Department of Education

Region VI- Western Visayas

Division of Capiz
Mambusao East District
ATIPLO ELEMENTARY SCHOOL
Mambusao, Capiz

Lesson Plan in English 3

I. OBJECTIVES
- Enjoys listening to a story
-Note details in the story listened
- Identify literary elements
- Read words with short a, e, and i sounds
(Read about Bob‟s New Car )
- Read and write words with S-blends
-Use plural form of regular nouns

A. Content Standard
Reading Comprehensions
B. Performance Standard
Organize ,process ,and use information effectively.
C. Learning Competency/Objectives
Write the LC code for each.
Admire Toto Turtle for learning how to be a responsible turtle.
EN3RC –IO – 2.2

II. CONTENT
Toto Turtle Take Time to Tuck and Think

LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 70-72 82-83 84-87
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal
5. Power point presentation
B. Other Learning Resource
III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
Unlock Vocabulary and Develop Concept through demonstration, realia,
antonyms and context clues (terrific, mad, tuck, turtle)
Chart of sentences that shows synonyms.
I use this shampoo because it is terrific.
It makes my hair smell good.

C. Presenting examples/Instances of the new lesson

What do you do when you feel mad? Show a mad face.

Show the picture of turtle. Refer to LM –Activity 64.

 D. Discussing new concepts and practicing new skills # 1
Read aloud the story as the children listen, look at the pictures and respond to the
questions. (Power point presentation)
E. Discussing new concepts and practicing new skills # 2
F. Developing mastery
G. Finding practical application of concepts and skills in daily living
H. Making generalizations and abstractions about the lesson
What did Toto Turtle do when he gets angry?
I. Evaluating learning
Refer the pupils to LM - Activity 72 on page 83.
J. Additional activities for application or remediation
Write 2-3 sentences about your favorite games.

IV. REMARKS

V. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Prepared by:

LLANE L. MARCELINO
Teacher III

Noted:

LEA D. ARROZA NARCISO FALSARIO,Jr.

Master Teacher II Principal III
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

Hunyo 11, 2018

I LAYUNIN

A. Pamantayang Pangnilalaman
Naipamamalas ang kakayahan t tatas sa pagsasalita at pagpapahayag ng sariling
ideya, kaisipan, karanasan, at damdamin
B. Pamantayan sa Pagaganap
Nakasasali sa isang usapan tungkol sa isang paksa
C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan)
Naipahahayag ang sariling opinion o reaksyon sa isang napakinggang balita, isyu
o usapan. F5PS-Ia-j-1
Integration sa Araling Panlipunan, Science

II. NILALAMAN
KAGAMITANG PANTURO

A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-Mag-aaral -Pagsasalita
mabuhayonline.blogspot.com
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa portal ng Learning Resource
https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=bayanihan
https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=news+breaking

B. Iba pang Kagamitang Panturo Balita, larawan, tsart

III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin
Ano-ano ang mga pagkaing nagbibigay ng nutrisyon sa ating katawan?
( Science Integration )

B. Paghahabi sa layunin ng aralin

Pagbibigay ng sariling opinion o reaksyon sa isang napakinggang balita, isyu o usapan
“ mabuhayonline.blogspot.com”

Jasmin Lorraine Tan: Di sumuko hanggang magtagumpay

Jasmin Lorraine Tan (gitna)

MALOLOS—Balingkinitan, may mahiyaing ngiti, ngunit mababakas ang tatag ng loob.

Ito ang larawan ng babaeng gumulat sa Bulacan State University (BulSU) nang pamunuan niya ang
delegasyon ng Pacesetter na mabawi ang kampeonato sa 13 th Regional Higher Education Press
Conference.

Matapos ang tatlong taong sunod-sunod na pagkabigong mabawin ang korona mula Bataan
Peninsula State University sa RHEPC, isang malaking pagsubok ang hinarap ni Jasmin Lorraine Tan
nang tanggapin niya ang pinakamalaking responsibilidad na maging Punong Patnugot ng Pacesetter,
ang opisyal na pahayagan ng Bulacan State University.

Pero pinatunayan n'ya sa lahat na kaya n'yang ibalik ang korona sa BulSU nang tanghaling Over-all
Champion sa 13th RHEPC ang Pacesetter sa paligsahan ngayong taon.

Ngunit hindi lang simpleng tagumpay ang kan’yang naabot, naging maugong din ang kanyang
pangalan nang bukod sa kampeonato ay nakamit din niya ang parangal na Individual Highest Pointer
ng nasabing kompetisyon nang angkinin n’ya ang tatlong unang parangal sa mga laban na kan’yang
sinalihan; Sports Writing, Developmental Communications Writing at Opinion Writing.

C. Pag-uugnay ng mga halimbawa sa bagong aralin

Idikta sa mga bata ang mga sumusunod na salita: ( Araling Panlipunan at Science Integration ) Larawan
Kalamidad Bayanihan Nasalanta
Inaabuso pangangailangan
 D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1
Iparirinig ng guro ang balita. “Bayanihan susi sa pagbangon sa kalamidad”
( Araling Panlipunan Integration )
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
Tungkol saan ang balita?
Sino-sino ang mga taong nabanggit sa balita?
Ano ang nangyari sa balita?
Anong klaseng mamamayan ang mga taga- Hagonoy, Bulacan? Paano ipinakita sa
balita ang pagpapahalaga nila sa kanilang paaralan? Anong masasabi mo sa
ginawa ng mga tao sa balita? Tama ba ang ginawa nila? Bakit?
Ano ang gagawin mo kung mangyari din sa lugar mo ang gaya ng nagyari sa kanila?
( Araling Panlipunan Integration )

F.Paglinang sa Kabihasan
(Tungo sa Formative Assessment) Pangkatang Gawain
Pangkat I – Dula-dulaan
Pangkat II – Wrap
Pangkat III – Tula
Pangkat 4 – Awit
G. Paglalapat ng aralin sa pang-araw-araw na buhay
Bigyan ng reaksyon o opinion ang isyung nasa kahon.
H. Paglalahat ng Arallin Itanong:
Ano-ano ang mga dapat tandaan sa pagbibigay ng reaksyo o opinion sa narining na balita o isyu?
I. Pagtataya ng Aralin Sagutan ang Isulat Mo pah ___
J. Karagdagang gawain para sa takdang-aralin at remediation
Manood ng balita sa telebisyon. Magtala ng (1) isang isyu o balita at isulat ang inyong reaksyon sa
inyong kwaderno.

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya

B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na solusyunan sa tulong ng aking punungguro at superbisor?
G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?
Inihanda ni:

JANETTE L. DEMANDANTE, Ed. D

Guro

Nabatid:

APOLIO J. LUZ
Punong Guro
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

Prepared by:

JANETTE L. DEMANDANTE, Ed. D

T- III

Noted:

APOLIO J. LUZ
Principal II
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

Agosto 7, 2018

I LAYUNIN
A. Pamantayang Pangnilalaman

Naigawa ang mapanuring pagbasa sa ibat’ ibang uri ng teksto at napalalawak ang
talasalitaan.

B. Pamantayan sa Pagaganap
Nakapagsasagawa ng reader’s theater

C. Mga Kasanayan sa Pagkatuto (Isulat ang code ng bawat kasanayan)

Naibibigay ang paksa ng isang talata. F5PT-Ij-10

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-Mag-aaral
3. Mga pahina sa Teksbuk Hiyas sa Pagbasa 5 ph. 78-80
Hiyas sa Pagbasa 4, p 33-36
4. Karagdagang Kagamitan mula sa portal ng Learning Resource
https://tl.wikipedia.org/wiki/Manuel_L._Quezon
https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=pamilyar
+at+di+pamilyar+na+salita
B. Iba pang Kagamitang Panturo
Larawan Tsart Metacards
Integration sa asignaturang Araling Panlipunan,

III. PAMAMARAAN

A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin

Ano ang panghalip na panaklaw? Magbigay ng iba pang halimbawa ng pangungusap na
ginagamitan ng panghalip na panaklaw.
Paano nakikilala o nabibigyang kahulugan ang mga salitang pamilyar at di-pamilyar?
Brainstorming: Magbigay ng ilang salitang hindi mo alam ang kahulugan, maaring alam ito ng iba
mong kaklase.
Salumpuwit Salipawpaw Punyal Kubyertos Butsaka Butsaka
Butsaka EKOLOKWA EKOLOKWA

B. Paghahabi sa layunin ng aralin

Naibibigay ang ang kahulugan ng salita, pamilyar at di-pamilyar na mga salita sa
pamamagitan ng paglalarawan. Pagtambalin ang larawan at k ahulugan.
Salumpuwit Salipawpaw Punyal Kubyertos
C. Pag-uugnay ng mga halimbawa sa bagong aralin
Pagpapakita ng ilang larawan tungkol sa disiplina. Ipalarawan kung ano ang kanilang
naiisip sa salitang disiplina. Pagbasa ng isang sanaysay. Pansinin ang mga salitang naka-
aytaliko. Alamin ang kahulugan ng bawat salitang may salungguhit. Pagpapakita ng larawan ni
Manuel L. Quezon. Itanong: a. Kilala nyo ba ang taong nasa larawan? Ano sa tingin nyo ang
kanyang mahalagang nagawa sa ating bansa?
Disiplina- kakayahan na kumilos, mag-isip at magsalita nang naaayon sa mga pamantayang legal
at moral na ipinasusunod sa lipunan

D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1

Ilahad sa mga bata na tatalakayin sa araw na ito ay kahulugan ng salita pamilyar at di-
pamilyar sa pamamagitan ng paglalarawan. Maglahad ng ilang salita sa inyong bayan na
maaaring hindi pa alam ng mga bata. Alamin kung alin dito ang pamilyar at di pamilyar sa
kanila
1. .Tipanan- lugar kung saan sila nagtatagpo - Madalas silang pumupunta sa kanilangtipanan.
2.. Alipug!a- iresponsable - Ang mga nag-iisang anak ay minsa&y lumalaking alibug!a.
3. .Mapaniil- abusado - Ang mga 'spanyol noong unang pana!on ay mapaniil.
4. "anunudyo- temtasyon - "anunudyo ang kompyuter sa aking pag-aaral.
5. Talipandas- Makapal ang muk!a -Ang mga talipandas ay pumupunta sa !andaan ka!it!indi
iniimbita.
6. Kubyertos- kutsara o tinidor ( Ang mga kubyertos ay dapat nang !ugasan.
7. .batalan- !ugasan - %atalan ang madalas na ginamit n gating mga ninuno noon sakanilang ga
ta!anan.
8. Miktinig- mi)rop!one - Kinakailangan natin ang miktinig ngayon para tayo&y marinig.

Basahin ang Talambuhay ni Manuel L Quezon na pinamagatang “Ang Dakilang Tutor” sa

pahina ___
Ipabasa ag talambuhay. Paligsahan sa pagbasa ag pares ng mag-aaral.
Si Manuel Luis Quezon ay kilala bilang “Ama ng Wikang Filipino.” Tinagurian ding “Ama ng Republika ng Pilipinas”,
siya ang naging unang Pangulo ng Commonwealth ng Pilipinas sa ilalim ng pamahalaang Amerikano noong simula ng
ika-20 siglo. Bagamat hindi kinilala ng ibang bansa ang naunang Republica Filipina na siyang pamahalaang
rebolusyunaryo ni Emilio Aguinaldo, si Quezon ay itinuturing ng mga Filipino bilang ikalawang Pangulo lamang ng
bansa, sumunod kay Aguinaldo. Si Quezon ay tinatawag ding “Ama ng Republika ng Pilipinas” at “Ama ng Kasarinlang
Pilipino” dahil sa kanyang mga ginawa upang isulong ang kasarinlan ng Pilipinas mula sa pamahalaang Amerikano.
Tinuruan siya ng isang pribadong guro mula 1883 hanggang 1887; pagkatapos ay pumasok siya sa San Juan de
Letran kung saan siya nagtapos sa sekondarya noong 1889. Namatay ang kanyang ina sa sakit na tuberkulosis noong
1893, bago siya nagtapos ng summa cum laude sa kursong Bachelor of Arts sa Unibersidad ng Sto. Tomas (UST) noong
1894. Noong 1898, ang kanyang amang si Lucio at kapatid na si Pedro ay tinambangan at pinatay ng mga armadong
kalalakihan noong pauwi sila ng Baler galing ng Nueva Ecija, dahil sa kanilang katapatan sa pamahalaang Espanyol.
Ang mestiso Espanyol na si Manuel Luis Quezon ay ipinanganak noong ika-19 ng Agosto, 1877 (bagamat ang
kanyang opisyal na kaarawan ay ang ika-19 ng Agosto, 1878) sa Baler, Tayabas (ngayon ay nasa lalawigan na ng Aurora),
kina Lucio Quezon, isang guro mula sa Paco, Manila, na isa ring retiradong sarhento sa sandatahang kolonyal ng
Espanya, at Maria Dolores Molina, isa ring guro sa kanilang bayan.
 E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2

Ibigay ang mga kahulugan ng salitang iyong ibinigay. Talakayin ang pagbibigay ng
kahulugan ng salita pamilyar at di-pamilyar sa pamamagitan ng paglalarawan sa pahina ___
Pag-usapan ang pagtukoy sa paksang pangungusap sa isang talata.

F. Paglinang sa Kabihasan (Tungo sa Formative Assessment) (Pangkatang Gawain)

Ibigay ang Activity Card. Unahan sa pagsagot. Ilahad sa pisara ang sagot.
Pagbasa ng mga pangungusap. Alamin ang kahulugan ng mga sumusunod na salitang
naka-aytaliko. Lagyan ng salungguhit ang pariralang satingin mo ay naglalarawan dito.

G. Paglalapat ng aralin sa pang-araw-araw na buhay

Piliin sa kahon ang mga salitang inilalarawan ng mga sumusunod na pangungusap.

Butsaka Butsaka Butsaka EKOLOKWA EKOLOKWA

MGA SALITANG DI PAMILYAR

1.Butsaka - bulsa ng damit.Halimbawa: Ang tanging laman ng aking butsaka ay ang aking
pitaka.
2.ButsakaKahulugan:Pansin;salitang karaniwang ginagamit sa diwang pagtanggi at
pinangungunahan ng hindi. Halimbawa: Anna hindi mo man lang ako alumana
kanina
3.Butsaka Kahulugan:Taong palatawad upang makabili nang mura Halimbawa: Kanina
noong bumili kami sa palengke napaka barat niya talaga.
4.EKOLOKWA Kahulugan: Salitang nagpapahiwatig ng kasiyahan at halos katumbas ng
ganyan, tama o ganyan nga ng isang nagmamanman Halimbawa: Ang ginawa
mong pag awit ay ekolokw tama ganun nga.
5. EKOLOKWA Kahulugan:Walang sukal, malinis na, walang nakasangga, aliwalas
Halimbawa: Ang lugar na ito ay talagang napaka hawan ang sarap sa
pakiramdam.

H. Paglalahat ng Arallin

Paano natin malalaman ang kahulugan ng salitang pamilyar at di-pamilyar? Ano ang
pagkakaiba ng pamilyar at di-pamilyar na salita.

I. Pagtataya ng Aralin

Bigyang kahulugan ang mga sumusunod na salita. Pagkatapos ay gamitin ito sa pangungusap.

1. .Mapaniil- abusado - Ang mga 'spanyol noong unang pana!on ay mapaniil.

2. ."anunudyo- temtasyon - "anunudyo ang kompyuter sa aking pag-aaral.
3. .Talipandas- Makapal ang muk!a -Ang mga talipandas ay pumupunta sa !andaan ka!it!indi
iniimbita.
4. .Kubyertos- kutsara o tinidor ( Ang mga kubyertos ay dapat nang !ugasan.
5. .batalan- !ugasan - batalan ang madalas na ginamit ng ating mga ninuno noon sa kanilang ga
ta!anan.

J. Karagdagang gawain para sa takdang-aralin at remediation

Sumulat ng limang (5) bugtong na gusting-gusto mo.

IV. Mga Tala

V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin
D. Bilang ng mga mag-aaral na magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na solusyunan sa tulong ng aking punungguro at
superbisor?
G Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko guro?

Inihanda ni:

JANETTE L. DEMANDANTE, Ed. D

Guro

Nabatid:

APOLIO J. LUZ
Punong Guro
MGA SALITANG DI PAMILYAR

1.Butsaka - bulsa ng damit.Halimbawa: Ang tanging laman ng aking butsaka ay ang aking pitaka.
2.ALUMANA Kahulugan:Pansin;salitang karaniwang ginagamit sa diwang pagtanggi at pinangungunahan ng
hindi. Halimbawa: Anna hindi mo man lang ako alumana kanina
3.BARAT Kahulugan:Taong palatawad upang makabili nang mura Halimbawa: Kanina noong bumili kami sa
palengke napaka barat niya talaga.
4.EKOLOKWA Kahulugan: Salitang nagpapahiwatig ng kasiyahan at halos katumbas ng ganyan, tama o ganyan
nga ng isang nagmamanman Halimbawa: Ang ginawa mong pagawit ay ekolokwa tama ganun nga.
5. HAWAN Kahulugan:Walang sukal, malinis na, walang nakasangga, aliwalas Halimbawa: Ang lugar na ito ay
talagang napaka hawan ang sarap sa pakiramdam.
6. ITATWA Kahulugan:Huwag kilalanin Halimbawa: Hoy! wag mong itatwa ang taong iyan ngayon lang natin
siya nakita.
7. Salumpuwit -Ito ay nangangahulugang upuan. Halimbawa: Ang paboritong Salumpuwit ni Lola Basya ay
ang gawa sakanya ni Lolo Tasyo.
8. Salipawpaw - isang sasakyang pang-himpapawid ; eroplano.Halimbawa: Si Anna ay mahilig magbakasyon sa
iba't ibang bansa kaya't madalas siyang sumakay ng alipawpaw.
9.Tipanan - isang lugar kung saan sila nagtatagpo. Halimbawa: Muli kaming magtitipon-tipon ng aking mga
kaibigan sa dati naming tipanan.
10.Alipugha - isang iresponsableng tao.Halimbawa: Siya ay tinuring ng kanyang mga magulang na tila isang
prinsesa kaya't siya ay lumaking alipugha.
11. Katipa - kasintahan.Halimbawa: Madalas akong bumibili ng regalo para sa aking katipa.
12. Talipandas - isang tao na makapal ang mukha.Halimbawa: Si Aling Terry ay tinuring ni Mang Badong na
parang isa tunay na kapatid ngunit dahil siya ay talipandas, hindi niya ito pinahalagahan.
13. Piging - isang uri ng handaan.Halimbawa: Siya ay nasasabik na dumalo sa piging sapagkat kaarawan ng
kanyang iniirog.
14. Miktinig - mikropono o 'microphone' sa igles.Halimbawa: Nag-iisa lamang ang miktinig ng karaoke kaya't
kami ay nag-uunahan sa paggamit nito upang kumanta.
15.Pang-ulong hatinig - Ito ay ang 'headset' sa ingles.Halimbawa: Si Marco ay mahilig makinig ng musika kaya't
lagi niyang gamit ang pang-ulong hatinig.
16. Anluwage - isang uri ng trabaho ng tao; karpentero.Halimbawa: Hindi nakakalimutan ng aking ama
magdala ng martilyo at pako sa kanyang trabaho dahil siya ay nagtratrabaho bilang isang anluwage sa
tinatayong istraktura sa aming lungsod.
17. Ampang -Panimulang paglalakad ng isang bata. Halimbawa: Pinanuod ng mag-asawa ang pag-
Ampang ng kanilang anak.
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

September 17, 2018

I. OBJECTIVES
A. Content Standards
The learner listens critically to news reports and other radio broadcasts and expresses ideas
accurately in oral and in written forms;

B. Performance Standards
The learner demonstrates confidence in the use of the language to meet everyday’s needs;
and reads independently and gets relevant information from various text types.

C. Learning Competencies/Objectives
Compose clear and coherent sentences using appropriate grammatical structures: -order of
adjectives EN5G-IIf-5.5

II. CONTENT Order of Adjectives

LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Curriculum Guide EN5G – Iif – 5.5/ EN5A – Iif- 16/ EN5 – Iif – 17
English Expressways Language 5 pp. 206 – 207
4. Additional Materials from Learning Resource (LR) portal
https://www.enchantedlearning.com/wordlist/adjectivesforpeople.shtml
https://byrslf.co/talking-cake-a44bb328eba6
https://www.overyondaadventures.com/small-bike-vs-big-bike/

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Look at the picture. Describe it.

B. Establishing a purpose for the lesson

Compose clear and coherent sentences using appropriate grammatical structures;
Order of adjectives

C. Presenting examples/instances of the new lesson

Say: Class our lesson for today is about ordering adjectives in a series. Let us read the selection
about a mother preparing a birthday party for her daughter. Try to find out the adjectives used in the
selection.

NUMBER QUALITY SIZE Color NOUN

D. Discussing new concepts and practicing new skills #1
Read the paragraph below and learn how to write two or more adjectives before a noun. Answer
the questions after the paragraph.

Mother is getting ready for the birthday of her pretty little daughter, Sonia. She will buy Sonia a
new yellow dress and will bake two big round brown cakes. Sonia’s mother will also prepare five
delicious dishes for visitors, classmates and friends.

Questions:
Who is going to have a birthday party?
What will mother buy for her?
What will mother bake for her?
What will mother prepare for her?

E. Discussing new concepts and practicing new skills #2

In using adjectives in a series we must follow the pattern below.
NUMBER QUALITY SIZE SHAPE COLOR NOUN
pretty Little Sonia
A new yellow dress
Two Big round brown cakes
Five delicious dishes

F. Developing mastery (Leads to Formative Assessment 3)

Exercise1. Use the following phrases in sentences.
1.The three big baskets
2. The five pretty tall girls
3.Two white horses
4.Five ripe yellow mangoes
5.Six new thick red books

G. Finding practical applications of concepts and skills in daily living. (Group Activity)
Distribute the Activity Card. Have them work cooperatively. Post your answer on board.
Exercise I. Arrange the adjectives in order to complete the sentence.
1. All the girls fell in love with the ______teacher. (Handsome new American)
2. I used to drive ____car. (An old German blue)
3. He recently married a ________ woman. (Young beautiful Greek)
4. This is a ______ movie.(New Italian wonderful)
5. She is a ________ supermodel. (Beautiful slim Brazilian)

H. Making generalizations and abstractions about the lesson

Two or more one – word adjectives used to describe a noun are said to be in a series. This series
of adjectives follow a certain order: number – quality – size – shape – color – origin - noun.
I. Evaluating learning Arrange the following adjectives in order. Then write a sentence using your
answer.
1. Japanese, big, sweet, yellow, corn
2. Red, beautiful, one, rose
3. Long , two, sharp, pencils
4. Young, pretty, lady
5. White, big, round, pillow
J. Additional activities for application or remediation
Exercise II. Give as many adjectives as you can to describe the following nouns. The first one is done
for you.
Cabbages – two fresh green cabbages Grass - ___________________________
Lamp - ___________________________ Sun - _____________________________
Fairy - ___________________________
IV REMARKS

V. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by:

JANETTE L. DEMANDANTE, Ed. D

T-III

Noted:

APOLIO J. LUZ
Principal II
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

December 10, 2018

I. OBJECTIVES
A. Content Standards
The learners…demonstrate understanding of a simple DC circuit and the relationship
between electricity and magnetism in electromagnets.

B. Performance Standards
The learners…propose an unusual tool or device using electromagnet that is useful for home,
school or community

C. Learning Competencies/Objectives
Write the LC code for each The learners…propose an unusual tool or device using
electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3

II. CONTENT Electricity and Magnetism

Circuits
Electromagnets

LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG- Brandy T. Balingit, Adelia I. Agliam, Crisitna L. Dizon, Anabel O.
Legaspi, pp. 210-211
2. Learner’s Material pages LM – Dannalyn M. Palo, Arlyn M. Cervantes, p. 148
3. Textbook pages Developing Science Concepts Through Learning Activities:
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

@ https://www.mealime.com/kitchen-essentials-
@listhttps://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=good+conductors+of+electric
ity
@https://en.wikipedia.org/wiki/Pot-holder

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
The teacher will show the class video clips about different kitchen utensils.

B. Establishing a purpose for the lesson

1. Identify materials that are good conductors of electricity
2. Discuss why some materials are good conductors of electricity
Show after the following:
 C. Presenting examples/instances of the new lesson
Ask: While cooking, your mother wants to see if the rice is cooked. What will she use in
removing the cover so that she will not feel the hotness of the pot? (pot holder) What is the pot
holder made of? (cloth) Show it.

D. Discussing new concepts and practicing new skills #1

1. Group the class into two. Distribute the materials to be used.
2. Guide the class as they work on the next activity.
Activity 3
Problem: Identify materials that are good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard, plastic
Set B: pins, paper clips, key, screw, iron nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric circuit in the copper wire as in the illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
E. Discussing new concepts and practicing new skills #2

In activity A, what materials did you connect between any two points in the electric circuit?
What have you observed? Why?
What do you call these kinds of materials?

In activity B, what materials did you connect between any two points in the electric circuit?
What have you observed? Why?
What do you call these kinds of materials?

F. Developing mastery (Group Activity)

(Leads to Formative Assessment 3)
1. Ask each group to post their data and answers to the activity.
2. Allow at least 5 minutes for each group for the presentation of data.
3. Have a discussion about the data presented.
What are conductors? (Conductors conduct electrical current very easily.
What are insulators? (Insulators resist the flow of electricity.)
Name other materials/objects that conduct electricity.
Why do you think these materials are good conductors of electricity? (These materials are
made up of metals.)

G. Finding practical applications of concepts and skills in daily living

Examples of conductors are aluminum, copper, iron, tin, gold and silver. Well-known alloys
include bronze and steel.

H. Making generalizations and abstractions about the lesson

Say: A conductor is a material that offers very little resistance to electricity. It must possess a large
number of free electrons, the greater the number of electrons, the better conductor a material is.
Most metals are considered to be good conductors of electrical current.

I. Evaluating learning (Activity Card)

Cross out the materials that are good conductors of electricity.

Rubber stopper iron steel fence drinking straw copper wire tin blanket

wooden ruler paper plate safety pin

 J. Additional activities for application or remediation
1. Tell whether each material is a conductor or an insulator.
1. needle - ______________
2. cork - ______________
3. frying pan - ______________
4. wire - ______________

2.
I Prayer………………………….” Dasal” Grade Five pupils Choir
II Opening Remarks…… Janette L. Demandante, Ed. D, Class Adviser
III Intermission Number………………………… Grade Five Pupils
IV Reading of Criteria and presentation of Judges
V Exhibit and competition
VI Intermission Number…………………………… Grade Five Pupils
VII Announcement of Winners and Awarding
VIII Closing Remarks …………………………….. Apolio J. Luz, Principal II

iV. REMARKS

V. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
Prepared by:

JANETTE L. DEMANDANTE, Ed. D

T-III

Noted:

APOLIO J. LUZ
Principal II
 Department of Education
Region VI- Western Visayas
Division of Capiz
Mambusao East District
BULA INTEGRATED SCHOOL
Mambusao, Capiz

February 1, 2018

I. OBJECTIVES
A. Content Standards
The learner . . .demonstrates understanding of participation and assessment of physical activity
and physical fitness.

B. Performance Standards
The learner . . .participates and assesses performance in physical activities. assesses physical
fitness
C. Learning Competencies/Objectives
Write the LC code for each …assesses regularly participation in physical activities based on the
Philippines physical activity pyramid PE5PF-IVb-h-18

II. CONTENT Paglinang ng Reaction Time

LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
Integration In Science
@http://exercisescienceandfitnesstraining.blogspot.com/2012/10/physical-activity-and-physical-
fitness_5.html
@http://sciencenetlinks.com/lessons/reaction-time-1-how-fast-are-you/

III. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Tingnan ang larawan

B. Establishing a purpose for the lesson

Assesses regularly participation in physical activities based on the Philippines physical activity
Pyramid
C. Presenting examples/instances of the new lesson
Ang pagtugon sa putok ng starting gun ay halimbawang nagpapakita ng reaction time.

D. Discussing new concepts and practicing new skills #1

Gawain 1: Gaya ng naunang aralin, isipin ang mga laro, sayaw, o pang-araw-araw ninyong gawain
na nagpapamalas ng inyong kakayahan sa reaction time. Sa talaan sa ibaba, isulat ang mga gawaing
ito at ipaliwanag kung paano mo nagagamit ang kakayahan sa reaction time. Kopyahin at isulat sa
inyong talaang papel o kuwaderno ang iyong kasagutan.
Sagutin ang mga sumusunod:
1. Anong laro o isports ang ginagamitan ng reaction time?
2. Sa anong sayaw naipapakita ang kasanayan sa reaction time?
3. Bakit mahalaga sa pang-araw-araw na gawain ang kasanayan sa reaction time?

E. Discussing new concepts and practicing new skills #2

Ang reaction time ay ang kakayahan ng mga bahagi ng katawan sa mabilisang pagkilos sa
pagsalo, pag-abot, at pagtanggap ng paparating na bagay, o mabilisang pag-iwas sa hindi
inaasahang bagay o pangyayari.
Ang pagtugon ng katawan sa hudyat ng pito (whistle), gamit ang panimula sa pagtakbo
(starting gun), o mga kagamitan tulad ng flag sa pagtakbo ay halimbawa ng pagpapakita ng
reaction time. Sa larangan ng isports, lalo na sa paligsahan sa pagtakbo, ang reaction time ay
napakahalagang aspekto na dapat paunlarin upang matamo ang antas ng physical fitness.

E. Developing mastery
(Leads to Formative Assessment 3) Pangkatamg Gawain

F. Finding practical applications of concepts and skills in daily living

Pangkatang Gawain

G. Making generalizations and abstractions about the lesson

Ang paglinang sa gawaing pisikal ay isang mahalagang bahagi para mapaunlad ang antas ng
fitness ng isang tao. Ang reaction time ay mahalagang physical fitness component upang mahusay
na makagawa ng gawain.

H. Evaluating learning
Ano ang inyong nararamdaman sa katatapos na gawain? Naisagawa ba nang buong husay ang
coin catch?
Sagutin ang sumusunod:
1. Bakit mahalaga ang reaction time?
2. Paano malilinang ang reaction time?
3. Ano-anong mga gawain ang nagpapakita ng kasanayan sa reaction time?
4. Naisagawa mo ba nang buong husay ang coin catch?
5. Alin sa sumusunod na mukha ang inyong naramdaman sa pagsasagawa ng coin catch?
Ipaliwanag ang sagot.
 I. Additional activities for application or remediation
1. Sumangguni sa LM______.

2.

I Background / Rationale
The Grade Five- A pupils of Bula Integrated School are very fashionable and innovative.
They want to explore something that can help them in their studies and even to their parents.
They come up to a plan to have a program this coming Valentine’s Day entitled “ Search for
Grade V Mr. and Miss Valentine 2018-2019 “. It will be held inside the grade five classroom
this coming February 14, 2019 at three in the afternoon (3 : 00 PM) . The basis of the program
was taken from the lessons in their subject MAPEH.
This program was made to expose and have pupils participate in the different categories
tackled to open up the fashionable imaginative minds of the Grade five pupils. So that they will
be conscious, aware and cope up in the fast changing world.
This program called “ Search for Grade Five Mr. and Miss Valentine 2018-2019 “ is a
beauty and brain competition to show how creative and fashionable the pupils giving them a
chance to show their abilities and capabilities inside the classroom. The teacher adviser will
solely judge the search.
Prizes and certificates will be given to the winners. Prizes are given by the generous
parents and teacher adviser.
May these program will serve as a role model to those pupils in discovering and
developing their talents and intellect with the moral support of their parents and teachers to be
innovative too. It is anticipated and done primarily to uplift the academic achievements and
personal development of pupils through participating the search.
May with this premised, search and competition program entitled “ Search for Grade
Five Mr. and Miss Valentine 2018- 2019” be approved and be implemented at Bula Integrated
School, Mambusao East District on February 14, 2019 , 3 : 00 Pm ( Thursday).
Proper documentation of the program will be done to serve as the reliable document to
support the proper implementation of the program.

II Prizes/ Certificate

Mr. Valentine P 100.00 + Free Ring + Sash + Snacks

Miss Valentine P 100.00 + Free Ring + Sash + Bouquet + Snacks
Mr. 1st Runner Up P 100.00 + Sash + Bouquet + Snacks
Miss 1st Runner Up P 100.00 + Sash + Snacks
Mr. 2nd Runner Up P 50.00 + Sash + Bouquet + Snacks
Miss 2nd runner Up P 50.00 + Sash + Snacks

III List of Beneficiaries

Pupils who enrolled in Grades Five at Bula Integrated School for the School Year
2018 -2019. (See attached list of beneficiaries)

Prepared by:

JANETTE L. DEMANDANTE, Ed. D

Grade V- Adviser /T-III
Noted:

APOLIO J. LUZ
Principal II
IV. REMARKS

V. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?

Prepared by:

JANETTE L. DEMANDANTE, Ed. D

T-III

Noted:

APOLIO J. LUZ
Principal II
 Monday
I. OBJECTIVES
A. Content Standards The learners…demonstrate understanding of a simple DC
circuit and the relationship between electricity and magnetism
in electromagnets
B. Performance Standards The learners…propose an unusual tool or device using
electromagnet that is useful for home, school or community
C. Learning Competencies/Objectives The learners…propose an unusual tool or device using
Write the LC code for each electromagnet that is useful for home, school or community
CODE: S5FE-IIIc-3

II. CONTENT Electricity and Magnetism

Circuits
Electromagnets
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG- Brandy T. Balingit, Adelia I. Agliam, Crisitna L.
Dizon, Anabel O. Legaspi, pp. 210-211

2. Learner’s Material pages LM – Dannalyn M. Palo, Arlyn M. Cervantes, p. 148

3. Textbook pages Developing Science Concepts Through Learning Activities:
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the The teacher will show the class video clips about different
new lesson kitchen utensils.
1. Identify materials that are good conductors of electricity
B. Establishing a purpose for the lesson 2. Discuss why some materials are good conductors of electricity

Ask: While cooking, your mother wants to see if the rice is cooked. What will she use in removing
C. Presenting examples/instances of the new lesson the cover so that she will not feel the hotness of the pot? (pot holder) What is the pot holder made
of? (cloth)
1. Group the class into two. Distribute the materials to be used.
D. Discussing new concepts and practicing new skills 2. Guide the class as they work on the next activity.
#1 Activity 3
Problem: Identify materials that are good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard, plastic
Set B: pins, paper clips, key, screw, iron nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric circuit in the copper wire as in the illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
In activity A, what materials did you connect between any two points in the electric circuit?
E. Discussing new concepts and practicing new skills What have you observed? Why?
#2 What do you call these kinds of materials?
In activity B, what materials did you connect between any two points in the electric circuit?
What have you observed? Why?
What do you call these kinds of materials?

1. Ask each group to post their data and answers to the activity.
F. Developing mastery 2. Allow at least 5 minutes for each group for the presentation of data.
3. Have a discussion about the data presented.
(Leads to Formative Assessment 3) What are conductors? (Conductors conduct electrical current very easily.
What are insulators? (Insulators resist the flow of electricity.)
Name other materials/objects that conduct electricity.
Why do you think these materials are good conductors of electricity? (These materials are made up of metals.)

Examples of conductors are aluminium, copper, iron, tin, gold and silver. Well-known alloys
G. Finding practical applications of concepts and skills include bronze and steel.
in daily living
H. Making generalizations and abstractions about the Say: A conductor is a material that offers very little resistance to electricity. It must
possess a large number of free electrons, the greater the number of electrons, the
lesson better conductor a material is. Most metals are considered to be
good conductors of electrical current.

I. Evaluating learning Cross out the materials that are good conductors of
rubber iron steel drinking copper electricity.
stopper fence straw wire

tin blanket wooden paper safety

ruler plate pin

Tell whether each material is a conductor or an insulator.

J. Additional activities for application or remediation 1. needle - ______________
2. cork - ______________
3. frying pan - ______________
4. wire - ______________

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
Sa mple
Character Traits
able active adventurous affectionate afraid alert ambitious angry annoyed anxious apologetic arrogant
attentive average bad blue bold bored bossy brainy brave bright brilliant busy calm careful careless cautious
charming cheerful childish clever clumsy coarse concerned confident confused considerate cooperative
courageous cowardly cross cruel curious dangerous daring dark decisive demanding dependable depressed
determined discouraged dishonest disrespectful doubtful dull dutiful eager easygoing efficient embarrassed
encouraging energetic evil excited expert fair faithful fearless fierce foolish fortunate foul fresh friendly
frustrated funny gentle giving glamorous gloomy good graceful grateful greedy grouchy grumpy guilty happy
harsh hateful healthy helpful honest hopeful hopeless humorous ignorant imaginative impatient impolite
inconsiderate independent industrious innocent intelligent jealous kindly lazy leader lively lonely loving loyal
lucky mature mean messy miserable mysterious naughty nervous nice noisy obedient obnoxious old peaceful
picky pleasant polite poor popular positive precise proper proud quick quiet rational reliable religious
responsible restless rich rough rowdy rude sad safe satisfied scared secretive selfish serious sharp short shy
silly skillful sly smart sneaky sorry spoiled stingy strange strict stubborn sweet talented tall thankful thoughtful
thoughtless tired tolerant touchy trusting trustworthy unfriendly unhappy upset useful warm weak wicked
wise worried wrong young

Popular personality tests such as the Myers-Briggs Type Indicator, Raymond Cattell's 16 personality factors, and
the Minnesota Multiphasic Personality Inventory develop personality classifications based on overlapping behavior
in four key categories: task-oriented behavior, relationship-oriented behavior, introverted behavior, and extroverted
behavior.
Reviewing a list of words that describe behavior can help you better understand how personality differences can
occur, and help you better explain them.
Words that Describe Task-Oriented Behavior
Task-oriented behavior describes how someone behaves when they are given a project or an assignment to work on.
Do they make detailed plans for how to proceed? Do they prefer to jump right in and see where the work takes them?
Examples of words to describe task-oriented behavior with a positive connotation include:
 Active: always busy with something
 Ambitious: strongly wants to succeed
 Cautious: being very careful
 Conscientious: taking time to do things right
 Creative: someone who can make up things easily or think of new things
 Curious: always wanting to know things
 Logical: using clear and sound reasoning
 Organized: dealing with one's affairs efficiently
 Perfectionist: wants everything to be done right and perfectly
 Precise: careful and with great attention to detail
Some examples words to describe task-oriented behavior with negative connotation include:
 Anxious: worried, uneasy, or nervous
 Careless: not being careful; rushing into things
 Impatient: quickly irritated and easily provoked
 Lazy: unwilling to work or showing a lack of effort
 Rigid: being unwilling to change one's outlook, belief, or response
 Scatterbrained: inattentive and forgetful
 Slapdash: performing work quickly and carelessly
 Sober: serious, sensible, or solemn
 Undisciplined: lacking in discipline
 Volatile: changing moods very quickly

Words that Describe Relationship-Oriented Behavior

Relationship-oriented behavior describes how someone acts around others. This can include behaviors with family,
friends, coworkers, or strangers. Relationship-oriented behaviors can refer to how you express opinions, handle
disagreements, or build connections.
Positive relationship-oriented behaviors may be described as:
 Altruistic: shows selfless concern for others
 Caring: desires to help people
 Compassionate: feels or shows sympathy or concern for others
 Considerate: thinks of others
 Faithful: being loyal
 Impartial: treats all persons equally; fair and just
 Kind: thoughtful, caring
 Pleasant: polite
 Polite: exhibiting good manners
 Sincere: being totally honest
Negative relationship-oriented behaviors may be described as:
 Aggressive: verbally or physically threatening
 Argumentative: often arguing with people
 Bossy: always telling people what to do
 Deceitful: doing or saying anything to get people to do what you want or to get what you want
 Domineering: constantly trying to control others
 Flaky: unstable and unreliable
 Inconsiderate: not caring about others or their feelings
 Manipulative: always trying to influences other people
 Rude: treating people badly; breaking social rules
 Spiteful: seeking revenge; hurting others because you didn't get what you want
Relationship-oriented behavior is often affected by gender stereotypes. For example, women are socialized to see
themselves as nurturing and peacemaking in their relationships while men are taught to value displays of leadership
and authority.

Words that Describe Introverted Behavior

Introverted behavior refers to actions that reflect a desire to find satisfaction from internal factors. Words that
describe introverted behavior include:
 Guarded: cautious and reserved
 Loner: preferring not to socialize with others
 Maverick: unorthodox or independent
 Reflective: engaged in deep thought
 Reticent: not revealing one's thoughts easily
 Retiring: shy and fond of being alone
 Reserved: keeps thoughts and feelings to himself
 Self-aware: possessing in-depth knowledge of one's thoughts and feelings
 Sensitive: quick to detect or respond to slight changes, signals, or influences.
 Shy: quiet and reserved; lacking in confidence
Words that describe introverted behavior sometimes have a negative connotation, but the behaviors themselves are
neutral. Introverted individuals do not dislike people. They simply prefer to spend the majority of their time engaged
in solitary activities. Writers, artists, sculptors, scientists, and engineers often display introverted behaviors, yet make
significant contributions to society with their work.

Words that Describe Extroverted Behavior

Extroverted behavior refers to actions intended to achieve gratification from external factors.
Words that describe extroverted behavior include:
 Affable: friendly, good-natured, and easy to talk to
 Amiable: displays a friendly or pleasant manner
 Assertive: confident and forceful
 Authoritative: commanding and self-confident; someone who is likely to be respected or obeyed
 Charismatic: shows a compelling charm that inspires devotion in others
 Enthusiastic: showing intense excitement, interest, or approval
 Gregarious: fond of company, sociable
 Persuasive: able to convince others to do or believe something
 Self-assured: confident in one's character
 Talkative: fond of making conversation with others
Extroverted behaviors are neither inherently positive nor negative, but extroverted individuals often fall into
leadership roles due to their enjoyment of being around large groups of people. Extroverts are comfortable being the
center of attention, which is a prerequisite for any leadership position.

Behaviors Fall on a Spectrum

Behavior can often vary depending upon a person's mood or situation, with actions falling at opposite ends of the
spectrum when one or more variables are changed. Even the most popular personality tests caution against drawing
too many conclusions from limited data.
As you're describing someone's behavior, it's best to choose words that paint a broad picture of his or her actions.
Avoid descriptions that make unnecessary categorizations.
If you found this list of words that describe behavior useful, you may want to also check out some words that
describe personality traits or character traits.

I. OBJECTIVES
A. Content Standards The learner… demonstrates under- standing of lines,
shapes, and space; and the principles of rhythm and
bal-ance through drawing of archeological artifacts,
houses, buildings, and churches from historical periods
using crosshatching technique to simulate 3-
dimensional and geometric effects of an artwork.
B. Performance Standards The learner… reates different artifacts and
architectural buildings in the Philippines and in the
locality using crosshatching technique, geometric
shapes, and space, with rhythm and balance as
principles of design.
puts up an exhibit on Philippine artifacts and houses
from different historical periods (miniature or replica).
C. Learning Competencies/Objectives identifies events, practices, and culture
Write the LC code for each influenced by colonizers who have come
to our country by way of trading. A5EL-Ia
{Araling Panlipunan at ESP Integration]
II. CONTENT Pagguhit ng mga Sinaunang Bagay

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Umawit at Gumuhit 5, Pilipinas Bansang
Malaya 5
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Sabihin:
presenting the new lesson Barter o pakikipagpalitan ng kalakalan ng
mga kalakal ang lumaganap na kalakalan sa
Pilipinas bago dumating ang mga Espanyol.
{Araling Panlipunan Integration]
B. Establishing a purpose for the lesson Nakikilala ang mga pangyayari, kaugalian
at kultura na may impluwensya ng mga
dayuhan na dumating sa bansa sa
pamamagitan ng pakikipagkalakalan.
{Araling Panlipunan Integration]
C. Presenting examples/instances of the Magpakita ng mga larawan ng
new lesson kalakalan ng mga produkto noong
unanag panahon.{Araling Panlipunan
Integration]
Itanong:
Ano-anong mga linya,hugis, at
disenyo ang makikita ninyo mula sa
mga produktong pangkalakalan
noong unang panahon?
D. Discussing new concepts and practicing Ang ugnayang pangkalakalan na
new skills #1 namamagitan sa mga Pilipino at mga
dayuhan ay nag iwan ng malaking
impluwensya sa ating kultura.
Nakaugnayan ng mga unang Pilipino ang
mga dayuhang mangangalakal dahil sa
mainam na lokasyon ng Pilipinas.
Ang mga Unang Pilipino ay
nakikipagpalitan ng perlas, sigay,banga,
pulot 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?
2. May nakikita ka kayang
disenyo sa bawat produkto? Ano-anoito?

E. Discussing new concepts and practicing Magpaguhit sa mga bata ng mga

new skills #2 produkto na nais nilang ibenta kung
sila ay nakikipagkalakalan sa isang
cartolina at kulayan ito.Ipaskil ang
natapos sa gawain at umakto na
parang mangangalakal ng nasabing
mga produkto.
(Sumangguni sa LM Gawin)

F. Developing mastery 1. Magbanggit ng isang dayuhan at

(Leads to Formative Assessment 3) produkto nito.
2. Paano mo ginamit ang ibat-ibang
linya,hugis at espasyo sa pagguhit ng mga
produkto?
G. Finding practical applications of Pangkatang Gawain
concepts and skills in daily living
H. Making generalizations and abstractions Ang pag-unlad ng kalakalan noong unang
about the lesson panahon ay may kinalaman sa uri ng
kapaligiran ng bansa at sa mga
katutubong ugali nila tulad ng pagiging
masipag, malikhain ,mapamaraan,
masinop at mapagkakatiwalaan.
{ESP Integration]
I. Evaluating learning (Sumangguni sa LM,Suriin)

J. Additional activities for application or Magdala ng mga sumusunod na

remediation kagamitan
1. lapis
2. bond paper
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?