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DLL - Epp 5 - Q2 - W5
DLL - Epp 5 - Q2 - W5
Gawain 4 Awit
Bumuo ng isang awit batay
sa pangkat ng pagkaing nasa
larawan.
Are you healthy 2x
Go,Grow,Glow 2x
Let us eat together 2x
Go, Grow,Glow.
D.Pagtalakay ng bagong konspto PAg-uulat ng pangkat PAg-uulat ng pangkat PAg-uulat ng pangkat PAg-uulat ng pangkat
at paglalahad ng bagong
kasanayan #1
E.Pagtalakay ng bagong konsepto A. Ano ang iyong naramdaman a. Ano ang naramdaman ninyo a. Ano ang naramdaman ninyo a. Ano ang naramdaman
at paglalahad ng bagong habang isinasagawa ang habang ginagawa ang bawat habang ginagawa ang bawat ninyo habang isinasagawa
kasanayan #2 pangkatang gawain? aktibiti? aktibiti? ang inyong pangkatang
B. Ano ano ang iba’t ibang uri ng b. Ano-ano ang mga kagamitan b. Ano ang mga kagamitang gawain?
mantsa? sa pamamalantsa? ginagamit sa pamamalantsa ng b. Ano-ano ang tatlong
C. Ano ano ang tamang paraan ng c. Ano-ano ang mga hakbang na kasuotan? pangkat ng pagkain?
pag-aalis ng mantsa? dapat sundin sa pamamalantsa? c. Ano-ano ang wastong paraan c. Ano-ano ang mga
D. Paano ito isinasagawa? d. Bakit kailangang plantsahin ng pamamalantsa ng kasuotan? sustansiyang ibinibigay ng Go
E. Bilang isang mag-aaral, anong ang mga damit? d. Bakit kailangang maging food ? Grow food? Glow
kabutihang dulot ng e. Paano ninyo isasagawa ang maingat sa pamamalantsa ng food?
kaalamang ito para sa iyo? pamamalatsa? kasuotan? d. Bakit kailangan ng isang
e. Paano ninyo maipakikita ang mag-anak ang
wastong paraan ng masustansiyang
pamamalantsa? pagkain?
e. Sa inyong palagay, ano ang
kahalagahang naidudulot ng
pagkain ng masusustanyang
pagkain sa atin?
F.Paglinang na Kabihasaan Ang pag-aalis ng mantsa ay Ang pamamalantsa ay isang Ang mga damit ay kailangan Mahalagang malaman ang
kailangang gawin hangga’t paraan ng pag-aalis sa mga lukot plantsahin upang maging mga masustansyang pagkain
ito’y bago pa. Hindi na maaalis 79 maayos tingnan. Ang taong upang matamo ng mag- anak
ang mantsa kapag inuna ang maayos manamit ay kagalang- ang wastong kalusugan sa
paglalaba bago ito tanggalin. sa damit na dulot ng paglalaba galang pamamagitan ng wastong
Gamitin ang wastong paraan at upang bumalik ito sa dating at kaaya-ayang tingnan at pagpili ng pagkain.
mga kagamitan sa pag-aalis ng hugis nagbibigay tiwala sa sarili Mahalagang malaman ng
mga mantsa at anyo .Kailangang plantsahin saanman o bawat isa ang tatlong
ang damit bago ito isuot upang kaninuman makikisalamuha. pangkat ng pagkain upang
maging malinis at maayos Para maging maayos at masuguro na bawat
tingnan. matagumpay ang pagpapalantsa, miyembro ng pamilya ay may
Sa gulang mo ngayon, kailangang ihanda muna ang mga angkop na nutrisyion.
kailangang matuto ka nang bagay na kakailanganin. Narito Sa pagpapalano ng
magplantsa at huwag mong ang mga kagamitang kumpletong pagkain,tiyakin
iaasa pa sa iyong ina o kakailanganin sa pamamalantsa ang bawat isa sa mga
nakatatandang kapatid. ng damit. pagkain sa tatlong
Maaring simulan mo ito sa pangunahin pangkat ay
pagpaplantsa ng maliit na piraso Wastong Hakbang sa kasama. Upang makatiyak
ng Pamamalantsa maaaring gamitin ang
iyong damit at kasuotang 1. Ihanda ang lahat ng kailangan. balangkas ng pagkain bilang
pansarili kagaya ng panyo at Plantsa, plantsahan o kabayo na gabay na susundin. Ang mga
kasuotang nasa ibaba ay balangkas ng
panloob. Ang pagsunod sa may makapal at malambot na pagkain para sa agahan,
tamang paraan at kagamitan sa sapin, pangwisik, mga sabitan o tanghalian at hapunan.
pagpaplantsa ay nakatutulong hanger at malinis na basahan na Almusal/Agahan
sa pagsasagawa ng isang pambasa.
mahusay at maayos na 2. Ihanda ang paplantsahin. Ulam,(mineral o Protina)
pagpaplantsa Bukod-bukod rin ito- blusa at Kanin o Tinapay
polo, pantalon, palda, mga
panloob, panyo. Hindi na ito (carbohydrate)
kailangang wisikan o basaing
sabay-sabay kung may pandilig Prutas
ang plantsa. Kung wala naman, Inumin
mainam na gamitin ang sprayer o
pangwisik. Tanghalian/Hapunan
G.Paglalapat ng aralin sa Bubuo ang bawat pangkat ng Pangkatin ang mga bata sa apat. Ipakitang gawa ang mga
pangaraw-araw na buhay isang patalastas tungkol sa Ipakita ang batayan ng tamang susmusunod.
tamang paraan ng pag-aalis ng pamamalantsa ng mga a. pagpaplantsa ng blusa/polong
mantsa sumusunod. uniporme
Pangkat I - ( Jingle ) Mga
batayan ng tamang b. pagpaplantsa ng
pamamalantsa palda/pantalon Batay sa mga pangkat ng
Pangkat II – (Pantomime) Mga larawan ng masustansyang
batayan ng pamamalantsa c. pagpaplantsa ng kamiseta pagkain.
Pangkat III –(Roll Play) Tungkol Kumatha ng isang tula/ jingle
d. pagpaplantsa ng bestida tungkol dito. Iparinig ito sa
sa kabutihang pagsunod sa
batayan ng tamang klase
pamamalantsa
Pangkat IV- ( Pagguhit) Pagguhit
sa mga kagamitan sa
pamamalantsa
H.Paglalahat ng aralin Ano ano ang mga paraan ng pag- a. Ano ano ang mga batayan ng a. Ano-ano ang wastong paraan a. Ano-ano ang tatlong
aalis ng mantsa? tamang pamamalantsa? ng pamamalantsa at wastong pangkat ng pagkain?
Ano ano ang kabutihang dulot ng b. Bakit mahalagang matutong paggamit ng plantsa? b. Bakit mahalaga ang
pag-aalis ng mantsa sa mamalantsa ng damit o b. Paano natin pahahalagahan pagkain ng
damit? kasuotan? ang kasanayan sa wastong masusustansiyang pagkain?
Bakit mahalagang panatilihing paraan ng
maayos at malinis ang kasuotan? pamamalantsa?
( Ang konsepto ay ipauunawa sa
mga bata sa pamamagitan ng
pagrarap )
I.Pagtataya ng aralin Panuto:Pagtapat-tapatin ang mga Pagsagot sa rubrics: Panuto: Pagsunud-sunurin ang Panuto: Hanapin sa Hanay B
mantsa ng damit sa Hanay A ( Constructivism Approach ) mga tamang hakbang sa ang halimbawa ng mga
sa mga kailangan upang Pagsasagawa ng apat na pamamalantsa pagkain
matanggal ito sa Hanay B. pangkat ng pamamalantsa ng Lagyan ng bilang 1-5 ang puwang. ibinibigay na sustansyang
Isulat ang titik ng tamang sagot sa polo/blouse. _______ a. Isabit ang damit sa nasa Hanay A. Isulat ang titik
puwang hanger o kaya ay tiklupin. ng
Hanay A Hanay B _______ b. Painitin ang plantsa at tamang sagot.
____ 1. Putik A. mainit ihagod sa tuyong dahon ng A B
na tubig saging. ____ 1. protina
____ 2. Dugo B. mainit _______c. Unahing plantsahin A. gulay at prutas
na tubig na ang dugtong na baywang, bulsa, ____ 2 .carbohydrates
may sabon at B. dilis
____ 3. Kendi C. asin at zipper. _____ 3. Mineral
kalamansi,sabon, tubig _______d. Baliktarin at C . kamote
____ 4. Tsokolate plantsahin muli, itiklop ang _____ 4. bitamina D. karne
D.maligamgam kalahating haba ng pantaloon at ng baboy
na tubig at sabon plantsahin ang isang haba. _____ 5. Iodine
____ 5. Tinta E. sipilyo at _______e. Wisikan ang mga E. tahong
sabon damit at ihanda ang plantsahan
F. yelo, kutsilyo at langis
J.Karagdagang Gawain para sa Magsaliksik gamit ang internet ng Ipagawa ang pamamalantsa ng Magtanong kung ano-ano ang Gumawa ng scrapbook ng
takdang aralin at remediation iba pang uri ng mantsa at tamang sariling uniporme. Sumangguni paraan upang mapadali ang mga masustansyang pagkain.
paraan ng pag-aalis nito sa nanay o nakatatandang pamamalantsa Isulat ang uri ng sustansyang
kapatid sa simula upang makuha taglay ng bawat isa
ang kanilang tiwala sa inyong
kakayahan.
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on to
ng 80% sa pagtatayao. the next objective. the next objective. the next objective. to the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got 80%
mastery mastery mastery 80% mastery mastery
B.Bilang ng mag-aaralna ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties
nangangailangan ng iba pang in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their in answering their lesson.
Gawain para sa remediation ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the
lesson because of lack of lesson because of lack of lesson because of lack of ___Pupils did not enjoy the lesson because of lack of
knowledge, skills and interest knowledge, skills and interest knowledge, skills and interest lesson because of lack of knowledge, skills and interest
about the lesson. about the lesson. about the lesson. knowledge, skills and about the lesson.
___Pupils were interested on ___Pupils were interested on ___Pupils were interested on interest about the lesson. ___Pupils were interested on
the lesson, despite of some the lesson, despite of some the lesson, despite of some ___Pupils were interested the lesson, despite of some
difficulties encountered in difficulties encountered in difficulties encountered in on the lesson, despite of difficulties encountered in
answering the questions asked by answering the questions asked answering the questions asked by some difficulties answering the questions asked by
the teacher. by the teacher. the teacher. encountered in answering the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson the questions asked by the ___Pupils mastered the lesson
despite of limited resources used despite of limited resources despite of limited resources used teacher. despite of limited resources used
by the teacher. used by the teacher. by the teacher. ___Pupils mastered the by the teacher.
___Majority of the pupils finished ___Majority of the pupils ___Majority of the pupils finished lesson despite of limited ___Majority of the pupils finished
their work on time. finished their work on time. their work on time. resources used by the their work on time.
___Some pupils did not finish ___Some pupils did not finish ___Some pupils did not finish teacher. ___Some pupils did not finish
their work on time due to their work on time due to their work on time due to ___Majority of the pupils their work on time due to
unnecessary behavior. unnecessary behavior. unnecessary behavior. finished their work on time. unnecessary behavior.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
C.Nakatulong ba ang remedial? ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80%
Bilang ng mag-aaral na nakaunawa above 80% above above 80% above above
sa aralin.
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
magpapatuloy sa remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson the lesson the lesson up the lesson the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to
naranasan na solusyunansa tulong require remediation to require remediation require remediation continue to require require remediation
ng aking punungguro at remediation
superbisor?
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
aking nadibuho nanais kong ___Metacognitive Development: ___Metacognitive ___Metacognitive Development: well: ___Metacognitive Development:
ibahagi sa kapwa ko guro? Examples: Self assessments, note Development: Examples: Self Examples: Self assessments, note ___Metacognitive Examples: Self assessments, note
taking and studying techniques, assessments, note taking and taking and studying techniques, Development: Examples: taking and studying techniques,
and vocabulary assignments. studying techniques, and and vocabulary assignments. Self assessments, note taking and vocabulary assignments.
___Bridging: Examples: Think- vocabulary assignments. ___Bridging: Examples: Think- and studying techniques, and ___Bridging: Examples: Think-
pair-share, quick-writes, and ___Bridging: Examples: Think- pair-share, quick-writes, and vocabulary assignments. pair-share, quick-writes, and
anticipatory charts. pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: anticipatory charts.
anticipatory charts. Think-pair-share, quick- ___Schema-Building: Examples:
___Schema-Building: Examples: ___Schema-Building: Examples: writes, and anticipatory Compare and contrast, jigsaw
Compare and contrast, jigsaw ___Schema-Building: Examples: Compare and contrast, jigsaw charts. learning, peer teaching, and
learning, peer teaching, and Compare and contrast, jigsaw learning, peer teaching, and projects.
projects. learning, peer teaching, and projects. ___Schema-Building: ___Contextualization:
projects. Examples: Compare and Examples: Demonstrations,
___Contextualization: ___Contextualization: contrast, jigsaw learning, media, manipulatives, repetition,
___Contextualization: peer teaching, and projects. and local opportunities.
Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives, repetition, Examples: Demonstrations, media, manipulatives, repetition, ___Text Representation:
and local opportunities. media, manipulatives, and local opportunities. ___Contextualization: Examples: Student created
repetition, and local Examples: Demonstrations, drawings, videos, and games.
___Text Representation: opportunities. ___Text Representation: media, manipulatives, ___Modeling: Examples:
Examples: Student created Examples: Student created repetition, and local Speaking slowly and clearly,
drawings, videos, and games. ___Text Representation: drawings, videos, and games. opportunities. modeling the language you want
___Modeling: Examples: Examples: Student created ___Modeling: Examples: students to use, and providing
Speaking slowly and clearly, drawings, videos, and games. Speaking slowly and clearly, ___Text Representation: samples of student work.
modeling the language you want ___Modeling: Examples: modeling the language you want Other Techniques and Strategies
Examples: Student created
students to use, and providing Speaking slowly and clearly, students to use, and providing used:
drawings, videos, and games.
samples of student work. modeling the language you want samples of student work. ___ Explicit Teaching
___Modeling: Examples: ___ Group collaboration
students to use, and providing Speaking slowly and clearly,
Other Techniques and Strategies samples of student work. Other Techniques and Strategies ___Gamification/Learning throuh
modeling the language you play
used: used:
want students to use, and ___ Answering preliminary
___ Explicit Teaching Other Techniques and ___ Explicit Teaching
providing samples of student activities/exercises
___ Group collaboration Strategies used: ___ Group collaboration
work. ___ Carousel
___Gamification/Learning throuh ___ Explicit Teaching ___Gamification/Learning throuh
play ___ Group collaboration play ___ Diads
Other Techniques and ___ Differentiated Instruction
___ Answering preliminary ___Gamification/Learning ___ Answering preliminary
Strategies used: ___ Role Playing/Drama
activities/exercises throuh play activities/exercises
___ Explicit Teaching ___ Discovery Method
___ Carousel ___ Answering preliminary ___ Carousel
___ Group collaboration ___ Lecture Method
___ Diads activities/exercises ___ Diads
___Gamification/Learning Why?
___ Differentiated Instruction ___ Carousel ___ Differentiated Instruction
throuh play ___ Complete IMs
___ Role Playing/Drama ___ Diads ___ Role Playing/Drama
___ Answering preliminary ___ Availability of Materials
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method
activities/exercises ___ Pupils’ eagerness to learn
___ Lecture Method ___ Role Playing/Drama ___ Lecture Method
___ Carousel ___ Group member’s
Why? ___ Discovery Method Why?
___ Diads collaboration/cooperation
___ Complete IMs ___ Lecture Method ___ Complete IMs
___ Differentiated in doing their tasks
___ Availability of Materials Why? ___ Availability of Materials
Instruction ___ Audio Visual Presentation
___ Pupils’ eagerness to learn ___ Complete IMs ___ Pupils’ eagerness to learn
___ Role Playing/Drama of the lesson
___ Group member’s ___ Availability of Materials ___ Group member’s
___ Discovery Method
collaboration/cooperation ___ Pupils’ eagerness to learn collaboration/cooperation
___ Lecture Method
in doing their tasks ___ Group member’s in doing their tasks
Why?
___ Audio Visual Presentation collaboration/cooperation ___ Audio Visual Presentation
___ Complete IMs
of the lesson in doing their tasks of the lesson
___ Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to
of the lesson learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson