Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

TLE-INDUSTRIAL ARTS

Quarter 4

WEEK 1 & WEEK 2

Objective: Discusses the importance and methods of enhancing/decorating bamboo,
wood, and metal products, TLE6IA-0a1

-Demonstrates creativity and innovativeness in enhancing/ decorating bamboo, wood,

and metal products, TLE6IA -0a – 2
1.1 conducts simple survey using technology and other data-gathering method to
determine, TLE6IA -0b – 3
1.1.1 market trends on products made of bamboo, wood, and metal
1.1.2 customer’s preference of products
1.1.3 types/sources of innovative finishing materials, accessories, and designs
1.1.4 processes in enhancing/decorating finished products

ENHANCING /DECORATING FINISHED PRODUCTS

1. Importance of enhancing/decorating bamboo, wood, and metal products
1.1 Finished products tend to be more saleable to customers when enhanced and
decorated.
1.2 Enhanced and decorated finished products help maintain their durability to harsh
elements.
1.3. Finished products that are enhanced or decorated beautify the product itself.
2. Methods of enhancing/decorating bamboo, wood, and metal products
2.1 Woodcraft and bamboo craft can be enhanced using a variety of methods and
techniques. These include:
Woodturning is a process of using a lathe to make various forms and shapes of
wood.
Hand carving is considered a woodcraft in which a sharp object is used to create
designs on the wood. Various textures and surfaces can be created using this technique.
Tools such as chip carving knife, gouges, and chisels are used.
Pyrography is considered an art using a fire or heat to decorate wood or leather.
Flocking technique lines the interior of drawers and boxers with a soft velvety finish.
Inlaying combines several techniques that involve inserting decorative pieces in to
a base object to incorporate new designs on the original product.
Gilding is considered as a decorative technique in which powder is applied on wood
or other materials to give a thin coating of gold. Methods of this technique include gluing,
chemical gilding, and electroplating.
Staining is used to color wood to give an illusion of texture. This may come in two
varieties. First, pigment-based stain will color large pores of the wood, while dye-based
stain color small pores of the wood.
 Painting is considered the simplest way of decorating wood since there is a variety
of colors that you can choose from. One may also add a lacquer finish to make it more
shiny and glossy.

2.2 Metal craft Enhancing Techniques

The following are some techniques used to enhance or add design elements on metal
products.
Engraving is a method of transferring a design on metal using a hardened steel tool
called burin or graver to cut into the surface of the metal.
Etching is a process used to make designs or pictures on a metal plate by using acid
that produces corrosive action. In modern manufacturing, strong chemicals are used on
other types of material.
Adding metal enhancing media such as metal paints, copic markers and antiquing
kits give color to the metal product. Metal paints may be applied using a brush or spray.
Texturing and embossing – In this technique you will need hammers, metal stamps,
stencils, and other materials to create imprints on the metal. Though there are new
technologies used to emboss a metal with different textures, a hammer and nail can still
be used to create your own design.

Learning Task 1.Identify the following methods of enhancing and decorating finished
products based on the following drawing.

Learning Task 2 : Read each question carefully and choose the letter of the correct answer.
Do it in a sheet of pad paper.
1. Enhancing the products means __________
A. improving B. beautifying C. decorating D. all of the above
2. It refers to a transparent finishing material that comes from gum, linseed oil, and resin.
A. Varnish B. Enamel C. stains D. paint
3. What do you call to the process of whitening or removing the color by sunlight exposure?
A. Pyrography B. bleaching C. preserving D. dyeing
4. Which of the following cannot be recycled?
A. Milk cartons B. Plastic water bottle C. Glass container D. Napkin
5. What is the importance of recycling?
A. Recycling conserves natural resources C. Recycling makes people busy
B. Recycling is fun D. Both A and B
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

ENGLISH

Quarter 4

WEEK 1 & WEEK 2

Objective: Describe the changes on the Earth’s surface as a result of earthquakes and
volcanic eruptions.

The movement of plates on the crust is often accompanied by earthquakes and

volcanic eruptions. An earthquake is the shaking of the ground. Earthquakes happen
when the crustal plates move. As these plates move, some parts of the earth’s crust are
pushed toward each other or away from each other. Their movement causes nearby rocks
to move as well. These rocks break and slide past each other. When the rocks break, waves
of energy are released and sent out through the Earth. These waves trigger an
earthquake. The motion of the ground during an earthquake is measured by an
instrument called a seismograph.
There are two types of earthquakes. These are the volcanic earthquake and
tectonic earthquake. A volcanic earthquake happens with a strong volcanic eruption
while a tectonic earthquake is caused by the movement of the earth’s crust. A tectonic
earthquake may occur above ground or beneath the ocean.

TECTONIC EARTHQUAKE
Strong earthquakes or shaking of the ground can loosen the soil and rocks and can
cause disastrous landslide and destruction to properties and surroundings above the
ground.
Earthquake and sudden upward movement of the seafloor during faulting (crack)
along a plate boundary cause the water to rush upward then huge surface waves are
created and can reach a nearby coast. This is known as TSUNAMI – (a Japanese word for
“bay or harbor wave”) a gigantic wave sometimes 150 km. long traveling at about 180
km/h and increases in height while traveling, rising as high as 30m as it approaches
shore. When a tsunami is about to come, water is first observed to move out to sea
uncovering long stretches of coastal bottom. In a few minutes giant waves rush and
carrying everything within reach back to the sea.

VOLCANIC ERUPTIONS
How does a volcanic eruption occur? When tectonic plates collide, massive rocks
underground deform and trigger a build-up of temperature and pressure. The high
temperature and pressure results in the melting of rocks, producing magma. Inside the
volcano is a magma chamber. Molten rock inside this chamber is forcefully driven out by
the intense heat and pressure. The release of magma from the crater is called volcanic
eruption. The magma that flows out of the surface is called lava. When volcano erupts, it
throws out lava together with gases, rocks, and ashes.
 Region IV-A CALABARZON has numerous volcanoes. These volcanoes are Banahaw
which is located in boundaries of Laguna and Quezon provinces, and Taal located in the
province of Batangas that has recently been active with records of hydrovolcanic activity
last January 2020 that produces numerous recorded earthquakes within and across the
province of Batangas. The PHIVOLCS categorized Philippine volcanoes into active
volcanoes, potentially active volcanoes, and inactive volcanoes

Learning Task 1: Read the following articles. Below each article, name three (3) effects of
earthquakes and volcanic eruptions to the environment/ecosystem.

Article 1
“THE ROARING EARTH”
The July 16, 1990 earthquake produced a 125-km long ground rupture that
stretches from Dingalan, Aurora to Kayapa, Nueva Viscaya as a result of strike-slip
movements along the North-West segment of the Philippine Fault Zone and the Digdig
Fault. The earthquake epicenter was near the town of Rizal, Nueva Ecija. Damage to
buildings, infrastructures, and properties amounted to at least PhP 10 Billion, a part of
which was caused by ground rupturing.

Effects of the Earthquake to Environment/Ecosystem

1.
_______________________________________________________________________________________
______________________________.
2.
_______________________________________________________________________________________
______________________________.
3.
_______________________________________________________________________________________
______________________________.

Article 4
“VOLCANIC ERUPTION”
The first recorded accounts of Mayon’s eruption were made by the Franciscan
priests during the 18th century. Its most destructive explosion occurred in February 1814,
when clouds of volcanic gas and waves of mud and lava destroyed the town of Cagsawa,
about 16 kilometers away. More than 1, 200 lives were lost. What remained was the
church’s bell tower and a few stone roofs, visible to this day and nearly as postcard-famous
as volcano itself.

Effects of the Volcanic Eruptions to Environment/Ecosystem

1.
_______________________________________________________________________________________
______________________________.
2.
_______________________________________________________________________________________
______________________________.
3.
_______________________________________________________________________________________
______________________________.

Learning Task 2: Describe the different changes on the Earth’s surface as results of
earthquakes and volcanic eruption. Write down your observations from the pictures below.
Learning Task 4: Answer the following questions in relation to the information learned
from the lesson. Do these on your answer sheet.
1. Why does the Philippines experience both tectonic and volcanic earthquakes?
________________________________________________________________________________
______________________________________________________________________

2. How would you relate the changes of Earth’s surface to the earthquake activities
and volcanic eruptions?
________________________________________________________________________________
______________________________________________________________________

3. Is it possible for both earthquake and volcanic eruption to occur simultaneously at

the same place or location? Why or why not?
________________________________________________________________________________
______________________________________________________________________

Learning Task 5: Make a photo collage of the different changes/effects of a volcanic

eruption and earthquake to people, properties, plants and animals.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

MATHEMATICS

Quarter 4

WEEK 1
Objective: Determines the relationship of the volume between
a. a rectangular prism and a pyramid;
b. a cylinder and a cone; and
c. a cylinder and sphere. MELC 51

The figure shows that if you fill the rectangular prism with water using a pyramid
whose base and height is the same as the given rectangular prism it takes three
pyramids to fill in a rectangular prism. Therefore, the volume of the given prism is 192
cubic units then the volume of the pyramid is 192÷3=64 cubic units. Vice versa if the
volume of the given pyramid is 64 cubic units therefore volume of the rectangular prism
is 64 x 3 = 192.

What if we have to pour water in a cylinder using a cone of the same base and
height?

Learning Task 1: Find the volume of the second picture using the volume of the first
given. The given solid figures have the same base and height.

1. The volume of the cylinder is 78 cubic cm, find the volume of the cone.
 2. The volume of the pyramid is 36 cubic cm, find the volume of the prism.

3. The volume of the cylinder is 198𝑚3, find the volume of the given sphere.

4. The volume of the sphere is 67.5𝑚3, find the volume of a cylinder with the same
base and height.

5. The volume of the pyramid is 45.5𝑚3, find the volume of a prism with same base
and height.

Learning Task 2: Using cardboard or a folder create a rectangular prism and pyramid
given that their dimensions are the same. Using these solid figures prove that it takes
three pyramids to fill in a prism with the same base and height. Then complete the
statement below:

1. Volume of the pyramid = __________ x volume of rectangular prism

2. For rectangular prism, V = l x w x __

3. So for pyramid, 𝑉= 𝑙×𝑤×ℎ?

Assessment

Learning Task 3: Read each question carefully, then write the letter of the correct
answer.

1. What is the relationship of the volume between a prism and a pyramid of the same
dimensions?
A. the volume of the pyramid is 2/3 of the volume of the prism
B. the volume of the pyramid is 3/3 of the volume of the prism
C. the volume of the pyramid is 1/3 of the volume of the prism
D. the volume of the pyramid is 3/2 of the volume of the prism

2. The volume of a cone is _____ the volume of a cylinder if both are of the same dimensions.
A. double B. thrice C. twice D. 4 times

3. How many cones can fill the whole sphere with the same dimension?
A. 1 B. 2 C. 3 D. 4

4. If the volume of a cylinder is 120 m3, what will be the volume of a cone with the same
dimension?
A.180m3 B. 60 m3 C. 40 m3 D. 30 m3

5. What is the length of the edge of a cube if it has a volume of 27 cubic inches?
A. 9 in B. 6 in C. 3 in D. 2 in

WEEK 2
Objective:
Finds the volume of cylinders, pyramids, cones, and spheres. (MELC 52)
Solves routine and non-routine problems involving volumes of solids. (MELC 53)

What mathematical formula can you derive for the volume of a cone?
Note: Volume of a cylinder is three times the volume of the cone or the volume of a cone
is 1/3 that of the cylinder.
What is the formula to be used to find the volume of a cylinder?

V= B x h Where: B= Area of the base

B =𝜋𝑟2 = 3.14
V= 𝜋𝑟2h

How do we write the formula for the volume of a cone?

V= 1/3 Bh
Where B= area of the base
B =𝜋𝑟2 = 3.14
h = height of the cone
V= Bh or 𝜋𝑟2h or 1/3 𝜋𝑟2
33
Example 1 VOLUME OF A CONE
A cone hat has a diameter of 5 cm and a height of 10 cm, what is its volume?
What is being asked? The volume of the cone.
What are the given facts? d= 5 cm h= 10 cm
What is the operation to be used? Formula for the volume of a cone.

V= 1/3 Bh or 1/3 𝜋𝑟2

What is the number sentence? V= 1/3 Bh or 1/3 𝜋𝑟2=𝑁

Write the solution with the correct label.

R= 2.5 cm
V= 1/3 Bh or 1/3 𝜋𝑟2
V= 1/3 (3.14) x 2.5 cm x 2.5 cm x 10 cm
V= 1/3 3.14 x 6. 25 cm x 10 cm) h= 10 cm
V= 1/3 (3.14 x 62.5 cm) d= 5 cm
V= 1/3 (196.25 cm)
V= 65.42 cm³
The volume of the cone is 65.42 cm³.

Example 2 VOLUME OF A CYLINDER

Bobby is molding a cylindrical candle with a diameter of 12 cm and a height of 18 cm.
How much wax does he need to mold the candle? What is the shape of the candle?
Cylinder
How are you going to solve the problem? Find the volume of the cylindrical candle.
What is the formula for the volume of a cylinder? 𝑉=𝜋𝑟2h
Write your solution and answer.
𝑉=𝜋𝑟2h
V= (3.14) (6)² (18 cm)
V= 3.14x 36 x 18 cm d=12 cm
V= 113.04 x 18 h= 18 cm
V= 2034.72 cm ³
Bobby needs 2034.72 cm ³ of wax to mold the candle.

Example 3 VOLUME OF A PYRAMID

The volume of a pyramid is given by the formula:
In a tiangge /bazaar Joshua bought a square pyramid glass keychain for his bag. The
base of the keychain is 3 cm by 4.5 cm, its height is 6 cm. Find the volume of the glass
used to make the glass pyramid.
What is being asked? The volume of the glass pyramid keychain.
What is the shape of the base? rectangle
What are the given facts? 3 in by 4.5 in h=6 in
What is the operation to be used? Formula for the volume of pyramid
V= 1/3 Bh or V= 1/3 (l.w.h)
Solution and answer:
V= 1/3 (3 x 4.5) (6)
V= 1/3 (13.5) (6)
V= 27 cm³
The volume of the glass pyramid keychain is 27 cm³.

Example 4 VOLUME OF SPHERE

Jackie wants to know how much water a sphere can hold with a radius of 8 cm. Find the
volume. Use 3.14 for pi.
What is being asked? The volume of the water the sphere can hold.
What are the given facts? r=8 cm
What is the operation to be used? Use the formula for the volume of a sphere.
V=4/3 x r³
Write the number sentence and your final answer with its correct label.
V=4/3 x r³=N
V=4/3 x 3.14 x 8³
V= 4/3 x 3.14 x 512 r=8cm
V=4/3 x 1,607.68
V=2,143.57 cm³
The volume of the water the sphere can hold is 2,143.57 cm³

Learning Task 1
Find the volume of each solid figure. Use = 3.14. Show your solution and answers in
your notebook.
Learning Task 2
Answer the following problems. Show your complete solution in your notebook.
1. Jun wanted to know how much ice cream he got in one scoop. The radius of a scoop
is 2 inches. Find the volume. Use 3.14 for pi.

What is asked in the problem? _________________________________

What are the given facts? _____________________________________
What is the formula to be used? ________________________________
Number Sentence and final answer.____________________________

2. Find the volume of milk chocolate in a glass with a radius of 5cm and height of 10cm.

What is asked in the problem? _________________________________

What are the given facts? _____________________________________
What is the formula to be used? ________________________________
Number Sentence and final answer.____________________________

3. Calculate the volume of the pyramid in the picture.

What is the formula to be used? ________________________________

Number Sentence and final answer.____________________________

4. Mike has a large plastic cup that he is going to fill with water. The plastic cup is in the
shape of a cone with a height of 7 inches and a radius of 3 inches as shown. Find the
volume of the water in the plastic cone cup.

What is the formula to be used? ________________________________

Number Sentence and final answer:_____________________________
 Let’s take a look at the layers of the Earth to better understand and locate on
which part of Earth’s layer earthquakes usually happen.

Learning Task 3
Answer the questions that follow. Put a check mark (/) on the space provided.

1. The units for Volume are always ______squared _____cubed

2. Volume is the amount of space an object takes up. ___True ___False

Calculate for the volume of solid.

3. Chona is selling Pringle Chips to raise money for a field trip. The container has a
diameter of 9 inches and a height of 32 inches.

4. A 3 tier cake with the same height of 10 in and radius of 12 in, 8 in, 5 in respectively
is to be delivered to a birthday party. How much space does this cake take up? Use
3.14 for π.

5. A Styrofoam model of a volcano is in the shape of a cone. The model has a circular
base with a diameter of 48 centimeters and a height of 12 centimeters. Find the
volume of foam in the model to the nearest tenth.
Use 3.14 for π.

Assessment

Solve each of the following problems. Draw an illustration of each solid figure described in
the problem then write your solution and final answer on a piece of paper.
1. The base of a pyramidal tent is a square. If the tent is 2 meters long and 1 ½ meters
high. How many cubic meters of space can it hold inside?

2. A cone hat has a radius of 1.3 dm and a height 4 dm. What is its volume?

3. Find the volume of a sphere whose diameter is 234 m.

4. How much space is occupied by a cylindrical capsule with a radius of 10 m and a

height of 30 m.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

MAPEH

Quarter 4

WEEK 1 & WEEK 2

DAY 1

MUSIC
Objective: Identify the different tempo in a music sample: allegro, andante, ritardando,
accelerando, largo, presto and vivace

TEMPO is an essential musical factor that aids in the expression of music. It is an Italian
word that means "time." In a composition, it refers to the rate of speed. The tempo of a
musical work is normally found above the staff at the beginning of the piece. Tempo marks
can be found in the work, depending on the composer's preferences on how his or her
music will be interpreted.

Below are the different kinds of tempo and their meanings. Just like dynamics, tempo
terms are also written in Italian.

However, tempo markings can also be written in German, English, French or Filipino.

Learning Task 1 : In your activity notebook , copy the table below and identify at least
two (2) title of songs that you know for each type of tempo.
Learning Task 3: Identify the appropriate tempo markings of the following songs. Write
your answer in your activity notebook.
___________ 1. Lupang Hinirang
___________ 2. Pilipinas Kong Mahal
___________ 3. May Pulis sa Ilalim ng Tulay
___________ 4. Row, Row, Row your Boat
___________ 5. Leron, Leron Sinta

Learning Task 4: Identify the appropriate tempo for the following kinds of music. Write
your answer in your activity notebook.
1. Lullaby
2. Anthem
3. Children’s song
4. Folk song
5. Waltz

Learning Task 5: Study the song “You Are My Sunshine.” Sing and apply the tempo
markings appropriate to the song. (See 21st Century MAPEH in ACTION pp. 72 - You Are
My Sunshine). Record yourself while singing and send it to your teacher via messenger.

DAY 2

ARTS

Objective:

Discuss the concept that design principles and elements relates to everyday objects.
• Explain the elements and principles applied in product design
 Design is not about pictures placed together and arranged in a way that creates a
story. It is about creating harmony among the elements and having them come together
in a final product. The principle and elements of design both carry the same weight in
executing an effective piece.

The elements of arts and principles of design are the fundamental pieces that make
up an artwork. Most works of art will make use of many or all the elements and principles
of art.

The elements of art are the building blocks of an artwork: color, line, shape, form,
value, texture, and space. They are the tools artists use when creating an artwork. The
principles of design refer to how those building blocks are arranged: contrast, rhythm,
balance, harmony, emphasis and variety. They are the ways an artist organizes the
elements of art to create a wide range of effects.

Learning Task 1

A. Arrange the jumbled letters to form the correct word. The terms are related to the
different elements and principles of art.

1. NLEI - ______________ 6. TUEXRET - ______________

2. TPETANR- _____________ 7. PCASE- _______________

3. NSARCTOT- ___________ 8. HEPMSIAS - ___________

4. HESPAS - ______________ 9. LOORC- ______________

5. RMAONHY - ___________ 10. LEVUA - ______________

Learning Task 4
Study the objects below. Analyze the design present in each item and write the elements
and principles of art that you observed. Use the table in answering this activity.

Learning Task 5
A. Read the following statements below. Write TRUE if the statement is correct and FALSE
if not. Write your answer in your
notebook.
_____________ 1. The elements of art are the tools in creating an artwork.
_____________ 2. Most works of art will make use of many principles to have a good artwork.
_____________ 3. To have a beautiful design you should be an artist with great imagination.
_____________ 4. The principles of art show how the artist uses the elements of art.
_____________ 5. The principles of design and elements of art carry the same weight in
executing an effective piece
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

FILIPINO

Quarter 4

WEEK 1 & WEEK 2

UNANG ARAW
Layunin: Nakagagawa ng patalastas at usapan gamit ang iba’t ibang bahagi ng pananalita
F6WG-IVb-i-10

Ang Patalastas ay isang paraan upang maka enganyo, hikayat, at pag- anunsyo
tungkol sa isang produkto, pangyayari, tao, at iba pa sa pamamagitan ng iba’t-ibang
plataporma. Kadalasan, ang ginagamit dito ay ang media o sosyal medya. Pero maaari rin
tayong gumawa nito ng pasulat o pasalita. Sa pagsulat ng patalastas, kailangan din ang
pagpili ng angkop na bahagi ng pananalita o salitang maglalarawan sa bagay o produkto.

Gawain sa Pagkatuto Bilang 1:

Panuto: Tukuyin kung anong bahagi ng pananalita ang may salungguhit sa pangungusap.
Isulat ang iyong sagot sa patlang.

Ang coronavirus disease (COVID-19) ay isang nakahahawang sakit mula sa karaniwang

sipon hanggang sa mas malubhang sakit tulad ng Middle East Respiratory Syndrome
(MERS) at Severe Acute Respiratory Syndrome (SARS).
1. Ang - __________

2. (COVID-19)- _______________

3. isang- ________________

4. karaniwang (ng lamang ang may salungguhit) - _______________

5. at- _______________________

Gawain sa Pagkatuto Bilang 2: Tukuyin kung ang may salungguhit na salita, o kataga ay
panggalan, panghalip, pandiwa, pangatnig, pang-ukol, pang-angkop, pang-abay,
pantukoy, at pang-uri. Isulat sa patlang ang iyong sagot.

____________ 1. Lubos na pinag-iingat ang taong-bayan upang makaiwas sa mapanagnib

na virus.
____________2. Sadyang kahabag-habag ang ilang kaganapang nangyayari sa mundo
ngayon.
____________3. May mga pamamaraan naman upang makaiwas sa kumakalat na virus.
____________4. Maayos akong susunod sa mga safety protocols upang makaiwas
kumakalat na virus
____________5. Sana ay matapos na ang pandemyang kinakakaharap ng mundo.

Gawain sa Pagkatuto Bilang 3:

Gamit ang iba’t ibang uri ng pananalita, bumuo ng pangungusap o usapan tungkol sa
larawan at salungguhitan ang bahagi ng pananalita na hinihingi sa loob ng panaklong
mula sa nabuong pangungusap o usapan.

Halimbawang sagot:
(Panghalip) Tatay: Malakas ang tumamang bagyo, nagdulot ito ng matinding pagbaha.
Nanay: Oo nga, kaawa-awa ang mga naapektuhan nito. (ito at nito ay mga panghalip)
1. (Pang-uri)________________________________________________
2. (Pandiwa)________________________________________________
3. (Pantukoy)________________________________________________
4.(Pangngalan)_____________________________________________

IKALAWANG ARAW

Layunin: Napapangkat ang mga salitang magkakaugnay

F6PT-IVb-j-14

Ang pangkat ay tumutukoy sa grupo o lipon ng mga bagay na may kaugnayan sa

isa’t isa. Ang kaugnayan naman ay tumutukoy sa relasyon o koneksiyon ng mga bagay.

Sa pagpapangkat ng mga salitang magkakaugnay, karaniwang pinagsasama-sama

ang mga salitang may koneksiyon ayon sa uri, gamit, bahagi, katangian o kahulugan ng
mga ito. Maaari ring iayon ang pagpapangkat sa mga salita sa pamamagitan ng
pagpapares sa mga salitang magkaugnay.

Sa pamamagitan ng pagpapangkat ng mga salitang magkakaugnay, mas magiging

madali ang pag-unawa sa kahulugan ng bawat salita. Nagiging mas maayos o organisado,
malinaw at epektibo ang paggamit ng mga salita sa pakikipagkomunikasyon.

Gawain sa Pagkatuto Bilang 1:

Basahin ang tekstong pinamagatang, Ang Pilipino: Masayahin sa Anumang Sitwasyon, na
matatagpuan sa pahina 86-87 ng aklat na Alab Filipino 6. Pagkatapos ay sagutan ang
mga tanong sa ibaba. Isulat ang iyong sagot sa patlang.
1 Ano-ano ang mga halimbawa ng sitwasyong kinahaharap ng mga Pilipino?
___________________________________________________________________________

2 Ano-ano ang mga positibong epekto ng pagiging masayahin ng mga Pilipino?

___________________________________________________________________________

3 Paano ipinakikita ng mga Pilipino ang pagiging masayahin sa anumang sitwasyon?

___________________________________________________________________________

4 Nabanggit ang mga salitang tagumpay at pagdiriwang sa iyong binasang teksto.

Magkaugnay ba ang mga ito? Bakit?
___________________________________________________________________________

5 Sa iyong palagay, ano-ano ang iba pang mga halimbawa ng salitang magkakaugnay
mula sa binasang teksto?
___________________________________________________________________________

Gawain sa Pagkatuto Bilang 2:

Binubuo ang Hanay A ng mga salitang mula sa tekstong iyong binasa sa Gawain sa
Pagkatuto Bilang 1. Tukuyin ang salitang kaugnay ng mga ito mula sa Hanay B. Isulat
ang titik ng tamang sagot sa patlang.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

ENGLISH

Quarter 4

WEEK 1 & WEEK 2

DAY 1
Objective: Compose clear and coherent sentences using appropriate grammatical
structures: tenses of verbs

Analyze the table below, notice that the verbs you have read from the paragraphs above
were categorized as to when the action happened. These are called verb tenses.

Verb has multiple forms called tenses. These tenses are used to show when an
action is done. In composing sentences using the tense of the verb we need to remember
the following:

Past Tense: are actions, events or feelings happened at an earlier point in time or already
happened in the past. To change the verb in past tense just add +ed but if the verb ends
with e simply add +d, but for some verbs they change their spelling when they are changed
in past tense and they are called irregular verb.

Ex: Yesterday the Grade 6 pupils wore their facemask when they went to school.
Present Tense: are actions, events or feelings that are currently happening or
repeatedly happens. If the subject is singular, we use the “be” verb is or we simply add
+s or +es to the action verb. If the subject is plural, we use the “be” verb are and the action
verb that we use will remain without adding anything on it.
Future Tense: are actions, events or feeling that will happen in the future. To change the
verb into its future tense just add “will” before the verb.

Ex. The Grade 6 pupils will wear their facemask tomorrow in going to school.

Learning Task 1
Directions: Use the appropriate past form of the verb to make the sentence clear and
coherent. Do this in your notebook.
_________________1. Ysabella’s mother (notice) a great change in her attitude and work.
_________________2. She (know) Ysabella was a great student but due to current academic
situation she lags behind
her classmates.
_________________3. Her mother (talk) to her to know her problem.
_________________4. Ysabella (realize) her mistake. She (make) up her mind to study
harder.
_________________5. She (begin) to get high scores in the tests and she (receive) three
academic awards last Quarter.

Learning Task 2
Directions: Using the correct past form of the verb compose your own sentence.

Learning Task 3
Directions: Make the sentences clear and coherent by choosing the correct Present
Tense. Write your answer in your notebook.

Akila (wash, washes) her hands regularly. She (put, puts) some alcohol in her
hands whenever she can’t wash them immediately. She (drink, drinks) 8 glasses of water
every day. She also (take, takes) vitamins to keep herself healthy. Akila (wear, wears) her
facemask every time she goes out of the house.

Learning Task 4
Directions: What are your plans? What are your goals or dreams? Where do you see
yourself 10 years from now?

Talk about your plans by means of writing a journal. Do not forget to use verbs in Future
Tense. Underline the verbs in Future Tense that you used in your paragraph.
DAY 2

Objective: Compose clear and coherent sentences using appropriate grammatical

structures: Subordinating and Coordinating Conjunctions EN6G-Ig-4.4.1

To begin with, read the story about “My First Train Ride.”

Read and analyze the sentences taken from the story, “My First Train Ride.”
1. I jumped out of bed and get ready for the day.
2. Dad said that we needed to go to the car so we could arrive at the surprise on time.
3. While on a train, we had a wonderful time!
4. Once we were all packed in the car, we left to drive to the surprise.
5. Even though we don’t have running shoes, we ran to make sure we hopped onto the
train before it leaves.

What is the highlighted word in the first sentence? In the second? Third? Fourth? Last?
What do you call these highlighted
words?

A conjunction is a word that connects or join together words, phrases, clauses or

sentences. There are two kinds of
conjunctions: the subordinate and coordinate conjunctions.
Coordinating conjunctions are used to connect two or more simple sentences or
clauses called independent clauses.
Examples:
❖ Erning drank some water for he was thirsty.
❖ Maria doesn’t drink milk nor does she eat butter
❖ Tasyo studied a lot but he didn’t pass the test.
❖ Jose can buy a book or he can borrow it from the library.
❖ Protacio woke up early for school yet he was still late.

Learning Task 1
Directions: Compose clear and coherent sentences by pairing the conjunctions to
sentences in the first and third column.
Make sure your sentences will make sense.

Learning Task 2
Directions: Complete the sentences below to form clear and coherent sentences using
subordinate conjunctions. Do this in
your notebook
1. I will study hard while
___________________________________________________________________.
2. My mother has to work for hours because
_______________________________________________.
3. I need to think hard if
___________________________________________________________________.
4. I could not finish it although
_____________________________________________________________.
5. I will go home when
____________________________________________________________________ .

Learning Task 4
Directions: Compose clear, coherent and original sentences using the given subordinate
conjunctions.
1. Because __________________________________________________________________
2. So that __________________________________________________________________
3. When __________________________________________________________________
4. If __________________________________________________________________
5. Although _______________________________________________________________

Assessment
Directions: Write five sentences to form clear and coherent paragraph using appropriate
conjunctions.

How do you show love and respect to our front liners who are now considered “modern
heroes of today?” Write a short paragraph using conjunctions.
_____________________________________
Title
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Schools Division Office - Rizal
Cainta Sub-Office
EXODUS ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

GRADE SIX

ARALING PANLIPUNAN

Quarter 4

WEEK 1 & WEEK 2

UNANG ARAW
Layunin: Nasusuri ang mga suliranin at hamon sa ilalim ng Batas Militar

Pilipinas sa Ilalim ng Batas Militar

Ang Batas Militar ay isang marahas na hakbang na maaring isagawa ng

pamahalaan upang maiwasan ang panganib tulad ng paghihimagsik, rebelyon, paglusob
at karahasan. Narito ang ilan sa mga pangyayaring naging daan sa pagtatakda ng Batas
Militar. Ang paghahari ng Ikatlong Republika na tumagal nang mahigit dalawang dekada
ay nagwakas noong Setyembre 21,1972 nang ilagay ni Pangulong Ferdinand E. Marcos sa
ilalim ng Batas Militar ang Pilipinas.

Mga Pangyayaring Nagbigay Daan sa Pagtatakda ng Batas Militar

Ang Pagsilang ng mga Makakakaliwang Pangkat

Ang Communist Party of the Philippines (CCP) ang samahang itinatag noong 1968
ni Jose Maria Sison. Ito ay may ideolohiya ni Mao Tse Tung, pinuno ng Komunistang
Tsina. Ang New Peoples’ Army (NPA) naman ay itinatag noong 1969 na binubuo ng mga
magsasakang nakipaglaban dahil sa hindi kanais-nais na gawain ng mga may-ari ng
lupang kanilang sinasaka. Nakipaglaban sila sa pamamagitan ng dahas. Naitatag din ang
Moro National Liberation Front (MNLF) sa pangunguna ni Nur Misuari isang professor sa
Unibersidad ng Pilipinas. Ito ay binubuo ng mga Muslim na nais magtatag ng hiwalay na
pamahalaan na tatawaging Republika ng Bangsamoro.

Paglubha ng Suliranin sa Katahimikan at Kaayusan

Dahil sa pagkawala ng tiwala ng mga mamamayan sa pamahalaan naging madalas
ang mga pagrarali at demonstrasyon ng mga estudyante mula sa ibat-ibang unibersidad
sa Pilipinas. Bukod sa mga estudyante, ang mga mangggawa ay nakiisa rin sa pagwewelga
na madalas na humantong sa madugong labanan sa pagitan ng mga welgista at mga pulis.
Pagbomba sa Plaza Miranda
Idinaos ang halalan ng mga senador at mga opisyal ng pamahalaang lokal noong
1971. Ginanap ang pagpapahayag ng kandidato ng Partido Liberal sa Plaza Miranda. Sa
kalagitnaan ng pagtitipon ay may sumabog na granada. Maraming sugatan at namatay
sa pagtitipon at sinasabing ito ay kagagawan ng New Peoples’ Army o NPA.

Pagsuspinde sa Pribelehiyo ng Writ of Habeas Corpus

 Sanhi ng sunod-sunod na kaguluhan ay nagdesisyon si Marcos na ipahayag ang
Proklamasyon Blg. 889 na nagsususpinde o pumipigil sa karapatan sa writ of habeas
corpus kung saan ang mamamayan ay sumasailalim sa tamang proseso ng paglilitis.

Ang Pilipinas sa Ilalim ng Batas Militar

Sa panahong ng Batas Militar ang kapangyarihan ng pamahalaan ay nasa iisang
tao lamang. Ang pangulo ang higit na makapangyarihan sa lahat, siya ay tumatayong
Punong Ministro. Lalong naging makapangyarihan si Marcos nang baguhin at pagtibayin
ang Saligang Batas ng 1972. Bukod sa pagiging puno ng sangay ng tagapagpaganap ay
siya rin ang namahala sa batasan at gabinete. Namahala rin siya sa mga korteng militar.
Dito niliitis ang mga nagkakasalang sundalo at sibilyan. Ito ang ilan sa mga ipinatupad
sa ilalim Batas Militar-
- Pagpapairal ng curfew-hour mula alas dose ng hatinggabi hanggang alas -kwatro
ng umaga,
- Pagbawal ng rali, demonstrasyon at pagwewelga,
- Pagkontrol ng pamahalaan sa pahayan, radio at telebisyon upang masala ng
pamahalaan ang mga balitang lalabas sa madla
- Pagsuspinde ng pangingibang bansa ng mga Pilipino, maliban sa mga misyong
ipinag-uutos ng gobyerno
-Paggawad ng parusang kamatayan sa sinomang mahuhuling magdadala ng armas
nang walang pahintulot.

Nabago ang takbo ng pamumuhay ng mga mamamayan nang ipairal ni Marcos ang Batas
Militar. Negatibo ang naging pagtanggap ng mga Pilipino sa bagong sistema ng
pamahalaang binuo ni Marcos sapagkat sadyang nabawasan ang karapatan ng mga
mamamayan. Naghari ang takot sa puso ng mga tao kasabay ng pag-usbong ng galit at
pagkamuhi kay Pangulong Marcos. Karamihan ay nanatiling tikom ang bibig dahil sa
takot sa pamahalaan. Kalaunan ay natanggap na rin ng mga Pilipino ang ganitong sistema
lalo pa at nakita nila ang mga positibong pangyayari tulag ng:

- Nagkaroon ng mabilis na pagsulong sa ekonomiya noong unang tatlong taon ng

pamamayani ng Batas Militar.

- Tumaas ang antas ng pamumuhay ng mga tao, hindi lang sa pook urban pati rin sa mga
rural na lugar.

- Nabuhayan ang mga maralita sapagkat sila ay nakakakita ng bagong pag- asa na maka-
ahon sa kahirapan.

- Nawala ang kriminalidad sa lipunan.

- Ang mga lansangan, tulay, mga patubig at irigasyon ay mabilis na naipaayos

- Maraming gusali at establisyemento ang naipatayo.

- Naging sapat ang suplay ng bigas at nakapag-eksport pa nito sa mga unang taon ng
batas militar,

- Sumigla ang larangan ng agrikultura at industriyalismo.

- Nakontrol bagamat hindi ganap ang subersiyon at kilusang komunismo.

- Lumagnap sa buong bansa ang infrastructure project gaya ng mga super- highway, tulay
at feeder roads sa mga bukirin.

- Nabigyang halaga ang Kulturang Pilipino

- Nakapagpatayo ng paaralang pambayan, pagamutan at health center

- Nabigyan ng bahay ang mga maralitang naninirahan sa lungsod.

Marami rin nagsabi na ang lahat ng mga pagbabagong ito ay pansamantala lamang at
pawang huwad na kaunlaran. Sa likod ng magagandang bagay na ipinakikita ng
pamahalaan ay maraming negatibo, tulad ng mga sumusunod:

-pagdami ng nepotismo o ang pagluklok ng mga kamag-anak o kaibigan ni Marcos sa

pamahalaan

- pagtaas ng antas ng katiwalian.

- pagsasara ng mga himpilan ng pahayagan, radio at telebisyon at pagsupil sa pahayagan

kaya hindi nalaman ng mga mamamayan ang nangyayaring katiwalian.

- pagpigil sa operasyon ng mga kagamitang pampulitiko at mahahalagang industriya tulad

ng panghimpapapawid mga daang bakal at kompanya ng telepono at MERALCO

- pagsupil sa mga karapatang pantao gaya ng pagbabawal sa pulong pampubliko, mga

demonstrasyon ng mga mag-aaral at welga

- pagpapahirap at pagpatay sa mga bilanggong political, sino mang mapaparatangang

kalaban ng pamahalaan

Gawain sa Pagkatuto Bilang 1: May mga pangyayaring sa bansa na naging dahilan ng

pagtakda ng Batas Militar. Basahin ang pangungusap at tukuyin ang inilalarawan ng
bawat pahayag

A. Writ of habeas corpus B. Liberal C. Joma Maria Sison

D. Ferdinand Marcos E. MNLF F. Diosdado Macapagal

___1. Partido na nagpapahayag ng kandidatura sa Plaza Miranda ng maganap ang

pagsabog na ikinamatay ng maraming tao.
___2. Karapatan ng mamamayan na sumasailalim sa tamang proseso ng paglilitis.
___3. Ito ay binubuo ng mga Muslim na nais magtatag ng hiwalay na pamahalaan na
tatawaging Republika ng Bangsamoro.
___4. Nagtatag ng Communist Party of the Philippines (CCP)
___5. Pangulo na nagdeklara ng Batas Militar sa Pilipinas.

Gawain sa Pagkatuto Bilang 2: Isa-isahin sa pamamagitan ng Tree Diagram ang ang mga
pangyayari kung paano umiral ang Batas Militar sa bansa. Itala sa ugat ng puno ang mga
pangyayaring nagbigay daan upang ideklara ng Batas Militar. tukuyin ang mga
pagbabagong naganap sa ilalim ng Batas Militar sa mga dahon.
Gawain sa Pagkatuto Bilang 3: Pumili ng isa sa mga positibo at negatibong epekto ng
Batas Militar sa mga mamamayan.

IKALAWANG ARAW

Layunin: Natatalakay ang pagkilos at pagtugon ng mga Pilipino na nagbigay-daan sa

pagwawakas ng Batas Militar

Ang Pagwawakas ng Batas-Militar sa Pilipinas

Umiral ang Batas Militar sa bansa nang mahigit walong taon. Ang ganap na
kapangyarihan ng pamahalaan ng bansa ay nasa kamay ni Marcos sa tulong ng militar.
Sa panahon ng kaniyang pagiging diktador ay lumaganap ang paglabag sa karapatang
pantao at iba pang pang-aabusong militar. Ang pag-aresto o pagdakip sa mga kritiko at
kalaban ng pamahalaan ay nagpatuloy sa kabila ng pagtutol ng mga tao.
Ang paggamit ni Marcos ng kanyang kapangyarihan sa pagdedeklara ng Batas
Militar ay hindi naibigan ng maraming Pilipino. Isa na rito si Senador Benigno S. Aquino
Jr. Hindi niya tinanggap ang Batas-Militar sapagkat naniniwala siyang ito ay ginawa ni
Marcos upang mapahaba o mapatagal pa ang kaniyang panunungkulan bilang
pinakamataas na pinuno ng bansa. Nais lang daw niyang manatili pa rin sa tungkulin
pagkalipas ng taong 1973.
Ang paghuli o pagpaslang sa mga pulitikong kalaban niya sa politika at mga
komentarista sa radio at telebisyon na tumuligsa sa kaniya ay isa sa mga pangyayaring
hindi lubos na maunawaan at matanggap ng mga Pilipino. Maliban kay Senador Benigno
Aquino Jr., kabilang sina Jose Diokno, ang mga mambabatas na sina Roque Ablan, Rafael
Aquino, David Puzon, at mga delegado ng Con-Con na sina Jose Concepcion, Teofisto
Guingona, Napoleon Rama, Alejandro Lichauco, at Ramon Mitra. Gayundin sina Teodoro
Locsin, ang patnugot ng “Philippines Free Press” at Joaquin “Chino Roces, ang patnugot
ng “The Manila Times”; at mga mamamahayag sa diyaryo na sina Amado Doronilla at
Maximo Soliven.
Gayundin, hindi naging normal ang naging buhay ng mga Pilipino sapagkat
ipinasara ni Marcos ang lahat ng pahayagan, radio at telebisyon. Pinangasiwaan din ng
pamahalaan ang pagpapatakbo ng mga kakailanganin ng publiko tulad ng Philippine Long
Distance Telephone, Co. (PLDT), Manila Electric Company (Meralco), at mga sasakyang
panghimpapawid. Ang ginawang pagkontrol ni Marcos sa media ay isa pa sa hindi lubos
na nagustuhan ng mga mamamayan. Tanging ang mga estasyon ng radio at telebisyong
pag-aari ng pamahalaan at mga mamamahayag na tapat sa Pangulong Marcos at sa
kaniyang pamilya ang naririnig at napapanood. Maging ang mga pahayagan ay kinontrol
din ng pamahalaan.
Ang patuloy na paglaganap ng kahirapan ng bansa at paglaganap ng paglabag sa
karapatang pantao ang nagpasidhi sa damdamin ng mga kilusang tulad ng New People’s
Army (NPA) at Moro National Liberation Front (MNLF) upang lumaban sa mapaniil na
pamahalaan. Sa kabila rin ng pagbabawal ng pamahalaan, ilang sektor din ng lipunan
ang kumalaban sa administrasyon ni Marcos. Ang mga sanggunian ng mga mag-aaral
(Student Council) ay muling naitatag sa pangunguna ng ilang mga mag-aaral na
nanawagan sa panunumbalik ng malayang pamamahayag sa mga kolehiyo at
pamantasan.
Winakasan ang Batas-Militar noong ika-17 ng Enero, 1981 sa bisa ng Proklamasyon
2045. Ang pangunahing dahilan ay ang pagbabalik ng kapayapaan at katahimikan ng
bansa.

Aral na Natutuhan sa Pagpapatupad ng Batas- Militar

Ang pagpapatupad ng Batas-Militar ay nagbukas sa isipan ng mga Pilipino sa
pagiging makapangyarihan ng sangay ng tagapagpaganap ng batas. Ang paghawak ng
kapangyarihan ng pangulo ay naging-daan upang itatag ang pamahalaang awtoritaryan.
Ngunit dahil sa pagtatatag na ito, ay nagising ang mga mamamayang Pilipino. Nagkaroon
sila ng kamalayan bilang mamamayan ng bansa. Batid nila ang pangangailangang
makilahok at bantayan ang karapatang pantao upang hindi na muling abusuhin ng mga
makapangyarihang lakas gaya ng militar.
Ang karanasan sa ilalim ng pagpapatupad ng Batas Militar ang nagbigay ng
malaking aral sa mga Pilipino upang hindi na muling maulit ang madilim na bahaging ito
sa ating kasaysayan.

Gawain sa Pagkatuto Bilang 1: Magbigay ng ilang pulitiko o komentarista na tumuligsa

kay Marcos ng ipatupad ang Batas Militar gamit ang Semantic Web.

Gawain sa Pagkatuto Bilang 2: Basahin at unawain ang mga sumusunod na pahayag

na nagpapakita ng mga pangyayari sa pagwawakas ng Batas Militar. Lagyan ng PS kung
ang pahayag ay pagsang-ayon at DS kung hindi sumasang-ayon.

________1. Pagpapairal ng karapatan sa pamamahayag.

________2. Pinangasiwaan ng pamahalaan ang pagpapatakbo ng mga kakailanganin ng
publiko tulad ng
PLDT), Meralco at mga sasakyang panghimpapawid.
________3. Paggalang sa paniniwala ng mga pulitiko at komentarista.
________4. Pagkontrol sa media.
________5. Pagpapahuli sa mga taong inakalang nagkasala sa pamahalaan.

Gawain sa Pagkatuto Bilang 3: Punan ang Tri- Question Chart sa ibaba batay sa iyong
naunawaan sa teksto. Sagutin ang mga tanong sa bawat hanay. Isulat ang sagot sa
sagutang papel.

Pagwawakas ng Batas Militar