MAY 4, 2023
ENGLISH 8:00-8:40 D. Presentation and discussion of the topic
I. Composes clear and coherent sentences using
appropriate grammatical structures (verb tenses,
conjunctions, adverbs)
II. A. Topic: Composing clear and coherent sentences
using appropriate grammatical structures using
perfect tenses of the verbs.
B. References: MELC
a. Joy in Learning English TM pg.
b. Video Presentation, Pictures and Grade 6
Science textbook
c.
III. Procedures
A. Drill
Direction: Use the correct verb to complete the sentence.
Choose your
answers from the words inside the parenthesis. Write your
answers in your answer sheet.
1. They (will have written, have written) a letter tomorrow.
2. He (has finished, have finished) his module
3. My teacher (has forgotten, will have forgotten) his laptop
at home.
4. My grandparents (has lived, have lived) here all their
lives.
5. I (has never been, have never been) to south korea.
B. Review
Change the verb inside the parenthesis in the correct
verb tense to complete each sentence. Write the current
letter in your notebook.
1. My mother _________ (cook) my favorite viand.
2. I _________(donate) a little amount to the less fortunate
people next month.
3. Jack ________ (play) an important role in the show last
night.
4. You should bring your umbrella. It __________ (rain) this
afternoon.
5. Children nowadays _______ (use) gadgets excessively.
B. Motivation
Study the picture below and take note the underlined
words or phrases below.
1. She has just watered the plants.
2. She has served the meal room.
1. When we reached the school , the bell
had rung.
2. When the teacher arrived, the pupils
had cleaned the room
1. By the time you read this book, I will
have left.
Developmental Activities
The phrases used above are examples of Perfect Tenses of
Verbs. Perfect
Uses of Perfect Tenses.
 It describes a complete activity in the past. It
used to emphasize that an action was completed
before another action took place.
Example:
 Elora had eaten her dinner before her father
came home.
(First: Elora ate dinner, Next: Her father came
home)
 I had called the police before I investigated the
noise.)
(first: I called the police, Next: I investigated the
noise.)
 The weather changed, but the team had planned
its next move.
(first: the team planned, Next: The weather
changed)
Present Perfect Tense:
 It describes the action that began in the past
(despite being a present tense)
Example: has or have + (past participle)
John has started his homework
They have fixed the broken window
 Activity started in the past (and might continue
to the present)
Example:
o I have decided to finish my studies at
Suliman university.
o I have taken the wrong path.
(connotation: I am still on the wrong
path)
Future Perfect Tense
 used to describe an action that will have been
completed at some point in the future.
 It is often used with a time expression (shown
in bold) that identifies a point in the future.
 John will have bake a cake before you arrive.
 They will have painted the fence before I have a
chance to speak to them.
  By the time you arrive, we will have finished the
meal and the speeches.
(Note: “By the time you arrive” Identifies the
point in the future.)
 I will have read every magazine in the waiting
room before I see the dentist.
(Note: The clauses “before I see the dentist”
Identifies the point in the future.)
 I hope that, when I leave this planet, I will have
touched a few people in a positive way.
(Note: The clause “when I leave this planet”
identifies the point in the future)
Key notes:
Past Perfect tense:
Had + past participle
I had jumped , I had met.
Present Perfect tense
Subject + has or have + past participle
I have worked, She has painted
Future Perfect tense
Subject + will have + past participle
I will have completed my assignment by 3
oclock
After this event, Simon will have walked over
10,000 miles in those boots.
Activity 1: Directions: complete each sentence by
writing the form of the verb indicated in the parentheses.
1. (finish, past perfect) We ____________ our game before the
meteors started.
2. (graduate, Future perfect) Margie ____________ before the
end of the year.
3. (Talk, present perfect) The manager _________ to the staff
by that time
4. (clean, Future perfect) I _______________ the whole kitchen
by the time mom returns.
5. (offer, present perfect) Angelica frequently ___________ to
help.
Activity 2 Directions: Come up with a clear and coherent
sentence by choosing the correct perfect tense of the verb.
Write the letter of the correct answer on your answer
sheet.
1. I (A. have been, B. has been, C. will have been) to
Boracay by next year.
2. She (A. will have met, B. will meet, C. had met) my
classmate before the party started.
3. The bus (A. has left, B. had left, C. shall have left) by the
time I arrive at the station.
4. They (A. have completed, B. will have completed, C. had
completed) the course by next semester.
5. The teachers (A. have made, B. will have made, C. had
made) the modules by the time the classes start.
Activity 3:
Determine whether the underlined verb is in the present
perfect tense, past perfect tense or future perfect tense.
Write your answer on your answer sheets.
_______1. Since they were young, Mother has wanted them
to eat the right kind of food.
_______2. For many times, she has reminded them the value
of being healthy.
_______3. Before she served the food, she had explained
why junk food was not included in their meal.
_______4. She believes that she has done her part as a
mother for several years now.
______5. To thank their Mother for her sacrifices, the
children had cooked her a simple breakfast before she
woke up.
E. Making generalizations and abstractions about the
lesson
What is verb?
What are the different forms of verb?
F. Application
Direction: Write meaningful sentences using the given
verbs as well as the simple tenses inside the parentheses.
Example: discover (future tense)
“Soon scientists will discover more potent vaccines against
Covid 19”.
1. practice (present tense-base form)
2. clean (present tense-s form)
3. use (future tense)
4. help (past tense)
5. wear (past tense)
IV. Evaluation.
Directions: Compose clear and coherent sentences by
changing the correct tense of the verb inside the
parentheses. Write your sentences on your answer sheet.
Example: The girl (eat) fruits for her breakfast yesterday.
The girl ate fruits for her breakfast yesterday.
1. Krisha (look) after her younger sister Karen every
day.
2. She (take) her out to the garden every afternoon.
3. Karen (enjoy) every moment with Krisha.
4. To reward the girls for this good sibling relationship,
their parents (think)
of going on a family trip.
5. Father (discuss) the details of the family bonding to
the children two days
ago.
V. Homework
Directions: Construct meaningful sentences by using the
correct perfect tense form
of the verb found inside the parentheses and supplying
other appropriate words to
complete the sentence.
Example: The children (eat/past perfect tense) ______.
Answer: The children had eaten all the pineapple pie
before their mother arrived.
1. The firemen (arrive/past perfect) ___________________.
2. The patient (die/future perfect) ____________________.
3. Lawrence and Michael (help/present perfect) ______.
4. Jessica (save/future perfect) ___________________.
5. Mila (finish/past perfect) ___________________.
SCIENCE 8:40-9:30
I. Objectives
Describes the changes on the Earth’s surface as a result
of earthquakes and volcanic eruptions. S6ES-IVa-1
Listen attentively
II. Subject Matter
 A. Topic: Describing the changes on the Earth’s surface D. outer core and inner core
as a result of earthquakes 2. Which is made up of the liquid part of the mantle and
B. References: MELC the outer core?
d. Science Beyond Boarders pg. 71-72 TM. A. outer core
e. and Grade 6 LM. B. inner core
f. Slide show presentation, Pictures. C. lithosphere
III. Procedures D. asthenosphere
A. Drill* 3. Which materials make up the liquid part of the mantle?
Read the following items carefully. Answer the items by A. liquid gases
choosing the letter of your choice. Write your chosen B. molten rocks
letters on your answer sheet. C. molten plastics
1. Which of the following is an effect of earthquakes? D. liquid iron and nickel
A. flooding 4. Why are rocks in the lower mantle molten?
B. ash cloud A. because of gravity
C. fertile soil B. because of too much air
D. ground rupture C. because of high temperature
D. because water is mixed with it
For questions number 2 and 3 refer to the diagram 5. Which causes the sudden breaking of rocks in faults or
below. The diagram shows the occurrence of an cracks in the
earthquake. crust?
A. very heavy rains
B. strong thunderstorm
C. overpopulation in an area
D. movement of molten rocks
6. Which natural phenomenon occurs when rocks break
in faults or cracks in the crust due to movement of molten
material?
A. tornado
2. Based on the above illustration which is the point of B. landslide
origin of the C. earthquake
earthquake? D. volcanic eruption
A. X
B. Y Motivation
C. Z Have you ever experienced an earthquake?
D. X and Y What are the possible things that you will do during an
3. Which point is the epicenter in the diagram? earthquake?
A. X Complete the concept map below by preparing a similar
B. Y illustration and selecting your answers from the choices
C. Z given below. Write your answers on a separate sheet of
D. X and Y paper.
4. Which type of earthquake will occur because of the
movement of magma
within the volcanoes?
A. natural
B. tectonic
C. volcanic
D. man-made
5. How do convection currents in the asthenosphere
happen?
A. Heat and pressure cause the movement of molten
rocks.
B. Force and pressure cause the movement of molten
rocks.
C. Energy and pressure cause the movement of molten Discussing new concepts and practicing new
rocks. Earthquakes happen along faults or cracks when rocks
D. Gravity, force and pressure cause the movement of underground break and change in position. The
molten rocks. movement of the breaking rocks underground release
large amount of energy that cause seismic waves or
Review: vibration of the ground.
Direction: Base on the topic discussed Read each item
carefully. Write your answers to the following questions Skills#1: Title: Shake it up! An earthquake simulation
on a separate paper. activity
1.Which layers of the Earth make up the lithosphere?
A. mantle and outer core
B. mantle and inner core
C. crust and upper mantle
 Objective: To help students understand how
earthquakes occur and the impact they can have on
structures.
Materials:
 Jello or gelatin mix
 Disposable cups
 Small plastic toys (optional)
 Timer or stopwatch
 Pen and paper for recording data
Instructions:
1. Prepare the Jello or gelatin mix according to the
package instructions and pour it into the disposable
cups. Add small plastic toys if desired.
2. Place the cups in the refrigerator and let them set
overnight.
3. The next day, remove the cups from the refrigerator
and bring them to the classroom.
4. Divide students into groups of 2-3 and give each
group a cup of Jello.
5. Have students place their cup on a flat surface and
start the timer.
6. Instruct students to shake the table or surface gently Discussion:
for 10 seconds, then stop.
7. Have students record their observations of the Jello's 2. How can earthquakes impact communities and people's
movement and the effect of the "earthquake" on the
plastic toys.
8. Repeat steps 5-7, gradually increasing the intensity and
duration of the shaking to simulate stronger
earthquakes.
9. After each round, have students compare and discuss
their observations with their group and the class as a
whole.
Discussion:
 What happened to the Jello during the earthquake
simulation? Why?
 What did you observe about the movement of the plastic
toys?
 How did the intensity and duration of the shaking affect
the Jello and toys?
 How can buildings and structures be designed to
withstand earthquakes?
 What safety measures can people take to prepare for
earthquakes?
B. Discussing new concepts and practicing new
Skills #2
Title: Earthquake simulation activity
Objective: to provide students with an understanding of
earthquakes, their causes and the effects they can have
on communities.
Materials:
 Books, articles, or videos on earthquakes
 Classroom or school building floor plan
 Earthquake safety posters or handouts
 Modeling clay
 Small cardboard boxes or blocks
 Index cards
Procedure:
1. Introduce the topic of earthquakes to the class. You can
use books, articles, or videos to provide background
information on what causes earthquakes and how they
can impact people and communities.
2. Show the class a floor plan of the classroom or school
building and ask them to identify potential hazards
during an earthquake. Discuss what safety measures can
be taken to minimize the risk of injury or damage.
3. Provide earthquake safety posters or handouts and
review the "drop, cover, and hold on" protocol for
students to follow during an earthquake.
4. Divide students into small groups and give each group
modeling clay, small cardboard boxes or blocks, and
index cards. Ask them to create a miniature model of a
building that can withstand an earthquake.
5. Once the models are complete, test them by shaking the
table or the ground beneath them to simulate an
earthquake. Observe which structures remained
standing and which ones collapsed.
6. Conclude the activity by having a class discussion on
what students learned about earthquakes and
earthquake safety. Encourage students to share their
experiences and what they can do to prepare for
earthquakes.
1. What causes earthquakes?
lives?
3. What are some common hazards in a classroom or
school building during an earthquake?
4. What steps can you take to protect yourself during
an earthquake?
5. What did you learn from creating and testing your
miniature building model during the activity?
H. Finding practical applications of concepts and skills
in daily living. Directions: Read the task below. Write
your output on a separate sheet of paper.
Scenario: Your school is located in an earthquake-prone
region. A powerful earthquake has just occurred,
causing widespread damage in your community. As part
of the school emergency response team, you have been
tasked with assessing the safety of the school and
developing a plan to ensure the safety of students and
staff
Questions:
1. What are the immediate steps you should take to
assess the safety of the school after an earthquake?
2. What should you do if you discover that the school is
not safe for occupancy?
3. How can you ensure the safety of students and staff
during aftershocks?
4. What supplies and resources should be included in
an emergency kit for the school?
5. How can you communicate with parents and
guardians to provide updates on the situation and
instructions for students?
IV. Evaluation
Direction: Answer the questions below. Write your
answers on a separate paper.
1. Where do earthquakes originate?
A. focus
B. near rivers
C. near volcanoes
2. What does the underground crack in figure 2
represent?
A. fault
B. epicenter
C. seismic wave
3. What causes seismic waves?
A. overpopulation
B. typhoon in our country
C. movement of rocks underground
4. How does an earthquake occur?
A. when magma comes out of a volcano and causes a
volcanic eruption
B. when there is flooding in the area that can destroy
lives and properties
C. when rocks underground move causing them to break
and release a large amount of energy lives and
properties
V. Assignment
Have a research about the following questions.
What agency of the government monitors earthquake
What are the apparatus they used to determine the
magnitude, intensity and exact location of earthquake.
FILIPINO 9:30-10:20
I. Nakagagawa ng patalastas at usapan gamit ang iba’t
ibang bahagi ng pananalita. F6WG-IVb-i-10
Makinig ng mabuti
II. A. Makagagawa ng patalastas at usapan gamit ang
iba’t ibang bahagi ng pananalita.
B. power point presentation, LAS
III.
A. Subukin:
Tanong:
1. Tungkol saan ang patalastas?
2. Ano ang sinasabi ng patalastas?
3. Anu-anong mga bahagi ng pananalita ang ginagamit
sa patalastas?
4. Ano sa palagay mo inyo ang kahalagan ng paggawa ng
patalastas?
B. Balik-Aral
 Ano ang ibat ibang uri ng panlapi?
 Magbigay ng mga halimbawa ng mga
salitang linalapian.
C. Pagganyak
Alam mo ba ang isang patalastas? Saan ka madalas
makakita ng isang patalastas? Basahin mo ang isang
halimbawa ng patalastas.
1. Ano ang ipinapahayag ng patalastas?
2. Sino ang magsasagawa ng Lingap sa barangay?
3. Sino-sino ang inaanyayahang dumalo sa naturang
Lingap?
4. Kailan gaganapin ang Lingap sa barangay? Saan ito
isasagawa?
5. Ano ang layunin ng programang Lingap sa barangay?
6. Ano-ano ang mga libreng serbisyong
ipagkakaloob sa isasagawang Lingap?
D. Paglalahad
 Pansinin at pag-aralan ang patalastas.
1. Tungkol saan ang patalastas?
2. Ano-ano ang mga mahahalagang detalye na
makikita o mababasa ukol dito? Ano ang
patalastas?
 Ang patalastas ay nagbibigay impormasyon at
sumasagot sa tanong na ano, sino, kailan, saan,
bakit at paano.
Paano binubuo ang isang patalastas?
1. Kailangang malinaw sa pagpapahayag ng nais
ipabatid sa patalastas.
2. Kailangang malinaw at maayos ang pagkakasulat
ng patalastas.
 Gumagamit tayo ng iba’t ibang bahagi ng
pananalita para sa paggawa o pagbuo ng
patalastas katulad ng pangngalan, pandiwa,
pang-uri at iba pa upang maging maayos ang
isang patalastas.
1. Tungkol saan ang usapan?
2. Ano-ano ang mga mahahalagang detalye na makikita
o mababasa ukol dito?
3. Ano ang usapan?
4. Paano nabuo ang usapan?
5. Ano ang mga dapat tandaan sa pagbuo ng isang
usapan?
 Ang usapan ay malayang pag-uusap na
maaaring gamitin ang iba’t ibang bahagi ng
pananalita.
 Ito ay isang pag-uusap o dayalogo sa pagitang
ng isa o higit pang bilang ng mga tao.
 Sa usapan gamit ang iba’t ibang bahagi ng
pananalita, may mga dapat isa alang-alang at
dapat tandaan.
1. Maaaring magtampok ng isang paksa
para tatalakayin o pag-uusapan.
2. Malayang makapagbigay ng opinyon o saloobin maaaring gamitin ang iba’t ibang bahagi ng
tungkol sa paksa. pananalita.
Ang nakikita ko po ay tao, bangka at ulap?  Ito ay isang pag-uusap o dayalogo sa pagitang
Sasakay po siya sa bangka at may gagawin… ng isa o higit pang bilang ng mga tao.
…siya sa loob? Ano kaya ang gagawin ng tao na 
nasa larawan? Bunso, ano ang nakikita mo sa
nasalarawan IV. Panuto: . Isulat sa patlang ang TAMA kung ang
3. Ang usapan ay maaaaring gumamit ng iba’t ibang pangungusap ay umaangkop sa wastong pagsulat ng
uri ng pangungusap at iba’t ibang bahagi ng usapan; MALI kung hindi
pananalita.
4. Gamitin ang wastong wastong bantas sa usapang __________ 1. Hindi na mahalagang gumamit
gagawin. ng mga magagalang na salita sa pagsulat ng usapan.
__________ 2. Sa pagsulat ng isang usapan, kinakailangang
Gawain 1 malinaw ang mensahe ng usapan.
Basahin ang bahagi ng patalastas. Bilugan ang titik ng __________ 3. Sa pagsulat ng isang usapan ay nagagamit
tamang tanong tungkol sa patalastas. ang iba’t ibang uri ng panananalita.
1. “Mga batang may edad pataas” __________ 4. Hindi na kinakailangang ban-
A. saan B. kailan C. sino D. bakit tasan ang mga pangungusap sa pag-sulat ng isang
2. “Para sa kanilang kaalaman sa tamang paggamit ng usapan.
kantina” ___________5. Isang uri lang ng pangungusap ang maaring
A. paano B. saan C. bakit D. sino gamitin kung magsusulat ng isang usapan.
3. “Sa darating na Lunes. Ika-17 ng Agosto 2020”
A. kailan B. saan C. bakit D. sino V. Panuto: Buuin ang usapan gamit ang iba’t ibang
4. “Sa loob ng kantina ng paaralan” bahagi ng pananalita. Lagyan ng bilang 1 hanggang
A. bakit B. kailan C. sino D. saan bilang 5 ang patlang upang masabi ang tamang pagka-
kasasunud-sunod ng usapan.
Gawain 2
Panuto: . Isulat sa patlang ang titik na angkop sa ____ 1. Maria: Uy! Sige ba! Pakiaantay mo lang. Maya
impormasyon upang mabuo ang patalastas. maya ay ipapasa ko na sa’yo iyon.
____ 2. Maria: Si Maria ito! Bakit ka po napatawag?
____ 3. Maria: Nabura ko kasi sa ating Messenger
classroom ang ating takdang-aralin. Maari mo bang
ipasa sa messenger ko iyon?
____ 4. Daisy: Hello! Si Daisy ito! Nadiyan po ba si Maria?
____ 5. Maria: Hello! Magandang umaga.

ESP 10:30 – 11:00

I. Napatutunayan na nagpapaunlad ng pagkatao ang
ispiritwalidad. Hal. pagpapaLiwanag na ispiritwalidad
ang pagkakaroon ng mabuting pagkatao anuman ang
paniniwala; pagkakaroon ng positibong

II. A. Paninindigan sa kabutihan.

B. power point presentation, LAS

Gawain 3
E. Ano ang natutunan nyo sa aralin natin ngayon?
 Ano ang dapat isaisip sa paggawa ng mga
patalastas at usapan?
 Kailangan natin ang iba’t ibang bahagi ng
pananalita sa paggawa ng patalastas at usapan.
Tandaan:
 Ang patalastas ay nagbibigay impormasyon at
sumasagot sa tanong na ano, sino, kailan,
saan, bakit at paano.
 Ang usapan ay malayang pag-uusap na
III.
A. Subukin. Panuto: Lagyan ng tsek (/) ang bilang kung
ang pahayag ay nagpapaliwanag ng pag-unlad ng
pagkatao o pang-ispiritwalidad at ekis (x) naman kung
hindi. Isulat sa sagutang papel ang iyong sagot.
________1. Sa tuwing inaalagaan at inaalala ni Rosa ang
kanyang nanay, sinisigurado niya na nasa mabuting
kalagayan ito.
________ 2. Tuwing araw ng Linggo ay ipinapaalala ni
Jepoy ang oras ng misa sa kanyang mga kaibigang sina
Janice, Lorgin at Jed.
________ 3. Si Kentoy ay nagtatalaga sa kanyang mga
kapatid kung sino ang mananalangin tuwing sila ay
nagsasalo-salo sa pagkain.
________ 4. Sa tuwing dumarating sa tahanan nina Ryan
ang kanyang lola, mabilis niya itong sinasalubong upang
magmano at magbigay-galang.
________ 5. Si Katya ay nananalangin na sana ay nasa
mabuting kalagayan ang nanay niyang Overseas Filipino
Worker o OFW.
B. Balik-Aral
Halina’t balikan ang nakaraang aralin na makakatulong
sa iyo upang maiugnay mo ang mga nakaraang leksyon
sa kasalukuyan.
Panuto: Basahin ang mga pahayag. Kapag tama ang
pahayag, lagyan ng tsek (/) ang bilang at ekis (x) kung
mali. Ilagay ang iyong sagot sa kuwaderno.
_____ 1. Gayahin ang mga lumalabag sa batas trapiko
upang mapadali ang biyahe.
_____ 2. Paalalahanan ang mga kamag-aral sa pagtawid sa
pedestrian lanes.
_____ 3. Manahimik kapag may mga nakitang nagtatapon
ng basura sa mga imburnal o kanal.
_____ 4. Makilahok sa mga Clean Up Drives sa paaralan o
pamayanan.
_____ 5. Ipagbigay-alam sa Kapitan ng Barangay ang mga
basurerong kumukuha lamang ng mga basura kapag sila
ay binigyan ng pera.
E. Pagganyak
Bilang mag-aaral, ano ang magagawa mo upang
mapanatili ang kapayapaan at kaayusan sa iyong
lugar?
Taxi Driver – Binigyan ng Scholarship matapos
magsauli ng bagahe sa pasahero).
1. Tungkol saan ang napanood ninyong video?
2. Tama ba ang ginawang hakbang ng driver?
Ipaliwanag.
3. Kung ikaw ang taxi driver, gagawin mo rin ba
ang kanyang ginawa? Bakit?
4. Ano ang inyong naramdaman pagkatapos
mapanood ang video?
5. Ano ang kabutihang dulot nang paggawa ng
mabuti?
6. Mahalaga ba ang paggawa nang mabuti? Bakit?
Paglalahad
Sa buhay ng tao, dumarating ang mga pagkakataon na
tayo ay sinusubok ng Diyos, ngunit kailangan nating
magpakatatag at umiwas sa tukso upang mapanatili ang
“Sa paggawa nang mabuti, nahuhubog ang mabuting
pagkatao.”
Gawain 1
Basahin ang bawat sitwasyon. Piliin sa mga pagpipiliang
sagot ang nagpapatunay na ang ispiritwalidad ay
nagpapaunlad ng pagkatao. Isulat sa papel ang titik ng
napiling pinakaangkop na sagot
1. Kasama mo ang iyong kaibigan sa pagpunta sa pook
sambahan. Malapit sa inyong inuupuan ay may mga
batang tulad ninyo na nagkukuwentuhan nang malakas.
Sa iyong palagay, ano ang dapat mong gawin upang
maipakita ang tamang saloobin ng pagkakaroon ng
mabuting pagkatao?
A. Magkuwentuhan rin kayo kasama nila
B. Hintayin lamang na pagalitan sila ng mga tao
C. Huwag mong pansinin kung ano ang kanilang
ginagawa
D. Pagsabihan mo sila sa mabuting paraan na huwag
silang Magkuwentuhan
2. Kung ikaw ay nasa loob ng pook-dasalan, paano mo
maipapakita ang pagkakaroon ng mabuting pagkatao?
A. Magdasal nang malakas sa upuan
B. Makinig sa tagapanguna ng simbahan
C. Magkuwentuhan sa iyong kaibigan
D. Matulog kasi nakakaantok ang sinasabi ng
tagapanguna
3. Sa oras ng komunyon, maraming tao ang pumipila
para makarating sa malapit na kinaroroonan ng pari. Sa
iyong palagay, ano ang maaaring gawin upang hindi
magkagulo habang isinasagawa ang komunyon?
A. Manulak para mauna sa iba
B. Humanap ng kilala para mauna ka
C. Pumila at maghintay hanggang umabot sa unahan
D. Tularan ang mga taong nagsisipagsiksikan
4. Isang umaga, nang dumaan kayo sa harap ng mosque,
nakita mo ang isang grupo ng iyong kamag-aral na nasa
loob nito. Dali-dali rin kayong pumasok dahil may
ibabalita kayo sa kanila. Ano ang maaari ninyong gawin
upang masabi sa iyong kaibigan ang nais ninyong
ipabalita sa loob ng mosque?
A. Tawagin sila nang malakas at sabihin ang ibabalita
B. Ikuwento nang malakas ang ibabalita
C. Hintayin na makalabas ng mosque at sabihin ang
ibabalita
D. Sabihin agad nang malakas ang ibabalita.
5. Mayroong programang interfaith dialogue sa inyong
paaralan kungsaan magbabahagi ang mga tao mula sa
iba’t ibang relihiyon at paniniwala. Inanyahan kang
dumalo ng iyong kaibigan sa gawaing ito, ano ang iyong
magiging desisyon?
A. Dadalo ako at makikinig upang magkaroon ng
kaalaman sa iba’t ibang paniniwala
B. Hindi ako dadalo, ayaw kong making sa ibang
relihiyon
dahil matapat ako sa aking relihiyon
C. Dadalo ako upang siraan sa katabi ang mga tao mula
sa
ibang relihiyon at ibang pananampalataya
D. Hindi ako dadalo dahil nais kong maglaro
Gawain 2
TEMA: “Paninindigan sa Kabutihan”
Unang Pangkat: Islogan
Pangalawang Pangkat: Pagsasadula
Ikatlong Pangkat: Debate
Ikaapat na Pangkat: Pagbabalita
Gawain 3
Panuto: (Think-pair-share)
 Sinong mga tao sa inyong lugar ang hinangaan
mo dahil sa kanilang kabutihang ginawa? Magbigay ng
dalawang tao at sabihin kung bakit?
Tandaan:
Anong mga kaisipan ang natutunan ninyo sa mga
ginawa nating pangkatang gawain?
Ang pagiging mabuti sa kapwa ay nagdudulot ng
ibayong ligaya hindi lamang sa sarili bagkus pati na rin
sa ating kapwa. Ang lahat ay ialay lamang sa ating Ama
na may likha sa lahat.
“Sa paggawa ng kabutihan, hindi kailangang maghintay
ng anumang kapalit.”
“Ang kabutihan ay dapat taglayin ng mga kabataan dahil
ito ang simula ng pagiging isang mabuting tao.”
IV. Panuto: Basahin mabuti ang mga sumusunod na
pamamaraan upang magawa ng maayos ang gawain.
1. Magbahagi ng sariling karanasan kung saan ikaw ay
nakagawa ng kabutihan sa iyong kapwa.
2. Isulat o isalaysay sa pamamagitan ng tatlo hanggang
limang pangungusap ang mahalagang aral na natutunan
ninyo sa ating aralin sa pagiging mabuting tao.
V. Panuto: Gumawa ng isang poster na nagpapakita ng
katangian ng isang mabuting tao.
MATHEMATICS 1:30-2:20
Determines the relationship of the volume between a
rectangular prism and a pyramid; a cylinder and a cone;
and a cylinder and sphere. M6ME -IVa -95
Listen attentively
II. A. Determining the relationships of the volume
between a rectangular prism and a pyramid, a cylinder
and a cone; and a cylinder and sphere.
B. 21st Century MATHletes 6
C. Power point presentation, flashcards, LAS
III. A. Drill
Find the product of the ff.
1.1/3 x 8
2.1/3 x 5
3.1/3 x 3.14 x 3
4.1/3 x 22/7 x 6
5.1/3 x 3.14 x 2
Review
Directions: Find the area of the shaded region.
Find the volume of a rectangle through the following
given.
1. l=2cm, h= 15cm, w=10cm
2. l=6cm, h= 28cm, w=13cm
D. Motivation
What kinds of things can you think of, in real life, when
you hear the word cone?
At Five-six convenience store, you
can buy a Big Gulp or a L ittle Gulp
juice. The Big Gulp comes in a
can, while the L ittle Gulp is
served in cone.
At Five-six convenience store, you
can buy a Big Gulp or a Little Gulp
juice. The Big Gulp comes in a
can, while the Little Gulp is
served in cone.
How ma ny bases does a cone
How ma ny bases does a cone
have? What is the shape of the
base of the cone? The Big Gulp
and Little Gulp containers have
have? What is the shape of the equal radii (plural of radius) and
equal heights. So, it takes three
base of the cone? The Big Gulp Little Gulps to fill one Big Gulp.
and L ittle Gulp containers have
equal radii (plural of radius) and
What fraction of the volume of
the Big Gulp is the volume of
Little Gulp?
equal heights. So, it takes three The volume of cones is 1/3 the
volume of a cylinder with same
L ittle Gulps to fill one Big Gulp. base area (B) and height (h)
The formula for the volume of
cone is 1/3 the base (B) times the
height (h)
V=1/3 x Bxh or 1/3 x r 2 xh
What fraction of the volume of
the Big Gulp is the volume of
you can calculate the volume of a cone easily once you
L ittle Gulp?
The volume of cones is 1/3 the
volume of a cylinder wit h sam e
know its height and radius and can plug those
base area (B) and height (h)
measurements into the formula for finding the volume
of a cone. The formula for finding the volume of a cone
The formula for the volume of
cone is 1/3 the base (B) tim es the
height (h)
is V=1/3πr2h
V=1/3 x Bxh or 1/3 x r 2 xh
Activity 1 PAIR and SHARE
1. Calculate the volume if
r = 2 cm and h = 2 cm
2. Calculate the volume if
r = 4 cm and h = 3 cm
Activity 2. Individual practice:
1.Find the volume of a cone, if radius is 4 cm and height
is 9 cm.
2. Find the volume of a cone which has the base radius
of 8 cm and height 10.24cm
Activity 3.
Find the volume of each solid figure found in the table
below. Write your answer on your answer sheet. (Use
π=3.14). Write your answer on a sheet of paper.
1. Ice cream cone= r=5cm, h=15cm
2. Witch hat- r=18cm, h=30cm
3.
F. Making Generalization
The volume of a solid figure refers to the amount of
space inside it. Volume is measured in cubic units,
which means that it tells the number of cubes in a given
size it takes to fill the solid figure.
We can determine the relationships of volume between
a rectangular prism and a pyramid; a cylinder and a
cone, and a cylinder and a sphere by:
The volume of a rectangular prism is equal to the
product of the base area and its height. Having the same
dimensions, the volume of a rectangular prism is
three times the volume of the pyramid. Thus, the
volume of a pyramid is one-third of the volume of a
rectangular prism with the same dimensions.
The volume of a prism can be expressed as:
H. Application.
Fill in the blanks:
1. diameter=16radius=___________
Height = 2.6 m Volume = _________
2. Diameter = 14cm, radius = _________
Height = 5.1cm, Volume = ___________
IV: Direction: find the exact volume of each cone
Find the exact volume of each
cone:
Fill in the blanks:
1)diameter=16 radius = _____
height = 2.6 m Volume = _____
2)diameter = 14 cm, radius =
_____, height = 5.1 cm, Volume =
_____
3)diameter= 24, r = _____, h = 2.1
m, V = _______

ARALIN PANLIPUNAN VI 2:20 – 3:00
I. Nasusuri ang mga suliranin at hamon sa ilalim ng
Batas Militar
Makinig ng mabuti
II.A. Topic: Ang batas marsyal at ang dahilan ng
pagdedeklara nito.
B. References: MELC
a. Sanayang Aklat sa Araling Panlipunan 6
b. Materials: Laptop, LAS
III. Procedure
A. Subukin
Panuto: Isulat ang T kung tama ang isinasaad ng
1. pangungusap at M kung ang pangungusap ay mali.
2. Nasiyahan ang mga Pilipino sa pangalawang
panahon ng panunungkulan ni Pangulong Marcos.
___
3. Madalas ang mga rally at demonstrasyon ng mga
mag-aaral at manggagawa sa panahon ni Pangulong
Marcos. ___
4. Disiplinado ang mga kawani ng pamahalaan sa
panahon ng panunungkulan ni Pangulong Marcos. ___
5. Sinuspinde ni Pangulong Marcos ang “writ of habeas
corpus,” sa panahon ng batas marsyal. ___
B. Balik-aralin
Panuto: Kilalanin kung ang pangungusap ay dahilan o
pagbabagong ibinunga ng batas militar. Isulat ang bilang
sa tamang kahon sa ibaba.
1. Pagiging makapangyarihan ng militar.
2. Pagkahuli sa barkong MV Karagatan sa Palanan,
Isabela. Naglalaman ito ng mga di-rehistradong
armas.
3. Pinangasiwaan ng pamahalaan ang mga
serbisyong kailangan ng tao tulad ng kuryente
at telepono.
4. Paglaganap ng gulo at kriminalidad sa bansa.
5. Pakikipag-ugnayan sa ibang bansa ng Unang
Ginang Imelda Marcos.
C. Pagganyak
Ano sa inyong palagay ang nais ipabatid ng mga guhit sa
larawan?
D. Paglalahad
Ang unang panunungkulan ni Pangulong
Marcos mula 1965 hanggang 1969 ay may layuning
gawing dakilang muli ang Pilipinas. Ang sabi niya:
“This nation can be great again!” Malawakang paggawa
ng kalye, tulay, patubig at paaralan ang kanyang
pinasimulan. Nabawasan ang krimen, lumaki ang
produksyon sa agrikultura dahil sa reporma sa lupa at
dumami ang serbisyo ng pamahalaan lalo na sa
kalusugan. Nabago rin ang hukbong sandatahan at
nakipag-ugnayan tayo sa iba’t ibang bansa.
SUBALIT… nang muli siyang mahalal noong taong
1969, nagbago ang sistema ng kanyang pamamalakad.
Maraming Pilipino ang nagalit dahil sa pambansang
kahirapang ibinunga ng labis na paggasta at
pangungutang ng pamahalaang Marcos sa ikalawang
termino nito.
Mga pangunahing suliranin na nagdulot ng Marsyal
law
 Mga Suliraning Panlipunan
 Mga Suliraning Pampulitika
 Talamak na patayan
Gawain 1:
Panuto Isulat ang S, kung sang-ayon ka, at HS kung
hindi ka sang-ayon sa pahayag.
_____1. Agosto 23, 1972 ng ipahayag ng Pangulo ang
Batas – Militar. _____2. Makapangyarihan ang mga
sundalo at pulis sa panahon ng Batas-
Militar.
_____3. Maraming Pilipino ang sumaya ng ideklara ang
Batas-Militar.
_____4. May legal na batayan ang pagpapahayag ng Batas-
Militar ng Pangulong Marcos.
_____5. Lahat halos ng Pangulo ng Pilipinas ay nagdeklara
ng Batas-Militar
Gawain2: sagutan ang mga katanungan sa ibaba gamit
ang cross-word puzzle
1. Tawag sa araw- araw na pagrarali ng mga
Pilipino noong 1970.
2. Karapatang humarap sa korte ang nahuli upang
malaman kung legal ang kanyang
pagkakaditene.
3. Mga nahuli sa Palanan, Isabela. Sakay ng MV
Karagatan.
4. Kasama ng mga manggagawa sa araw - araw
na pagrarali.
5. Grupo ng mga Muslim na kumalaban sa
pamahalaang Marcos noon.
6. Organisasyong may kakaibang simulain, nabuo
noong 1963.
7. Sec. Of Defense na kunwaring inambush noong
Sept. 1971.
8. 8. Pangulong nagdeklara ng Batas Marsyal.
9. 9. Mga dayuhang umalis sa Pilipinas dahil sa
tumataas na bilang ng krimen.
10. 10.Kalakal mula sa Saudi Arabia na patuloy na
tumataas, dahilan ng pagtaas ng lahat ng presyo
noon sa Pilipinas.
11. 11. Lugar kung saan nagdaos ng political rali
ang Liberal Party, binomba ng mga di pa rin
nakikilalang mga tao hanggang ngayon.
 12. 12. Mga inaasahang tutulong sa mga Pilipino
noon, pero umabuso din.

Gawain 3: Gumuhit ng mga larawang nagpapakita ng

mga possibleng naganap nuong panahon ng batas
military sa ating bansa

D. Paglalahat ng Aralin
Ang mga dahilan sa pagkadeklara ng Batas-Marsyal ay
gumugulong sistemang pangkabuhayan, pampulitika at
panlipunan.
Sa ilalim ng Batas-Marsyal o Batas-Militar, may
kapangyarihan ang pangulo bilang kumandante ng lahat
ng Sandatahang Lakas ng Pilipinas upang magapi ang
anumang uri ng rebelyon, karahasan o kaguluhan. Ang
Saligang-Batas 1935 ang pinagbatayan ng Martial Law
ni Pangulong Marcos. Lalo pa itong pinatibay ng
referendum noong Hulyo,1973.
Kakaiba ang Batas-Militar na ito dahil tanging ang
pangulo at sundalo ang makapangyarihan. Naging
malawak lalo ang kapangyarihan ng pangulo

V. Pagtataya ng Aralin
Basahin at unawain ng mabuti ang bawat bilang
pagkatapos ay bilugan ang titik ng wastong sagot. Gawin
ito sa sagutang papel.
1. Sino ang pinakamahigpit na kalaban ng rehimeng
Marcos na pinatay sa tarmac
ng MIA?
A. Sen. Benigno Aquino Jr.? C. Juan Ponce Enrile
B. Pangulong Cory Aquino D. Fidel V. Ramos
2. Ito ay isang matahimik na paraan ng pagkamit ng
demokrasya sa Pilipinas.
A. People Power I C. Pakikibaka 1986
B. People Power II D. War on Drugs
3. Bakit nagkaroon ng capital flight sa bansa?
A. Nawalan ng pera ang mga negosyante.
B. Huminto ang mga negosyante dahil mayaman na
sila.
C. Inilipat ng mga negosyante ang kanilang negosyo
sa ibang bansa.
D. Ipinasara ng pamahalaan ang lahat ng
nagnenegosyo.
4. Ano ang naging kapalit ng pagpapautang muli ng IMF
sa Pilipinas?
A. Magkaroon ng People Power I.
B. Magkaroon ulit ng batas militar.
C. Magbayad muna ng utang ang Pilipinas.
D. Magkaroon ng Snap Election.
5. Paano ipinakita ng mga Pilipino na ninais nilang
makamit muli ang demokrasya?
A. Nagkaisa sila sa pagtitipon sa mga kalsada.
B. Nagpadala sila ng suporta tulad ng pagkain, gamot
at tulong sa mga nagpoprotesta.
C. Nag-aalay sila ng dasal para sa mga nagpoprotesta.
D. Lahat ng nabanggit ay tama.

VI. Takdang Aralin.

Panuto: Bilugan ang mga salita o pariralang nasa kahon
na may kaugnayan sa konseptong awtoritaryan.