BANGHAY-ARALIN sa SIBIKA at KULTURA - PreventionWeb
BANGHAY-ARALIN sa SIBIKA at KULTURA - PreventionWeb BANGHAY-ARALIN sa SIBIKA at KULTURA - PreventionWeb
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I. LAYUNIN:<br />
<strong>BANGHAY</strong>-<strong>ARALIN</strong> <strong>sa</strong> <strong>SIBIKA</strong> <strong>at</strong> <strong>KULTURA</strong><br />
Unang Baitang<br />
Inihanda ni:<br />
Bb. Yvonne B. Peñaredondo<br />
Paaralang Elementarya ng Biong<br />
Purok ng Cabu<strong>sa</strong>o<br />
Nakikilala ang mga karap<strong>at</strong>an ng b<strong>at</strong>ang Pilipino.<br />
II. PAKSA: Mga karap<strong>at</strong>an ng b<strong>at</strong>ang Pilipino.<br />
III. PAMAMARAAN:<br />
Sanggunian:<br />
A. PELC III-A.2, d. 13<br />
B. M<strong>at</strong>ap<strong>at</strong> na Pilipino I, d. 196-199<br />
Kagamitan:<br />
Mga larawan, kahon, t<strong>sa</strong>rt, cassette recorder, tape.<br />
Pagpapahalaga:<br />
Pagbibigay-halaga <strong>sa</strong> mga karap<strong>at</strong>ang tin<strong>at</strong>ama<strong>sa</strong>.<br />
A. Panimulang Gawain:<br />
1. Pagbalik-Aral:<br />
Ano ang karap<strong>at</strong>an?<br />
2. Pagganyak:<br />
Mag<strong>sa</strong><strong>sa</strong>gawa ang guro ng ib<strong>at</strong>-ibang kilos <strong>at</strong> pahuhulaan <strong>sa</strong><br />
klase kung ano ang kanyang ginagawa.<br />
Halimbawa: Nanganganak, naglalaro.<br />
B. Panlinang na Gawain:<br />
1. Pagbubuo ng Hinuha:<br />
Anu-ano ang mga karap<strong>at</strong>an ng b<strong>at</strong>ang Pilipino?<br />
2. Pagba<strong>sa</strong> <strong>sa</strong> teksto.<br />
3. Pagt<strong>at</strong>alakay:<br />
a. Anu-ano ang ipinapakitang karap<strong>at</strong>an <strong>sa</strong> baw<strong>at</strong> larawan?<br />
Bakit mahalaga ang mga ito? Paano n<strong>at</strong><strong>at</strong>ama<strong>sa</strong> ang mga<br />
ito?<br />
b. Pakikinig <strong>sa</strong> awiting “Ang Baw<strong>at</strong> B<strong>at</strong>a.”
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
Ano ang men<strong>sa</strong>he ng awiting ito? Anu-ano ang mga<br />
karap<strong>at</strong>ang binanggit dito?<br />
c. Pag-awit ng mga mag-aaral.<br />
d. Pagbuo ng kaisipan.<br />
4. Paglalap<strong>at</strong>:<br />
Ang mga b<strong>at</strong>ang Pilipino ay may ib<strong>at</strong>-ibang karap<strong>at</strong>ang<br />
dap<strong>at</strong> m<strong>at</strong>ama<strong>sa</strong> <strong>at</strong> pahalagahan.<br />
Hah<strong>at</strong>iin <strong>sa</strong> <strong>sa</strong>mpung pangk<strong>at</strong> ang klase. Pipili n glider <strong>sa</strong><br />
baw<strong>at</strong> pangk<strong>at</strong> na siyang bubunot ng larawan <strong>sa</strong> loob ng<br />
kahon. Tutukuyin ng baw<strong>at</strong> pangk<strong>at</strong> kung ano ang<br />
karap<strong>at</strong>ang ipinapakita <strong>sa</strong> larawang napili.<br />
Kilalanin <strong>at</strong> tukuyin ang mga karap<strong>at</strong>ang ipinapakita <strong>sa</strong> baw<strong>at</strong><br />
sitwasyon.<br />
1. Pinabinyagan ang anak na bagong silang.<br />
2. Si Jay ay marunong nang magba<strong>sa</strong> <strong>at</strong> magsul<strong>at</strong>.<br />
3. Hinuhuli ng pulis ang magnanakaw.<br />
4. Kumakain ng masusustansiyang pagkain si Jessica.<br />
5. Nakapaglalaro si Rexel pagk<strong>at</strong>apos niyang gawin ang kanyang<br />
takdang-aralin.<br />
Gumupit ng t<strong>at</strong>long larawang nagpapakita ng pagtama<strong>sa</strong> <strong>sa</strong> mga<br />
karap<strong>at</strong>an ng b<strong>at</strong>ang Pilipino. Idikit ang mga ito <strong>sa</strong> inyong kuwaderno.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN ENGLISH 1<br />
Prepared by:<br />
Gemma M. Palino<br />
Sta. Cruz E/S<br />
Cabu<strong>sa</strong>o District, Camarines Sur<br />
Give short commands and directions.<br />
Following and giving directions/short commands.<br />
Reference: BEC PELC 5.6<br />
English Expressways, pp. 88-91<br />
M<strong>at</strong>erials: Strips of paper, box, picture.<br />
Integr<strong>at</strong>ion: Practice <strong>sa</strong>fety commands for fire or earthquake.<br />
A. Prepar<strong>at</strong>ory Activity:<br />
1. Review :<br />
The teacher will give one – step directions and the pupils<br />
will follow.<br />
1. Stand. 3. Jump.<br />
2. Sit erect. 4. Clap your hands.<br />
2. Motiv<strong>at</strong>ion:<br />
Showing a picture of children falling in line going inside the<br />
room.<br />
Ask: Wh<strong>at</strong> can you <strong>sa</strong>y about the picture? Wh<strong>at</strong> are they<br />
doing?<br />
3. Motive Question:<br />
Who went on a trip one day?<br />
B. Developmental Activity:<br />
1. Prevention:<br />
Reading of the story.<br />
Story:<br />
The class of Miss Gomez went on a trip. She gave some<br />
instructions to her pupils to be observed before they went
on. Suddenly, Mona cried. Miss Gomez <strong>sa</strong>w Mona dropped<br />
on the floor.<br />
2. Answering motive question:<br />
Who went on a trip?<br />
3. Comprehension questions:<br />
1. Wh<strong>at</strong> did Miss Gomez give to her class before they<br />
went on a trip?<br />
2. How did the class of Miss Gomez feel when they went<br />
on a trip?<br />
3. Wh<strong>at</strong> happened to Mona?<br />
4. Why did it happen?Why did Mona cry?<br />
5. If you were one of Miss Gomez’ pupils, would you<br />
follow her commands? Why and why not?<br />
4. Discussion:<br />
Wh<strong>at</strong> other directions or commands can you give?<br />
Wh<strong>at</strong> commands will you observe in school?<br />
Possible answers: Fall in line, do not shout, etc...<br />
In case there’s an earthquake, wh<strong>at</strong> commands/directions<br />
can you give to be observed?<br />
Examples:<br />
1. Don’t run. 4. Don’t talk.<br />
2. Duck, cover, and hold. 5. Fall in line.<br />
3. Don’t push. 6. Go outside.<br />
Integr<strong>at</strong>e the warning signals in case an earthquake is<br />
happening.<br />
How about if there’s a fire? Wh<strong>at</strong> will you do? Wh<strong>at</strong> <strong>sa</strong>fety<br />
commands will you follow?<br />
Examples:<br />
1. Don’t run. 4. Don’t talk.<br />
2. Don’t push. 5. Don’t go back.<br />
3. Stop, drop, and roll.<br />
Integr<strong>at</strong>e in the discussion the warning signals when there’s<br />
a fire.<br />
Why do we need to follow directions or commands? Wh<strong>at</strong><br />
is the importance of following directions?
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
5. Generaliz<strong>at</strong>ion:<br />
There are directions and commands to be observed <strong>at</strong><br />
home, school, and in the community. We have to follow<br />
for our <strong>sa</strong>fety.<br />
C. Post Activity:<br />
1. Applic<strong>at</strong>ion:<br />
Before the class starts, the teacher pasted pictures under<br />
some chairs.<br />
Let the pupils show the picture and give the command on<br />
direction it illustr<strong>at</strong>es.<br />
2. Group activity:<br />
The teacher will divide the class in four and will<br />
give situ<strong>at</strong>ions on strips of paper in the box for each group<br />
to follow.<br />
Examples:<br />
1. Pass. Don’t run.<br />
2. Hands <strong>at</strong> your back.<br />
3. Sit erect.<br />
4. Duck, cover, and hold.<br />
5. Stop, drop, and roll.<br />
6. Fall in line.<br />
7. Clap your hands.<br />
8. Close the window.<br />
Give short commands and directions as I act out situ<strong>at</strong>ions.<br />
1. List 5 commands to be observed <strong>at</strong> home.<br />
2. Share wh<strong>at</strong> <strong>sa</strong>fety commands you learned if the earthquake<br />
happens or if there’s a fire to your family.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA FILIPINO I<br />
Inihanda ni:<br />
Melanie Plaza<br />
Binagasba<strong>sa</strong>n E/S<br />
Garchitorena District<br />
Na<strong>sa</strong><strong>sa</strong>bi ang dinaramdam or men<strong>sa</strong>heng ibig ipaalam ng mga hayop<br />
<strong>sa</strong> tao.<br />
II. PAKSA: Dinaramdam or men<strong>sa</strong>heng ibig ipaalam ng mga hayop <strong>sa</strong> tao.<br />
III. PAMAMARAAN:<br />
Sanggunian: Landas <strong>sa</strong> Wika <strong>at</strong> Pagba<strong>sa</strong> dahon bilang PELC 1.1<br />
Mga kagamitan: larawan, plaskard<br />
Integrasyon: a. Pagpapahalaga – pagiging handa.<br />
b. DRR – Pampublikong babala tungkol <strong>sa</strong> bagyo.<br />
A. Pagganyak:<br />
Sinu-sino <strong>sa</strong> inyo ang makapagbibigay ng ib<strong>at</strong>-ibang huni ng mga<br />
hayop <strong>sa</strong> paligid?<br />
B. Panimulang gawain:<br />
1. May ibig <strong>sa</strong>bihin ba ang kanilang huni <strong>sa</strong> <strong>at</strong>in?<br />
2. Anu-ano ba ang men<strong>sa</strong>heng ibig nilang ipar<strong>at</strong>ing <strong>sa</strong> <strong>at</strong>in <strong>sa</strong><br />
pamamagitan ng kanilang huni?<br />
C. Pagt<strong>at</strong>alakayan:<br />
May ginawa akong t<strong>sa</strong>rt kung <strong>sa</strong>an pupunan n<strong>at</strong>in ng hinihinging<br />
impormasyon upang lubos n<strong>at</strong>ing maunawaan ang dinaramdam<br />
or men<strong>sa</strong>heng ibig ipar<strong>at</strong>ing ng mga hayop <strong>sa</strong> tao.<br />
Hayop Dulot ng Huni <strong>sa</strong> Nakaririnig<br />
1. Aso<br />
2. Manok<br />
3. Pu<strong>sa</strong><br />
4. Ibon<br />
5. Baboy,<br />
etc<br />
Nakakaaliw May<br />
karamdaman<br />
May nakaambang<br />
panganib<br />
Ang mga b<strong>at</strong>a ang gagaya ng huni ng mga hayop na na<strong>sa</strong> t<strong>sa</strong>rt. Sa<br />
pamamagitan ng kanilang tinig or daloy ng huni ay maiparirinig<br />
nila kung ang karaniwang hayop ay nagpaparamdam ng i<strong>sa</strong>ng
IV. PAGTATAYA:<br />
men<strong>sa</strong>heng ibig nilang ipar<strong>at</strong>ing <strong>sa</strong> tao.<br />
Lah<strong>at</strong> kayo ay may alagang hayop <strong>sa</strong> bahay. Anu-ano ang<br />
napapansin ninyong huni nila bago dum<strong>at</strong>ing ang bagyo? May<br />
pagkakaiba ba kayong napapansin <strong>sa</strong> kanilang huni <strong>sa</strong> baw<strong>at</strong><br />
babalang ibinibigay ng PAGASA tungkol <strong>sa</strong> bagyo? Halimbawa 1,<br />
2, 3, <strong>at</strong> 4?<br />
Tulad ng mga huni ng hayop may ib<strong>at</strong>-ibang lakas din ang dulot<br />
ng babala ng bagyo. Habang tum<strong>at</strong>aas ang bilang ng babala,<br />
lumalakas ang hangin <strong>at</strong> ulan na bagyo <strong>at</strong> h<strong>at</strong>id na pin<strong>sa</strong>la <strong>sa</strong> <strong>at</strong>in.<br />
D. Paglalah<strong>at</strong>:<br />
Sa baw<strong>at</strong> huni ng ib<strong>at</strong>-ibang men<strong>sa</strong>heng ibig ipar<strong>at</strong>ing ito <strong>sa</strong> mga<br />
tao. Sinu-sino <strong>sa</strong>inyo ang makakagaya ng huni ng i<strong>sa</strong>ng hayop.<br />
Kung siya ay nang-aaliw, may karamdaman, <strong>at</strong> may nagbabadyang<br />
panganib?<br />
Ano ang ibig <strong>sa</strong>bihin o ipakahulugan ng babala 1, 2, 3, <strong>at</strong> 4 ng<br />
bagyo <strong>sa</strong> <strong>at</strong>in?<br />
E. Paglalap<strong>at</strong>:<br />
Hah<strong>at</strong>iiin ko kayo <strong>sa</strong> t<strong>at</strong>long grupo.<br />
Unang grupo – Ang magbibigay ng ngalan ng mga hayop/babala<br />
bilang ng bagyo.<br />
Ikalawang grupo – Ang magbibigay ng ngalan ng huni/ibig <strong>sa</strong>bihin<br />
ng baw<strong>at</strong> babala.<br />
Ik<strong>at</strong>long grupo – Ang magbibigay ng men<strong>sa</strong>heng o dinaramdam<br />
na h<strong>at</strong>id ng baw<strong>at</strong> huni/babala ng bagyo.<br />
1. Gamitin ang plaskard na may nakasul<strong>at</strong> na huni ng mga<br />
hayop/bilang ng babala ng bagyo <strong>sa</strong> pag<strong>sa</strong><strong>sa</strong>gawa ng huni upang<br />
mapar<strong>at</strong>ing ang nararamdaman o men<strong>sa</strong>heng ibig ipar<strong>at</strong>ing ng<br />
mga ito <strong>sa</strong> tao.<br />
a. aso c. pu<strong>sa</strong> e. baboy<br />
b. manok d. ibon f. kambing<br />
T<strong>at</strong>awag ng mga b<strong>at</strong>ang ng<strong>sa</strong><strong>sa</strong>gawa nito <strong>sa</strong> ib<strong>at</strong>-ibang paraan na<br />
tinalakay <strong>sa</strong> talakayan.<br />
2. Ibigay ang bilang ng babala <strong>sa</strong> baw<strong>at</strong> pag<strong>sa</strong><strong>sa</strong>larawan na <strong>sa</strong><strong>sa</strong>bihin<br />
ng guro.
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
1. Winds of 45-60 KPH may be expected in <strong>at</strong> least 36 hours.<br />
2. Winds of 61-100 KPH may be expected in <strong>at</strong> least 24 hours.<br />
3. Winds of 101-185 KPH may be expected in <strong>at</strong> least 18 hours.<br />
4. Winds of gre<strong>at</strong>er than 185 KPH may be expected in <strong>at</strong> least 12<br />
hours.<br />
1. Gumuhit <strong>sa</strong> i<strong>sa</strong>ng puting papel ng paboritong hayop na gustonggusto<br />
ninyong alagaan isul<strong>at</strong> <strong>sa</strong> baba nito ang kanyang huni.<br />
2. Iguhit din <strong>sa</strong> puting papel ang kahalagahan ng <strong>at</strong>ing pamayanan <strong>sa</strong><br />
baw<strong>at</strong> babala. Isul<strong>at</strong> <strong>sa</strong> baba nito kung anong babala bilang ang<br />
ipinakikita.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA CHARACTER EDUCATION<br />
Ikalawang Baitang<br />
Inihanda Ni:<br />
Mrs. Marycel C. Yusores<br />
MT-1 Hitoma-Bulalacao Elementary School<br />
Caramoran South District, C<strong>at</strong>anduanes<br />
Nakasusunod <strong>sa</strong> hudy<strong>at</strong> ng bell/kampana <strong>sa</strong> paaralan.<br />
II. PAKSA: Pagsunod <strong>sa</strong> hudy<strong>at</strong> ng bell/kampana <strong>sa</strong> paaralan.<br />
III. PAMAMARAAN:<br />
Sanggunian:<br />
Kagamitan:<br />
Pag<strong>sa</strong><strong>sa</strong>nib:<br />
1. PELC, Mga Tuntunin <strong>sa</strong> Paaralan 1.1.1 d.15<br />
2. School Di<strong>sa</strong>ster Management Plan dd. 18-20<br />
1. Mga larawan na may kinalaman <strong>sa</strong> aralin;<br />
2. T<strong>sa</strong>rt ng Early Warning Signal on Fire.<br />
3. B<strong>at</strong>ingting.<br />
Pag-alam <strong>at</strong> pagsunod <strong>sa</strong> mga Early Warning Signal <strong>sa</strong> sunog.<br />
1. Balik-aral:<br />
2. Pagganyak:<br />
3. Paglalahad:<br />
Pagbabalik-aral <strong>sa</strong> maga napag-aralan na mga tuntunin <strong>at</strong><br />
p<strong>at</strong>akaran <strong>sa</strong> paaralan <strong>sa</strong> pamamagitan ng pagpapakita ng<br />
mga larawan. Ipapili <strong>sa</strong> mga b<strong>at</strong>a kung alin ang dap<strong>at</strong><br />
ipagp<strong>at</strong>uloy gawin <strong>at</strong> hindi.<br />
Itanong: “Ano ang dap<strong>at</strong> nyong gawin kapag narinig ninyo<br />
ang tunog ng kampana <strong>sa</strong> umaga bago magsimula ang<br />
klase?”<br />
Ngayong umaga pag-aaralan n<strong>at</strong>in ang i<strong>sa</strong> pang tuntunin <strong>at</strong><br />
p<strong>at</strong>akaran <strong>sa</strong> paaralan – ang pagsunod <strong>sa</strong> hudy<strong>at</strong> ng<br />
kampana <strong>sa</strong> paaralan.<br />
Iparinig <strong>sa</strong> mga b<strong>at</strong>a ang pagb<strong>at</strong>ingting ng
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
4. Pagtalakay:<br />
5. Paglalah<strong>at</strong>:<br />
6. Paglalap<strong>at</strong>:<br />
kampana/b<strong>at</strong>ingting <strong>at</strong> ipa<strong>sa</strong>bi kung ano ang dap<strong>at</strong> gagawin<br />
<strong>sa</strong> oras na marinig ito.<br />
Talakayin ang mga <strong>sa</strong>got ng b<strong>at</strong>a.<br />
Talakayin din <strong>sa</strong> kanila ang mga Early Warning System <strong>sa</strong><br />
sunog.<br />
Sumunod <strong>sa</strong> hudy<strong>at</strong> ng kampana <strong>sa</strong> paaralan.<br />
a. Malapit ka na <strong>sa</strong> inyong paaralan, narinig mo ang<br />
hudy<strong>at</strong> na kampana upang luminya na para <strong>sa</strong> pagtaas<br />
ng w<strong>at</strong>aw<strong>at</strong>. Ano ang gagawin mo?<br />
b. Na<strong>sa</strong> kalagitnaan ng paglalaro ang iyong mga kaklase ng<br />
biglang tumunog ang bell ng mabili<strong>sa</strong>n dahil may sunog<br />
<strong>sa</strong> labor<strong>at</strong>ory room. Ano ang gagawin mo?<br />
Gumamit ng Rubrics <strong>sa</strong> pagbibigay-marka <strong>sa</strong> gawain ng mga b<strong>at</strong>a.<br />
Pangk<strong>at</strong>an or pwedeng dalawahang gawain ito.<br />
Pangk<strong>at</strong> I – Magp<strong>at</strong>unog ng b<strong>at</strong>ingting.<br />
Pangk<strong>at</strong> II – Mag<strong>sa</strong><strong>sa</strong>gawa ng gawaing ipinahihiw<strong>at</strong>ig ng tunog<br />
ng kampana. Gawing <strong>sa</strong>litan.<br />
Magtala ng 5 tuntunin <strong>at</strong> p<strong>at</strong>akarang dap<strong>at</strong> sundin <strong>sa</strong> paaralan ng di pa<br />
n<strong>at</strong><strong>at</strong>alakay <strong>sa</strong> klase.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN in ENGLISH<br />
GRADE II<br />
Prepared By:<br />
Daisy V. Cambonga<br />
Guiamlong Elementary School<br />
Caramoran School District<br />
C<strong>at</strong>anduanes<br />
Identify words th<strong>at</strong> rhyme in two to three stanza poems.<br />
Identifying words th<strong>at</strong> rhyme in two to three stanza poems.<br />
Reference: PELC – Reading Grade II<br />
M<strong>at</strong>erials: Flashcards, charts, pictures of different canned<br />
goods or a real represent<strong>at</strong>ion of groceries.<br />
Integr<strong>at</strong>ion: Safety measures to be observed/followed when<br />
there is a typhoon.<br />
A) Pre-Reading Activities:<br />
a) Unlocking of Difficulties:<br />
Show pictures of real objects to demonstr<strong>at</strong>e to pupils the<br />
meaning of some words found in the poem.<br />
store grocery street packages<br />
b) Motiv<strong>at</strong>ion:<br />
Ask: Children who among you have visited the store?<br />
Who are you companions in going there?<br />
Why is it th<strong>at</strong> there is a need for us to prepare food<br />
during typhoon?<br />
Is preparing food important when typhoon comes?<br />
c) Motive questions:<br />
Tell pupils, “Today, we are going to read a poem entitled,<br />
“The Groceries.”<br />
We will find out, “Wh<strong>at</strong> did mother do in going to the<br />
store? ”<br />
B) During Reading:<br />
Reading of the poem; “The Groceries.”<br />
The teacher will read first the poem alone and let pupils<br />
listen.
In the second reading, the teacher will read the poem and<br />
she will let the pupils follow after her.<br />
She will let the pupils red the poem by group, by row, and<br />
individual.<br />
C) Post-Reading Activities:<br />
POEM<br />
The store around the corner,<br />
Has a grocery to sell.<br />
I go there with my mother,<br />
I like th<strong>at</strong> very well.<br />
We look in the store windows,<br />
As we walk down the street.<br />
We bring home many packages,<br />
Of groceries to e<strong>at</strong>.<br />
a) Answering the motive questions:<br />
Wh<strong>at</strong> did mother do in going to the store?<br />
b) Engagement activities:<br />
Ask children some questions about the poem?<br />
Example:<br />
The Groceries<br />
Who went to the store?<br />
Where can you find the store?<br />
Wh<strong>at</strong> did they bring home from the store?<br />
When did they go to the store?<br />
How did they get there?<br />
c) Typhoon discussion:<br />
• Connect the poem they heard and read with their<br />
experiences in their communities where there is a<br />
storm.<br />
• Give them some <strong>sa</strong>fety measures to be followed when<br />
there is a typhoon.<br />
a) Have you seen some houses damaged when there is<br />
a strong wind?<br />
b) Why do they fall down?<br />
c) Wh<strong>at</strong> did people feel when their houses are<br />
damaged?<br />
d) When there is typhoon, wh<strong>at</strong> are the <strong>sa</strong>fety
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
measures th<strong>at</strong> we should follow?<br />
Possible answers:<br />
• Leave your school early.<br />
• Stay inside your house.<br />
• Listen to the radio for upd<strong>at</strong>es of the<br />
we<strong>at</strong>her.<br />
e) Wh<strong>at</strong> are the things th<strong>at</strong> we should prepare?<br />
Possible answers:<br />
• Prepare a <strong>sa</strong>fe drinking w<strong>at</strong>er, cooking and<br />
e<strong>at</strong>ing utensils.<br />
• Prepare canned goods, biscuits, rice and<br />
bread.<br />
• Be ready with the emergency kits like<br />
flashlights and candles.<br />
D) Enrichment Activity:<br />
Distribute pupils some emergency kits th<strong>at</strong> can be used when<br />
there is a typhoon like: Flashlights, candles, m<strong>at</strong>ches, radio and<br />
b<strong>at</strong>teries.<br />
Ask them: “Why is it important to have those things especially<br />
when typhoon comes?”<br />
Have the children read again the poem entitled: “The Groceries.”<br />
Let them identify the words th<strong>at</strong> rhyme in the poem.<br />
The Groceries<br />
The store around the corner,<br />
Has a grocery to sell.<br />
I go there with my mother,<br />
I like th<strong>at</strong> very well.<br />
We look in the store windows,<br />
As we walk down the street.<br />
We bring home many packages,<br />
Of groceries to e<strong>at</strong>.<br />
Draw some objects/things th<strong>at</strong> can be found in the store.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN MATHEMATICS II<br />
Prepared by:<br />
Sally M. T<strong>at</strong>el<br />
Bal<strong>at</strong>ohan Elementary School<br />
San Miguel North District<br />
Division of C<strong>at</strong>anduanes<br />
Add 3 to 4 digit numbers with zero in any of the addends with<br />
regrouping and with sums up to 9000.<br />
Add 3 to 4 digit numbers with zero in any of the addends with<br />
regrouping and with sums up to 9000.<br />
Reference: Elementary M<strong>at</strong>hem<strong>at</strong>ics II<br />
PELC 6.3<br />
Integr<strong>at</strong>ion: Causes and effects of landslide.<br />
A. Prepar<strong>at</strong>ory Activities:<br />
a. Drill: Give exercise in addition without regrouping.<br />
1) 325 2) 528 3) 361 4) 563 5) 380<br />
+ 362 + 361 + 328 + 322 + 418<br />
b. Review: Using the show me board. (by the pupils)<br />
addition with regrouping.<br />
1) 526 2) 677 3) 721<br />
+ 395 + 235<br />
+ 199<br />
B. Developmental Activities:<br />
a. Present<strong>at</strong>ion: In a form of problem.<br />
In Barangay San Marcelino 3,921 people died because of<br />
landslides. In San Gabriel 1,200 and in San Antonio 4,325.<br />
How many people died in the three barangays?<br />
How many people died in Barangay San Marcelino?<br />
How many people died in Barangay San Gabriel?<br />
How about Barangay San Antonio?<br />
I have here a picture of place th<strong>at</strong> have big landslide. Ask the<br />
pupils why a landslide occurred. Cite the cause and effect of<br />
these. Write the answers on the blackboard.<br />
CAUSES EFFECTS<br />
1. Cutting down of trees. 1. Damages the houses,<br />
school properties, and
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
2. Continuous Heavy Rain<br />
3. Mining.<br />
fields.<br />
2. The soil loosens.<br />
Going back to the problem….<br />
Answer these questions.<br />
Wh<strong>at</strong> will we do in adding these numbers?<br />
Where do we start?<br />
Wh<strong>at</strong> is the sum?<br />
Do another example for the mastery of the pupils.<br />
At Quezon Elementary School 4,500 pupils were evacu<strong>at</strong>ed<br />
because of landslides, <strong>at</strong> Buhi Elementary School 3,000, and <strong>at</strong><br />
Carmen Elementary School 1,379. How many pupils were<br />
evacu<strong>at</strong>ed because of landslides?<br />
b. Fixing skills:<br />
Activity #1 – Blackboard Challenge.<br />
Group the pupils into three. They will find their partner and<br />
they will answer the problem given by the teacher. The first<br />
pupil to finish the problem will get the score.<br />
Activity #2 – Add and solve these numbers.<br />
1) 325 2) 457 3) 635 4) 672 5) 261<br />
+ 475 + 450 + 310 + 244 + 572<br />
c. Generaliz<strong>at</strong>ion:<br />
Ask the pupils on how to add 3 to 4 digit numbers with zero<br />
in any of the addends with regrouping and with sums up to<br />
9000.<br />
Add these numbers on your paper.<br />
1) 525 2) 701 3) 4,650 4) 5,125 5) 6,200<br />
+ 225 + 201 + 4,185 + 3,000 + 2,500<br />
Arrange these numbers in column then add.<br />
1. 835 + 1,165<br />
2. 1,250 + 7,500<br />
3. 1,800 + 6,100<br />
4. 5,595 + 3,827<br />
5. 1,654 + 6,158
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> <strong>sa</strong> <strong>SIBIKA</strong> ANG <strong>KULTURA</strong><br />
IKATLONG BAITANG<br />
Inihanda Ni:<br />
Ronnie D. Pagal<br />
Del Pilar Elementary School<br />
Garchitorena District<br />
Pagk<strong>at</strong>apos ng aralin, ang mga mag-aaral ay inaa<strong>sa</strong>hang m<strong>at</strong>ukoy ang<br />
klima <strong>sa</strong> <strong>sa</strong>riling pamayanan.<br />
II. PAKSA: Klima <strong>sa</strong> <strong>sa</strong>riling pamayanan.<br />
Sanggunian:<br />
1. Masipag na Pilipino 3, b<strong>at</strong>ayang akl<strong>at</strong>, d. 52.<br />
2. BEC-PELC c, 5.3<br />
III. PAMAMARAAN:<br />
Kagamitan:<br />
Mga larawan tungkol <strong>sa</strong> klima <strong>at</strong> panahon.<br />
Konsepto:<br />
May ib<strong>at</strong>-ibang klima <strong>sa</strong> <strong>sa</strong>riling pamayanan.<br />
Integrasyon ng DRR:<br />
Lokasyong pangheograpikal ng lugar na vulnerable <strong>sa</strong><br />
kalamidad/<strong>sa</strong>kuna.<br />
Pagpapahalaga:<br />
Pag-iing<strong>at</strong> <strong>sa</strong> lah<strong>at</strong> ng pagkak<strong>at</strong>aon.<br />
A. Panimulang gawain.<br />
1. Bigyang pagkak<strong>at</strong>aon ang mga b<strong>at</strong>a na magmasid <strong>sa</strong> kalagayan<br />
ng panahon <strong>sa</strong> labas ng silid-aralan (5 minuto).<br />
2. Pagk<strong>at</strong>apos magmasid, papasukin uli <strong>sa</strong> silid <strong>at</strong> itanong. “Ano<br />
ang panahon <strong>sa</strong> ka<strong>sa</strong>lukuyan?”<br />
3. Kanina pag-alis nyo <strong>sa</strong> bahay, ano ang kalagayan ng panahon?<br />
B. Panlinang na gawain:<br />
1. Ipaba<strong>sa</strong> ang baba<strong>sa</strong>hin <strong>sa</strong> b<strong>at</strong>ayang akl<strong>at</strong> ng may kaugnayan <strong>sa</strong><br />
klima. Ipaalala ang mga pamantayan <strong>sa</strong> pagba<strong>sa</strong> nang tahimik.<br />
2. Ano ang ma<strong>sa</strong><strong>sa</strong>bi nyo <strong>sa</strong> kalagayan ng panahon ngayon?<br />
3. Ano ang galaw ng hangin <strong>at</strong> dag<strong>at</strong> kapag ganitong uri ng<br />
panahon?<br />
4. Ano ang klima ng lugar na <strong>at</strong>ing tinitirhan ngayon? Anong uri<br />
maroon ito?<br />
C. Pagt<strong>at</strong>alakay:<br />
1. May kaugnayan ba ang klima <strong>sa</strong> pagbabago ng panahon <strong>sa</strong> <strong>at</strong>ing
V. PAGTATAYA:<br />
V. KASUNDUAN:<br />
lugar.<br />
2. Sa anong buwan tayo madalas nakakaranas ng malakas na paguan<br />
na min<strong>sa</strong>n may malalakas na hangin?<br />
D. Integrasyon ng DRR:<br />
Ano ang maaari n<strong>at</strong>ing gawin kapag nakakaranas tayo ng ma<strong>sa</strong>mang<br />
uri ng panahon lalo na <strong>sa</strong> mga lugar na madalas daanan ng bagyo o<br />
malapit <strong>sa</strong> dag<strong>at</strong> kung <strong>sa</strong>an may posibilidad na tumaas ito?<br />
E. Pangwakas na gawain:<br />
1. Pagbubuod:<br />
Itanong: Ano ang ma<strong>sa</strong><strong>sa</strong>bi niyo tungkol <strong>sa</strong> <strong>at</strong>ing panahon<br />
ngayon?<br />
F. Paglalap<strong>at</strong>:<br />
1. Sakaling ma<strong>sa</strong>ma ang panahon, magbibiyahe ka pa bas a dag<strong>at</strong>?<br />
Bakit?<br />
2. Kailan tayo pwedeng maglayag o mangisda <strong>sa</strong> laot para<br />
makaiwas <strong>sa</strong> <strong>sa</strong>kuna?<br />
Sabihin kung ang mga sumusunod ay ginagawa ng mga tao <strong>sa</strong><br />
panahon ng tag-araw o tag-ulan<br />
.<br />
1. Pagpapalipad ng <strong>sa</strong>ranggola.<br />
2. Paglalaro <strong>sa</strong> parke <strong>at</strong> plaza.<br />
3. Pagt<strong>at</strong>anim ng palay.<br />
4. Pag-aayos ng mga daan <strong>at</strong> tulay.<br />
5. Pagsuspinde ng klase.<br />
6. Binabahang kal<strong>sa</strong>da.<br />
7. Pagbibilad ng palay.<br />
8. Umiinom ng malamig na juice <strong>at</strong> kumakain ng ice cream.<br />
9. Di-pinapayagang lumabas ang mga b<strong>at</strong>a para maglaro.<br />
10. Pag-iimbak ng tubig <strong>at</strong> pagkain.<br />
Magtanong <strong>sa</strong> magulang, kapitbahay or <strong>sa</strong> mas nak<strong>at</strong><strong>at</strong>anda <strong>sa</strong> inyong<br />
lugar kung ano ang mga dap<strong>at</strong> gawin kapag may bagyo.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN MATH – GRADE III<br />
Prepared by:<br />
Vilma Pastor<br />
Burabod E/S<br />
Garchitorena District<br />
Add 4 to 5 digits numbers with up to 10,000 without regrouping in<br />
short form.<br />
Adding 4 to 5 digits numbers with up to 10,000 without regrouping<br />
in short form.<br />
Reference: M<strong>at</strong>h for Everyday Lesson, PELC<br />
M<strong>at</strong>erials: Flashcards, show me card, pictures<br />
DRR integr<strong>at</strong>ion: Landslide<br />
A. Prepar<strong>at</strong>ory Activities:<br />
a. Drill:<br />
223 453 113 231<br />
+ 13 +113 +331 +132<br />
b. Review: Add the following numbers.<br />
1) 223 2) 621 3) 432 4) 113 5) 541<br />
+ 181 + 132 + 222 + 321 + 321<br />
c. Motiv<strong>at</strong>ion:<br />
Show picture to pupils of the landslide th<strong>at</strong> happened in a<br />
certain town. Ask them the reasons why the landslide<br />
happened. Next, ask them how the landslide affect the<br />
people in the community.<br />
B. Developmental Activities:<br />
a. Present<strong>at</strong>ion:<br />
Give the pupils some situ<strong>at</strong>ions based on the picture they<br />
<strong>sa</strong>w.<br />
In Barangay Burabod 1000 houses were lost. In Barangay<br />
Cagamutan 1001 houses were lost. How many houses<br />
were lost in all?<br />
- How many hoses were lost in Brgy. Burabod?
- How many hoses were lost in Brgy. Cagamutan?<br />
- How many hoses were lost in all?<br />
Let’s write these numbers on a place value chart.<br />
TH H T O<br />
1 0 0 0<br />
1 0 0 1<br />
Do another example together with the pupils.<br />
At Bahi Elementary School 1000 pupils were sent home<br />
before the heavy rains. At Cagamutan Community School<br />
400 pupils were sent home. How many pupils were sent<br />
home in all?<br />
Step I<br />
Add the ones<br />
TH H T O<br />
1 0 0 0<br />
4 0 0<br />
0<br />
Step II<br />
Add the tens<br />
TH H T O<br />
1 0 0 0<br />
4 0 0<br />
0 0<br />
Step III<br />
Add the hundreds<br />
TH H T O<br />
1 0 0 0<br />
4 0 0<br />
4 0 0<br />
Step IV<br />
Add the thou<strong>sa</strong>nds<br />
TH H T O<br />
1 0 0 0<br />
4 0 0<br />
1 4 0 0
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
b. Fixing Skills:<br />
Find the sum:<br />
(1) 21312 (2) 6512 (3) 4624 (4) 32516 (5) 56893<br />
+ 3412 + 1345 + 3254 + 1353 + 1014<br />
Find the sum:<br />
(1) 73252 (2) 65403 (3) 75431 (4) 6824 (5) 33422<br />
+ 4203 + 10502 + 1342 + 1343 + 4453<br />
Arrange the numbers in column and then find the sum.<br />
1. 45631 + 4135 =<br />
2. 73241 + 13442 =<br />
3. 90380 + 5143 =<br />
4. 35564 + 4135 =<br />
5. 45632 + 1431 =
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN SCIENCE AND HEALTH 3<br />
Prepared by:<br />
Mercedita T. Dela Cruz<br />
Cabu<strong>sa</strong>o Central School<br />
Cabu<strong>sa</strong>o, Camarines Sur<br />
Identify activities of human beings th<strong>at</strong> can be done on rainy days.<br />
Activities of human beings on rainy days<br />
Reference: Science and Health 3 txt. pp. 208-211<br />
PELC III – 6.1 - Identify activities done during certain<br />
we<strong>at</strong>her conditions.<br />
M<strong>at</strong>erials: Pictures of activities done on rainy days.<br />
Pictures of flooded area.<br />
Integr<strong>at</strong>ion: DRR – Cause and effect of floods.<br />
Science concept:<br />
o Certain activities are done on rainy days/<br />
(ex. Planting, swimming, playing under the rain)<br />
1. Motiv<strong>at</strong>ion:<br />
Ask them if wh<strong>at</strong> are the kinds of we<strong>at</strong>her. Can you name<br />
them? Wh<strong>at</strong> kind of we<strong>at</strong>her do you like most. Ask them why<br />
they choose th<strong>at</strong> certain type of we<strong>at</strong>her.<br />
2. Present<strong>at</strong>ion:<br />
Have the pupils observe the different pictures done during rainy<br />
days. Group the pictures into two. On the first column, put<br />
the pictures which can have good effects and on the second<br />
column, picture with bad effects on people, plants, and animals.<br />
Ask:<br />
- Wh<strong>at</strong> do you think are the causes of flood?<br />
- Is it <strong>sa</strong>fe playing on a flood area?<br />
3. Hands-on activity:<br />
From the pictures of activities on the second column, let them<br />
choose one which has bad effect on people, plants, and animals.<br />
Divide the class into three groups. Group one will work on the<br />
effect to people, group two will work on the effect to animals,<br />
group three will on the effect to plants.
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
Group 1<br />
Effect on People<br />
Group 2<br />
Effect on Animals<br />
Group 3<br />
Effect on Plants<br />
Let them go back to their se<strong>at</strong>s. Together with the teacher, let<br />
them check their work.<br />
• Wh<strong>at</strong> are the causes of flood?<br />
• Wh<strong>at</strong> are the effects of a flood?<br />
• Ask now if wh<strong>at</strong> are the dangers they will meet if they<br />
are playing on a flooded area?<br />
4. Minds-on-Activity:<br />
Ask them which are the following activities on rainy days are<br />
they going to choose. Let them get one picture and explain why<br />
they choose it.<br />
Ask the other to get the remaining picture and explain why did<br />
they choose it.<br />
5. Concept Form<strong>at</strong>ion:<br />
Let the pupils observe some picture of activities during rainy<br />
days like playing on a flooded area.<br />
Ask: Is it <strong>sa</strong>fe to play on it? Why?<br />
Wh<strong>at</strong> should you do in case of flood?<br />
Make a list of it.<br />
6. Applic<strong>at</strong>ion:<br />
Cooper<strong>at</strong>ive learning (group them into 50<br />
Role playing on the activities during rainy days whether it has<br />
good effect on plants, people, and environment.<br />
Identify the activities on rainy days by checking the number.<br />
1. Fly kite.<br />
2. Playing under the rain.<br />
3. Staying indoors.<br />
4. Hanging clothes outside on rainy days.<br />
5. Playing on a flooded area.<br />
List down activities during sunny days. Cut pictures of activities<br />
during sunny days.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN in SCIENCE and HEALTH III<br />
Prepared By:<br />
Virginia D. Lazaro<br />
San Miguel Cental Elementary School<br />
San Miguel South District<br />
San Miguel, C<strong>at</strong>anduanes<br />
Practice <strong>sa</strong>fety measures during certain types of we<strong>at</strong>her.<br />
Safety measures during certain types of we<strong>at</strong>her.<br />
References: PELC v1.8<br />
Science and Health III (textbook and manual)<br />
Science concept:<br />
Safety measures must be observed during certain<br />
types of we<strong>at</strong>her.<br />
M<strong>at</strong>erials: Pentel pen pictures<br />
Manila paper chart<br />
Process: Observing, inferring.<br />
Integr<strong>at</strong>ion: Preparedness in different kinds of we<strong>at</strong>her.<br />
A. Pre-Activity:<br />
1. Review:<br />
Wh<strong>at</strong> are the activities th<strong>at</strong> can be done on sunny/rainy<br />
days?<br />
2. Motiv<strong>at</strong>ion:<br />
Wh<strong>at</strong> do you think will be the we<strong>at</strong>her when the sky is<br />
covered with clouds?<br />
3. Present<strong>at</strong>ion:<br />
Show picture of bad we<strong>at</strong>her (heavy rains, lightning and<br />
thunder)<br />
Wh<strong>at</strong> do you think will happen?<br />
Wh<strong>at</strong> will you do if there is bad we<strong>at</strong>her?<br />
(give the pupils instruction on the day’s lesson)<br />
4. Setting up standards.<br />
5. Grouping of pupils into 2.<br />
B. Activity Proper:
IV.<br />
GENERALIZATION:<br />
V. APPLICATION:<br />
VI. EVALUATION:<br />
VII. ASSIGMENT:<br />
Performing the activity<br />
Group I Group II<br />
Wh<strong>at</strong> to do during typhoon? Wh<strong>at</strong> to bring/prepare during<br />
typhoon?<br />
C. Post Activity:<br />
1. Group reporting.<br />
2. Test reading (For verific<strong>at</strong>ion).<br />
3. Discussing by answering questions.<br />
Wh<strong>at</strong> should we do to be <strong>sa</strong>fe during typhoon?<br />
Wh<strong>at</strong> <strong>sa</strong>fety measures can be done?<br />
Wh<strong>at</strong> are to be done first before? During? After the<br />
typhoon?<br />
Is it important to know/do <strong>sa</strong>fety measures before,<br />
during, and after the typhoon? Why?<br />
Wh<strong>at</strong> should one do during typhoon?<br />
Wh<strong>at</strong> can we do to be <strong>sa</strong>fe during bad we<strong>at</strong>her?<br />
You heard the we<strong>at</strong>her forecast th<strong>at</strong> there is a typhoon coming,<br />
wh<strong>at</strong> will you do before, during, and after the typhoon?<br />
Let’s form two groups and have a contest.<br />
Act out the situ<strong>at</strong>ion given.<br />
A moder<strong>at</strong>e tropical cyclone will affect the<br />
locality. Winds of more than 60 up to 100 kph,<br />
may be affected in <strong>at</strong> least 24 hours.<br />
RUBRIC SCORING<br />
5 All particip<strong>at</strong>ed actively and performed well.<br />
4-3 Some particip<strong>at</strong>e actively and performed well.<br />
2-3 Few particip<strong>at</strong>e actively and performed well.<br />
1-0 Did not particip<strong>at</strong>e and perform.<br />
Make a poster or cut out pictures showing a scenario after or during<br />
typhoon.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN SCIENCE GRADE IV<br />
Prepared by:<br />
Genevieve A. Cabaltea<br />
Castillo Elementary School<br />
Cabu<strong>sa</strong>o, Cam. Sur.<br />
Describe ways of preventing fire.<br />
Describing ways of preventing fire.<br />
Reference: Science for Daily Life, pp. 175-180<br />
PELC 7.1<br />
M<strong>at</strong>erials: Pictures of the causes of fire, useful and harmful<br />
effects of fire, fire <strong>sa</strong>fety precautions.<br />
Science concept: There are different ways of preventing fire.<br />
Science processes: Observing, describing.<br />
Integr<strong>at</strong>ion: Value: Safety.<br />
A. Prepar<strong>at</strong>ory Activities:<br />
1. Checking of assignments.<br />
2. Health inspection.<br />
B. Developmental Activities:<br />
1. Review: Have the pupils identify the causes of fire.<br />
Let them give examples with the aid of pictures.<br />
2. Motiv<strong>at</strong>ion: Show pictures showing the useful and<br />
harmful effects of fire (p.175 textbook).<br />
Talk about the pictures.<br />
Ask: Wh<strong>at</strong> may happen if fire is not <strong>at</strong>tended to?<br />
Wh<strong>at</strong> are the hazards of fire?<br />
3. Present<strong>at</strong>ion/discussion:<br />
a. Group the pupils into 3. Ask them to list down ways of<br />
preventing fire to be followed by group reporting. Tell<br />
them the activity is a contest.<br />
b. Group reporting time limit – 15 minutes.<br />
c. The teacher may present pictures about the topic not<br />
mentioned during the pupils group reporting to<br />
supplement the discussion of the topic.<br />
d. Ask: How can you help prevent fire?<br />
Allow varied answers.
VI. EVALUATION:<br />
VII. ASSIGMENT:<br />
4. Generaliz<strong>at</strong>ion:<br />
Guide the pupils in formul<strong>at</strong>ing the generaliz<strong>at</strong>ion – There<br />
are different ways to prevent fire.<br />
5. Applic<strong>at</strong>ion:<br />
Suggest ways on how to prevent fire during these situ<strong>at</strong>ions.<br />
1. You <strong>sa</strong>w your younger siblings playing with m<strong>at</strong>ches.<br />
2. Jake forgot to unplug the appliances after using it.<br />
3. F<strong>at</strong>her went to sleep smoking cigarette.<br />
4. Pain, gasoline, and grease are kept near the stove.<br />
5. John is playing firecrackers and sparklers near a nipa<br />
hut.<br />
Describe ways of preventing fire in these situ<strong>at</strong>ions.<br />
1. A candle is lighted near the curtain during brownout,<br />
wh<strong>at</strong> should you do?<br />
2. In case you neighbor’s house is on fire, wh<strong>at</strong> is the first<br />
thing you should do?<br />
3. You found out there is a leak in the hose of your gas<br />
stove, wh<strong>at</strong> should you do?<br />
Make a poster showing how to prevent fire.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA MAKABAYAN<br />
(HEKASI IV)<br />
Inihanda Ni:<br />
Myra B. Antolin<br />
Tobrehon E/S<br />
San Miguel North District<br />
Division of C<strong>at</strong>anduanes<br />
Nakikilala na ang Pilipinas ay i<strong>sa</strong>ng ban<strong>sa</strong>ng tropiko.<br />
II. PAKSA: Pilipinas bilang i<strong>sa</strong>ng ban<strong>sa</strong>ng tropiko<br />
Sanggunian: PELC IV – D. 24 3.1<br />
Maka<strong>sa</strong>y<strong>sa</strong>yan Pilipino<br />
III. PAMAMARAAN:<br />
Integrasyon:<br />
Mga Kagamitan: Globo<br />
A. Panimulang Gawain;<br />
a. Values: Pagkakai<strong>sa</strong><br />
b. DRR – Mga dap<strong>at</strong> tandaan ang mga babalang<br />
pangkalika<strong>sa</strong>n<br />
1. Balik Aral:<br />
Anu-ano ang dahilan ng pagkakaiba ng klima ng ban<strong>sa</strong>?<br />
2. Pagganyak<br />
Ipakita ang globo.<br />
Paano mo ilalarawan ang lokasyon ng Pilipinas?<br />
Ano ang epekto nito <strong>sa</strong> <strong>at</strong>ing ban<strong>sa</strong>?<br />
B. Panlinang na Gawain:<br />
1. Pagbuo ng Hinuha:<br />
Ano/Saan ang tiyak na kinalalagyan ng Pilipinas?<br />
2. Pangk<strong>at</strong>ang Gawain:<br />
(Ibibigay ng guro ang activity card <strong>sa</strong> mga b<strong>at</strong>a)<br />
Unang grupo:<br />
Ano ang mga <strong>sa</strong>lik bakit daanan ng bagyo ang Pilipinas?<br />
Ikalawang grupo:<br />
Ilarawan ang kinalalagyan ng Pilipinas?<br />
3. Pag-uul<strong>at</strong> ng baw<strong>at</strong> grupo:<br />
4. Pagba<strong>sa</strong> ng teksto:
V. PAGTATAYA:<br />
V. KASUNDUAN:<br />
C. Pagt<strong>at</strong>alakay:<br />
Ano/Saan ang tiyak na kinalalagyan ng Pilipinas?<br />
Bakit tinawag na ban<strong>sa</strong>ng tropiko ang <strong>at</strong>ing ban<strong>sa</strong>?<br />
Bakit ang Pilipinas ay daanan ng bagyo?<br />
Anu-ano ang epekto nito <strong>sa</strong> <strong>at</strong>ing ban<strong>sa</strong>?<br />
Ano ang ma<strong>sa</strong><strong>sa</strong>bi ninyo tungkol <strong>sa</strong> <strong>at</strong>ing hinuha?<br />
D. Pagpapahalaga:<br />
Paano n<strong>at</strong>in maiiwa<strong>sa</strong>n ang m<strong>at</strong>aas na bilang ng mga apektadong<br />
pamilya <strong>sa</strong> oras ng bagyo?<br />
Anu-ano ang dap<strong>at</strong> tandaan <strong>sa</strong> oras ng bagyo?<br />
E. Paglalah<strong>at</strong>:<br />
Paano mo na<strong>sa</strong>bi na ang Pilipinas ay i<strong>sa</strong>ng ban<strong>sa</strong>ng tropiko?<br />
Anu-ano ang mga aspeto nito?<br />
F. Paglalap<strong>at</strong>:<br />
Bakit daanan ng bagyo ang ban<strong>sa</strong>ng Pilipinas?<br />
Isul<strong>at</strong> ang T kung tama <strong>at</strong> M kung mali ang pangungu<strong>sa</strong>p.<br />
Ang Pilipinas ay i<strong>sa</strong>ng ban<strong>sa</strong>ng tropiko <strong>sa</strong>pagk<strong>at</strong>;<br />
_____1. Ang Pilipinas ay napapaligiran ng tubig.<br />
_____2. Ang Pilipinas ay ligtas <strong>sa</strong> bagyo.<br />
_____3. Ang Pilipinas ay may dalawang uri ng klima.<br />
_____4. Ang Pilipinas ay i<strong>sa</strong>ng tropikong ban<strong>sa</strong>.<br />
_____5. Ang Dag<strong>at</strong> Tsina ay nakapaligid <strong>sa</strong> ban<strong>sa</strong>ng Pilipinas.<br />
Ibigay ang mga karag<strong>at</strong>ang nakapaligid <strong>sa</strong> Pilipinas.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN SCIENCE AND HEALTH 4<br />
Prepared by:<br />
Jovino B. Naguit Jr.<br />
Pandan Elementary School<br />
Cabu<strong>sa</strong>o District, Camarines Sur<br />
Explain the hazards of fire.<br />
Follow <strong>sa</strong>fety rules in case of fire.<br />
Safety rules in case of fire.<br />
Science concept: Fire <strong>sa</strong>fety measures, protect building<br />
occupants from injury, and to prevent loss<br />
of life.<br />
Val. Integr<strong>at</strong>ion: Preserv<strong>at</strong>ion of lives and properties.<br />
DRR integr<strong>at</strong>ion: Fire drill.<br />
M<strong>at</strong>erials: Visual images of various signs.<br />
Exit signs.<br />
Fire mock-up.<br />
Reference: PELC 7.4<br />
A. Pre-Activity:<br />
1. Discuss with the pupils the kinds of signs found everywhere<br />
e.g.<br />
Don’t block the stairs Post no bill<br />
No Entry<br />
Fire Exit<br />
Show pictures of various signs and ask the pupils to identify<br />
wh<strong>at</strong> they mean.<br />
2. Show the sign. Ask wh<strong>at</strong> it means.<br />
Explain to the pupils th<strong>at</strong> an exit sign will either be a door<br />
or the way to a door th<strong>at</strong> will lead outside the building.<br />
Mention th<strong>at</strong> not all building where exit sign might be found.<br />
Write the responses on the board. Discuss the need to<br />
know how to get out of the building.
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
B. Discussion:<br />
1. Discuss why it is neces<strong>sa</strong>ry to evacu<strong>at</strong>e a burning building.<br />
2. Explain the hazards of fire. Write on the board.<br />
Flame – can cause injury and de<strong>at</strong>h to persons.<br />
Smokes – makes you choke.<br />
3. Discuss the rules the pupils must follow during a fire drill.<br />
Write them on the board.<br />
4. Ask which exist is normal exit for this room. Ask the pupils<br />
to identify the other exits they could use. Explain th<strong>at</strong> they<br />
need to use one of the altern<strong>at</strong>e exits if their main one is<br />
blocked by smoke or fire.<br />
C. Activity Proper:<br />
1. Conduct a fire drill. (prior to drill set-up fire mock-up to<br />
block the primary exit.<br />
D. Post Activity:<br />
1. Comment on appropri<strong>at</strong>e behavior during drill.<br />
E. Generaliz<strong>at</strong>ion:<br />
Wh<strong>at</strong>’s the importance of a fire drill?<br />
Wh<strong>at</strong> are the things to w<strong>at</strong>ch for during drill?<br />
F. Applic<strong>at</strong>ion:<br />
1. Wh<strong>at</strong> will you do if you were caught in a burning building?<br />
Particip<strong>at</strong>ion in class fire drill.<br />
Sample rubrics:<br />
1. Everyone<br />
stayed calm.<br />
___________<br />
4. Teacher took her class roll<br />
and accounted for all the<br />
children.<br />
2. They walked to<br />
the <strong>sa</strong>fe holding<br />
area. __________<br />
Draw the floor plans of your home.<br />
Make a list of your family’s fire escape plan.<br />
3. Calmly went to<br />
the altern<strong>at</strong>e exit.<br />
______________<br />
5. Pupils remained orderly<br />
throughout.<br />
______________________
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> <strong>sa</strong> EPP 5<br />
(Home Economics)<br />
Inihanda ni:<br />
Gng. Eugenia M. Purcia<br />
Binagasba<strong>sa</strong>n Elementary School<br />
Garchitorena District<br />
N<strong>at</strong>utukoy ang karap<strong>at</strong>an, tungkulin, <strong>at</strong> pananagutan ng baw<strong>at</strong> ka<strong>sa</strong>pi<br />
ng mag-anak.<br />
II. PAKSA: Karap<strong>at</strong>an, tungkulin, <strong>at</strong> pananagutan ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak.<br />
Sanggunian:<br />
III. PAMAMARAAN:<br />
Kagamitan:<br />
Integrasyon:<br />
Makabuluhang Gawaing Pantahanan 5<br />
PELC 2.1.1 dahon 56<br />
Larawan ng mag-anak<br />
Akl<strong>at</strong><br />
Istruktura ng Bulilit Emergency Response Team<br />
Mga tungkulin <strong>at</strong> pananagutan ng Bulilit Emergency Response<br />
Team<br />
A. Panimulang gawain:<br />
1. Balik-aral <strong>sa</strong> mga ka<strong>sa</strong>pi ng mag-anak.<br />
2. Magpaskil ng larawan ng mag-anak. Ipalarawan ito <strong>sa</strong><br />
mga b<strong>at</strong>a.<br />
B. Panlinang na gawain:<br />
(pangk<strong>at</strong>ang gawain)<br />
1. H<strong>at</strong>iin <strong>sa</strong> t<strong>at</strong>long pangk<strong>at</strong> ang klase.<br />
2. Ipai<strong>sa</strong>-i<strong>sa</strong> ang mga karap<strong>at</strong>an, tungkulin, <strong>at</strong> pananagutan<br />
ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak. Ipasul<strong>at</strong> ito <strong>sa</strong> t<strong>sa</strong>rt.<br />
Pangk<strong>at</strong> I – Karap<strong>at</strong>an ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak.<br />
Pangk<strong>at</strong> II – Tungkulin ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak.<br />
Pangk<strong>at</strong> III – Pananagutan ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak.<br />
3. Pagtalakay ng pak<strong>sa</strong>.<br />
C. Integrasyon:
IV. PAGLALAPAT<br />
V. PAGTATAYA:<br />
D. Paglalah<strong>at</strong>:<br />
1. Ipaalala <strong>sa</strong> mga b<strong>at</strong>a ang mga organi<strong>sa</strong>syon/<strong>sa</strong>mahang<br />
kanilang sinalihan. (inaa<strong>sa</strong>hang <strong>sa</strong>got: BERT)<br />
2. Bigyang diin na <strong>sa</strong> i<strong>sa</strong>ng organi<strong>sa</strong>syon/<strong>sa</strong>mahan ang baw<strong>at</strong><br />
ka<strong>sa</strong>pi ay may kaaakib<strong>at</strong> na karap<strong>at</strong>an, tungkulin, <strong>at</strong><br />
pananagutan.<br />
3. Itanong kung sinu-sino ang ka<strong>sa</strong>pi <strong>sa</strong> BERT<br />
4. Pag-u<strong>sa</strong>pan ang mga tungkulin <strong>at</strong> pananagutan ng baw<strong>at</strong><br />
ka<strong>sa</strong>pi ng BERT.<br />
Gabayan ang mga b<strong>at</strong>a na ma<strong>sa</strong>bi nila na ang baw<strong>at</strong> ka<strong>sa</strong>pi ng<br />
mag-anak o i<strong>sa</strong>ng <strong>sa</strong>mahan ay may kaakib<strong>at</strong> na karap<strong>at</strong>an <strong>at</strong><br />
tungkulin na dap<strong>at</strong> gampanan.<br />
(gawain 1)<br />
Pa<strong>sa</strong>gutan ang ss. Na mga k<strong>at</strong>anungan.<br />
(gawain 2)<br />
KASAPI<br />
NG<br />
MAG-<br />
ANAK<br />
Ama<br />
Ina<br />
Panganay<br />
na babae<br />
Panganay<br />
na lalaki<br />
Bunso<br />
1. Sa panahon na wala ang nanay, sino ang maaaring<br />
gumawa ng kanyang tungkulin?<br />
2. Ipagpalagay mo na na<strong>sa</strong> malayong lugar nagt<strong>at</strong>rabaho ang<br />
t<strong>at</strong>ay mo. Bilang anak na lalaki, ano ang tungkuling dap<strong>at</strong><br />
mong gampanan?<br />
Magpaskil ng meta cards na may nakasul<strong>at</strong> na tungkulin,<br />
karap<strong>at</strong>an, <strong>at</strong> pananagutan ng baw<strong>at</strong> ka<strong>sa</strong>pi ng mag-anak.<br />
Pumili ng i<strong>sa</strong> <strong>at</strong> ilagay <strong>sa</strong> tamang hanay <strong>sa</strong> t<strong>sa</strong>rt.<br />
TUNGKULIN KARATAPATAN PANANAGUTAN<br />
A. Punan ng tamang <strong>sa</strong>go tang hinihingi <strong>sa</strong> t<strong>sa</strong>rt.<br />
KASAPI TUNGKULIN KARATAPATAN PANANAGUTAN<br />
Nanay<br />
T<strong>at</strong>ay<br />
Ate<br />
Kuya
V. KASUNDUAN:<br />
Bunso<br />
B. Piliin ang titik ng tamang <strong>sa</strong>got <strong>sa</strong> sumusunod na k<strong>at</strong>anungan.<br />
1. Kung ikaw ang anak na babae, alin <strong>sa</strong> sumusunod na<br />
tungkulin ang iyong dap<strong>at</strong> gampanan?<br />
a. maghanapbuhay para <strong>sa</strong> pamilya.<br />
b. alagaan ang pamilya.<br />
c. tumulong <strong>sa</strong> gawaing bahay.<br />
d. maglaro lamang.<br />
2. Alin ang karap<strong>at</strong>an ng mga magulang?<br />
a. karap<strong>at</strong>ang mapagsilbihan ng mga anak.<br />
b. karap<strong>at</strong>ang igalang ng mga anak.<br />
c. karap<strong>at</strong>ang mag-utos <strong>sa</strong> mga anak.<br />
d. karap<strong>at</strong>an <strong>sa</strong> ligtas na pamumuhay.<br />
3. Bilang ama ng tahanan, tungkulin niyang ________.<br />
a. Suportahan ang pangangailangan ng pamilya.<br />
b. Alagaan ang mga anak.<br />
c. Gawin ang mga gawaing bahay.<br />
d. Maging tagapag-utos <strong>sa</strong> loob ng bahay.<br />
Bilang ka<strong>sa</strong>pi ng pamilya, itala <strong>sa</strong> kwaderno ang tungkuling iyong<br />
ginagampanan <strong>sa</strong> loob ng pamamahay.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> <strong>sa</strong> CHARACTER EDUCATION V<br />
Inihanda Ni:<br />
Edgar S. Santos<br />
Teacher – I<br />
Caramoran South District<br />
Milaviga Elementary School<br />
Nakalalahok <strong>sa</strong> mga pag<strong>sa</strong><strong>sa</strong>nay pangkaligta<strong>sa</strong>n <strong>sa</strong> lindol <strong>at</strong> sunog.<br />
II. PAKSA: Mga pag<strong>sa</strong><strong>sa</strong>nay pangkaligta<strong>sa</strong>n <strong>sa</strong> lindol <strong>at</strong> sunog.<br />
Sanggunian:<br />
PELC 1.3 d. 4<br />
Wastong Pag-uugali <strong>sa</strong> Makabagong Panahon<br />
III. PAMAMARAAN:<br />
Kagamitan:<br />
Larawan<br />
T<strong>sa</strong>rt<br />
Integrasyon:<br />
Values: Pagkamaginoo<br />
DRR: Earthquake drill, fire drill<br />
A. Panimulang Gawain:<br />
1. Balik-aral.<br />
2. Pagganyak:<br />
Anu-anong <strong>sa</strong>kuna ang alam niyo <strong>at</strong> narana<strong>sa</strong>n na dito<br />
<strong>sa</strong> <strong>at</strong>ing pamayanan?<br />
B. Panlinang na Gawain:<br />
Pagpapakita ng larawan pagk<strong>at</strong>apos ng lindol, sunog, <strong>at</strong><br />
nasusunog na tao.<br />
Nakaranas na ba kayong magkaroon ng lindol <strong>at</strong> sunog<br />
<strong>sa</strong> inyong paaralan? Barangay?<br />
Ano ang ginawa ninyo ng mangyari ang <strong>sa</strong>kunang ito?<br />
Sino ang maari n<strong>at</strong>ing hingan ng tulong <strong>sa</strong> oras ng mga<br />
kalamidad na ito?<br />
1. Paghahanda.<br />
Pagba<strong>sa</strong> ng <strong>sa</strong>nay<strong>sa</strong>y.<br />
2. Pagt<strong>at</strong>alakay.<br />
Anu-anong pag<strong>sa</strong><strong>sa</strong>nay pangkaligta<strong>sa</strong>n ang nabanggit <strong>sa</strong><br />
<strong>sa</strong>nay<strong>sa</strong>y?
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
Tseklist:<br />
Anu-ano ang kahalagahan <strong>sa</strong> paglalahok <strong>sa</strong> pag<strong>sa</strong><strong>sa</strong>nay<br />
pangkaligta<strong>sa</strong>n?<br />
Anong magandand kaugalian ang dap<strong>at</strong> taglayin <strong>sa</strong><br />
paglalahok <strong>sa</strong> mga pag<strong>sa</strong><strong>sa</strong>nay pangkaligta<strong>sa</strong>n?<br />
Bilang i<strong>sa</strong>ng mag-aaral, magkakaroon ng pag<strong>sa</strong><strong>sa</strong>nay<br />
pangkaligta<strong>sa</strong>n <strong>sa</strong> lindol <strong>at</strong> sunog <strong>sa</strong> inyong paaralan,<br />
makikilahok ka ba? Bakit?<br />
Anu-ano ang dap<strong>at</strong> gawing pag<strong>sa</strong><strong>sa</strong>nay tuwing may<br />
lindol <strong>at</strong> sunog?<br />
Bakit kaya dap<strong>at</strong> n<strong>at</strong>in iton sundin?<br />
Pagpapakita ng mga hakbang na dap<strong>at</strong> gawin <strong>sa</strong> oras ng<br />
lindol <strong>at</strong> sunog (pagpapakitang gawa ng guro).<br />
3. Paglalah<strong>at</strong>.<br />
Anu-ano ang mga pag<strong>sa</strong><strong>sa</strong>nay pagkaligta<strong>sa</strong>n <strong>sa</strong> lindol <strong>at</strong><br />
sunog ang napag-aralan n<strong>at</strong>in?<br />
4. Paglalap<strong>at</strong>.<br />
Palig<strong>sa</strong>han <strong>sa</strong> pag<strong>sa</strong><strong>sa</strong>nay pangkaligta<strong>sa</strong>n <strong>sa</strong> oras ng<br />
lindol <strong>at</strong> sunog (gawaing b<strong>at</strong>a).<br />
LINDOL Yes No SUNOG Yes No<br />
Ginawa ba ang Ginawa ba ang<br />
* Duck, cover,<br />
* Stop, drop, roll?<br />
hold?<br />
* Walang tulakang<br />
* Walang tulakang<br />
naganap?<br />
naganap?<br />
* Maayos ba ang<br />
* Maayos ba ang<br />
paglabas?<br />
paglabas?<br />
* Alam ba ng mga<br />
* Alam ba ng mga<br />
b<strong>at</strong>a<br />
b<strong>at</strong>a kung <strong>sa</strong>an<br />
kung <strong>sa</strong>an sila<br />
sila<br />
dap<strong>at</strong><br />
dap<strong>at</strong> pumunta?<br />
pumunta?<br />
* Nakinig bang<br />
* Nakinig bang<br />
mabuti <strong>sa</strong> mga<br />
mabuti <strong>sa</strong> mga<br />
panuto?<br />
panuto?<br />
Mag<strong>sa</strong>liksik tungkol <strong>sa</strong> iba pang mga hakbang pangkaligta<strong>sa</strong>n tulad ng:
• Baha<br />
• Bagyo<br />
• Pagguho ng lupa<br />
• Iba pa
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA SINING V<br />
Inihanda ni:<br />
Evelyn C. Gianan<br />
Garchitorena Central School<br />
Garchitorena District<br />
Nakaguguhit ng larawan na nagpapakita ng pangangala <strong>sa</strong> kagandahan ng <strong>sa</strong>riling<br />
pamayanan.<br />
II. PAKSA: Pagguhit ng larawan na nagpapakita ng pangangala <strong>sa</strong> kagandahan ng <strong>sa</strong>riling<br />
pamayanan.<br />
III. PAMAMARAAN:<br />
Sanggunian:<br />
BEC Handbook (Sining)<br />
Layunin 2.1, d.120<br />
Mga Kagamitan:<br />
Mga larawan, krayola, cartolina, lapis, pentel pen<br />
Integrasyon:<br />
Dahilan ng pagkasira ng kapaligiran (Pagguho).<br />
Pagpapahalaga: Pagkamalikhain.<br />
1. Panimulang Gawain:<br />
a. Ipaawit ang tanyag na awiting “Kapaligiran.” T<strong>at</strong>alakayin ang mga bagaybagay<br />
na nakakasira <strong>sa</strong> kapaligiran <strong>sa</strong> awitin.<br />
b. Magpapakita ng mga larawan. Pagmasdan ito <strong>at</strong> ipahinuha <strong>sa</strong> mga b<strong>at</strong>a<br />
ang maaaring sumira or sumalanta <strong>sa</strong> lugar.<br />
c. Ap<strong>at</strong> na larawan ang ipapakita na naguudyok <strong>sa</strong> maaring pinagmulan o<br />
<strong>sa</strong>nhi ng pagkasira ng kapaligiran.<br />
2. Panlinang na Gawain:<br />
a. Hah<strong>at</strong>iin or papangk<strong>at</strong>in <strong>sa</strong> ap<strong>at</strong> ang klase. Baw<strong>at</strong> pangk<strong>at</strong> ay susuri <strong>sa</strong><br />
larawang nakapaskil.<br />
b. Bibigyan pansin ang mga dahilan ng pagbaha <strong>at</strong> pagguho ng lupa. Ang<br />
ap<strong>at</strong> na pangk<strong>at</strong> ay mag-iisip ng mga dahilan ng pagguho <strong>at</strong> madalas na<br />
pagbaha. Iuul<strong>at</strong> ng baw<strong>at</strong> pangk<strong>at</strong> ang kanilang mga <strong>sa</strong>got.<br />
c. Paglalahad: Pag-uu<strong>sa</strong>pan ang paraan kung paano mapangalagaan ang<br />
kapaligiran.<br />
d. Pagt<strong>at</strong>alakay: Ipa<strong>sa</strong>lay<strong>sa</strong>y <strong>sa</strong> mga b<strong>at</strong>a kung paano sila mak<strong>at</strong>utulong<br />
<strong>sa</strong> pangangalaga <strong>sa</strong> kapaligiran. Isusul<strong>at</strong> ang kanilang <strong>sa</strong>got <strong>sa</strong> pi<strong>sa</strong>ra.<br />
e. Pamantayan <strong>sa</strong> paggawa – Ipaalala <strong>sa</strong> mga b<strong>at</strong>a ang nararap<strong>at</strong> gawin <strong>sa</strong><br />
paggawa.<br />
f. Paghahanda – Ipakuha ang mga kagamitang pangguhit.
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
g. Pag<strong>sa</strong><strong>sa</strong>gawa – Paggawa ng likhang sining. (Iguguhit ng mga b<strong>at</strong>a kung<br />
papaano mapangalagaan ang kagandahan ng <strong>sa</strong>riling pamayanan).<br />
3. Pagpapahalaga: Pagbibigay puna <strong>sa</strong> mga likhang sining.<br />
4. Paglalah<strong>at</strong>: Ano ang ipinapakita ng inyong mga nilikha?<br />
Pagtsek ng mga iginuhit gamit ng rubric.<br />
Kalini<strong>sa</strong>n 25% Kaangkupan <strong>sa</strong> pak<strong>sa</strong> 30%<br />
Kombinasyon ng Kulay 20% Kabuuan 25%<br />
Pagawain ang mga b<strong>at</strong>a ng slogan tungkol <strong>sa</strong> pangangalaga ng kapaligiran.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA FILIPINO – V<br />
Inihanda Ni:<br />
Bb. Concepcion R. Berja<br />
Teacher – I<br />
Inalmasinan Elementary School<br />
Na<strong>sa</strong><strong>sa</strong>bi ang mga pangyayaring may ugnayang <strong>sa</strong>nhi <strong>at</strong> bunga <strong>sa</strong><br />
seleksyong bina<strong>sa</strong>.<br />
II. PAKSA: Ma<strong>sa</strong>bi ang mga pangyayariing may ugnayang <strong>sa</strong>nhi <strong>at</strong> bunga <strong>sa</strong> seleksyong<br />
bina<strong>sa</strong>.<br />
III. PAMAMARAAN:<br />
Sanggunian:<br />
PELC – Hiyas <strong>sa</strong> Pagba<strong>sa</strong>, ph. 116-122<br />
Mga Kagamitan:<br />
larawan, l<strong>at</strong>halain, t<strong>sa</strong>rt<br />
Saloobing isinanib:<br />
Pagtulong <strong>sa</strong> kapwa.<br />
Integrasyon:<br />
Pangkaligta<strong>sa</strong>ng Gawain <strong>sa</strong> panahon ng pagbaha.<br />
A. Panimulang Gawain:<br />
1. Balik-aral<br />
2. Paghawan ng balakid<br />
3. Pagganyak:<br />
Nakaranas na ba kayo ng baha <strong>sa</strong> inyong lugar?<br />
B. Panlinang na Gawain:<br />
1. Paglalahad<br />
a. Tanong pagganyak: Anu-ano ang <strong>sa</strong>nhi ng pagkakaroon ng<br />
baha?<br />
b. Pagbibigay ng pamantayan <strong>sa</strong> pagba<strong>sa</strong><br />
c. Pagba<strong>sa</strong> ng seleksyon<br />
d. Pag<strong>sa</strong>got <strong>sa</strong> tanong pagganyak<br />
Ano ang <strong>sa</strong>got <strong>sa</strong> iniwang tanong bago n<strong>at</strong>in ba<strong>sa</strong>hin ang<br />
<strong>sa</strong>nay<strong>sa</strong>y?
IV. PAGTATAYA:<br />
e. Pag<strong>sa</strong>got <strong>sa</strong> pang-unawang tanong.<br />
2. Pag<strong>sa</strong><strong>sa</strong>nay:<br />
• Tungkol <strong>sa</strong>an ang <strong>sa</strong>nay<strong>sa</strong>y?<br />
• Anu-ano ang <strong>sa</strong>nhi <strong>at</strong> bunga ng <strong>sa</strong>kuna <strong>sa</strong> bina<strong>sa</strong>ng<br />
<strong>sa</strong>nay<strong>sa</strong>y?<br />
• Ano ang dap<strong>at</strong> gawin kung may baha?<br />
• Bilang mag-aaral paano ka mak<strong>at</strong>utulong para maiwa<strong>sa</strong>n<br />
ang ganitong suliranin?<br />
• Ano ang pangkaligta<strong>sa</strong>ng gawain <strong>sa</strong> panahon ng pagbaha?<br />
Magbibigay ang guro ng pangungu<strong>sa</strong>p na hango <strong>sa</strong><br />
Sanay<strong>sa</strong>y na mayroong <strong>sa</strong>nhi <strong>at</strong> bunga.<br />
3. Paglalah<strong>at</strong>:<br />
• Pag-uu<strong>sa</strong>pan kung alin ang <strong>sa</strong>nhi <strong>at</strong> bunga <strong>sa</strong> pangungu<strong>sa</strong>p.<br />
• Bigyang kahulugan ang <strong>sa</strong>nhi <strong>at</strong> bunga upang lubos na<br />
maunawaan.<br />
• Magbigay ng pangungu<strong>sa</strong>p ang mga b<strong>at</strong>a hango <strong>sa</strong> <strong>sa</strong>nay<strong>sa</strong>y<br />
na mayroon din <strong>sa</strong>nhi <strong>at</strong> bunga.<br />
Ano ang <strong>sa</strong>nhi <strong>at</strong> bunga?<br />
4. Paglalap<strong>at</strong>:<br />
Sipiin ang pangungu<strong>sa</strong>p. Bilugan ang <strong>sa</strong>nhi <strong>at</strong><br />
<strong>sa</strong>lungguhitan ang bunga.<br />
1. Nagka<strong>sa</strong>kit ang b<strong>at</strong>a dahil <strong>sa</strong> paglalaro <strong>sa</strong> ulan.<br />
2. Hindi nagising ng maaga si Carlo kaya nahuli <strong>sa</strong><br />
pagpasok <strong>sa</strong> paaralan.<br />
3. Hindi siya nag-aaral ng aralin kaya mababa ang kanyang<br />
marka.<br />
Kahunan ang <strong>sa</strong>nhi <strong>at</strong> <strong>sa</strong>lungguhitan ang bunga <strong>sa</strong> baw<strong>at</strong> pangungu<strong>sa</strong>p.<br />
1. Nagiba ang malaking gu<strong>sa</strong>li ng magkaroon ng malakas na lindol.<br />
2. M<strong>at</strong>aas ang kanyang nakuhang marka <strong>sa</strong>pagk<strong>at</strong> ngsunog siya ng kilay.<br />
3. Ang Pilipinas ay nagging malaya dahil <strong>sa</strong> mga bayaning nagbuwis ng<br />
kanilang buhay.<br />
4. Gaganda an g<strong>at</strong>ing kapaligiran kung magt<strong>at</strong>anim ng mga punongkahoy.
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
5. Maganda ang kinalaba<strong>sa</strong>n ng pal<strong>at</strong>untunan dahil ginawa ng baw<strong>at</strong> i<strong>sa</strong><br />
ang kanilang tungkulin.<br />
Magbigay ng 5 pangungu<strong>sa</strong>p na may ugnayang <strong>sa</strong>nhi <strong>at</strong> bunga.
I. LAYUNIN:<br />
<strong>BANGHAY</strong>-<strong>ARALIN</strong> SA MAKABAYAN (HEKASI – V)<br />
Inihanda Ni:<br />
Jhonney Boy D. Bernal<br />
Kilikilihan E/S<br />
San Miguel North District<br />
Division of C<strong>at</strong>anduanes<br />
N<strong>at</strong><strong>at</strong>alakay ang kahalagahan ng pinagkukunang yaman <strong>sa</strong> hanapbuhay ng<br />
mga unang Pilipino.<br />
II. PAKSA: Pagtalakay ng kahalagahan ng pinagkukunang yaman.<br />
Sanggunian:<br />
PELC 5 – I.C.I<br />
Pamana 5<br />
Maka<strong>sa</strong>y<strong>sa</strong>yang Pilipino<br />
III. PAMAMARAAN:<br />
Kagamitan:<br />
Larawan ng mga likas na yaman<br />
Larawan ng pagbaha<br />
T<strong>sa</strong>rt<br />
Integrasyon:<br />
Mga dap<strong>at</strong> gawin upang maiwa<strong>sa</strong>n ang pagbaha<br />
B. Balik Aral:<br />
Ano ang pagkakaiba ng pamahalaang sultan<strong>at</strong>o <strong>sa</strong> pamahalaang<br />
barangay?<br />
C. Pagganyak:<br />
Ipakita <strong>sa</strong> mga b<strong>at</strong>a ang larawan ng mga likas na yaman, kalbong<br />
kagub<strong>at</strong>an <strong>at</strong> larawan ng pagbaha.<br />
Mga Tanong:<br />
1. Ano ang nakikita niyo <strong>sa</strong> larawan?<br />
2. Anu-ano ang mga likas na yaman.<br />
C. Panlinang na Gawain:<br />
1. Paano n<strong>at</strong>in dap<strong>at</strong> pangalagaan ang mga pinagkukunang yaman<br />
n<strong>at</strong>in.<br />
2. Ano ang mangyayari kung pabayaan n<strong>at</strong>ing masira ang <strong>at</strong>ing mga<br />
pinakukunang yaman.<br />
(Ipakita ang larawan ng pagbaha)<br />
I<strong>sa</strong> ito <strong>sa</strong> maaaring mangyari kung di n<strong>at</strong>in pangangalagaan ang <strong>at</strong>ing<br />
mga gub<strong>at</strong>.
IV. EBALWASYON:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
1. Sino <strong>sa</strong> inyo ang nakaranas nang baha?<br />
2. Ano ang ginawa ninyo?<br />
3. Umalis ba kayo <strong>sa</strong> baha niyo?<br />
4. Bakit kaya nagkakaroon ng baha?<br />
5. Ano ang maaari n<strong>at</strong>ing gawin upang maiwa<strong>sa</strong>n ang baha?<br />
D. Pagpapahalaga:<br />
Paano n<strong>at</strong>in mapapangalagaan an g<strong>at</strong>ing kalika<strong>sa</strong>n upang maiwa<strong>sa</strong>n<br />
ang pagbaha?<br />
Ano ang dap<strong>at</strong> n<strong>at</strong>ing gawin?<br />
E. Paglalap<strong>at</strong>:<br />
1. Nakita mo ang t<strong>at</strong>ay ng iyong kaklase na p<strong>at</strong>uloy <strong>sa</strong> pagpuputol<br />
ng mga punongkahoy <strong>sa</strong> kagub<strong>at</strong>an o kabundukan.<br />
Ano ang maaari o nararap<strong>at</strong> mong gawin gayong alam mo ang<br />
magiging epekto <strong>sa</strong> kalika<strong>sa</strong>n <strong>at</strong> maging <strong>sa</strong> mga tao kung p<strong>at</strong>uloy<br />
ang pagputol ng mga puno?<br />
Ano ang gagawin upang maiwa<strong>sa</strong>n ang pagbaha?<br />
2. Nakita mong nagt<strong>at</strong>apon ng basura ang iyong kap<strong>at</strong>id <strong>sa</strong> ilog,<br />
ano ang gagawin mo?<br />
F. Pangwakas na Gawain:<br />
Iguhit kung ano ang mangyayari <strong>sa</strong> <strong>at</strong>ing ban<strong>sa</strong> kapag pinabayaan an<br />
g<strong>at</strong>ing kalika<strong>sa</strong>n.<br />
Saguting ang tanong. 5 puntos.<br />
1. Ipaliwanag ang kahalagahan ng pinagkukunang yaman ng mga<br />
unang Pilipino.<br />
Gumupit ng larawan na nagpapakita ng tamang pangangalaga <strong>sa</strong> mga<br />
pinagkukunang yaman.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN ENGLISH – V<br />
Prepared by:<br />
Ro<strong>sa</strong> C. Molina<br />
Mab<strong>at</strong>o Central School<br />
San Miguel North District<br />
San Miguel, C<strong>at</strong>anduanes<br />
Give possible ending to a given selection.<br />
Giving possible ending to a given selection.<br />
Reference: BEC/PELC – III- C – 5.2.2<br />
M<strong>at</strong>erials: Charts, flashcards, pictures.<br />
Integr<strong>at</strong>ion: Safety measures on fire.<br />
A. Pre-Activity:<br />
1. Phonics drill:<br />
Short /a/ sounds long /a/ sounds<br />
Take l<strong>at</strong>er<br />
Care f<strong>at</strong>al<br />
bake mad<br />
make<br />
<strong>sa</strong>ke<br />
2. Unlocking of difficulties: Giving synonyms.<br />
smoke lazy<br />
surprise put-off<br />
3. Motiv<strong>at</strong>ion:<br />
a. Show a picture of a boy playing with m<strong>at</strong>ches near a<br />
container of kerosene.<br />
b. Tell something about the picture. Wh<strong>at</strong> do you think<br />
can happen if the boy lights the m<strong>at</strong>ch?<br />
4. Motive questions:<br />
Wh<strong>at</strong> happened to Peter’s house?<br />
B. During Reading:<br />
The teacher reads the selection orally while the pupils listen<br />
silently.
C. Post Activity:<br />
1. Answering motive questions:<br />
Wh<strong>at</strong> happened to Peter’s house?<br />
2. Engagement activity:<br />
a. Where are Peter’s parents?<br />
b. Who put off the fire?<br />
c. Where was Peter <strong>at</strong> th<strong>at</strong> time?<br />
d. Wh<strong>at</strong> do you think could have happened if the<br />
neighbors did not help in putting off the fire?<br />
e. How can we prevent fire?<br />
3. Extending literary experience:<br />
Group work:<br />
Group 1 – Role play. Wh<strong>at</strong> to do when there is fire?<br />
Group 2 – Make a slogan on how to prevent fire.<br />
Group 3 – Make posters on fire prevention.<br />
4. Skill development:<br />
a. Wh<strong>at</strong> could have happened if Peter did not go out to<br />
play?<br />
b. Wh<strong>at</strong> could have happened if the neighbors did not<br />
help?<br />
D. Generaliz<strong>at</strong>ion:<br />
How will you give possible ending to a certain<br />
situ<strong>at</strong>ion/selection?<br />
E. Applic<strong>at</strong>ion:<br />
Give possible ending to the following situ<strong>at</strong>ion.<br />
a. It was raining heavily Sally forgot to bring her umbrella.<br />
Wh<strong>at</strong> do you think will happen to Sally?<br />
b. If illegal loggers will not be prevented, wh<strong>at</strong> do you<br />
think will happen?<br />
c. A boy was playing a ball along the street. The ball<br />
rolled across the street and the boy ran to get the ball.<br />
Suddenly, a bus came. Wh<strong>at</strong> will happen to the boy?<br />
d. Dan was playing a toy car inside the house. His friends<br />
called him to play outside. He forgot to keep his toy<br />
car. His younger brother who is very eager to go with<br />
him outside stepped on the toy car. Wh<strong>at</strong> do you think
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
will happen next?<br />
Give possible ending to the following situ<strong>at</strong>ions. Write your answer.<br />
1. Mario stepped on marbles sc<strong>at</strong>tered on the floor. Wh<strong>at</strong><br />
would happen to Mario?<br />
2. The skirt of a girl has caught fire? Wh<strong>at</strong> might happen<br />
next?<br />
3. Carlo <strong>sa</strong>w th<strong>at</strong> his younger brother is playing a m<strong>at</strong>ch.<br />
Wh<strong>at</strong> would Carlo do?<br />
Read the selection. Give possible ending.<br />
Maria studies her lessons because their teacher will give a long<br />
test next day. Wh<strong>at</strong> do you think will happen next?
LESSON PLAN in MATHEMATICS-V<br />
Prepared by:<br />
Gary T. Tañon<br />
Pag<strong>sa</strong>ngahan E/S<br />
San Miguel North District<br />
Division of C<strong>at</strong>anduanes<br />
I – OBJECTIVE: Reads and interprets d<strong>at</strong>a presented in a line graph.<br />
II – SUBJECT MATTER: Reading and Interpreting D<strong>at</strong>a Presented in a Line Graph.<br />
Concept: A line graph shows inform<strong>at</strong>ion through the use of line which<br />
represents two sets of rel<strong>at</strong>ed d<strong>at</strong>a.<br />
Reference: BEC PELC V, 1<br />
M<strong>at</strong>erials: Charts, Activity sheets, picture<br />
Integr<strong>at</strong>ion: Safety Measures before, during, and after a typhoon.<br />
III – LEARNING EXPERIENCE:<br />
A. Prepar<strong>at</strong>ory Activities<br />
1. Checking of Prepar<strong>at</strong>ion.<br />
2. Review<br />
Ask:<br />
B. 1. Present<strong>at</strong>ion:<br />
1. Wh<strong>at</strong> is a graph?<br />
2. Wh<strong>at</strong> are the different kinds of graphs?<br />
3. Wh<strong>at</strong> does a graph show?<br />
Study this line graph.
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
LIVES LOST IN CATANDUANES DUE TO TYPHOON EGAY<br />
B B B C G P P Sn. Sn. V V<br />
A A A A I A A A M I I<br />
G T R R G N N N I G R<br />
A O A A M D G D G A A<br />
M S M O A A R U C<br />
A O T N N E E<br />
N R O I S L<br />
O A B<br />
C N A<br />
N<br />
TOWNS OF CATANDUANES<br />
2. DISCUSSION<br />
Ask:<br />
1. Wh<strong>at</strong> does this line graph tell?<br />
2. Wh<strong>at</strong> town in C<strong>at</strong>anduanes has the biggest casualty? Wh<strong>at</strong> does<br />
it imply?<br />
3. Wh<strong>at</strong> has zero casualties? Why do you think there were no<br />
casualties?<br />
4. Wh<strong>at</strong> other <strong>sa</strong>fety measures can we adapt before a typhoon?<br />
5. How many lives were lost due to typhoon Egay?<br />
6. Wh<strong>at</strong> can we do to mitig<strong>at</strong>e the loss of lives during a typhoon?<br />
7. Wh<strong>at</strong> precautionary measures can we do after a typhoon?<br />
(Note: Teacher may ask other questions)
C. Practice Exercise (Group Activity)<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
1. Dividing the class in to 4 groups.<br />
2. Setting of standard for group activity.<br />
3. Activity proper.<br />
GROUP A and B (ACTIVITY SHEET)<br />
CASUALTIES OF BAGYONG JUAN ACCORDING TO AGE<br />
GROUP<br />
0-10 11-20 21-30 31-40 41-50 51-60 61-70<br />
AGE GROUP<br />
1. Wh<strong>at</strong> inform<strong>at</strong>ion does the graph tell you?<br />
2. Wh<strong>at</strong> age group has the highest casualty?<br />
3. Wh<strong>at</strong> age group has the least casualty?<br />
4. Why do you think ages 61-70 is the most affected group?<br />
5. Why were there many casualties?<br />
GROUP C and D (ACTIVITY SHEET)<br />
Interpret the d<strong>at</strong>a presented in this graph. Tell something about it in front of<br />
the class.
10<br />
9<br />
8<br />
7<br />
6<br />
5<br />
4<br />
3<br />
2<br />
1<br />
0<br />
4. GROUP REPORTING<br />
NUMBER OF TYPHOONS PER MONTH IN CATANDUANES<br />
J F M A M J J A S O N D<br />
A E A P A U U U E C O E<br />
N B R R Y N L G P T V C<br />
U R C I E Y U T O E E<br />
A U H L S E B M M<br />
R A T M E B B<br />
Y R B R E<br />
Y E R<br />
R<br />
MONTHS
5. Fixing Skills<br />
10000<br />
9000<br />
8000<br />
7000<br />
6000<br />
5000<br />
4000<br />
3000<br />
2000<br />
1000<br />
0<br />
ESTIMATED VALUE ON THE EXTENT OF DAMAGE OF TYHPOON EGAY<br />
T B T L A M T S<br />
a e a a n o e a<br />
ñ r t z t l m n<br />
o n e a o i p t<br />
n a l r l n l o<br />
l o i a o s<br />
n n<br />
u<br />
e<br />
v<br />
o<br />
QUESTION:<br />
1. Wh<strong>at</strong> does the graph show?<br />
2. Which family received a highest amount?<br />
3. Which family has the least damage?<br />
4. Wh<strong>at</strong> conclusion can you make on the damages incurred between Tanon and<br />
Santos family?
IV – EVALUATION:<br />
14<br />
12<br />
10<br />
8<br />
6<br />
4<br />
2<br />
0<br />
Study the line graph. Interpret the d<strong>at</strong>a presented by filling the blank.<br />
TYPHOON PASSED IN CATANDUANES FOR THE FOLLOWING YEARS<br />
2 2 2 2 2 2 2 2 2<br />
0 0 0 0 0 0 0 0 0<br />
0 0 0 0 0 0 0 0 0<br />
0 1 2 3 4 5 6 7 8<br />
YEAR<br />
1. Wh<strong>at</strong> is the title of the graph?<br />
2. Wh<strong>at</strong> year has the most numbe of typhoons?<br />
3. Wh<strong>at</strong> has the least typhoon occurred?<br />
4. How many typhoons does C<strong>at</strong>anduanes experience in the year 2000?<br />
5. Give your idea about vulnerability of typhoon in C<strong>at</strong>anduanes.<br />
V – ASSIGNMENT:<br />
Construct a line graph base from the given d<strong>at</strong>a.<br />
Number of participants <strong>at</strong>tended the DRR Children’s Camp<br />
Pag<strong>sa</strong>ngahan E/S 10<br />
Milaviga E/S 12<br />
Mab<strong>at</strong>o E/S 10<br />
Bal<strong>at</strong>ohan E/S 6<br />
Kilikilihan E/S 8<br />
Tobrehon E/S 7<br />
San Miguel E/S 15
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN SCIENCE AND HEALTH 5<br />
Prepared by:<br />
Renan A. Romano<br />
Castillo E/S<br />
Cabu<strong>sa</strong>o District, Camarines Sur<br />
Practice precautionary and conserv<strong>at</strong>ion measures rel<strong>at</strong>ed to<br />
electricity.<br />
Using electricity wisely and <strong>sa</strong>fely.<br />
Science Concept: Electricity can be both a friend and an enemy.<br />
It can be useful but it can also be dangerous.<br />
Safety rules must be followed to prevent<br />
accidents.<br />
Electricity should be considered for the future<br />
gener<strong>at</strong>ion.<br />
Value Focus: Conserv<strong>at</strong>ion of electricity, thrift.<br />
DRR Integr<strong>at</strong>ion: Safety/conver<strong>sa</strong>tion measures in using electricity.<br />
Science Processes: Observing, describing, inferring.<br />
M<strong>at</strong>erials: Manila papers, pentel pens.<br />
References: BEC, PELC v.8<br />
A. Pre-Activity:<br />
1. Review:<br />
How do electromagnets work?<br />
2. Motiv<strong>at</strong>ion and Present<strong>at</strong>ion:<br />
Is electricity very important to all activities of man? Why?<br />
Wh<strong>at</strong> kind of fuel is needed to produce electricity?<br />
How are you going to use electricity?<br />
B. Activity Paper:<br />
1. Distribute activity cards to each group.<br />
Activity I<br />
M<strong>at</strong>erials: Sheets of Manila paper, pentel pen.<br />
Procedure:<br />
1. With your group, brainstorm on the precautionary and<br />
conserv<strong>at</strong>ion measures (on the use of electricity)
practiced in the home and in community.<br />
2. Follow the form<strong>at</strong> below.<br />
Home<br />
Community<br />
Precautionary<br />
Measures<br />
3. Answer the following questions:<br />
C. Post Activity:<br />
Conserv<strong>at</strong>ion<br />
Measures<br />
1. Wh<strong>at</strong> fuels are needed to produce electricity?<br />
2. Wh<strong>at</strong> will happen if we continue to use more<br />
and more fuels to gener<strong>at</strong>e electricity? Why?<br />
1. Publishing and Reporting:<br />
Group report should be done<br />
EXPECTED ANSWERS:<br />
Precautionary Measures<br />
1. Disconnect electrical appliances when not in use<br />
2. Replace damaged or old wires<br />
3. Turn off the main switch when replacing a fuse or<br />
repairing electrical wirings.<br />
4. Put electrical cords away from pas<strong>sa</strong>ge ways.<br />
5. Change a burnt-out fuse with <strong>sa</strong>me capacity<br />
6. Unplug appliances by carefully disconnecting the cords<br />
Conserv<strong>at</strong>ion Measures<br />
1. Iron clothes in bunch once or twice a week.<br />
2. When cooking, make sure th<strong>at</strong> the size of the pan<br />
suits the size of the stove coils<br />
3. Use fluorescent lamp instead of incandescent bulb.<br />
Clean the bulb regularly.<br />
4. Turn off any appliances when not in use.<br />
• Coal, gasoline, and oil<br />
• There may come a time when we will not have<br />
enough fuels to use. These fuels are non-reu<strong>sa</strong>ble.<br />
Once they are used, they can not be recycled again or
IV. EVALUATION:<br />
use again.<br />
2. Generaliz<strong>at</strong>ion<br />
Why we use electricity wisely and <strong>sa</strong>fely?<br />
Expected Answers:<br />
Electricity can be both a friend and an enemy. It can be<br />
useful but it can also be dangerous. Safety rules must be<br />
followed to prevent accidents. Electricity should be<br />
conserved for the future gener<strong>at</strong>ion.<br />
3. Applic<strong>at</strong>ion<br />
Nowadays, we have been experiencing brownouts or<br />
power failure.<br />
Wh<strong>at</strong> do you think is the reason for this?<br />
Wh<strong>at</strong> are you going to do to preven brownout or power<br />
failure?<br />
Practice precautionary and conserv<strong>at</strong>ion measures rel<strong>at</strong>ed to the<br />
electricity by choosing the letter of the correct answer.<br />
1. Safety tips in the use of electricity should be observed so<br />
th<strong>at</strong><br />
a. accidents will be avoided<br />
b. food will be preserved<br />
c. w<strong>at</strong>er will taste<br />
d. surrounding will be cleaned<br />
2. Which of the following is a precautionary measures rel<strong>at</strong>ed<br />
to electricity?<br />
a. Unplug electrical appliances during brownouts<br />
b. Repair electrical connectivity during a thunderstorm<br />
c. Unplug appliances by pulling out cords carelessly<br />
d. Turn on the main switch when replacing a fuse or<br />
repairing and electrical wire<br />
3. A melted fuse should be replaced with one which has<br />
a. bigger wires<br />
b. different capacity<br />
c. with the <strong>sa</strong>me capacity<br />
d. the <strong>sa</strong>me size<br />
4. Which of the following shows conserv<strong>at</strong>ion of electrical<br />
energy?<br />
a. connecting more than two appliances <strong>at</strong> the <strong>sa</strong>me<br />
time<br />
b. opening all lights <strong>at</strong> the <strong>sa</strong>me time
V. ASSIGMENT:<br />
c. turning off lights when not in use<br />
d. Using a no frost refriger<strong>at</strong>or<br />
Make slogans/posters depicting <strong>sa</strong>fety tips on using electricity <strong>at</strong><br />
home or in school.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA FILIPINO VI<br />
Inihanda Ni:<br />
Mariel L. Paglinawan<br />
Cabu<strong>sa</strong>o Central School<br />
Cabu<strong>sa</strong>o District<br />
Naibibigay ang <strong>sa</strong>nhi ng mga pangyayari or ganapan <strong>sa</strong> bina<strong>sa</strong>ng seleksyon.<br />
II. PAKSA: Pagbibigay ng <strong>sa</strong>nhi <strong>at</strong> bunga.<br />
Sanggunian:<br />
BEC PELC Badget ng Gawain VI<br />
Landas <strong>sa</strong> Pagba<strong>sa</strong> VI pp. 109-113<br />
III.<br />
PAMAMARAAN:<br />
Kagamitan:<br />
Larawan na nagpapakita ng kultura ng Ifugao.<br />
Ib<strong>at</strong>-ibang uri ng larawan na nagpapakita ng ib<strong>at</strong>-ibang sitwasyon.<br />
Integrasyon:<br />
Value: Pakikipagtulungan, pakikii<strong>sa</strong><br />
DRR: Sanhi <strong>at</strong> bunga na dulot ng bagyo <strong>at</strong> baha.<br />
A. Bago Buma<strong>sa</strong>:<br />
1. Paghahawan ng Balakid:<br />
Sa<strong>sa</strong>bihin <strong>sa</strong> mga b<strong>at</strong>a na ang baba<strong>sa</strong>hing seleksyon ay may uring<br />
epiko o halaw <strong>sa</strong> epiko. Ipapaliwanag kung ano ang epiko <strong>at</strong> ang<br />
k<strong>at</strong>angian nito.<br />
Pag-u<strong>sa</strong>pan din ang iba pang uri ng panitikang bayan gaya ng alam<strong>at</strong>,<br />
pabula <strong>at</strong> parabola.<br />
2. Pagganyak:<br />
a. Bakit nag-away ang tribu ni Pangaiwan <strong>at</strong> tribu ni Amtulao?<br />
b. Ano ang ginawa ni Aliguyon para malutas ang suliranin ng ama?<br />
3. Pagbibigay ng panuntunan <strong>sa</strong> pagba<strong>sa</strong> ng tahimik.<br />
B. Habang Bumaba<strong>sa</strong>:<br />
Habang binaba<strong>sa</strong> ng mga b<strong>at</strong>a ang teksto, it<strong>at</strong>ala nila ang mga<br />
pangyayaring may ugnayang <strong>sa</strong>nhi <strong>at</strong> bunga <strong>sa</strong> kuwento.<br />
C. Pagk<strong>at</strong>apos Buma<strong>sa</strong>:<br />
1. Pag<strong>sa</strong>got <strong>sa</strong> tanong pagganyak.<br />
2. Ipapasul<strong>at</strong> o ipapabigay <strong>sa</strong> mga b<strong>at</strong>a ang naitala nilang <strong>sa</strong>nhi <strong>at</strong> bunga
IV.<br />
EBALWASYON:<br />
buh<strong>at</strong> <strong>sa</strong> seleksyong bina<strong>sa</strong>.<br />
3. Pag<strong>sa</strong>got <strong>sa</strong> pang-unawang tanong.<br />
a. Ano ang malaking pangamba ni Amtulao <strong>sa</strong>kaling siya ang<br />
mam<strong>at</strong>ay?<br />
b. Paano ginapi ni Aliguyon ang kaaway ng kanyang ama?<br />
c. Bakit humanga si Pumbakhayon kay Aliguyon?<br />
d. Ano ang maaaring mangyari <strong>sa</strong> mga tribu ng Daligdigan <strong>at</strong><br />
Hannanga m<strong>at</strong>apos magkai<strong>sa</strong>ng dibdib sina Aliguyon <strong>at</strong> Bugan?<br />
e. Ano ang naging bunga ng pagpunta ni Aliguyon <strong>sa</strong> Daligdigan?<br />
4. Integrasyon.<br />
Pagt<strong>at</strong>alakay <strong>sa</strong> <strong>sa</strong>nhi <strong>at</strong> bunga na idinudulot ng bagyo <strong>at</strong> baha.<br />
a. Kung nagkakaroon ng i<strong>sa</strong>ng ma<strong>sa</strong>mang pangyayari <strong>sa</strong> pamilya<br />
ninyo, ano ang inyong ginagawa?<br />
b. Paano ninyo ito maiiwa<strong>sa</strong>n?<br />
c. Kung <strong>sa</strong>kaling nagkaroon ng mlakas na bagyo <strong>sa</strong> inyong<br />
pamayanan, ano ang bunga nito?<br />
d. Ano ang <strong>sa</strong>nhi ng pagbabaha?<br />
e. Ano ang magiging bunga kapag nagkaroon ng baha?<br />
(Posibleng <strong>sa</strong>got: Masisira ang mga pananim.)<br />
f. Ano naman ang magiging bunga kapag nagkaroon ng bagyo?<br />
g. Kung ang mga mamayan walang pagkakai<strong>sa</strong>, ano ang mangyayari<br />
<strong>sa</strong> kanilang pook?<br />
5. Pag<strong>sa</strong><strong>sa</strong>nay.<br />
Magpapakita ang guro ng ib<strong>at</strong>-ibang larawan <strong>at</strong> hahayaan ang mga b<strong>at</strong>a<br />
na magbigay ng <strong>sa</strong>nhi <strong>at</strong> bunga <strong>sa</strong> pangyayari.<br />
Hal: Larawan ng kalbong bundok.<br />
Ibigay ang <strong>sa</strong>nhi o naging bunga <strong>sa</strong> sumusunod na pangyayari.<br />
1. Kapwa malakas o m<strong>at</strong>alino <strong>at</strong> m<strong>at</strong>apang sina Aliguyon <strong>at</strong> Pumbakhayon.<br />
Bunga:<br />
__________________________________________________________<br />
2. Nag-aalala si Amtulao <strong>sa</strong> kaaway na si Pangaiwan.<br />
Bunga:<br />
__________________________________________________________<br />
3. T<strong>at</strong>long taon naglaban ang mga kawal ng Daligdigan <strong>at</strong> Hannanga na walang<br />
nagwagi <strong>at</strong> walang n<strong>at</strong>alo.<br />
Bunga:<br />
__________________________________________________________<br />
4. Ipinakilala ni Pumbakhayon kay Aliguyon ang kap<strong>at</strong>id niyang dalaga, si
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
Bugan.<br />
Bunga:<br />
__________________________________________________________<br />
5. Naging magkaibigan ang mga tribu ng Hannanga <strong>at</strong> Daligdigan.<br />
Sanhi:<br />
___________________________________________________________<br />
Gumawa ng pag<strong>sa</strong><strong>sa</strong>liksik <strong>sa</strong> mga epiko ng ib<strong>at</strong>-ibang pangk<strong>at</strong> etniko. Ibahagi <strong>sa</strong><br />
mga kamag-aral.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA KAGANDAHANG-ASAL AT<br />
WASTONG PAG-UUGALI<br />
Ikaanim na Baitang<br />
Inihanda Ni:<br />
Irma S. Bayos<br />
Hitoma-Bulalacao E/S<br />
Caramoran South District<br />
Caramoran, C<strong>at</strong>anduanes<br />
1. Nabibigyang-halaga ang m<strong>at</strong>alinong pangangalaga ng likas na<br />
pinagkukunang yaman.<br />
2. Nai<strong>sa</strong><strong>sa</strong>gawa ang mga paraan ng m<strong>at</strong>alinong pangangalaga ng likas na<br />
pinagkukunang yaman.<br />
II. PAKSA: M<strong>at</strong>alinong pangangalaga ng likas na pinagkukunang yaman.<br />
Sanggunian:<br />
BEC 1, 1.1-p.14<br />
III. PAMAMARAAN:<br />
Kagamitan:<br />
Larawan ng kabundukan <strong>at</strong> kagub<strong>at</strong>an.<br />
Integrasyon:<br />
Values: Pagpapahalaga <strong>sa</strong> likas na yaman.<br />
DRR: Mitig<strong>at</strong>ion<br />
A. Panimulang gawain:<br />
1. Balik-aral:<br />
Anu-ano ang mga pinagkukunang-yaman?<br />
2. Pag-awit 1<br />
Kapaligiran.<br />
3. Pagganyak:<br />
Pagpapakita ng larawan ng kagub<strong>at</strong>an na may illegal loggers.<br />
Pagpapakita ng larawan ng kalbong kabundukan <strong>at</strong> kagub<strong>at</strong>an.<br />
Pagpapakita ng larawan ng makahoy na kabundukan <strong>at</strong> kagub<strong>at</strong>an.<br />
Mga Tanong:<br />
1. Ano ang makikita or mapapansin ninyo <strong>sa</strong> unang larawan? Sa<br />
ikalawa?<br />
2. Bakit kaya nila ginagawa ang mga ganitong pamamaraan ng<br />
pagkuha ng mga kahoy?<br />
3. Ano ang maaaring maidulot ng kalbong kabundukan? Kagub<strong>at</strong>an.<br />
4. Ano ang maaaring maidulot ng makahoy kabundukan?<br />
B. Panlinang na gawain:
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
1. Paglalahad:<br />
Pagba<strong>sa</strong> ng kwento.<br />
2. Pagpapahalaga/pagt<strong>at</strong>alakay:<br />
- Sa palagay nyo, ano ang t<strong>at</strong>alakayin n<strong>at</strong>in ngayon?<br />
- Anu-ano ang mga dahilan kung bakit nagkakaroon tayo ng<br />
pagbaha <strong>at</strong> pagguho ng lupa?<br />
- Paano maiiwa<strong>sa</strong>n ang ganitong pamamaraan ng pagputol ng<br />
kahoy?<br />
- Ano ang magiging bunga kung p<strong>at</strong>uloy n<strong>at</strong>ing puputulin ang mga<br />
kahoy <strong>sa</strong> <strong>at</strong>ing kapaligiran?<br />
- Bilang i<strong>sa</strong>ng mag-aaral, paano ka mak<strong>at</strong>utulong <strong>sa</strong> m<strong>at</strong>alinong<br />
pangangalaga ng likas na yaman.<br />
3. Paglalah<strong>at</strong>:<br />
Anu-ano ang mga paraan ng m<strong>at</strong>alinong pangangalaga ng likas na<br />
pinagkukunang yaman?<br />
4. Pag<strong>sa</strong><strong>sa</strong>nib:<br />
Anu-anong hakbang ang mga dap<strong>at</strong> gawin <strong>sa</strong> mga pinagkukunangyamang<br />
unti-unti ng nasisira upang bumalik ang d<strong>at</strong>ing taglay na<br />
pinagkukunang yaman?<br />
Lagyan ng (√) kung tama ang pangungu<strong>sa</strong>p <strong>at</strong> (x) kung mali ang pangungu<strong>sa</strong>p.<br />
A.<br />
1. Putulin ang lah<strong>at</strong> ng punong-kahoy <strong>sa</strong> kagub<strong>at</strong>an <strong>at</strong> kabundukan.<br />
2. Hindi pahalagahan ang mga likas na yaman.<br />
3. Palitan ang mga pinutol na kahoy.<br />
4. Isumbong <strong>sa</strong> may kapangyarihan ang pumuputol ng kahoy<br />
<strong>sa</strong> walang pahitulot.<br />
5. Kaingin ang gamitin na pamamaraan <strong>sa</strong> pagpuputol ng kahoy.<br />
B.<br />
1. Magbigay ng ib<strong>at</strong>-ibang pamamaraan ng m<strong>at</strong>alinong pangangalaga<br />
ng likas na pinagkukunang yaman.<br />
Ipaliwanag:<br />
1. Bilang i<strong>sa</strong>ng mag-aaral, paano mo mapapangalagaan ang m<strong>at</strong>alinong<br />
pagpapahalaga <strong>sa</strong> likas na pinagkukunang yaman?<br />
2. Ipaliwanag ang “Save Mother Earth” <strong>sa</strong> <strong>sa</strong>riling pangungu<strong>sa</strong>p.
I. LAYUNIN:<br />
<strong>BANGHAY</strong> <strong>ARALIN</strong> SA SINING – VI<br />
Inihanda Ni:<br />
Hyna Z. Talan<br />
Obi Elementary School<br />
Caramoran South District<br />
Caramoran, C<strong>at</strong>anduanes<br />
1. Nabibigyan ng pansin ang magagandang likas na kapaligiran ng ban<strong>sa</strong>.<br />
2. Nakakalikha ng dibuho na binubuo ng mga bagay na mula <strong>sa</strong> kapaligiran<br />
<strong>sa</strong> pamamagitan ng pagguhit.<br />
II. PAKSA: Paggawa ng mga dibuho mula <strong>sa</strong> kapaligiran.<br />
Integrasyon:<br />
N<strong>at</strong>utukoy ang <strong>sa</strong>nhi <strong>at</strong> bunga ng pagkakaroon ng baha.<br />
III. PAMAMARAAN:<br />
Gawaing Pansining:<br />
Paglikha ng disenyo <strong>sa</strong> pamamagitan ng pagguhit.<br />
Kagamitan:<br />
Pangguro: PELC Sining 1.1 d. 119<br />
Pamb<strong>at</strong>a: lapis, krayola, coupon, w<strong>at</strong>ercolor, ruler.<br />
1. Pagganyak:<br />
Pangk<strong>at</strong>in <strong>sa</strong> ap<strong>at</strong> ang klase. Ganyakin ang mga b<strong>at</strong>a na mag<strong>sa</strong>got. Ibigay<br />
ang pangalan ng mga lugar na ipapakita ng guro.<br />
Halimbawa ng larawan:<br />
• Banawe Rice Terraces<br />
• Chocol<strong>at</strong>e Hills<br />
• Taal Volcano<br />
2. Paglalahad:<br />
Magpakita ng mga larawan ng mga lugar na binabaha.<br />
• Narana<strong>sa</strong>n ninyo na ba ang pagbaha <strong>sa</strong> inyong lugar?<br />
• Bakit kaya nagkakaroon tayo ng pagbaha?<br />
Itala ang kanilang ka<strong>sa</strong>gutan <strong>sa</strong> pi<strong>sa</strong>ra.<br />
SANHI<br />
BUNGA<br />
- Pagpuputol ng kahoy - Pagkasira ng mga bahay <strong>at</strong> gu<strong>sa</strong>li.<br />
3. Pagt<strong>at</strong>alakayan:<br />
Paano nakaaapekto ang pagbaha <strong>sa</strong> mga tao <strong>at</strong> komunidad?
IV. PAGTATAYA:<br />
V. TAKDANG<br />
<strong>ARALIN</strong>:<br />
A. Panlinang na gawain:<br />
a. Ipalabas ng mga kagamitan <strong>at</strong> magbuo ng pamantayan <strong>sa</strong><br />
paggawa.<br />
b. Baw<strong>at</strong> pangk<strong>at</strong> ay mapapasya kung anong magandang tanawin <strong>sa</strong><br />
<strong>at</strong>ing kapaligiran ang kanilang iguguhit.<br />
c. Ipaliwanag ang mga gagawing dibuho <strong>sa</strong> pamamagitan ng ilang<br />
halimbawa nito.<br />
d. Baw<strong>at</strong> pangk<strong>at</strong> ay gagawa ng kanilang <strong>sa</strong>riling dibuho.<br />
e. Habang abala sila <strong>sa</strong> paggawa, lumapit <strong>sa</strong> baw<strong>at</strong> pangk<strong>at</strong> <strong>at</strong><br />
gabayan sila.<br />
B. Pangwakas na gawain:<br />
a. Ganyakin na magkaroon ng malaya <strong>at</strong> masiglang kuwentuhan<br />
tungkol <strong>sa</strong> likhang sining ng baw<strong>at</strong> pangk<strong>at</strong>.<br />
b. Pagdikit-dikitin ang likhang mural. Ipaskil <strong>sa</strong> dingding ng kwarto.<br />
Ipaskil ang mga likhang sining <strong>sa</strong> dingding ng kuwarto <strong>at</strong> bibigyan ng marka ng<br />
guro ang mga ginawa ng mga b<strong>at</strong>a <strong>sa</strong> pamamagitan ng rubrics.<br />
Mula <strong>sa</strong> likhang sining ng buong klase gumawa ng “journal” or i<strong>sa</strong>ng tala<br />
tungkol <strong>sa</strong> pagpapahalaga <strong>sa</strong> kapaligiran or pamayanan na mak<strong>at</strong>utulong para<br />
maipagmalaki ang likas ng yaman.
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN IN MATHEMATICS<br />
GRADE VI<br />
Prepared by:<br />
Neris<strong>sa</strong> D. Valencia<br />
Toytoy Elementary School<br />
Garchitorena District<br />
Form r<strong>at</strong>io and proportion for groups of objects/numbers.<br />
Forming r<strong>at</strong>io and proportion<br />
Reference: BEC PELC 11.k.1, 1.1.1<br />
M<strong>at</strong>erials: Flashcards, picture of a tropical cyclone.<br />
Springboard: Tropical cyclone.<br />
Integr<strong>at</strong>ion:<br />
Values: Care and concerns with each other.<br />
DRR mes<strong>sa</strong>ge: Awareness on tropical cyclone.<br />
A. Prepar<strong>at</strong>ory Activity:<br />
a. Drill:<br />
Give the fraction name of the shaded part.<br />
Ex. 1/3 2/4 2/3 1/4<br />
b. Review:<br />
Use picture cards with different numbers of objects/pictures.<br />
Let the pupils give the number th<strong>at</strong> it represents.<br />
c. Motiv<strong>at</strong>ion:<br />
Ex. 2 flowers and 8 leaves 3 pencils and 6 bags.<br />
Show picture of a tropical cyclone. Ask the pupils wh<strong>at</strong> it is<br />
and how it is formed. Ask them the possible effects if it<br />
strike/hit a place. Let them give also the precautionary<br />
measures to prevent the possible effects. Record pupil’s
esponses in the blackboard.<br />
B. Developmental Activities:<br />
a. Present<strong>at</strong>ion:<br />
Based from the picture of a tropical cyclone, give pupils insight<br />
how it is formed and its classific<strong>at</strong>ions. Its probable effect and<br />
the precautionary measures in order to elicit or minimize<br />
effects, to check wh<strong>at</strong> they gave in review.<br />
Classific<strong>at</strong>ion of a Tropical Cyclone<br />
(1) Tropical Depression – less than 64 KPH<br />
(2) Tropical Storm – gre<strong>at</strong>er than 64 to 117 KPH<br />
(3) Typhoon – gre<strong>at</strong>er than 117 KPH<br />
Express in r<strong>at</strong>io each classific<strong>at</strong>ion by using a color to<br />
compare quantities/numbers.<br />
Ex: 64:1<br />
117:1<br />
64:117<br />
The Philippines is visited by typhoon in a year for almost 25<br />
times. How can you express this in r<strong>at</strong>io?<br />
1:25<br />
Monthly average frequency of occurrence of tropical<br />
cyclone in the Philippines. (Represent a number for each<br />
month and compare with the number of typhoons per<br />
month to form a r<strong>at</strong>io.)<br />
Jan-1 April-1 July-3 Oct-3<br />
Feb-1 May-1 Aug-4 Nov-2<br />
March-1 June-2 Sep-3 Dec-1<br />
Possible answers:<br />
1:1 4:1 7:3 10:3<br />
2:1 5:1 8:4 11:2<br />
3:1 6:2 9:3 12:1<br />
Based from the r<strong>at</strong>io being formed, let the pupils give an<br />
equivalent r<strong>at</strong>io to form a proportion. Wherein the<br />
product of the means and extremes are the <strong>sa</strong>me or equal.<br />
Ex:
C. Fixing skills:<br />
1:1 = 1:1 2:1 = 2:1<br />
6:2 = 3:1 8:4 = 10:5<br />
Group activity:<br />
(First group – give a r<strong>at</strong>io; second group – give the equivalent to<br />
form a proportion)<br />
Stages of Tropical Cyclone Warning<br />
(1) We<strong>at</strong>her Advisory – The cyclone is still too far from the<br />
country to pose a thre<strong>at</strong> in the next 3 days. Issued once a<br />
day <strong>at</strong> 5 PM.<br />
(2) Severe We<strong>at</strong>her Bulletin<br />
- Tropical Cyclone Alert – Poses an impending thre<strong>at</strong> on a<br />
part of the country but fell short of the basis for raising<br />
storm signal. Issued twice a day <strong>at</strong> 11 AM and 11 PM.<br />
D. Generaliz<strong>at</strong>ion:<br />
- Tropical Cyclone Warning – There is immedi<strong>at</strong>e thre<strong>at</strong><br />
in a particular part of the country. Issued 4 times a day<br />
<strong>at</strong> 5AM, 11AM, 5PM, and 11PM.<br />
RATIO PROPORTION<br />
Wh<strong>at</strong> is a r<strong>at</strong>io? How do you form a r<strong>at</strong>io?<br />
(R<strong>at</strong>io is a comparison of two quantities and form by using a<br />
color)<br />
Wh<strong>at</strong> is a proportion? How can you <strong>sa</strong>y th<strong>at</strong> it is a proportion?<br />
(Proportion are two equal r<strong>at</strong>ios, wherein the product of the<br />
means and extreme are the <strong>sa</strong>me or equal)<br />
IV. EVALUATION: Express as r<strong>at</strong>io and give the equivalent r<strong>at</strong>io to form a proportion.
V. ASSIGMENT:<br />
Public storm signal # 1 with winds of 60 KPH<br />
Public storm signal # 2 with winds of 100 KPH<br />
Public storm signal # 3 with winds of 185 KPH<br />
Public storm signal # 4 with winds of 200 KPH<br />
List down the things to do before, during, and after a tropical<br />
cyclone (signal # 1, 2, and 3).
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
LESSON PLAN in SCIENCE and HEALTH VI<br />
Prepared By:<br />
Maria B. Templonuevo<br />
San Miguel Central Elementary School<br />
San Miguel, C<strong>at</strong>anduanes<br />
Practice precautionary measures before, during and after volcanic<br />
eruptions.<br />
Precautionary measures to practice before, during and after a<br />
volcanic eruption.<br />
Concept: Certain precautionary measures must be observed<br />
in order to prevent loss of lives and reduce<br />
property destruction before, during and after<br />
volcanic eruptions.<br />
Reference: Science and Health 6<br />
TM – pp. 139-140<br />
PELC – v.3.2.5<br />
M<strong>at</strong>erials: Books, posters, chart and picture of evacu<strong>at</strong>ion in<br />
progress.<br />
Science Process: Interviewing resource person, enumer<strong>at</strong>ing.<br />
A. Pre-Activity:<br />
1. Checking of assignment.<br />
2. Review<br />
Wh<strong>at</strong> are the harmful effects of volcanic eruptions?<br />
Its beneficial effects?<br />
3. Motiv<strong>at</strong>ion:<br />
Can you remember the l<strong>at</strong>est time when Mount Mayon<br />
Erupted? Wh<strong>at</strong> do you think were affected by this<br />
eruption?<br />
4. Present<strong>at</strong>ion:<br />
Show a picture th<strong>at</strong> depicts the activities of a volcano.<br />
Listening to the teacher’s instruction about the day’s lesson.<br />
5. Setting of the standards to be observed in the activity.<br />
6. Grouping of pupils into 3.<br />
7. Distribution of the activity sheets.
IV. EVALUATION:<br />
V. ASSIGMENT:<br />
B. Activity Proper:<br />
Performing an activity:<br />
Activity I – Wh<strong>at</strong> should you do before a volcano erupts?<br />
Activity II – Wh<strong>at</strong> should you do during an eruption of a<br />
volcano?<br />
Activity III – Wh<strong>at</strong> should you do after an eruption of a volcano?<br />
C. Post Activity:<br />
1. Group reporting about the activity.<br />
2. Discussion.<br />
< Wh<strong>at</strong> are the precautionary measures to practice<br />
before volcanic eruptions? During volcanic eruption?<br />
And after volcanic eruptions?<br />
< Wh<strong>at</strong> should one practice in case of volcanic<br />
eruption?<br />
< Why do we need to practice these precautionary<br />
measures?<br />
3. Generaliz<strong>at</strong>ion:<br />
4. Applic<strong>at</strong>ion:<br />
a. Wh<strong>at</strong> must you do when a volcanic eruption occurs?<br />
b. During and after they happened?<br />
c. How can we be <strong>sa</strong>fe before, during and after volcanic<br />
eruptions?<br />
a. PHIVOLCS issued a warning th<strong>at</strong> a volcano showed<br />
signs of erupting. If you are living in the declared<br />
danger zone, wh<strong>at</strong> would you do?<br />
b. You are planning to go out picnic with your family<br />
while the volcano is erupting, wh<strong>at</strong> will you do?<br />
Give <strong>at</strong> least 2 precautionary measures in the chart regarding<br />
volcanic eruption.<br />
Before During After<br />
1.<br />
2.<br />
1.<br />
2.<br />
Read more about major volcanic eruption th<strong>at</strong> occurred here in our<br />
country, number of lives killed, and amount of property destroyed.<br />
1.<br />
2.
A. Before Volcanic Eruptions:<br />
PRECAUTIONARY MEASURES TO PRACTICE<br />
1. Keep calm.<br />
2. Evacu<strong>at</strong>e to a <strong>sa</strong>fer place.<br />
3. Stay away from/keep a <strong>sa</strong>fe distance away from the radius specified by the<br />
authorities.<br />
4. Wear thick clothes th<strong>at</strong> will protect from he<strong>at</strong> and masks to avoid bre<strong>at</strong>hing in<br />
poisonous air or dust.<br />
B. During the Volcanic Eruption:<br />
1. Keep calm. Do not panic.<br />
2. Move to a <strong>sa</strong>fe place. Have a ready means of transport<strong>at</strong>ion<br />
3. During ash showers. Cover your nose with a wet piece of cloth.<br />
4. People with respir<strong>at</strong>ory ailments should evacu<strong>at</strong>e outside the ash shower area.<br />
5. In between ash showers, ash on rooftops should be scraped.<br />
C. After Volcanic Eruption:<br />
Question:<br />
1. Stay in place until help from authorized agencies come.<br />
2. Report any strange occurrence of smoke, cracks on the ground, etc. to<br />
authorities.<br />
3. Clean utensils, pl<strong>at</strong>es, etc. from dust expelled from the volcano thoroughly<br />
before using them.<br />
Wh<strong>at</strong> are the precautionary measures to practice before, during, and after volcanic<br />
eruptions?
I. OBJECTIVE:<br />
II. SUBJECT<br />
MATTER:<br />
III. PROCEDURE:<br />
SAMPLE LESSON PLAN IN ENGLISH-VI<br />
(Story Reading Framework – SRF)<br />
Prepared By:<br />
Norma R. Teoxon<br />
Garchitorena Central School<br />
Garchitorena District<br />
Division of Camarines Sur<br />
At the end of the lesson, the pupils should be able to identify the<br />
events on the plot of a story read.<br />
Identify the events on the plot of a story read.<br />
References: Fun in English Reading 6, pp. 87 “Follow the Wind”<br />
Headway in Science and Health Today, pp. 230-237<br />
BEC Handbook, Reading 3.1, p.1<br />
Value: Being prepared.<br />
DRR Integr<strong>at</strong>ion: Describing a typhoon.<br />
Following <strong>sa</strong>fety measures during typhoon.<br />
M<strong>at</strong>erials: An ACCORDION showing pictures about typhoon<br />
and its <strong>sa</strong>fety precautionary measures, picture of a<br />
typhoon.<br />
A. Pre – Reading Activities:<br />
1. Unlocking of Difficulties: Present jumbled letters for<br />
the pupils to form a word with its meaning as a clue.<br />
2. Motiv<strong>at</strong>ion:<br />
N D A E D O L I N S – Small yellow flowers<br />
F F R G U – Boastful<br />
F O P W U E R L – Has gre<strong>at</strong> power.<br />
(Let the pupils form two lines and instruct them to go<br />
outside the room and they:…)<br />
Let us observe our surroundings, wh<strong>at</strong> do you feel?<br />
Try to look up the sky, wh<strong>at</strong> do you see? Wh<strong>at</strong> about the<br />
leaves and the trees around us, wh<strong>at</strong> do you observe?<br />
3. Present<strong>at</strong>ion:
Say: Today, we are going to hear a history about the wind.<br />
Present the KWL chart as shown below:<br />
Wh<strong>at</strong> did I know? Wh<strong>at</strong> I want to<br />
know?<br />
Possible answers… Possible answers…<br />
-Wind is important<br />
to us to feel fresh<br />
and relaxed.<br />
-Wind is di<strong>sa</strong>strous<br />
if it is strong.<br />
-We can’t stop the<br />
wind from blowing.<br />
-Strong/gre<strong>at</strong> wind<br />
is called typhoon.<br />
4. Motive Question:<br />
-Can we follow the<br />
wind?<br />
-Where did it end?<br />
-Wh<strong>at</strong> should one<br />
do whenever<br />
strong winds<br />
occur?<br />
Can we follow the wind? Let’s find out.<br />
B. DURING READING ACTIVITY:<br />
Wh<strong>at</strong> have I learned?<br />
(This portion is to be<br />
filled-up during<br />
generaliz<strong>at</strong>ion)<br />
Reading of a story through a “reader’s the<strong>at</strong>re”<br />
(Let the pupils perform the reader’s the<strong>at</strong>re on stage if possible)<br />
C. POST – READING ACTIVITIES:<br />
1. Engagement Activity:<br />
• Ask the pupils questions about the story.<br />
• Can we follow the wind?<br />
• Who wanted to follow the wind? Enumer<strong>at</strong>e each.<br />
• Were they able to reach the end of the wind? Why?<br />
Why not?<br />
• Can we control the wind from blowing?<br />
• Wh<strong>at</strong> do you think may happen if the wind becomes<br />
strong?<br />
• How does a typhoon develop?<br />
2. Skills Development:<br />
Present the episodal web below and let the pupils identify<br />
the events on the plot of the story read.
A. Discussion of the events on the plot of the story:<br />
Where did the story happen?<br />
Who is the main character of the story? The<br />
secondary characters?<br />
Wh<strong>at</strong> is the most interesting part of the story?<br />
How did it end?<br />
Wh<strong>at</strong> did the author trying to tell us about the<br />
wind?<br />
If no one can stop the wind from blowing, wh<strong>at</strong><br />
should we do? Why?<br />
Note: Connect the story they have just learned<br />
with their experiences during strong winds. The<br />
teacher will give some inputs on typhoon.<br />
B. Generaliz<strong>at</strong>ion:<br />
No one can’t stop the wind from blowing so we<br />
need to prepare ourselves on the precautionary<br />
measures to follow in case there is a strong th<strong>at</strong><br />
struck our place.<br />
The pupils will mention some plots of the story<br />
such as; setting, main character, secondary<br />
characters, climax, and ending.<br />
C. Practice Exercise:<br />
Read a short selection and answer the questions<br />
th<strong>at</strong> follow:<br />
The story of King Midas is taken from the roman<br />
mythology.<br />
Midas was a rich and mighty king, but he was not<br />
<strong>sa</strong>tisfied. He begged the god Bacchus to grant him<br />
his wish. He wanted everything he touches to turn<br />
to gold. Bacchus unwillingly granted this request. At<br />
first, Midas was delighted in turning everything he<br />
owned to gold. Then, he discovered th<strong>at</strong> when he<br />
touched his food, it also turned to gold. Fearing<br />
starv<strong>at</strong>ion, he ask Bacchus to remove the power.<br />
Try to write the plot of the story through this<br />
hearing bone.<br />
Ending Climax Secondary<br />
character<br />
Main<br />
character<br />
Setting
IV. EVALUATION:<br />
3. Literary Extender:<br />
If you were one of the objects who followed the wind,<br />
would you do the <strong>sa</strong>me? Why? Why not?<br />
4. Across the Curriculum:<br />
Divide the group into four. Let the pupils perform these<br />
activities through a performance.<br />
I – Show a scenario with a fair we<strong>at</strong>her condition.<br />
II – A scenario where your family is experiencing a typhoon.<br />
III – Things to do after a typhoon.<br />
IV – Things to prepare before the typhoon.<br />
1. Who is the main character of the story?<br />
a. windmill<br />
b. cloud<br />
c. <strong>sa</strong>ilbo<strong>at</strong><br />
d. wind<br />
2. Wh<strong>at</strong> are the objects who wanted to follow the<br />
wind?<br />
a. windmill, bird, cloud<br />
b. <strong>sa</strong>ilbo<strong>at</strong>, leaf, balloon<br />
c. airplane, boy, paper<br />
d. bird, leaf, balloon<br />
3. How can we prepare ourselves in times of di<strong>sa</strong>ster<br />
like typhoon?<br />
a. Know the preventive measures before,<br />
during, and after typhoon.<br />
b. Do not mind anything.<br />
c. Just continue doing our work <strong>at</strong> home.<br />
d. Never listen to radio broadcasts.<br />
4. How does a typhoon develop?<br />
a. As air moves faster it picks up more w<strong>at</strong>er<br />
vapor from the ocean.<br />
b. As more w<strong>at</strong>er vapor condenses, more<br />
clouds are formed and more he<strong>at</strong> is released<br />
into the <strong>at</strong>mosphere.
V. ASSIGMENT:<br />
c. As more he<strong>at</strong> is released, the wind grows<br />
stronger.<br />
d. All of the above.<br />
5. How does the author trying to tell the readers about<br />
the wind?<br />
a. A powerful person can stop the wind from<br />
blowing.<br />
b. No one can’t stop it from blowing.<br />
c. We need to be aware of the <strong>sa</strong>fety<br />
precautionary measures.<br />
d. Both B and C.<br />
Make a poster showing the <strong>sa</strong>fety measures before, during, and after<br />
the typhoon in a 1/4 sized cardboard.