q1 Grade 5 DLL Week 3 Mam Nida

Republic of the Philippines
Department of Education
Region III- Central Luzon
Schools Division of Pampanga
Guagua East District
GUAGUA ELEMENTARY SCHOOL
Guagua, Pampanga
School: GUAGUA ELEMENTARY SCHOOL District: GUAGUA EAST Division: PAMPANGA
Daily Lesson Log Teacher: NIDA L. RIVERA Grade Level: FIVE Section: MARS
School Head: ALMA I. SAPNU, Principal IV Quarter: 1st Quarter Date and Time: Sept. 11, 2023 (Monday)
FILIPINO (8:15 -
ARALING PANLIPUNAN MAPEH (ARTS)
ESP (7:45-8:15) ENGLISH (9:20-10:10) 9:05,10:50-11:40,1:50-
2:40) (2:40-3:20) (2:40-3:20)
I. OBJECTIVES
A. Content Standards Naipapamalas ang pag-unawa Demonstrates understanding of Naipamamalas ang kakayahan Naipamamalas ang Demonstrates
sa kahalagahan ng the various forms and sa mapanuring pakikinig at mapanuring pag-unawa at understanding of lines,
pagkakaroon ng mapanuring conventions of print, non-print, pagunawa sa napakinggan kaalaman sa kasanayang shapes, and space; and the
pag-iisip sa pagpapahayag at and digital materials pangheograpiya, ang mga principles of rhythm and
pagganap ng anumang teorya sa pinagmulan ng balance through drawing of
Gawain na may kinalaman sa lahing Pilipino upang archeological artifacts,
sarili at pamilyang mapahahalagahan ang houses, buildings, and
kinabibilangan konteksto ng lipunan/ churches from historical
pamayanan ng mga sinaunang periods using crosshatching
Pilipino at ang kanilang ambag technique to simulate 3-
sa pagbuo ng kasaysayan ng dimensional and geometric
Pilipinas effects of an artwork.
B. Performance Naisasabuhay ang Evaluates effectively the message Nakapagbibigay ng sariling Naipamamalas ang Creates different artifacts
Standards pagkakaaroon ng tamang pag- constructed and conveyed in pamagat para sa pagmamalaki sa nabuong and architectural buildings
uugali sa pagpapahayag at various viewing texts napakinggang kuwento at kabihasnan ng mga sinaunang in the Philippines and in the
pagganap ng anumang gawain pagsasagawa ng roundtable Pilipinogamit ang kaalaman sa locality using crosshatching
na pag-uusap tungkol sa isyu kasanayang pangheograpikal technique, geometric
Guagua Elementary School

Address: Guagua, Pampanga
Telephone No: 0968-437-9335
Email Address: 105997@deped.gov.ph
o paksang napakinggan at mahahalagang konteksto ng shapes, and space, with
kasaysayan ng lipunan at rhythm and balance as
bansa kabilang ang mga teorya principles of design.
ng pinagmulan at pagkabuo ng Puts up an exhibit on
kapuluan ng Pilipinas at ng Philippine artifacts and
lahing Pilipino houses from different
historical periods (miniature
or replica).
C. Learning Nakahihikayat ng iba na Infer the meaning of unfamiliar F5PN-Ic-g-7 Naiugnay ang uri ng klima at Identifies events, practices,
Competencies/ maging matapat sa lahat ng words using text clues Naibibigay ang paksa ng panahon ng bansa ayon sa and culture influenced by
Objectives uri ng paggawa. EsP5KPK-Ie- napakinggang kuwento/ lokasyon nito sa mundo colonizers who have come
31 usapan F5PS-Ic-f-6.1 AP5PLP-Ib-c-2 to our country by way of
Naisasalaysay muli ang trading.
napakinggang teksto sa A5EL-Ia
pamamagitan ng pagsasadula
II. CONTENT Pananagutang Pansarili at Inferring the Meaning of Integrative Approach Klima at panahon Pagguhit ng mga Sinaunang
( Subject Matter) mabuting kasapi ng pamilya Compound Words Using Context CBI Bagay
Clues
III. LEARNING
RESOURCES
A. References Curriculum Guide in ESP 5 Curriculum Guide in Filipino 5 Curriculum Guide in APAN 5 Curriculum Guide in Arts 5
1. Teacher’s Guide CG p.27 Alab Filipino (Manwal), pah. pp.9-13 TG in MAPEH 5
pages
2. Learner’s Material Alab Filipino (Batayang pp.18-37 LM in MAPEH 5
pages Aklat ), pah. 12
3. Textbook pages Pag-unlad sa Wika at Pagbasa Umawit at Gumuhit 5,
5 p.25 Pilipinas Bansang Malaya 5
Hiyas sa Wika 5 p.38
4. Additional MISOSA Baitang 4,Pagiging
Materials from LR Marangal
portal
B. Other Learning Metacards , Kuwento Powerpoint, larawan ng Larawan ng klima, bola,
Resources dalawang batang magkapatid meta cards, batayang aklat
IV. PROCEDURE
A. Review previous Paano mo maipapakita ang Directions: Read the sentences Pagbabaybay Gawin ang estratihiya no. 9 na Sabihin:
lesson or positibong saloobin sa pag- carefully then do the following. Hanapin sa hanay B ang makikita sa TG p. 11 Barter o pakikipagpalitan

presenting the aaral Write in Column A the compound kahulugan ng mga salitang ng kalakalan ng mga kalakal
new lesson word found in each sentence, nakasulat nang pahilig sa ang lumaganap na kalakalan
while in Column B, write the hanay A. Pakitingnan ang “ sa Pilipinas bago dumating
correct meaning of the Pag-usapan Natin” sa ang mga Espanyol.
compound word. Write your batayang aklat na Alab Original File Submitted and
answers in your notebook. Filipino, pah. 13 Formatted by DepEd Club
1. I was outraged when I saw that Member - visit
a bully was pushing the smaller depedclub.com for more
boy.
a. interested c. shocked
b. pleased d. angered
2. The politician’s plan has many
drawbacks. The people rejected
it.
a. advantages c. parts
b. problems d. supporters
3. I don’t want to do a homework
when I’m in the house.
a. assignment c. goal
b. problem d. objective
4. My experience with the
earthquake was horrible. The
wall of our kitchen cracked.
a. typhoon c. tremor
b. hurricane d. cyclone
5. During typhoons, classrooms
are utilized as evacuation
centers.
a. room in a house c. part of a
house
b. part of a building d.
schoolhouse
B. Establishing a Mag-brainstorm sa mga bata irections: Read and study the Analysis Nakikilala ang mga
purpose for the kung anu-ano ang mga sentences below. Look for the Nasasagot ang tanong kung pangyayari, kaugalian at
lesson katangian ng compound words that were used paano na ang isang pamilya’y kultura na may
mga taong tapat sa paggawa in each sentence. Find out what mamumuhay nang maayos at impluwensya ng mga
they mean in these sentences matahimik dayuhan na dumating sa

then answer the questions that bansa sa pamamagitan ng
follow. pakikipagkalakalan. (A5EL-
IN)
1. Identify the five (5) compound

words used in the sentence.
Write your answers in your
notebook.
2. Which word in the first
sentence means the same as
halfway? __________________
3. Which word in the second
sentence is synonymous to
mountaintop? ___________
4. What do you call these words?
Synonyms or antonyms? _______
C. Presenting Ipabasa sa mga bata ang Synonyms are words that have Activity Magpakita ng mga larawan
examples/instanc kuwentong “ Katapatan sa almost the same meaning. The Gabayan ang mga bata na ng kalakalan ng mga
es of the new Paggawa” na nakasulat sa words big bumuo ng mga sumusunod na produkto noong unanag
lesson manila paper /powerpoint and large are synonyms. gawain nagpapakita ng panahon
presentation Antonyms are words that have pagmamahalan ng isang Itanong:
opposite meanings. The words pamilya. Ano-anong mga linya,hugis,
open and a.tula - Pangkat 1 at disenyo ang makikita
closed are antonyms. b.awit - Pangkat 2 ninyo mula sa mga
c.yell - Pangkat 3 produktong pangkalakalan
noong unang panahon?
D. Discussing new 1.Anong ugali ang dapat WHAT’S NEW: Abstraction Pagtatalakay ng aralin sa p. 26- Ang ugnayang
concepts and nating iukit sa ating puso at Activity 1 Paano mo ipinapakita ang 27 pangkalakalan na
practicing new isipan? Directions: Go over the sentences pagiging mabuting anak? namamagitan sa mga
skills #1 2.Bakit kailangan nating carefully and silently. Infer the Ngayon ay iparirinig ko sa Pilipino at mga dayuhan ay
gumawa ng tapat? meaning of the inyo ang isang kwento nag iwan ng malaking
3.Dapat mo bang tularan ang italicized compound word in each tungkol sa “Sanggang-Dikit”. impluwensya sa ating
sa palagay mo naman ay mga statement by looking for its kultura. Nakaugnayan ng
maling gawa? Bakit? synonym. Write your mga unang Pilipino ang mga

4.Paano mo hihikayatin ang answer in your notebook. dayuhang mangangalakal
mga taong may maling gawi dahil sa mainam na
sa paggawa tungo sa tapat na lokasyon ng Pilipinas.
paggawa? Ang mga Unang Pilipino ay
5.May pakinabang ba tayong nakikipagpalitan ng perlas,
matatamo kung magiging sigay,banga, pulot pukyutan
tapat tayo? Magbigay ng sa mga telang seda, tingga,
halimbawa. seramika at porselana ng
mga Tsino. Tapete, karpet,
at kasangkapang tanso sa
mga Arabe. Kristal at
aboloryo at pulseras at
kasangkapang metal ang
produkto ng mga India n
akapalit ng mga produkto n
gating mga ninuno.
(sumangguni sa LM Alamin )
Itanong :
1. Ano- anong bagay ang
inyong makikita sa larawan?
2. May nakikita ka kayang
disenyo sa bawat produkto?
Ano-ano ito?
E. Discussing new Pagbibigay ng iba pang Ipasagot ang mga tanong ukol Magpaguhit sa mga bata ng
concepts and sitwasyon sa napakinggang kwento. mga produkto na nais nilang
practicing new Tingnan sa batayang aklat, ibenta kung sila ay
skills #2 “Pag-unawa sa Binasa” nakikipagkalakalan sa isang
pah.13 cartolina at kulayan
ito.Ipaskil ang natapos sa
gawain at umakto na
parang mangangalakal ng
nasabing mga produkto.
(Sumangguni sa LM Gawin)
F. Developing Bigyan ng pagkakataon ang Pamantayan sa pakikinig Ipasagot ang sumusunod na 1. Magbanggit ng isang
mastery mga mag-aaral na Babasahin ng guro ang, “Si tanong na makikita sa TG p. 10 dayuhan at produkto nito.
makapagbahagi ng kanilang Annie, ang kusinera”. Ipabigay 2. Paano mo ginamit ang
karanasan na sila ay ang paksa nito. ibat-ibang linya,hugis at

nakahikayat ng mga kaklase Si Annie ay isang espasyo sa pagguhit ng
na gumawa nang tapat sa kusinera. Kilalang-kilala siya mga produkto?
mga iniaatas sa kanila kahit sa bayan ng Dansalan dahil
walang napakasarap niyang magluto.
sumusubaybay.Itanong kung Bihira ang handaan lalo na
ano ang naging epekto ng kung pista na hindi siya ang
kanilang panghihikayat na nagluluto. Marami siyang
ginawa. alam na luto tulad ng mga
pagkaing Pilipino, Intsik,
Italyano at Espanyol.
G. Finding practical Itatak sa isipan ng mga bata Application Pangkatang Gawain
applications of sa pamamagitan ng Magkaroon ng pangkatang
concepts and skills matiyagang pagpapaliwanag gawain na magpapakita ng
in daily living ng guro at pagbibigay ng dula-dulaan tungkol sa mga
halimbawa ng kabutihang paraan ng pagiging isang
maidudulot ng paggawa nang mabuting anak sa pamilya.
may katapatan Ipakita ang Rubrics sa
Pagsasagawa ng Dula-dulaan
H. Making Paano mo mahihikayat ang Itanong: Ang pag-unlad ng kalakalan
generalizations iba na maging matapat? Sa paanong paraan noong unang panahon ay
and abstractions maibibigay ang paksa sa may kinalaman sa uri ng
about the lesson napakinggang kwento o kapaligiran ng bansa at sa
usapan? mga katutubong ugali nila
tulad ng pagiging masipag,
malikhain ,mapamaraan,
masinop at
mapagkakatiwalaan.
I. Evaluating Directions: Answer the questions Basahin ang “ Pagsikapan (Sumangguni sa LM,Suriin)
learning below by writing the letter of the Natin” ng batayang aklat na
correct answer in your notebook. nasa pahina 15. Sagutin ang
1. How were you able to give the mga tanong.
meaning of the unfamiliar words? Simbahan
a. through inference c. through
its synonym
b. through context clue d. all of
the above
2. What do we mean when we

infer?
a. conclude b. guess c. summarize
d. outline
3. What is the meaning of the
word synonym?
a. words spelled correctly c.
words with similar meaning
b. words that are misspelled d.
words with unknown meaning
4. What are antonyms on your
own understanding?
a. words opposite in meaning c.
words having the same sound
b. misspelled words d. words that
are difficult to define
5. What is meant by unfamiliar
words?
a. words whose meanings are not
yet known
b. words that are spelled
erroneously
c. words that are hard to read
J. Additional Sumulat ng tatlong Basahing muli ang tekstong Magdala ng mga
activities for pangungusap ng paghihikayat pinamagatang “Simbahan” at sumusunod na kagamitan
application or ng katapatan isalaysay itong muli sa 1. lapis
remediation pamamagitan ng pagsasadula. 2. bond paper
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. objective. next objective. next objective. next objective.
evaluation. ___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% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80%
mastery
B. No. of learners who ___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
require additional answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
activities for ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
remediation who answering their lesson. their lesson. answering their lesson. answering their lesson. answering their lesson.
scored below 80%. ___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, because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, because of lack of knowledge,

skills and interest about the and interest about the lesson. skills and interest about the skills and interest about the skills and interest about the
lesson. ___Pupils were interested on the lesson, lesson. lesson. lesson.
___Pupils were interested on the despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some encountered in answering the lesson, despite of some lesson, despite of some lesson, despite of some
difficulties encountered in questions asked by the teacher. difficulties encountered in difficulties encountered in difficulties encountered in
answering the questions asked ___Pupils mastered the lesson despite of answering the questions asked answering the questions asked by answering the questions
by the teacher. limited resources used by the by the teacher. the teacher. asked by the teacher.
___Pupils mastered the lesson teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson
despite of limited resources ___Majority of the pupils finished their despite of limited resources of limited resources used by the despite of limited resources
used by the teacher. work on time. used by the teacher. teacher. used by the teacher.
___Majority of the pupils finished ___Some pupils did not finish their work ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. on time due to unnecessary their work on time. their work on time. their work on time.
___Some pupils did not finish their behavior. ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to work on time due to work on time due to unnecessary work on time due to
unnecessary behavior. unnecessary behavior. behavior. unnecessary behavior.
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
lessons work? No. of above above above above
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for activities for remediation additional activities for additional activities for additional activities for
remediation. remediation remediation remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked ____ 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
well? Why did these lesson lesson lesson lesson the lesson
work?
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my require remediation remediation require remediation require remediation require remediation
principal or supervisor
can help me solve?
G. What innovation or 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:
localized materials did ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
I use./discover which I Examples: Self assessments, Examples: Self assessments, note Examples: Self assessments, Examples: Self assessments, note Examples: Self assessments,
wish to share with note taking and studying taking and studying techniques, and note taking and studying taking and studying techniques, note taking and studying
other teachers? techniques, and vocabulary vocabulary assignments. techniques, and vocabulary and vocabulary assignments. techniques, and vocabulary
assignments. ___Bridging: Examples: Think-pair-share, assignments. ___Bridging: Examples: Think-pair- assignments.
___Bridging: Examples: Think-pair- quick-writes, and anticipatory ___Bridging: Examples: Think-pair- share, quick-writes, and ___Bridging: Examples: Think-pair-
share, quick-writes, and charts. share, quick-writes, and anticipatory charts. share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: Compare anticipatory charts. ___Schema-Building: Examples: anticipatory charts.
___Schema-Building: Examples: and contrast, jigsaw learning, peer ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples:
Compare and contrast, jigsaw teaching, and projects. Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw
learning, peer teaching, and ___Contextualization: learning, peer teaching, and projects. learning, peer teaching, and
projects. projects. ___Contextualization: projects.
Examples: Demonstrations, media,
___Contextualization: manipulatives, repetition, and local ___Contextualization: Examples: Demonstrations, ___Contextualization:

Examples: Demonstrations, opportunities. Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations,
media, manipulatives, ___Text Representation: media, manipulatives, and local opportunities. media, manipulatives,
repetition, and local repetition, and local ___Text Representation: repetition, and local
opportunities. Examples: Student created opportunities. opportunities.
drawings, videos, and games. Examples: Student created
___Text Representation: ___Text Representation: drawings, videos, and games. ___Text
___Modeling: Examples: Speaking slowly
Examples: Student created Examples: Student created Representation:
and clearly, modeling the language ___Modeling: Examples: Speaking
drawings, videos, and games. you want students to use, and drawings, videos, and games. slowly and clearly, modeling the Examples: Student created
___Modeling: Examples: Speaking providing samples of student work. ___Modeling: Examples: Speaking language you want students to drawings, videos, and games.
slowly and clearly, modeling the Other Techniques and Strategies used: slowly and clearly, modeling the use, and providing samples of ___Modeling: Examples: Speaking
language you want students to ___ Explicit Teaching language you want students to student work. slowly and clearly, modeling
use, and providing samples of ___ Group collaboration use, and providing samples of Other Techniques and Strategies the language you want
student work. ___Gamification/Learning through play student work. used: students to use, and
Other Techniques and Strategies ___Answering preliminary activities/ Other Techniques and Strategies ___ Explicit Teaching providing samples of student
used: exercises used: ___ Group collaboration work.
___ Explicit Teaching ___ Carousel ___ Explicit Teaching ___Gamification/Learning through Other Techniques and Strategies
___ Group collaboration ___ Diads ___ Group collaboration play used:
___Gamification/Learning through ___ Differentiated Instruction ___Gamification/Learning through ___Answering preliminary activities/ ___ Explicit Teaching
play ___ Role Playing/Drama play exercises ___ Group collaboration
___Answering preliminary activities/ ___ Discovery Method ___Answering preliminary activities/ ___ Carousel ___Gamification/Learning through
exercises ___ Lecture Method exercises ___ Diads play
___ Carousel Why? ___ Carousel ___ Differentiated Instruction ___Answering preliminary
___ Diads ___ Complete IMs ___ Diads ___ Role Playing/Drama activities/ exercises
___ Differentiated Instruction ___ Availability of Materials ___ Differentiated Instruction ___ Discovery Method ___ Carousel
___ Role Playing/Drama ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Lecture Method ___ Diads
___ Discovery Method ___ Group member’s ___ Discovery Method Why? ___ Differentiated Instruction
___ Lecture Method collaboration/cooperation ___ Lecture Method ___ Complete IMs ___ Role Playing/Drama
Why? in doing their tasks Why? ___ Availability of Materials ___ Discovery Method
___ Complete IMs ___ Audio Visual Presentation ___ Complete IMs ___ Pupils’ eagerness to learn ___ Lecture Method
___ Availability of Materials ___ Availability of Materials ___ Group member’s Why?
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation ___ Complete IMs
___ Group member’s ___ Group member’s in doing their tasks ___ Availability of Materials
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn
in doing their tasks in doing their tasks ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
Prepared by: Noted by:
NIDA L. RIVERA ALMA I. SAPNU

Teacher III Principal IV

Guagua, Pampanga
School Head: ALMA I. SAPNU, Principal IV Quarter: 1st Quarter Date and Time: Sept. 12, 2023 (Tuesday)
FILIPINO
ESP (7:45-8:15) ENGLISH (9:20-10:10) (8:15 -9:05,10:50
11:40,1:50-2:40) (2:40-3:20) (2:40-3:20)
I. OBJECTIVES
A. Content Naipapamalas ang pag-unawa Demonstrates understanding of Naipamamalas ang kakayahan Naipamamalas ang mapanuring Demonstrates
Standards sa kahalagahan ng the various forms and at tatas sa pagsasalita at pag-unawa at kaalaman sa understanding of lines,
pagkakaroon ng mapanuring conventions of print, non-print, pagpapahayag ng sariling kasanayang pangheograpiya, ang shapes, and space; and the
pag-iisip sa pagpapahayag at and digital materials ideya, kaisipan, karanasan at mga teorya sa pinagmulan ng principles of rhythm and
pagganap ng anumang damdamin lahing Pilipino upang balance through drawing of
Gawain na may kinalaman sa mapahahalagahan ang konteksto archeological artifacts,
sarili at pamilyang ng lipunan/ pamayanan ng mga houses, buildings, and
kinabibilangan sinaunang Pilipino at ang churches from historical
kanilang ambag sa pagbuo ng periods using crosshatching
kasaysayan ng Pilipinas technique to simulate 3-
dimensional and geometric
effects of an artwork.
B. Performance Naisasabuhay ang Evaluates effectively the Nakasasali sa isang usapan Naipamamalas ang pagmamalaki Creates different artifacts
Standards pagkakaaroon ng tamang pag- message constructed and tungkol sa isang paksa sa nabuong kabihasnan ng mga and architectural buildings
uugali sa pagpapahayag at conveyed in various viewing sinaunang Pilipinogamit ang in the Philippines and in
pagganap ng anumang gawain texts kaalaman sa kasanayang the locality using
pangheograpikal at crosshatching technique,
mahahalagang konteksto ng geometric shapes, and
kasaysayan ng lipunan at bansa space, with rhythm and

kabilang ang mga teorya ng balance as principles of
pinagmulan at pagkabuo ng design.
kapuluan ng Pilipinas at ng lahing Puts up an exhibit on
Pilipino Philippine artifacts and
houses from different
historical periods
(miniature or replica).
C. Learning Nakahihikayat ng iba na Infer the meaning of unfamiliar F5WG-Ia-e-2 Naiugnay ang uri ng klima at Identifies events, practices,
Competencies/ maging matapat sa lahat ng words using text clues Naiisa-isa ang kasarian ng panahon ng bansa ayon sa and culture influenced by
Objectives uri ng paggawa. EsP5KPK-Ie- pangngalan. lokasyon nito sa mundo colonizers who have come
31 Naibibigay ang kasarian ng AP5PLP-Ib-c-2 to our country by way of
bawat pangngalan trading.
A5EL-Ia
II. CONTENT Pananagutang Pansarili at Inferring the Meaning of Integrative Approach Klima at panahon Pagguhit ng mga
( Subject Matter) mabuting kasapi ng pamilya Compound Words Using CBI Sinaunang Bagay
Context Clues
III. LEARNING
RESOURCES
A. References Curriculum Guide in ESP 5 Curriculum Guide in Filipino 5 Curriculum Guide in APAN 5 Curriculum Guide in Arts 5
pages
2. Learner’s Alab Filipino (Batayang Aklat ), pp.18-37 LM in MAPEH 5
Material pages pah. 14
3. Textbook pages Suhay Wika at Pagbasa 5 Umawit at Gumuhit 5,
pah.122-123 Pilipinas Bansang Malaya 5
Hiyas sa Wika 5 p.38
4. Additional MISOSA Baitang 4,Pagiging

Materials from LR Marangal
portal
B. Other Learning Metacards , Kuwento Powerpoint, larawan Larawan ng klima, bola, meta
Resources cards, batayang aklat
IV. PROCEDURE
A. Review previous Paano mo maipapakita ang Directions: Read the sentences Anu-ano ang tatlong uri ng Sabihin:
lesson or presenting positibong saloobin sa pag- carefully then do the following. pangngalan ayon sa gamit? Barter o pakikipagpalitan
the new lesson aaral Write in Column A the Magbigay ng halimbawa ng kalakalan ng mga kalakal

compound word found in each ang lumaganap na
sentence, while in Column B, kalakalan sa Pilipinas bago
write the correct meaning of dumating ang mga
the compound word. Write Espanyol.
your answers in your notebook. Original File Submitted and
1. I was outraged when I saw Formatted by DepEd Club
that a bully was pushing the Member - visit
smaller boy. depedclub.com for more
a. interested c. shocked
b. pleased d. angered
2. The politician’s plan has
many drawbacks. The people
rejected it.
a. advantages c. parts
b. problems d. supporters
3. I don’t want to do a
homework when I’m in the
house.
a. assignment c. goal
b. problem d. objective
4. My experience with the
earthquake was horrible. The
wall of our kitchen cracked.
a. typhoon c. tremor
b. hurricane d. cyclone
5. During typhoons, classrooms
are utilized as evacuation
centers.
a. room in a house c. part of a
house
b. part of a building d.
schoolhouse
B. Establishing a Mag-brainstorm sa mga bata irections: Read and study the Analysis Nakikilala ang mga
purpose for the kung anu-ano ang mga sentences below. Look for the Itanong: pangyayari, kaugalian at
lesson katangian ng compound words that were Kayo ba’y nakapunta na sa kultura na may
mga taong tapat sa paggawa used in each sentence. Find out Mental Hospital? impluwensya ng mga
what they mean in these May kakilala ba kayo na dinala dayuhan na dumating sa

sentences then answer the na dito? bansa sa pamamagitan ng
questions that follow. pakikipagkalakalan. (A5EL-
IN)
1. Identify the five (5)

compound words used in the
sentence. Write your answers
in
your notebook.
2. Which word in the first
sentence means the same as
halfway? __________________
3. Which word in the second
sentence is synonymous to
mountaintop?
________________
4. What do you call these
words? Synonyms or
antonyms? ____________
C. Presenting Ipabasa sa mga bata ang Synonyms are words that have Activity Magpakita ng mga larawan
examples/ kuwentong “ Katapatan sa almost the same meaning. The Ilagay ang mga salita kung ng kalakalan ng mga
instances of the new Paggawa” na nakasulat sa words big ito’y pangngalang pambabae produkto noong unanag
lesson manila paper /powerpoint and large are synonyms. o panlalaki. (Nakasulat sa panahon
presentation Antonyms are words that have meta cards) Itanong:
opposite meanings. The words Ano-anong mga linya,hugis,
open and at disenyo ang makikita
closed are antonyms. ninyo mula sa mga
produktong pangkalakalan
noong unang panahon?
D. Discussing new 1.Anong ugali ang dapat WHAT’S NEW: Basahin ang kwentong “ Ate Pagpapalalim ng atlakayan gamit Ang ugnayang
concepts and nating iukit sa ating puso at Activity 1 Ako ni Nanay” sa Suhay 5 pah. pa rin ang LM pangkalakalan na
practicing new isipan? Directions: Go over the 116 at sagutin ang mga namamagitan sa mga
skills #1 2.Bakit kailangan nating sentences carefully and silently. tanong ukol dito. Pilipino at mga dayuhan ay
gumawa ng tapat? Infer the meaning of the nag iwan ng malaking

3.Dapat mo bang tularan ang italicized compound word in impluwensya sa ating
sa palagay mo naman ay mga each statement by looking for kultura. Nakaugnayan ng
maling gawa? Bakit? its synonym. Write your mga unang Pilipino ang
4.Paano mo hihikayatin ang answer in your notebook. mga dayuhang
mga taong may maling gawi mangangalakal dahil sa
sa paggawa tungo sa tapat na mainam na lokasyon ng
paggawa? Pilipinas.
5.May pakinabang ba tayong Ang mga Unang Pilipino ay
matatamo kung magiging nakikipagpalitan ng perlas,
tapat tayo? Magbigay ng sigay,banga, pulot
halimbawa. pukyutan sa mga telang
seda, tingga, seramika at
porselana ng mga Tsino.
Tapete, karpet, at
kasangkapang tanso sa
mga Arabe. Kristal at
aboloryo at pulseras at
kasangkapang metal ang
produkto ng mga India n
akapalit ng mga produkto n
gating mga ninuno.
(sumangguni sa LM
Alamin )
Itanong :
1. Ano- anong bagay ang
inyong makikita sa
larawan?
disenyo sa bawat
produkto? Ano-ano ito?

E. Discussing new Pagbibigay ng iba pang Ipaisa isa sa mga bata ang Magpaguhit sa mga bata ng
concepts and sitwasyon mga pangngalang nabanggit mga produkto na nais
practicing new sa kwento at ipasabi ang nilang ibenta kung sila ay
skills #2 kasarian nito. nakikipagkalakalan sa isang
cartolina at kulayan
Isusulat ng guro sa pisara ang ito.Ipaskil ang natapos sa
mga pangngalang babanggitin gawain at umakto na
ng mga bata. parang mangangalakal ng
nasabing mga produkto.
(Sumangguni sa LM Gawin)
F. Developing Bigyan ng pagkakataon ang Basahin at sagutin ang nasa Ipasagot ang sumusunod na 1. Magbanggit ng isang
mastery mga mag-aaral na batayang aklat na Alab tanong na makikita sa TG p. 10 dayuhan at produkto nito.
makapagbahagi ng kanilang Filipino, “Pagsikapan Natin, 2. Paano mo ginamit ang
karanasan na sila ay titik A” pah.14 ibat-ibang linya,hugis at
nakahikayat ng mga kaklase espasyo sa pagguhit ng
na gumawa nang tapat sa mga produkto?
mga iniaatas sa kanila kahit
walang
sumusubaybay.Itanong kung
ano ang naging epekto ng
kanilang panghihikayat na
ginawa.
G. Finding practical Itatak sa isipan ng mga bata Application Pangkatang Gawain
applications of sa pamamagitan ng Pangkatin ang mga bata sa
concepts and skills matiyagang pagpapaliwanag tatlong pangkat. Pasagutan
in daily living ng guro at pagbibigay ng ang “Activity Cards” na
halimbawa ng kabutihang ibibigay ng guro sa bawat
maidudulot ng paggawa nang pangkat.
may katapatan
H. Making Paano mo mahihikayat ang Ano- ano ang mga kasarian ng Anu-ano ang mag salik na may Ang pag-unlad ng kalakalan
generalizations iba na maging matapat? pangngalan? kinalaman sa panahong noong unang panahon ay
and abstractions nararnasan sa isnag tiyak na may kinalaman sa uri ng
about the lesson lugar sa maiksing panahon? kapaligiran ng bansa at sa
mga katutubong ugali nila
tulad ng pagiging masipag,
malikhain ,mapamaraan,
masinop at

mapagkakatiwalaan.
I. Evaluating Activity 2 Panuto: Tukuyin ang kasarian (Sumangguni sa LM,Suriin)
learning Directions: Answer the ng mga umusunod na
questions below by writing the pangngalan.
letter of the correct answer in
your notebook. 1. pinsan __________
1. How were you able to give 2. komadrona
the meaning of the unfamiliar _________
words? 3. karpintero
a. through inference c. through _________
its synonym
4. keyk _________
b. through context clue d. all of
the above
2. What do we mean when we telebisyon _______
infer?
a. conclude b. guess c.
summarize d. outline
3. What is the meaning of the
word synonym?
a. words spelled correctly c.
words with similar meaning
b. words that are misspelled d.
words with unknown meaning
4. What are antonyms on your
own understanding?
a. words opposite in meaning c.
words having the same sound
b. misspelled words d. words
that are difficult to define
5. What is meant by unfamiliar
words?
a. words whose meanings are
not yet known
b. words that are spelled
erroneously
c. words that are hard to read
J. Additional Sumulat ng tatlong Sumulat ng tiglilimang Magdala ng mga

activities for pangungusap ng paghihikayat halimbawa ng pangngalang sumusunod na kagamitan
application or ng katapatan panlalaki, pambabae, walang 1. lapis
remediation kasarian at di-tiyak. 2. bond paper
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to
earned 80% in the next objective. objective. next objective. objective. the next objective.
___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80%
mastery
B. No. of learners who ___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
require additional answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
activities for ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in
remediation who answering their lesson. answering their lesson. answering their lesson. their lesson. answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, skills because of lack of
skills and interest about the skills and interest about the skills and interest about the and interest about the lesson. knowledge, skills and interest
lesson. lesson. lesson. ___Pupils were interested on the lesson, about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the despite of some difficulties ___Pupils were interested on the
lesson, despite of some lesson, despite of some difficulties lesson, despite of some encountered in answering the lesson, despite of some
difficulties encountered in encountered in answering the difficulties encountered in questions asked by the teacher. difficulties encountered in
answering the questions asked questions asked by the teacher. answering the questions asked ___Pupils mastered the lesson despite of answering the questions
by the teacher. ___Pupils mastered the lesson despite by the teacher. limited resources used by the asked by the teacher.
___Pupils mastered the lesson of limited resources used by the ___Pupils mastered the lesson teacher. ___Pupils mastered the lesson
despite of limited resources teacher. despite of limited resources ___Majority of the pupils finished their despite of limited resources
used by the teacher. ___Majority of the pupils finished their used by the teacher. work on time. used by the teacher.
___Majority of the pupils finished work on time. ___Majority of the pupils finished ___Some pupils did not finish their work ___Majority of the pupils finished
their work on time. ___Some pupils did not finish their their work on time. on time due to unnecessary their work on time.
___Some pupils did not finish their work on time due to unnecessary ___Some pupils did not finish their behavior. ___Some pupils did not finish
work on time due to behavior. work on time due to their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior.
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
lessons work? No. of above above above
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
continue to require additional activities for activities for remediation additional activities for activities for remediation additional activities for
remediation. remediation remediation remediation
strategies worked ____ 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
well? Why did these lesson lesson lesson lesson the lesson
work?
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to

encounter which my require remediation require remediation require remediation remediation require remediation
can help me solve?
wish to share with note taking and studying taking and studying techniques, note taking and studying taking and studying techniques, and note taking and studying
other teachers? techniques, and vocabulary and vocabulary assignments. techniques, and vocabulary vocabulary assignments. techniques, and vocabulary
assignments. ___Bridging: Examples: Think-pair- assignments. ___Bridging: Examples: Think-pair-share, assignments.
___Bridging: Examples: Think-pair- share, quick-writes, and ___Bridging: Examples: Think-pair- quick-writes, and anticipatory ___Bridging: Examples: Think-
share, quick-writes, and anticipatory charts. share, quick-writes, and charts. pair-share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: anticipatory charts. ___Schema-Building: Examples: anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast,
learning, peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer
projects. ___Contextualization: projects. ___Contextualization: teaching, and projects.
___Contextualization: Examples: Demonstrations, ___Contextualization: Examples: Demonstrations, media, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, manipulatives, repetition, and local Examples: Demonstrations,
media, manipulatives, and local opportunities. media, manipulatives, opportunities. media, manipulatives,
repetition, and local ___Text Representation: repetition, and local ___Text Representation: repetition, and local
opportunities. opportunities. opportunities.
Examples: Student created Examples: Student created
___Text Representation: drawings, videos, and games. ___Text Representation: drawings, videos, and games. ___Text
Examples: Student created Examples: Student created Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking slowly
drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games. and clearly, modeling the language Examples: Student created
___Modeling: Examples: Speaking language you want students to ___Modeling: Examples: Speaking you want students to use, and drawings, videos, and games.
slowly and clearly, modeling the use, and providing samples of slowly and clearly, modeling the providing samples of student work. ___Modeling: Examples: Speaking
language you want students to student work. language you want students to Other Techniques and Strategies used: slowly and clearly, modeling
use, and providing samples of Other Techniques and Strategies used: use, and providing samples of ___ Explicit Teaching the language you want
student work. ___ Explicit Teaching student work. ___ Group collaboration students to use, and
Other Techniques and Strategies ___ Group collaboration Other Techniques and Strategies ___Gamification/Learning through play providing samples of student
used: ___Gamification/Learning through play used: ___Answering preliminary activities/ work.
___ Explicit Teaching ___Answering preliminary activities/ ___ Explicit Teaching exercises Other Techniques and Strategies
___ Group collaboration exercises ___ Group collaboration ___ Carousel used:
___Gamification/Learning through ___ Carousel ___Gamification/Learning through ___ Diads ___ Explicit Teaching
play ___ Diads play ___ Differentiated Instruction ___ Group collaboration
___Answering preliminary activities/ ___ Differentiated Instruction ___Answering preliminary activities/ ___ Role Playing/Drama ___Gamification/Learning through
exercises ___ Role Playing/Drama exercises ___ Discovery Method play
___ Carousel ___ Discovery Method ___ Carousel ___ Lecture Method ___Answering preliminary
___ Diads ___ Lecture Method ___ Diads Why? activities/ exercises
___ Differentiated Instruction Why? ___ Differentiated Instruction ___ Complete IMs ___ Carousel
___ Role Playing/Drama ___ Complete IMs ___ Role Playing/Drama ___ Availability of Materials ___ Diads
___ Discovery Method ___ Availability of Materials ___ Discovery Method ___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Lecture Method ___ Pupils’ eagerness to learn ___ Lecture Method ___ Group member’s ___ Role Playing/Drama
Why? ___ Group member’s Why? collaboration/cooperation ___ Discovery Method

___ Complete IMs collaboration/cooperation ___ Complete IMs in doing their tasks ___ Lecture Method
___ Availability of Materials in doing their tasks ___ Availability of Materials ___ Audio Visual Presentation Why?
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Complete IMs
___ Group member’s ___ Group member’s ___ Availability of Materials
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn
in doing their tasks in doing their tasks ___ Group member’s
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation


Guagua, Pampanga
School Head: ALMA I. SAPNU, Principal IV Quarter: 1st Quarter Date and Time: Sept. 13, 2023 (Wednesday)
FILIPINO
ESP (7:45-8:15) ENGLISH (9:20-10:10) (8:15 -9:05,10:50
11:40,1:50-2:40) (2:40-3:20) (2:40-3:20)
I. OBJECTIVES
A. Content Naipapamalas ang pag-unawa Demonstrates understanding of Naisasagawa ang Naipamamalas ang Demonstrates understanding
Standards sa kahalagahan ng the various forms and mapanuring pagbasa sa iba’t mapanuring pag-unawa at of lines, shapes, and space;
pagkakaroon ng mapanuring conventions of print, non-print, ibang uri ng teksto at kaalaman sa kasanayang and the principles of rhythm
pag-iisip sa pagpapahayag at and digital materials napalalawak ang talasalitaan pangheograpiya, ang mga and balance through drawing
pagganap ng anumang teorya sa pinagmulan ng lahing of archeological artifacts,
Gawain na may kinalaman sa Pilipino upang houses, buildings, and
sarili at pamilyang mapahahalagahan ang churches from historical
kinabibilangan konteksto ng lipunan/ periods using crosshatching
pamayanan ng mga sinaunang technique to simulate 3-
Pilipino at ang kanilang ambag dimensional and geometric
sa pagbuo ng kasaysayan ng effects of an artwork.
Pilipinas
B. Performance Naisasabuhay ang Evaluates effectively the Nakapagsasagawa ng Naipamamalas ang Creates different artifacts and
Standards pagkakaaroon ng tamang pag- message constructed and readers’ theater pagmamalaki sa nabuong architectural buildings in the
uugali sa pagpapahayag at conveyed in various viewing kabihasnan ng mga sinaunang Philippines and in the locality
pagganap ng anumang gawain texts Pilipinogamit ang kaalaman sa using crosshatching
kasanayang pangheograpikal technique, geometric shapes,

at mahahalagang konteksto ng and space, with rhythm and
kasaysayan ng lipunan at balance as principles of
bansa kabilang ang mga teorya design.
ng pinagmulan at pagkabuo ng Puts up an exhibit on
kapuluan ng Pilipinas at ng Philippine artifacts and houses
lahing Pilipino from different historical
periods (miniature or replica).
C. Learning Nakahihikayat ng iba na Infer the meaning of unfamiliar F5PT-Ic-1.15 Naiugnay ang uri ng klima at Identifies events, practices,
Competencies/ maging matapat sa lahat ng words using text clues Naibibigay ang kahulugan ng panahon ng bansa ayon sa and culture influenced by
Objectives uri ng paggawa. EsP5KPK-Ie- salitang pamilyar at di- lokasyon nito sa mundo colonizers who have come to
31 pamilyar sa pamamagitan ng AP5PLP-Ib-c-2 our country by way of
tono o damdamin trading.
A5EL-Ia
II. CONTENT Pananagutang Pansarili at Inferring the Meaning of Collaborative Klima at panahon Pagguhit ng mga Sinaunang
( Subject Matter) mabuting kasapi ng pamilya Compound Words Using Direct Instruction Bagay
Context Clues
III. LEARNING
RESOURCES
A. References Curriculum Guide in ESP 5 Curriculum Guide in English 5 Curriculum Guide in Filipino Curriculum Guide in APAN 5 Curriculum Guide in Arts 5
5
pages
2. Learner’s Material Alab Filipino ( Batayang Aklat pp.18-37 LM in MAPEH 5
pages ), pah. 12
3. Textbook pages Pag-unlad sa Wika at Umawit at Gumuhit 5,
Pagbasa 5 p.32 Pilipinas Bansang Malaya 5
Hiyas sa Wika 5 p.
4. Additional MISOSA Baitang 4,Pagiging https://
Materials from LR Marangal www.youtube.com/watch?
portal v=dNP5BzrBiOg
B. Other Learning Metacards , Kuwento Larawan, metacards, video Larawan ng klima, bola, meta
IV. PROCEDURE
A. Review Pagwawasto ng takdang Box the word in the sentence Mula sa takdang aralin ng Ipaliwanag kung papano ang Sabihin:
previous lesson aralin that is a synonym of each mga bata pumili ng isa at ma salik nakaaapekto sa Barter o pakikipagpalitan ng

or presenting underlined italicized ipresent ito sa unahan. pagbabago ng panahon kalakalan ng mga kalakal ang
the new lesson compound word. Hayaan ang mga batang piliin lumaganap na kalakalan sa
1. You’ve got a new wristwatch o magbigay ng mga Pilipinas bago dumating ang
which is similar to my two-year- pangngalan na makikita mga Espanyol.
old timepiece. dito.Ipatukoy kung anong Original File Submitted and
2. The clock’s hands and kasarian ng pangngalan ang Formatted by DepEd Club
numerals are luminous or light mga ito. Member - visit depedclub.com
emitting for they glow even for more
in the darkest place.
3. Self-winding watches
became popular in the 1920’s
so did automatic clocks.
4. Driving along the countryside
where there is much greenery
and fresh air, I fell in
love with the rural area which I
often visited.
5. The schedule of flights to the
south is as tight as the
timetable of sea trips.
B. Establishing a Ano ang mararamdaman Ipaliwanag na ang tono at Nakikilala ang mga
purpose for the mokung ikaw ay isang tapat damdamin ay halos makikita, pangyayari, kaugalian at
lesson na tao? maririnig at madarama ng kultura na may impluwensya
isang tao. ng mga dayuhan na dumating
sa bansa sa pamamagitan ng
pakikipagkalakalan. (A5EL- IN)
C. Presenting Hatiin ang mga mag-aaral sa Compound words or Ipapanood ang video Muling balikan ang malagang Magpakita ng mga larawan ng
examples/instances dalawang pangkat. Ipagawa compounds are words formed tanong at ipasagot sa mga mag kalakalan ng mga produkto
of the new lesson ang sumusunod na by putting two or more words https:// aaral noong unanag panahon
pagsasanay together to form a new word www.youtube.com/watch? Itanong:
with a new meaning. To v=dNP5BzrBiOg Ano-anong mga linya,hugis, at
understand the meaning of the disenyo ang makikita ninyo
compound, it is important to mula sa mga produktong
determine the meaning of each pangkalakalan noong unang
word that makes up the new panahon?
word.
Compound words may be

closed, open, or hyphenated.
Study the example given below.
Notice that the two words back

and pack originally mean two
different things. But when they
are combined as backpack, the
new word also has a new
meaning.
Since the two words are
combined as one word, without
any hyphen or space, it is called
a closed compound word. Here
are more examples:
D. Discussing new Pag-uulat ng bawat pangkat ➢ Compounding is joining two Ipabasa ang kwento na nasa 1. Pagtatalakay ng aralin sa p. Ang ugnayang pangkalakalan
concepts and or more words together to Basahin Mo. Ipapansin ang 28-31 na namamagitan sa mga
practicing new make them one word with a damdamin ng Pilipino at mga dayuhan ay
skills #1 new meaning. This new nagkukuwento. nag iwan ng malaking
meaning of the compound impluwensya sa ating kultura.
word may be the same as the Nakaugnayan ng mga unang
individual meaning of its Pilipino ang mga dayuhang
component words or may be mangangalakal dahil sa
different. mainam na lokasyon ng
➢ Compound words may be Pilipinas.

closed (written as one), open Ang mga Unang Pilipino ay
(written with space between nakikipagpalitan ng perlas,
words), or hyphenated sigay,banga, pulot pukyutan
(connected by a hyphen). sa mga telang seda, tingga,
➢ The meaning of compound seramika at porselana ng mga
words can be inferred through Tsino. Tapete, karpet, at
context clues with the use of: kasangkapang tanso sa mga
• Synonyms - two or more Arabe. Kristal at aboloryo at
words that have the same pulseras at kasangkapang
meaning. metal ang produkto ng mga
• Antonyms – two or more India n akapalit ng mga
words that have opposite produkto n gating mga
meaning. ninuno. (sumangguni sa LM
➢ Inference clue is a kind of Alamin )
context clue. In an inference Itanong :
clue, information is given in the 1. Ano- anong bagay ang
sentence inyong makikita sa larawan?
Ano-ano ito?
E. Discussing new Directions: Infer the meaning of Ipasagot sa mga bata ang Magpaguhit sa mga bata ng
concepts and the underlined compound mga tanong ukol sa mga produkto na nais nilang
practicing new words. Choose your kwentong binasa.. ibenta kung sila ay
skills #2 answer from the rectangular nakikipagkalakalan sa isang
box and write it on your cartolina at kulayan ito.Ipaskil
notebook. ang natapos sa gawain at
1. There is no place so sweet umakto na parang
and comfortable like one’s mangangalakal ng nasabing
motherland. mga produkto.
2. My brother’s mother-in-law (Sumangguni sa LM Gawin)
from Canada has just arrived to
visit her daughter.
3. The real estate agent is
selling some lots.
4. Mrs. Santos is our part-time
teacher in Mathematics.
5. One morning, Jeriel’s name

was in the headline of the daily
newspaper.
6. The airfield was too small to
serve as a landing strip for the
sky jet.
7. Brielle has always been
hardworking, that is why she
submits her project on time.
8. I love the texture of crepe
paper which is perfect for gift
wrapping.
9. Mr. Fuentes has been
working as the editor-in-chief
of a leading magazine in the
city.
10. People are not playthings.
F. Developing Pagbabahagi ng karanasan ng Gawin ang “Pagyamanin Ipagawa sa mga mag aaral ang 1. Magbanggit ng isang
mastery mga bata Mo”. mga Gawain sa TG p. 11 no. 13 dayuhan at produkto nito.
Original File Submitted and 2. Paano mo ginamit ang ibat-
Formatted by DepEd Club ibang linya,hugis at espasyo sa
Member - visit pagguhit ng mga produkto?
depedclub.com for more
1. Children are taught how to
read and write in a schoolhouse
called a classroom.
2. I like to play games with my
brother-in-law who is the
spouse of my sister.
3. The line at the post office ran
all the way outside the door
since there are so many people
inside the mail depot.
4. Rhiann loves to eat ice cream
during summer for the dessert

gives a cooling effect.
5. An afternoon nap which is
done after lunch is popular in
tropical countries.
G. Finding practical Itatak sa isipan ng mga bata Gawin ang Gawain sa “Isulat Pangkatang Gawain
applications of sa pamamagitan ng mo”.
concepts and skills matiyagang pagpapaliwanag
in daily living ng guro at pagbibigay ng
halimbawa ng kabutihang
maidudulot ng paggawa nang
may katapatan
H. Making Upang mahikayat natin ang Directions: You have learned Itanong: Ano ang tono? Ang pag-unlad ng kalakalan
generalizations ibang tao na maging matapat that compound words are Ano ang damdamin? noong unang panahon ay may
and abstractions sa paggawa, kailangang tayo either open, closed, or Paano natin magagamit sa kinalaman sa uri ng
about the lesson ay namamasdan nila na hyphenated. How is each type mga pangungusap ang mga kapaligiran ng bansa at sa mga
matapat din sa ating gawa , of compound word written? ito? katutubong ugali nila tulad ng
pananalita at kaisipan Can you now give other pagiging masipag,
examples of each type of malikhain ,mapamaraan,
compound word? masinop at
mapagkakatiwalaan.
I. Evaluating Directions: Fill in the needed Sumulat ng isang maikling Isagawa ang Pagpapalalim ng (Sumangguni sa LM,Suriin)
learning information in the table below. talata tungkol sa nangyari kaisipan sa p. 31 ng LM
Find the answers hidden in sa iyo ng nakaraang araw
each sentence. Use context at sabihin ang damdamin
clues to infer the meaning of mo ukol dito.
the compound word.
1. Sonia’s father-in-law arrived

home late yesterday evening.

He is the father of her spouse,
Marc.
2. Amarah usually eats her
noon meal at the school
canteen during lunch break.
3. Driftwood are sometimes
useful. These materials can also
serve as firewood.
4. Visitors are entertained by
the family at their living room.
The lounge is spacious enough
for a number of persons.
5. Edison was a trail blazer. He
was the first to discover many
things which made him a
popular innovator.
6. Her report is up-to-date. This
means that it is the latest
information about an event.
7. My grandmother is attending
the party tonight. She is with
other grannies in the
neighborhood.
8. Doctors and nurses are
frontline workers. They are the
lead personnel in this trying
times of the pandemic.
9. Rhaine is a full-time worker
in a factory. Her permanent
position demands a lot.
10. Be careful when you are in
a marshland
J. Additional Sumulat ng isang talata ayon Ipasagot ang mga tanong sa Magdala ng mga sumusunod
activities for sa inyong ginawa sa LM p. 37 na kagamitan
application or pangkatang gawain 1. lapis
remediation 2. bond paper

V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. objective. next objective. next objective. next objective.
___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery ___% of the pupils got 80% mastery
activities for ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
remediation who answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge,
skills and interest about the skills and interest about the skills and interest about the skills and interest about the skills and interest about the
lesson. lesson. lesson. lesson. 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 lesson, despite of some difficulties lesson, despite of some lesson, despite of some lesson, despite of some
difficulties encountered in encountered in answering the difficulties encountered in difficulties encountered in difficulties encountered in
answering the questions asked questions asked by the teacher. answering the questions asked answering the questions asked by answering the questions asked
by the teacher. ___Pupils mastered the lesson despite by the teacher. the teacher. by the teacher.
___Pupils mastered the lesson of limited resources used by the ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson
despite of limited resources teacher. despite of limited resources of limited resources used by the despite of limited resources
used by the teacher. ___Majority of the pupils finished their used by the teacher. teacher. used by the teacher.
___Majority of the pupils finished work on time. ___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished
their work on time. ___Some pupils did not finish their their work on time. work on time. their work on time.
___Some pupils did not finish their work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to behavior. work on time due to work on time due to unnecessary work on time due to unnecessary
unnecessary behavior. unnecessary behavior. behavior. behavior.
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
lessons work? No. of above above above above
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
continue to require additional activities for activities for remediation additional activities for activities for remediation additional activities for
strategies worked ____ 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
well? Why did these lesson lesson lesson lesson lesson
work?
F. What difficulties did I ___ 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
encounter which my require remediation require remediation require remediation require remediation require remediation
can help me solve?

wish to share with note taking and studying taking and studying techniques, note taking and studying taking and studying techniques, note taking and studying
other teachers? techniques, and vocabulary and vocabulary assignments. techniques, and vocabulary and vocabulary assignments. techniques, and vocabulary
assignments. ___Bridging: Examples: Think-pair- assignments. ___Bridging: Examples: Think-pair- assignments.
___Bridging: Examples: Think-pair- share, quick-writes, and ___Bridging: Examples: Think-pair- share, quick-writes, and ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory charts. share, quick-writes, and anticipatory charts. share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: anticipatory charts. ___Schema-Building: Examples: anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw learning, peer teaching, and Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects. ___Contextualization: projects. ___Contextualization: projects.
___Contextualization: Examples: Demonstrations, ___Contextualization: Examples: Demonstrations, ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition, Examples: Demonstrations,
media, manipulatives, and local opportunities. media, manipulatives, and local opportunities. media, manipulatives, repetition,
repetition, and local ___Text Representation: repetition, and local ___Text Representation: and local opportunities.
opportunities. opportunities. ___Text Representation:
___Text Representation: drawings, videos, and games. ___Text Representation: drawings, videos, and games. Examples: Student created
Examples: Student created ___Modeling: Examples: Speaking Examples: Student created ___Modeling: Examples: Speaking drawings, videos, and games.
drawings, videos, and games. slowly and clearly, modeling the drawings, videos, and games. slowly and clearly, modeling the ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking language you want students to ___Modeling: Examples: Speaking language you want students to slowly and clearly, modeling the
slowly and clearly, modeling the use, and providing samples of slowly and clearly, modeling use, and providing samples of language you want students to
language you want students to student work. the language you want student work. use, and providing samples of
use, and providing samples of Other Techniques and Strategies used: students to use, and providing Other Techniques and Strategies student work.
student work. ___ Explicit Teaching samples of student work. used: Other Techniques and Strategies
Other Techniques and Strategies ___ Group collaboration Other Techniques and Strategies ___ Explicit Teaching used:
used: ___Gamification/Learning through play used: ___ Group collaboration ___ Explicit Teaching
___ Explicit Teaching ___Answering preliminary activities/ ___ Explicit Teaching ___Gamification/Learning through ___ Group collaboration
___ Group collaboration exercises ___ Group collaboration play ___Gamification/Learning through
___Gamification/Learning through ___ Carousel ___Gamification/Learning through ___Answering preliminary activities/ play
play ___ Diads play exercises ___Answering preliminary activities/
___Answering preliminary activities/ ___ Differentiated Instruction ___Answering preliminary activities/ ___ Carousel exercises
exercises ___ Role Playing/Drama exercises ___ Diads ___ Carousel
___ Carousel ___ Discovery Method ___ Carousel ___ Differentiated Instruction ___ Diads
___ Diads ___ Lecture Method ___ Diads ___ Role Playing/Drama ___ Differentiated Instruction
___ Differentiated Instruction Why? ___ Differentiated Instruction ___ Discovery Method ___ Role Playing/Drama
___ Role Playing/Drama ___ Complete IMs ___ Role Playing/Drama ___ Lecture Method ___ Discovery Method
___ Discovery Method ___ Availability of Materials ___ Discovery Method Why? ___ Lecture Method
___ Lecture Method ___ Pupils’ eagerness to learn ___ Lecture Method ___ Complete IMs Why?
Why? ___ Group member’s Why? ___ Availability of Materials ___ Complete IMs
___ Complete IMs collaboration/cooperation ___ Complete IMs ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Availability of Materials in doing their tasks ___ Availability of Materials ___ Group member’s ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Pupils’ eagerness to learn collaboration/cooperation ___ Group member’s
___ Group member’s ___ Group member’s in doing their tasks collaboration/cooperation
collaboration/cooperation collaboration/cooperation ___ Audio Visual Presentation in doing their tasks

in doing their tasks in doing their tasks ___ Audio Visual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation


Guagua, Pampanga
School Head: ALMA I. SAPNU, Principal IV Quarter: 1st Quarter Date and Time: Sept. 14, 2023 (Thursday)
FILIPINO ARALING
MAPEH (ARTS)
ESP (7:45-8:15) ENGLISH (9:20-10:10) (8:15 -9:05,10:50 PANLIPUNAN
11:40,1:50-2:40) (2:40-3:20)
(2:40-3:20)
I. OBJECTIVES
A. Content Naipapamalas ang pag-unawa Demonstrates understanding of Naisasagawa ang mapanuring Naipamamalas ang Demonstrates understanding
Standards sa kahalagahan ng the various forms and pagbasa sa iba’t ibang uri ng mapanuring pag-unawa at of lines, shapes, and space;
pagkakaroon ng mapanuring conventions of print, non-print, teksto at napalalawak ang kaalaman sa kasanayang and the principles of rhythm
pag-iisip sa pagpapahayag at and digital materials talasalitaan pangheograpiya, ang mga and balance through drawing
pagganap ng anumang teorya sa pinagmulan ng of archeological artifacts,
Gawain na may kinalaman sa lahing Pilipino upang houses, buildings, and
sarili at pamilyang mapahahalagahan ang churches from historical
kinabibilangan konteksto ng lipunan/ periods using crosshatching
pamayanan ng mga technique to simulate 3-
sinaunang Pilipino at ang dimensional and geometric
kanilang ambag sa pagbuo ng effects of an artwork.
kasaysayan ng Pilipinas
B. Performance Naisasabuhay ang Evaluates effectively the Nakapagsasagawa ng readers’ Naipamamalas ang Creates different artifacts
Standards pagkakaaroon ng tamang pag- message constructed and theater pagmamalaki sa nabuong and architectural buildings in
uugali sa pagpapahayag at conveyed in various viewing kabihasnan ng mga the Philippines and in the
pagganap ng anumang gawain texts sinaunang Pilipinogamit ang locality using crosshatching
kaalaman sa kasanayang technique, geometric shapes,
pangheograpikal at and space, with rhythm and

mahahalagang konteksto ng balance as principles of
kasaysayan ng lipunan at design.
bansa kabilang ang mga Puts up an exhibit on
teorya ng pinagmulan at Philippine artifacts and
pagkabuo ng kapuluan ng houses from different
Pilipinas at ng lahing Pilipino historical periods (miniature
or replica).
C. Learning Nakahihikayat ng iba na Infer the meaning of unfamiliar F5PB-Ic-3.2 Naiugnay ang uri ng klima at Identifies events, practices,
Competencies/ maging matapat sa lahat ng words using text clues Nasasagot ang mga tanong sa panahon ng bansa ayon sa and culture influenced by
Objectives uri ng paggawa. EsP5KPK-Ie- binasang tekstong lokasyon nito sa mundo colonizers who have come to
31 pangimpormasyon AP5PLP-Ib-c-2 our country by way of
trading.
A5EL-Ia
II. CONTENT Pananagutang Pansarili at Inferring the Meaning of Klima at panahon Pagguhit ng mga Sinaunang
( Subject Matter) mabuting kasapi ng pamilya Compound Words Using Bagay
Context Clues
III. LEARNING
RESOURCES
A. References Curriculum Guide in ESP 5 Curriculum Guide in English 5 Curriculum Guide in Filipino 5 Curriculum Guide in APAN 5 Curriculum Guide in Arts 5
pages
2. Learner’s Material Alab Filipino ( Batayang Aklat ), pp.18-37 LM in MAPEH 5
pages pah. 12
3. Textbook pages Ugnayan Wika at Pagbasa 5 Umawit at Gumuhit 5,
p.93 Pilipinas Bansang Malaya 5
4. Additional MISOSA Baitang 4,Pagiging http://www.akoaypilipino.eu/

Materials from LR Marangal gabay/gabay/gabay/mga-
portal dapat-malaman-tungkol-sa-
lagnat-ng-dengue.html
B. Other Learning Metacards , Kuwento Powerpoint, video Larawan ng klima, bola, meta
IV. PROCEDURE
A. Review Pagwawasto ng takdang Box the word in the sentence Itanong: Sabihin:
previous lesson aralin that is a synonym of each Ano ang kasarian ng Barter o pakikipagpalitan ng
or presenting underlined italicized pangngalan? Ilabas ang kalakalan ng mga kalakal ang

the new lesson compound word. takdang-aralin at itatama ng lumaganap na kalakalan sa
1. You’ve got a new wristwatch guro. Pilipinas bago dumating ang
which is similar to my two-year- mga Espanyol.
old timepiece. Original File Submitted and Original File Submitted and
2. The clock’s hands and Formatted by DepEd Club Formatted by DepEd Club
numerals are luminous or light Member - visit depedclub.com Member - visit
emitting for they glow even for more depedclub.com for more
in the darkest place.
3. Self-winding watches
became popular in the 1920’s
so did automatic clocks.
4. Driving along the countryside
where there is much greenery
and fresh air, I fell in
love with the rural area which I
often visited.
5. The schedule of flights to the
south is as tight as the
timetable of sea trips.
B. Establishing a Ano ang mararamdaman Ipapanood sa mga mag-aaral Nakikilala ang mga
purpose for the mokung ikaw ay isang tapat ang isang balita o teksong pang- pangyayari, kaugalian at
lesson na tao? impormasyon. Panoorin ito sa kultura na may impluwensya
link na: ng mga dayuhan na dumating
https://www.youtube.com/wat sa bansa sa pamamagitan ng
ch?v=DR01fCosaxE& pakikipagkalakalan. (A5EL-
Ipaalala sa mga bata ang mga IN)
dapat at di-dapat gawin sa
panonood.
C. Presenting Hatiin ang mga mag-aaral sa Compound words or Itanong: Magpakita ng mga larawan
examples/instances dalawang pangkat. Ipagawa compounds are words formed 1.Tungkol saan ang napanood o ng kalakalan ng mga
of the new lesson ang sumusunod na by putting two or more words napakinggan? produkto noong unanag
pagsasanay together to form a new word panahon
with a new meaning. To 2.Paano maiiwasan ang Itanong:
understand the meaning of the dengue? Ano-anong mga linya,hugis,
compound, it is important to at disenyo ang makikita ninyo
determine the meaning of each 3.Ilan ang nagkasakit ng dengue mula sa mga produktong

word that makes up the new sa Pilipinas noong 2009? pangkalakalan noong unang
word. panahon?
Compound words may be 4.Saan nabubuhay ang lamok
closed, open, or hyphenated. na nagdadala ng dengue?
Study the example given below.
5.Ano ang sintomas ng dengue
fever?
Notice that the two words back

and pack originally mean two
different things. But when they
are combined as backpack, the
new word also has a new
meaning.
Since the two words are
combined as one word, without
any hyphen or space, it is called
a closed compound word. Here
are more examples:
D. Discussing new Pag-uulat ng bawat pangkat ➢ Compounding is joining two Itanong: Pagpapalalim ng atlakayan Ang ugnayang pangkalakalan
concepts and or more words together to Ano-ano pa ang mga hakbang gamit pa rin ang LM na namamagitan sa mga
practicing new make them one word with a na maaring gagawin upang Pilipino at mga dayuhan ay
skills #1 new meaning. This new maiwasan ang dengue? nag iwan ng malaking
meaning of the compound Bakit kaya kailangang maglabas impluwensya sa ating
word may be the same as the ng mga impormasyong kagaya kultura. Nakaugnayan ng
individual meaning of its nito? mga unang Pilipino ang mga

component words or may be Ano ang maitutulong ng mga dayuhang mangangalakal
different. impormasyong ito sa buhay ng dahil sa mainam na lokasyon
➢ Compound words may be isang tao? ng Pilipinas.
closed (written as one), open Ang mga Unang Pilipino ay
(written with space between nakikipagpalitan ng perlas,
words), or hyphenated sigay,banga, pulot pukyutan
(connected by a hyphen). sa mga telang seda, tingga,
➢ The meaning of compound seramika at porselana ng
words can be inferred through mga Tsino. Tapete, karpet, at
context clues with the use of: kasangkapang tanso sa mga
• Synonyms - two or more Arabe. Kristal at aboloryo at
words that have the same pulseras at kasangkapang
meaning. metal ang produkto ng mga
• Antonyms – two or more India n akapalit ng mga
words that have opposite produkto n gating mga
meaning. ninuno.
➢ Inference clue is a kind of (sumangguni sa LM Alamin )
context clue. In an inference Itanong :
clue, information is given in the 1. Ano- anong bagay ang
sentence inyong makikita sa larawan?
Ano-ano ito?
E. Discussing new Directions: Infer the meaning of Ipabasa ang Basahin Mo. Atasan ang mag bata na Magpaguhit sa mga bata ng
concepts and the underlined compound http://www.remate.ph/ ipakita sa ibat ibang mga produkto na nais nilang
practicing new words. Choose your 2010/10/kalusugan-ng-bata- pamamaraan ang epekto ng ibenta kung sila ay
skills #2 answer from the rectangular sigurado-basta-i-gp-mo/ klima sa Pilipinas nakikipagkalakalan sa isang
box and write it on your cartolina at kulayan
notebook. ito.Ipaskil ang natapos sa
1. There is no place so sweet gawain at umakto na parang
and comfortable like one’s mangangalakal ng nasabing
motherland. mga produkto.
2. My brother’s mother-in-law (Sumangguni sa LM Gawin)
from Canada has just arrived to
visit her daughter.
3. The real estate agent is
selling some lots.

4. Mrs. Santos is our part-time
teacher in Mathematics.
5. One morning, Jeriel’s name
was in the headline of the daily
newspaper.
6. The airfield was too small to
serve as a landing strip for the
sky jet.
7. Brielle has always been
hardworking, that is why she
submits her project on time.
8. I love the texture of crepe
paper which is perfect for gift
wrapping.
9. Mr. Fuentes has been
working as the editor-in-chief
of a leading magazine in the
city.
10. People are not playthings.
F. Developing Pagbabahagi ng karanasan ng Ipagawa ang Pagyamanin Natin. Ipasagot ang ISIP, HAMUNIN 1. Magbanggit ng isang
mastery mga bata na makikita sa LM pp. 31-33 dayuhan at produkto nito.
Original File Submitted and 2. Paano mo ginamit ang
Formatted by DepEd Club ibat-ibang linya,hugis at
Member - visit espasyo sa pagguhit ng mga
depedclub.com for more produkto?
1. Children are taught how to
read and write in a schoolhouse
called a classroom.
2. I like to play games with my
brother-in-law who is the
spouse of my sister.
3. The line at the post office ran
all the way outside the door
since there are so many people

inside the mail depot.
4. Rhiann loves to eat ice cream
during summer for the dessert
gives a cooling effect.
5. An afternoon nap which is
done after lunch is popular in
tropical countries.
G. Finding practical Itatak sa isipan ng mga bata Pangkatang Gawain Ipaliwanag ang Paglalahat, Pangkatang Gawain
applications of sa pamamagitan ng Hatiin sa tatlong grupo ang mga May palagay Ako at May
concepts and skills matiyagang pagpapaliwanag bata Pagmammalasakit Ako na
in daily living ng guro at pagbibigay ng makikitasa LM p. 34
halimbawa ng kabutihang
maidudulot ng paggawa nang
may katapatan
H. Making Upang mahikayat natin ang Directions: You have learned Itanong: Pag bubuo ng pahlalahat Ang pag-unlad ng kalakalan
generalizations ibang tao na maging matapat that compound words are Bakit kailangang pahalagahan ayonsa mga sagot ng mga noong unang panahon ay
and abstractions sa paggawa, kailangang tayo either open, closed, or ang ating kalusugan? mag aaral may kinalaman sa uri ng
about the lesson ay namamasdan nila na hyphenated. How is each type Ano-ano ang dapat nating kapaligiran ng bansa at sa
matapat din sa ating gawa , of compound word written? maunawaan sa tekstong ating mga katutubong ugali nila
pananalita at kaisipan Can you now give other nababa? tulad ng pagiging masipag,
examples of each type of Dapat bang paniwalaan ang malikhain ,mapamaraan,
compound word? lahat ng mga bagay na ating masinop at
nababasa? mapagkakatiwalaan.
I. Evaluating Directions: Fill in the needed Basahin ang tektong nakatala. Gawin ang pagtataya na (Sumangguni sa LM,Suriin)
learning information in the table below. http://www.akoaypilipino.eu/ makikita sa sa Lm p. 35-36
Find the answers hidden in gabay/gabay/gabay/mga-
each sentence. Use context dapat-malaman-tungkol-sa-
clues to infer the meaning of lagnat-ng-dengue.html
the compound word.

1. Sonia’s father-in-law arrived
home late yesterday evening.
He is the father of her spouse,
Marc.
2. Amarah usually eats her
noon meal at the school
canteen during lunch break.
3. Driftwood are sometimes
useful. These materials can also
serve as firewood.
4. Visitors are entertained by
the family at their living room.
The lounge is spacious enough
for a number of persons.
5. Edison was a trail blazer. He
was the first to discover many
things which made him a
popular innovator.
6. Her report is up-to-date. This
means that it is the latest
information about an event.
7. My grandmother is attending
the party tonight. She is with
other grannies in the
neighborhood.
8. Doctors and nurses are
frontline workers. They are the
lead personnel in this trying
times of the pandemic.

9. Rhaine is a full-time worker
in a factory. Her permanent
position demands a lot.
10. Be careful when you are in
a marshland
J. Additional Sumulat ng isang talata ayon Sumulat ng isang talata na Magdala ng mga sumusunod
activities for sa inyong ginawa sa tumatalakay sa iyong sarili. na kagamitan
application or pangkatang gawain 1. lapis
remediation 2. bond paper
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. objective. objective. next objective. next objective.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the skills and interest about the and interest about the lesson. skills and interest about the skills and interest about the
lesson. lesson. ___Pupils were interested on the lesson. lesson.
___Pupils were interested on the ___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some lesson, despite of some difficulties encountered in answering the lesson, despite of some lesson, despite of some
difficulties encountered in encountered in answering the questions asked by the teacher. difficulties encountered in difficulties encountered in
answering the questions asked questions asked by the teacher. ___Pupils mastered the lesson despite answering the questions asked answering the questions asked
by the teacher. ___Pupils mastered the lesson despite of limited resources used by the by the teacher. by the teacher.
___Pupils mastered the lesson of limited resources used by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
despite of limited resources teacher. ___Majority of the pupils finished their despite of limited resources despite of limited resources
used by the teacher. ___Majority of the pupils finished their work on time. used by the teacher. used by the teacher.
___Majority of the pupils finished work on time. ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. ___Some pupils did not finish their work on time due to unnecessary their work on time. their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to behavior. work on time due to work on time due to
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require

continue to require additional activities for activities for remediation activities for remediation additional activities for additional activities for
work?
can help me solve?
I use./discover which I Examples: Self assessments, Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, Examples: Self assessments,
wish to share with note taking and studying taking and studying techniques, taking and studying techniques, note taking and studying note taking and studying
other teachers? techniques, and vocabulary and vocabulary assignments. and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary
assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- assignments. assignments.
___Bridging: Examples: Think-pair- share, quick-writes, and share, quick-writes, and ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory charts. anticipatory charts. share, quick-writes, and share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: ___Schema-Building: Examples: anticipatory charts. anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. projects. learning, peer teaching, and learning, peer teaching, and
projects. ___Contextualization: ___Contextualization: projects. projects.
___Contextualization: Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, and local opportunities. and local opportunities. media, manipulatives, media, manipulatives,
repetition, and local ___Text Representation: ___Text Representation: repetition, and local repetition, and local
___Text Representation: drawings, videos, and games. drawings, videos, and games. ___Text Representation: ___Text Representation:
Examples: Student created ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Examples: Student created Examples: Student created
drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking language you want students to language you want students to ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the use, and providing samples of use, and providing samples of slowly and clearly, modeling slowly and clearly, modeling
language you want students to student work. student work. the language you want the language you want
use, and providing samples of Other Techniques and Strategies used: Other Techniques and Strategies used: students to use, and providing students to use, and providing
student work. ___ Explicit Teaching ___ Explicit Teaching samples of student work. samples of student work.
Other Techniques and Strategies ___ Group collaboration ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
used: ___Gamification/Learning through play ___Gamification/Learning through play used: used:
___ Explicit Teaching ___Answering preliminary activities/ ___Answering preliminary activities/ ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration exercises exercises ___ Group collaboration ___ Group collaboration
___Gamification/Learning through ___ Carousel ___ Carousel ___Gamification/Learning through ___Gamification/Learning through
play ___ Diads ___ Diads play play
___Answering preliminary activities/ ___ Differentiated Instruction ___ Differentiated Instruction ___Answering preliminary activities/ ___Answering preliminary activities/
exercises ___ Role Playing/Drama ___ Role Playing/Drama exercises exercises

___ Carousel ___ Discovery Method ___ Discovery Method ___ Carousel ___ Carousel
___ Diads ___ Lecture Method ___ Lecture Method ___ Diads ___ Diads
___ Differentiated Instruction Why? Why? ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
Why? ___ Group member’s ___ Group member’s Why? Why?
___ Complete IMs collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs
___ Availability of Materials in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation


Guagua, Pampanga

School Head: ALMA I. SAPNU, Principal IV Quarter: 1st Quarter Date and Time: Sept. 15, 2023 (Friday)
FILIPINO ARALING
MAPEH (ARTS)
HG (7:45-8:15) ENGLISH (9:20-10:10) (8:15 -9:05,10:50 PANLIPUNAN
11:40,1:50-2:40) (2:40-3:20)
(2:40-3:20)
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning 1. identify your uniqueness Administer Weekly Test Napkapagbibigay ng lingguhang Napkapagbibigay ng Napkapagbibigay ng
Competencies/ from others; pagsusulit lingguhang pagsusulit lingguhang pagsusulit
Objectives 2. enumerate the changes as
you age; and
3. demonstrate positive and
appropriate behavior in
valuing yourself.
II. CONTENT I” IS FOR IDEAL Weekly Test Lingguhang Pagsusulit Lingguhang Pagsusulit Lingguhang Pagsusulit
( Subject Matter)
III. LEARNING
RESOURCES
B. References
1. Teacher’s Guide
pages
2. Learner’s Material

pages
3. Textbook pages
4. Additional
Materials from LR
portal
B. Other Learning Ball pen/Pencil Summative test files Summative test files Summative test files Summative test files
Resources Clean sheets of paper
IV. PROCEDURE
A. Review previous
lesson or
presenting the
new lesson
B. Establishing a Ask pupils about their Song Awit Awit Awit
purpose for the strengths and weakness
lesson
C. Presenting Discuss how self-awareness Setting of standard Pagbibigay ng pamantayan Pagbibigay ng pamantayan Pagbibigay ng pamantayan
examples/instances deepen as they grew older
of the new lesson
D. Discussing new Share to the class the likes, Giving of instruction Pagsasabi ng panuto Pagsasabi ng panuto Pagsasabi ng panuto
concepts and interests, talents, skills and
practicing new values of the members of
skills #1 your family.
E. Discussing new Answer processing questions Supervising the test Pagsagot sa pagsusulit Pagsagot sa pagsusulit Pagsagot sa pagsusulit
concepts and on page 6 of HG Module 1
practicing new
skills #2
F. Developing Accomplish the “All About Checking the test Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit Pagtsek ng Pagsusulit
mastery Me”
G. Finding practical Answer processing questions Show honesty in answering the test Magpakita ng katapatan sa Magpakita ng katapatan sa Magpakita ng katapatan sa
questions
applications of on page 7 of HG Module 1 pagsusulit. pagsusulit. pagsusulit.
concepts and skills
in daily living
H. Making
generalizations
and abstractions

about the lesson
I. Evaluating Write and express your Recording the test result Itala ang mga puntos ng mag- Itala ang mga puntos ng mag- Itala ang mga puntos ng mag-
learning commitment to do three aaral. aaral. aaral.
appropriate actions.
1. Think of three (3)
appropriate actions you really
want to do because you value
yourself.
2. Find a good space, then
stand still.
3. Hug yourself by touching
your left shoulder with your
right hand. Do the opposite
with your left hand on your
right shoulder.
4. Close your eyes and slowly
take three deep breaths.
5. Whisper to yourself the
statement, “Since I love and
value myself, I will
____________,
_______________, and
_______________.”
6. Repeat the statement. This
time, say it out loud. Feel this
appropriate act of valuing
yourself.
J. Additional Answers the following Challenge the pupils for the next Bigyan ng paghahamon ang Bigyan ng paghahamon ang Bigyan ng paghahamon ang
test.
activities for questions mga mag-aaral para sa susunod mga mag-aaral para sa mga mag-aaral para sa
application or 1. What makes you unique na pagtataya. susunod na pagtataya. susunod na pagtataya.
remediation from others?
2. How does studying in this
new normal help you become
a better child?
3. Aside from what were
given in the discussion, give
other examples on how you

can show correct personal
and online behavior
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the
earned 80% in the next objective. objective. objective. next objective. next objective.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the skills and interest about the and interest about the lesson. skills and interest about the skills and interest about the
lesson. lesson. ___Pupils were interested on the lesson. lesson.
___Pupils were interested on the ___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some lesson, despite of some difficulties encountered in answering the lesson, despite of some lesson, despite of some
difficulties encountered in encountered in answering the questions asked by the teacher. difficulties encountered in difficulties encountered in
answering the questions asked questions asked by the teacher. ___Pupils mastered the lesson despite answering the questions asked answering the questions asked
by the teacher. ___Pupils mastered the lesson despite of limited resources used by the by the teacher. by the teacher.
___Pupils mastered the lesson of limited resources used by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
despite of limited resources teacher. ___Majority of the pupils finished their despite of limited resources despite of limited resources
used by the teacher. ___Majority of the pupils finished their work on time. used by the teacher. used by the teacher.
___Majority of the pupils finished work on time. ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. ___Some pupils did not finish their work on time due to unnecessary their work on time. their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to behavior. work on time due to work on time due to
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have
caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
continue to require additional activities for activities for remediation activities for remediation additional activities for additional activities for
work?
can help me solve?

I use./discover which I Examples: Self assessments, Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, Examples: Self assessments,
wish to share with note taking and studying taking and studying techniques, taking and studying techniques, note taking and studying note taking and studying
other teachers? techniques, and vocabulary and vocabulary assignments. and vocabulary assignments. techniques, and vocabulary techniques, and vocabulary
assignments. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- assignments. assignments.
___Bridging: Examples: Think-pair- share, quick-writes, and share, quick-writes, and ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory charts. anticipatory charts. share, quick-writes, and share, quick-writes, and
anticipatory charts. ___Schema-Building: Examples: ___Schema-Building: Examples: anticipatory charts. anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. projects. learning, peer teaching, and learning, peer teaching, and
projects. ___Contextualization: ___Contextualization: projects. projects.
___Contextualization: Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, and local opportunities. and local opportunities. media, manipulatives, media, manipulatives,
repetition, and local ___Text Representation: ___Text Representation: repetition, and local repetition, and local
___Text Representation: drawings, videos, and games. drawings, videos, and games. ___Text Representation: ___Text Representation:
Examples: Student created ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking Examples: Student created Examples: Student created
drawings, videos, and games. slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking language you want students to language you want students to ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the use, and providing samples of use, and providing samples of slowly and clearly, modeling slowly and clearly, modeling
language you want students to student work. student work. the language you want the language you want
use, and providing samples of Other Techniques and Strategies used: Other Techniques and Strategies used: students to use, and providing students to use, and providing
student work. ___ Explicit Teaching ___ Explicit Teaching samples of student work. samples of student work.
Other Techniques and Strategies ___ Group collaboration ___ Group collaboration Other Techniques and Strategies Other Techniques and Strategies
used: ___Gamification/Learning through play ___Gamification/Learning through play used: used:
___ Explicit Teaching ___Answering preliminary activities/ ___Answering preliminary activities/ ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration exercises exercises ___ Group collaboration ___ Group collaboration
___Gamification/Learning through ___ Carousel ___ Carousel ___Gamification/Learning through ___Gamification/Learning through
play ___ Diads ___ Diads play play
___Answering preliminary activities/ ___ Differentiated Instruction ___ Differentiated Instruction ___Answering preliminary activities/ ___Answering preliminary activities/
exercises ___ Role Playing/Drama ___ Role Playing/Drama exercises exercises
___ Carousel ___ Discovery Method ___ Discovery Method ___ Carousel ___ Carousel
___ Diads ___ Lecture Method ___ Lecture Method ___ Diads ___ Diads
___ Differentiated Instruction Why? Why? ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
Why? ___ Group member’s ___ Group member’s Why? Why?
___ Complete IMs collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs
___ Availability of Materials in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn

___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation



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Republic of the Philippines

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

1. Identify the five (5) compound

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Prepared by: Noted by:

NIDA L. RIVERA ALMA I. SAPNU

Guagua Elementary School

Guagua Elementary School

4. Additional MISOSA Baitang 4,Pagiging

Guagua Elementary School

Guagua Elementary School

1. Identify the five (5)

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Prepared by: Noted by:

NIDA L. RIVERA ALMA I. SAPNU

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Notice that the two words back

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

1. Sonia’s father-in-law arrived

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Prepared by: Noted by:

NIDA L. RIVERA ALMA I. SAPNU

Guagua Elementary School

Guagua Elementary School

4. Additional MISOSA Baitang 4,Pagiging http://www.akoaypilipino.eu/

Guagua Elementary School

Guagua Elementary School

Notice that the two words back

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Prepared by: Noted by:

NIDA L. RIVERA ALMA I. SAPNU

Guagua Elementary School

School: GUAGUA ELEMENTARY SCHOOL District: GUAGUA EAST Division: PAMPANGA

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School

Guagua Elementary School