permanent magnet.
D. There is an increase in the number
of materials attracted.
.
J.additional activities for application or Compose a short poem about the Draw a diagram of an electromagnet. Design your own experiment to
remediation parts of an electromagnet Below,write the steps on how to determine the factors that affect the
construct it. strength of an electromagnet. Write
this on a piece of short coupon bond
V.REMARKS
VI.REFLECTION
time.
due to unnecessary
behavior.
lesson
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: well:
wish to share with other teachers? Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note ___Metacognitive
and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques, and Development: Examples: Self
assignments. ___Bridging: Examples: Think-pair-share, assignments. vocabulary assignments. assessments, note taking and
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- studying techniques, and
quick-writes, and anticipatory charts.
vocabulary assignments.
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and anticipatory
charts. ___Bridging: Examples:
___Schema-Building: Examples: Compare Think-pair-share, quick-
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare writes, and anticipatory
and contrast, jigsaw learning, peer and projects. and contrast, jigsaw learning, peer ___Schema-Building: charts.
teaching, and projects. teaching, and projects. Examples:Compare and contrast,
jigsaw learning, peer teaching, and
___Contextualization: projects. ___Schema-Building:
___Contextualization: ___Contextualization: Examples: Compare and
Examples: Demonstrations, media,
contrast, jigsaw learning,
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media,
___Contextualization: peer teaching, and projects.
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
opportunities. opportunities. Examples: Demonstrations, media,
manipulatives, repetition, and local ___Contextualization:
___Text Representation: opportunities.
___Text Representation: ___Text Representation: Examples: Demonstrations,
Examples: Student created drawings, videos,
media, manipulatives,
Examples: Student created drawings, and games. Examples: Student created drawings,
___Text Representation: repetition, and local
videos, and games. ___Modeling: Examples: Speaking slowly videos, and games.
opportunities.
Examples: Student created drawings,
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want ___Modeling: Examples: Speaking slowly
videos, and games.
and clearly, modeling the language you students to use, and providing samples of and clearly, modeling the language you
want students to use, and providing student work. want students to use, and providing ___Modeling: Examples: Speaking ___Text Representation:
samples of student work. samples of student work. slowly and clearly, modeling the Examples: Student created
Other Techniques and Strategies used: language you want students to use,
drawings, videos, and games.
Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: and providing samples of student
work. ___Modeling: Examples:
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration Speaking slowly and clearly,
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play Other Techniques and Strategies modeling the language you
___ Answering preliminary activities/exercises ___ Answering preliminary used: want students to use, and
activities/exercises ___ Carousel activities/exercises ___ Explicit Teaching providing samples of student
___ Carousel ___ Diads ___ Carousel ___ Group collaboration work.
___ Diads ___ Differentiated Instruction ___ Diads ___Gamification/Learning throuh play
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Answering preliminary Other Techniques and
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama activities/exercises Strategies used:
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Carousel ___ Explicit Teaching
___ Lecture Method Why? ___ Lecture Method ___ Diads ___ Group collaboration
Why? ___ Complete IMs Why? ___ Differentiated Instruction ___Gamification/Learning
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Role Playing/Drama throuh play
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Discovery Method ___ Answering preliminary
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Lecture Method activities/exercises
___ Group member’s collaboration/cooperation ___ Group member’s Why? ___ Carousel
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Complete IMs ___ Diads
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Availability of Materials ___ Differentiated Instruction
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Role Playing/Drama
of the lesson of the lesson ___ Group member’s ___ Discovery Method
collaboration/cooperation ___ Lecture Method
in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of Materials
___ Pupils’ eagerness to learn
collaboration/cooperatio
n
___ Audio Visual
Presentation
of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III
GRADE 1 to 12 Paaralan Gregorio Sison Memorial Elementary School Baitang/ Antas 5

DAILY LESSON LOG Guro Ednalyn D. Macaraig Asignatura Araling Panlipunan
(Pang-araw-araw na Petsa/ Oras Jan. 8-12, 2018 Quarter Third Week 10
Tala ng Pagtuturo)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
A. Pamantayang Naipamamalas ang mapanuring pag-unawa sa mga pagbabago sa lipunan ng sinaunang Pilipino kabilang ang pagpupunyagi ng ilang pangkat na mapanatili ang kalayaan sa Kolonyalismong Espanyol at ang
Pangnilalaman impluwensya nito sa kasalukuyang panahon.
B. Pamantayan sa Nakakapagpakita ng pagpapahalaga at pagmamalaki sa pagpupunyagi ng mga Pilipino sa panahon ng kolonyalismong Espanyol
pagganap
C. Mga Kasanayan 6.5.1. Nasasabi ang sariling 6.5.1. Nasasabi ang sariling pananaw 7.1. Natatalakay ang mga epekto Administeriing Third Quarerly Test Administeriing Third
sa Pagkatuto pananaw hinggil sa dahilan ng di- hinggil sa dahilan ng di-matagumpay ng kolonyalismong Espanyol sa Quarerly Test
Isulat ang code ng matagumpay na na pagkamakabansa at
bawat kasanayan armadong pananakop ng mga
armadong pananakop ng mga pagkakakakilanlan ng mga
Espanyol sa ilang pangkat ng mga
Espanyol sa ilang pangkat ng mga Pilipino
Pilipino
Pilipino 6.5.2. Natatalakay ang mga dahilan 7.2. Naitatala ang mga naging
6.5.2. Natatalakay ang mga ng di matagumpay na pananakop ng epekto ng pananakop ng mga
dahilan ng di matagumpay na mga Espanyol sa
pananakop ng mga Espanyol sa mga katutubo sa pagkamakabansa at
Espanyol sa mga katutubo sa pamamagitan ng semantic web. pagkakakakilanlan ng mga
pamamagitan ng semantic web. 6.5.3. Naipakikita ang paghanga sa Pilipino sa pamamagitan ng
6.5.3. Naipakikita ang paghanga sa mga katutubong Pilipino mula sa semantic web
mga katutubong Pilipino mula sa paglaban sa 7.3. Napapahalagahan ang
pananakop ng makapangyarihang
paglaban sa mabuting epekto ng pananakop
mga Espanyol AP5KPK-IIIg-i6
pananakop ng makapangyarihang ng mga Espanyol sa
mga Espanyol pagiging diwang makabansa ng
sinaunang Pilipino
II. Nilalaman Kolonyalismong Espanyol sa Pagsilang ng Nasyonalismong Pilipino
III. KAGAMITANG
PANTURO
A. Sanggunian CG ph. 52 CG ph. 52 CG ph. 52
1. Mga Pahina sa
Gabay ng Guro
2. Mga Pahina sa Pilipinas Bansang Malaya pah. 94, Pilipinas Bansang Malaya pah. 94, Pilipinas Bansang Malaya pahina
Kagamitang Pang- Makabayang Kasaysayang Pilipino 96, Makabayan
Mag-aaral pah. 104 Kasaysayang Pilipino, pahina 104.
3. Mga Pahina sa
Teksbuk
4. Karagdagang powerpoint presentation,
Kagamitan mula sa
portal ng
Learning Resource
B. Iba pang projector / TV, laptop, tsart, projector / TV, laptop, tsart, larawan manila paper, larawan
Kagamitang Panturo larawan
IV. PAMAMARAAN
A. Balik-Aral sa 2. Balik-aral 1. Balitaan sa mga isyung 1. Balitaan tungkol sa
nakaraang aralin  Ano ang lihim na samahan ang napapanahon napapanahong isyu
at/o itinatag ni Dr. Jose Rizal para sa 2. Balik-aral 2. Balik-Aral
pagsisimula ng  Ano ang lihim na samahan ang
pakikipaglaban sa mga Espanyol?  Bakit hindi naging matagumpay
bagong aralin itinatag ni Dr. Jose Rizal para sa
 Ano naman ang itinatag ni ang pananakop ng mga Espanyol
pakikipaglaban sa mga Espanyol?
Andres Bonifacio pagkatapos  Ano naman ang itinatag ni Andres sa
makulong si Dr. Jose Rizal? Bonifacio pagkatapos mga Katutubo?
 Anong samahan pa ang itinatag makulong si Dr. Jose Rizal?
ng mga Pilipino para sa  Anong samahan pa ang itinatag ng
pakikipaglaban sa mga Espanyol? mga Pilipino para sa
3. Panimulang Pagtataya pakikipaglaban sa mga Espanyol?
Bilugan ang bilang ng mga 3. Panimulang Pagtataya
pangungusap na naging dahilan ng Bilugan ang bilang ng mga
pangungusap na naging dahilan ng di
di
matagumpay na pananakop ng mga
matagumpay na pananakop ng Espanyol.
mga Espanyol. 1. Malayo ang pook na tinitirahan.
1. Malayo ang pook na tinitirahan. 2. Nag-alsa ang maraming mga
2. Nag-alsa ang maraming mga Pilipino.
Pilipino. 3. Bihira ang nakapag-aral na mga
3. Bihira ang nakapag-aral na mga Pilipino.
Pilipino. 4. Lumaban sila kaya sinunog ng mga
4. Lumaban sila kaya sinunog ng Espanyol ang kanilang mga
bahay at napilitang tumakbo sa
mga Espanyol ang kanilang mga
malalayong pook ang mga katutubo
bahay at napilitang tumakbo sa upang doon manirahan.
malalayong pook ang mga 5. Walang sasakyang nakarating sa
katutubo kanila gayundin ang uri ng
upang doon manirahan. pakikipagtalastasan.
5. Walang sasakyang nakarating sa 6. Binigyan ng kalayaang
sumampalataya sa Islam ang mga
kanila gayundin ang uri ng
Muslim.
pakikipagtalastasan.
7. Kawalan ng pambansang pinuno at
6. Binigyan ng kalayaang ng diwang makabansa ng mga
sumampalataya sa Islam ang mga mamamayan.
Muslim.
7. Kawalan ng pambansang pinuno
at ng diwang makabansa ng mga
mamamayan
B. Paghahabi sa Video presentation tungkol sa mga Video presentation tungkol sa mga Gamit ang K-W-L na
layunin ng aralin panirahan ng mga pangkat etniko panirahan ng mga pangkat etniko pamamaraan, hayaang
Batay sa inyong nakita sa larawan Batay sa inyong nakita sa larawan masagutan ng mga mag-aaral
magbigay ng inyong opinyon kung
magbigay ng inyong opinyon kung ang mga katanungan na nasa
bakit kaya hindi naging matagumpay
bakit kaya hindi naging ibaba, sa pamamagitan nito ay
na pagsakop ng mga Espanyol.
matagumpay na pagsakop ng mga matatasa ng
Espanyol guro ang lebel ng karunugnan ng
kanyang mag-aaral
C. Pag-uugnay ng 1. Gawain 1 (Pangkatan Gawain) 1. Gawain 1 (Pangkatan Gawain) 1. Gawain A
mga halimbawa sa Pangkat I- Pagbibigay ng larawan Pangkat I- Pagbibigay ng larawan ng A. Buuin mo ang mga
bagong aralin ng mga pangkat etniko na mga pangkat etniko na pangungusap sa bawat kulay.
naninirahan sa kabundukan. (See
naninirahan sa kabundukan. (See Tingnan ang “clue”
Attached)
Attached) upang maiakma mo ang iyong
1. Sino sino ang mga nasa larawan?
1. Sino sino ang mga nasa 2. Sila ang mga Katutubong Pilipino bubuuin.
larawan? na hindi nasakop ng mga Pangkat 1: Clue: Paggalugad ng
2. Sila ang mga Katutubong Espanyol? mananakop sa likas na yaman.
Pilipino na hindi nasakop ng mga 3. Batay sa inyong nakita sa larawan Pangkat 2: Clue: Paggamit ng
Espanyol? ano kaya ang naging dahilan teknolohiya
3. Batay sa inyong nakita sa at di napagtagumpayang sakupin sila Pangkat 3: Clue: Sistema sa
larawan ano kaya ang naging ng mga Espanyol? Pamahalaan.
dahilan Ipaliwanag ang inyong sagot. Pangkat 4: Clue: Nasyonalismong
Pangkat 2
at di napagtagumpayang sakupin damdamin
Basahin ang nilalaman ng nasa kahon
sila ng mga Espanyol? at sagutin ang mga tanong sa
Ipaliwanag ang inyong sagot. Ibaba
Pangkat 2 1. Sino- sino ang mga katutubong
Basahin ang nilalaman ng nasa Pilipinong hindi nasakop ng mga
kahon at sagutin ang mga tanong Kastila?
sa 2. Saan – saan sila naninirahan?
ibaba. 3. Ano ang naging dahilan ang di
1. Sino- sino ang mga katutubong naging matagumpay ang
pananakop ng mga Espanyol?
Pilipinong hindi nasakop ng mga
4. Sa kabuuan hindi nasakop ng mga
Kastila? Espanyol ang ibang pangkat ng
2. Saan – saan sila naninirahan? katutubo, ano ang inyong nadarama?
3. Ano ang naging dahilan ang di Gawain 3 – Pakikipaglaban ng mga
naging matagumpay ang Muslim sa mga Espanyol
pananakop ng mga Espanyol? ng mga kastila?
4. Sa kabuuan hindi nasakop ng 1. Anong katangian ng mga muslim
mga Espanyol ang ibang pangkat ang nakatulong upang hindi
lubusang masakop ng mga kastila?
ng
2. Sino ang bayani ng mga Muslim
katutubo, ano ang inyong
ang namuno upang hindi
nadarama? masakop ng mga kastila?
Gawain 3 – Pakikipaglaban ng mga 3. Ano ang inyong mararamdaman
Muslim sa mga Espanyol kapag may isang pinunong
ng mga kastila? namumuno upang ipaglaban ang
1. Anong katangian ng mga kanilang Karapatan?
muslim ang nakatulong upang
hindi
lubusang masakop ng mga kastila?
2. Sino ang bayani ng mga Muslim
ang namuno upang hindi
masakop ng mga kastila?
3. Ano ang inyong mararamdaman
kapag may isang pinunong
namumuno upang ipaglaban ang
kanilang Karapatan?
D. Pagtatalakay ng Pag-uulat ng bawat pangkat ng Pag-uulat ng bawat pangkat Pag-uulat ng pangkat
bagong konsepto at kanilang ginawang awtput.
paglalahad ng
bagong kasanayan
#1
E. Pagtalakay ng a. Sino-sino ang mga Pilipinong hindi a. Sino-sino ang mga Pilipinong hindi 1. Ano ang mga salitang nabuo?
bagong konsepto at lubusang nasakop ng mga lubusang nasakop ng mga 2. Sang-ayon ka ba sa mga
paglalahad ng Espanyol? Espanyol? naipahayag ng bawat pangkat?
bagong kasanayan b. Anong katangian ng mga Muslim b. Anong katangian ng mga Muslim 3. Ano ang inyong napansin sa
#2 ang higit na nakatulong ang higit na nakatulong
mga nabuong mga salita?
upang hindi mapagtagumpayan na upang hindi mapagtagumpayan na
masakop sila? masakop sila? Ang kolonisasyon na naganap sa
c. Ano-ano kya ang dahilan ng ibang c. Ano-ano kya ang dahilan ng ibang kasaysayan ay nagkaroon ng
pangkat etniko upang hindi pangkat etniko upang hindi positibo at negatibong epekto sa
sila masakop. sila masakop. isang bansa
d. Gagamit ng semantic web. (Lahat ng d. Gagamit ng semantic web. (Lahat
impormasyon ay ng impormasyon ay
nauugnay sa core question. Ang sagot nauugnay sa core question. Ang
sa core question ay ang sagot sa core question ay ang
web strand at isusulat sa paligid ng web strand at isusulat sa paligid ng
core question core question.
F. Paglinang sa Anong katangian ng mga muslim ang Anong katangian ng mga muslim ang Bilang isang mag-aaral, paano mo
Kabihasnan dapat nating hangaan na dapat nating hangaan na pahahalagahan ang mabubuting
(Tungo sa naktulong ng malaki upang ipaglaban naktulong ng malaki upang ipaglaban epekto ng kolonisasyon?
Formative nila ang kanilang karapatan? nila ang kanilang karapatan?
Assessment) Bakit? Ipaliwanag ang sagot Bakit? Ipaliwanag ang sagot
G. Paglalapat ng Magbibigay ang guro ng metacards Magbibigay ang guro ng metacards  Paano mo maiuugnay ang
aralin sa pang-araw- na naglalaman ng mga na naglalaman ng mga kalagayan ng ating bansa sa pagiging
araw na buhay pangungusap. Pipiliin ng mga bata pangungusap. Pipiliin ng mga bata bahagi natin sa Sistema ng
ang mga pangungusap na ang mga pangungusap na kolonisasyon?
nagsasaad ng mga dahilan ng di nagsasaad ng mga dahilan ng di
matagumpay na pananakop sa mga matagumpay na pananakop sa mga
muslim at mga katutubo muslim at mga katutubo
H. Paglalahat ng Ano ano ang Mga Dahilan ng hindi Ano-ano ang mga Dahilan ng hindi  Ano ang naging epekto ng
Aralin Pagtatagumpay na Pagsakop ng mga Pagtatagumpay na Pagsakop ng mga kolonisasyon sa bansa?
Espanyol sa mga katutubo at iba pang Espanyol sa mga katutubo at iba  May naging kaugnayan baa ng mga
Pangkat. pang Pangkat epekto na ito sa kasalukuyang
panahon
I. Pagtataya ng Basahin ang sumusunod na mga Basahin ang sumusunod na mga nagpapakita ng magandang epekto
Aralin sitwasyon. Piliin ang titik ng tamang sitwasyon. Piliin ang titik ng tamang ng Kolonisasyon at NEGATIBO kung
sagot. sagot. ito ay
1. Sinubukan ng mga Espanyol na 1. Sinubukan ng mga Espanyol na nagpapakita ng di mabuting epekto.
palawakin ang kapangyarihan nila sa palawakin ang kapangyarihan nila sa ______________1. Ang mga dayuhan
Mindanao upang makalikom ng mga Mindanao upang makalikom ng mga ang higit na nakinabang sa likas na
buwis doon. Bakit sila nagging bigong buwis doon. Bakit sila nagging bigong yaman.
Gawain ito? Gawain ito? ______________2. Napaunlad ang
A. Mababait sila C. Malalambing sila A. Mababait sila C. Malalambing sila pamumuhay ng mga katutubo.
B. Pawang matatapang D. May anting B. Pawang matatapang D. May anting ______________3. Naging maayos
sila sila ang sistema ng pamahalaan. Ang
2. Nanatiling isang malaking hamon 2. Nanatiling isang malaking hamon dating watakwatak
ang ginawa ng mga muslim sa mga ang ginawa ng mga muslim sa mga na mga teritoryo ay nabuo bilang
Espanyol kaya pilit pa rin nilang Espanyol kaya pilit pa rin nilang isang estado.
gusting sakupin ang mga ito. Ano ang gusting sakupin ang mga ito. Ano ang ______________4. Pagkagising ng
nagging hadlang upang gawin ito. nagging hadlang upang gawin ito. damdaming makabayan dahil sa
A. Mababangis ang hayop ditto. A. Mababangis ang hayop ditto. paglawak ng
B. Matataas ang punong B. Matataas ang punong kalayaan nang sakupin ng mga
pinagtataguan ditto pinagtataguan ditto dayuhan.
C. Sinasalubong silang ng mga kanyon C. Sinasalubong silang ng mga ______________5. Pagkaubos ng
at palasong may lason kanyon at palasong may lason likas na yaman ng bansa.
D. Nakakatakot ang hitsura ng mga D. Nakakatakot ang hitsura ng mga
Muslim at malalakas tumakbo ang Muslim at malalakas tumakbo ang
mga ito. mga ito.
3. Hindi nila nasakop nang tuluyan ang 3. Hindi nila nasakop nang tuluyan
mga muslim dahil may pinunong ang mga muslim dahil may pinunong
namuno namuno
upang mapag-isa ang mga muslim sa upang mapag-isa ang mga muslim sa
iisang layunin. Sino siya? iisang layunin. Sino siya?
A. Sultan Kudarat C. Apolinario de la A. Sultan Kudarat C. Apolinario de la
Cruz Cruz
B. Francisco Dagohoy D. Padre B. Francisco Dagohoy D. Padre
Mariano Gomez Mariano Gomez
4. Sa kabundukan ng Cordillera, ang 4. Sa kabundukan ng Cordillera, ang
mga tao ay humadlang sa nais ng mga mga tao ay humadlang sa nais ng
Espanyol. Lumaban sila kaya sinunog mga
ang mga bahay nila. Ano ang ginawa Espanyol. Lumaban sila kaya sinunog
nila upang di sila tuluyang masakop ng ang mga bahay nila. Ano ang ginawa
mga Espanyol. nila upang di sila tuluyang masakop
A. Nakipagkaibigan sila. ng mga Espanyol.
B. Sumuko sila at nagbigay ng ginto A. Nakipagkaibigan sila.
C. Tumakbo sa malalayong pook at B. Sumuko sila at nagbigay ng ginto
doon nagtayo ng tirahan. C. Tumakbo sa malalayong pook at
D. Pinabayaan nilang palaganapin ang doon nagtayo ng tirahan.
Kristiyanimo sa buong kapuluan. D. Pinabayaan nilang palaganapin
5. Bakit hindi lubusang nagtagumpay ang Kristiyanimo sa buong kapuluan.
ang pananakop ng mga Espanyol na 5. Bakit hindi lubusang nagtagumpay
naninirahan sa kabundukan. ang pananakop ng mga Espanyol na
A. Ayaw ng mga Espanyol hanapin ang naninirahan sa kabundukan.
kinalalagyan nila. A. Ayaw ng mga Espanyol hanapin
B. Takot sila sa mga mababangis na ang kinalalagyan nila.
mga hayop lalo sa mga ahas. B. Takot sila sa mga mababangis na
C. Walang sasakyang nakararating sa mga hayop lalo sa mga ahas.
kanila gayundin ang uri ng C. Walang sasakyang nakararating sa
pakikipagtalastasan. kanila gayundin ang uri ng
D. Hindi interesado ang mga Espanyol pakikipagtalastasan.
sa kanila dahil wala silang pinagaralan. D. Hindi interesado ang mga
Espanyol sa kanila dahil wala silang
pinagaralan.
J. Karagdagang 1. Ipaliwanag ang naging epekto ng 1. Ipaliwanag ang naging epekto ng Gumawa ng isang komiks script na
Gawain para sa pakikipaglaban ng mga muslim at pakikipaglaban ng mga muslim at nagpapakita ng epekto ng
takdang- aralin at katutubo katutubo kolonisasyon sa
remediation sa mga Espanyol. sa mga Espanyol. isang bansa
2. Magsaliksiksik kung paano 2. Magsaliksiksik kung paano
nagwakas ang pananakop ng mga nagwakas ang pananakop ng mga
Espanyol. Espanyol.
V. MGA TALA
VI. PAGNINILAY .
A. Bilang ng mag- ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next
aaral na nakakuha next objective. next objective. next objective. next 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% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
mastery mastery mastery
B. Bilang ng mga- ___Pupils did not find difficulties in ___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 answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
nangangailangan ng ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
iba pang gawain answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
para sa remediation ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
of limited resources used by the despite of limited resources used by despite of limited resources used by of limited resources used by the of limited resources used by the
teacher. the teacher. the teacher. teacher. teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished their
their work on time. their work on time. their work on time. their work on time. work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior. behavior.
C. Nakatulong ba ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
ang remediation? above above above above
Bilang ng mag-aaral
na nakaunawa sa
aralin.
D. Bilang ng mga ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional
mag-aaral na additional activities for remediation additional activities for remediation additional activities for remediation activities for remediation activities for remediation
magpapatuloy sa
remediation
E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
pagtuturo ang lesson lesson lesson lesson lesson
nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
ang aking naranasan require remediation require remediation require remediation require 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 Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
na nais kong ibahagi Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
sa mga kapwa ko taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
guro? vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: Examples:

Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Examples:Compare and contrast, Compare and contrast, jigsaw learning,
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, and peer teaching, and projects.
projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities. opportunities. opportunities. manipulatives, repetition, and local opportunities.
opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking videos, and games. ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, language you want students to use, language you want students to use, slowly and clearly, modeling the language you want students to use, and
and providing samples of student and providing samples of student and providing samples of student language you want students to use, providing samples of student work.
work. work. work. and providing samples of student
work. Other Techniques and Strategies used:
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching
used: used: used: Other Techniques and Strategies ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used: ___Gamification/Learning throuh play
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Answering preliminary
___Gamification/Learning throuh play ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration activities/exercises
___ Answering preliminary play play ___Gamification/Learning throuh play ___ Carousel
activities/exercises ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Diads
___ Carousel activities/exercises activities/exercises activities/exercises ___ Differentiated Instruction
___ Diads ___ Carousel ___ Carousel ___ Carousel ___ Role Playing/Drama
___ Differentiated Instruction ___ Diads ___ Diads ___ Diads ___ Discovery Method
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why?
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Complete IMs
Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Availability of Materials
___ Complete IMs Why? Why? Why? ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Group member’s
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials collaboration/cooperation
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks
collaboration/cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Audio Visual Presentation
in doing their tasks collaboration/cooperation collaboration/cooperation collaboration/cooperation of the lesson
___ Audio Visual Presentation in doing their tasks in doing their tasks in doing their tasks
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson
Noted:
LUCILA M. CARINGAL
Head Teacher III

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School Gregorio .Sison Mem. Elem.

School Grade Level Five

Monday Tuesday Wednesday Thursday Friday

Kailan ipinagdiriwang ang kapistahan sa

_Text Representation: _Text Representation: _Text Representation: _Contextualization:

Monday Tuesday Wednesday Thursday Friday

F.Paglinang na Kabihasaan Constructivism Approach- Activity

Monday Tuesday Wednesday Thursday Friday

B.Performance Standards The learner... The learner... The learner...

School Gregorio .Sison Mem. Elem. School Grade Level Five

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

_Contextualization: _Contextualization: _Contextualization: _Schema-Building:

_Text Representation: _Text Representation: ___Text Representation:

School Gregorio .Sison Mem. Elem. School Grade Level Five

Monday Tuesday Wednesday Thursday Friday

What is the boy in the picture doing?

GRADE 1 to 12 Paaralan Gregorio Sison Memorial Elementary School Baitang/ Antas 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

_Schema-Building: Examples: _Schema-Building: Examples: _Schema-Building: Examples: _Schema-Building: ___Schema-Building: Examples:

_Contextualization: _Contextualization: _Contextualization: _Contextualization:

_Text Representation: _Text Representation: _Text Representation: _Text Representation:

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