2nd Quarter LP Grade 6 - All Subjects

Banghay Aralin sa Makabayan ( HEKASI VI)
Ikalawang Markahan
I. Natutukoy ang mga likas na yaman ng

bansa.
II. Likas na Yaman Ayon sa Uri
A. Batayang Aklat, pp.57-61
B. mga larawan
III. A. 1. Balitaan
2. Balik-aral
3. Pagsasanay
B. 1. Ipabasa ang tulang Likas na Yaman.
2. Ipabigay ang kahulugan ng mga
I. Napapangkat-pangkat ang mga likas na

yaman ayon sa uri.
II. Mga Likas na Yaman ng Bansa Ayon sa Uri
A. Batayang-Aklat, pp. 57-61
B. mga larawan
III. A. 1. Balitaan
2. Balik-aral
B. 1. Magpabigay sa mga bata ng mga likas
na yaman.
sumusunod:
2. Magpabuo ng balangkas na
a. yamang nauubos
nagpapakita ng pagpapangkat ng uri ng
b. yamang di-nauubos
likas na yaman.
c. yamang di-napapalitan
3. Ipatukoy ang anyo at gamit ng bawat
3. Pangkatin ang mga mag-aaral sa apat
likas na yaman.
at bigyan sila ng gawain at babasahin.
4. Pagtatalakayan
Pangkat 1. Yamang Pansakahan

Pangkat 2. Yamang Gubat
Pangkat 3. Yamang Pangisdaaan
Pangkat 4. Yamang Mineral
4. Pagtatalakayan
IV. Tukuyin mula sa loob ng kahon ang
C. Magpabigay ng mga konsepto tungkol sa

napag-aralan.
IV. Ipangkat ang mga likas na yaman ayon sa
uri:
papaya
ibon
isda
halimbawa ng mga likas na yaman.

ginto
plantsa
sinarapan
tilapia
pinya
sinulid
ginto
alimango
bukal
V. Basahin ang Bigyang Pansin at Suriin
V. Gumawa ng album ng mga likas na yaman.
I. Nasasabi ang mga paraan ng matalinong

paggamitng mga likas na yaman.
II. Paggamit ng mga Likas na Yaman
C. Bumuo ng maikling panalangin ng

paghingi ng gabay at katahimikan sa
A. Batayang-aklat, pp.62-65
tamang paraan ng paggamit ng mga likas
B. mga larawan, tsart
na yaman.
III. A.1. Balitaan

2. Balik-aral
B.1. Ipakita at ipasuri ang mga larawang
nagpapakita ng matalinong paggamit ng
mga likas na yaman.
2. Ipabasa ang batayang aklat sa pp.62-
IV. Ipaliwanag ang kahalagahan ng matalinong

paggamit ng likas na yaman upang
mapanatili ito.
V. Sagutan ang Subukan Mo s p.65.
64.
I. Naiisa-isa ang mga hindi kanais-nais na
3. Pagtatalakay
pangyayaring nakapipinsala sa mga likas
4. Ipasabi ang mga paraan ng matalinong
na yaman sa kapaligiran na nagdudulot ng
paggamit ng mga likas na yaman.
di mabuti sa tao.
IV. Lagyan ng tsek ang mga kaisipan na
II. Suliraning Pangkapaligiran/
nagsasaad ng matalinong paraan ng
Pangkabuhayan.
paggamit ng mga likas ns yaman.
A. Batayang-Akalat, pp.66-69
_____1. Pagsusunod ng mga basura.
B. tsart
_____2. Pagmumuling gubat.
III. A. 1. Balitaan
V. Magpagawa ng dayorama sa apat na
2. Balik-Aral
pangkat ng mga bata na may 12 kasapi
B. 1. Pagpapakita ng mga larawan na
bawat pangkat.
nagpapakita ng di-kanais-nais na
pangyayaring nakapipinsala sa mga
likas na yaman.
I. Naipapaliwanag ang kahalagahan ng
2. Ipabasa angmga suliraning
matalinong paggamit ng likas na yaman
pangkapaligiran sa pp.67-69
upang mapanatili ito.
3. Pangkatin ang mga mag-aaral sa
II. Matalinong Paggamit ng mga Likas na
apat na grupo upang pag-aralan ang
Yaman.
mga suliraning ipinabasa.
A. Batayang-aklat, pp.62-65
B. tsart
4. Magtalakayan
IV. Isa-isahin ang mga di-kanais-nais na
III. A.1. Balitaan
pangyayaring nakapipinsala sa mga likas
2. Baliok-Aral
B.1. Ipabasa ang batayang-aklat sa pp.6264.
na yaman sa kapaligiran na nagdudulot

ng
di mabuti sa tao.
2. Pangkatin ang mga bata at

magtalakayan tungkol sa kahalagahan ng
V. Ipagawa ang Subukan Mo at Kaya Mo

Ito sa p.69.
matalinong paggamit ng mga likas na

yaman at kung paano mapapanatili ito.
I. Nasisiyasat ang suliraning pangkapaligiran.

II. Suliraning Pangkapaligiran
A. Batayang aklat, pp. 66-69
III. A. 1. Balitaan/ Broadcasting
2. Balik-aral
B. 1. Ipabasa ang mga suliraning
pangkapaligiran sa pp. 67- 69 ng
batayang aklat.
2. Pagtatalakayan
C. Ipabuod ang kanya-kanyang ulat at
magpabigay ng konklusyon batay sa
ibinigay na pagbubuod.
IV. Sagutan ang Subukan Mo sa p. 69.
V. Ipagawa ang Kaya Mo Ito sa p. 69.
I. Naipapaliwanag kung ano ang

pamahalaan.
II. Pamahalaan ng Pilipinas
2. Balik-aral
B. 1. Ipabasa ang batayang-aklat sa
pahina 76-77.
2. Pangkatin ang mga bata ayon sa
paksang nais nilang isaliksik.
3. Ipasulat sa bawat pangkat ang
paksang nais nilang pag-usapan.
4. Magtalakayan
C. Magpabuo ng konsepto para sa
kahulugan ng pamahalaan at
magpaliwanag tungkol dito.
IV. Buuin ang pangungusap tungkol sa

pamahalaan.
1. Ang pamahalaan ang _________.
pamahalaan ay _____________.
2. Ang layunin sa pagtatatag ng
V. Ipaliwanag ang kahalagahan ng
pamahalaan.
I. Naibibigay ang pamahalaan noon at

ngayon.
II. Pamahalaan ng Pilipinas Noon at Ngayon
I. Nakikilala ang pagkakaiba ng mga
pamahalaan.
2. Balik-aral
II. Uri ng Pamahalaan
B. 1. Ipakita ang mga larawan sa
A. Batayang-Aklat, pp.84-87
batayang-aklat at pag-usapan ang mga

ito..
B. mga larawan
III. A. 1. Pagsasanay
2. Ipabasa ang batayang-aklat sa p.76
2. Balik-aral
3. Magtalakayan tungkol sa binsa.
B. 1. Anu-anong mga uri ng pamahalaan
C. Ipabasa ang Bigyang Pansin at
batay sa tunay na pinanggalingan ng
Suriin.
kapangyarihan?
IV. Ipatala sa iyong papel ang pamahalaan

ng Pilipinas noon at ngayon.
V. Ipagawa ang Subukan Mo sa p. 88
2. Pangkatin ang klase at ipabasa mula

sa
batayang-aklat ang ibat-ibang uri ng
pamahalaan.
I. Naiisa-isa ang layunin ng Pamahalaan.

II. Pamahalaan ng Pilipinas
2. Balik-aral
B. 1. Pangkatin ang mga bata ayon sa
3. Ipaulat ang mga paksa sa mga pangkat.

C. Ipalagom ang mga uri ng pamahalaan.
IV. Kilalanin ang uri ng pamahalaan.
1. Sa pamahalaang ____ ang mga
mamamayan ay tuwirang nagpapahayag ng
saloobin sa pamamagitan ng halalan.
V. Ipasagot ang Isagawa Mo sa p.88.
paksang nais nilang saliksikin.

2. Ipaulat sa bawat bata
3. Magtalakayan tungkol sa binsa.
I. Napaghahambing ang mga pamahalaan

ayon sa tunay na pinanggagalingan ng

Suriin.
kapangyarihan.
II. Uri ng Pamahalaan
IV. Isa-isahin ang mga layunin ng pamahalaan

ayon sa talahanayan:
Pangkalusugan
Pangkapayapaan
Pang-edukasyon
Pangkaunlaran
V. Papanoorin ang mga bata ng programa sa
telebisyon na tumatalakay sa kasalukuyang
pamahalaan. Gumawa ng sulatin tungkol sa
napanood at napakinggan.
A. Batayang Aklat, pp.84-87

B. mga larawan
III. A. 1. Pagsasanay
2. Balik-aral
B. 1. Basahin ang Alamin Mo sa pp. 8385.
2. Ipahambing ang uri ng pamahalaan
sa mga bata.
3. Ipaulat ang mga paksa sa mga
pangkat.
C. Ipalagom ang mga uri ng pamamahala.
IV. Sagutan ang Subukan Mo sa p. 87.
V. Sagutan ang Kaya Mo Ito sa p. 87.
I. Nakikilala ang mga katangian ng isang

bansang demokratiko.
II. Katangian ng Bansang Demokratiko
A. Batayang-Aklat, pp.88-91
B. mga larawan
III. A. 1. Broadcasting/ Balitaan
2. Balik-aral
B. 1. Ipabasa ang Magsimula Ka sa p.88
2. Ipakita ang larawan ng katangian ng
I. Nasasabi ang sangay ng pamahalaan at

ang bahaging ginagampanan ng bansa.
II. Sistemang Pampamahalaan ng Bansa
A. Batayang-Aklat, pp.91- 95
B. mga larawan,tsart
bansang demokratiko.
3. Ipapaliwanag ang mga katangian ng
nasa larawan.
C. Ipabuod ang natutuhan nila.

2. Balik-aral
B. 1. Ipabasa ang bahagi ng batayang
aklat sa pahina 91 -93.
IV. Ipasagot ang Isagawa Mo sa p. 89
2. Ipalarawan ang sistemang
V. Isalaysay sa ladder chart ang kahulugan ng
pampamahalaan ng bansa.
bawat katangian ng bansang demokratiko.
3. Magtalakayan tungkol sa binasa.

C. Ipabasa ang Bigyang Pansin at Suriin
sa p. 94.
I. Nakikilala ang sistemang pampamahalaan

ng bansa.
II. Sistemang Pampamahalaan ng Bansa
IV. Ipagawa sa isang papel ang Isagawa Mo

sa p. 94.
V. Sagutin: Naibigan mo ba ang sistema n
gating pamahalaan na may talong sangay
B. mga larawan
na naghahati-hati sa kapangyarihan?
Bakit?
2. Balik-aral
B. 1. Magpakita ng larawan ng Presidente,
miyembro ng kongreso at mga hukom.
2. Magpalaro ng Sino Siya. Magunahan na mahulaan ang pangalan.
3. Basahin ang pahina 9, Magsimula
Ka
C. Ipabuod ang natutuhan nila.
IV. Isulat sa papel ang titik ng wastong sagot.
I. Nasusuri kung bakit mahalaga ang

pamahalaan sa pangangalaga ng
kapakanan at kaligtasan ng mga
mamamayan.
II. Kahalagahan ng Pamahalaan
B. mga larawan,tsart
2. Balik-aral
( Ididikta ng guro)
V. Isulat ang tatlong ssangay ng pamahalaan
at ang bahaging ginagampanan.
B. 1. Maghanda ng larawan ng mg ass.

a. pulis na nagtatrapiko
b. guro na nagtuturo sa klase
2. Pangkatin ang mga bata sa apat na
pangkat. Ipasagot ang mga tanong sa
pisara.
IV. Ipagawa ang mga ss.

1. Magbigay ng dahilan kung bakit
mahalaga ang pamahalaan sa

Suriin.
pangangalaga sa kapakanan ng
kaligtasan ng mga mamamayan.
V. Magpakalap ng mga larawang
nagpapakita ng kahalagahan ng
pamahalaan.
I. Naiisa-isa ang mga paraang ginagawa ng

pamahalaan upang mapangalagaan ang
kapakanan at kaligtasan ng mga
mamamayan.
I. Nasasabi kung bakit kailangan ng

pamahalaan.
A. Batayang aklat, pp.96-98
B. Mga larawan ng ibat ibang ahensya
III.A. 1. Balitaan/ Broadcasting
2. Balik aral
B. 1. Pangkatin ang mga bata sa apat na
pangkat.

B. Mga larawan ng ibat ibang ahensya
2. Balik aral
B. 1. Isa-isahin ang mga ahensya ng
gobyerno.
2. Hayaang isa-isahin ang mga paraang
ginagawa ng pamhalaan upang
2. Bigyan ng aklat ang bawat pangkat
mapangalagaan ang kapakanan at
upang magsaliksik ditto ang mga bata.
kaligtasan ng mga tao.
3. Pagtatalakayan.
3. Pagtatalakayan. 4. Mahalaga ang
4. Mahalaga ang pamahalaan dahil ito
pamahalaan dahil ito ay
ay mga tanggapan o takbuhan ng mga
mga tanggapan o takbuhan ng mga tao sa
tao sa oras ng pangangailangan.
oras ng pangangailangan.
IV.Sagutan ang Isagawa Mo: sa p. 97.

V. Sagutan ang Kaya Mo Ito sa p.98.

V. Sagutan ang Kaya Mo Ito sa p.98.
I. Nasasabi kung sino ang mamamayang

Pilipino ayon sa Saligang Batas..
II. Ang Mamamayang ng Pilipinas
B. Sligang Batas, Birth Certificate, tsart
I. Nasasabi ang mga batayang karapatan at

2. Balik aral
B. 1. Ipabasa ang paksa sa batayang aklat
sa pahina 99-102.
2. Ipabasa ang saligang batas 1987 na
nagsasaad kung sino ang mamamayang
Pilipino.
3. Magtalakayan tungkol sa paraan ng
pagkakamit ng pagkamamamayang
Pilipino, pagkawala at muling
pagkakamit nito.
4. Ipalagom ang paksa.
Itanong: Anu-anong aralin ang
natutuhan ninyo ngayong araw na ito?
V. Ipainterbyu sa mga bata ang ilang
naturalisadong Pilipino na
naninirahan sa sariling pamayanan.
Hayaang pumili ng lider ang bawat
pangkat.
kalayaang tinatamasa ng mga

mamamayang Pilipino ayon sa saligang
batas.
II. Mga Karapatan at Kalayaan ng mga
Mamamayang Pilipino
A. Batayang aklat, pp.104- 110
B. Sligang Batas,tsart, mga larawan
2. Pagsasanay
2. Balik aral
B. 1. Ipabasa ang Artikulo III ng Saligang
Batas at ang batayang aklat sa mga
pahina 104-109.
2. Pangkatin ang mga bata upang pagaralan ang mga karapatan ng
mamamayang Pilipino.
3. Ipaulat sa bawat lider ng grupo ang
sagot ng kanilang pangkat.
4. Magtalakayan pagkatapos ng ulat.
5. Ipabuod ang aralin.
Itanong: Anu-anong aralin ang
natutuhan ninyo ngayong araw na ito?
IV.Ipagawa ang sumusunod:
1-5 Ibigay ang lima sa mga
karapatan ng mamamayang
Pilipino.
6 10 Mga kalayaan ng mamamayang
Pilipino.
V. Gumawa ng poster tungkol sa isang
karapatan o kalayaan.
I. Nasusuri ang ilang paraang nakatutulong

sa pangangalaga ng mga karapatan.
II. Pangangalaga ng mga Karapatan ng
Mamamayang Pilipino
B. tsart, mga larawan
2. Balik aral
B. 1. Pangkatin ang mga bata ayon sa paksa
I. Natatalakay ang mga pangyayaring

nakahahadlang sa pagtatamasa ng mga
karapatan.
II. Ang mga Pangyayaring Nakahahadlang sa
Pagtatamasa ng mga Karapatan.
o gawaing napili nila.
2. Bigyan ng pagkakataon ang mga bata
sa paghahanda ng kanilang paraan ng

pag-uulat.
3. Bago mag-ulat ang Pangkat 4, ipabasa

2. Balik aral
B. 1. Ipakita sa mga bata ang ibat ibang
ang Magsimula Ka sa pahina 115.
larawan na nagpapakita ng mga hadlang
4. Ipaulat sa bawat pangkat ng bata ang
sa pagtatamsa ng mga karapatan.
kanilang nabasa.Magtalakayan tungkol
2. Hayaang suriin ng mga bata ang mga
dito.
larawan upang makapagbigay ang mga
5. Ipabuob ang natutuhan sa aralin.

V. Ipagawa ang Kaya Mo Ito sa
p.118.
ito ng mga reaksyon sa aralin.

3. Ipatalakay sa kanila kung bakit
nagiging hadlang ang mga iyon sa
pagtatamasa ng mga karapatan.
4. Ipabasa sa kanila ang Bigyang
Pansin at Suriin sa pahina 122-123.
IV.Paano nakahahadlang ang mga
pangyayaring ito sa pagtatamasa ng
mga karapatan?
1. walang hanapbuhay
2. walang pinag-aralan
V. Pumili ng isang pangyayaring
hadlang sa pagkakamit ng karapatan.
Ipaliwanag mo kung paano mo ito
haharapin.
I. Naipaliliwanag kung bakit mahalaga ang

pagtatamasa ng mga kalayaan sa karapatan
ng tao sa kaunlaran at pangangalaga ng
demokrasya.
II. Ang Kahalagahan ng Pagtatamasa ng mga
Kalayaan at Karapatan ng Tao.

2. Balik aral
B. 1. Ipakita ang mga larawan ng taong
nagtatamasa ng mga kalayaan at
karapatan.
2. Pangkatin sa dalawa ang klase.
Ipabasa sa batayang aklat, pahina 126,
Ang Kahalagahan ng Pagtatamasa ng
mga Kalayaan.
3. Ipaulat sa bawat lider ng pangkat ang
kanilang binasa at napag-usapan.
4. Magtalakayan tungkol sa iniulat.
IV.Ipasagot ang Isagawa Mo sa
pahina 125.
V. Gumawa ng isang tula o awit tungkol
sa paraan ng pagpapahalag sa mga
karapatan at kalayaan.
CHARACTER EDUCATION VI
Date: _________________
I. Layunin:
Nagbibigay ng mga tamang desisyon para sa kabutihan ng nakararami batay sa ginawang

pagsusuri.
II. Paksang Aralin:
Karunungan tungo sa maunlad na buhay
B.P.
: Katotohanan
K.P.
: Mapanuring Pag-iisip
Sang.
: ELC 1.1 EKAWP VI pah. 9
Kagamitan : Larawan
III. Pamamaraan:
A. Panimulang Gawain
1. Balik-aral:
Anu-ano ang mga kilusang ginagawa ng pamahalaan para sa kalinisan?
B. Panlinang na Gawain
1. Pagganyak:
Anu-ano ang maidudutot ng wastong desisyon sa paobibigay no posisyon o tungkulin ng isang tao?
2.
Paglalahad ng Sitwasyon:
Nagtatalo ang klase ni Bb. Lopez kung sino ang dapat magtanim ng mga halaman sa paligid ng paaralan
at kung sino ang dapat maglinis. Sabi ng mga lalaki ay sila ang magtatanirn dahil gawaing panlalaki iyon
at ang mga babae ang dapat maglinis dahil iyon ang gawaing pambabae.
Ayaw ng mga babae, gusto nila ay pare-pareho nilang gawin arg pagtatanim at paglilinis. Ipinatiwanag
nila na ang bawat isa ay may tungkuling pagandahin at linisin ang kanilang paligid. Nakinig and mga
lalaki at sama-samang nagtrabaho ang lahat.
3.
a.
b.
c.
Pagtalakay:
Bakit nagtatalo ang klase ni Bb. Lopez?
Ano ang dahilan ng mga lalaki sa kanilang pagtatalo?
Ano ang katwiran ng mga babae sa kanilang pagtatalo?
C.
Paglalahat:
Maari tayong sumang-ayon sa pasiya ng nakararami kung itoy nakabubuti sa lahat.
D.
Paglalapat:
Ano ang nararapat gawin upang ang tamang desisyon ay para sa kabutihan ng nakararami?
IV. Pagtataya:
1.
Ano ang nararapat gawin upang makapagbigay ng tamang desisyon?
2.
Anong pagpapahalaga ang ipinakikita ng pagtatalo ng mga mag-aaral?
V. Kasunduan:
Sisikapin kong masuri muna nang mabuti ang anumang gawain bago magbigay ng mga desisyon.
Date: _________________
I. Layunin:
Pagsusuri muna nang mabuti bago magbigay ng desisyon.

II. Paksang Aralin:
Karunungan tungo sa maunlad na buhay
B.P.
: Katotohanan
K.P.
Sang.
: ELC 1.1.1 EKAWP VI pah. 9
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Anu-ano ang dapat nating gawin upang maiwasan ang polusyon sa hangin at tubig?
1.
Pagganyak
a.
Sino sa inyo ang nakagawa ng tirador?
b.
Bakit kayo gumawa nito?
c.
Nasisiyahan ba kayong magtirador ng mga ibon?
2.
Pag-aalis ng sagabal
Insekto, buto, tirador
3.
Pagtatahad
Basahin ang kwento "Ang Tirador" pah.62
4.
1.
2.
3.
Pagtalakay
Ano ang gagawin ni Rodrigo sa mga sanga ng bayabas?
Ano ang sinabi ni Oscar sa kanya?
Nakinig ba si Rodrigo sa mga sinabi ni Qscar?
C.
Paglalahat:
Ano ang dapat nating gawin bago gumawa ng desisyon?
D.
Paglalapat:
Tayo ay makatututong sa magsasaka kung iiwasan natin ang pagpatay ng mga ibon. Alam
natin na sila ay kumakain ng mga maliliit na insektong sumusira sa mga tanim at tumutulong na maikalat
ang raga buto no mga tanim.
IV. Pagtataya:
Pitiin ang titik ng tamang sagot:
1.
Nasalubong mo ang kaibigan mo na may dalang tirador. Sinabi niya na gagamitin niya ang tirador
sa paghuli ng ibon. Ano ang gagawin mo?
a.
Sasama ka sa kanya sa paghuhuli ng ibon.
b.
Kunin ang kanyang tirador at itapon
c.
d.
2.
a.
b.
c.
d.
Takutin siya na may malaking ahas sa mga kahoy.

Ipaliwanag sa kanya na ang mga ibon ay kaibigan ng tao.
Paano kayo makakatutong sa mga magsasaka?
Huwag patayin ang mga ibon.
Hulihin at paglaruan ang mga ito.
Pabayaang pinapatay no ibang hayop ang ihon.
Kunin ang mga itlog ng ibon.
V. Kasunduan:
Sisikapin kong masuri muna nang mabuti ang anumang gawain bago magbigay ng mga desisyon.
Date: _________________
I. Layunin:
Sumasang-ayon sa pasiya ng nakararami kung ito'y nakabubuti.

II. Paksang Aralin:
Pasiya Para sa Nakararami
B.P.
: Katotohanan
K.P.
Sang.
: ELC 1.1.1 EKAWP VI, GMRC To Children p. 111-112
Kagamitan : Larawan ng mga batang nagpupulong
III. Pamamaraan:
1. Balik-aral:
1.
Ano ang kahalagahan ng pagdedesisyon?
2.
Naging modelo ka na ba sa isang mabuting desisyon? Ibahagi sa lahat.
1.
Paglalahad:
Pagbasa ng kwento "Ang Manok"
Naglatakad papunta sa paaralan sina Rey, Nilo at Marco. Napagkasunduan nilang maglaro sa parke bago
magpunta sa paaralan. Nang makita ni Rey ang oras na sampung miuto na lamang bago mag bell para sa
flag ceremony nagpasya na siya para pumunta sa paaralan. Hinikayat siya nina Nilo at Marco na huwag
nang dumato sa flag ceremony.
Nagdesisyon si Rey na mag-isa at nanaig sa kanya na dumalo sa flag ceremony. Kaya't siya'y pinagtawan
at pinangalanang manok, manok!!
3.
1.
2.
3.
Pagtalakay:
Anong ginawa nila Nilo, Marco at Rey bago pumunta sa paaralan?
Bakit nag-aalala si Rey sa kanilang ginagawa?
Kung ikaw si Rey, gagawin mo rin ba and ginawa niya?
C.
Paglalahat:
Magbigay ng isang sitwasyon na kayo rin ang kailangang magdesisyon para sa inyong kabutihan at
kabutihan ng lahat o nakararami.
IV. Pagtataya:
Ibigay ang katangian ng mga sumusunod ayon sa naging sitwasyon no kwento.
1.
Rey 2.
Nilo 3.
Marco V. Kasunduan:
Gumawa ng isang dula-dulaan na naglalaman ng pagpapakita ng pagsang-ayon sa pasiya pang nakararami
para sa ikabubuti.
Date: _________________
I. Layunin:
Nakagagawa ng solusyon batay sa wastong impormasyon.
II. Paksang Aralin:
B.P.
: Katotohanan
K.P.
Sang.
: ELC 1.2 EKAWP VI, pp.10
Kagamitan : Larawan ng mga batang nagpupulong
III. Pamamaraan:
1. Balik-aral:
Bakit kabutihan ng nakararami ang ating pahahalagahan sa pagbibgay ng desisyon?
1.
Pagganyak
Saan tayo dapat makakuha ng wastong impormasyon tungkol sa isang bagay?
2.
Paglalahad ng Gawain
Ang aralin sa klase ni Bb. Reyes ay tungkol sa mga uri ng pataba sa lupa. Pinagtatalunan nila kung alin sa
mga pataba ang nababagay sa palay. Hindi sila makakagawa ng tamang desisyon. Tumayo si Elena at
binasa ang tungkol sa mga pataba. Ayon sa aklat, ang pinakamabisang pataba sa patay ay 14-14-14. Sinabi
rin sa aklat ang kagandahang dulot ng patabang ito. Matapos basahin ni Elena ang impormasyon,
napagkasunduan ng marami na iyon ang gagamitin o pataba sa palay.
3.
a.
b.
c.
d.
Pagtatakay
Ano ang aralin sa klase ni Bb. Reyes?
Ano ang pinagtatalunan sa kanyang klase?
Sino ang tumayo upang magbigay ng wastong impormasyon?
Kung kayo si Elena, gagawin mo rin ba ang ginawa niya?
IV. Pagtataya:
Ano ang nararapat nating gawin upang makagawa tayo ng tamang solusyon batay sa wastong
impormasyon?
V. Kasunduan:
Sisikaping magkaroon ng paaralan sa pagbabasa ng mga aklat na kanaisnais para sa wastong
impormasyon.
Date: _________________
I. Layunin:
Nakagagawa ng solusyon batay sa wastong impormasyon.
II. Paksang Aralin:
B.P.
: Katotohanan
K.P.
Sang.
Kagamitan : laruang aso, sipi ng suliranin, larawan ng isang aso
III. Pamamaraan:
1. Balik-aral:
Ano ang maaring ilunsad o itatag laban sa paggawa ng mga bagay o produktong may masamang epekto
sa kalusugan at kapaligiran?
1. Pagganyak:
Tungkutin ba nating tingnan ang kabutihan o kapakanan ng nakararami? Bakit?
2.
Paglalahad:
Ipakita ang larawan ng isang aso, pag-usapan
Pagtanghalin ng isang piping patabas ang ilang mga piling mag-aaral. Sisikaping
maihanda bago pa dumating ang araw ng palabas.
3.
1.
2.
3.
Pagtalakay:
Sino ang tunay na may-ari ng aso?
Paano ito tratuhin ni Tony?
Bakit ayaw isauli ni Toto ang aso kay Tony?
C.
Paglalahat:
Ano ang kahalagahang ipinakikita ng ating ginawa?
IV. Pagtataya:
Lutasin ang mga suliranin. Ibigay ang mga naging batayan ng iyong solusyon.
a.
Kapwa lumapit sa iyo na umiiyak ang dalawa mong pinsan na nag-aangkinan ng isang laruan.
Alam mo na ito ay kay Ana na walang ingat sa kanyang gamit. At ngayon ay napulot ni Betty na masinop.
Kanino mo ito ibibigay? Bakit? Ano ang iyong gagawin upang walang magdamdam na sino man?
b.
Nagkagalit sina Pepe at Lito. Naunag maghamon ng away si Lito dahil sinabi ni Boy sa kanya na
hindi kapani-paniwala ang matataas na marka ayon kay Lito. Nauwi sa malaking away ang lahat. Sino sa
kanila ang may kasalanan? Bakit?
V. Kasunduan:
(Buuin mula sa mga mag-aaral)
1.
Pag-aralan munang mabuti ang suliranin bago gumawa ng pasiya.
2.
Alamin muna ano mga kanilang impormasyon bago gumawa ng solusyon.
Date: _________________
I. Layunin:
Isinasaalang-alang ang kapakanan ng mga apektado sa paggawa ng pasiya.

II. Paksang Aralin:
B.P.
: Katotohanan
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Anu-ano ang ginagawa ninyo para mapalinis ang lugar na tinitirhan ninyo?
1.
Pagganyak
a.
Anu-ano ba ang rnga sakit na kumakalat sa inyong Lugar?
b.
Ano ang naging sanhi nito?
2. Pag-aalis ng sagabal
Polusyon
3.
Paglalahad
Pag-aralin natin ngayon ang mabuting gawain ng isang mamamayan upang maging malinis at maayos ang
kanyang kapaligiran.
4.
Pagtatalakay
Sa pamamagitan ng kwento, alamin ang dalawang uri ng polusyon at ang epekto nito sa atin?
5.
Paglalahat
Ang polusyon sa hangin at tubig ay maiiwasan kung iiwasan din ang pagtatapon ng basura at mga patay
na hayop sa tubig o saan mang bakanteng lugar.
C.
Pangwakas na Gawain:
1.
Paglalapat
Pagtapon o paglagay ng mga dumi at mga patay na hayop sa butas o basurahan.
IV. Pagtataya:
Sagutin and mga sumusunod:
1.
Anu-ano ang posibleng epekto no polusyon sa hangin at tubig?
2.
Anu-ano ang kakalat na sakit kung marumi ang kapaligiran?
3.
Ano ang mangyayari kung tinatambakan ang daanan no tubig ng mga basura?
V. Kasunduan:
(Buuin muta sa mga mag-aaral. )
1.
Pag aralan munang mabuti ang suliranin bago gumawa ng pasiya.
2.
Alamin rnuna ang mga kanilang impormasyon bago gumawa ng solusyon.
Date: _________________
I. Layunin:
Nakapagbibigay ng wasto at angkop na pasiya.

II. Paksang Aralin:
B.P.
: Katotohanan
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Ano ang ginawa ni Elena upang makagawa ng solusyon batay sa wastong impormasyon.?
1.
Pagganyak
Ano ang pakiramdam mo kapag ikaw ay naging makatwiran batay sa wastong impormasyon?
2.
Paglatahad ng Gawain
Sa klase ni Gng. Cruz, ang mga batang nasa ika-anim na baitang ay may pulong na ginaganap tungkol sa
gagawing palabas na may kaugnayan sa pagdiriwang ng Linggo ng Wika. Ang unang pangkat ay
nagmungkahi na sayaw ang gagawin nila, ng isang pangkat naman ay magdudula-dulan samantalan ang
ibang pangkat ay nagpasyang tumul. Ngunit ang mga batng nasa ika-anim ay kailangang maghandog ng
isang bilang tamang at ito ay isang dula-dulaan. Manwal ng Guro pah.72
3.
1.
2.
3.
Pagtatatakay
Anong pagdiriwang ang pinaghandaan ng mga batang nag-aaral sa ika-anin na baitang?
Anu-anong palabas ang iminungkahi ng bawat pangkat?
Anong palabas ang pinaghandaan ng klase? Bakit?
C.
Paglalahat:
Paano ipinakikita ni Efren aug kanyang pagiging pantay sa pagbibigay ng pasya?
D.
Paglalapat:
Ipinagbilin ng guro na ilista niya ang mga maiingay sa klase. Nagkataon na ang namumuno sa pag-iingay
ay best friend niya. Ano ang kanyang gagawin?
IV. Pagtataya:
Anong pagpapahalaga ang ipinakita ni Efren bilang pangulo ng klase?
V. Kasunduan:
Sumulat ng karanasan na ipinakikita mo ang pagiging pantay sa pagbibigay ng pasya.
Date: _________________
I. Layunin:
Naipapakita ang pagiging makatwiran at pantay sa pagtingin sa pagbibigay ng pasiya.

II. Paksang Aralin:
B.P.
: Katotohanan
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Ano ang mabuting dulot ng pagsasabi ng katotohanan sa iyong kapwa?
1.
Pagganyak
Ilahad ang isang kaisipan at ipaliwanag ito sa mga bata.
2.
Paglalahad
Ilahad ang isang maikling kwento:
Magpasiya Ka!
Si Diana ay lider ng grupo ng mag-aaral sa HEKASI. Nalalaman niyang mayroong
proyektong gagawin sa HEKASI subalit nasabay naman ito sa paggawa nila ng report sa SCIENCE Nais
niyang maipasa ito sa takdang oras, ngunit di niya malaman kung ano ang uunahin. Nag-isip siya at
pinag-aralan rnuna niya kung alin ang mahirap gawin at iyon ang kanila munang tatapusin. Nagpasiya
siya at umayon naman ang grupo na unahin ang report sa SCIENCE dahil ito ay masalimuot gawin at
pagkatapos saka nila gagawin ang proyekto sa HEKASI. Naipasa nila ito ng araw na ibinigay ng kanilana
guro.
3.
a.
b.
c.
Pagtatalakay
Ano ang dapat mong gawin bago magbigay ng pasya?
Dapat ba nating isipin ang kabutihang dulot nito bago magbigay ng pasiya?
Kung kayo si Diana, ganito rin ba ang gagawin ninyo? Bakit?
C.
Paglalahat:
Paano mo maipapaklta ang pagiging makatwiran at pantay sa pagtingin sa pagbibigay ng pasiya?
IV. Pagtataya:
Ano ang dapat mong gawin kung:
a.
Nagkagalit ang iyong kamag-aral dahil naiss ng isa na huwag pahiramin ng aklat ang ibang magaaral sa kabilang pangkat
b.
Maaari kang makagalitan ng iyong guro dahil sa pagkakaila mo sa nawawalang kagamitan sa H.
E.
V. Kasunduan:
Maglahad ng sariling karanasan tungkol sa katatapos na aralin at isulat ito sa papel.
Date: _________________
I. Layunin:
Nakapagsusuri
ng sitwasyon bago magbigay ng pasya/konklusyon.
II. Paksang Aralin:

Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
: Positibong Pagkilala sa Sarili
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano ipinakita ni Efren na pantay ang kanyang pagtingin sa pagbibigay ng pasya?
1.
Pagganyak
Naranasan nyo na bang malagay sa alanganin dahil sa kaibigan?
2.
Paglalahad ng Sitwusyon
Si Romy ay nasa ika-anim na baitang. Isang hapon habang naglalakad siya pauwi ng bahay, may natanaw
siyang isang grupo ng mga batang nagkakatawanan. Kabilang dito ang matalik niyang kaibigan na si Jose.
Pagtapat niya sa pangkat nakita niyang may hawak na sigarilyo ang mga ito. Inialok siya ni Jose na
tumitikim at binantaan pa siya na kapag hindi siya mapagbigyan, kalimutan na nito na magkaibigan sila.
Sandaling nag-isip si Romy. Naalala niya ang itinuro ng kanilang guro tungkolsa sitwasyong ito. Umiling
lang si Romy at tuluy-tuloy na umalis.
3.
a.
b.
c.
Pagtalakay
Sinu-sino ang matalik na magkaibigan?
Sinu-sino ang natanaw ni Romy habang siya'y naglalakad?
Ano ang ginagawa ng mga ito?
C.
Paglalahat:
Nakabubuting suriin muna ang sitwasyon bago magbigay ng pasya.
D.
Paglalapat:
Ano ang nararapat mong gawin kung ikaw ay nasa alanganing sitwasyon?
IV. Pagtataya:
Isulat ang sagot sa papel.
1.
Sinabi ng kapitbahay mo na ang iyong kapatid ay palaging lumiliban sa klase. Ano ang gagawin
mo?
2.
Pumapangalawa ka sa klase ninyo sa mathematics. Mayroong paligsahan sa inyong paaralan at
ang kasali sa contest ay absent. Ikaw ang napiling ihalili. Ano ang iyong gagawin?
3.
Niyaya ka ng kaibigan mong maligo sa ilog. May pasok kayo sa araw na iyon at mahigpit na
ipinagbabawal ng iyong magulang ang gawaing ito. Ano ang iyong gagawin?
V. Kasunduan:
Sisikaping suriin muna ang sitwasyon bago magbigay ng pasya.
Date: _________________
I. Layunin:
Napag-aaralan ang gawain o pananagutan bago magbigay ng pasya/konklusyon.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
Pilipinas: Ang Bayan Ko Ligaya Garcia ph. 156
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano mo maipapakita ang pagiging makatuwiran at pantay na pagtingin sa pagbibigay ng pasya?
1.
Pagganyak
Ano ang dapat mong gawin bago magbigay ng pasya?
2.
Paglalahad
Ang Prinsipeng Mambabatas

"Dapat ilapat sa lahat ang kaparusahan maging siyay pinakamayaman o pinaka-makapangyarihan sa
kaharian. Mataas ang batas kaysa tao." Iyan ang sinabi ng prinsipe ng Aklan ng igawad niya ang parusa
ng korte ng tribu sa nagkasalang anak ng matalik niyang kaibigan sa Hagibin..M.G. pah. 79
3.
a.
b.
c.
d.
Pagtalakay
Ilarawan si Kalantiaw.
Paano niya pinatunayan ang kahulugan ng sinabi niya sa unahan?
Paano niya binigay ang pasya niya sa anak ng matalik niyang kaibigan na si Hagibin?
Naging makatuwiran ba ang kanyang pasya?
C.
Paglalahat:
Ano ang mabuting epekto sa pagtitimbang ng kakayahan sa Gawain bago magbigay ng
pasya/konklusyon?
IV. Pagtataya:
Isulat kung Tama o Mali
1.
Malapit mong kaibigan si Lucas, ngunit higit na may kakayahan Si Andres, nagpasiya ka na si
Andres ang gawing assistant lider sa inyong grupo.
2.
Nagpasiya si Jocelyn kahit hindi magiging maganda ang kalalabasan nito.
V. Kasunduan:
Ano ang kahalagahan ng pagtitimbang ng kakayahan bago magbigay ng pasya o konklusyon?
Date: _________________
I. Layunin:
Natitimbang ang kakayahan sa gawain bago magbigay ng pasya/konklusiyon.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
: ELC 1.1.1 EKAWP VI pah. 11, Likas na Pilipino Lagrimas A. Vangurdin ph. 89
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Dapat ba na pag-aralan muna ang gawain o pananagutan bago magbigay ng pasya o konklusyon.
1.
Pagganyak
Anu-ano ang mga bagay na dapat isaalang-alang bago magbigay ng pasya o konkkusyon?
2.
Paglalahad lbahagi ang maikling kwento.

Wastong Desisyon sa Pagboto
Ang pamunuan ng lahat ng bata sa ika-limang baitang ay maghobotohan upang piliin ang tunay na lider
ng pangkat. Abalang-abala ang mga bata sa paglalagay ng huwarang balota sa kani-kaniyang pangkat.
Ang bakuran ng paaralan ay marami nang nakapaskil na listahan ng mga kandidato.
3.
Pagtalakay
a.
Ano ang sinabi ni Susan tungkol sa matalinong pagboto?
b.
Kung ikaw ay boboto, sino ang ihahalal mo? Bakit?
c.
Kandidato ang kaibigan mo sa pagkapangulo. Alam rnong hindi niya kaya ang tungkulin. Iboboto
mo ba siya? Bakit?
C.
Paglalahat:
Ano ang mabuting epekto sa pagtitimbang ng kakayahan sa gawain bago magbigay ng pasya/
konklusyon?
D.
Paglalapat:
Napili ka ng inyong guro na sumali sa paligsahan ng pagsulat ng sanaysay. Ngunit alam
mong mayroon kang kamag-aral na may higit na kakayahan upang sumali dito. Tatanggapin mo ba ang
pananagutang ito a hindi? Bakit?
IV. Pagtataya:
Isulat kung tama o mall ang gawain.
_____ 1.
Sinusuri ni Elsa ang mga sitwasyon bago magbigay ng pasya.
_____ 2.
Pinsan mo si Mariel, kaya't siya ang ibinoto mo kahit hindi siya karapat-dapat.
_____ 3.
Napagdesisyunan ng guro mo na si Ana ang gawing lider dahil sa kanyang kakayahan.
V. Kasunduan:
Ano ang kahalagahan ng pagtitimbang ng kakayahan bago magbigay ng pasya o konklusyon?
Date: _________________
I. Layunin:
Naisasagawa ang mga gawain nang maluwag sa loob.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Bakit mahalaga ang pagtupad sa pangako?
1.
Pagganyak
a.
Anu-ano ang mg proyekto na nakatutulong sa pagpapa-unlad sa ating pamayanan?
b.
Pagpapakita ng mga larawan ng mga bata na gumagawa sa pamayanan.
2.
Paglalahad ng Gawain
Malapit na ang kapistahan sa Barangay Masaya. Naglunsad ng proyektong "Clean and Green ang punong
Barangay. Bilang kasapi ng barangay, ano ang gagawin mo?
a.
Pangkatin ang mga bata.
b.
Pagbabalangkas
1.
Pagbibigay ng mga tuntunin para sa gawain.
2.
Pagbuo ng kaisipan.
c.
Pakitang-gawa
1. Pag-uulat ng bawat pangkat.
3.
1.
2.
Pagtalakay
Anong proyekto ang inilunsad ng punong barangay?
Anu-anong kaisipan ang nabuo ng bawat pangkat?
4.
a.
b.
c.
Paglalapat
Sa inyong barangay, mayroon bang proyektong inilunsad ang inyong punong barangay tulad nito?
Kayo ba ay nakikilahok sa ganitong proyeko?
Anu-ano ang proyekto sa inyong barangay?
IV. Pagtataya:
Paggamit ng tseklis.
V. Kasunduan:
Mula ngayon sisikapin kong maisagawa ang mga gawain nang maluwag sa loob.
Date: _________________
I. Layunin:
Nasisimulan at natatapos ang gawain sa takdang panahon

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
: ELC p. 12 Likas na Pilipino Lagrimas Vanguardia pah. 135.
Kagamitan : Larawan, aklat
III. Pamamaraan:
1. Balik-aral:
Anu-ano ang mga dapat gawin kung umalis ang nanay at naiwan ang mga gawaing bahay?
1.
Pagganyak
Ipaliwanag ang ibig sabihin ng mga sumusunod:
Walang imposible kung gagawin mo ang iyong makakaya.
Nasa Diyos ang awa nasa tayo ang gawa
2.
Paglalahad
1. Ilahad ang maikling kwento.
Tapos na Po
Araw-araw ay napakaraming takdang aralin na ibinibigay ng guro. "Nagawa mo na ba ang
mga takdang aralin mo, Nene?" ang tawag ng nanay.
Nagawa ko na pa ang ibang takda. May Ilan pa pang hindi ko nagagawa, ang sagot ni Nene.
"Halika Tito, at ako na tang ang gagawa", ang alok ng ina.
"Huwag na po, Inay. Kaya ko na pong gawin ito. Heto nga po at malapit nang matapos". Ang sagot ni
Nene.
3.
a.
b.
c.
d.
C.
Pagtalakay
Anong uri ng bata si Nene?
Bakit ayaw niyang ibigay sa nanay niya ang iba niyang takdang aralin?
Nahirapan ba siya sa kanyang takda?
Dapat bang tularan si Nene sa kanyang ugali sa paggawa ng takda?
Paglalahat:
Dapat ba nating tapusin ang mga gawain sa takdang panahon?
D.
Paglalapat:
Inatasan ka ng iyong guro na gumawa ng limang slogan tungkol sa pagmamahal sa kalikasan. Sa loob ng
dalawang araw. Dumating ang takdang araw ng pagpapasa ngunit tatlo pa lamang ang iyong nagagawa.
Ano ang iyong gagawin?
IV. Pagtataya:
Panuto: Lagyan ng tsek ang mga () ang mga palatandaang ginagawa mo at ekis (x) ang hindi mo pa
ginagawa.
1 2 3 4 5
1.
Gumagawa akong mag-isa at di-umaasa sa tulong ng iba.
2.
Gumagawa ako ng sariling gawain.
3.
Humihingi ng tulong kung kinakailangan lamang.
4.
Umiisip at gumagawa ng lahat ng paraan sa abot ng aking
makakaya.
5. Natatapos ang mga itinakdang gawain sa tamang oras.
5 pinakamataas
1 - pinakamababa
V. Kasunduan:
Ano ang dapat mong gawin sa mga takdang-gawain na inatas sa iyo ng guro?
Date: _________________
I. Layunin:
Nagkukusang tumulong sa kapwa kung kinakailangan

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
: ELC 1.2.2 EKAWP VI pah. 12, Ang Tunay na Pilipino ph. 51 Guerero, Castao
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Dapat ba tayong mamili ng mga taong tutulungan?
1. Pagganyak:
Ipakita ang larawan ng batang si Joel na tumutulong sa kanyang kapwa.
2.
Paglalahad:
Ilahad ang kwentong "si Joel"
Si Joel
Si Joel ay pinakamaasahang miyembro ng pamilya. Ito ang dahilan kung bakit gustong-gustong siya ng
kanyang mga kapatid, magulang at iba pang tao. Kahit hindi sinasabihan, lagi siyang naglilinis ng bahay,
nagkukumpuni ng mga nasisirang kagamitan, nagdidilig ng halaman, at marami pang ibang gawain.
Kapag wala ang kanyang mga magulang siya ang nag-aalaga sa kanyang mga nakababatang kapatid.
Sa paaralan, ginagawa niya ang kanyang mga aralin nang hindi humihingi ng tulong sa iba. Tinutulungan
din niya ang mga kakiase niyang nahihirapan sa kanilang aralin. Alarn ng kanyang mga kaklase na
maasahan siya kapag kailangan nila ang kanyang tulong.
3.
a.
b.
c.
Pagtalakay:
Sino si Joel?
Anu-ano ang mga katangian niya?
Gaano karami ang mga kaibigan mong katulad niyang matulungin?
C.
Paglalahat:
Paano mo maipapakita ang kusang loob na pagtulong mo sa iyong kapwa?
D.
Paglalapat:
Ang iyong kamag-aral na may kapansanan ay nakita mong nahihirapan sa pagdadala ng
kanyang mga gamit para sa inyong proyekto sa EPP. Ano ang iyong gagawin?
IV. Pagtataya:
Panuto: Piliin ang titik ng tamang sagot sa mga sumusunod:
1.
Nakita mong naglilinis ng daan ang inyong mga kamag-aral. Ano ang dapat mong gawin?
a.
Magtago upang hindi kayo magkita
c. Tutulong sa paglilinis.
b.
2.
a.
b.
c.
Titingnan mo lamang sila

Alin ang sumusunod na kalagayan ang hindi tama?
Ang pulls ang dapt maglinis ng daan
Magtulungan ang lahat sa paglilinis ng daan.
Ang mga bata ay dapat magtulungan sa paglilinis ng daan.
V. Kasunduan:
Sumulat ng isang talata tungkol sa karanasan na nag-uugnay sa kaugaliang pagkamatulungin.
Date: _________________
I. Layunin:
Nagagamit ang kakayahan nang lubusan

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Bakit kailangan natin awin ang isang gawain na maluwag sa ating kalooban?
1. Pagganyak:
a.
Anu-ano ang kabutihang dulot ng pagkakaroon ng maraming kakayahan?
b.
Paano gagamitin ang mga magagandang kakayahan natin?
2.
Paglalahad:
Si Jeffrey ay isang boy scout na napiling lumahok sa Boy Scout. Palagi silang nagsasnaay sa
ibat-ibang Gawain at nakilala ng kanilang Scout Master ang kanyang mga kakayahan bilang isang boy
scout. Dahil dito palagi siyang pinaalalahanan na pagbutihin ang kanilang distrito. Pinapangako rin
niyang sisikaping makauwi ng ganitong medalya. Nang dumating ang araw ng Jamboree, tuwang-tuwa
ang kanilang pangkat sapagkat marami silang dalang panalo dahil kay Jeffrey.
3.
a.
b.
c.
Pagtalakay:
Saan lumahok si Jeffrey?
Paano nakamit ng pangkat nina Jeffrey ang maraming
Anong katangian ang ipinakita ni Jeffrey?
C.
Paglalahat:
Paano natin maipapakita na ginagamit natin ang ating kakayahan ng lubusan?
D.
Paglalapat:
Ano ang dapat mong gawin sa kakayahan, talino at galing na ibinigay sa iyo ng Poong
Maykapal?
IV. Pagtataya:
Lagyan ng tsek kung kailan mo ginagawa ang mga sumusunod.
MGA GAWAIN
PALAGING
1. Umaasa sa iba sa paggawa ng takdang aralin.
2. Patuloy na pagpapayarnan ng sariling talino.
3. Pagtupad sa gawain sa abot nang makakaya.
PAMINSANMINSAN
HINDI
GINAGAWA
V. Kasunduan:
Mula ngayon sisikapin kong mapaunlad at magamit ang aking kakayahan nang lubusan.
Date: _________________
I. Layunin:
Natatanggap ang mga gawain bilang lider ng pangkat.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano ginamit ni Jeffrey and kanyang kakayahan?
1. Pagganyak:
Kung ikaw ang pipiliin na lider ng iyong pangkat, tatanggapin mo ba?
2.
Paglalahad ng sitwasyon:
Nagkaroon ng paligsahan sa asignaturang English. Halos ang lahat ng bata ay gustong lumahok ngunit isa
lang ang pinili ng English adviser. Si Mely ang siyang piniling lider ng pangkat. Bilang lider, sinikap
niyang mapaunlad ang kanyang samahan. Palagi silang nagsasanay upang maging matagumpay ang
samahan nila sa Dramatic Guild. Nang dumating ang araw ng paligsahan, nagwagi sila Mely. Ito ay
nagpapatunay lamang kung gaano kasigasig ni Mely bilang lider ng pangkat.
3.
a.
b.
c.
Pagtalakay:
Sinong pinili na lider ng pangkat?
Ano ang ginawa ni Mely bilang lider ng kanilang samahan?
Nagtagumpay ba si Mely bilang lider ng pangkat?
C.
Paglalahat:
Kung kayo si Mely, tatanggapin mo ba ang tungkulin bilang lider? Bakit?
D.
Paglalapat:
Paano mo gagampanan ang tungkulin bilang lider?
IV. Pagtataya:
Anong pagpapahalaga ang ipinakikita ni Melysa kanyang mga kasamahan?
V. Kasunduan:
Mula ngayon tatanggapin ko ang anumang tungkulin iaatas sa akin.
Date: _________________
I. Layunin:
Nakatutupad sa mga pangako/pinagkasunduan/komitment/usapan.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
: Katapatan
Sang.
: ELC 1.1.EKAWP VI pah. 3
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Bakit kailangan suriin ang sitwasyon bago magbigay ng pasya o konklusyon?
1. Pagganyak:
Kayo ba ay mahilig gumawa ng pangako sa iyong kaibigan?
2.
Paglalahad ng sitwasyon:
Si Aling Juana ay isang biyuda. Ang ikinabubuhay niya ay ang paglalabada. Dahil sa kanyang kalagayan,
napipilitan siang manghiram ng pera sa kanilang kapitbahay upang sila'y makaraos. Ngunit sinisikap
niyang mabayaran Ito ayon sa kanilang pinag-usapan upang siya ay mapagkatiwalaan ng kanyang kapwa.
3.
a.
b.
c.
Pagtalakay:
Ano ang ginagawa ni Aling Juana kapag siya'y kinakapos sa panggastos.
Tinutupad ba niya ang kanyang pangako ayon sa kasunduan?
Anong pagpapahalaga ang ipinakikita ni Aling Juana?
C.
Paglalahat:
Dapat bang pagkatiwalaan ang mga taong katulad ni Aling Juana? Bakst?
IV. Pagtataya:
Lagyan ng tsek kung iyong ginagawa ekis kung hindi.
MGA TANONG
GINAGAWA
1.
Dumarating sa tamang oras ng usapan
2.
Nagbabayad ng utang ayon sa takdang
panahon na pinagkasunduan.
3.
Nanghihingi ng paumanhin kung hindi
nakatutupad sa pangako.
4.
Pinagsisikapang panindigan ang pangako
sa kapwa.
5.
Madalas gumawa ng pangako sa kapwa.
HINDI GINAGAWA
V. Kasunduan:
Mula ngayon siskapin kong matupad ang aking pangako/komitment/pinagkasunduan/usapan.
Date: _________________
I. Layunin:
Nakapagbabayad ng utang ayon sa kasunduan.

II. Paksang Aralin:
Pagtanggap ng Hamon
B.P.
: Pagmamahal
K.P.
: Katapatan
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Pagtatalakay ng kasunduan ng nakaraang araw.
1. Pagganyak:
Anu-anong bagay ang madalas mong hiramin sa inyong mga kamag-aral? Tingnan kung
ano ang mangyayari sa hindi pagsasauli ng mga bagay na hiniram.
2.
Paglalahad:
Ang Karapatan ni Lila

Sina Gina at Liza ay magpinsan, sila ay matalik din na magkaibigan isang araw
kailangang bumili ni Liza ng kagamitan para sa kanyang proyekto, kaya nakiusap siya kay Gina na
pahiramin siya ng pera at sa kanilang pag-uwi ay ibabalik niya kaagad. Nakalipas ang dalawang araw,
hindi pa niya naisasauli sapagkat pinakiusapan siya ng kanyang nanay na hiramin ang pera sa
kadahilanang maysakit ang kanyang nakababatang kapatid..pah. 96
3.
Pagtalakay:
a.
Kanino humiram ng pera si Liza?
b.
Anong dahilan ni Liza nang hindi niya pagsauli kaagad ng perang hiniram niya ayon sa kanilang
kasunduan.
c.
Anong ginawa ni Liza ng hindi niya maibalik sa takdang oras ang hiniram niya?
C.
a. Paglalapat:
Humiram ka ng pera sa iyong kaibigan at nangakong babayaran pagkalipas ng dalawang araw. Ano ang
iyong gagawin?
IV. Pagtataya:
Basahin ang bawat pangyayari at piliin ang titik ng wastong sagot.
1.
Ano ang masasabi mo sa isang taong nagsasauli agad ng anumang bagay na kanyang hiniram?
a. Siya ay matapat
c. Siya ay masunurin
b. Siya ay matulungin
d. Siya ay matapang
2.
Bakit kailangang tuparin ang isang pangako?
a. Upang makatanggap ng gantimpala sa taong pinangakuan
b. Upang mapanatili ang pagtitiwala ng isang tao.

c. Upang mapuri
d. Upang hindi madali ang taong kausap mo.
V. Kasunduan:
A.
Pangako:
Sisikapin kong makabayad ng utang ayon sa kasunduan
B.
Pagsubaybay
Maghanda sa pagkukuwento ng karanasang nangyari sa iyo tungkol sa bagay na hiniram at naisauli
kaagad.
Date: _________________
I. Layunin:
Napanindigan ang sariling komitment

II. Paksang Aralin:
Pagpapahalaga sa Pangako (Palabra de Honor)
B.P.
: Pagmamahal
K.P.
: Katapatan
Sang.
: ELC 1.1.1, EKAWP VI pah. 13
Kagamitan : Larawan
III. Pamamaraan:
Ano ang naging dahilan sa hindi kaagad pagbabayad ni Liza ng kanyang utang kay Gina?
Naibalik ba niya ang utang sa pangalawang pagkakataon na kanyang ipinangako?
1. Pagganyak:
Naranasan mo na bang maging lider ng isang samahan? Naging tapat ka ba sa iyong tungkulin?
2.
Paglalahad:
Isang umaga, nakita ni Carlo at Nerry and kanyang nanay na tila may iniisip, kaagad tinanong ng
magkapatid ang kanilang nanay.
Carlo at Nerry: Nanay, ano po ba ang iniisip ninyo?
Nanay: Mga anak, pinag-iisipan ko kasi kung paano ako makakaalis bukas, walang mag-aalaga sa bunso
ninyong kapatid.
Nerry: Saan po ba kayo pupunta?
Nanay: Magkakaroon kasi ng pagpupulong sa Barangay Hall
C.
1.
Paglalahat:
Bilang isang pinuno ng samahan, paano mo mapapahalagahan ang iyong tungkulin?
IV. Pagtataya:
Lagyan ng tsek () ang kahon kung tama ang isinasaad ng pangungusap.
1. Tuparin ang anumang tungkulin iniatang sa iyo.
2. Pagdating ng naayon sa takdang lugar o oras ng usapan.
3. Pagpapahalaga sa bawat taong kausap maging nakababata o nakatatanda man.
V. Kasunduan:
Sumulat ng mga paraan na nagpapakita ng paninindigan sa sariling komitment.
Date: _________________
I. Layunin:
Nakatutupad/Dumarating sa pinagkasunduang oras/lugar

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Katapatan
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Bilang isang.pangulo ng klase, ano ang iyong gagawin sa oras na hindi nakarating ang guro dahil sa
kanyang karamdaman?
1. Pagganyak:
Ano ang nararamdaman mo kung hindi dumating sa tamang oras ang taong kausap mo?
2.
Paglalahad:
"Ang Oras ay Ginto"

Maagang gumising Si Veronica, naglinis, nagluto at maayos na maayos na ang bahay nila bago siya
umalis. Gabi pa lang ay inihanda niya ang kanyang mga kakailanganin upang makatupad siya sa takdangoras ng pagkikita nila ng kanyang kaibigang Si Lenie
Nakarating siya ng maaga pa sa takdang-oras, at sa silid-akiatan ay nagkita silang magkaibigan.
3.
a.
b.
c.
d.
4.
Pagtalakay:
Anu-ano ang ginawang paghahanda ni Veronica bago siya umalis?
Paano nakarating ng maaga si Veronica?
Natagpuan ba niya si Lennie sa silid-aklatan?
Bakit gumising ng maaga si Veronica?
Paglalahat:
Anu-ano ang mabuting gawain upang makatupad ka sa pinagkasunduang oras.
C.
1. Paglalapat:
Inimbita ka .ng iyong kaibigan na sa kanila kumain .ng hapunan, ano ang iyong gagawin upang
makarating ka sa tamang oras?
IV. Pagtataya:
1.
Ano ang masasabi mo sa isang taong tumutupad sa pinagkasunduang oras?
a.
Pabaya
b.
May pagpapahalaga sa pangako
c.
matulungin
2.
Kausap mo ang iyong kapatid na magkikita kayo ng 7:30 ng umaga sa harap ng simbahan, ano
ang gagawin mo?
a.
Paghihintayin siya ng matagal
b.
Hindi ka darating
c. Dadating ka sa takdang-oras ng usapan
V. Kasunduan:
Pangako: Sisikaping kong makatupad sa oras at lugar na pinagkasunduan ng aming samahan.
Date: _________________
I. Layunin:
Nakatutupad sa pangakong napagkasunduan ng samahan.
II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Katapatan
Sang.
: ELC 1.2, EKAWP VI pah. 14
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano tuinupad si Veronica na makarating sa takdang-oras?
Mahalaga ba na tuparin ang iyong ipmangako?
1. Pagganyak:
Anu-anong mga gawain an iniatang sa inyo ng inyong magulang?
2.
Paglalahad:
Isang grupo nang mag-aaral ng naatasang magbigay ng maikling palatuntunan. Pagkatapos ng klase ay
nagkaroon ng pagsasanay ang pangkat nila Jenny, pinangunahan niya ito at napagkasunduan ng grupo na
walang liliban sa oras ng pagsasanay upang madaling mabuo ang palatuntunan?
Si Jenny ay kasama sa pangkat na magbibigay ng isang sayaw. Dalawang beses ng nagsasanay ang grupo,
subalit hindi nakasipot si Jenny sa ikatlong araw ng pagsasanay, tanging siya lamang ang hindi
makasunod, dahil sa kanya ay nagtagal ang oras nila sa pagpapraktis. Hiyang-hiya si Jenny sa pangyayari
kaya't kinabukasan ay tinupad niya na makarating sa praktis upang matutunan niya ang buong husay ang
sayaw.
3.
a.
b.
c.
4.
Pagtalakay:
Ano ang napagkasunduan ng grupo ni Jenny?
Ano ang nangyari nang hindi makarating si Jenny sa praktis?
Ano ang ginawa ni Jenny upang matutunan ang sayaw?
Paglalahat:
Anu-ano ang mabuting gawain upang makatupad ka sa pinagkasunduang oras.
C.
1. Paglalapat:
Inimbita ka ng iyong kaibigan na sa kanila kumain ng hapunan, ano ang iyong gagawin upang makarating
ka sa tamang oras?
IV. Pagtataya:
1.
Ano ang masasabi mo sa isang taong tumutupad sa pinagkasunduang oras?
a.
Pabaya
b.
May pagpapahalaga sa pangako
c.
matulungin
2.
Kausap mo ang iyong kapatid na magkikita kayo ng 7:30 ng umaga sa harap ng simbahan, ano
ang gagawin mo?
a.
Paghihintayin siya ng matagal
b.
Hindi ka darating
c. Dadating ka sa takdang-oras ng usapan
V. Kasunduan:
Pangako: Sisikaping kong makatupad sa oras at lugar na pinagkasunduan ng aming samahan.
Date: _________________
I. Layunin:
Naipapamalas ang pagpaparaya sa kapwa.

II. Paksang Aralin:
Pagpaparaya/Pagkakait sa Sarili
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Anong pagpapahalaga ang ipinakita ni Josefina sa pagtupad sa kasunduan ayon sa sariling kakayahan?
1. Pagganyak:
Bakit natin dapat tulungan ang mga matatanda lalo na sa pagsakay sa mga sasakyan?
2.
Pagbibigay ng Sitwasyon:
Isang pangkat ng mga mag-aaral ang dali-daling sumakay sa bus dahil nagsisikstkan ang mga pasahero.
Lahat sila ay nakahanap na agad ng uspuan habarg sila ay naytatawanan, isang matandang babae ang
sumakay. Punungpuno ang bus kaya nakatayo ang matanda. Tumayo si Michael at ibiniyay ang upuan sa
matanda.
3.
a.
b.
Pagtalakay:
Ano ang ginawa ni Michael ng Makita ang matandang babae?
Kung kayo si Michael gagawin mo rin ba ang ginawa niya? Bakit?
C.
Paglalahat:
Tama ba ang magparaya tayo sa higit na nangangailangan? Bakit?
D.
Paglalapat:
Tingnan ninyo ang dalawang larawan sa pisara, alin ang tamang ginawa ng bata? Bakit?
IV. Pagtataya:
Piliin ang titik ng tamang sagot.
1.
Oras ng rises, nakita mo ang iyong kamag-aral na walang baong pera o pagkain. Ikaw ay
pinabaunan ng dalawang tinapay ng iyong Ina. Ano ang gagawin mo?
a.
Ibibigay ang isa sa kamag-aral.
b.
Kakainin ang dalawang tinapay upang mabusog ka.
c.
Sabihin sa guro na walang baon ang isa mong kamag-aral.
2.
Umiiyak ang bunso mong kapatid dahil gusto niyang gamitin ang iyong bisikleta. Ano ang
gagawin mo?
a.
Hahayaang umiyak ang kapatid.
b.
Aalis na lang ng hahay upang di-marinig ang pag-iyak ng kapatid.
c.
Pagbibigay ang kapatid sa gusto niya.
V. Kasunduan:
Sumulat ng limang (5) sitwasyon na maaari kang magparaya sa kapwa.
Date: _________________
I. Layunin:
Inuuna ang iba bago ang sarili.

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano mo tinutupad ang pangakong napagkasunduan ng samahan?
1. Pagganyak:
Ano ang nararamdaman mo kung hindi nakakatulong ka sa iyong kapwa?
2.
Paglalahad:
Mapagparaya si Jim
Ang magkapatid na si Fred at Jim ay parehong nag-aaral sa kabila ng ang kanilang pamilya ay gipit sa
kabuhayan. Si Fred ay nakatatandang Kapatid ni Jim. Isang araw kinausap ng kanilang nanay at Tatay ang
magkapatid sa kadahilanang ang tatay na ay natanggal sa trabaho. Sa pangyayaring ito kailangan na isa na
lamang muna ang makapagpapatuloy sa pag-aaral dahil hindi kayang matustusan ang maraming
pangangailangan ng kanilang pamilya.
Nag-isip si Jim at kinausap ang kuya Fred niya upang sabihin na maaaring ipagpatuloy ng kanyang kuya
ang pag-aaral..pah.108
3.
a.
b.
c.
d.
Pagtalakay:
Sino ang dalawang magkapatid?
Ano ang naging dahilan para mahinto si Jim sa pag-aaral?
Bakit pinili ni Jim na mahinto siya at si Kuya Fred niya ang magpatuloy sa pag-aaral?
Ano ang magandang ugali ni Jim na nais mong tularan?
4.
Paglalahat:
Dapat ugaliin na magparaya lalo na sa ikauunlad ng iba. Ang lahat ng bagay at bawat tao
ay may kanya-kanyang pagkakataon.
C.
Oras ng rises, may baon kang tinapay subalit nakita mo na ang isa sa mga kaklase mo ay
walang kinakain at mapapansin mong siya'y nagugutom. Ano ang iyong gagawin?
IV. Pagtataya:
Basahin ang mga pangyayari. Bilugan ang titik ng tamang sagot.
1.
Sa pagsakay mo ng bus ay may isang matandang nakatayo at maraming dala-dalahan. Ang lahat
ay nakaupo ng maayos. Ano ang iyong gagawin?
a.
Pababayaan siya.
b.
Tatayo at siya'y iyong pauupuin
c.
Pagtatawanan.
2.
Binigyan ka ng tatay mo ng paborito mong laruan, nakita ng iyong nakababatang kapatid at nais
niya na sa kanya ito ibigay. Ano ang gagawin mo?
a.
Linisin siya.
b.
Hindi papansinin.
c.
Ibibigay mo sa nakababatang kapatid ang laruan kahit na ito ang pinakagusto mo.
V. Kasunduan:
Sumulat ng limang (5) sitwasyon na maaari kang magparaya sa kapwa.
Date: _________________
I. Layunin:
Nakapagbibigay ng upuan sa matatanda at may karamdaman.

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano natin maipapakita ang pagpapahalaga sa iba bago ang ating sarili?
1. Pagganyak:
Sino sa inyo ang may Lolo at Lola pa? Paano nyo ipinakikita na mahal nyo sila?
2.
Paglalahad:
Pagpaparinig ng isang kwento "Binigay na Upuan"
Binigay na Upuan
Sa Lungsod ng Maynila, ang mga bus ay laging puno ng pasahero kapag sumasapit na
ang oras ng uwian. Si Lito ay laging nakakaranas ng ganitong sitwasyon kapag natapos na ang kanyang
klase. Una-unahan ang bawat pasaherong makakuha ng kanilang upuan. Si Lito ay swerteng may
nakuhang upuan.
Nang huminto ang bus matapos ang ilang metrong pagtakbo nito, isang matandang babae
ang sumakay. Wala ng upuan. Wala ring gustong tumayo upang ibigay dahil lahat din ay pagod sa
maghapong'trabahopah.111
3.
a.
b.
c.
d.
Pagtalakay:
IIarawan ang sit vasyon sa Lungsod ng Maynila sa oras ng uwian.
Nakakuha ba ng upuan si Lito?
Sino ang sumakay sa bus na tumayo na lamang?
Ano ang ginawa ni Lito para sa matanda?
C.
Paglalahat:
Ano ang ipinakitang ugali ni Lito sa matanda? Paano niya ipinakita ang kanyang pagpaparaya sa upuan?
D.
Paglalapat:
Magbigay ng iba pang pagkakataon na maaari kang magbigay ng upuan sa matatanda o may
karamdaman.
IV. Pagtataya:
A.
Pasalita
1.
Sa anong mga Lugar o okasyon na dapat paghandugan ng upuan ang mga nakatatanda?
2.
3.
Sino pa ang maari mong gawan ng ganito bukod sa matanda?

Ano ang mararamdaman mo kung nakatutulong ka sa kapwa?
B.
Pasulat
Panuto: Piliin ang titik ng wastong sagot.
1.
May programang sa paaralan. Nakita mo ang isang matanda na nakatayo sa tabi. May mga upuan
ngunit ito ay mga reserba para sa mga bisita. Ano ang gagawin mo?
a.
lbigay ang upuan sa matanda na nakareserba sa bisita.
b.
Humingi ng paumanhin sa matanda. Hindi maanng kunin ang upuan sa silid-aralan.
c.
Kumuha ng upuan sa silid-aralan at ibigay sa matanda.
d.
Magsawa!ang bahala, hindi mo naman siya kakilala.
V. Kasunduan:
Hatiin sa apat ang klase. Maghanda sa pagsasadula o usapan ukol sa pagalay ng upuan sa mga matatanda
o may karamdaman.
Date: _________________
I. Layunin:
Naipapakita ang pagkakawanggawa sa kapwa.

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano ipinakita ni Lito ang pagmamalasakit sa matatanda?
1. Pagganyak:
Anu-ano ang mga bagay na maari nating ipagparaya?
2.
Paglalahad:
Kaarawan ni Josie at ang kanyang mga magulang ay maghahanda ng isang marangyang
handaan. Ngunit minabuti ni Josie na sa halip na maghanda ay numunta na lamang sa ampunan at doon
magbigay ng mga laruan at pagkain.
3.
a.
b.
c.
Pagtalakay:
Ano ang ibig gawin ni Josie sa kanyang kaarawan? Tama ba siya? Bakit?
Anong uri ng bata si Josie?
Kung kayo si Josie, gagawin mo rin ba ito?
C.
a.
b.
Paglalahat:
Anong pagpapahalaga ang ipinamalas ni Josie?
Paano ipinakikita ni Josie ang kanyang pagmamahal sa kapwa?
D.
Paglalapat:
Ano ang gagawin mo kung nabigyan ka ng pagkakataong magkawanggawa sa kapwa?
IV. Pagtataya:
Lagyan ng tsek ang mga gawaing nagpapakita ng pagmarnalasakit sa kapwa.
1.
Naghahanda ng labis para sa kaarawan.
2.
Tumutulong sa mga nangangailangan
3.
Nagbibigay ng mga pagkain at damit sa mga nasalanta ng bagyo o baha.
4.
Tinataguan ang mga taong nanahihingi ng tulong.
5.
Bumibili ng mga kailangan lamang.
V. Kasunduan:
Mula ngayon ipagpapatuloy ko ang aking pagtulong sa aking kapwa na nangangailangan.
Sisikapin kong iwasan ang paghahanda ng marangya sa aking kaarawan at sa halip ay ibibigay ko na lang
sa higit na nangangailangan.
Date: _________________
I. Layunin:
Naipapakita ang pagkakawanggawa sa kapwa sa pamamagitan ng pagtulong sa

nangangailangan.
II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
: ELC 1.1.2, EKAWP VI pah. 86-87
Kagamitan : Larawan
III. Pamamaraan:
Pagsasadula sa takdang aralin.
1. Pagganyak:
Ipakita ang larawan ng Isang pulubi. Saan nyo sila karaniwang nakikita. Ano ang ginagawa mo kapag
lumapit sila sa inyo?
2.
Paglalahad:
Pagbasa ng kwento "Ibigin Mo ang Iyong Kapwa"
Ibigin Mo Ang Iyong Kapwa
Sa halos lahat ng underpass at overpass sa Maynila ay pawing may mga namamalimos. Sa underpass sa
Quiapo ay may isang batang pulubi na araw-araw ay naroon. Tuwing daraan si Dindin ay awang-awa siya
kaya't lagi niyang binibigyan ito ng pera.
Isang araw nang dumaan siya sa Quiapo ay wala si Lita, ang pulubi.
"Mamang gitansta, nasaan po si Lita." ang tanong ni Dindinpah. 116 - 117
3.
1.
2.
Pagtalakay:
Sino si Lita at saan siya madalas matatagpuan?
Paano ipinakita ni Dindin ang kanyang pagmamahal sa kapwa?
C.
Paglalahat:
Sinabi ni Kristo na ang paglilingkod o pagmamahal na ginawa mo sa iyong kapwa ay parang
ginawa mo na rin sa kanya. Samakatuwid paglingkuran o tulungan mo ang iyong kapwa na hindi na
kailangang maghintay ng kapalit.
IV. Pagtataya:
Panuto: Sagutin ang mga sumusunod:
1.
Isang matanda ang humingi ng tulong kay Pedro. Hindi niya pinansin ang matanda. "Wala
naming ibibigay sa akin ang pulubing iyan," ang bulong ni Pedro sa sarili. Tama ba siya? Bakit?
2.
May kumakatok sa inyong pintuan. Sinilip mo kung sino ang kumatok. Nakita mong isang
namamalimos na pulubi. Ano ang gagawin? Bakit?
3.
Pinagdadala kayo ng mga lumang damit ng inyong guro para ibigay sa raga nabiktima ng baha.
Paano mo ito tutugunin?
V. Kasunduan:
Humanap ng isang balita na nagpapakita ng pagtulong sa nangangailangan
Date: _________________
I. Layunin:
Laging nakasusnod sa alituntunin sa paglalaro:

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano natin maipapakita ang pagmamahal sa kapwa?
1. Pagganyak:
Anu-ano ang mga tuntunin sa laro?
2.
Paglalahad:
Isang usapan ng magkaibigan
Bert: Mamaya pagsisimula ng laro, bantayan mong maigi Si Joey.
Peter: Bakit?
Bert: Magaling siya sa Basketball kaya't bantayan mo siyang hindi makahawak ng bola.
Peter: Eh, ano ang gagawin ko?
Bert: Kapag nakita mong hawak-hawak niya ang bola, banggain mo siya para madapa at mabitiwan ang
bola.
3.
a.
b.
c.
d.
Pagtalakay:
Tama ba ang utos ni Bert kay Peter? Bakit?
Anong uri ng bata si Bert?
Ano ang ipinakikita sa mga sinabi ni Bert?
Marunong ba siyang sumunod sa mga tuntunin sa paglalaro? Bakit?
C.
Paglalahat:
Sa paglalaro, dapat tandaan ang laging pagsunod sa mga alituntunin
D.
a.
b.
Paglalapat:
Sa paglalaro, ano ang dapat nating iwasan? Bakit?
May nakita na ba kayong bata na nanakit sa kalaro upang manalo? Tama ba ito? Bakit?
IV. Pagtataya:
Magbigay ng limang (5) dapat tandaan/gawin ng isang mabuting manlalaro.
V. Kasunduan:
Gumawa ng isang dula-dulaan ukol sa pagsunod sa mga alituntunin sa paglalaro.
Date: _________________
I. Layunin:
Naiiwasan ang pangangasiwa/panunukso sa mga kalaro.

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
Pagbabasa ng balita na nakuha na nagpapakita ng pagtulong sa nangangailangan.
1. Pagganyak:
Anong laro ang madalas nyong laruin? Ipalarawan sa rnga bata ang kanilang ginagawa
kapag nanalo o natalo.
2.
Ipabasa ang kwento sa tsart:

Ang Barangay San Francisco ay nagkaroon ng liga sa basketbol isang buwan ng Mayo.
Oras ng kampeonato ng blue team at red team. Sina Wendel, Marvin at Miguel ay kabilang sa red team at
kasalukuyang nangunguna. Malaki ang kalamangan nila sa laro kaya't natapos ang oras at sila'y nanalo.
Nang lahat ng koponan ay nag-uuwian na, sumigaw si Wendel ng "talo! talo! lampa! walang sinabi."
Nakiisa pa ang dalawang kasama. Hindi na lamang to pinansin ng koponan ng blue team. Alam nila na
pagsisimulan lamang ito ng away.
3.
a.
b.
c.
Bakit?
C.
Pagtalakay:
Sinu-sino ang dalawang koponan na pinag-uusapan sa kwento.
Ano ang masasabi nyo sa dalawang koponan?
Ano ang ginagawa ng koponan nina Marvin nang sila ay mag-uwian? Tama ba ito?
Paglalahat:
Ano ang dapat iwasan kapag nagkakaroon ng palaro?
D.
Paglalapat:
Ipasadula ang tinatalakay na kwento na iwinasto na ang kalagayan.
IV. Pagtataya:
Lagyan ng tsek () ang mga palatandaang ginagawa mo at ekis (x) ang hindi mo ginagawa.
Palagi
Minsan
Hindi
1. Naglalaro ako ng patas at walang pandaraya
2. Nakikiisa ako sa aking mga kakampi upang
manalo
ang aming koponan.
3. Pinagtatawanan ko ang aking kalarong nadapa.
V. Kasunduan:
Obserbahan ang iyong mga kalaro. Humandang iulat sa klase kung paano sila kumilos
pagkatapos ng inyong laro.
Date: _________________
I. Layunin:
Nasasabi ang tamang score sa paglalaro.
II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Ano ang dapat iwasan kahit kayo'y nanalo pa sa isang laro?
1. Pagganyak:
May nasalihan na ba kayong laro? Paano ito iniiskoran ang koponan.
2.
Paglalahad:
Ngayong umaga, tayo ay bubuo ng isang kwento mula sa larawang aking ipakikita sa inyo. Tingnan natin
kung anong uri ng laro ito.
Ipakita isa-isa ang larawan at hayaang ilarawan nila ng sunudsunod tungkol sa pandaraya sa score ng
larong basketbol.
3.
a.
b.
c.
Pagtalakay:
Ano ang ginawa ng batang taga-iskor?
Tama ba ang kanyang ginawa?
Masarap bang tanggapin ang panalo kapag nandaya sa isang laro? Bakit?
C.
Paglalahat:
Paano nyo gagampanan ang inyong tungkulin kung kayo ay naging taga-iskor sa isang laro?
D.
1.
Paglalapat
Sino sa inyo ang may karanasang batay sa kwentong ating tinalakay?
IV. Pagtataya:
Panuto: Sagutin ng Tama o Mali ang mga sumusunod na pangungusap.
1.
Ang panalo ay mahalaga at hindi kung paano nilalaro ang laro.
2.
Kumampi sa koponang gusting manalo kapag taga-iskor. Dagdagan ang iskor nito.
3.
Maging tapat sa pag-iiskor.
4.
Ang pagyayabang sa pagtanggap ng karangalan ay nagpapakita ng tunay na pagka-isport.
5.
Burahin ang iskor ng kalaban at bawasan ito.
V. Kasunduan:
Isulat ang mga tuntuning dapat sundin ng isang taga-iskor.
Date: _________________
I. Layunin:
Nakapaglalaro nang patas at hindi nagsasamantala sa kalaban.

II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Bakit mahalaga ang pagiging isport?
1. Pagganyak:
a.
Magpakita ng mga larawan tugkol sa paglalaro.
b.
Nasubukan na ba ninyo ang matalo ngunit magaan ang inyong pakiramdarn dahil nakatulong
kayo sa inyong kalaban?
2.
Si Mario ay isa sa manlalaro ng sipa sa kanilang paaralan at palagi silang nananalo sa
kanilang distrito. Isang araw habang sila ay naglalaro, nakita niya na sadyang binangga ng kanilang kateam, si Peter. Nadapa ito at napasubsob. Tamang-tama siya ang sisipa at mananalo sila ngunit sa halip,
tinulungan niya si Peter na siyang ikinatalo ng kanilang team.
3.
a.
b.
c.
Pagtalakay:
Sinu-sino ang mga manlalaro?
Ano ang nangyari habang sila naglalaro?
Tama ba ang ginawa ng ka-team ni Mario? Bakit?
C.
Paglalahat:
Kung kayo si Mario, gagawin mo rin ba iyon? Bakit?
D.
Paglalapat:
Paano mo maipapakita na marunong kang maglaro nang patas at hindi nagsasamantala sa
kalaban?
IV. Pagtataya:
Sumulat ng limang (5) paraan upang maipakita mo ang patas na paglalaro.
V. Kasunduan:
Mula ngayon sisikapin kong maglaro nang patas at tutulungan ko ang aking kalaban kahit ikatalo ng
aming laro.
Date: _________________
I. Layunin:
Nakatutulong sa nasaktang kalaban kahit to ay ikatalo sa laro.
II. Paksang Aralin:
B.P.
: Pagmamahal
K.P.
: Disiplina
Sang.
: ELC 1.1.4. EKAWP VI pah. 16
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Anu-ano ang mga tuntuning dapat sundin kapag ika'y taga-iskor?
1. Pagganyak:
Magpakita ng larawan ng isang batang nadapa. Ano ang gagawin mo kapag nakita mo
ang ganitong sitwasyon?
2.
Paglalahad:
Pagbasa sa kwento
"Tunay na Kaibigan"
Ang karera sa pagtakbo ay sinimulan sa pagpapaputok ng baril. Lahat ng kasali sa karera ay tatakbo nang
makailang ulit sa paligid rig laruan at kung sino ang mauna sa kanila ang panalo.
Sa bawat ikot ng mga manlalaro, palakpakan at sigawan ang mga tao. Higit na malakas ang kanilang
pagpalakpak tuwing dadaan si Patrick, ang inaasahang mananalo sa laro.
Sa huling pag-ikot may ilang metro na lang si Patrick sa hangganan, may dalawang batang lalaki
.pah.127
3.
1.
2.
3.
Pagtalakay:
Sino ang dalawang batang manlalaro na nabanggit sa kwento?
Paano naglaro si Patrick?
Ano ang nangyari kay Vincent?
C.
Paglalahat:
Paano ipinakita ni Patrick ang pagpaparaya sa kapwa?
D.
Paglalapat:
1. Paglalapat
Kung kayo ang nasa sitwasyon ni Patrick, ganoon din ba ang inyong gagawin? Ipasalaysay.
IV. Pagtataya:
Bilugan ang bilang na nagpapakita ng pagpaparaya sa kapwa. Sa isang laro.
1.
Sisikuhin ang kalaban upang maka-agaw ng bola.
2.
Tutulungang tumayo ang kalabang nadulas habang tumatakbo.
3.
4.
5.
Hindi papansinin ang batang tinamaan ng bola.

Makikipag-agawan sa bola kahit na ito'y masaktan.
Ititigil ang paglalaro kapag may masaktang kalaban o kakampi.
V. Kasunduan:
Magsasadula ng dalawang sitwasyon kung saan ipakikita ang tama at mating pag-uugali kapag may isarig
laro. (Hatiin ang klase sa dalawang pangkat).
Date: _________________
I. Layunin:
Naipakikita ang mga gawaing rnaka-Diyos ayon sa sariling paniniwala.

II. Paksang Aralin:
Pagbibigay Halaga sa mga Gawaing Maka Diyos
B.P.
: Ispiritwal
K.P.
: Pananalig sa Panginoon
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano ipinakita ni Mario na handa siyang tumulong sa kanilang kalaban sa laro?
1. Pagganyak:
Anu-ano ang mga paraan upang ating maipakita ang mga gawaing maka-Diyos?
2.
Paglalahad:
Si Gng. Ignacio ay isa sa mga masigasig na naglilingkod sa kapilya. Nakikita niya ang mga kakulangan sa
kapilya. Nag-isip siya ng paraan upang makalikom ng pera para sa mga pangangailangan ng kapilya.
Nagpamigay siya ng mga sobre sa mga mamamayan ng barangay. Pagkalipas ng dalawang Iinggo,
nakalikom siya ng malaking halaga para sa kapilya.
3.
a.
b.
Pagtalakay:
Ano ang ginawa ni Gng. Ignacio upang makalikom ng pondo?
Tama ba ang kanyang ginawa? Bakit?
C.
Paglalahat:
Bakit dapat nating isabuhay ang gawaing maka-Diyos?
IV. Pagtataya:
a.
Nagbibigay ba kayo ng abuloy sa simbahan sa tuwing pagsisimba ninyo?
b.
Bukod sa pagbibigay ng donasyon sa simbahan, paano natin maisasagawa ang mga gawaing
maka-Diyos?
V. Kasunduan:
Pangkatin ang mga bata sa apat at ipaguhit ang mga gawaing maka-Diyos. Itala sa kuwaderno ang mga
gawaing maka-Diyos.
Date: _________________
I. Layunin:
Nasusunod sa panuntunang "Ang Ayaw Mong Gawin sa iyo ay Huwag mo Ding Gagawin sa
Iba."
II. Paksang Aralin:
Pagbibigay Halaga sa mga Gawaing Maka Diyos
B.P.
: Ispiritwal
K.P.
: Pananalig sa Panginoon
Sang.
Kagamitan : Larawan
III. Pamamaraan:
1. Balik-aral:
Paano natin matutulungan ang ating simbahan?
1. Pagganyak:
Ano ang inyong gagawin sa mga bagay na inyong napulot na may halaga?
2.
Isang diyanitor sa opisina Si Mang Jose. Masipag siya at tahimik. Isang araw habang siya ay naglilinis,
nakapulot siya ng isang makapal na sobre. Hindi niya tiningnan kung ano ang Taman. Dali-dali siyang
pumunta sa opisina at nagsabi na nakapulot siya ng sobre. Tiningnan hang namamahala kung kangino ang
sobre at doon niya nalaman na nahulog pala ang sobre sa kanyang bag. Ang laman ng sobre ay pera para
na pambayad sa eskwelahan ng anak na nag-aaral. Laking pasalamat ng namamahala kay Mang Jose.
3.
a.
b.
c.
d.
Pagtalakay:
Sino si Mang Jose?
Ano ang ginawa niya sa sobreng napulot?
Tama ba ang ginawa ni Mang Jose? Bakit?
Kung kayo si Mang Jose, gagawin mo rin ba ang ginawa niya?
C.
Paglalahat:
Dapat iwasan ang pag-angkin ng mga gamit ng iba.
D.
Paglalapat:
May naiwang pitaka sa kuwarto. May malaking halaga ang pitakang naiwan. Kung ikaw ang
nakakita ng pitakang iyon, aanhin mo?
IV. Pagtataya:
Sagutin ang mga sumusunod:
1.
Nangangailangan ka ng pera para sa anak mong may sakit. Nagkataong nakapulot ka ng pitaka na
may maraming pera, ngunit hindi sa iyo. Ano ang gagawin mo sa pitaka?
2.
Nautusan si Nena na bumili ng sabon at gatas. Nang pauwi na siya, napansin niyang sobra ang
sukling ibinigay sa kanya, ano ang gagawin ni Nena?
3.
Ikaw ay gutom na gutom dahil wala kang almusal at baon. Napadaan ka sa tindahan at walang
bantay na tindera. Ano ang gagawin mo?
V. Kasunduan:
Sumulat ng talata kung paano natin masusunod ang panuntunang "Ang Ayaw Mong Gawin sa Iba sa Iyo
ay Huwag Mo Ding Gagawin sa Iba."
EPP V1
Date: __________
I. Layunin
Nasusunod ang wastong pamamaraan sa paghahanda ng pagkaing angkop sa okasyon.
II. Paksang Aralin:
Wastong Pamamaraan sa Paghahanda ng Pagkaing Angkop sa Okasyon
A.
ELC A-2 .. 2. 4. 4 ph. 7
B.
Agap at Sikap 174-176
C.
tsart
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Sabihin kung anong kasangkapan ang ginagamit sa mga sumusunod na gawain
a.
Pagbabati
b.
Pag-iihaw
c.
pagtatalop
2. Pagganyak
Anu-ano ang mga ginagawa sa pagkain pagkatapos bilhin at bago ita kainin?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng kasangkapan na ginagamit sa paghahanda sa pagkain.
2. Pagtalakay
Pagpapakitang turo ng guro ng mga gawaing kamay sa paghahanda ng pagkain.
C.
Pangwakas na Gawain
1. Paglalahat
Anu-ano ang mga wastong paraan ng pagkaing angkop sa okasyon?
2. Paglalapat
Pagsasagawa sa itinakdang gawain ng bawat pangkat.
IV. Pagtataya
Tseklis sa Wastong Pamamaraan sa Paghahanda ng Pagkain.
Oo
1. Naghugas ng kamay bago hawakan ang
pagkain.
2. Hinugasan ang mga kagamitan bago
simulan ang Gawain
3. Mag-ingat sa paghawak ng mga
kasangkapan.
4. Hinuhugasan ang gulay bago hiwain.
Hindi
V. Takdang-Aralin:
Tumulong sa nanay sa paghahanda ng pagkain.
EPP V1
Date: __________
I. Layunin
Nakapagdudulot ng pagkaing angkop sa okasyon sa wastong paraan.
II. Paksang Aralin:
Pagdudulot ng Pagkain sa Wastong Paraan
A. ELC A-2 .. 2. 4. 5ph. 8
B. Umunlad sa Paggawa ph. 84-86
C. tsart
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang mga kagamitang gamit sa pagdudulot ng isang cover?
2. Pagganyak
Naiimbitahan ba kayo sa isang handaan?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng mga larawan ng iba't ibang anyo ng hapag kainan.
2. Pagtalakay:
a.
Pagbasa ng iba't ibang estilo sa pagdudulot at iugnay sa ipinakitang larawan.
b.
Pagpapakitang gawa ng mga batao
C.
Pangwakas na Gawain
1. Paglalahat
Paano ninyo idinudulot ang pagkain sa angkop na okasyon sa wastong paraan?
2. Paglalapat
Kung kayo ang naatasang magdulot ng pagkain sa isang handaan, paano ninyo ito idudulot?
IV. Pagtataya
Gamitin ang iskor card batay sa ipinakitang pagdudulot ng pagkain.
SUKATAN
PUNTOS
1. Kumpleto ang kagamitan sa pag20
aayos ng cover.
2. Tama ang pagkakasunod-sunod ng
15
hakbang sa paglalagay ng kagamitan.
3. Wasto ang kagamitang gagamitin sa
20
uri ng pagdudulot
V. Takdang-Aralin:
Gumawa ng listahan ng mga karaniwang natitirang pagkain.
EPP V1
Date: __________
I. Layunin
Naipapakita ang wastang paraan ng pagliligpit sa mga tirang pagkain upang mapakinabangan.
II. Paksang Aralin:
Paraan sa Pagliligpit ng Tirang Pagkain
A. ELC A-2 .. 2. 4. 6ph. 8
A. Umunlad sa Paggawa ph. 84-86
B. tsart
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang dapat isaalang-alang sa pagdudulot ng pagkain?
2. Pagganyak
Nasubukan nyo na ba ang dumalo sa isang okasyan?
B.
Panlinang na Gawain
1. Paglalahad
Ano kaya ang dapat gawin sa natirang pagkain upang mapakinabangan uli?
2. Pagtalakay:
Pagbasa ng iba't ibang estilo sa pagdudulot at iugnay sa ipinakitang larawan.
Pagpapakitang gawa ng mga batao
C. Pangwakas na Gawain
1. Paglalahat
Paano maiiwasan na matapan ang natirang pagkain?
2. Paglalapat
Ano ang dapat gawin sa pagkaing natira?
IV. Pagtataya
Anu-ano ang mga sangkap na ginagamit sa pagluluto sa Sinangag na Kanin?
V. Takdang-Aralin:
Mamili ng isang paraan ng paglilligpit ng tirang pagkain.
EPP V1
Date: __________
I. Layunin
Natutukoy ang mga bahagi ng bahay na adapat ayusin.
II. Paksang Aralin:
Bahagi ng Bahay
A. ELC A-2. 2.5. 1 ph. 8
A. Mga Gawaing Pampaunlad V ni Guerrero casamayor ph. 26-29
B. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anong bahagi ng bahay an tinutukoy ng mga sumusunod
pinagpapahingahan ng mga-anak
2. Pagganyak
Sinu-sino ang may sariling bahay?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng larawan ng iba't ibang bahagi ng bahay.
2. Pagtalakay:
Anu-ano ang mga bahagi ng bahay?
Ano ang kahakagahan ng bawat bahagi?
C.
Pangwakas na Gawain
1. Paglalahat
Anu-ano ang mga bahagi ng tahanan?
2. Paglalapat
Isulat sa papel ang mga kagamitan matatagpuan sa bawat bahagi ng inyong tahanan?
IV. Pagtataya
Isulat kung anong bahagi ng bahay matatagpuan ang mga kasangkapan at kagamitan.
____ 1. Sopa, lamesita, TV, plorera
____ 2. Mesa, kabinet, silya, tray, place mat
____ 3. kama, lampshade, aparador, tokador
V. Takdang-Aralin:
Gumupit ng larawan ng iba't ibang kasangkapan na matatagpuan sa inyong bahay.
EPP V1
Date: __________
I. Layunin
Nasusuri ang mga kagamitan/ materyales na maaaring pansamantalang magamit.
II. Paksang Aralin:
Pagsusuri ng mga Kagamitan
A. ELC A-2. 2.5. 2h. 8
A. Umunlad sa paggawa ph. 51-53
B. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Magbigay ng kasangkapang matatagpuan sa inyong bahay.
2. Pagganyak
Sinu-sino ang tumutulong sa pag-aayos ng inyong bahay?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng larawan ng mga kasangkapang ginagamit sa pag-aayos ng bahagi ng
bahay.
2. Pagtalakay:
Magbigay ng mga halimbawa ng mga kagamitan na maaaring pansamantlang gagamitin.
C.
Pangwakas na Gawain
1. Paglalahat
Anu-ano ang mga kagamitan na maaaring gamitn sa pagsasaayos ng iba't ibang bahagi ng bahay?
2. Paglalapat
Ano ang gagamitin ninyo kung wala ang mga sumusunod na kasangkapan sa inyong
bahay?
Plorera
Kamang malambot
Tokador
IV. Pagtataya
Sumulat ng 2 pansamantlang gagamitin kung wala ang mga sumusunod:
1.
kama
2.
divider
3.
plorera
4.
mesang kainan
5.
sopang malambot
V. Takdang-Aralin:
Magdala ng larawan ng silid tulugan
EPP V1
Date: __________
I. Layunin
Nakasusunod sa wastong paraan ng pag-aayos ng silid -tulugan.
II. Paksang Aralin:
Pag-aayos ng Silid Tulugan
A. ELC A-2. 2.5.3 ph.3
B. Umunlad sa paggawa ph. 52
C. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Sabihin ang kahalagahan ng iba't ibang bahagi ng bahay?
2. Pagganyak
Nakakita na ba ng iba't ibang silid tulugan?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng larawan. Itanong :
Mahalaga ba na magkaroon ng silid tulugan?
2. Pagtalakay:
Magbigay ng mga halimbawa ng mga kagamitan na maaaring pansamantlang gagamitin.
C.
Pangwakas na Gawain
1. Paglalahat
Anu-ano ang mga kagamitan na matatagpuan sa silid-tulugan?
Halimbawa:
a.
magkaroon ng koordinasyon ng mga kulay ng sild sa kulay ng palamuti atbp.
2. Paglalapat
Anu-ano ang mga kasangkapan sa silid tulugan? Paano natin ito aayusin?
IV. Pagtataya
Iskor card ng pagmamarka
Oo
1. Inilalagay ba ang mga kagamitang angkop
sa silid-tulugan.
2. Angkop ba ang palamuting nakalagay sa
silid tulugan.
V. Takdang-Aralin:
Magpakita ng drama sa wastong pag-aayos ng silid-tulugan.
Bahagya
Hindi
EPP V1
Date: __________
I. Layunin
Napahahalagahan ang natapos na pag-aayos ng silid/sulok
II. Paksang Aralin:
Pag-aayos ng Silid / Sulok
A. ELC A-2. 2.5.4 ph.9
B. Umunlad sa paggawa ph. 51-54
C. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang mga kagamitan na maaaring magamit sa pag-aayos ng silid a sulok ng
bahay?
2. Pagganyak
Marami na ba kayong na pasok na iba't ibang silid ng bahay?
B.
Panlinang na Gawain
1. Paglalahad
Paano ninyo inaayos upang mag anyong silid ito?
2. Pagtalakay:
Pagsasaayos ng bahagi ng Gusaling Pantahanan
Pangkatang Gawain Pag-uulat ng pangkat
C.
Pangwakas na Gawain
1. Paglalahat
Bakit dapat maging maayos ang isang silid?
2. Paglalapat
Gumawa ng sariling pag-aayos sa sariling silid.
IV. Pagtataya
Iskor kard sa Pagmamarka ng Gawain
Oo
1.
Nasusunod ang wastong pag-aayos ng

silid?
2.
Maganda ba at maayos ang natapos
na Gawain.
3.
Nagpamalas ba ng kasiglahan at
Bahagya
Hindi
kasiyahan sa paggawa.
V. Takdang-Aralin:
Sumulat ng maikling talata sa pagpapahalagang ginawa sa pag-aayos ng silid.
EPP V1
Date: __________
I. Layunin
Naiisa isa ang mga kabutihan na ipinagpalibang pag-aasawa sa pagkakaraan ng edukasyan para sa
sariling kaganapan na magkaraan ng kapakipakinabang na hanapbuhay.
II. Paksang Aralin:
Mga Kabutihan ng Ipinagpalibang Pag-aasawa
A. ELC A-2. 3. 1 ph.9
B. Edukasyang Pampapulasyan 5 at 6 ph 38-39/ Kwento : Ang Magkapatid
A. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Magbigay ng katangian na dapat taglayin ng mag-anak upang mapabuti ang pagsasamahan sa loob ng
tahanan.
2. Pagganyak
May mga kapatid ba kayang nag-sipag asawa na?
B.
Panlinang na Gawain
1. Paglalahad
Pagbasa ng kwento
Alin sa magkapatid ang nag asawa nang bata pa?
Anong uri ng buhay mayroan si Pining?
2.
Pagsusuri/ Pagtalakay:
Nakakaapekto ba ang edukasyan at kapakinabangan na hanapbuhay?
C.
Pangwakas na Gawain
1. Paglalahat
Ibigay ang mga kabutihan dulot ng ipinagpalibang pag-aasawa.
2. Paglalapat
Kung papipiliin ka, alin ang mabuti ang mag-asawa ng bata pa o ipagpaliban muna ang pag-aasawa?
Bakit?
IV. Pagtataya
Sagutin ng Tama o mali
1.
Husta na ang isip ng nag-aasawa sa edad na 25.
2.
sapat lamang ang nagiging anak
3.
Makikita agad ang mga apa
V. Takdang-Aralin:
Ano ang maitutulang mo sa pagpapalaganap ng pagpapalibang pag-aasawa?
EPP V1
Date: __________
I. Layunin
Naiisa isa ang mga kabutihan dulot ng pag-aasawa sa pagkakaroon ng edukasyo para sa sariling
kaganapan na magkaroon ng kapakipakinabang na hanapbuhay.
II. Paksang Aralin:
A. ELC A-2. 3.2 ph.9
B. Magsikap at Umunlad ph 45-46
C. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Ano ang pagkakaiba ng pag- aasawa ng maaga sa pagpapalibang pag-aasawa?
2. Pagganyak
Ano ang napansin ninyo sa pag-aasawa ng mga babae at lalaki sa inyong pamayanan?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng mga larawan ng mag-anak ng maagang nag-asawa/ nagpaliban ng pag-aasawa.
2. Pagsusuri/ Pagtalakay:
Pagdudula-dulaan ng ilang kabutihan sa pagkakaroon ng edukasyon para sa kapaki-pakinabang na
hanapbuhay.
C.
Pangwakas na Gawain
1. Paglalahat
Ano ang kahalagahan ng pagkakaroon ng edukasyon?
2. Paglalapat
Kung ikaw ang tatanungin may kabutihan bang dulot ang ipinagpalibang pag-aasawa kung hanapbuhay
ang pag-uusapan ? Paano?
IV. Pagtataya
Sagutin ng Tama o mali.
1.
Malusog ang anak ng mag-asawang bata pa.
2.
Kaunti lang ang magiging anak ng huling pag-aasawa.
3.
Matatag ang buhay ng maagang pag-aasawa.
V. Takdang-Aralin:
Gumawa ng pagmamasi sa mga naging buhay ngmga nag-aasawa sa murang edad.
EPP V1
Date: __________
I. Layunin
Naipaliwanag ang kabutihang dulot ng ipinagpalibang pag-aasawa sa karanasan ng ibang tao.
II. Paksang Aralin:
A. ELC A-2. 3.3 ph.9
B. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Magbigay ng halimbawa ng kabuluhang naidudulot ng pagkakaroon ng edukasyon para sa
kapakipakinabang na hanapbuhay.
2. Pagganyak
Ano ang napansin ninyo sa mga mag-anak sa ating pamayanan kung hanapbuhay ang pag-uusapan?
B.
Panlinang na Gawain
1. Paglalahad
Paglalahad ng ginawang interbyu ng mga bata tungkol sa kabutihang dulot ng ipinagpalibang pagaasawa .. p69
Pagdudula-dulaan ng ilang kabutihan sa pagkakaroon ng edukasyon parasa kapaki-pakinabang na
hanapbuhay.
C. Pangwakas na Gawain
1. Paglalahat
Ipinaliwanag ang kabutihang dulot ng ipinagpalibang pag-aasawa ayon sa ginawang
interbyu.
2. Paglalapat
Sino sa inyong kaanak ang nag-asawa sa hustong edad?
IV. Pagtataya
Pumili ng isang kabutihang dulot ng pagpapalibang pag-aasawa at ipaliwanag.
V. Takdang-Aralin:
Balik-aral ang tungkol sa pagpapaliban ng pag-aasawa para sa pagsusulit.
EPP V1
Date: __________
I. Layunin
Naipaliwanag ang kahalagahan ng kasanayan sa paghahanda ng pagkain para sa sarili, mag-anak
at pamayanan.
II. Paksang Aralin:
Kalagayan at Kasanayn sa paghahanda ng pagkain sa sarili, Mag-anak at pamayanan
A. ELC B 8. 1 ; 8. 1. 1 p23
Umunlad sa Paggawa 5 ph 84-85 Agap at Sikap
p 166-167
B. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang mga kasangkapang ginagamit sa paghahanda ng pagkain.
2. Pagganyak
Sino sa inyo ang tumutulong sa paghahanda ng pagkain?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ( role playing) tungkol sa mag-anak na nagtutulungan sa paghahanda ng
pagkain.
Anu-ano ang mga kabutihang naidudulot ng paghahanda ng pagkain sa mga sumusunod
para -sa sarili
mag-anak
pamayanan
C.
Pangwakas na Gawain
1. Paglalahat
Bakti mahalaga ang kasanayan sa paghahanda at pagdudulot ng pagkain para sa sarili, mag-anak at
pamayanan?
2. Paglalapat
Kailangan mo bang matutong maghanda at magdulot ng pagkain? Bakit?
IV. Pagtataya
Lagyan ng tsek kung nagpapahayag ng kabutihang dulot ng paghahanda ng pagkain at ekis kung
hindi.
_____ 1. Magastos sa pagkain at pera.
_____ 2. Nagbibigay kasiyahan sa sarili at sa mag-anak.
_____ 3. Nakapag-aksaya ng panahon sa sarili at mag-anak.
V. Takdang-Aralin:
Sumulat ng mga dapat isaalang-alang sa pagpili ng uri ng pagkain.
EPP V1
Date: __________
I. Layunin
Natatalakay ang mga salik na dapat isaalang-alang sa pagpili ng uri ng pagkain.
II. Paksang Aralin:
Mga salik na dapat isaalang-alang sa pagpili ng uri ng pagkain.
ELC B 8.2.1 p23
Umunlad sa Paggawa ph 74-76 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang 3 pangunahing Pangkat ng Pagkain
2. Pagganyak
Sino sa inyo ang may karanasan sa pamimili ng pagkain sa palengke? Saang palengke kayo nagtungo?
B.
Panlinang na Gawain
1. Paglalahad
Pagsasalita tungkol sa mga salik na dapat isaalang alang sa pagpili ng uri ng pagkain.
a.
Ano ang dapat gawin bago mamalemgke upang makatipid ng lakas sa oras?
b.
Bakit kaya ito mahalaga?
c.
Bakit kailangang bilhin ang pagkaing napapanahon?
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang mga salik na dapat isaalang alang sa pagpili ng mga uri ng pagkain?
b. Paglalapat
Bakit kailangang isaalang-alang ang mga salik sa pagpili ng uri ng pagkain at pamimili?
IV. Pagtataya
Sagutin kung tama o mali ang mga sumusunod
_______ 1.
Sa pamamalengke bilhin ang pagkaing napapanahon.
_______ 2.
Piliin ang pagkaing madaling ihanda upang sulit ang halaga.
_______ 3.
Kahit anong uri ng pagkain ay maaaring itinda basta't masarap ang pagkakaluto nito.
V. Takdang-Aralin:
Magdala ng resipi ng pagkaing ipagbibili
EPP V1
Date: __________
I. Layunin
Nakakagawa ng plano sa paghahanda ng pagkaing mapagkakakitaan.
II. Paksang Aralin:
Paggawa ng Plano sa Paghahanda ng Pagkaing Mapagkakakitaan
ELC B 8 .. 3 p24
Agap at Sikap p181-191 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Sino sa inyo ang marunong magluto ng tinola? Anu-ano ang mga sangkap at
pamamaraan?
2. Pagganyak
Nasubukan na ba ninyong magluto ng pagkaing itinitinda?
B.
Panlinang na Gawain
1. Paglalahad
Ipakita ang tsart ng isang plano sa paghahanda ng pagkain
Pag-aralan ang mga nakasulat ... p75

Bakit kailanangang maging maingat sa pagbabalak ng mga gawain?
Isulat sa klase ang ginawang plano.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang kahalagahan ng plano sa paghahanda ng pagkaing mapagkakakitaan?
b. Paglalapat
Gumawa ng plano para sa mag-anak sa paghahanda ng pagkaing mapagkakakitaan?
IV. Pagtataya
Lagyan ng tsek ang puntas na naaayon sa planong nagawa.
Mga Sukatan
Oo
1.
mura at angkop ang pagkaing napili
2.
Kayang iluto ang ng pangkat ang
pagkaing napili
3.
May sapat na sustansya ang pagkaing
napili
Di-Gaano
Hindi
V. Takdang-Aralin:
Isulat ang katangian ng mga sumusunod:
1. madahong gulay
2. isda
3. karne
EPP V1
Date: __________
I. Layunin
Maisaalang -alang ang mga salik sa matalinong pamimili.
II. Paksang Aralin:
Salik ng Matalinong pamimili ELC B
8.4 p24
Agap at Sikap p168-171
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Ano ang plano?
Sino ang nangangailangan ng plano?
2. Pagganyak
Sino sa inyo ang nakaranas mamalengke?
Nahirapan ba kayo?
B.
Panlinang na Gawain
1. Paglalahad
Pag-awit sa himig ng leron -Ieron sinta.
Pag-usapan ang isinasaad ng awit?
Pagtalakay sa gabay sa matalinong pamimili.
Alamin ang kakailanganin
Magdala ng listahan sa pamimili
Isaalang alang ang sustansiya ng pagkaing bibilhin.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang dapat tandaan sa matalinong pamimili?
b. Paglalapat
Kung kayo ang nautusang mamili, ano ang gagawin bago mamili?
IV. Pagtataya
Lagyan ng tsek () ang mga bagay na kailangan isaalang-alang sa pamimil at ekis ( x )
kung hindi.
______ 1. Maghanda ng listahan ng bibilhin.
______ 2. Magdala ng perang sapat sa bibilhin
______ 3. Piliin ang palengke kung saan mura ang bilihin
V. Takdang-Aralin:
Sundin ang mga bagay sa matalinong pamimili sa tuwing kayo ay mamimili.
EPP V1
Date: __________
I. Layunin
Naipapakita ang wastong gawi sa paggawa upang makatipid ng lakas oras at pinagkukunan.
II. Paksang Aralin:
8.4 .2
Agap at Sikap p.181 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Paligsahan sa pagkilala sa mga kasangkapan at kagamitan sa kusina.
2. Pagganyak
Pagkwentuhin ang mga bata tungkol sa kanilang karanasan sa pagtulong sa nanay sa pagluluto.
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng 2 modelong bata na naghahanda para sa gagawing pagluluto
2. Pagsusuri/Pagtalakay:
Pagtalakay sa mga bagay na dapat tandaan sa paggawa upang makatipid sa oras, lakas at pinagkukunan.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang kabutihang dulot na maayos at sanay sa paggawa?
b. Paglalapat
Ipinagbilin ng iyong nanay na ihanda ang kanyang gagamitin sa pagluluto.
IV. Pagtataya
Pagpapakita ng bawat pangkat ng paraan ng paghahanda ng mga pagkain.
1.
pagtatalop
2.
paghihiwa
3.
pagdidik-dik
4.
pagbabalat
V. Takdang-Aralin:
Maghanda ng isang simpleng tanghalian at itala ang mga hakbang sa pangluluto.
EPP V1
Date: __________
I. Layunin
Natatalakay ang mga paraan sa pagpapanatili ng sustansya anyo at sa lasa ng pagkaing ihahanda.
II. Paksang Aralin:
Paraan sa pagpapanatili ng sustansya anyo at sa lasa ng pagkaing ihahanda.
ELC B 8.4 .3 p24
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Pagbibigay ng iba't ibang putahe ng isda, karne, gulay atbp.
2. Pagganyak
Sino sa inyo ang may karanasan sa paghahanda ng pagkain? Paano nila mapapanatili ang sustansya anyo
at lasa ng pagkain inihanda?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng pagkain tulad ng sunog na isda atbp ...
Ano ang mga bagay na dapat isagawa sa pagpapanatili ng sustansya, anyo at lasa ng pagkaing ihahanda?
C.
Pangwakas na Gawain
a. Paglalahat
Paano mapananatili ang sustansya, anyo at lasa ng pagkaing ihahanda?
b. Paglalapat
Paano mo ihahanda ang gulay na mapapanatili ang lasa at anyo?
IV. Pagtataya
Punan ang tamang sagot ang patlang.
1. Hinuhugasan n Rosa ang papaya ________ talupan.
2. ________ ang gulay ng ilang sandali bago lutuin.
3. Hugasan ang bigas na isasaing ng _________ beses.
V. Takdang-Aralin:
Magdala ng larawan na nagpapakita ng pamamaraan sa pagpapanatili ng sustansiya, anyo at lasa ng
pagkain.
EPP V1
Date: __________
I. Layunin
Naipapakita ang iba't ibang gawaing kamay sa paghahanda ng pagkain.
II. Paksang Aralin:
Mga Gawaing kamay sa Paghahanda ng Pagkain
ELC B 8.4 .4 p24
Agap at Sikap p 174-176
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Sabihin kung anang kasangkapan pangkusina ang inlalarawan.
2. Pagganyak
Isalaysay ang karanasan sa pagahahnda ng pagkain
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng larawan ng iaba't ibang kamay sa paghahanda ng pagkain.
Ano ang dapat tandaan kung may nagpapakitang turo?
C.
Pangwakas na Gawain
a. Paglalahat
Pagpapakita ng natutuhan
b. Paglalapat
Ano sa palagay ninya ang epektoa kung hindi wasto ang pagkakahanda?
IV. Pagtataya
Ilarawan ang sumusunod na gawaing kamay sa paghahanda ng pagkain.
1.
pagsasala
2
pagbabati
3.
pagkakaliskis
4.
pagbabalat
5.
pagtatalop
V. Takdang-Aralin:
Magdala ng bawat pangkat ng mga sangkap at kasangkapan sa gagawing pagluluto.
EPP V1
Date: __________
I. Layunin
Napahahalagahan ang natapos na pag-aayos ng silid/sulok
II. Paksang Aralin:
Pag-aayos ng Silid / Sulok
D. ELC A-2. 2.5.4 ph.9
E. Umunlad sa paggawa ph. 51-54
F. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang mga kagamitan na maaaring magamit sa pag-aayos ng silid a sulok ng
bahay?
2. Pagganyak
Marami na ba kayong na pasok na iba't ibang silid ng bahay?
B.
Panlinang na Gawain
1. Paglalahad
Paano ninyo inaayos upang mag anyong silid ito?
2. Pagtalakay:
Pagsasaayos ng bahagi ng Gusaling Pantahanan
Pangkatang Gawain Pag-uulat ng pangkat
C.
Pangwakas na Gawain
1. Paglalahat
Bakit dapat maging maayos ang isang silid?
2. Paglalapat
Gumawa ng sariling pag-aayos sa sariling silid.
IV. Pagtataya
Iskor kard sa Pagmamarka ng Gawain
Oo
4.
Nasusunod ang wastong pag-aayos ng

silid?
5.
Maganda ba at maayos ang natapos
na Gawain.
6.
Nagpamalas ba ng kasiglahan at
kasiyahan sa paggawa.
Bahagya
Hindi
V. Takdang-Aralin:
Sumulat ng maikling talata sa pagpapahalagang ginawa sa pag-aayos ng silid.
EPP V1
Date: __________
I. Layunin
Naiisa isa ang mga kabutihan na ipinagpalibang pag-aasawa sa pagkakaraan ng edukasyan para sa
sariling kaganapan na magkaraan ng kapakipakinabang na hanapbuhay.
II. Paksang Aralin:
C. ELC A-2. 3. 1 ph.9
D. Edukasyang Pampapulasyan 5 at 6 ph 38-39/ Kwento : Ang Magkapatid
B. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Magbigay ng katangian na dapat taglayin ng mag-anak upang mapabuti ang pagsasamahan sa loob ng
tahanan.
2. Pagganyak
May mga kapatid ba kayang nag-sipag asawa na?
B.
Panlinang na Gawain
1. Paglalahad
Pagbasa ng kwento
Alin sa magkapatid ang nag asawa nang bata pa?
Anong uri ng buhay mayroan si Pining?
2.
Pagsusuri/ Pagtalakay:
Nakakaapekto ba ang edukasyan at kapakinabangan na hanapbuhay?
C.
Pangwakas na Gawain
1. Paglalahat
Ibigay ang mga kabutihan dulot ng ipinagpalibang pag-aasawa.
2. Paglalapat
Kung papipiliin ka, alin ang mabuti ang mag-asawa ng bata pa o ipagpaliban muna ang pag-aasawa?
Bakit?
IV. Pagtataya
Sagutin ng Tama o mali
1.
Husta na ang isip ng nag-aasawa sa edad na 25.
2.
sapat lamang ang nagiging anak
3.
Makikita agad ang mga apa
V. Takdang-Aralin:
Ano ang maitutulang mo sa pagpapalaganap ng pagpapalibang pag-aasawa?
EPP V1
Date: __________
I. Layunin
Naiisa isa ang mga kabutihan dulot ng pag-aasawa sa pagkakaroon ng edukasyo para sa sariling
kaganapan na magkaroon ng kapakipakinabang na hanapbuhay.
II. Paksang Aralin:
D. ELC A-2. 3.2 ph.9
E. Magsikap at Umunlad ph 45-46
F. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Ano ang pagkakaiba ng pag- aasawa ng maaga sa pagpapalibang pag-aasawa?
2. Pagganyak
Ano ang napansin ninyo sa pag-aasawa ng mga babae at lalaki sa inyong pamayanan?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng mga larawan ng mag-anak ng maagang nag-asawa/ nagpaliban ng pag-aasawa.
Pagdudula-dulaan ng ilang kabutihan sa pagkakaroon ng edukasyon para sa kapaki-pakinabang na
hanapbuhay.
C.
Pangwakas na Gawain
1. Paglalahat
Ano ang kahalagahan ng pagkakaroon ng edukasyon?
2. Paglalapat
Kung ikaw ang tatanungin may kabutihan bang dulot ang ipinagpalibang pag-aasawa kung hanapbuhay
ang pag-uusapan ? Paano?
IV. Pagtataya
Sagutin ng Tama o mali.
1.
Malusog ang anak ng mag-asawang bata pa.
2.
Kaunti lang ang magiging anak ng huling pag-aasawa.
3.
Matatag ang buhay ng maagang pag-aasawa.
V. Takdang-Aralin:
Gumawa ng pagmamasi sa mga naging buhay ngmga nag-aasawa sa murang edad.
EPP V1
Date: __________
I. Layunin
Naipaliwanag ang kabutihang dulot ng ipinagpalibang pag-aasawa sa karanasan ng ibang tao.
II. Paksang Aralin:
D. ELC A-2. 3.3 ph.9
E. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Magbigay ng halimbawa ng kabuluhang naidudulot ng pagkakaroon ng edukasyon para sa
kapakipakinabang na hanapbuhay.
2. Pagganyak
Ano ang napansin ninyo sa mga mag-anak sa ating pamayanan kung hanapbuhay ang pag-uusapan?
B.
Panlinang na Gawain
1. Paglalahad
Paglalahad ng ginawang interbyu ng mga bata tungkol sa kabutihang dulot ng ipinagpalibang pagaasawa .. p69
Pagdudula-dulaan ng ilang kabutihan sa pagkakaroon ng edukasyon parasa kapaki-pakinabang na
hanapbuhay.
F. Pangwakas na Gawain
1. Paglalahat
Ipinaliwanag ang kabutihang dulot ng ipinagpalibang pag-aasawa ayon sa ginawang
interbyu.
2. Paglalapat
Sino sa inyong kaanak ang nag-asawa sa hustong edad?
IV. Pagtataya
Pumili ng isang kabutihang dulot ng pagpapalibang pag-aasawa at ipaliwanag.
V. Takdang-Aralin:
Balik-aral ang tungkol sa pagpapaliban ng pag-aasawa para sa pagsusulit.
EPP V1
Date: __________
I. Layunin
Naipaliwanag ang kahalagahan ng kasanayan sa paghahanda ng pagkain para sa sarili, mag-anak
at pamayanan.
II. Paksang Aralin:
Kalagayan at Kasanayn sa paghahanda ng pagkain sa sarili, Mag-anak at pamayanan
B. ELC B 8. 1 ; 8. 1. 1 p23
Umunlad sa Paggawa 5 ph 84-85 Agap at Sikap
p 166-167
C. Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang mga kasangkapang ginagamit sa paghahanda ng pagkain.
2. Pagganyak
Sino sa inyo ang tumutulong sa paghahanda ng pagkain?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ( role playing) tungkol sa mag-anak na nagtutulungan sa paghahanda ng
pagkain.
Anu-ano ang mga kabutihang naidudulot ng paghahanda ng pagkain sa mga sumusunod
para -sa sarili
mag-anak
pamayanan
C.
Pangwakas na Gawain
1. Paglalahat
Bakti mahalaga ang kasanayan sa paghahanda at pagdudulot ng pagkain para sa sarili, mag-anak at
pamayanan?
2. Paglalapat
Kailangan mo bang matutong maghanda at magdulot ng pagkain? Bakit?
IV. Pagtataya
Lagyan ng tsek kung nagpapahayag ng kabutihang dulot ng paghahanda ng pagkain at ekis kung
hindi.
_____ 1. Magastos sa pagkain at pera.
_____ 2. Nagbibigay kasiyahan sa sarili at sa mag-anak.
_____ 3. Nakapag-aksaya ng panahon sa sarili at mag-anak.
V. Takdang-Aralin:
Sumulat ng mga dapat isaalang-alang sa pagpili ng uri ng pagkain.
EPP V1
Date: __________
I. Layunin
Natatalakay ang mga salik na dapat isaalang-alang sa pagpili ng uri ng pagkain.
II. Paksang Aralin:
Mga salik na dapat isaalang-alang sa pagpili ng uri ng pagkain.
ELC B 8.2.1 p23
Umunlad sa Paggawa ph 74-76 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Anu-ano ang 3 pangunahing Pangkat ng Pagkain
2. Pagganyak
Sino sa inyo ang may karanasan sa pamimili ng pagkain sa palengke? Saang palengke kayo nagtungo?
B.
Panlinang na Gawain
1. Paglalahad
Pagsasalita tungkol sa mga salik na dapat isaalang alang sa pagpili ng uri ng pagkain.
a.
Ano ang dapat gawin bago mamalemgke upang makatipid ng lakas sa oras?
b.
Bakit kaya ito mahalaga?
c.
Bakit kailangang bilhin ang pagkaing napapanahon?
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang mga salik na dapat isaalang alang sa pagpili ng mga uri ng pagkain?
b. Paglalapat
Bakit kailangang isaalang-alang ang mga salik sa pagpili ng uri ng pagkain at pamimili?
IV. Pagtataya
Sagutin kung tama o mali ang mga sumusunod
_______ 1.
Sa pamamalengke bilhin ang pagkaing napapanahon.
_______ 2.
Piliin ang pagkaing madaling ihanda upang sulit ang halaga.
_______ 3.
Kahit anong uri ng pagkain ay maaaring itinda basta't masarap ang pagkakaluto nito.
V. Takdang-Aralin:
Magdala ng resipi ng pagkaing ipagbibili
EPP V1
Date: __________
I. Layunin
Nakakagawa ng plano sa paghahanda ng pagkaing mapagkakakitaan.
II. Paksang Aralin:
Paggawa ng Plano sa Paghahanda ng Pagkaing Mapagkakakitaan
ELC B 8 .. 3 p24
Agap at Sikap p181-191 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain
1. Balik-Aral
Sino sa inyo ang marunong magluto ng tinola? Anu-ano ang mga sangkap at
pamamaraan?
2. Pagganyak
Nasubukan na ba ninyong magluto ng pagkaing itinitinda?
B.
Panlinang na Gawain
1. Paglalahad
Ipakita ang tsart ng isang plano sa paghahanda ng pagkain
Pag-aralan ang mga nakasulat ... p75

Bakit kailanangang maging maingat sa pagbabalak ng mga gawain?
Isulat sa klase ang ginawang plano.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang kahalagahan ng plano sa paghahanda ng pagkaing mapagkakakitaan?
b. Paglalapat
Gumawa ng plano para sa mag-anak sa paghahanda ng pagkaing mapagkakakitaan?
IV. Pagtataya
Lagyan ng tsek ang puntas na naaayon sa planong nagawa.
Mga Sukatan
Oo
1.
mura at angkop ang pagkaing napili
2.
Kayang iluto ang ng pangkat ang
pagkaing napili
3.
May sapat na sustansya ang pagkaing
napili
Di-Gaano
Hindi
V. Takdang-Aralin:
Isulat ang katangian ng mga sumusunod:
4. madahong gulay
5. isda
6. karne
EPP V1
Date: __________
I. Layunin
Maisaalang -alang ang mga salik sa matalinong pamimili.
II. Paksang Aralin:
8.4 p24
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Ano ang plano?
Sino ang nangangailangan ng plano?
2. Pagganyak
Sino sa inyo ang nakaranas mamalengke?
Nahirapan ba kayo?
B.
Panlinang na Gawain
1. Paglalahad
Pag-awit sa himig ng leron -Ieron sinta.
Pag-usapan ang isinasaad ng awit?
Pagtalakay sa gabay sa matalinong pamimili.
Alamin ang kakailanganin
Magdala ng listahan sa pamimili
Isaalang alang ang sustansiya ng pagkaing bibilhin.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang dapat tandaan sa matalinong pamimili?
b. Paglalapat
Kung kayo ang nautusang mamili, ano ang gagawin bago mamili?
IV. Pagtataya
Lagyan ng tsek () ang mga bagay na kailangan isaalang-alang sa pamimil at ekis ( x )
kung hindi.
______ 1. Maghanda ng listahan ng bibilhin.
______ 2. Magdala ng perang sapat sa bibilhin
______ 3. Piliin ang palengke kung saan mura ang bilihin
V. Takdang-Aralin:
Sundin ang mga bagay sa matalinong pamimili sa tuwing kayo ay mamimili.
EPP V1
Date: __________
I. Layunin
Naipapakita ang wastong gawi sa paggawa upang makatipid ng lakas oras at pinagkukunan.
II. Paksang Aralin:
8.4 .2
Agap at Sikap p.181 Mga
larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Paligsahan sa pagkilala sa mga kasangkapan at kagamitan sa kusina.
2. Pagganyak
Pagkwentuhin ang mga bata tungkol sa kanilang karanasan sa pagtulong sa nanay sa pagluluto.
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng 2 modelong bata na naghahanda para sa gagawing pagluluto
2. Pagsusuri/Pagtalakay:
Pagtalakay sa mga bagay na dapat tandaan sa paggawa upang makatipid sa oras, lakas at pinagkukunan.
C.
Pangwakas na Gawain
a. Paglalahat
Ano ang kabutihang dulot na maayos at sanay sa paggawa?
b. Paglalapat
Ipinagbilin ng iyong nanay na ihanda ang kanyang gagamitin sa pagluluto.
IV. Pagtataya
Pagpapakita ng bawat pangkat ng paraan ng paghahanda ng mga pagkain.
1.
pagtatalop
2.
paghihiwa
3.
pagdidik-dik
4.
pagbabalat
V. Takdang-Aralin:
Maghanda ng isang simpleng tanghalian at itala ang mga hakbang sa pangluluto.
EPP V1
Date: __________
I. Layunin
Natatalakay ang mga paraan sa pagpapanatili ng sustansya anyo at sa lasa ng pagkaing ihahanda.
II. Paksang Aralin:
Paraan sa pagpapanatili ng sustansya anyo at sa lasa ng pagkaing ihahanda.
ELC B 8.4 .3 p24
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Pagbibigay ng iba't ibang putahe ng isda, karne, gulay atbp.
2. Pagganyak
Sino sa inyo ang may karanasan sa paghahanda ng pagkain? Paano nila mapapanatili ang sustansya anyo
at lasa ng pagkain inihanda?
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng pagkain tulad ng sunog na isda atbp ...
Ano ang mga bagay na dapat isagawa sa pagpapanatili ng sustansya, anyo at lasa ng pagkaing ihahanda?
C.
Pangwakas na Gawain
a. Paglalahat
Paano mapananatili ang sustansya, anyo at lasa ng pagkaing ihahanda?
b. Paglalapat
Paano mo ihahanda ang gulay na mapapanatili ang lasa at anyo?
IV. Pagtataya
Punan ang tamang sagot ang patlang.
1. Hinuhugasan n Rosa ang papaya ________ talupan.
2. ________ ang gulay ng ilang sandali bago lutuin.
3. Hugasan ang bigas na isasaing ng _________ beses.
V. Takdang-Aralin:
Magdala ng larawan na nagpapakita ng pamamaraan sa pagpapanatili ng sustansiya, anyo at lasa ng
pagkain.
EPP V1
Date: __________
I. Layunin
Naipapakita ang iba't ibang gawaing kamay sa paghahanda ng pagkain.
II. Paksang Aralin:
Mga Gawaing kamay sa Paghahanda ng Pagkain
ELC B 8.4 .4 p24
Agap at Sikap p 174-176
Mga larawan
III. Pamamaraan:
A.
Panimulang Gawain:
1. Balik-Aral
Sabihin kung anang kasangkapan pangkusina ang inlalarawan.
2. Pagganyak
Isalaysay ang karanasan sa pagahahnda ng pagkain
B.
Panlinang na Gawain
1. Paglalahad
Pagpapakita ng larawan ng iaba't ibang kamay sa paghahanda ng pagkain.
Ano ang dapat tandaan kung may nagpapakitang turo?
C.
Pangwakas na Gawain
a. Paglalahat
Pagpapakita ng natutuhan
b. Paglalapat
Ano sa palagay ninya ang epektoa kung hindi wasto ang pagkakahanda?
IV. Pagtataya
Ilarawan ang sumusunod na gawaing kamay sa paghahanda ng pagkain.
1.
pagsasala
2
pagbabati
3.
pagkakaliskis
4.
pagbabalat
5.
pagtatalop
V. Takdang-Aralin:
Magdala ng bawat pangkat ng mga sangkap at kasangkapan sa gagawing pagluluto.
FILIPINO VI
Date: ______________
I. Layunin
Nakapagbibigay ng tamang reaksyon sa mga balita/impormasyong napakinggan
Pagpapahalaga: Mahalin ang kapwa
II. Paksa:
Sanggunian:
Kagamitan:
Pagbibigay ng Tamang Reaksyon sa mga Balita/Impormasyong Napakinggan

BEC-PELC Pakikinig, ph. 43
larawan, aklat, cassette tape
III. Pamamaraan
1. Pagwawasto ng sagot sa takdang gawain ng nakaraang aralin.
2. Kung may naririnig kayong balita/impormasyon ng mga taong naghihirap ang buhay sa ngayon,
ano ang masasabi ninyo rito?
3. Narito ang larawan ng isang palad na nakalahad. Anu-anong kahulugan ang maikakapit mo sa
salitang pagkakawanggawa?
B. Paglalahad
1. Ipasabi ang mga pamantayan sa pakikinig.
2. Iparinig sa cassette tape ang impormasyon.
Ipakita ang larawan ng bahay ng mga iskwater
Ang tagumpay ng isang pamahalaan ay maipahihiwatig sa anyo at klase ng pamumuhay ng kanyang mga
mamamayan. Kaya't kung makikita natin ang isang bansa na maraming lugar ng iskwater, masasabi
nating naghihirap ang bansang iyon.
Sa ating bansa, suliranin pa rin ang pagkakaroon ng disenteng buhay, kaya't ang layunin ng ating
pamahalaan ay magbigay ng pautang na pabahay na kayang bayaran ng mahihirap nating mamamayan.
C. Pagtalakay
1. Sa ating bansa suliranin pa rin ba ang pagkakaroon ng disenteng pabahay? Bakit?
2. Ano ang layunin ng ating pamahalaan upang magkaroon ng disenteng pabahay?
3. Ano kaya ang masasabi ninyo sa impormasyong ito?
D. Paglalahat
Ano ang dapat tandaan sa pagbibigay ng tamang reaksyon sa mga impormasyon/ balitang napakinggan?
(Sagot: Tamang reaksyon)
E. Pagsasanay
Pakinggan ang impormasyong ito ay ibigay ang tamang reaksyon.
Lilinangin ng National Manpower and Youth Council (NMYC) ang kakayahan ng mga kabataan sa
bansa na maging mangangalakal o negosyante at magkaroon ng sariling sikap. Ang programang ito ay
nagkakaloob sa mga kabataan ng kaalaman at kakayahan sa pagpapatakbo ng isang maliit na negosyo na
sarili nila.
IV. Pagtataya
Basahing mabuti ang mga impormasyong ito at ibigay ang tamang reaksyon ninyo.
1. Nagbabala kamakailan ang DepEd sa lahat ng mga paaralang pampubliko at pampribado laban sa
madalas na pagpapalit ng mga aklat na kanilang ipinapagamit sa mga mag-aaral. Pinapayagan
lamang ng DepEd ang mga paaralan na magpalit ng aklat tuwing ikaanim na taon.
a.
Dapat sumunod ang mga itinatagubilin ng DepEd magpalit ng aklat tuwing ikaanim na taon.
b.
Nagbabala ang DepEd laban sa pagpapalit ng aklat.
c.
Maging masigasig ang mga paaralan sa pagpalit ng aklat tuwing ikaanim na taon.
2. Ang Kagawaran ng Pangkalusugan ay nangangampanya sa pagsugpo ng "Dengue Fever" sa
ating mga mamamayan. Naglunsad ang bawat Health Center ng bayan kung paano maiiwasan
ang pagkakaroon ng "Dengue Fever". Ang tamang pagtatapon ng basura sa basurahan.
a. Dapat sundin ang mga pamamaraan ng kalinisan sa kapaligiran.
b. Nagbabala ang Kagawaran ng Pangkalusugan sa pagsugpo ng Dengue Fever.
c. Maging malinis sa paligid upang maiwasan ng Dengue Fever.
V. Takdang-Aralin
Sumulat ng isang impormasyon at ibigay ang tamang reaksyon dito.
FILIPINO VI
Date: ______________
I.
Layunin
Naisasagawa sa tamang paraan ang mga hakbang na narinig sa pagsasagawa ng isang
bagay/proyekto
Pagpapahalaga: Pagsunod sa mga panuto
II. Paksa:
Pagsasagawa ng Tamang Paraan ng mga Hakbang na Narinig sa Pagsasagawa ng
Isang Bagay/Proyekto.
Sanggunian:
BEC-PELC Pakikinig, Gintong Aklat sa Pagbasa, pp. 223-225
Kagamitan:
Peryodiko, gewgaw, pintura, bond paper, kartolina
III. Pamamaraan
1. Pagganyak
Anu-ano ang dapat nating gawin upang masunod ang mga tagubilin sa atin?
2. Paghawan ng Sagabal
Basahin ang pangungusap at alamin ang kahulugan ng salitang nakasalungguhit sa tulong ng
dating kaalaman.
1. Ang banig na higaan ay inilalatag bago matulog at ibinabalumbon sa umaga.
2.
Nagluluto si Inay ng gewgaw na ginagamit na almirol para sa mga damit na nilabhan.
3. Ang mga bahay ay pinapahiran ng pintura upang maging matibay ang kahoy at nang ito'y
gumanda.
4. Ang shelak ay ginagamit na pambarnis sa mga kasangkapan tulad ng cabinet, aparador, mesa at
silyang yari sa kahoy upang kumintab.
3.
Pangganyak na Tanong
Nakakita ka na ba ng laruang hayop na yari sa papel 7 Ano ang tawag dito?
B. Paglalahad
Pakinggan ang guro. Sundin ang panutong sasabihin ng guro sa paggawa ng paper mache. (Gintong Aklat
sa Pagbasa, p. 223)
C.
Pagtalakay
Anu-anong mga kagamitang kailangan sa paggawa ng laruang papel?
Bakit kailangang talian ang mga bahagi ng mga katawan ng hayop?
Anu-ano ang gamit ng gawgaw?
Gaano karaming piraso ng peryodiko ang kailangang idikit sa katawan ng hayop?
Bakit kailangang itabi ang nayaring hayop ng dalawa o tatlong araw?
D. Paglalahat
Paano mo maisasagawa ng tama ang isang bagay o proyekto?
E. Pagsasanay
Sundin ang panutong ibibigay ng guro upang mabuo ang isang larawan.
1.
Gumuhit ng isang bilog na kasing laki ng piso sa gitna ng bond paper.
2.
Gumuhit ng isang maliit na bilog na singlaki ng 25 centimo sa itaas ng naunang bilog.
Tiyaking magkadikit ang dalawang bilog.
3.
Gumuhit ng dalawang magkakalapit na tatsulok sa gawing itaas ng maliit na bilog.
4.
Gumuhit ng dalawang maliit na bilog sa loob ng maliit na bilog na magkatapat.
5.
Gumuhit ng maliit na tatsulok sa pagitan ng dalawang maliliit na bilog na nakababa ng kaunti sa
mga ito.
6.
Gumuhit ng maliit na bilog sa gawing ibaba ng tatsulok.
7.
Gumuhit ng dalawang pahilis na guhit sa pagitan ng tatsulok at maliit na bilog.
8.
Gumuhit ng baluktot na guhit sa gawing ibaba ng malaking bilog tulad nito.
Anong larawan ng hayop ang iyong nabuo
IV. Pagtataya
1. Ilatag ang isang kapat (1/4) na kartolina sa mesa. .
2. Gumuhit ng parisukat na may sukat na 12 pulgada.
3. Maglaan ng 1 pulgada sa apat na gilid ng parisukat.
4. Ilupi ang 1 pulgada sa bawat gilid
5. Gupitin ang bawat sulok ng parisukat
6. Idikit ang sulok na ginupit o kaya'y gamitan ng stapler upang manatili ang pagkakalupi.
7. Sundin ang panuto bilang 1-6 para sa takip, subalit magdagdag ng cm sa bawat gilid.
8. Humanap ng isang kuwento at humandang iparinig ita sa klase.
V. Takdang-Aralin
Humanap ng isang kuwento at humandang iparinig ito sa klase.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagawang maiproseso ang napakinggang teksto na isinasaalang-alang ang mga saglit na
paghinto, kamalian at pagwawasto
Pagpapahalaga: Kahalagahan ng Pakikinig
II. Paksa:
Naiproseso ang Napakinggang Teksto na Isinasaalang-alang ang mga Saglit na
Paghinto, Kamalian at Pagwawasto
Sanggunian:
BEC Pakikinig, Filipino Ang Aking Wika 6, p. 96;
Gintong Wika Aklat sa Wika 6 pp. 52 & 53
III. Pamamaraan
1. Pagganyak
Sino ang gusto ninyong newscaster? Bakit ninyo siya nagustuhan?
Ano ang kahulugan ng salitang marathon?
3.
Pangganyak na Tanong
Ano ang magandang naidudulot ng paglahok sa mga larong pampalakasan tulad ng larong marathon?
B. Paglalahad
Pakinggan ang babasahin ng guro.
Sumali sa Ika-Limang Marathon
Muling magkakaroon sa Lourdes School, isang taunang proyekto ng Student Council. Ito ang ika-limang
marathon na gaganapin sa darating na Linggo, ika-20 ng Setyembre. May nakalaang premyo sa mga
magkakamit ng una Ihanggang ika-10 puwesto. Pagkakalooban din ng sertipiko ang lahat ng makakatapos
sa takbuhang ito sa Iimang kilometro. Ang lahat ng nais sumali ay maaaring magpatala sa tanggapan ng
P.E. mula ikawalo hanggang ikalabing-isa ng umaga.
C. Pagtalakay
Sagutin ang mga tanong:
Anong palaro ang idaraos sa Lourdes School?
Kailan ita gaganapin?
Sinu-sino ang pagkakalooban ng premyo?
Kailan maaaring magpatala para sumali?
D. Paglalahat
Anu-ano ang isinasaalang-alang sa pagpoproseso ng napakinggang teksto?
E. Pagsasanay/Paglalapat
Pakinggan ang guro sa tekstong babasahin. Isulat na muli ito. Ipabasa ang kanilang ginawa.
Isaalang-alang ang mga saglit na paghinto, kamalian at pagwawasto.
Isang Huwaran
Mahal ni Ben ang kanyang mga magulang. Tumutulong siya sa mga gawain sa bahay kahit hindi
inuutusan. Malimit siyang magwalis sa kanilang bakuran. Pinatutuka niya ang mga manok at pinaliliguan
ang alagang aso. Kung araw ng Sabado, sumasama siya sa kanyang ina sa palengke. Dinadala niya ang
basket na puno ng pinamiling gulay, prutas, isda at kame. Maging sa paaralan ay tumutulong din si Ben.
Mahalaga sa kanya ang kalinisan. Nililinis niya ang kanyang mesa bago siva umuwi. Sumusunod siya sa
lahat ng bilin ng kanyang guro. Dahil sa kanyang magagandang katangian, siya'y maituturing ng isang
batang huwaran.
IV. Pagtataya
Pakinggan ang guro sa kanyang tekstong babasahin. Isulat na muli ito. Ipabasa ang kanilang ginawa.
Isaalang-alang ang mga saglit na paghinto, kamalian at pagwawasto.
V. Takdang-Aralin
Magbasa ng isang pabulaa at iparinig ito sa klase.
FILIPINO VI
Date: ______________
I.
Layunin
Nabibigyang halaga ang pakikinig sa mga anekdota, kuwento, pabula at iba pa
Pagpapahalaga: Pagmamahal sa mga hayop
II. Paksa:
Sanggunian:
Kagamitan:
Pagbibigay halaga sa Pakikinig sa mga Anekdota, Kuwento, Pabula at Iba pa.

BEC PELC Pakikinig, pahina 44;
Wika at Pagbasa 6, pah. 148-150
Ang Agila na Naging Manok
III. Pamamaraan
1. Pagganyak
Sino sa inyo ang may narinig ng kuwento tungkol sa mga hayop? Anong kuwento ang inyong alam
tungkol sa mga hayop?
B.
Paglalahad
Iparinig sa mga bata ang kuwentong ,"Ang Agila na Naging Manok".
C. Pagtalakay
1. Anong uri ng kuwento ang inyong narinig?
2. Sinu-sino ang mga tauhan sa kuwento?
3. Bakit ganoon na lamang ang pag-iisip ng agila? Ano ba sa akala niya ang kanyang pagkahayop?
1. Sa iyong palagay, tama ba ang ginawa ni Mang Dario na isama ang isang agilang itlog sa mga
itlog ng manok? Bakit?
4. Kung ikaw si agila, iisipin mo bang ikaw ay isang manok? Bakit?
5. Anong aral ang inyong napulot sa kuwento'
D. Pagsasanay
Pangkatin ang mga bata at iparinig sa kanila
ang sumusunod na kuwento. Matapos iparinig ito ay
bigyan ng ilang minuto ang bawat pangkat na pag-usapan ang mga mahahalagang bagay na narinig sa
kuwento. Ibigay ang buod sa limang pangungusap.
E. Paglalahat
Paano mo mabibigyang-halaga ang pakikinig ng isang kuwento?
IV. Pagtataya
Iparinig ang kuwento tungkol sa Unggoy at Matsing, ipasagot ang mga tanong tungkol dito.
Maghanda ng mga 5 tanong sa kuwento
V. Takdang-Aralin
Humanap ng isang kuwento tungkol sa mga hayop. Isulat ang mahahalagang detalye ng kuwento
sa 5 pangungusap.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit nang may ganap na kahusayan ang mga batayang kasanayan sa pakikinig
Pagpapahalaga: Kahalagahan ng pakikinig
II. Paksa:
Paggamit nang may Ganap na Kahusayan ang mga Batayang Kasanayan sa Pakikinig
Sanggunian:
BEC PELC Pakikinig, Filipino Ang Aking Wika 6 p. 62 & p. 124
Gintong Aklat sa Wika, p. 7
III. Pamamaraan
1. Balik-aral
Ano ang dapat nating gawin upang maunawaan ang balitang ating pinakinggan?
2.
Paghawan sa Sagabal
Ibigay ang kahulugan ng salitang nasa loob ng bilog. At gamitin ito sa pangungusap
POLUSYON
3. Pagganyak na Tanong
Paano natin maiiwasan ang polusyon
B.
Paglalahad
Pakinggan ang guro habang binabasa ang isang balita.
C. Pagtalakay
Saan naggagaling ang 60% porsiyento ng polusyon sa Maynila?
Tungkol saan ang balitang napakinggan?
Ano ang. naiduqulot ng sobrang pagkalanghap ng carbon dioxide sa ating katawan?
Ano ang magagawa ng mga taga-Metro Manila upang maiwasan ang polusyon na ito?
D. Pagsasanay
Mahalaga bang magamit nang may ganap na kahusayan ang mga batayang kasanayan sa pakikinig?
Bakit?
E. Paglalahat
Pakinggan ang balitang bababsahin ng guro. At sagutin ang mga tanong pagkatapos.
Expo Pilipino, Dinayo ng mga Mag-aaral
Kaugnay ng pagdiriwang ng Sentenyal ng Kalayaan ng ating bansa, ang mga mag-aaral, mga guro at
punongguro ng Paaralang Bagong Barangay ay nagtungo sa Expo Pilipino sa Clark Field, Pampanga.
Naganap ito noong huling Biyernes ng Hunyo, ika-9:00 n.u. Sumakay sila sa mga bus patungo roon.
Niligid nila ang mga exhibit sa iba't ibang gusali sa Expo. Nakita nila ang magaganda at makasaysayang
pook sa buong bansa gayundin ang mga produkto at kaunlaran sa agham, teknolohiya at industriya.
Mga Tanong:
Sinu-sino ang nagtungo sa Expo Pilipino
Saan naroon ang Expo?
Anu-ano ang nakita ng mga mag-aaral sa Expo?
Kailan sila nagpunta sa Expo?
IV. Pagtataya
Pakinggan ang balitang babasahin ng guro at sagutin ang mga tanong pagkatapos.
Anak ng Mayamang Intsik, Kinidnap
Isang dalagitang anak ng negosyanteng Intsik sa Binondo, Manila ang kinidnap kahapon ng hapon I sa
panulukan ng Kalye Doroteo Jose at Avenida Rizal. Si Arlene Go, 12 taong gulang ay sasakay sa kotseng
minamaneho ng kanilang tsuper, nang tatlong sandatahang lalaki ang pumigil sa kanila, dakong, ika-apat
ng hapon. Pilit na pinababa ang drayber at mabilis na tumakas ang mga kidnaper patungong Caloocan,
Nabatid ng mga pulis mula sa mga magulang ni Arlene na ang kidnaper ay humihingi ng halagang
sampung milyung piso bilang katubusan.
Mga Tanong:
Tungkol saan ang balita?
Sino ang kinidnap? Kalian ito naganap? Saan nangyari?
Ilang taon na si Arlene?
Ilan ang kidnaper na dumukot sa kanya?
Magkano ibig ipatubos kay Arlene?
V. Takdang-Aralin
Makinig ng balita at iulat ito sa klase.
FILIPINO VI
Date: ______________
I.
Layunin
Nakakalahok at nakapagsasagawa ng mga kapulungang pampaaralan / pampurok / pansimbahan
Pagpapahalaga: Makiisa sa mga gawaing pampaaralan/ pampurok/ at pansimbahan.
II. Paksa:
Pansimbhan
Sanggunian:
Kagamitan:
Paglahok at pagsasagawa sa mga Kapulungang Pampaaralan, Pampurok, at

BEC PELC Pakikinig 15, pah. 44
Dula-dulaan, cassette tape,
III. Pamamaraan
1. Balik-aral
Pag-aralan ang bawat ekspresyong narinig sa bawat pagkakataon. Pagtugmain ang Hanay A at B.
_____
1. Pakiabot nga po ng ulam
_____
2. Ipinapasok ko ang pangalan ni G. Santos bilang kalihim
_____
3. Mam, bibili lang po ako ng papel
_____
4. Makikiraan po
_____
5. Ipagpaumanhin po ninyo
a. Sa loob ng siilid-aralan
a. Ginambala ang isang tao
c.
Dumaan sa harapan ang mga nag-usap
d.
Nagaganap sa isang kapulungan
e.
Isang hapag kainan
2.
Pagganyak
Paano tayo magiging bahagi sa mga kapulungang pampaaralan, pampurok o pansimbahan?
(Sagot: Makilahad at makapagsagawa sa mga ganiting pagkakataon)
B.
Paglalahad
1. Ipabanggit ang mga pamantayan sa pakikinig.
2. Iparinig ang isang dula-dulaan sa cassette tape.
C. Pagtalakay
1. Anu-ano ang pinag-uusapan sa pulong?
2. Sinu-sino ang mga nakilahok dito?
D. Pagsasanay
Hayaang marinig na muli ng mga bata ang dula-dulaan at ipadala sa kanila.
E. Paglalahat
Pangkatin ang mga bata sa dalawang pangkat at bigyan sila ng limang minuto upang pag-usapan
ang ipinakitang dula-dulaan base sa nrinig. Hayaang makilahok ang lahat ng miyembro ng pangkat.
IV. Pagtataya
Piliin ang titik ng wastong sagot.
1. Si Gng. Cabrera ay iminumungkahi upang kalihim ng isang samahan. Ano ang dapat niyang
maging reaksyon tungkol dito?
a. Ayaw kong maging kalihim.
b.
Buong lugod kong tatanggapin.
c.
Sana ay iba na ang naging kalihim.
2. Ang pakikilahok at pakikisangkot sa pagsasagawa ng proyekto ay gawain ng:
a. Lahat ng kasapi ng isang samahan
b. Pangulo lamang ng samahan
c. Ingat-yaman lamang
V. Takdang-Aralin
Sumulat ng isang maikling dula-dulaan na nagpapakita ng pakikilahok ng bawat kasapi sa isang
kapulungan. Pumili ng isa sa mga sumusunod na kapulngan sa pagsulat ng duladulaan.
a. Kapulungang Pampaaralan
b. Kapulungang Pampurok
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit ang mga angkop na ekspresyong narinig kaugnay ng pagsali sa kapulungan.
Pagpapahalaga: Paggalang sa Kapwa
II. Paksa:
Kapulungan.
Sanggunian:
Kagamitan:
Paggamit sa mga Angkop na Ekspresyong Narinig Kaugnay ng Pagsali sa

BEC PELC Pakikinig 16, pah. 45
Dula-dulaan, cassette tape, recorder
III. Pamamaraan
1. Balik-aral
Pagbigayin ang mga bata ng ibat ibang ekspresyong narig sa harap ng mesa sa oras ng kainan.
Halimbawa:
Pakiabot nga po ng kanin.
Salamat po.
Pakikuha nga po ng inumin.
2.
Pagganyak
Ano ang inyong dapat gawin upang may mamahala at maging maayos ang silid-aralin at maging ang mga
mag-aaral?
(Sagot: maghalal ng mga pamunuan)
B.
Paglalahad
1. Ipabanggit ang mga pamantayan sa pakikinig.
2. Iparinig ang isang dula-dulaan sa cassette tape.
C. Pagtalakay
Anu-anong mga ekspresyon ang inyong narinig sa dula-dulaan?
(Sagot: Hal. Ipinasok ko ang pangalan, Iminungkahi, Isinasara ang pagpasok ng pangalan atbp.)
D. Pagsasanay
Saan natin maaring marining ang mga ekspresyong tulad ng ipinapasok ang pangalan, iminungkahi
at iba pa?
E. Paglalahat
Hatiin na muli ang dula-dulaan at hayaang magpangkat ang mga bata at isadula ang narinig. Ipagamit ang
mga ekspresyong narinig.
IV. Pagtataya
Piliin ang titik ng wastong sagot.
1.
Sa isang kapulungan ay maghahalal ng bagong pamunuan. Nais mong ipasok ang pangalan ng
isang dumalo na si Gng. Cruz, bilang Kalihim, ano ang iyong ssabihin?
2.
3.
a. Ipinasok ko ang pangalan ng Gng. Cruz para Kalihim.

b. Nais kong maging Kalihim si Gng. Cruz.
c. Si Gng. Cruz ay mabuting Kalihim.
Ano ang dapat unang sabihin ng Pangulo sa isang kapulungan sa pasimula ng pulong?
a. Tumahimik at magsisimula na tayo.
b. Ang pulong ay nasa ayos at tayoy magsisimula na.
c. Sisimulan na natin ang pulong.
Pagkatapos ng pulong, ano ang dapat sabihin ng Pangulo?
a. Tapos na ang pulong, umuwi na kayo.
b. Tinatapos ko na ang pulong, maraming salamat sa inyong pagdalo.
V. Takdang-Aralin
Sumulat ng isang maikling dula-dulaan na gumagamit ng mga ekspresyong pangkapulungan
pampaaralan.
FILIPINO VI
Date: ______________
I. Layunin
Natutukoy sa mga diskursong napakinggan ang mga pahayag na:
Nagpapakilala na ideya
Nagpapatibay ng ideya
Pagpapahalaga: Kalusugan ay Kayamanan
II. Paksa:
Sanggunian:
Kagamitan:
Pagtukoy sa mga Diskursong Napakinggan

BEC PELC Pakikinig 18, pah. 45;
Wika at Pagbasa 6, ph. 43-45
pakikinig sa dula-dulaan sa kuwento.
III. Pamamaraan
1.
Pagganyak
Kung ikaw ay may hindi nagawang bagay na alam mo itong mahalagang-mahalaga, manghihinayang ka
ba?
B.
Paglalahad
1. Ipabigay ang mga pamantayan sa wastang pakikinig.
1. Ipasabi ang mga nais malaman sa duladulaan.
3.
Pagbasa ng guro sa dula-dulaan habang sila ay nakikinig.
4. Talakayan:
1.
Ano ang naging paksa ng usapan nina Daisy at Henry?
2.
Paano nila naipakita ang diwa ng pagtulang sa kapwa?
3.
Ang usapan bang ito ay may kaugnayan sa inyong karanasan? Bakit?
4.
Ikapit ang ideya ng seleksyan sa mga napapanahang kampanya ng pamahalaan tungkol sa
kalusugan.
5.
Ano ang diwa ng dula-dulaang napakinggan na nagpapakilala ng ideya.
5.
Ano ang diwa ng dula-dulaang narinig na nagpapatibay ng ideya?
C. Pagtalakay
Paano mo maipakikilala ang ideya sa dula-dulaan? Ideyang nagpapatibay?
D. Pagsasanay
Pangkatin ang mga bata sa apat. Gumawa ng mga napapanahong poster tungkol sa kalusugan. Sumulat ng
4 na pangungusap na nagpapakilala ng ideya at 1 pangungusap na nagpapatibay ng ideya.
IV. Pagtataya
Pagbasa ng isa pang teksyo habang nakikinig ang mga bata. Ibigay ang ideyang nagpapakilala ay
ideyang nagpapatibay sa 5 pangungusap tungkol sa kuwento/salaysay na napakinggan.
V. Takdang-Aralin
Pumili ng isang nappanahong paksa sa diyaryo. Pansinin ang ideyang nagpapakilala ay ideyang
nagpapatibay dito. Guhitan ng pulang bolpen ang mga pangungusap na nagpapakilala.
FILIPINO VI
Date: ______________
I.
Layunin
Naisasadula ayon sa wastong pagkakasunud-sunod ang mahahalagang pangyayari ng kuwentong
napakinggan.
Pagpapahalaga: Matamang Pakikinig
II. Paksa:
Napakinggan
Sanggunian:
Kagamitan:
Pagsasadula Ayon
BEC PELC Pakikinig 18, pah. 45;
Wika at Pagbasa 6, ph. 63-69
tape, cassette, dula-dulaan
III. Pamamaraan
1.
Balik-aral
Lagyan ng wastong bilang 1-5 ang mga pangyayari ayon sa wastong pagkakasunudsunod.
_______ Isinalang sa apoy ang kaldero.
_______ Hinugasan ng tatlong beses ang bigas.
_______ Nilagyan ng tamang tubig ang bigas.
_______ Nilinis ang kaldero.
_______ Nilagyan ng bigas ang kaldero
2. Pagganyak
Anu-anong mga programa ang inyong napakinggan sa radio? Anu-anong mga panoorin ang inyong
napapnood sa telebisyon?
B.
Paglalahad
Iparinig ang isang maikling dula-dulaan sa mga bata.
C. Pagtalakay
1. Ano ang maikling nangyari sa maikling dula-dulaan? Ano ang sumusunod na pangyayari?
2. Tumawag ng isang batang babae bilang Aling Nene at isang batang lalaki bilang Jayson at hayaang
isadula ang narinig na maikling dula-dulaan.
D. Paglalahat
Pano ang pagsasaula ng mahalagang pangyayaring napakinggan? (Sagot: Ayon sa wastong
pagkakasunod-sunod ng pangyayari)
E.
Pagsasanay
Iparinig ang isang pangyayari at ipasadula sa bata yon sa wastong pangkakasunud-sunod ng mga
pangyayari. (Maghanda ng kuwento o pangyayari sa tape.)
IV. Pagtataya:
Iparinig ang isang pangyayari o kuwento. Magpangkat ng 4 na miyembro. Isadula ang narinig sa
isang nakahandang tape.
V. Takdang-Aralin
Magbuo ng pangkat na binubuo ng 4-5 miyembro at magpakita ng isang pangyayari sa pamamagitan ng
duladulaan.
FILIPINO VI
Date: ______________
I.
Layunin
Nauuri ang pangngalan bilang pantangi, pambalana konkreto, di-konkreto, lansakan.
Pagpapahalaga: Pakikiisa sa mga proyektong pambayan
II. Paksa:Uri ng mga Pangngalan: Pantangi, Pambalana, Konkreto, Di-Konreto, Lansakan

Sanggunian:
BEC PELC Pagsasalita d. 44
Gintong Aklat sa Wika ph. 60
Kagamitan:
tape ng awitin tungkol sa kalikasan/larawan
III. Pamamaraan
1.
Balik-aral
Ano ang pangngalan?
2. Pagganyak
Pag-usapan ang tungkol sa mga isinagawang proyekto tungkol sa pagliligtas ng kapaligiran.
Iparinig ang isang teyp tungkol sa kapaligiran. Magpakita ng mga larawan tungkol dito.
Magtalakayan tungkol sa nakita/narinig.
B.
Paglalahad
Pagbasa ng tahimik ang balita sa pah. 60. Mga Lalaking Iskawt, Nag-alay ng Tanim
C. Pagtalakay
1. Itanong:
a. Sinu-sino ang nag-alay ng tanim?
b. Saan nagtanim ang mga iskwat?
c. Bakit isinagawa ang proyekto?
d. Ano ang kabutihang maidudulot ng pagtatanim sa kalikasan?
e. Sino ang nagbigay ng papuri sa mga iskawt? Ano ang kanyang sinabi?
f. Ikaw bay lumalahok sa Alay Tanim? Bakit?
D. Paglinang sa Kasanayan
Sa tulong ng tsart sa pah. 62, suriin ang iba't ibang uri ng pangngalan at magpabuo ng paglalahat
batay sa ginawang pagsusuri.
1. Aling mga pangngalan ang tumutukoy sa mga di-tiyak na tao, bagay, pook at pangyayari?
(Pambalana, ang mga pangngalang ginagamit na pantawag sa mga di-tiyak o kaaniwang tao,
bagay, pook o pangyayari).
Halimbawa: guro, paaralan, proyekto
2. Alin ang tumutukoy sa mga tiyak na tao, bagay, pook at pangyayari?
(Pantangi, ang mga pangngalang ginagamit na pantawag sa tiyak o dikaraniwang tao, bagay, pook
o pangyayari).
Halimbawa: Danny Cruz, Angat Dam, Alay Tanim
3. Alin ang mga konkretong pangngalan?

(Konkreto, ang mga pangngalang tumutukoy sa mga tao, bagay o pook na may anyong pisikal,
sumasaklaw sa isang espasyo, tahasang nakikita, nahahawakan o nasasalat.)
Halimbawa: Iskawt , punla, paaralan
4. Alin ang mga di-konkretong pangngalan?
(Di-konkreto ang pangngalang tumutukoy sa mga ideya na nakalarawan lang sa ating isipan.)
Halimbawa: kalikasan , kabutihan
5. Aling pangngalan ang tumutukoy sa pangkat ng mga tao?
(Lansakan ang pangngalang tumutukoy sa pangkat o lupon ng mga tao, bagay o pook)
Halimbawa: tropa, pangkat , trubu, kumpol
E.
Paglalapat
Ipasagot ang mga pagsasanay sa Magsanay Ka pah. 64-65 titik A at B.
IV. Pagtataya:
Uriin ang mgapangngalang may salungguhit. Isulat kung ito'y P - pantangi, B pambalana, K - konkreto,
DK - di-konkreto o L - lansakan.
Maraming lalawigan ang napinsala ng bagyong Loleng. Ang mga aanihing palay ay lumulubog sa baha.
Ang barkong Princess of the Orient ay lumubog. Ang malakas na hangin ay nagdala ng tuloy-tuloy na
pag-ulan na naging sanhi ng pagbaha sa lahat ng dako ng Luzon.
V. Takdang-Aralin
Gawin ang pagsasanay sa Titik C ng Gintong Aklat sa Wika, pah. 65.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit sa makabuluhang pakikipagtalsatasan ang mga pangungusap sa karaniwan at di
karaniwang ayos
Pagpapahalaga: Pagpapahalaga sa magandang tanawin sa bansa
II. Paksa:
Ayos ng Pangungusap
Sanggunian:
BEC PELC Pagsasalita d. 44; Gintong Aklat sa Wika ph. 48; Lunsarang Babasahin
Pilipinas, Perlas ng Silangan
Kagamitan:
larawan ng magagandang tanawin sa Pilipinas, aklat, teyp ng mga usapan sa ibat
ibang wika ng ating bansa
III. Pamamaraan
1. Magparinig ng mga usapan sa iba't ibang wikang Pilipino kung walang teyp, maaring tanungin
ang mga mag-aaral sa nakaaalam ng ibang wika bukod sa Tagalog o Filipino.
2. Iugnay ang usapan sa aralin tungkol sa ayos ng pangungusap.
B.
Paglalahad
Pagtalakay
C. Pagtalakay
1.
Anu-anong mga tanawin ang hinahangaan ng mga mag-aaral?
2.
Bakit kahanga-hanga ang Bulkang Mayon?
3.
Saan matatagpuan ang Hagdang- hagdang Palayan? Bakit itinuturing na isa ito sa 8 Wonders
of the World?
Ipabasa ang mga pangungusap na bumubuo sa usapan at suriin ang mga pangungusap na binigkas ng
bawat tauhan sa usapan.
1.
Kayganda ng mga tanawin sa ating bayan!
2.
Tingnan mo ang hugis konong Bulkang Mayon.
3.
Pakikunan mo naman ako ng larawan.
4.
Paano kaya ginawa ang Hagdanghagdang Palayan?
5.
Matiyaga ang mga taga-Banawe.
D. Paglalahat:
Ang pangungusap ay nasa karaniwang ayos kapag nauuna ang simuno sa panaguri. Kadalasan ito ay may
ay.
Halimbawa: Ang mga tanawin ay magaganda.
E.
Pagsasanay:
Ipagawa ang mga pagsasanay sa pah. 51. Magsanay ka.
Isalin sa karaniwang ayos ang mga pangungusap na nasa di-karaniwang ayos sa titik
A. Ang mga pangungusap na nasa di-karaniwang ayos naman, isulat sa karaniwang ayos.
Isulat ang mga pangungusap sa iyong kuwaderno.
IV. Pagtataya:
A. Isalin sa di-kaaniwang ayos ang pangungusap sa isang karaniwang ayos.
1. Kaakit-akit ang paglubog ng araw sa look ng Maynila.
1. Dinarayo ng mga turista ang Boracay.
2. Malamig ang klima sa Baguio.
B. Isalin sa di-karaniwang ayos ang pangungusap na nasa di-karaniwang ayos.
1. Ang mga bulaklak sa Zamboanga ay makukulay.
1. Ang tubig sa Los Banos ay mainit.
V. Takdang-Aralin
Sumulat ng isang tsart tungkol sa isang magandang tanawin sa ating bansa. Gumamit ng karaniwan at dikaraniwang ayos ng pangungusap.
FILIPINO VI
Date: ______________
I.
Layunin
Nasusuri ang mga pangungusap ayon sa mga bahaging bumubuo nito
Nagagamit ang mga pangungusap na may iba't ibang bahagi sa pagbibigay ng paliwanag
Pagpapahalaga: Pangangalaga sa kapaligiran
II. Paksa:Paggamit sa mga Pangungusap na may Ibat Ibang Bahagi sa Pagbibigay ng Paliwanag.
Sanggunian:
BEC PELC Pagsasalita d. 44; Wikang Filipino (Wika) d. 128-130
Kagamitan:
Tsart ng pangungusap.
III. Pamamaraan
1. Balik-aral
Panuto:
Sabihin kung ang mga sumusunod ay pangungusap o hindi (nasa tasrt).
1. Tinawag ng titser ang mga mag- aaral.
2. Ang bahay kubong giray-giray.
3. Naglalaro sa daan ang mga bata.
4. Patakbong lumapit sa akin si Rosa.
5. Makukuha si Rey sa mabuting pakiusap.
2. Pagganyak
Pagmasdan . ang bulaklak na ito. Anu-ano ang masasabi ninyo sa larawang ito? (Isusulat ng guro ang
sasabihing pangungusap ng mga magaaral).
Halimbawa:
1. Ang bubuyog ay nakadapo sa bulaklak.
2. Sinipsip ng bubuyog ang nektar ng bulaklak.
3. Kulay rosas ang petal ng bulaklak.
4. Ang tangkay at dahon ng bulaklak ay kulay berde.
5. Kulay dilaw ang ubod ng bulaklak.
B.
1.
2.
3.
4.
Paglalahad
Ipabasa ang mga pangungusap na isinulat ng guro sa pisara.
Ipasuri ang mga pangungusap.
Ipasabi ang
bahagi ng mga pangungusap.
Itanong:
Ano ang tawag sa bahaging pinag-uusapan o tinutukoy sa pangungusap?
Sagot:
Simuno po ang tawag sa pinaguusapan a tinutukoy sa pangungusap.
C. Pagtalakay
Basahin nating
ginamit sa Balik-aral).
Tanong:
Sagot:
muli ang mga pangungusap sa tsart. (Ang anim (6) na pangungusap na

Lahat bang ito ay pangungusap?
Ang bilang 2 at anim po ay hindi pangungusap
D. Paglalahat:
Ano ang dapat tandaan sa pangungusap?
Sagot: Ang pangungusap ay may dalawang bahagi, ang simuno at panaguri na nagpapahayag ng buong
diwa.
E.
Pagsasanay (Pasalita)
Panuto:
Sabihin ang simuno at panaguri ng bawat pangungusap.
1. Sumabog na bigla ang bulkan.
2. Si Jose ay nagpaalam sa ina bago umalis.
3. Nangangaral sa mga anak ang butihing matanda.
1. Nagdidilig ng mga halaman ang matanda.
2. Ang bangka ay tumaob sa lakas ng hangin.
IV. Pagtataya:
Panuto:
Bilugan ang simuno, guhitan ang panaguri.
1. Ang modista at nagtatabas ng tela.
2. Maraming dalang paninda ang nanay.
3. Matamis at malinamnam ang langka.
4.
Ang sapatos at pantalon ni Cesar ay mga bago.
5. Bawat tao ay may sariling tadhana.
V. Takdang-Aralin
Panuto:
Bilugan ang simuno at guhitan ang panaguri ng bawat pangungusap.
1.
Nagtungo sa Botica Ruby si Gil.
2.
Isang maliit na sinehan sa lugar namin ang Glori.
3.
Ang pusa ay lumundag at patayong bumagsak sa bubong.
4.
Tinuruan ng leksyon ni Ate si david.
5. Ang basket ng bayabas ay inihanda ni Aling Biring.
FILIPINO VI
Date: ______________
I.
Layunin
Nasasabi ang layunin ng nagsasalita sa paraan nito ng pagsasalita.
Pagpapahalaga: Pagpapakita ng katapatan sa pagsasalita
II. Paksa:Pagsasabi ng Layunin ng Nagsasalita sa Paraan nito ng Pagsasalita

Sanggunian:
Kagamitan:
Tsart
III. Pamamaraan
1. Balik-aral
Anu-ano ang mga bahagi ng pangungusap?
Pagbigayin ng pangungusap ang mga bata at kilalanin ang mga bahagi nito.
2. Pagganyak
May layunin ka ba kapag ikaw ay nagsasalita?
Sa iyong pagsasalita, may mga paraan ba ang iyong pagsasalita?
B.
1.
Paglalahad
Pagbasa sa ibat ibang uri ng pangungusap
2. Pagbigkas ng mga pangungusap araw- araw sa iba't ibang paraan.
3. Paano ninyo makikilala ang iba't ibang uri ng pangungusap na inyong binasa?
C. Paglalahat:
Ano ang layunin ng nagsasalita batay sa paraan nito ng pagsasalita?
D. Pagsasanay:
Isulat sa patlang kung ana ang isinasaad ng mga sumusunod na pangungusap - panahon, pangyayari sa
kalikasan, pagyaya, pagbati at pagpapaalam.
____ 1.
Tag-ulan na naman.
____ 6. Maligayang kaarawan.
____ 2. Bumaha na naman.
____ 7. Kamusta.
____ 3. Diyan ka na.
____ 8. Umaga na.
____ 4. Tayo na sa Antipolo.
____ 9. Maligayang pasko sa inyo.
____ 5. Nagkakagulo.
____ 10. Halina sa palengke.
IV. Pagtataya:
Ibigay ang layunin ang nagsasalita batay sa mga paraan ng pagsasalita.
____ 1. Paalam na po sa inyo.
____ 2. Ang gatas at itlog ay mga pagkaing pampalusog.
____ 3. Huwag kalimutang magdasal araw-araw.
____ 4. Nakabubuti sa katawan ang ehersisyo.
____ 5. Lumilindol!
V. Takdang-Aralin
Sumulat ng dalawang halimbawa sa bawat uri ng pangungusap:
Pangungusap na nagsasaad ng panahon, pangyayari sa kalikasan, pagyakag o pagyaya, pagbati at

pamamaalam.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit ang mga pangngalang angkop para sa isang kapulungan
Pagpapahalaga: Paggamit ng magagalang na pananalita sa isang kapulungan
II. Paksa:Paggamit ng mga Pangngalang angkop para sa isang kapulungan

Sanggunian:
BEC PELC Pagsasalita d. 44; Gintong Aklat sa Wika, Aralin 2 d. 8-12
Kagamitan:
Tsart , cassette recording, tape
III. Pamamaraan
1. Balik-aral
Ano ang layunin ng nagsasalita batay sa paraan nito ng pagsasalita?
2. Pagganyak
Anu-anong samahan ang sinasamahan mo sa inyong paaralan?
Dumalo ka bas a kanilang pagpupulong?
B.
Paglalahad/Pagtatalakay
1. Pagbasa sa isang dula-dulaan, d. 5-9, Gintong Aklat Ng Wika.
2. Pagsagot sa mga tanong, d. 10, Gintong Aklat ng Wika.
1. Anu-ano ang pangngalang ginamit sa pagpupulong?
Layon ng pulong
Ginoong Pangulo
Kalihim
Mungkahi
Katitikan
Botohan
Panguluhan
4.
Paggamit ng mga pangngalan sa pagpupulong.

C. Paglalahat:
Anu-ano ang wastong pangngalan ang sumusunod na usapan sa pagpupulong.
D. Pagsasanay:
Sisimulan natin ang _____________, mangyaring basahin ng _____________, ang ___________.
Ang ____________ ay pinagtibay. Handa na ba kayo sa ____________.
IV. Pagtataya:
Gamitin ang mga sumusunod na pangngalan sa pangungusap.
Layon ng pulong
Botohan
Kalihim
Ginoong Pnagulo
Katitikan
Panguluhan
Mungkahi
V. Takdang Aralin:
Pag-aralan ang magagalang na pananalita gamit sa pagpupulong.
Gintong Aklat Wika d. 11
FILIPINO VI
Date: ______________
I.
Layunin
Natutukoy ang gamit ng pangngalan sa mga diskursong napakinggan
Pagpapahalaga: Pagkakaisa at pagtutulungan
II. Paksa:Pagtukoy sa Gamit ng Pangngalan sa mga Diskursong Napakinggan

Sanggunian:
Kagamitan:
Tsart , plaskard, larawan
III. Pamamaraan
1. Balik-aral
Sabihin ang mga pangngalang ginamit sa bawat pangungusap.
1. May hinog na ang buwig ng saging sa likod-bahay ni Mang Pepe.
2. Mapagkakatiwalaang bata si Nestor.
3. Isang batalyong sundalo ang dumating sa kampo kaninang umaga.
4. Dinala sa doktor ang iyong kaibigang si Nora.
5. Maunlad na ang aming nayon ngayon.
2. Pagganyak
Igala ang paningin sa loob at labas ng silid-aralan.
Isulat sa pisara ang mga pangngalan ng bagay na nakita.
B.
1.
2.
Pamatayan sa pagbasa nang tahimik.
Pagbasa sa isang diskursong napakinggan.
C. Paglalahat:
Anu-ano ang iba't ibang uri ng pangngalan ayon sa gamit?
D. Pagsasanay:
Piliin ang mga pangngalan at uriin ang gamit nito.
1. Bungkos ng bulaklak ang dala-dala niya sa akin kanina.
2. Iminungkahi ni Rea ang pagdalaw sa Pambansang Museo.
3. Lupon ng manunulat ang lilikha ng aklat na ating gagamitin sa isang taon.
IV. Pagtataya:
Piliin ang pangngalang ginagamit sa talatang sumusunod at uriin ang gamit nito.
1. Iisa ang landas na tinatahak ng mga taga-San Isidro kung Lingo ng umaga, ang landas patungong
bisita.
2. Isang misa lamang ang ginaganap dito ni Padre Jose, ang katulong na pari sa simbahan sa
kabayanan. Dahil dito parang munting pagtitipon nang lahat ng tagaroon ang bisita.
3. Ang pumpon ng rosas at kamya ay naging tampok sa aming paksa sa usapan ni Maria dahil sa
ganda at bangong dulot nito sa tao.
IV. Pagtataya:
Sumulat ng sampung pangungusap. Guhitan ang pangngalan at uriin ang gamit nito.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit nang wasto ang mga panghalip
Pagpapahalaga: Wastong paggamit at pagtitipid ng tubig
II. Paksa:Paggamit nang Wasto sa mga Panghalip

Sanggunian:
BEC PELC Pagsasalita d. 44; Gintong Aklat Wika d. 74-78
Kagamitan:
Tsart , plaskard
III. Pamamaraan
1. Balik-aral
Piliin at salungguhitan ang mga panghalip.
1. Pilipino ang taguri sa sariling wika natin.
2. Tayong mga Pilipino ay nararapat na magkaisa.
3. Ang wika ay minana natin sa ating mga ninuna.
4. Para sa inyo ang ginawa ng mga bayani ng lahi.
5. Itinatag ni Manuel L.Quezon ang ZWA, ayon sa kanila.
2. Pagganyak
Mahalaga ba sa inyo ang tubig? Dapat ba itong tipirin sa paggamit?
B.
1.
2.
Basahin ang mga pangungusap sa maikling usapan at pag-aralan ang gamit ng panghalip.
Balikan ang binasang usapan. Hanapin ang mga panghalip na gamit.
C. Paglalahat
Ano ang panghalip at kalian ito ginagamit?
D. Pagsasanay
Salungguhitan ang mga panghalip.
1.
Ako ay tumutulong sa pagtitipid ng tubig.
2.
Ang nag-iipon sa amin ng tubig ay ako.
3.
Bumili siya ng timba para sa amin.
4.
Si Kuya ay umiigib din. Siya ay umiigib ng aming inumin.
5.
Pinupuno nila ang aming inuminan.
IV. Pagtataya:
Gamitin ang pares ng mga panghalip sa pangungusap.
1. Ako, Akin
______ ay nag-aaral na mabuti para sa ______ kinabukasan.
2. Ikaw, Mo
Kainin ________ito nang _________ay lumakas.
3. Siya, Kaniya
Nagpunta _________sa tindahan upang bumili ng pasalubang para sa _____ anak.
4. Iyo, Mo
Tanggapin _________ito. Para sa _________ito.
5. Kami, Namin
Nagdala __________ng bulaklak ay ibinigay _____ sa aming guro.
V. Takdang-aralin:
Bumuo ng isang usapan na gumagamit ng mga panghalip. Ang usapan ay maaaring tungkol sa
paghahalaman.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit ang mga panghalip na panao sa kaukulang palagyo, palayon at paari
Pagpapahalaga: Pagmamalasakit
II. Paksa:Paggamit ng Panghalip na Panao sa Kaukulang Palagyo, Palayon at Paari

Sanggunian:
Kagamitan:
Tsart , plaskard
III. Pamamaraan
1. Pagwawasto ng takdang aralin.
2. Balik-aral
Pagkilala sa Panghalip
B.
Babasahin ang maikling balita.
C. Pagtalakay
Pagkatapas basahin ang balita, pag-usapan ito at sagutin ang mga tanong.
1.
Ano ang malungkat na nangyari sa isang mag-aaral?
2.
Ano ang dahilan ng kanilang kamatayan?
3.
Ano ang red tide?
4.
Anu-ano ang pinag-utos ng Kagwaran ng Kalusugan upang maiwasan ang pagkalason ng iba
pang tao?
Panghalipp na Panao ang tawag sa mga salitang panghalili sa ngalan ng taa. Maari itong nasa anya tulad
ng ako, ikaw siya. Maari rin itong maramihang anyo tulad ng tayo, sila at kami.
D. Paglalahat
Anu-ano ang tatlong panghalip na panao ayon sa kaukulan? Ipaliwanag ang bawat isa.
E. Pagsasanay
Narito ang tsart ng mga panghalip na panao sa kaukulang palagyo, paari at palayon. Gamitin ito sa
pangungusap.
Mga Panghalip na Panao
Palagyo
Paari
Palayon
Ako
Akin
Ko
Sayo
Atin
Natin
Ikaw
Iyo
Mo
Siva
Inyo
Kanila
Sila
Nila
Kanya
IV. Pagtataya:
Gamitin ang wastong panghalip sa pagbibigay ng reaksyon. Isulat ang tamang panghalip na
panao sa patlang.
1.
Sa aking palagay, dapat tumulong upang maging malinis ang ________ilog.
2.
Kung ikaw ay naniniwala na ang dahilan ng red tide ay maruming kapaligiran, huwag ____
magtapon ng basura kahit saan.
3.
4.
5.
Kung tayo ay magkakaisa, malulutas _______ an gating problema sa kalinisan.

Sa palagay mo kaya, magagawa _______ ito?
Sa wari ko naman, sila ay makikiisa sa kabutihan ng _________ pamilya.
V. Takdang-aralin:
Gumupit ng isang balita sa pahayagan at idikit ito sa bond paper at salungguhitan ang mga panghalip na
panao at uriin kung ito'y palagyo, palayon at paari.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit ang panghalip bilang paksang nangungusap at pinaglalaanan sa mga pangungusap
Pagpapahalaga: Pagmamalasakit sa kapwa
II. Paksa:Paggamit ng Panghalip Bilang Paksang Nangungusap at Pinaglalaanan sa Mga Pangungusap

Sanggunian:
Kagamitan:
Tsart , plaskard
III. Pamamaraan
1. Balik-aral
Uriin kung palagyo, paari o palayon ang panghalip na may salungguhit.
1.
Sa aking palagay, dapat tayong tumulong upang maging malinis ang ilog.
2.
Sa palagay mo kaya, magagawa mo ito?
3.
Sa wari mo naman, sila ay makikiisa para sa kabutihan ng ating pamilya.
4.
Sa sarili kong palagay tama ang manggagamot.
5.
Naniniwala sila na mamatay ang mikrobyo kapag pinakuluan ang tubig.
2. Pagganyak
May kilala ba kayong ulila?
Sino ang nag-aalaga sa kanila?
Saan sila dapat dalhin kung wala silang kamag-anak na mag-aalaga sa kanila?
B.
1.
2.
Basahin ang sumusunod na talataan at alamin ang mga panghalip na ginamit.
Balikan ang binasang talataan.
Hanapin ang mga panghalip na ginagamit.
Suriin ang gamit ng mga panghalip bilang paksang pangungusap at pinaglalaanan sa
pangungusap.
3.
Pansinin ang mga panghalip na may salungguhit.
a.
Nakakuha siya ng ginto rito.
b.
Inyo ang mga likas na yaman
c.
Ikinuha ko sila ng kabibe sa dalampasigan.
4.
Ano ang gamit ng panghalip sa bawat pangungusap?
Kailan ito magiging simuno, layon, panaguri o pinaglalaanan?
C. Paglalahat
Anu-ano ang tatlong panghalip na pangungusap.
D. Pagsasanay
Isualt ang gamit ng panghalip na may salungguhit.
1. Ikinuha ko siya ng mga butong maipupunla.
2. Ako ay sasama sa Alay Lakad.
3. Ang magdidilig sa mga bagong tanim ay ikaw.
4. Tutulungan kayo ng mga Boy Scouts.
5. Ang bayang ito ay atin.
IV. Pagtataya:
Isulat kung simuno, layon, panaguri o pinaglalaanan ang panghalip na may salungguhit.
1.
Ang abokado na itinanim ko ay namumunga na.
2.
Sila ay mahilig kumain ng bungang kahoy.
3.
Para, sa atin ang lahat ng ani ko.
4.
Ang pinakamalaking tsiko ay iyo.
5.
Ipinagluto ko kayo ng pinakbit.
V. Takdang-aralin:
Gamitin sa pangungusap ang sumusunod na panghalip bilang:
Simuno - sila, ako
Panaguri - sila, ako
Layon - ikaw, kayo
Pinaglalaanan - kanila, akin
FILIPINO VI
Date: ______________
I.
Layunin
Naibibigay ng malinaw ang mahahalagang detalyeng ipinahihiwatig sa akdang binasa.
Pagpapahalaga: Pagmamahal sa wika
II. Paksa:Pagbibigay ng Malinaw ang Mahahalagang Detalyeng Ipinahihiwatig sa Aksang Binasa.

Sanggunian:
BEC PELC Pagbasa , Gintong Aklat Pagbasa, ph. 47-49;
Wika at Pagbasa 6 ni Dr. Teresita Cruz Arceo, ph. 233
Kagamitan:
Tsart
III. Pamamaraan
1. Pagwawasto ng sagot sa takdang Gawain ng nakaraang aralin.
2. Balik-aral sa nakaraang aralin.
B.
1.
Pagpapalayvak ng Talasalitaan .
Basahin ang mga sumusunod na pangungusap at hanapin sa kahon sa i1alim ang angkop na kahulugan ng
bawat salitang may salungguhit.
a.
Bago pa dumating ang mga Kastila, ang mga katutubo ay may sarili nang paraan ng pagsulat.
b.
Nagsimula ang panukala na dapat magkaroon ng pambansang wika ang Pilipinas.
c.
Tagalog ang wikang pinagbatayan ng Pilipino bilang pambansang wika.
d.
Kailangang makaagapay tayo sa pagbabago ng bawat panahon
e.
Sa bisa ng Saligang Batas ng 1987 ang ating Wikang Pambansa ay Filipino.
1.
likas, taal
2.
plano, balak
3.
pinagbasehan, pinagkuhanan
4.
makasunod, makaayon
5.
konstitusyon
2.
Basahin ang kwentong Ang Kasaysayan ng Wikang Filipino", Gintong Aklat sa Pagbasa, ph. 4749. Alamin ang mahahalagang detalyeng ibig ipahiwatig ng may-akda.
C. Pagtalakay
Sagutin ang mga sumusunod na tanong:
Ano ang katutubong wika ng mga Pilipino bago dumating ang mga Kastila?
Bakit ginawang batayan ng Pilipino ang Tagalog?
Bakit tinaguriang Ama ng Wika si Pangulong Manuel L. Quezon?
Bakit kailangang dagdagan ng 8 titik ang binagong alpabeto?
Sa inyong palagay, mainam ba ang may pambansang wika? Bakit?
D. Pagsasanay
Basahin ang talumpati at sagutin ang mga tanong.
1. Ano ang Wikang Filipino?
2. Bakit magandang pakinggan ang Wikang Filipino?
3. Bakit kung minsan ay nawawalan ng saysay ang isang pyesa o tulang bibigkasin?
IV. Pagtataya:
Basahin ang balita at sagutin ang mga tanong.
Ang ating paaralan ay magdaraos ng isang Timpalak Bigkasan sa darating na buwan ng Agosto. Bawat
baitang ay may dalawang kalahok. Ang timpalak na ito ay sa pamamahala ng mga pamunuan ng
pangkalahatang PTA ng ating paaralan. Ang mga magwawagi sa naturang timpalak ay tatanggap ng
Iimang daang piso (P500).
1. Ano ang idaraos sa darating na buwan ng Agosto?
a. Timpalak Bigkasan
b. Palarong Pampaaralan
c. palatuntunan sa Araw ng Puso
2. Ilan ang magiging kalahok sa bawat baitang?
a. Isang kalahok
b. Tatlong kalahok
c. Dalawang kalahok
V. Takdang-aralin:
Magbasa ng isang balita at isulat ang mahahalagang detalyeng ipinahihiwatig dito.
FILIPINO VI
Date: ______________
I.
Layunin
Naibibigay ang mahahalagang impormasyon tuwiran at di-tuwirang binanggit sa teksto
Pagpapahalaga: Pagmamahal sa bansa
II. Paksa:Pagbibigay ng Mahahalagang Impormasyon sa Tuwiran at Di-Tuwiran at Di-Tueirang

Binanggit sa Teksto.
Sanggunian:
BEC PELC Pagbasa , Gintong Aklat Pagbasa, ph. 15-18
Kagamitan:
Tsart ng tula
III. Pamamaraan
1. Pagganyak
Anu-ano ang mga magagandang bagay na makikita natin sa ating bansa?
Piliin ang kahulugan ng salitang may salungguhit sa pangungusap.
1.
Perlas ng Silanganan ang taguri sa Pilipinas. (Sabi, tawag, uri, yari)
2.
Wlang malinaw na tubig na dumadalaoy sa latian. (batis, ilog, putikan, sapa)
3.
Ang mga Ibanag, Ipugaw, Maranaw at Tasaday ay ilan sa mga lipi ng mga Pilipino. (Iupa,
lipunan, samahan, tribu)
4.
Payapa ang isang bansa kung nagkakabuklod ang mga mamamayan.
5.
Maraming Pilipino ang nasawi upang makamit ang mithing kalayaan.
3. Pagganyak na Tanong:
Pilipinas ang bansa natin, ito ang tahanan ng ating kahi. Bakit tinaguriang Perlas ng
Silangan ang bansa natin?
B.
Paglalahad
Pagbasa ng Tula Pilipinas ang Bayan Ko
C. Pagtalakay
Bakit Perlas ng Silangan ang taguri sa Pilipinas?
Anu-ano ang mga likas na yamang kalaob sa Pilipinas ni Bathala?
Bakit mahalaga ang luntiang puno?
Ano ang nagbubuklod sa mga Pilipino?
Paano ipinakita ng mga bayani ang pagmamahal sa bayan?
D. Paglalahat
Paano maibibigay ang mahahalagang detalye nakapaloob sa binasa? Kailangan din bang magkaroan ng
kasanayan sa pag-unawa sa mga impormasyang tuwiran at di-tuwirang nakasaad sa teksto?
IV. Pagtataya:
Basahin ang talata. Piliin ang titik ng wastong sagot sa pamamagitan ng pagpili ng mga impormasyong
tuwiran at di-tuwirang ipinahahayag sa teksto.
Lumuluhang dumating sa bahay ang anak ni Mang Mario na si Lina. Nababakas sa mukha niya ang
kalungkutan. Kagagaling lamang niya sa kanilang paaralan. Kasalukuyan siyang nagleleksyon nang
mayroon silang malanghap na usok. Sila ay nagulat. Sinabihan sila ng kanilang guro na maging kalma.
Dahan-dahan silang pinapila at isa-isang pinalabas ng silid. Sa may gusaling Home Economics nagsimula
ang apaoy. Mayamaya'y lumaganap na ang nagliliyab na apoy. Silang lahat at natulala habang tinitingnan
ang sunog. Hindi nila mapigilan ang maiyak. Hindi makakain si Lina kahit na masarap ang ulam sa mesa.
Matagal din siyang hindi makakapasok.
1.
Bakit lumuluhang dumating ng bahay si Lina?
a.
Siva ay nakipag-away
b.
Mababa ang nakuha niya sa pagsusulit
c.
Nagkaroon ng sunog sa kanilang paaralan
d.
Nakagalitan siva ng kanyang guro
2.
Ano ang dahilan ng sunog?
a.
Naiwang bukas ang kalan sa Home Economics
b.
Sinadyang sunugin ang gusali
c.
Naglaro ng posporo ang mga bata
d.
Naiwang bukas ang i1aw
V. Takdang-aralin:
Sumipi ng isang balita sa pahayagan. Sa ilalim ng balita itala ang mahahalagang
impormasyon.
1. Impormasyong tuwirang binanggit
______________________________
______________________________
2. Impormasyong di-tuwirang binanggit
______________________________
______________________________
FILIPINO VI
Date: ______________
I.
Layunin
Nasasagot ang mga tanong batay sa sariling karanasan
Pagpapahalaga: Pagpapahalaga sa mga tradisyon at kaugalian ng mga Pilipino
II. Paksa:Pagsagot sa mga Tanong Batay sa Sariling Karanasan

Sanggunian:
BEC PELC Pagbasa , Gintong Aklat Pagbasa, p.3-8
III. Pamamaraan
1. Pagganyak
Anu-anong tradisyon ng mga Pilipino ang ginagawa pa natin hanggang ngayon?
Basahin ang sumusunod na salita at pag-aralan ang kahulugan ng bawat isa. Batay sa pangungusap piliin
ang kahulugan ng salita.
Patron - Nananalangin at nagpapsalamat ang mga magsasaka kay San isidro
mga magsasaka para sa masaganang ani. (amo, panginoon, pinuno, santo)
Labrador ang patron ng
Maoriones - ay ang mga nagpepenitensya na naksuot ng kawal at may makukulay na maskara katulad ng
mga naghahanap sa Longhinus na nag-ulos sa tagiliran ni Kristo nang siya'y nasa kalbaryo. (alagad,
guwardiya, mandirigma, pulis)
Pahiyas - Makukulay na kiping at iba pang mga produkto tulad ng palay, gulay at mga prutas ma
isinasabit sa harap ng tahanan. (kasuotan, palamuti, regalo, tanghalan)
Mainam bang ituloy ang mga kaugaliang atin ng nakagisnan?
B.
Paglalahad
Pagbasa ng dayalog sa Gintong Aklat sa Pagbasa 6, p. 3-6
1.
2.
3.
4.
5.
C. Pagtalakay
Bakit nakatuwaan ng mga tao ang kalabaw?
Paano nagpepenitensya ang mga kalalakihan sa Marinduque?
Bakit dinarayo ang Pahiyas sa Quezon?
Ano ang pinakahihintay ng mga bata sa Santacruzan? Bakit?
Mainam bang ipagpatuloy ang mga kaugaliang nabasa mo sa kwento. Katwiranan mo.
Batay sa mga pangyayari sa kwento, anu-anong mga pangyayari ang naranasan nyo na?
D. Paglalahat
Paano mo masasagot ang mga tanong sa isang pangyayari O sitwasyon?
E. Pagsasanay
Batay sa sariling karanasan, sa anong pista o pagdiriwang mayroong ganitong pangyayari?
Isulat ang sagot sa tapat ng bawat salita o lupon ng mga salita.

1. palosebo
_________________
2. sagala
_________________
3. basaan
_________________
4. sayawan ng mga Ati-Atihan _________________
5. pagpapaputok ng kwitis
_________________
F. Paglalapat
Pumili ng isa sa mga sumusunod na pagdiriwang at sumulat ng isang talata tungkol dito, batay sa sariling
karanasan. Ipabasa ang mga natapos na gawa.
1. Isang Kasalan
2. Ang Pista sa Amin
IV. Pagtataya:
Sagutin ang mga sumusunod na tanong batay sa sariling karanasan.
1. Anong pista ang ipinagdiriwang sa inyong pook?
2. Kailan ito ipinagdiriwang?
3. Bakit ipinagdiriwang ang pistang nabanggit?
4. Anu-anong paghahanda ang ginagawa ng mga tagaroon sa inyo sa pistang ito?
5. Alin sa mga gawain sa pista ang ibig mong ipagpatuloy? Bakit?
V. Takdang-aralin:
Sumulat ng isang talata tungkol sa isang palaro paligsahan at ibatay ito sa sariling karanasan.
FILIPINO VI
Date: ______________
I.
Layunin
Nailalarawan ang katangian ng tauhan batay sa pananalita/pagkilos na isinaad sa kwento
Pagpapahalaga: Pagmamahal sa bayan
II. Paksa:Paglalarawan ng Katangian ng Tauhan Batay sa Pananalita/Pagkilos na Isinaad sSa Kwento

Sanggunian:
Kuwento:
Buhay Ko May Iaalay
III. Pamamaraan
1. Pagganyak
Mahal mo ba ang iyong bayan?
Paano mo maipapakita ang iyong pagmamahal?
Handa ka bang mag-a ay ng buhay para sa bayan?
Panuto:
Hanapin sa gawing kanan ang salita o lipon ng mga salitang nakasulat ng pahilig sa bawat pangungusap
sa kaliwa.
1. Ipinamalas ng bayani ang kanyang pagmamahal sa bayan sa
a. Ipahamak
pamamagitan ng pag-aalay ng kanyang buhay.
2. Mahigit na apat na raang taon ang pananakop ng mga Kastila sa b. Paniwalaan
Pilipinas.
3. Isang kataksilan ang ipagkalulo mo ang bayan sa mga kaaway.
c. Umiyak
4. Hindi mapigilan ng anak Manangis ng barilin ang kanayang ama.
d. Pagsaklaw
5. Dapat tayong maging tapat sa ating salita upang mapagkatiwalaan ng e. Ipinakita
kapwa.
B.
Paglalahad
Pagbasa ng kwento Buhay Ko May Iaalay, GAP, Pagbasa, ph. 31-36
C. Pagtalakay
Pag-aralan ang mga sumusunod:
1.
Pag-unawa sa Kuwento
Bawat grupo ay bibigyan ng limang minuto upang ilarawan ang katangian ng tauhan
batay sa pananalita/pagkilos na isinaad sa kwento sa pamamagitan ng pagbuo ng web.
Kanino iniwan ni Manuel L. Quezon ang pamamahala ng bansa ng magtungo siya sa Amerika?
Bakit?
Ano ang katungkulan ni Jose Abad Santos sa pamahalaan ng panahong iyon?
Bakit nagalit ang pinunong Hapon kay Jose Abad Santos?
Tama ba ang ginawang pagpapasya ni Jose Abad Santos? Bakit?
Kung ikaw si Jose Abad Santos, gagawin mo ba ang ginawa niya? Ibigay ang katwiran.
D. Paglalahat
Paano mailalarawan ang katangian ng tauhan batay sa pananalita/pagkilos na isinaad sa kwento?
E. Pagsasanay
Panuto:
Isulat sa patlang ang katangian ng mga pangunahing tauhan sa kwento batay sa paniling pananalita.
IV. Pagtataya:
Panuto:
Isulat ang titik ng katangiang naglalarawan sa sumusunod ng mga bayani batay sa kanilang pananalita.
1.
Jose Rizal Ang hindi magmahal sa kanyang salita ay higit pa sa hayop at malansang isda
2.
Andres Bonifacio, Pangalawa sa Diyos, ibigin mo ang iyong bayan ng higit sa iyong buhay
3.
Lapu-Iapu, Hindi ako alipin, bakit ako hahalik kay Haring Humabad.
4.
Jose Burgos Mga kabataang Pilipino magpakarunong kayo.
5.
Reyna Sima Ang nagkasala ay dapat magtiis ng parusa, anak ko man siya ay dapat siyang
parusahan.
a. Katapatan sa pananalita
b. Mapagpahalaga sa pag-aaral
c. Matalino
d. Mapagmahal sa bayan
e. Mapagmahal sa sariling wika
f. Katapangan at sariling paninindigan
V. Takdang-aralin:
Maghanap sa aklatan ng anekdota ng isang bayani na nagsasaad ng kanyang pagmamahal sa sariling
wika. Isulat ang bahagi ng anaekdota na ang bayani ay nagpahayag ng kanyang natatanging pagtingin sa
Wikang Pambansa.
Salungguhitan ang kanyang pahayag na sinabi. Sa ibabang anekdota isulat ang salitang naglalarawan
sa katangian ng bayani.
FILIPINO VI
Date: ______________
I.
Layunin
Naiuugnay ang sariling karanasan sa mga pangyayari sa kuwento
Pagpapahalaga: Pagmamahal sa bayan
II. Paksa:Pag-uugnay ng Sariling Karanasan sa mga Pangyayari sa Kuwento

Sanggunian:
Kagamitan:
tsart
III. Pamamaraan
1. Pagganyak
Naksama ka na ba sa Lakbay-ara1? Saan-saan kayo nagpunta? Ano ang iyong naramdaman?
Anu-anong salita ang maiuugnay mo sa salitang nasa kahon?
LakayAral
Pagbibigay ng kahulugan ng salita at ipagamit sa sariling pangungusap.
Moog
Liwasan
Awditoryum
Karwahe Aranya
B.
1.
2.
Paglalahad
Pagbasa sa Kuwento.
Pag-unawa sa Kuwento.
a.
Ano ang lakbay-aral? Paano ito nakatulong sa mga mag-aaral?
b.
Saan-saang makasaysayang pook nagtungo sina Carina?
3.
Sa binsang kuwento, magbigay ng sariling karanasan na maiuugnay sa mga sumusunod na
pangyayari.
a.
Pagsakay sa aircon bus, tren o eroplano.
b.
Pagsakay sa kalesa o kariton sa halip na karwahe.
- Ano ang humihila sa kalesa o kariton?
- Ano ang isinasakay sa kalesa o kariton?
C. Paglalahat
Paano mo mapapahalagahan ang mga pangyayari sa kuwento?
D. Pagsasanay
Pangkatin sa dalawa ang mga bata. Batay sa sariling karanasan, isalaysay ang paglalakbay-aral o
anumang paglalakbay na isinagawa ng inyong paaralan kaugnay ng inyong aralin sa Hekasi o kaya'y sa
Agham.
Isulat ang salaysay sa isang malinis na papel at iulat sa harap ng klase.
IV. Pagtataya:
Panuto:
Batay sa sariling karanasan, magtala ng isang makasaysayang pook o magagandang tanawin sa
inyong lugar. Sa i1alim nito, magbigay ng mahahalagang impormasyon tungkol dito.
1.
Isang makasaysayang pook ____________
A. Saan ito matatagpuan? (Bayan at lalawigan) _______________
B.
Anong makasaysayang pangyayari ang naganap dito? _____________
C. Paano nararating ang pook? (Sasakyan) _________________
D.
Ilang oras ang paglalakbay mula sa inyong lalawigan o lungsod? ________________
E.
Anu-anong mga tanawin, gusali o libangan ang narito? ______________
V. Takdang-aralin:
Batay sa sariling karanasan, isulat sa isang malinis na papel gng nakakatawang pangyayari noong kayo
ay nasa ikalimang taon ng inyong pag-aaral.
FILIPINO VI
Date: ______________
I.
Layunin
Nakapagbibigay ng palagay tungkol sa maaaring kalabasan ng mga pangyayari sa kuwento
batay sa mga ikinikilos ng mga tauhan.
Pagpapahalaga: Ang pagtutulungan ay daan sa mabuting pagkakaibigan
II. Paksa:
Pagbibigay ng Palagay Tungkol sa Maaaring Kalabasan ng mga Pangyayari sa Kwento
Batay, sa mga Ikinikilos ng mga Tauhan
Sanggunian:
BEC PELC Pagbasa, Filipino Pagbasa 6 p. 18-21; Wikang Pilipino 6 p. 168-170;
Gintong Aklat Pagbasa, p.169-170
Kagamitan:
larawan ng kalabaw at ng tagak
III. Pamamaraan
1. Pagwawasto sa Takdang Gawain ng nakaraang aralin.
2. Pagganyak
Itanong sa mga bata kung ano ang nakikita nila sa larawan. Sabihin sa kanila na sila ay babasa ng kwento
-tungkol sa kalabaw at tagak.
Nasa loob ng pangungusap ang kahukugan ng salitang nasa kahon. Salungguhitan ang mga salitang ito.
1. Nagpunta si Kalabaw sa tubugang putik at dito siya naglunoy.
Nagtampis
aw
2. Pagtutukain ko ang mga pesteng lamok na ito."

Bwisit
Ano ang kinahinatnan ng pagtulong ni Togak kay Kalabaw?
B.
Paglalahad
Pagbasa ng tahimik. Si Kalabaw at si Tagak.
C. Pagtalakay
Pagsagot sa mga tanong:
1.
Sino ang naglunoy sa tubigang putik?
2.
Saan natulog at sumilong si Kalabaw?
3.
Ano ang mga kumakagat sa katawan ni Kalaba?
4.
Paano naging magkaibigan si Tagak at si Kalabaw?
5.
Anong aral ang ipinahahatid ng kuwento?
D. Paglalapat
Paano nabibigyan ng resulta ang mga pangyayari?
IV. Pagtataya:
1.
2.
3.
4.
5.
Basahin ang Alamat ng Uwak. Isulat ang palagay tungkol sa maaaring kalabasan ng kuwento.
Kung hindi kumain ng hayop ang uwak _______________
Kung naging masunurin ang kampon ni Pluto ______________
Kung bumalik kaagad si Uwak sa palasyo ________________
Kung nakipag-usap si Neptuno sa kaibigan ___________
Kung hindi pinaghatian ng magkaibigan ang dagat at lupa ___________
V. Takdang-aralin:
Bumasa ng isa pang kwento. Isulat sa notbuk ang buod nito. Magbigay ng palagay tungkol sa kalalabasan
ng kuwento.
FILIPINO VI
Date: ______________
I.
Layunin
Napipili ang mga detalye na nagpapahiwatig o lumilinang sa mga pangunahing diwa.
Pagpapahalaga: Pagmamahal sa Bayan
II. Paksa:
Pagpili sa mga detalye na Nagpapaliwanag o Lumilinang sa mga Pangunahing Diwa.
Sanggunian:
BEC PELC Pagbasa ph. 44; Gintong Aklat Pagbasa, p.59-64
Kuwento:
Ito ang Ating Daigdig
III. Pamamaraan
1. Pagwawasto sa Takdang Gawain ng nakaraang aralin.
2. Pagganyak
Anu-ano ang mahahalagang salita na kaugnay sa salitang Daigdig
Anong salita ang tinutukoy sa bawat bilang
Halimbawa:
B.
1.
2.
Paglalahad/Pagtalaky:
Pagbasa sa Kuwento
Pag-unawa sa Kuwento
a.
Bakit inihambing sa paraiso ang ating daigdig?
b.
Anu-ano ang mga hiwagang bumabalot sa kapaligiran?
3.
Basahin ang bawat saknong ng tula. Pag-aralan ang diwang nagpapahayag ng mga taludtod na
bumubuo sa bawat saknong at ibigay ang pangunahing diwa nito.
Halimbawa:
Pangunahing diwa: Ang daigdig ay paraiso ng mga nilalang.
C. Pagtalakay:
Paano mo mapipili ang mga detalye na nagpapaliwanag o lumilinang sa mga pangunahing diwa?
D. Pagsasanay:
Tumawag ng bata upang isulat sa patlang ang pangunahing diwang katatagpuan sa bawat talataan.
Pagkatapos niyang sumagot, pipili siya ng kamag-aral upang sagutin ang susunod na bilang.
1. Ang niyog ay napag-kukunan ng maraming bagay na kailangan ng tao. Panggatong ang tuyong ugat ng
niyog. Haligi naman ang puno nito. Masustansiya ang sabaw ng niyog samantalang maraming gamit ang
laman nito. Ang walis tingting ay buhat sa dahon ng niyog. Katakataka bang tawaging puno ng buhay ang
niyog?
Pangunahing diwa:
______________________
2. Nabigla ang mga mamamayan sa pagsalpok ng malalaki at matataas na alon sa maliit na dampa.
Tuluy-tuloy ang pagdaloy ng tubig mula sa kabundukan. Wala na ang malalaking puno ng dati'y
pumipigil sa pagdaloy ng tubig. Maraming buhay ang nasawi at nawalan ng tahanan.
Pangunahing diwa:
______________________
E.
Paglalapat:
Basahin ang kuwento. Pagkatapos, piliin ang salawikaing angkop sa pangunahing diwa ng kuwento.
Ang Langgam at ang Tipaklong
a. Kung ano ang itinanim
Siya mong aanihin
b. Kapag may isinuksok
May madudukot
c. Ubos-ubos biyaya
Pagkatapos nakatunganga
IV. Pagtataya:
Piliin ang mga detalye na nagpapaliwanag sa pangunahing diwa nito. Salungguhitan ang
1.
Malapit sa puso ni Rizal ang mga Kabataan. Tinuruan niya ang mga ito ng Matematika. Sa kanya
natuto ang mga kabataan na magsalita ng Ingles at Kastila.
2.
Mahusay na manggagamot si Rizal. Kahanga-hanga ang katalinuhan ni Rizal. May kaalaman siya
sa agham, inhinyerya, pagsusulat at iskultura. Isa rin siyang dalubwika.
V. Takdang-aralin:
Pumili ng isa sa sumusunod na pangunahing diwa at magbigay ng tatlong detalye na nagpapaliwanagi
dito. Isulat sa ayos ng talataan ang inyong paksa.
1. Ang Kabataan ang Pag-asa ng Bayan
2. Mahalaga ang Pag-aaral sa Buhay ng Tao
3. Ang mga Puno ay Makapipigil sa Pagbaha
FILIPINO VI
Date: ______________
I.
Layunin
Napagsusunud-sunod ang mga pangunahing diwa na bumubuo ng kwento/seleksyon.
Pagpapahalaga: Pagkakaisa at Kalinisan
II. Paksa:
Pagpili sa mga detalye na Nagpapaliwanag o Lumilinang sa mga Pangunahing Diwa.
Sanggunian:
BEC PELC Pagbasa; Gintong Aklat Pagbasa, p.70-73; Wikang Filipino Pagbasa 6,
ph. 63-99; Filipino Pagbasa 6, p. 128-133
III. Pamamaraan
1. Pagganyak
Kapag marumi ang kapaligiran, ano ang maaring epekto nito sa atin?
Isulat sa patlang ang tamang salita mula sa kahon upang mabuo ang pangungusap.
1. Nasasabi ng tagapangulo ang kanyang _________ sa mga kabarangay na di-sumusunod
sa kautusan.
2. Kumakalat ang mga basura sa kalye kapag ______ ang mga batang namumulot ng mga
kahon at bote.
3. Nag mga batang nilalagnat ay kaagad _______ sa ospital.
4. Ang mga nabubulok na pagkain, dahon, at mga balat ng prutas ay inilalagay sa _______.
Isinugod
pit
Compost
Ano ang naging problema ng Kapitan ng barangay 555?
B.
1.
2.
3.
Paglalahad:
Ano ang kaugalian ng mga taga-Barangay nang simulang manungkulan sa Kapitan Sendong?
Ano ang naging bunga ng maruming paligid?
Ano ang nagpabago sa kaugalian ng mga taga Barangay?
C. Paglalahat:
Ano ang dapat tandaan sa pagsusunod-sunod ng mga pangunahing diwa ng isa kwento/seleksyon?
B. Pagsasanay:
Isaayos ang mga sumusunod upang mabuo ang seleksyon. Lagyan ng bilang ang mga patlang mula 1-8
Bunga ng Pagtutulungan
_______
Lumusob ang maraming tipaklong sa palayan.
_______
Mahaba ang panahon ng tag-init
_______
Nagpadala ang tanggapan ng mga eksperto sa pagpuksa ng mga itlog ng tipaklong.
_______
Kinain ng mga ito ang mga dahon ng palay.
_______
Humingi ng tulong ang mga magsasaka sa Kagawaran ng Kalusugan.
_______
Ang mga bata't matanda ay tumulong sa paghuli ng mga tipaklong sa pamamagitan ng
lambat.
_______
_______
Napuksa ang mga kaaway ng magsasaka.

Binomba ang buong palayan.
E. Paglalapat:
Balikan ang kwentong Pag May Itinanim, May Aanihin" sa pahina 15 Wikang Filipino Pagbasa. Ayusin
ang mga sumusunod na mga pangyayari ayon sa pagkakasunod-sunod sa kwento.
_______ Nang magulang na ang bunga ng niyog, tiniba ito ng tatay ni Pepito.
_______
Itinanim ni Pepito ang punlang niyog inalagaan sa loob ng limang taon.
_______
Nakakuha ang mag-anak ng apat na makapuno
_______
Dumating ang tatay ni Pepito na may bitbit na punlang niyog.
_______
Buong kasiyahang pinagsaluhan ng mag-anak ang bagong lutong matamis na
makapuno.
IV. Pagtataya:
Basahin ang kwentong Ang Panaginip ni Mang Ador sa Wikang Filipino Pagbasa ph. 63-68. Ayusin ang
sumusunod na pangyayari ayon sa pagkakasunod-sunod sa kwento.
_______ Habang nakahiga si Mang Ador ay narinig niyang may tumawag sa kanya.
_______
Ipinasiya ni Mang Ador na pulakin ang punong mangga sa bakuran upang magkaroon ng
panggatong.
_______
Sinabi ng punong mangga kay Mang Ador na bibigyan siva nito ng pera huwag lamang
itong pulakin.
_______
Namulaklak nang maraming-marami ang punong mangga.
_______
Dinilig ni Mang Ador at hinukay ang paligid ng punong mangga upang hanapin ang sa
palagay niya'y nakatagong kayamanan.
_______
Ipinangako ni Mang Ador na hindi na niya pupulakin ang punong mangga.
_______
Nagbunga ng maraming-marami ang punong mangga kaya malaki ang naging pera ni
Mang Ador mula sa pinagbilhan ng bunga.
V. Takdang-aralin:
Sagutin ang Gawain Natin, titik C sa Wikang Filipino Pagbasa p. 68-70
FILIPINO VI
Date: ______________
I.
Layunin
Naigagawa ng balangkas ang akdang binasa sa anyong papaksa o pangungusap
II. Paksa:
Sanggunian:
Kuwento:
Paggawa ng Balangkas sa Akdang Binasa sa Anyong Papaksa o Pangungusap

Ang Kabayo
III. Pamamaraan
1. Pagwawasto ng takdang Gawain ng nakaraang aralin.
2. Pagganyak
Pangalawa sa aso, ang kabayo ay kaibigan at mahal ng tao. Alam mo ba kung bakit?
Panuto: Ihanay sa ilalim ng pamagat ang mga salitang nasa loob ng kahon ayon sa pagkakaugnay ng mga
ito.
kalesa
pandigma
Sasakyan
___________
___________
___________
B.
a.
b.
c.
d.
e.
3.
dayami
butil
Pangkatin
___________
___________
___________
trigo
Gamit
___________
___________
___________
Paglalahad:
1. Pagbasa sa Kuwento
2. Pag-unawa sa Kuwento
Anu-ano ang katangian ng gamit ng kabayo noon at ngayon?
Anu-ano ang katangian ng kabayo na kaugnay ng kanyang pagkapanganak at paglaki?
Paano dapat pakisamahan ng tao ang kabayo?
Bakit sinabing ang kabayo ay mahal ng tao pangalawa sa aso?
Ikaw, gusto mo bang alaga kabayo? Bakit?
Ipabasa sa mga bata
Anu-ano ang mahahalagang bahagi ng balangkas? Pag-aralan ang balangkas na ito.
Pamagat __________
I.
Pangunahing paksa o diwa
A.
B. Mga detalyeng sumusuporta
C. pangunahing diwa
II. Pangunahing diwa o paksa
A.
B. Mga detalyeng sumusuporta
C. sa pangunahing diwa
Anu-anong bahagi ang balangkas? Paano naisusulat ang mga pangunahing diwa ng
seleksyon? Paano isinusulat ang mga detalye na sumusuporta sa pangunahing diwa?
C. Paglalahat:
Paano ang tamang paggawa ng Balangkas?
C. Pagsasanay:
Pangkatin sa apat ang mga Bata. Basahin ang maikling kuwento at gumawa ng balangkas ukol dito.
Kuwento: Ang Kuyawan ph. 78
Gamiting huwaran ang Balangkas na ipinakita ng guro.
IV. Pagtataya:
Panuto: Basahin ang kuwentong ito. Pagkatapos, gumawa ng balangkas ukol dito.
Pamagat: Si Dr. Jose Rizal sa Dapitan sa pahina 65.
V. Takdang-aralin:
Panuto: Humanap ng isang seleksyong tungkol sa isang hayop sa aklatan. Matapos basahin ang
seleksyon, gumawa ng balangkas ukol dito. Isulat ang balangkas sa inyong notbuk.
FILIPINO VI
Date: ______________
I.
Layunin
Nakikilala ang opinyon at katotohanan bilang isang uri ng ugnayan sa seleksyong binasa
Pagpapahalaga: Pagpapahalaga sa mga nakaugaliang tradisyon at kaugalian

II. Paksa:
Binasa
Sanggunian:
Kagamitan:
Pagkilala sa Opinyon at Katotohanan Bilang Isang Uri ng Ugnayan sa Seleksyong

BEC PELC Pagbasa ph. 165; Gintong Aklat Pagbasa, p.126-129;
Filipino Pagbasa 6 p. 154
Larawan ng Pagoda
III. Pamamaraan
1. Balik-aral
Itiman ang kahon kung ang pangungusap ay nagsasabi ng totoo, kung hindi iwanang blangko ito.
1. Ang ugali ay bahagi ng trasdisyon
2. Maingay ang pagsagitsit ng rebentador.
3. Umaaktibong palakpakan ang ipinasasalubong sa isang dumarating na panauhin.
4. Nakakatulig ang putok ng kanyon.
5. Kung may demokrasya ay may kalayaang magsalita ang mga tao.
2. Pagganyak
Ano ang nakikita ninyo sa larawan? (Birhen, dagat, mga bulaklak, mga tao, malaking bangka)
3.
Paghawang ng Sagabal
Piliin ng kahulugan ngmga salitang may salungguhit.isulat ang titik ng tamang sagot.
1.
Ang mga kahon ng paninda ay inilagay sa bagol habang sumasakay ang mga pasahero sa tren.
2.
Taimtim na nagdarasal ang mga kasama sa pagoda.
3.
Karamihan ng nakasakay sa tren ay may negosyante, na nagdadala ng paninda, sa Maynila at
bumibili ng paninda pabalik sa lalawigan.
4.
Libu-Iibong deboto ng Mahal na Birhen ang nagsisimba sa Naga.
5.
Dapat daw tuparin ang panata upang maging maganda ang kapalaran.
a. pangangalakal
b.
c.
d.
e.
4.
B.
pangako sa pananampalataya
taong sumasampalataya sa santo o patron
lagayan ng bagahe sa tren
prusisyon sa ilog
Pagganyak na Tanong:
Bakit kakaiba ang pista sa Naga?
Paglalahad:
Pagbasa sa kuwento Pista ng Peafrancia, Gintong Aklat sa Pagbasa 6, p. 126-128.
C. Paglalahat:
Paano nakikilala ang opinyon at katotohanan bilang isang uri ng ugnayan sa seleksyong
binasa?
D. Pagsasanay:
Ihanay ang sumusunod na impormasyon sa ilalim ng pamagat.
Katotohan
1.
2.
3.
4
5.
Opinyo
Ang mga Pilipino ang lahing kayumanggi.

Pagsasaka ang pangunahing hanapbuhay sa ating bansa.
Ang mag-anak ay sama-samang nagsisimba kung Linggo.
Kinupkop ng pamilya ang Lolo at Lola.
Masaya ang buong mag-aaral kung pista.
IV. Pagtataya:
Lagyan ng tsek ang impormasyong katotohanan at ekis naman kung hindi.
______ 1.
Ang Pilipinas ay pulu-pulong bansa
______ 2.
Umuulan araw-araw sa Pilipinas.
______ 3.
Pinakamalaking pulo sa Pilipinas ang Luzon.
______ 4.
Ang Maynila ay nasa Luzon.
______ 5.
Lahat ng mamamayan ng Maynila ay Tagalog.
V. Takdang-aralin:
Basahin ang kuwentong Pagbabalik sa Nakaraan Wikang Filipino Pagbasa p. 161-163 at sagutan
ang Gawain Natin titik A.
FILIPINO VI
Date: ______________
I.
Layunin
Napipili ang opinion at katotohanang mga pahayag sa akdang binasa
Pagpapahalaga: Maging Sports sa Paglalaro

II. Paksa:
Sanggunian:
Lunsaran:
Kagamitan:
Pagpili ng Opinyon sa Katotohanang mga Pahayag sa Akdang Binasa.

Isang Sanaysay: Ang Saranggola
tsart
III. Pamamaraan
1. Pagwawasto sa takdang gawain
2. Balik-aral
Pagkilala sa opinion at katotohanan. Anu-anong salita ang maiuugnay sa talasalitaang nasa
kahon?
3. Pagganyak
Marunong ka bang magpalipad ng saranggola?
Paano mo maipapakita ang tamang pagpapalipad ng saranggola?
Bakit ang pagpapalipad ng saran.ggola ay isa sa paboritong isport ng mga
kalalakihang Pilipino?
3.
Paghawang ng Sagabal
Piliin sa loob ng kahon ang angkop na salita sa patlang.
maaliwalas
pangmilitar
pagkakatuklas
a.
b.
c.
d.
e.
B.
elektrikal
labag sa batas
kalunsaran
Ang mga sundalo ay lalahok sa mga gawaing __________

Ang mga gusali sa _________ ay matataas at tabi-tabi.
Kapag walang bagyo ________ ang kalangitan.
Ang pagnanakaw ay gawaing _________
Ang plantsa, radyo, telebisyon at refrigerator ay mga kagamitang ________
Paglalahad/Pagtalakay:
1. Pagbasa sa Kuwento
2. Pag-unawa sa Kuwento
Bakit mainam magpalipad ng saranggola kung panahon ng tag-araw?
Saang lugar dapat maglaro ng saranggola? Bakit?
Sino ang nagsimulang gumamit ng saranggola? Ano ang naging gamit ng saranggola sa
kanila?
3.
Pag-uuri at pagbibigay ng halimbawa kung opinyon o katotohanan ang impormasyong
binabanggit sa seleksyon.
Balikan ang mga impormasyong binabanggit sa sanaysay at uriin kung itoy katotohanan
o opinyon.
Halimbawa:
Katotohanan: ang saranggola ay lumilipad sa kalawakan kung malakas ang hangin
Opinyon: Maaring makuryente ang batang nagsasaranggola sa bubong ng bahay.
* Magtala ng iba pang impormasyon hinango sa kuwento.
C. Paglalahat:
Ano ang pagkakaiba ng opinyon at katotohanan? Ipaliwanag.
D. Pagsasanay:
Panuto: Papangkatin ang mga bata sa dalawa. Ang unang pangkat ay magbibigay ng 5 halimbawa.
tungkol sa pag-iingat sa pagsasaranggola. Ang ikalawang pangkat ay magbibigay sa maaaring mangyari
kung hindi mag-iingat sa pagsasaranggola. Iuulat sa klase ang mga nabuong pangungusap.
IV. Pagtataya:
Panuto: Isulat ang K kung ang impormasyon ay katotohanan at Q kung opinyon.
_______ 1.Ang pagsasaranggola ay mabuting libangan.
_______ 2.Natutuhan ng mga Pilipino ang pagsasaranggola sa mga Insik
_______ 3.Maaring gamitin ang manipis na tela sa paggawa ng saranggola.
_______ 4.Ang pagsasaranggola ay paborito ng lahat.
_______ 5.Higit ng ligtas ang pagsasaranggola sa probinsya kaysa lungsod.
V. Takdang-aralin:
Bumasa ng isang kuwento o seleksyon sa paglalaro ng basketbol. Magtala ng tatlong impormasyong
katotohanan at tatlong impormasyong opinyon na binanggit sa kuwento o seleksyon. Isulat ang sagot sa
inyong notbuk.
FILIPINO VI
Date: ______________
I.
Layunin
Nakasusulat ng mga tagubilin kung paano isinasagawa ang isang bagay sa tulong ng isang
dayagram o mga larawan
Pagpapahalaga: Pagsunod sa mga tagubilin sa paggawa ng isang proyekto.

II. Paksa:
Pagsulat ng mga Tagubilin Kung Paano Isinasagawa ang Isang Bagay sa Tulong ng
Isang Dayagram o mga Larawan.
Sanggunian:
BEC- PELC Pagsulat ph. 44 Gintong Aklat sa Pagbasa, ph. 223-225
Hakbang sa Maunlad na Pagbasa p. 56-71
Kagamitan:
tsart
III. Pamamaraan
1. Balik-aral
Isagawa ang mga sumusunod:
1. Gumuhit ng isang maliit na tatsulok sa loob ng isang malaking parisukat.
2. Gumuhit ng dalawang tatsulok na ang mabubuong hugis ay isang estrelya.
3.
Gurnuhit ng isang maliit na parisukat na nasa loob ng isang malaking parisukat na nasa loob ng
isang higit na malaking bilog.
B.
Paglalahad
1.
Sundin ang panuto o tagubilin sa paggawa ng paper mache.
a.
Kumuha ng tatlong pahina ng mala king peryodiko at balunbunin ang mga ito.
b.
Iporma sa anyong hayop. Talian ang mga bahagi ng katawan upang hindi magkahiwa-hiwalay.
c.
Pilasin ang lumang peryodiko sa makikitid at mahahabang piraso.
d.
Pahiran ang mga ito ng pandikit na gawa sa gawgaw at ipalupot sa mga katawan nito.
e.
Ilagay sa isang tabi hanggang matuyo. Mga 2 o 3 araw ang kailangan upang matuyong mabuti
ang paper mache.
f.
Pagkatuyo pintahan ito.
g.
Lagyan ng Shelak upang kumintab hanggang mapreserba ang pintura.
2.
Anong larawan ng hayop ang iyong nabuo?
C. Paglalahat:
Paano ang pagsunod sa mga tagubilin o panuto?
D. Pagsasanay:
Magsulat ng i1ang tagubilin sa pagaalaga ng kabayo.
Mga inaasahang sagot ng mga bata:
1. Pakainin ito ng tatlong beses sa maghapon. Gustong-gusto ng kabayo ang damo. Kung
minsan ay hinahaluan ng pulot ang pagkain ng kabayo.
3. Palakarin o di kava ay patakbuhin ang kabayo ng mga 2 oras araw-araw.
3.
Iskubahin at suklayin ang buong katawan ng kabayo. Ito ay makatutulong para mapanatiling
malusog at makinis ang buhok ng kabayo.
4.
Bisitahing malimit ang kuko ng kabayo. Gupitin ita kung mahqba na gaya ng paggupit natin
ng ating mga kuko.
IV. Pagtataya:
Iguhit ang bandila ng Katipunan.

1. Gumuhit ng isangparihaba 5 dali ang haba at 2 dali naman ang taas.
2. Sa gitnang bahagi ng parihaba, isulat ang tatlong magkakahilerang malalaking titik na K. Tiyakin
na parepareho ang agwat nila.
3. Gumuhit ng araw na kasinglaki ng beintesingko sentimos sa ibabaw ng panggitnang K. Lagyan
ng araw ng walong sinag sa kabilugan nito.
4. Kulayan ng pula ang bandila. Itim ang ikulay sa titik K.
5. Isulat sa ilalaim ng iginuhit na bandila ang ganito Bandila ng Katipunan
V. Takdang-aralin:
Gumawa ng isang kahon na lalagyan ng regalo. Sundin ang sumusunod na tagubilin.
FILIPINO VI
Date: ______________
I.
Layunin
Naisusulat nang maayos ang idiniktang teksto na kaugnay ng pangangalaga sa kalikasan at
kapaligiran
Pagpapahalaga: Kahalagahan ng pagkakaroon ng maayos na kalikasan at kapaligiran

II. Paksa:
Pagsulat nang Maayos sa Idiniktang Teksto na kaugnay ng Pangangalaga sa
Kalinisan at Kapaligiran
Sanggunian:
BEC- PELC Pagsulat ph. 44; Wikang Filipino, Aklat sa Wika ph. 30-33
Kagamitan:
tsart, radio cassette
III. Pamamaraan
1. Balik-aral
Idinidikta ang mga pangungusap.
a.
Ano! Maglalakbay ka ba ng hatinggabi?
b.
Naranasan mo na ba ang mamangka?
c.
Aba, Oo! Madalas kong gawin iyon noong bakasyon.
2.
B.
a.
b.
Pagganyak
Kaya ninyo bang isulat ang idiniktang ulat o mensahe?
Paglalahad
Pag-alala sa mga pamantayan sa pagkuha at pagbibigay ng ulat o mensahe.
Paglalahad ng isang ulat o mensahe.
C. Pagtalakay:
Tungkol saan ang balita?
Paano ito isinusulat?
Anu-anong bantas ang ginagamit sa pagbuo ng talata?
D. Paglalahat:
Ano ang dapat tandaan sa pagsulat ng padikta?
E. Pagsasanay:
Idikta ang sumusunod:
Inaanyayahan ang lahat ng klase sa paaralang ito na lumahok sa paligsahan tungkol sa
Pinakamalinis, Pinakamaganda at Pinakamaayos na silid-aralan.
Ang nagwawagi ay nagtatamo ng P500.00 na gantimpala mula sa Punong-bayan. Ang Lupon
ng Inampalan ay maglilibot sa paligid ng paaralan mula sa unang araw ng Agosto hanggang ika-15 ng
buwang ito.
IV. Pagtataya:
Idikta ang sumusunod:
Pangangalaga sa Kapaligiran
Ang pangangalaga sa kapaligiran ay tungkulin nating lahat. Paano tayo makatutulong upang mapanatiling
malinis at maganda an gating paligid? Marami tayong paraang magagawa. Una ay ang paglilinis ng
paligid at pag-iwas sa pagtatapon ng basura sa daan at mga kanal. Pangalawa, ay ang pagtatanim ng mga
halaman. Nakatutulong ang halaman sa pagpapaganda ng paligid at paglilinis ng polusyon sa hangin.
Pangatlo ay ang pagsunod sa mga kautusan tulad ng di-pagpitas ng mga bulaklak at di-paghuli ng mga
ibon at kulisap. Ang parke ay di-dapat nag awing laruan upang hindi matakpan ang mga damo.
V. Takdang-aralin:
Isulat ang isang kuwento na naririnig sa radyo, sa nanay o sa kasama sa bahay.
FILIPINO VI
Date: ______________
I.
Layunin
Nagagamit ang mga kongkrit na pansuportang detalye upang maipaliwanag nang maayos ang
paksang pangungusap
Pagpapahalaga: Pagbibigay-halaga sa mga gawaing maka-Diyos

II. Paksa:
Paggamit ng mga kongkrit na Pansuportang Detalye upang Maipaliwanag nang Maayos
ang Paksang Pangungusap
Sanggunian:
BEC- PELC Pagsulat ph. 44 Hakbang sa Maunlad na Pagbasa ph. 83-88
Kagamitan:
tsart
III. Pamamaraan
1. Balik-aral
Ano ang pangunahing diwa ng sumusunod na talata:
1. Unang tinungo ni Aling Basion ang puwesto ng karne.
"Dalawang kilo, suki," ang wika niya sabay kuha ng pitaka sa bulsa. Bigla ang pamumutla ni Aling
Basion. Wala ang kaniyang pitaka. Naaalala niya ang batang nakatabig sa kaniya. "Ku, ang batang iyon!"
Nagmamadaling bumalik si Aling Basion sa lugar na kinakitaan sa bata.
2. Mano po ninong, bati ni Claro ng makaharap niya ng kanyang ninong.
"Pare, si Claro, ang inaanak mo," pagpapakilala ni Mang Tino. "Siya ba? Aba'y binata na pala, ano?"
sagot ng ninong. "Teka at may uwi ako para sa inyong mag-ama. Diyaket sa iyo, pare at racing car para sa
aking inaanak". "Yipee!" sigaw ni Claro. "Natupad din ang pangarap kong magkaroon nito!". Napatawa
ang lahat sa inasal ni Claro.
B.
Paglalahad
Paano nagiging malinaw ang mga talata sa kuwento?
1. Madali bang tukuyin ang paksang pangungusap sa isang kuwento o talata?
2. Alin ang paksang pangungusap ng tatatang ito? Salungguhitan ang sagot.
Pagkatapos ay nilalang ng Diyos ang mga hayop sa mundo. Ginawa niya ang mga isda at pating sa dagat.
Lahat ng hayop sa dagat ay nilalang din niya. Nilalang din niya ang mga ibon sa himpapawid. Ginawa
Niya ang iba pang hayop sa himpapawid. Tuwang-tuwa Siva nang likhain Niya ang mga ito. Kaniyang
binasbasan ang mga ita at nagwika. "Magparami kayo sa dagat at sa himpapawid".
C. Paglalahat:
Saan maaaring matagpuan ang paksang pangungusap?
D. Pagsasanay:
Basahin ang talata. Isulat sa puwang ang paksang pangungusap nito.
1. Kahuli-hulihang nilalang ng Diyos ang tao. Ito ang Kaniyang winika. "Gagawin ko ang tao
na katulad ng aking anyo.Gagawin ko siyang higit na makapangyarihan kaysa iba kong
nilikha." At ginawa nga Niya ang isang lalaki at isang. babae. Kaniyang binasbasan ang mga
itq at sinabihang magparami sila
IV. Pagtataya:
Saan matatagpuan ang paksang pangungusap? Ano ang paksang pangungusap?

Laging pinaghihiwalay ng Diyos ang mabuti at masama. Ginagawa niya ito sa isang takdang
panahon. Ang mga mabuti at masama ay laging magka-agapay sa mundo katulad din ng palay at damo
gaya ng pag-sunog ng Diyos sa masasamang damo sa mundo. Itinatago ng magsasaka ang palay na
kaniyang inani at itinatago sa kamalig katulad din pagtanggap sa langit ng Diyos sa mabubuting
kaluluwa.
V. Takdang-aralin:
Gawin ang Gawain 3-4, ng Magagawa Mo Kaya? At Gawain A-B ng kailangan Mo Pa Ba Ito?
FILIPINO VI
Date: ______________
I.
Layunin
Nakasusulat ng sariling impresyon hinggil sa mga ikinikilos ng mga tauhan sa akdang binasa.
Pagpapahalaga: Pagtupad sa pangatlong napagkasunduan

II. Paksa:
Binabasa.
Sanggunian:
Kagamitan:
Pagsulat ng Sariling Impresyon Hinggil sa mga Ikinikilos ng mga Tauhan sa Akdang

BEC- PELC Pagsulat ph. 44; Wikang Filipino Pagbasa ph. 161-165;
Gintong Aklat sa Pagbasa d. 170
tsart
III. Pamamaraan
1. Balik-aral
Ano ang inyong impresyon sa paraan ng pamumuhay o takbo ng kapaligiran noong araw? Guhitan kung
ito ay tumutukoy sa ngayon at bilugan kung tumutukoy noong araw.
1.
Natatamnan ang maraming kabukiran ng halaman at gulay.
2.
Maraming gusali ang itinatayo sa kapatagan.
3.
Ang sibilisasyong ito ay dating palayan.
2.
B.
Pagganyak
Nakakita na ba kayo ng uwak? Ano ang masasabi ninyo sa ibong ito?
Paglalahad
Paglalahad ng kuwento Ang Alamat ng Uwak dd. 169 170
Anong masasabi ninyo kung hindi kumain ng hayop ang uwak? Kung naging masunurin
ang kampon ni Pluto?
Ang impresyon ang maibibigay ninyo kung bumalik agad si uwak sa palasyo?
C. Paglalahat:
Ano ang impresyon o palagay?
D. Pagsasanay:
Basahin ang talata. Isulat ang impresyon sa papel.
IV. Pagtataya:
Basahin ang talata. Isulat ang lahat ng impresyon o palagay na matatagpuan dito.
Noon pa man daw ay masahin na ang mga Pilipino. Sila ay mahilig sa pagdiriwang. Nagdaraos sila ng
makukulay na pista sa iba't ibang pagkakataon. May sadyang seremonya sila kung himihingi ng
masaganang ani sa kanilang bathala. Nagsasaya rin sila upang ipagpasalamat ang tagumpay sa
pakikipaglaban. Siguro kung kasama nila ako noon, isa rin ako sa mga nakiisa sa kanila.
Sari-saring laro daw ang ginaganap sa mga kapistahan. Nagbubuno ang malalakas na lalaki.
Nakikipagkarera rin yata noon ang mabibilis na binata. Ang mga babae naman daw ay umaawit ng
matatamis na kantahing bayan sa saliw ng mga katutubong instrumento ng musika.
V. Takdang-aralin:
Bumasa ng kuwento sa aklatan. Magbigay ng impresyon o palagay samga ikinikilos ng mga
tauhan.
FILIPINO VI
Date: ______________
I.
Layunin
Nakasulat ng katitikan ng isang kapulungang pangklase .
Pagpapahalaga: Nabibigyang halaga ang tungkuling iniatang sa atin.

II. Paksa:
Sanggunian:
Kagamitan:
Pagsulat ng Katitikan ng isang Kapulungang Pangklase

BEC- PELC Pagsulat ph. 44; Gintong Aklat sa Wika d. 8-12
tsart
III. Pamamaraan
1. Balik-aral
Ano ang inyong dapat gawin kung nais ninyong may mamuno at maging maayos ang inyong silid-aralan
at maging ang mga mag-aaral?
2.
B.
Pagganyak
Paano tayo magiging bahagi sa mga kapulungang pangpaaralan?
Paglalahad
Pagbasa ng kalihim sa katitikan ng huling pulong.
Noong huling biyernes ng Buwan sa ganap na ikatatlo ng hapon, tatlumpung magulang ang nagpulong
para maghalal ng bagong pamunuan. Si Gng. Reyes ay naging pansamantalang taga-pangulo at si Gng.
Mina bilang pansamantalang kalihim. Ang resulta ng halalan ay ang mga sumusunod:
Pangulo .Gng. Isabel Ferbes
Pang. Pangulo G. Alfredo Vinzon
Kalihim Gng. Ruth Fuentabella
Ingat-Yaman . Gng. Paula Arayata
Taga Pamayapa.. G. Rolando Ponceca
Ang pulong ay natapos sa ganap na ika-apat ng hapon
C. Pagtalakay:
Ano-ano ang pinag-usapan sa pulong? Sinu-sino ang mga nakilahok dito?
D. Paglalahat:
Sa mga kapulungang pangklase, paano tayo maaaring maging bahagi nito bilang kasapi?
E. Pagsasanay:
Hayaang ipaulit sa mga bata ang nilalaman ng katitikan ng huling pulong.
IV. Pagtataya:
1.
Ikaw ay iminumungkahi kalihim, ano ang iyong magiging reaksiyon tungkol dito?
2.
Sino ang maaaring magtala ng katitikan sa pulong?
3.
Kaninong Gawain ang pakikilahok o pakikisangkot sa pagsasagawa ng proyekto?
V. Takdang-aralin:
Sumulat ng isang katitikan na nagpapakita ng pakikilahok ng bawat kasapi sa isang kapulungang
pampaaralan.
FILIPINO VI
Date: ______________
I.
Layunin
Nasusukat ng liham sa patnugot/liham na nagrereklamo, atb. Kaugnay sa mga naninira at walang
malasakit sa kapwa.
Pagpapahalaga: Pagpapakita ng malasakit sa mga nangangailangan

II. Paksa:
Pagsulat ng Liham sa Patnugot/Liham na Nagrereklamo, atb. Kaugnay sa mga
Naninira at Walang Malasakit sa Kapwa.
Sanggunian:
Kagamitan:
tsart
III. Pamamaraan
1. Balik-aral
Pagbasa sa Liham na nagrereklamo
2.
Pagsusuri sa liham:
Ano ang inilakip na halaga? Para saan ito? Kalian magsisimula ang suskrisyon?
3.
Pagganyak
Tingnan ang liham na nasa pisara. Sa inyong palagay, bakit mahalagang sumulat ng
liham na nagrereklamo o liham sa patnugot?
B.
Paglalahad
1. Pagbasa sa Liham na nagrereklamo, Gintong Aklat sa Wika d. 213-214
2. Anu-anong liham na pangangalakal ang inyong binasa?
* Anu-ano ang nilalaman ng liham na nagrereklamo? Liham na patnugot, ano ang paksa ng inyong
sulat? Bakit?
C. Paglalahat:
Paano isinusulat ang liham na nagrereklamo sa tanggapan?
D. Pagsasanay:
Lagyan ng wastong sangkap ang bawat bahagi ng liham na ito.
Gintong Aklat sa Wika d. 217
E. Paglalapat:
Ipasulat: Rekalamo sa punong-guro, ng gurong nangurot at natuklap ang balat.
IV. Pagtataya:
Ipasulat: Reklamo sa guro tungkol sa dalawang mag-aaral na pinagtulungan ang anak at namaga ang
mukha.
Ipabasa at ipasuri ang liham.
V. Takdang-aralin:
Liham na nagrereklamo ang magulang sa guwardiya ng paaralan na lagging wala sa kaniyang
lugar.
FILIPINO VI
Date: ______________
I.
Layunin
Nakasusulat nang isang salaysay sa tulong ng isang balangkas
Pagpapahalaga: Malasakit sa kapwa sa panahon ng pangangailangan

II. Paksa:
Sanggunian:
Kagamitan:
Pagsulat ng Isang Salaysay sa Tulong ng Isang Balangkas

tsart, larawan ng mag-sasaka, nagtitinda, atbp.
III. Pamamaraan
1. Balik-aral
a.
Pagpapakita ng ibat ibang larawan at hayaang magkuwento ang mga bata kung ano ang
isinasaad ng mga larawan.
- larawan ng magsasaka, larawan ng nagtitinda
b.
Anu-ano ang bahagi ng balangkas?
2.
Pagganyak
Mahilig ba kayong bumasa ng kwentong galing sa Bibliya?
B.
Paglalahad
A. Pagsusuri sa balangkas ng parabulang binasa.
1. Ang Pariseo at si Hesus
a. ang pagtatanong ng pariseyo
b. ang pagpapaliwanag ni Hesus
2. Ang kwentoni Hesus
a. ang manlalakbay at ang masamang loob
1. Pagharang, pagnanakaw at paggapos sa manlalakbay
2. pag-iwan sa daan sa sugatang manlalakbay
b. ang mga nagdaang nakakita sa sugatang manlalakbay
1. isang pari
2. isang sacristan
3. isang matulunging lalaki
1.
ang pagtulong ng lalaki
2.
ang pagdala ng sugatan sa ospital
C. Paglalahat:
Ano ang kahalagahan ng balangkas sa pagsulat o pagsasalaysay ng isang kwento?
D. Pagsasanay:
Isulat ang kwento Ang Mahiwagang Kaldero p. 175-179 at gawing patnubay ang balangkas
na nasa d. 179.
IV. Pagtataya:
Gumawa ng kwento ayon sa sumusunod na balangkas:
1.
Bakasyon
a. Walang pasok ng mga bata
b. Malayang naglalaro ang mga bata.
2.
c. Nagbabakasyon sa mga probinsya.

Si Juan
a. Tumutulong sa mga magulang
b. Nag-aasikaso sa maliit na kapatid
c. Umiigid at nag-aalaga ng mga hayop
d. Mahal ng kaniyang mga magulang at kapatid
V. Takdang-aralin:
Gumawa ng sanaysay sa balangkas na ito:
1.
Nagkita ang daga at Leon
a. Kakainin ng leon ang daga
b. Nagmamakaawa ang daga
c. Pumayag ang leon na di-kainin ang daga.
2.
Nahuli ang leon ng isang mangangaso
a. Nakita ng daga ang leon
b. Tinulungan ng daga ang leon
c. Nagpasalamat ang leon sa daga
FILIPINO VI
Date: ______________
I.
Layunin
Nakasusulat ng sariling opinyon na maaaring
katulad ng may-akda
kaiba sa may-akda
Pagpapahalaga: Magbigay ng tamang desisyon para sa kabutihan ng nakararami

II. Paksa:
akda.
Sanggunian:
Kagamitan:
Pagsulat ng Sariling Opinyon na Maaaring katulad ng May-akda o Kaiba sa MayBEC- PELC Pagsulat ph. 44; Gintong Aklat sa Pagbasa d. 98-143
tsart
III. Pamamaraan
1. Balik-aral
Bilugan ang titik ng mga pangungusap na nagsasabi ng katotohanan.
a.
Madilim ang langit kaya maaaring uulan.
b.
Ang Luzon ang pinakamalaking isla sa Pilipinas
c.
Si Pangulong Estrada ang panglabintatlong pangulo ng Pilipinas
d.
Ang mundo ang pinakamalaking planeta.
2.
Pagganyak
Nakapanood ka nab a ng balagtasan?
B.
Paglalahad
1. Pagbasa ng isang balagtasan na nasa d. 94-96
2. Ano ang paksa ng balagtasang binasa?
Ayon sa dalawang nagtatalo, anu-ano nag kahalagahan ng tubig? Ng kuryente? Kung ikaw ay kasali sa
balagtasan, ano pa ang maidaragdag mong gamit na tubig? Kuryente?
C. Paglalahat:
Kailan masasabi na ang sinabi ay opinyon lamang?
D. Pagsasanay:
Magbigay ng pangungusap na nagsasaad ng inyong opinyon sa mga sumusunod na paksa.
1.
lindol
4. presyo ng gasoline
2.
basura sa dagat
5. Pasko, 2009
3.
pagkakaroon ng lindol
E. Paglalapat:
Dugtungan ang mga sumusunod ayon sa inyong opinyon:
1.
Ang palay ay di-gaanong nagbunga dala marahil
2.
Mainit ang panahon ngayon kaya maaaring .
3.
Sa palagay ko, magiging matapang na ang mga pulis sapagkat
IV. Pagtataya:
Gumawa ng limang pangungusap na nagpapahayag ng inyong opinyon sa:
1.
Pagtatrabaho sa ibang bansa ng mga Pilipino
2.
Sahod ng mga manggagawa
3.
Libreng pag-aaral
4.
Red Tide
5.
Pagtaas ng presyo ng mga pangunahing bilihin.
V. Takdang-aralin:
Magbigay ng mga opinyon tungkol sa mga sumusunod na paksa na ginagamit ang marahil, sa
palagay ko, wari ko:
1.
Mga paraan para makatipid ng tubig.
2.
Mga dahilan ng pagbaha
3.
Mga paraan upang maiwasan ang paghaba
4.
Mga dahilan ng sunog
5.
Mga paraan upang maiwasan ang sunog
FILIPINO VI
Date: ______________
I.
Layunin
Nakasusulat nang isang komposisyon tungkol sa isang reaksyon sa binasa.
Pagpapahalaga: Gumawa ng solusyon batay sa wastong impormasyon
II. Paksa:
Sanggunian:
Kagamitan:
Pagsulat ng Isang Komposisyon Tungkol sa Isang Reaksyon sa Binasa

BEC- PELC Pagsulat ph. 45; Gintong Aklat sa Pagbasa d. 113-114
tsart
III. Pamamaraan
1. Balik-aral
Sumulat ng dalawang linya ng tugma magbasa sa mga tugmang naisulat.
2.
Pagganyak
Ano ang masasabi mo sa sinasabi ni Chairman Gordon sa SBMA?
Malaki na ang hirap ko, hindi ko maiiwan ang SBMA?
B.
Paglalahad
1. Pagbasa ng isang maikling kwento na nasa d. 111-112.
2. Bakit nagtungo ang Pangulo at Unang Ginang sa Barangay Kalayaan?
Paano makatutulong ang pabahay sa mga iskwater?
Sa inyong palagay, makatutulong bas a mga iskwater ang pagkawala ng Smokey
Mountain? Bakit?
C. Paglalahat:
Ano ba ang reaksyon?
D. Pagsasanay:
Isulat ang inyong reaksyon tungkol sa pagpapatayo ng mga Pabahay para sa mga Iskwater.
E. Paglalahat:
Magbigay ng reaksyon tungkol sa mga pangyayaring nagaganap sa ating bansa.
Paglaganap ng sakit na Dengue-fever
IV. Pagtataya:
Isulat ang inyong reaksyon tungkol sa pagpapasunog sa mga malalaswang babasahin.
V. Takdang-aralin:
Makinig ng balita sa radio o sa telebisyon. Magbigay ng reaksyon tungkol sa mga impormasyong
napakinggan. Manghingi rin ng reaksyon sa mga kamag-aral tungkol sa balitang binasa.
Lesson Plan in Elementary English VI

(Second Grading)
Date: ________
Lesson 27
I. Objectives:
Give the main idea of a selection listened to.

Identify the nouns in the selection read.
Write the main idea of a selection listened to.
Values:
Earth - Friendliness
II. Subject Matter:
Identify the Main Idea
References: PELC 4, p. 23
Dynamic Series in English 6, pp. 163-164
Growing in English (Reading) pp. 91-92
Materials:
Chart, cassette tape
III. Learning Activities

A. Preparatory Activities
1. Pronunciation Drill
The consonant Sound
Keyword THOUGH
this
weather
theirs
wither
those
another
though
brother
feather
northern
gathering
bothersome
2. Review
What are the elements of the story?
How do you recognize the setting, main character, climax and ending of a story?
3. Motivation
Guessing Name
Choose five pupils. Instruct them to think of some actions (e.g. playing, talking) and act
them out
in front of the class. The other pupils will then guess the action shown.
Ask: Do you think it is easy to communicate without language? Do you think language is
important?
Why?
B. Presentation
1. Have the pupils listen carefully to the selection as the teacher reads it aloud.
Do you realize how important language is? Without language you would have to talk to
one another by means of signs. If you had a headache and you wanted to tell your mother about
it; you would have to use signs, such as pointing to your head or eyes.
By means of language, you can tell one another what you feel and what you think. You
can share your experiences with others. You become more truly a part of humanity.
Language is a wonderful gift. It opens your mind and leads into a magic world of
dreams and fancies. By means of words, you see the rainfall in slanting silver lines, you look a
far and see misty mountain tops of early morning; you thrill to the burning colors of a dazzling
sunset.
Look upon language, therefore with respect. Learn to use it correctly. Try your best to
gain mastery of words because words lead to knowledge and power.
2. Comprehensive Check up
What is the selection all about?
Do you realize how important language is?
Why is it important?
How should we look upon knowledge?
How should we use language?
3. Reading of the selection by the pupils.
4. Discussion
a. Have the pupils identify and mention the nouns used in the selection. Have them explain why
they
are called nouns?
b. What is the main idea of the first paragraph? What is the main idea of the third paragraph?
What is
the main idea of the whole paragraph? What are the details that support the main
idea?
5. Fixing Skills
Listen to the paragraph. Choose the sentence that states the main idea.
1. Books are important to man. You got a lot of information from them. They tell stories of all
sortsfrom sad to funny, to exciting, to scary. Some books tell true stories and facts. Other are
fictional.
Books can be our best friend.
a. Books are important to man.
b. Books are fun.
c. Books are our best friend.
2. Plants are useful to both man and animals. They are source of food for the two. They provide
shelter
for some animals. They are used to make clothes for man. Most importantly, plants provide
the
oxygen that we need in order to live.
a. Plants are useful to man and animals.
b. Plants are need by living things.
c. Plants provide oxygen to man.
3. Man can leave without food for several days but not without water. Water is very essential to
man,
animals and other living things. Without water, nothing will survive on earth. Water is now
getting
scarce. We should start conserving it.
a. We should conserve water.
b. We need water.
c. Water is essential to living things.
4. They are different kind of trees. Some are ornamentals and others are fruit-bearing.
Ornamental trees
make our surrounding lovely and pleasant. Their main function is to beautify our
environment. The
calachuchi tree and the fire tree are good examples. Fruit bearing trees, on the other hand, are
those
that produce fruit for our consumption. The mango tree and the coconut tree are some of
them.
a. Some trees are ornamentals.
b. They are different kind of trees.
c. Trees beautify our surroundings.

5. Plants cannot move, but their seeds can move from one place to another. Some seeds are
blown by the
wind while others are carried by water from the rain. Some seeds even stick to the fur of
animals or on
peoples clothes. That is how they move from one place to another. Whenever seeds fall on
fertile
ground, they grow into new plants and propagate.
a. How seeds grow.
b. How seeds multiply.
c. How seeds travel.
6. Generalization
How do you identify or tell the main idea of a selection?
7. Application
Guided Exercises
Have pupils listen over a recorded reading of a paragraph and choose the sentence that
gives the
main idea.
1. One Sunday, shortly after receiving the learners permit. I drove my parents to church.
After a
long, rough ride, we our destination. I stopped at the front doors to drop my mother off,
and when
she got out of the car, she said Thank you.
Anytime, I replied.
As my mother slam the door shut, I heard her call out, I wasnt speaking to you. I was
talking to
God.
a. The mother was angry with the son.
b. The mother has been in prayers all along for fears that the son who is just leaning to
drive might
not make It to the destination.
c. The mother was grateful.
2. I love to work with wood and decided to carve a rocking horse were shaped, my intension
became
clear to my next door neighbor. You must be about to have a grandchild, he called over
me.
Our first I replied beaming.
I have six, he went on, After the first three youll buy something plastic at a discount
store.
a. Being a grandfather is expensive.

b. The excitement about having grandchildren wears off as more and more of them come
along.
c. The grandparent does not love the other grandchildren as much as the first ones.
3. I had just started a job, and money was tight. Nonetheless, I could not resist buying a
bottle of
favorite perfume. Mother instantly recognized the expensive box and asked, Nancy, why
are you
spending all that money on perfume?
When I wear beautiful, I feel beautiful, I explained.
Mother answered thoughtfully, Its too bad they dont make perfume called
Responsible or on
Time.
a. Mother wants Nancy to save her money for more important things.
b. Nancy is irresponsible and always late.
c. Mother has no money to buy expensive perfume herself.
4. I never eat food with additives or preservatives, boasted a health fanatic. And I never
touch
anything thats been sprayed or fed chemical grain.
Wow, thats wonderful, her friend marveled. How do you feel?
Hungry, she moaned.
a. Additives or preservatives are bad for the health.
b. The health fanatic is proud and boastful.
c. One will go hungry if he considers that all foods are practically sprayed with additives
or
preservatives.
5. A Japanese dignitary was visiting the factory where I was consulting Physician in the
first-aid
room. Just before he arrived a tour guide explained to us the importance of a low bow as a
sign of
respect. So when the dignitary entered the room and bowed, I bowed lower. He smiled,
bent again
and pointed to the floor. I bowed ever lower, whereupon he smiled and bowed and pointed
downward again. Wondering what I was doing wrong, I stooped as low my back would
allow.
The tour guide whispered, You can stop now. He wants you to check his stubbed toe.
a. Bowing among Japanese is a sign of respect.
b. The physician also tried to be respectful by bowing.
c. The messages or signals both were sending did not conform to the real one.
Independent Exercises
Divide the class into 5 groups. ask each to choose a leader. The pupils will listen as the
teacher
reads the selection. Then, have them answer the questions that follow and be able to report it
to the
class.
A meteor is solid matter that falls from space. It is made of iron and stone. A million
meteors enter our earths atmosphere every hour. Some meteor ate very large, and other is small
as a speck of dust. All meteors burn as they come through the atmosphere, most of them burn
up completely. Sometimes, a meteor can be seen as a bright trail or light in the sky. The light is
caused by the friction made when the meteors come through the air around the earth.
Meteors are sometimes called shooting stars or falling star because they look like stars
that are falling from the sky. Not all meteors actually reach the earths surface before burning
up. The ones that do are called meteorites.
1. What is the main idea of the paragraph?
a. Meteor is a solid matter from space.
b. Meteor is also called shooting star.
c. Meteor is also called meteorites.
d. Meteor is very large.
2. What is true about the paragraph?
a. All meteors burn as they come through the atmosphere.
b. Some meteors burn as they come through the atmosphere.
c. All meteors burn up completely.
d. All meteors are very large.
3. Meteors are sometimes called shooting star because _________.
a. They have bright trail of light.
b. They are falling from the space
c. They look like stars.
d. They reach the earths surface.
4. Those meteors that can reach the earths surface is called ________.
a. Small meteors
b. Falling meteors
c. Earths meteors
d. Meteorites
5. Meteors are made up of ________.
a. iron and fire
b. iron and stone
c. stone and fire
d. fire
IV. Evaluation
Listen to the following selections. Then, write the main idea of each on your paper.
1. Serious things can happen when an area is deforested. The topsoil can be eroded-washed or
blown away
because, no roots hold it firmly in place. In some deforested areas, weather patterns can change
because no
trees absorb and store water and recycle the moisture. Then severe drought can occur. Prolonged
drought
can turn a place into a dessert, a phenomenon called desertification.
a. Drought can turn a place into a dessert.
b. Weather pattern changed in deforested areas.
c. Deforestation can have serious effects.
2. Pesticides are the chemicals used in farming, gardening and indoors to combat pest.
Unfortunately, more
pesticides are harmful not only to pests but to the soil and to the farmers or gardeners who use
them. They
are harmful to the people who eat contaminated foods as well. Pesticides may also leak into the
earth and
poison the underground water. Thus, they may kill wildlife and possibly trigger the spread of
pesticidesresistant strains of bugs and weeds.
a. Pesticides are harmful
b. Pesticides may leak into the earth and poison the underground water.
c. Pesticides may kill wildlife.
3.
Besides food, clothing, shelter, and medicines, another essential in life laughter. Since life is
full of
problems and difficulties, we cannot do without laughter. It enables us to see the brighter side of
things. It
lightens our daily burdens. It attracts sunshine and happiness in our lives.
a. We need sunshine and happiness in our lives.
b. Laughter makes the world brighter.
c. Laughter is an essential as our basic needs.
4.
All men are equal before God and in the eyes of the law. There are no whites, blacks, browns,
nor
yellows. There are neither rich nor poor. There are no privileged few or exploited majority, but all
men
deserve to be treated equally.
a. Men belong to different races.
b. All men are equal.
c. Majority should always win.
5.
water
When unsure of the source of your water supply it is best to boil your drinking water. If your
supply is drawn from a water pump or well, see to it that your water containers are properly covered
to
prevent dust and other materials from getting into them. You can also purify your water by allowing
suspended particles to separate them from the water.

a. Make your water safe to drink and use.
b. Drinking water should come from clean source.
c. Water from underground is unsafe to drink.
V. Assignment
Choose a selection from your book and write its main idea.
Date: _________
Lesson 28
I. Objectives
Give details that support the big idea.
Write the details that support the big ideas.
Values:
Humility
II. Subject Matter
Giving Details
References:
PELC D.2-2
BESR 6, pp. 39-42
Materials:
pictures, chart
III. Preliminary Activities

1. Listen to the paragraph to be read by the teacher and pick out the letter of the main idea.
a. Fire can be a bad enemy. It can burn our house and pieced of furniture. It can kill our pets
and other
animals. It can burn our beautiful garden and lawn.
1. Fire can be an enemy and cause a lot of harm.
2. Fire is helpful but harmful.
3. fire can be burn our houses and pets.
2. Review
Unlocking of Difficulties
Pick out the letter that means the same as the underlined word in the sentence.
1. A boastful person wants to be always on lead.
a. shy
b. friendly
c. proud
d. intelligent
2. The rough surface of the jackfruit is hard to handle.
a. smooth
b. coarse
c. shiny
d. oblong
3. The roasted pig has scorches on its body.
a. patches
b. curls
c. wounds
d. marks
3. Motivation
Have you met proud and boastful person? Do you like to friend them?
4. Raising of Motive Question
Why do you think the shrimp was boastful?
B. Presentation
1. During Listening Activity
Pupils take notes of the segments that justify their opinions/ideas about the title.
The Boastful Shrimp
Once there was a shrimp who thought he was the most handsome shrimp in all worlds. In fact, he
believed that he was more handsome than any other creature on earth.
Just look at my sword, he proudly told the other young shrimps, pointing to the sharp-pointed
protrusion at the end of his nose. Of course, as far as shrimps were concerned,
the end of the nose was the most natural place for a sword to be.
And look at my thick, smooth shield, he would continue, Nothing can pierce this shield.
Like other shrimps, he carried his shield on his head. And he needed to do show off his shield was to hold
his head high.
You are indeed a handsome shrimp, said an old experienced shrimp. But you are just
reaching adulthood and have had no experience of the world. Do not display yourself too much, or else
one of those human might grab you, said the old shrimp, pointing with one of his many legs to a young
man swimming nearby.
Grab me? Who? That soft-skinned two legged creature? scoffed the young shrimp. he does
not even have a proper shell. He has those funny little bits of shell on the end of his fingers and toes,
which do not protect him at all, as far as I can tell. All I need to do is stab him with my sharp sword, and
that will be the end of h. Someday, he and other funny two-legged humans will look at me and admire
me! said the young shrimp.
Well, if you wont listen to my advice, said the old shrimp, you will have to learn
your lesson the hard way.
The young shrimp soon forgot about the old shrimps advice. He continued his habit of looking
for groups of other young shrimps his age, and showing off before them. He would engaged in shrimps
gymnastics, bending his body this way and that, to let them see how strong his muscles were inside his
beautiful glistening white shell, which hardly had any dark spots or lines on them, unlike the other
shrimps around him.
One day, a fishing boat passed by, with fishermen on board looking for a good catch. The
boastful shrimp saw his chance to display his athletic form before them. He swam to the surface of the
water, the fishermen saw him. They cast their net and, in few minutes, the boastful young shrimp was
caught in the net along with other shrimp and fish.
That day, at lunch time, the boastful shrimp was seen on the end of a barbecue stick, his shell
now in beautiful colors of pink, red and brown, with some scorched spots from the hot coals over which
he was roasted.
What a fine, fat shrimp! exclaimed the person around the dining table.
Its the best shrimp Ive tasted! said the person who picked up the barbeque stick and cut up
the shrimp, after putting a little portion in his mouth.
The boastful young shrimp got his wish at last to be admired by the human.
2. Post-listening Activities
a. Answering the motive question.
b. answering guide questions. Finding the paragraphs where the questions are answered.
a. How did the boastful shrimp display his shield?
b. How did he display his strong muscles?
c. How did the fishermen catch him?
3. Generalization
Why do we have to give details? What would you do to be able to give details/
4. Application
A. Guided Activity
Read the paragraph. Identify the details that support the main idea.
1. Ants are interesting insects. They live in colonies. There are three groups of ants, the
workers, the
soldiers and the queen. The queen ant is taken cared by the soldiers and the workers. The
workers
hunt food for all the ants on the colony.
B. Independent Exercise
Find out which details would support the big idea.
Big Idea:
Technology is science in practice. It is the means by which improvements on existing
materials
are undertaken.
a. It provides many comforts and conveniences of modern life.
b. It is dangerous and disadvantageous.
c. Many things were made possible.
IV. Evaluation
Listen to main idea and pick out the details from the list below that would support each big idea.
Main Idea:
One shrimp thought he was the most handsome shrimp in the entire world and refuse to listen
to an old
shrimps advice.
a.
b.
c.
d.
The details:
What a fine, fat shrimp!
You are indeed a handsome shrimp but do not display yourself too much.
The boastful shrimp got his wish at last to be admired by human.
The young shrimp would not listen to old shrimps advice.
The fishermen cast their net in a few minutes, caught the boastful shrimp with other shrimp s
and fish.
V. Assignment
Read any selection and write its details.
Date: __________
Lesson 29
I. Objectives
Retell a selection listened to.

Give the details that support the big idea.
Write the summary of the story.
Values:
Care for animals
II. Subject Matter:
Retelling a Selection Listened to
References:
PELC 4, p. 23
Dynamic Series in English pp. 116-117,151
Materials:
Chart, strips of cartolina

The Schwa Sound
Key word ABOUT
alone
oblige
focus
vapor
hammock
supply
2. Review
How do you identify or tell the main idea of a selection?
3. Unlocking of Difficulties
Select the right antonym of the underline words and write them on the blank provided for.
depressed
pleased
worthless
idleness
feed
________ 1. Real friends are precious gifts of God.

________ 2. Mark Continued to pester Marie about her behavior.
________ 3. The cruel masters let their pet dog Bob to starve to death.
4. Motivation
Do you have animals at home? How do you treat/take care of your pets?
What do you think will happen if they were not given the nourishment their body needs?
B. Presentation
1. Have the pupils listen as the teacher reads the story, The Foolish Farmer and His Carabao.
The Foolish Farmer and His Carabao
In the town of San Diego, there lived Tatang Juan. He was a farmer and he owned a large
farm and a carabao. His carabaos name was Makisig, who helped him with his farm chores.
Everyday, Tatang Juan took time to feed Makisig four bundles of grass and gave him four
buckets of water to drink. makisig grew stronger everyday. But Tatang Juan thought otherwise.
I am wasting too much precious time in cutting grass, carrying water and feeding Makisig.
Perhaps I could teach him not to eat and drink anymore. That will save me from toiling and working
hard on the farm. I dont have to pester my self anymore about Makisig. I will just spend my time
drinking wine in the village with my compadres.
The following day, he began to teach Makisig to fast. Instead of the unusual two bundles of
grass and buckets of water. Tatang Juan gave him one. He decided that he would cut Makisigs
average amount of consumption for the next few days, just until the carabao learns not to eat nor
drink.
Makisig was asking for extre food but Tatang Juan was firm and said, You have to learn not
to eat and drink anymore. So that, you will just work and work on the farm while I rest.
Eventually, Makisig was so weak because of hunger and thirst. He could
not even look up at Tatang Juan. As this, Tatang Juan was ecstatic: Hurrah!
Makisig no longer cares food and water! Good! How wonderful! Hell just work
and work without eating or drinking. Husrrah!
Little did he know that on the next day, Makisig was lying dead, starved to
death by his master, Tatang Juan. Still Tatang Juan managed to say, How stupid
and foolish of that carabao! Why did he die just when he learned not to eat or
2. Comprehension Check-up
Who lived in the town of San Diego?
What did he have in his possession?
What did Tatang Juan do everyday?
How did Tatang Juan carry out his plan of not feeding Makisig?
As a pupil, how do you intend to keep your body and mind active for the whole day
school/
3. Discussion
What is the big idea conveyed by the whole selection?
What are the details that support the main idea?
4. Fixing Skills
Have the pupils arrange the following sentences as they happened in the story, The foolish
Farmer and His Carabao. Then have them retell the story.
_______ 1. Makisig asked for an extra food but Tatang Juan didnt bother to give him any.
_______ 2. In the town of San Diego lived a farmer and his carabao.
_______ 3. Tatang Juan taught Makisig not to ear or to drink anymore.
5. Generalization
How do you recognize important or significant details in a selection?
6. Application
A. Guided Exercises
Divide the class into 5 groups. On a sheet of cartolina, have each group write the main idea
conveyed by the selection, The Tyrant Who Became A Just Ruler, and the details that support the main
idea.
B. Independent Exercises
TyrantThe
WhoTyrant
Became
A Just
Ruler
Call on pupils to retell theThe
selection,
Who
Became
A Just Ruler, in front of
the
Inclass.
olden times there lived a king, who was cruel and unjust towards his subjects that he was
always called The Tyrant. So heartless was he that his people used to pray night and day that
they might have a new king. One day, muchch to their surprise, he called his people together
and said to them.
My dear subjects, the days of my life tyranny are over. Henceforth you shall live in
peace and happiness, for I have decided to try to rule henceforth justly and well.
The king kept his word so well that soon he was known throughout the lands as a Just
King. By and by one of his favorites came to him and said.
Your majesty, I beg you to tell me how it was that you had this change of hearth
towards your people?
And the king replied.
As I was galloping through the forest one afternoon, I caught sight of a hound of a
chasing fox. The fox escaped into his hole, but not until he had been bitten by the dog so badly
that he would be lame for life. The hound, returning home, meat a man who threw a stone at
him, which broke his leg. The man had not gone far away when a horse kicked him and broke
his leg. And the horse starting to run fell into a hole and broke his leg. Here I come to my
senses, and resolved to change my rule. For surely, I said to myself, he who doeth evil will
sooner or later be overtaken by evil.
IV. Evaluation:
Provide pupils sentences (written in cartolina strips) from the story, The Tyrant Who Became A
Just
Ruler. Have them arrange the sentences/events as they happen in the story to form the summary.
Have them
write the summary on their paper.
One day the king called his people and said that the days of his tyranny are over.
In the olden times there lived a cruel and unjust king, that he was always called a tyrant.
The king said that one afternoon while he was galloping through the forest, he witnessed
situations which led him to change his rule.
The king kept his word so well that soon he was known as The Just King.
One of the followers begs the king to tell reason why he had this change of heart.
V. Assignment
Get any fiction story and write its summary.
Date: _________
Lesson 30
I. Objectives:
Retell new broadcast listened to

Give the main the main idea of news broadcast listened to.
Read a new story.
Values:
Awareness, Accuracy, Courage
II. Subject Matter:

Retelling News Broadcast Listened to
References:
PELC II 4.1
PELC 6, p. 23
Growing English (Language) p. 125
Materials:
Picture, word cards, news report, a newspaper, taped news broadcast, cassette

As I went into the garden
I saw five brave maids
Sitting on a five broad beds
Braiding broad braids
I said to these five brave maids
Sitting on five broad beds
Braiding broad braids
Braid broad braids, brave maids
2. Review
(In a form of contest)
Title: Guessing Game
I am a report of recent events.
Who am I??? ____________
I am a radio or television broadcast news.
Who am I??? ____________
I am the one who delivers or sells newspaper.
Who am I??? ____________
Unlock these words by giving clues and by using it in a sentence.
hardship
oozing
complaining
suicide
depressed
4. Motivation
a. Have you heard Mel Tiangco, Vicky Morales and Mike Enriquez giving news broadcast?
Who among you would like to be a famous broadcaster someday?
b. Show a picture of a depressed person.
What does the picture shows?

When you encounter problems in your family, what do you feel?
B. Presentation
1. Listen to this news broadcast.
(The Teacher reads the news broadcast aloud)
Too much of lifes hardship reportedly led a security guard to end it all as he shot
himself in the head with his service pistol yesterday morning in Valenzuela City.
The victim was identified by the police as Jeorge Santos, a member of PJ Can Security
Agency. Santos was next seen already on the floor with blood oozing from his head.
Co-workers and friends said that before the reported suicide, Santos was unusually
quiet and visibly depressed, complaining of financial problems in raising his family.
2. Discussion Questions
1. What is the news broadcast about?
2. Where did the incident happen?
3. When did it happen?
4. Who was the victim?
5. Why did he kill his life?
Discuss to pupils the steps on how to retell news broadcast listened to.
One pupil reads the news broadcast aloud. Be able to retell the news heard.
(Use the news read by the teacher)
3. Generalization
What should be remembered in retelling a news broadcast?
4. Valuing
Are you aware of the day to day news here and abroad?
Can you give accurate reports of the news youve heard?
5. Application
1. Divide the class into two groups.
Have a leader for each group.
The leader plays the role of a newscaster while the rest of the class listened.
News broadcaster (Pupils will retell the news broadcast heard)
Jean de Vega Reports:
The metro manila council has approved a resolution penalizing individuals who
purchase goods from the sidewalk vendors along all roads of the metropolis. The council also
approved
the regulations
against business
establishment
coddle
sidewalk
vendors
within
Metropolitan
Manila Development
Authority
Chairman that
Bayani
Fernando
noted
that campaign
their
premises.
against sidewalk vendors would be strengthened by penalizing both the consumers and
establishment who tolerate or support the illegal activity.
IV. Evaluation
Listen to a tapped news broadcast, and then answer the questions that follow.
A low pressure area with a maximum wind of 65kms/hr was spotted 880 kms east. It is
moving northwest at 23 kms/hr in the general direction of Northern Luzon. Public Storm No.1
is now hoisted in Central and Northern Luzon. These areas will experience moderate wind of
not more than 60 kms/hr. Please take all the necessary precautions.
1. What is the news broadcast all about?
2. Are the details of the news stated?
3. Retell the news broadcast.
V. Evaluation
Listen to a news broadcast over the radio or TV and write a brief summary about it.
Date: ________
Lesson 31
I. Objectives
Write from dictation

Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling
Identify nouns in a selection listened to
Values:
Neatness
II. Subject Matter:
Writing from dictation
The Ice Palace
References:
Materials:
PELC 5, p. 23 Writing
Language for Daily Use, p. 29
boardwork, pictures, flashcards

Say each phrase. Then have the pupils repeat.
frosted windows
with fairy palace
a ballroom
a large hall
icy furniture
2. Unlocking the Difficulties
(Pre-assigned dictionary work)
Have the pupils give the meaning of the underlined word in each phrase.
frosted
fairy
ballroom
hall
icy
Then have the pupils use the phrase in their own sentences.
3. Motivation
All countries have their own government, only of different forms. What form of government do
we have in the Philippines? Who is its head? What is the name of the official residence of our President
and her family. How many among you have seen the Malacaang Palace?
Our nations have the monarchial form of government which is headed by a king or a queen who
lives in a palace. (Show picture of a palace)
I know that you want to enter a palace. Perhaps you want to know what can be found inside. As
this moment, it is impossible for us to visit a palace so I will just tell you a story about a wonderful
palace. This is an ice palace.
B. Presentation
1. Reading of the selection by the teacher.
Listen very well and look carefully at the series of pictures that tell about the selection you will
listen to.
The Ice Palace
One morning the Princess noticed the frosted windows of her bedroom. The panes were all
covered with fairy palaces and towers of ice. Then an idea came to her. She would build a palace of
ice!
So the Princess called a famous architect. Her plans were soon laid before him. After some
weeks, the ice palace was completed.
The palace contained only three rooms, a ballroom and a dining room in one large hall and a
bedroom. Each room was furnished with icy furniture. But no one slept on the icebed. The icelogs in
the icefireplace did not burn.
Naptha was poured on the logs and the naptha burned but icelogs didnt melt.
The windowspanes were sheets of clear ice. At night the candles glintened like diamond
through the ice windows.
2. Answering comprehension questions
With the help of the pictures, have the pupils answer the questions in
complete sentences.
a. What did the princes notice one morning?
What part of speech are princess, windows and bedroom?
b. Describe the windowpanes.
Which are the nouns in the sentence?
3. Practice
Listen and try to give back each sentence.
a. The princess noticed the frosted windows of her bedroom. (Individual Repetition)
b. The panes were all covered with fairy palaces and towers of ice. (Individual Repetition)
c. The princess called the famous architect.
4. Dictating the Selection
Have the pupils write the selection from dictation. Remind them to observe correct letter
form,
capitalization, punctuation and spelling.
IV. Evaluation:
Have the pupils check their work against the original, call on some of them to read their work.
V. Assignment:
Go over your composition to correct your error. Then write for submission.
Date: _________
Lesson 32
I. Objectives:
Sequence events of the story listened to through guided questions.

Retell a selection listened to.
II. Subject Matter

Sequencing events of a story listened to.
References:
PELC 5 (Listening) p.23, 5.1 (Reading) p.23

Reading Comprehension Exercises 6 pp. 24-27
Growing in English Language pp. 18, 260 Reading p.84
Materials:
Sentences in cartolina strips, exercises written on charts

1. Drill
Arrange the following words alphabetically.
phrase
propel
phone
prepare
phase
prunes
Give the meaning of the underlined word through context clues.
a. The big black ants that ate the poisonous fruit died on the spot. (juicy, deadly, dirty)
b. Dont cry for I like to pinch your cheek, little chubby boy. (squeeze, hit, caress)
3. Motivation.
Do you know what a folktale? Can you name folktale that youve read or heard? Listen
and be
able to tell how the lansones became edible.
B. Presentation
1. Listen to the story (To be read by the teacher or a good reader)
Mang Selo and the Dream Angel
Did you know that the lansones fruit was once thought to be poisonous? Its name, lansones, is
taken from tagalong word lason, which means poison.
In ted very delicious but every one had been told not to eat them because they were
poisonous.The town of paete in laguna, a province, south of manila, there once grew tall trees with
bunches of cream-colored fruit. They looked very delicious but every one had been told not to eat them
because they were poisonous. One bite of the lansones fruit was enough to kill a man. Even the big
black ants that ate them died on the spot.
One sunny September morning, an old but dood hearted man called Mang Selo was walking
through one of Paetes thick forest. He was on his way to a fiesta in a nearby town. He has made this
trip every year, travelling on foot, with no trouble. But now he was old and became tired quickly. Soon
he needed to stop and rest.
Next year I will bring a walking cane and soon for my journey, Mang Selo told himself. I
will stop here and rest, perhaps my hunger will go away.
The old man tried to take a nap, but his empty stomach kept him awake. He sat up and looked
around for something to eat. There were no wild berries or nuts to sigth. He only saw the deadly
lasones trees.
A beautiful angel appeared to him in his sleep. She wore a white gown and seem to have come
down from the heavenly clouds. The angel stood next to Mang Selo and gave him a bunch of fruit.
Finall, she said, My good Christian friend and traveler, take these so you will not be hungry.
Mang Selo looked at the fruit the angel had in her hand. He was surprised to see that they were
lansones. Why would this good angel give me something poisonous? he wondered.
Do not worry, said the angel. Then she took one and pinched it, peeled it and put it in her
mouth. Then she took one of the lansones. Eat, she said.
At the moment Mang Selo woke up. The angel was gone! He rubbed his eyes and wondered if
the angel had been a dream. Slowly he realized that he was no longer tired or hungry. He looked
around and was surprised to see lansones peeling on the ground. The angel in his dream had been real,
after all!
2. Comprehension Question
a. According to the folktale, how did lansones get its name?
b. What made the people think that lansones was poisonous?
f. Valuing
Why do you think did the angel show himself to Mang Selo and helped him? How can
you show
kindness to others?
3. Present the paper strips where the events of the story are written.
Tell the pupils to arrange the strips as the events happened in the story. The guid questions may be used
as clues.
When awoke he realized he had really eaten some lansones, but was not poisoned by
them.
It had been told that one bite of the fruit was enough to kill a man.
Feeling tired, he took a nap and an angel who appeared in his dream told him to eat the
lansones fruit and he did.
Lansones was once thought to be poisonous
Mang Selo, a king hearted man was once walking through a forest.
4. Have the pupils read and arrange sentences. Tell them to retell the story by answering the guide
questions.
5. Generalization
What must you remember in sequencing the events of the story you listened to.
6. Practice exercise
a. Have the pupils listened to another short story.
Group the class into four.
Present the jumbled sentences and have the groups rearrange the sentences using the
guide questions to form a story.
Tell them to write the number sentence only on their show me cards.
Ask the pupils to retell the story using the questions as their guide.
Jack and his mother needed to buy food so they sold milk from their cow everyday. One day,
jack sold the cow for five beans. The mother got angry and threw all the beans into the garden. A
beanstalk grew from the beans. Jack climbed it and found a giants house. Jack always climbed the
beanstalk. The last time, he was chased by the giant. The beanstalk broke and jack could not go up
again.
Sentences:
_________ A beanstalk grew from the beans.
_________ Jack and his mother badly need money for their food.
_________ The last time, he was chased by the giant and the beanstalk broke.
_________ Jack sold the cow for five beans
_________ Jack always climbed the beanstalk after finding a giants house.
Guide Questions:
Who are characters of the story?
What did Jack do to get money?
What happen to the beans?

What did Jack find upon climbing the beanstalk?
Why did the beanstalk break?
b. This time no guide questions are given. Tell them to listen attentively to be able to rearrange the
jumbled sentences.
Apolinario Mabini was chatting with his classmates when his mother, tired and shabby arrived.
She had walked miles from Tanauan, Batangas to Manila. Thats why she looked like a beggar upon
reaching the city. Without hesitation, Mabini lovingly embraced his mother, and kissed her sweating
forehead. Then proudly, he introduced her to the people around. How delighted the teary-eyed mother
was!
________ Mabini lovingly embraced his mother and kissed her forehead.
________ How delighted his mother was for his loving son.
________ Apolinario Mabini was chatting with his friends when his tired and shabby mother
arrived.
________ He proudly introduced her to his friends.
________ His mother looked like a beggar because she walked miles from home.
IV. Evaluation:
Listen to the story attentively. Arrange the sentences as they happened in the story by numbering
them on
the blanks.
One morning, Datuk and his dog Bakar were jogging lazily along the sandy shore. Bakar stop
and sniffed very cautiously up a shell. Suddenly, he jumped backward and bark aloud in fright. Datuk
quietly went near the shell. Usually, shells dont move but this one was actually walking! How was
that possible! Datuk quickly called Bakar to his side. Then, he carefully lifted the shell. Obviously, it
was not empty. A hermit crab rolled itself inside.
_______ Bakar saw a shell.
_______ Datuk saw a hermit crab roll inside the shell.
_______ The shell was actually walking!
_______ Suddenly, he jumped and barked in fright.
_______ One morning, Datuk and Bakr were jogging along the shore.
V. Assignment:
Rearrange the following sentences into a story.
1. That experience taught Ralph to put his toys in their proper place.
2. Yesterday, Ralphs dog, Linus, taught him a lesson.
3. He made one leap and began to chew the rubber band.
4. As Ralph dusted the furniture Linus sat watching him.
5. Ralph rescued his slingshot just in time.
6. Suddenly, he spied the slingshot which Ralph had carelessly left on the floor.
Date: ________
Lesson 33
I. Objectives:
Use the plural form of compound nouns.

Identify whether the noun listened to are compound or simple.
Identify the compound nouns in a paragraph read.
Write the plural form of a compound noun.
Values:
Love ones neighbor
II. Subject Matter
Using Plural Form of Compound Nouns
References:
PELC Speaking, p. 23
Growing in English Language
TM pp.59-63 TXT pp. 65-73
Materials:
chart, sentence strips, Sheilas Letter

family
tomato
spoonful
commander-in-chief
2. Motivation
28 Mabini
St. write letters to their relatives and friends? What do you usually write about?
How many
San Jose, Calbayog City
September 18, 1999
B. Presentation
1. Say:
Dear Lorena,
Calbayog
TurnGreetings
to page from
66. The
girl in City!
the picture is Shiela. Shes Lorenas friends, who lives in
I
was
very
happy
to
receive
your letter. Everything seems to be well for you and the rest of the
Calbayog
family.
City.
Let us listen as your classmate reads Shielas Letter. Will someone read it to class?
My sister, Clara got married recently. The wedding party was held in the family garden. Music
lends the occasion a festive mood. Many of our relatives and friend attended and wished my sister and
new brother-in-law luck in married life.
Father and mother both them a washing machine. My brother built a bookcase as his gift.
From my saving I bought and gave the couple a set of glassware. Of course, Sister Clara and Brother
Franklin loved their gift.
Next month we are going to visit them in their new home. They will have a house blessing. I
wish you were here to share the joy of the event with us. Anyway, I hope to send you a picture of the
wedding soon. You should see me in my pretty gown when I serve as the bridesmaid.
Goodbye for now. Give your family my sincere regards.
Lovingly,
Shiela
Ask:
How well did you listen? What is Shielas letter all about? Can you give the following
nouns used
in a letter?
2. Skill Development
Have the pupils go over the chart of nouns on page 67, THINK ABOUT IT. Which group
list nouns that are singular in number? Plural in number?
Have there them read each pair of sentence (on sentence strips)
Say:
Notice the underlined words. How many words do you find in brother-in-law? In bridesmaid?
a. I have a new brother-in-law.
I have two brothers-in-law.
b. The bride had only one bridesmaid.
The bride has three bridesmaids.
- What kind of nouns are the underlined words?
- How do they form their plural?
3. Fixing Skills
Write the plural form of the following nouns.
a. mouse trap
b. daughter-in-law
c. point of view
4. Generalization
How do compound nouns form their plural? Can you state in your own words, what you
observed? Refer to KEEP IN MIND, page 695.
5. Practice Exercises
A. Guided Practice
Complete the dialogues with the plural form of compound nouns from the box. The first
done for you.
houseguest
saleslady
proofreader
stepladder
cupful
storekeeper
editor-in-chief
bedsheet
eggyolk
son-in-law
1. Father: Ismael, have you seen any of the stepladders? I need one to climb the rooftop
of the
barn.
Ismael: Yes, I have, father. I saw it in the backyard underneath the mango tree.
2. Mother: Aminah, prepare the bedroom for our _______.
Aminah: Will two pillow and two blankets, do mother?
Mother: Fine. But make sure to change the bedsheet. The ______ are in the big trunk.
Aminah: Yes, I will mother.
B. Independent Practice
Give the missing form of each compound noun.
Singular
1. Teacher-in-charge
2. _______________
3. _______________
Plural
_________________
Editors-in-chief
Stepladders
IV. Evaluation
Read the selection below. Then, On a piece of paper, make a list of at least (10) singular
compound
nouns. Opposite each noun, write its plural form.
A Farmhouse Party
Yesterdays, party was at Mr. Figueras Farmhouse. Mr. Figuera is my sisters father-in-law.
The party was held to benefit the childrens health in the barrio. The town Mayor was the guest of
honor. Everyone helped. The neighbors tables and benches were used.
My sisters mother-in-law cooked pork and chicken adobo. This recipe was a big hit. Mang
Beny sent over a special dish from his famous food center in the town. Aling Maris vegetable salad
was crisp and delicious. Aling Nenas rice cake and pancit were among the childrens favorite choices.
after the party, lunch, parlor games sponsored by the barangay captain followed.
What fun we all had! The visitors and guests congratulated the chairperson of the activity.
Who was no other than my sisters husband or my own brother-in-law.
Example:
Farmhouse Farmhouses
V. Assignment
Use the following plural compound nouns in to meaningful sentences.

a. bedsheets
b. stepladders
c. fathers-in-law
d. godparents
e. editors-in-chief
Date: _________
I. Objectives:
Use gerunds as subjects and predicate noun

Identify the gerunds in the taped interview listened to
Write sentences using gerund
Values:
Courtesy, Politeness
II. Subject Matter:
Using Gerunds as Subject and Predicate Noun
References:
PELC 5, 23
Growing in English Language pp. 76-81
Basic and Beyond Language VI pp. 111-112
Materials:
charts, flashcards, pictures

1. Drill
Change the following verbs into ing form. (Use pocket chart)
watch, clean, stroll, communicate, read
2. Review
Read the following sentences and identify which subject and predicate.
1. Teachers attend meeting regularly.
2. Engineers build tall buildings.
3. The Farmer flows the field.
3. Motivation
Do you have a hobby?
Show pictures of children who are reading, swimming and dancing.
B. Presentation
1. Have the pupils listen to the taped interview.

The writers of the school paper wish to feature pupils hobbies. To get facts or information,
they interview Nathalie, Victor, Minerva and Alfred.
Francis:
Good morning everyone. This is Anthony and this is Lorena. We Are writers of our
school paper. WeWell,
wishwere
to interview
youtofor
a write-up
of your
hobbies.
Anthony:
interested
know
what your
hobbies
are. May we start with Nathalie?
Interviewees: Sewing
Good morning.
would
be glad toCutting
share our
with dress
you. What
Nathalie:
keeps meWe
busy
on Saturdays.
andexperiences
making my own
makesdo
meyou
like
to
know?
feel confident. I enjoy putting buttons too.
Lorena:
Thats great Nathalie. What about you Victor?
Victor:
I love swimming. It gives me a sense of freedom.
Francis:
When do you usually swim and where?
Victor:
I swim every Saturday afternoon in my Lolas place.
Anthony:
What do you enjoy doing in your free time, Minerva?
Minerva:
I enjoy reading. I like books in cooking best. Reading one books is never enough.
Lorena:
It is because you love learning from books. Alfred, I know you love gardening. Why
is it so?
Alfred:
Youre right. Who wouldnt love gardening? Taking care of plants and talking to
them when youre lonely simply make my day.
Francis:Well, friends, thanks for spending some precious time with us. Surely the information you
shared will inspire many children to work out hobbies just like you.
Anthony:
Goodbye. Watch for the interview article in the coming issue of our school paper.
Interviewees: Its a pleasure. Goodbye.
2. Comprehension Check
Why did the writers of the school paper interview some grade six pupils? What
information did
they get from them? Was the information worthwhile? Why?
3. Read the following sentences taken from the interview.
1. Sewing keeps Nathalie busy on Saturdays.
2. Minervas interest is cooking.
Compare the sentences.
What can you say about the underlined words?
What do you call those words?
What is a gerund?
How is gerund used in the first sentence? second sentence?
Below is a free verse written about a favorite activity or hobby. Read it silently. Notice how the
gerunds are used. Can you replace them using your own words.
STROLLING IS..
Walking alone in the park at sunset
Watching people lazily go by,
Lying once in a while on a bench,
Sitting on green grassy carpet,
Going through the woods with someone,
Listening to the birds,

Talking to friendly animals,
Running away from the wild beast,
Communicating with Mother
Nature by just roaming
4. Generalization
How do we use gerunds in a sentence?
a. Guided Exercise
Have you ever seen a scarecrow? Where?
Read Renatos story, then complete his story using the appropriate gerund. Choose from the list
box.
being
staying
protecting
watching
flying
standing
picking
guarding
waiting
The crow like _____ on the fence. _____ our corn is its favorite pastime. My job is _____ the corn
from the
crow._____ in the field is the job I gave to this scarecrow. ______ it in a good spot is important. I
enjoyed
______ a scarecrow. Its presence has changed the crows habit of staying in the field. Now its usual
activity
is ______ above the corn. By driving the crow away, the scarecrow is doing its duty.
b. Independent Exercise
Think about your own hobbies, favorite activities, interests, likes and dislikes.
Then
complete each sentence with the appropriate gerund related to these.
1. My brothers favorite past time is _______.
2. ________ interest me a lot.
3. Mother dislikes ________.
IV. Evaluation:
Transform the following verbs into gerunds then use each one of them in sentence as subject and
predicate
noun.
1. Climb
2. Write3. Camp
4. Read
5. Play
ach sentence with the appropriate gerund related to these.
V. Assignment
Write 5 gerunds and be able to use them in meaningful sentences as subject and predicate noun.
Date: _________
Lesson 35
I. Objectives
Use gerunds as object of the verb and object of the preposition
Read paragraph and identify if the gerunds are used as object of the verb or object of the
preposition
Write sentences using gerunds as object of the verb and object of the preposition
Values:
Conserving gasoline
II. Subject Matter:
Using gerund as object of the verb and object of the preposition
References:
PELC 5 (Speaking)
Growing in English 6 (Language) pp. 142-145
Learning English as a Second Language 6 pp. 101-102
Materials:
pictures of a child reading and dancing, sentences in strips

1. Spelling
Fill in the lank with the correct spelling of the ing form of the verb in the parenthesis.
Be sure to
capitalize the first word in every sentence.
(put)
(make)
(sing)
1. _______ up the curtains isnt easy.

2. _______ wooden swords is fun.
3. _______ the high notes is easy for lina.
Study the words again and find out what changes take place in some verbs when ing is
added.
Before the ing is added, what happenas
a. When the final unpronounced e comes after a consonant?
b. When the words end in a single consonant (expect h,w,x and y) and the final consonant comes
after
a single stressed vowel?
c. When the words end in two or more consonants?
2. Review
a. Review the use of gerund as subject of the sentence.

The day for the presentation of the operetta is drawing near. Miss Prado gives her pupils
definite
assignments. Read her instructions and tell what each pupils assignments or job is. Number 1 is
done for
you.
1. Myrna, make some paper flowers. Making paper flowers is Myrnas assignment.
2. David, make some silver stars.
3. Celso, make the flower pot.
4. Dolor, clean the stage.
5. Rico, decorate the stage.
6. Ramon, put up the curtains.
7. Belen, put make-up on the actresses faces.
8. Nini, bring some cushions.
9. Luis, make some wooden swords.
10. Fidel, introduce the participants.
3. Motivation
Show a picture of a boy who enjoys reading. What is the boy doing? Does he enjoy reading?
Heres
another picture of a girl who enjoys dancing. Does the girl enjoy dancing? Ask the class what they
enjoy
doing. Follow the example below.
Example:
Question:
Do you enjoy reading?
Answer:Yes, I do. I enjoy reading very much.
B. Presentation
1. Display these two groups of sentences (in strips). Focus pupils attention to the underlined
words.
A. 1. I enjoy reading books.
2. Have you finished writing your theme?
3. They stood waiting for the enemy to pass by.
2. Analysis and Discussion
In sentences A. What verb comes before the gerund? Are they linking verb or transitive
verbs?
The verbs enjoy, finished, stood and continued are transitive verb that need a receiver or direct
object of
its action. Is a reading in sentence 1, the direct of the verb? Which is the direct object in sentence
2 and 3?
How are the gerunds used in the sentences?
How are the gerunds used in the following sentences? Ask the pupils to raise their right
hand if
the gerund is used as object of the verb and left if object of the preposition.
1. I enjoy folk dancing a lot.

2. I like books in cooking best.
3. He earns his living by selling newspaper.
3. Generalization
What is a gerund? What are the other uses of gerunds?
4. Practice Exercise
a. Complete the following sentences by using ing form of the verbs in the parentheses to
complete the
main verb of the sentence.
(laugh)
(read)
(stand)
1. They started _______.

2. I began _______.
3. She doesnt like ______.
How do gerunds use in the sentences?

IV. Evaluation
Construct your own sentences by using ing form of the verbs at the left as the object of the verb.
bark
hunt
write
1.____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
V. Assignment
Write three sentences each using gerunds as object of the verb and object of the preposition.
Date: ________
Lesson 36
I. Objectives:
Use a story grammar (picture series) to show sequence of episodes in a story.

Sequence events of a story listened to.
Construct a story grammar using picture series.
Values:
Cooperation
II. Subject Matter:
Story Grammar Lam-Ang, A Legendary Hero
References:
PELC 5.1 p. 23
Growing in English TM pp. 8-14

Growing in English 6 Reading pp. 11-20
Materials:
pictures, crossword puzzle

a. Word Drill
1. initial d and
die thy
den then
2. medial d and
wordy worthy
udder other
3. final d and
lied lithe
seed seethe
doze those
does thus
laid lathe
ride writhe
2. Unlocking of Difficulties.
Answering of puzzle
Group the class into 4. Provide each group with a copy of the puzzle below. Give them at
least 5
minutes to work on the puzzle. The group who finished first wins.
3. Motivation
Ask the pupils who are their favorite superheroes. Then, show them pictures of foreign
superheroes such as Bathman, Superman, Spiderman, etc. Ask them what are the qualities of these
superheroes.
B. Presentation
1. Reading of the selection. Lam Ang, a legendary hero
2. a. Analysis/Discussion
1. Who was Lam Angs parents?
2. What kind of child was Lam Ang?
3. What is the theme of the story?
b. Fixing Skills
Show the class the pictures showing the different important events in the story. Ask them
to
arrange it accordingly to show the proper sequence of the pictures as happened in the story.
3. Generalization
What is a story grammar? What is one way of showing the sequence of events in the
story
listened to?
4. Engagement Activity
By using the picture series of the story of Lam Ang, let the pupils write one or two
sentences
describing each scene/picture.
IV. Evaluation
Read the story The Lime and the Pomelo Tree on p. 19 of your book. Make a story grammar
(picture series) to retell the story. Use 6-7 frames in making the picture series. Make sure that it is
properly
sequenced.
V. Assignment
Read again the story Lam Ang, a legendary Hero and in cartolina, make your own
comic strip.
Date_________
Lesson 37
I.
Values:
Objectives:
Use nouns that are plural in form but singular in meaning
Give the main idea of a selection listened to
Spell nouns that are plural in form but singular in meaning
Working well with others, Patience:
II.
Subject Matter
Nouns that are Plural in Form but Singular in Meaning
References: PELC II 5.1
PELC 6 p. 23
Growing in English (Language) pp 87-91
Materials:
sentence strips/charts
III.
Learning Activities
/z/
/s/
Winds
cars
brooks
Leaves
trains
pets
Birds
sirens
roofs
Newsboys
airplanes
beliefs
Peddlers
sounds
cats
babies
2. Review
In pairs. Read the limerick. Select all the nouns and write their plural form.
A chick and rooster whom I happened to hear was complaining sadly
Oh dear, our picnic is today,
But the weatherman say
That the sky will be sunny and clear.
3. Motivation
Let the pupils sing the song Learning Mathematics is Really Fun
How many like and enjoy Mathematics? Why?
B. Presentation
1. Show a picture of a boy talking in front of the class. This is Francis
of Marbel Elementary School. Listen as your classmate delivers a
portion of Francis talk, Be able to tell what the main idea is.
How do I develop such wonderful and speedy computational skills? I believe its a
matter of deep interest and constant correct practice. Even before I went to school,
Father would teach me how to work with numbers patiently. Then now, I usually do
extra exercises in other books aside from my assignments. I dont miss the
mathematics portion of the newspapers of magazine. Well, I think I have the best
teachers at home; Father is in aeronautics; Mother is a Mathematics teacher; and
my eldest brother is a computer analyst. In school, Mr. Lim, my teacher and coach,
has taught me how to develop concentrations in analyzing problems and solving
them.
a. What is the main idea of Francis talk?
b. Did you learn something from his talk?
c. What can you do to improve your skills in Mathematics?
2. Discussion and Analysis
Let the pupils read the sentences:
How do both underlined nouns end?
Explain to pupils that plural nouns usually end in s or es. The nouns Mathematics
and news are only two of the few nouns that are plural in form but singular in
meaning.
Notice the verbs after Mathematics and news. What verb form in the present tense
is used to these nouns?
Is and makes are in the present tense and singular in number. Is, is the present
form, third person and singular in number of the verb BE, and makes of the verb
make.
3. Fixing Skills
Show some pictures of nouns ending in s or es, but they are singular in meaning
and ask the pupils to tell something about each picture. Encourage them to make
the noun the subject for their sentences.
4. Generalization
Do all plural nouns ending in s or es mean also plural? How does this noun agree
with the verb in the present tense that is used with it?
5. Valuing
How much work an be done if all work cooperatively.
Choose the correct verb form
1. Ethics (is, are) the study of right and wrong.

2. Aeronautics (interests, interest) my brother a lot.
3. Civics (deal, deals) with good citizenship.
IV.
Evaluation
Match Column A with Column B
Column A
Column B
1. It is good for the body
a. mumps
2. _____ is for sociable people
b. billiards
3. It is my friends favorite game
c. athletics
4. ______ is a very uncomfortable disease d. Mathematics
5. _____ is interesting if you understand it e. politics
V.
Assignment
Use the following nouns in good sentences
1. Economics
4. Civics
2. News
5. electronics
3. United States
Date:___________________
Lesson 38
I. Objectives
Reconstruct a dictated text by taking down important notes.
Write paragraph correctly.
Values: Importance of the forms of energy in our everyday life.
II. Reconstructing a Dictated Text by Taking Down Important Notes
Writing Paragraph
Giving the Main Idea
Ref. PELC 5.1,4,4.1,p.23
LP in Science VI pp. 120,124
LP in English VI pp. 336-337
Into the Future VI, pp.146
III. A.1. Write the following sentences that I will dictate.
a. Moving and doing work are possible because of energy.
b. A car can travel for several kilometres using gasoline.
2. What are the things to remember when taking down notes?
3. Present flashcards showing action words.
What do these words suggest?
B. 1. The teacher reads a paragraph, while the pupils take important notes.
Chemical energy is energy stored in materials. Materials possess chemical
energy due to or owing to their molecular structures. When chemical energy is
released, it becomes kinetic/mechanical energy. Furthermore, when chemical

energy is released, a new substance is formed different from the original material.
When you actually take in food, you actually take in stored energy. It is digested or
broken down into simple form (sugar,protein) that can be absorbed and used by the
different parts of the body.
2. a. What is chemical energy?
b. How do materials produce chemical energy?
3. a. What are some of the important notes you have taken down from the
paragraph?
b. have the class write their notes on the board.
4. How can we reconstruct a dictated text by means of taking down notes?
5. In what ways are forms of energy useful to people?
6. Listen to the following dictation. Take down important notes.
(Each group will write their written work in a manila paper.)
Moving persons or objects possess mechanical energy. It can be
produced through energy transformation. For example, in walking, running or
jumping, we use mechanical energy caused by the release and transformation of
the chemical energy in food we have eaten. A moving vehicle, a running machine
uses mechanical energy, made possible by the release and transformation of energy
from fuel.
IV. Group Presentation
A leader will be assigned to read their paragraph (posted on the wall).
V. Reconstruct the dictated text (used in the evaluation) by the use of the notes you
have listed. Be ready to read it tomorrow.
Date:_______________________
Lesson 39
I. Objectives
Use a variety of sentences as to structure (simple sentences0
Identify the subject and predicate in a sentence.
Identify the key sentence that make up story selection
Write a simple sentence
Values: Interdependence
II. Using Simple Sentences
Ref. PELC Speaking p.24
Building English Skills Language pp.6-8, 51-56
Mat. picture of human body, chart, sentence strips, flaglets
III.A.1. Using flaglets, let the pupils identify whether the group of words are
sentence or not.
a. Miss santos is understanding

b. Jose won
2. What is a sentence? When can you say taht a sentence is really a sentence?
Give the two main parts of a sentence.
3. Showing a picture of a human body. The girl here is normal because she has
all the body parts. But how about if she losses her right arm?Is she still normal?
A sentence is like a human body. We cannot say that a sentence is a sentence
if its parts are not complete.
B. 1. Let us study and find out the parts of a sentence. What makes a sentence?
Reading of sentences (using sentence strips)
a. The sampaguita is a fragrant flower.
b. The sampaguita and the ilang-ilang are fragrant flowers.
2. Discuss the four structure of sentence.
Simple Subject/simple Predicate
Compound Subject/Simple Predicate
Simple Subject/Compound Predicate
Compound Subject/Compound Predicate
3. Give other example of sentence using four structures written in a piece of
paper. Let the pupils identify the sentence structure used. (Draw lots)
4. How can you identify the subject?
Give the four structures of sententence.
5. Identify the subject and the predicate in a sentence. Box the subject and
underline the predicate.
a. My parents are busy this weekend.
b. The program is open to the public.
IV. Form a simple sentence by supplying simple subject and predicate.
1. Books
2. The first lady
3. brought fans, too
4. were going to church
5. prayed silently in church
V. Write simple sentence using different structure.
Date:____________________
Lesson 40
I. Objectives
Use compound sentences
Give the main idea of a paragraph read
Write compound sentences
Values: Appreciating the heroism of Filipino Heroes
II. Using Compound Sentences

Ref. PELC 6 (Speaking) p. 24
Growing in English Language 6, pp.45-54
Basic Communication of Todays Children pp.82-85
Mat. charts, pictures of Filipino heroes, strips of paper, sentences in strips, pocket
chart
III. A.1. Combine each pair of sentences intio one simple sentence with a compound
subject or compound predicate.
1. The crowd waved the candidates.
The crowd cheered the candidates.
2. Norman finished his project.
He submitted it to his teacher.
2. Describe the structure of each simple sentences as to simple subject and
simple predicate, simple subject and compound predicate or compound subject and
compound predicate. Then opposite each number put the appropriate flashcards
with SS and SP, SS and CP, CS and SP or CS and CP
1. We need fresh air and clean water.
2. Birds and animals help propagate plants.
3. Show pictures of different heroes. Call on a pupil to choose a hero of his
choice. Tell what you know about his/her heroism using simple sentences.
DR. JOSE P. RIZAL
On July 17, 1892, Rizal wassent to Dapitan, Zamboanga by the
Spaniards. They accused him of being a rebel. He became unhappy but this did not
discourage the young hero. He had to go or he would be arrested and jailed.
Dapitan was a poor village from the town. Many people there were sick
but they did not have a real doctor. They had only a pharmacy clerk. This clerk sold
them medicine or he just advised them what to do. So Rizal did not waste time. He
spent much of his day curing sick people. He used herbal medicine. His services
were free but the rich people wanted to pay him.
Jose Rizal was also a teacher in Dapitan. He and the townspeople built
a schoolhouse for young boys and girls who helped in the house and farm work. He
taught them for free and he provided them clothes and food.
1. Why did the Spaniards send Rizal to dapitan?
2. How did he spend his days in Dapitan?
Study the sentences in the chart.
Two Separate Sentences
1. Rizal was exiled to Dapitan. He lived there for four years.
2. He had to go to this place. He would be arrested and jailed.
Two Single Sentences Joined
1. Rizal was exiled to Dapitan, and he lives there for four years.
2. He had to this place or he would be arrested or jailed.
Read the sentences on the first column. How many sentences are there in
each number?
Now, read the sentences on the second column. What two sentences are
combined in the first sentence?In the second sentence?
2. Make each pair of sentences into a compound sentences using and, or or
but.
1. Most of the heroes were unknown.
We will never forget them.
2. None of them gave up defeat.
They died with dignity.
3. What is a compound sentence? How are compound sentences formed?
4. A.
1. Using the suggested conjunction, add one more thought to the given one to make
a compound sentence.
1. The band played________.
2. The weather was bad_____________.
3. You do your work________________.
B. Group the pupils into six (6). One member of each group will pick a strip
of paper having a simple sentence. Each member will add another thought to the
given sentence to make compound sentence. The leader will start then to pass to
the next and so on.
When all the members have finished, the leader of the group will read their
word to the class.
IV. Use a compound sentence about each picture. Use the words under the picture.
1. Picture #1
(Paula) hungry-noy eating
2. Picture #2
(Aling Sila) tired-sleepy
3. Picture #3
(Luisa) poor-bright
V. Look for a picture of our modern-day hero. Paste it in your notebook and write 5
sentences about his/her heroism using compound sentences.
Date:______________________
Lesson 41
I. Objectives
Tell the relationship expressed in the selection as to cause and effect
Write cause or effect
Values: Love for Nature
II. Telling the Relationship Expressed in the Selection as to Cause or Effect
Ref. PELC (Reading) 6.1
Growing in English 6 (Reading) p.177
Mat. pictures
III. A.1. Underline the subject and encircle the predicate.
a. A passenger ship and Super Ferry 12 collided near Corregidor islands
yesterday.
b. sARS and terrorism became serious problems.
2. Let pupils sing a [part of the song Anak ng Pasig, and tell the pupils that
the song gives the message that the river used to be clean and abundant with fish.
But because the people threw their waste materials into it, the river became what it
is nowsmelly and filthy.
What can we do about it?
3. Match the meaning of the words in Column A to Column B.
COLUMN A
COLUMN B
1. paraphernalia
a. Poisonous
2. adversely affected
b. rapid groth
3. proliferation
c. large, diverse phylum of micro-organism with complicated
cycles
and parasitizing various animals
4. toxic
d. affected in the negative way
5. protozoans
e. Trappings or accessories of equipment or adornment
B.1. Let pupils read the story, Lets Save Our Seas on p.182 of Growing in
English 6 (Reading)
2. A. Where did Rico and his family go?
What did they bring with them?
a. The river has become smelly and filthy because the people kept on
throwing their waste into it.
b. Fish in the river die because people use dynamite in fishing.
1. What made the river smelly and filthy?
2. What is the effect of throwing wastes/garbage in our lives?
How would you analyze your answers in questions 1 and 2?How
can you identify the cause and the effect of a given situation?
B. In each pair of sentences, which is the cause and which is the effect?
1. ______Math problems are difficult.
______Rinalyn was worried and unhappy.

2. ______She is not getting enough sleep.
______ Claudia spends much time watching TV at night.
3. What is the cause? What is the effect? What connectives are used to
introduce a cause or effect?
4. How can we help save our seas?
5. If people have made many changes in the environment, what will be its
effect?
What are the possible causes? Why many animals are in danger of
becoming extinct?
IV. Column A lists the causes and column b the effects. Match the cause and its
effect.
Column A
______1. because the air is not moving
Column B
a. a giant hole at the Arizona desert
created
______2. When you rub them together
b. Your hands get warm
______3. because the lights are offs
c. Forest fires happen
______4. because a meteorite fell from d. The building is dark
outer space and landed to it
______5. because some people are e. There is no wild
careless with matches and camp fires
V. Read the paragraph very carefully. Then answer the questions on cause
effect in complete sentences. Write your answers on a piece of paper.
There is no massive drought or dryness of land, in many places of
country. This happened because the El Nio phenomenon has set into
athmosphere.
Why is there massive drought or dryness of land in many places of the country?
was
and
the
the
Date:____________________
Lesson 42
I. Objectives
Use complex sentences
Predict outcomes
Values: Proud of being Filipino
Valuing good Filipino traits
II. Building Complex Sentences
Identifying Simple and Compound Sentences
Predicting Outcomes
Ref: PELC 6 p. 24, 7 p.24
Growing in English 6 (L) pp. 57-62
Mat. chart, sentence strips,picture
III. A.1. Find compound sentences in the paragraph below. Read them aloud.
Josefa Llanes Escoda was a great social worker. She was among the first
Filipino women to engage in social work. She planned projects for the welfare of
women and children, and she successfully carried them out. She started health
clinics for children, and because of her, the government put up playgrounds for
them.
2. Combine these simple sentences (in chart) to form compound sentences.
Use and or but correctly. Five groups will be formed. Each group will work on a set
to combine and give the correct answers.
a. These heroes were usually unnamed.
They were recognized by their relatives.
b. Most of these heroes were unknown.
We will never forget them.
3. look at the picture. Can you describe the situation: What traits of the Filipino
do the setting show? How else do Filipinos show their warm hospitality?
B. 1. Study how the ideas in the two sentences below can be combined (in
sentence strips). Can you explain the meaning of each combination.
A Filipino family is united.
The members support each other.
1. Our family is united because the members support each other.
2. Our family is united if the members support each other.
3. Our family is united when the members support each other.
4. Our family is united since the members support each other.
2. a. How many ideas or thought are expressed in each sentence?What are
they?
3. Ask the pupils to form groups and read the paragraph on p.59
Use the suggested conjunction to combine the ideas as sentences in
paragraph. Have each group read their paragraph.
Mang Tino moves his house. He will tend a new farm. Now he needs some
helping hand from the fellow villagers. His wife invites the men in the barangay.
Willingly, they heed the request. Together they carry the house on their shoulders
using poles. They reach Mang Tinos new farm. They partake of some food such as
coffee, pancit and suman.
4. How are complex sentences formed? What words/conjunctions join two or
more ideas that are related?
5. Are you proud of being a Filipino?Why? What are some good Filipino traits?
6. a. Read the paragraph (in chart) silently then, identify the complea
sentence in the paragraph that predict outcome. Write only the numbers
corresponding your answers.
1. The Spaniards watched Marcelo H. Del Pilar closely because a Spaniard
priest acused him as anti-Spanish.
2. He left the country after his relatives advised him so.
b. Use the most appropriate conjunction to connect the ideas in each
sentence.
1. Traders trusted them______they, our forefathers, never cheated in their
trade and commerce.
2. They never ran away______the traders left goods with them for several
months.
IV. Make a complex sentence by adding another idea using the given conjunctions.
1. I am proud of being a Filipino because......
2. Let us be warm and hospitable when..........
3. Perhaps you can be as great as our heroes if.............
V. what trait or traits of the Filipino are you proud of?
Date:______________________
Lesson 43
I. Objectives
Use direct discourse (statement)
Get the main idea of what was heard/read
Write direct discourse
Values: Health consciousness
Current issue awareness
II. Using Direct Discourse (Statement)
Ref: PELC (Speaking) 6.1 p.24
Growing in English 6 (L) pp.158-133
Mat. pictures, newspapers, strips
III. A.1. Unlocking of difficulty
a. Jose was diagnosed of having pneumonia because of prolonged excessive

cough.
b. Corona virus is said to be the cause of the newly found disease.
2. Show pictures and ask the following questions. What is SARS? What
countries are affected by SARS?
B. 1.Read the dialog/conversation.
Before the flag ceremony, children gathered in the schools luncheon area.
They were talking about a problem on health.
Im afraid of the news today, said jenna. Why is the news all about? asked
Louie. Its the killer pneumonia that killed many from China, Hongkong, and other
countries, replied Jenna. Dont be afraid, WHO (World Health Organization) and
the DOH are working together hand in hand to prevent the killer pneumonia or SARS
(Severe Acute Respiratory Syndrome) on spreading fast in our country, said Alex.
What must we do? asked Ysraelie. We must keep our surroundings clean and be
aware of the disease, added Rose. So lets start cleaning our areas and let other
people know that what we do could be a tool in preventing SARS, said Ivy.
Awareness and cleanliness is the key to a healthy country, the children agreed.
2. a. What is the product topic of the children in their conversation?
b. What does each one of them said about SARS?
3. Copy the following quotations, punctuate, and capitalize them correctly.
a. I wish I could help victims of SARS said Betty.
b. San Goku said Ill never quit helping poor people.
4. What is the direct discourse? What are the parts of a direct quotation?
What punctuation marks are used in a direct quotation (statement)?
5. Work with a partner. Read each situation. Then provide the exact words of
each speaker.
1. Sec. Dayrit told his men taht they would visit Pangasinan tomorrow.
His men replied yes to him.
2. A radio announcecer/commentator said in his daily news program
that SARS came out after the US-Iraq war. A listener added that it might affect our
country.
2. Punctuate the conversation between Normie and her mother. Mother tells
Normie to do something.
Please find out from the paper whats showing at the Ideal Theater asked
Normies mother.
Mary Poppins Mother said Normie after looking at the movie
Are you going to the show tonight mother
IV. read the dialog. Change the exact words of each speaker in a correct discourse
format using proper punctuation marks. Write the main idea of this selection.
In a UN meeting in Singapore the leader asks each countrys representative
to lay their foremost problem.
US:
Coordination between countries of the world with ours for a true world
peace is what we need.
Philippines: Peace and order situation in Maguindanao is getting worst.
China:
SARS became our worst problem nowadays.
Vietnam:
We need more job openings and investors.
UN Leader: With our hand in hand efforts and unity all these problems will be given
solutions. All we need is true solidarity.
V. Listen to a news broadcast this evening at 6:00 p.m on GMA 7s Saksi
a. Write about five (5) direct quotations from the news.
b. Give the main idea/topic of the news.
Date:_____________
Lesson 44
I. Objectives
Use indirect discourse (statements)
Give opinions
Write reported statements
Values: Using Indirect Discourse
Ref. PELC 6.1 (Speaking)
Growing in English 6 (L) pp.125-136
Language 6,pp. 161-165
Building English Skills 6(Language ) pp.96-101
Mat. toy telephone, charts
III. A.1. Match the present tense forms of the verbs in column A with the past tense
forms in column B.
A
B
1. am,is
a. Might
2. are
b. would
3. will
c. was
4. shall
d. had
5. can
e. Should
6. may
f. Were
7. has,have
g. Could
2. Saying direct quotations correctly. Listen to your teacher read the following
dialogue. Then read after her. Remember when your voice should go up or down at
the end of the sentence.
1. I want to stay near the window to breathe fresh air, answered Lety.
2. I can hear very well here, said Fe.
3. How can I hear and see you, Grandma, if i sit in a far place? murmured Noli.
3. Giving opinion- Exercise No.7- The Coco Shell( Reading Comprehension,
Exercises in English VI)
Read the story and tell the direct quotations used.
The Coco Shell
A father sat under a mango tree. He was cleaning a coco shell. His son, who
was playing nearby stopped and asked him, What are you doing father?
The father answered, I am cleaning this coco shell for your grandfather to
use. His son went away and after a while he too had a coco shell in his hand. He
sat beside father and started cleaning his own coco shell.
Now it was the fathers turn to ask, Son, What are you doing?
The boy replied, I am cleaning and I shall keep it for you when you grow
old.
The father threw away the coco shell he was cleaning and said to his son,
Son, forget it.
This is a case of the father learning from his son.

Do not do unto others what you wouldnt like others to do unto you.
A wrong act may appear right to a young child if he sees an adult he respects
or honors doing it. Adults should therefore weigh very carefully what they do and
say in front of children.
Giving Opinion: how would you react if you were the son in the story? If you were
the father?
4. Have you ever experienced using the telephone? Call two volunteers to act
out any situation using telephone.
a. You cannot find your assignment notebook. Call a classmate about the
assignment in English.
b. Call your mother to explain why you will be delayed in coming home.
B.1. Have three pupils play this dialogue.
Julia Wont Be Home for Lunch
About eleven oclock one morning.
Julia calls her home. Floro answers the telephone.
Floro: Hello.
Julia: Hello,Floro. This is Ate Julia.
Floro: Hello, Ate.
Julia: Im not coming home for lunch.
Floro: Why, Ate?
Julia: My boss is giving a party. He has just received a salary raise.
Floro: Okay. Ill tell Mother youre not coming home this noon. ( Hangs up the
telephone)
Mother( Coming in): Who was on the telephone?
Floro: That was Ate. She says she isnt coming home for lunch.
Mother: Why?
Floro: She says her boss is giving a party. She says he has just received a
raise.
Mother: That means it will be just the two of us for lunch.
What does Julia tell Floro?
What does Floro say he will tell mother?
What does he report to his mother?
2. Look at the following statements. Notice the changes in the exact words of a
speaker when the conversation is reported.
1. Julia: Im not coming home for lunch.
Floro: She says that she is not coming home for lunch.
2. Julia: My boss is giving a party.
Floro: She says that her boss is giving a party.
What changes do you notice?

When reported statements are introduced by verbs in the present tense, we
dont need to change the tense of the verb in the statement. The pronouns,
however, change to show a change in speakers. Notice the change from Im to shes
and from my to her.
3. What does indirect discourse refer to? How is it different from direct discourse?
What should we remember when reporting the exact or direct words of speakers?
4. Rewrite each direct quotation into a reported statement.
1.Father told his children, Your mother is not feeling well.
2. Maria said, We should not make noise.
3. Alex said, I cannot play records.
IV. Work in triads. Read and transform the following dialogue into reported or
indirect paragraph. Do it on a piece of paper. Then, ask a member to read aloud the
triads work.
The San Julian barangay officials are having a meeting.
Barangay Captain: What do you think about having a solar dryer for our rice and
corn?
Councilman 1: The idea is good.
Councilman 2: We will be storing our products fully dry.
Councilman 3: Drying our palay and corn harvest will be faster.
Barangay Captain: we need at least one hundred fifty square meters of land space.
Councilman 4: We can use the space near the barangay plaza.
Barangay Captain: Our children need a larger space for recreation.
Councilman 5: Why dont we just widen the barangay plaza? It will serve a double
purpose-recreation and solar Dryer.
Barangay Captain: Right. In the next meeting, we will talk about the construction
budget and schedule.
V. Copy and write a telephone conversation in a book. Then relay the message of
the caller in indirect course.
A. A Telephone Conversation.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
B. A Message from the Caller in Indirect Discourse.
______________________________________
______________________________________
______________________________________
______________________________________
Date;__________________
Lesson 45
I. Objectives
Use indirect discourse (do question)
Drawing conclusions
Write reported questions
Values: Valuing parents advice
II. using Indirect Discourse (Do Question)
Ref. PELC 6.1 (Speaking) p.24
BES (Lang.) pp.68-71
Mat. flashcards, pockets chart
III. A. 1. Give the past form of the following
1. destroy
2. take
2. Give the reported questions of the following direct discourse:
1. Shane to Klaris; Is your mother a teacher?
2. jenny: Are they preparing for the coming program?
3. Do you obey your parents advices? Give some of them?
B. 1. Read the short story.
A SLAP IN THE FACE
Manuel L. Quezon was five years old when he fought with a boy of his age. He
slapped the boy hard in his face. His father saw what he did, but he did not get
angry, instead he called Manuel and said to him calmly, You do not slap anybody in
the face. Thats a big insult. If you had to fight somebody, use your fists. do you
understand? asked his father.. Yes, answered Manuel.
The incident was repeated with another boy., manuels father let the day pass
without saying a word. Manuel thought his father had not caught him.
Did you do something yesterday that I told you not to do? asked his father;
Manuel answered quick no. Does somebody teach you to tell a lie?
A liar does not deserve any respect, and he may well be insulted. His father
said as he gave Manuel a strong slap in the face.
2. What did manuel do to the boy?
What did his father do when he saw the incident?
3. Read the following questions which father asked:
Do you understand Manuel?
Did you do something yesterday that I told you not to do.
4. Read the following questions. Report them by completing the second

sentence in each number. Write only the words needed for the blanks.
1. Ben asked Do citizens help in conserving our natural resources?
Ben asked _________, in conserving our natural resources.
3. How do you use indirect discourse in reporting do-questions?
4. a. Pupils will pick up questions from a box, which they will relay/report in
class.
1. Mrs. Lopez : do you have any idea to improve the garbage disposal in your
neighbourhood?
2. Raquel: Did you hear about the Mayors clean and green drive?
IV. Use indirect discourse in the following questions which the teacher asked.
1. Does it take long to finish your tasks?
2. Did you find it hard working on your projects alone?
V. List down 5 do-questions which your parents asked and write their reported form.
Date:_________________
Lesson 46
I. Objectives
Use indirect discourse (Yes-No Questions)
Draw conclusions
Write reported questions
Values: Pollution control awareness
II. Using Indirect Discourse
Ref. PELC 6.1 (Speaking) p.24
Mat. charts, pocket chart
III. A.1. Read the following sentences. Which are the questions?
1. Pollution can destroy the balance in nature.
2. Is pollution caused by people?
2. Report each direct discourse into indirect one.
1. father told his children: We will visit Lolas farm next week.
2. carlo said, Saturday is the best day for our hike.
3. Show picture of polluted river. Tell something about it.
B. 1. Read the letter on the chart.
Pulilan, Bulacan
Philippines
May 26, 2003
Dear Patrick,
I received your letter three weeks ago but I wasnt able to write you because
we had a big problem here in our town.
Two weeks ago, our river turned black with dirt coming from piggery. The
owner dumped all the waste of his pigs, including dead piglets into the river. Most of
the fish died and the very few that the fisherman caught made people sick.
The newspaper helped us solve this problem. After the storu was published,
the owner stiopped polluting our river. Today, we are careful nbot to cause any
pollution in our place. By the way, Is pollution also a problem in your town? Are
the fishermen complaining about the polluted rivers? I hope the authorities there
can find ways to solve the problem.
Wtite me soon.
Your friend,
Rommel
2. What was the problem of the people in Pulilan?
How did the problem resolve?
3. Present the following direct quotations taken from the letter:
1. Rommel: Is pollution a problem in Pulilan?
2. Rommel: Are the fishermen complaining about the polluted rivers?
IV. Report the following questions that the teacher asked: Write your answer in your
notebook.
1. Are you a member of the Green aand Clean Brigade?
2. Are your parents working?
V. Write 5 yes-no questions and write their reported form.
Date :______________________
Lesson 47
I. Objectives
State the main idea of a paragraph that is explicit or implicit.
Give the main idea of the paragraph.
Values: Appreciation and awareness
II. Give the Main Idea of a Paragraph that is Explicit or Implicit
The Mobile Classroom

Ref. PELC 4.2, p.23
Growing in English TM, pp.63-65
Mat. strips of cartolina, chart, picture
III. A.1. Word Drill
buy-vie
verb-verve
cab-calve
bile-vile
2. Study the words in Words to Learn on p. 61 (GIE 6 Reading). Then, answer
the following questions with YES or NO. If your answer is Yes, clap once. If your
answer is No, stamp your feet twice.
1. Does the development of a product mean the making of it?
2. Is it true that that the Filipinos have a high rate of literacy?
3. Show a picture of a computer. Ask the pupils what are its uses. Tell the
class the advantages of having the knowledge of operating the computer.
B. 1. Reading of the selection on pp. 61-67 of the book (The Mobile Classroom).
2. What is a mobile classroom?
What institutions conceive the ideas of MITC?
3. Group the class into 4 groups. Assign each group to read a paragraph. Be
able to state the main idea of each. Tell whether it is explicit or implicit.
1. Fishes lay eggs in different places. They lay their egg in stones and floating
logs. Others lay their eggs in corals. Some attached their eggs to the leaves of
water plants.
IV. Read the paragraphs on the chart. Be able to state the main idea in each
paragraph. Tell whetger it is explicit or implicit.
1. A toothache is experienced when no one feels pain because of tooth decay or
tooth cavity. This usually happens when a person does not brush his teeth regularly.
Plaque forms on the tooth and as it builds up, cavity reaches the root, the tooth
becomes painful.
V. Get the main idea of the following paragraphs. Tell whether it is explicit or
implicit,.
1. Greening the school and the community is an answer to air pollution. Plants give
out oxygen, the air that we breathe and take in carbon dioxide. Without plants, the
air that we breathe will be full of dust and smoke. This is dangerous to our health.
Let us plant more trees so that we will have longer lives.
Date: _____________________
Lesson 48
I. Objectives
Use direct discourse in commands and requests
Follow directions
Copy sentences in the direct discourse using correct punctuation marks.
Values; Obedience, helpfulness
II. using Direct Discourse in Commands and Requests
Ref. PELC 6.1 (Speaking/Writing) p.22
Growing in English 6 Language pp. 128-131
Mat. dialogue and exercises written on charts, box of folded pieces of paper where
commands/requests are written
III. A.1. Change the following questions from direct to indirect discourse.
a. Lorraine asked, Mr. Santos, how many irrigitaion pumps does our barrio
have?
b. Father, will you also register for the use of a pump? Dan required.
2. Have the pupils sing Row your Boat as they pass along a flaglet.
B. 1. Assign two good readers to read the dialogue for the class.
Meg: Mother left some reminders while she and father are away.
Hanz: Read them, please.
Meg: Clean your rooms.
Do your homeworks.
Please wash the dishes after eating.
Hanz: Oh, father left a list, too!
Meg. What did he say?
Hanz: Pleasde, dont play with matches.
Check the lights and the faucets before going to bed.
Please do not quarrel.
Meg: Oh, how I missed them.
Hanz: Dont worry, theyll be back soon.
2. What does mother asked the children to do?Father?
What does mother request the children to do? Father?
3. Study the sentences:
Mother said, Do your homeworks.
Father requested, Please, dont play with matches.
4. Have the pupils say and write these sentences using the direct discourse.
Lyn: Please, help me clean my room.
5. What must you remember in using direct discourse for commands and
requests?
6. Write the following using the direct discourse.
a. Ruby:
Please, put back your books in the shelf.
IV. Rewrite the following commands and requests using the direct discourse.
1. Carol:
Kindly run to the store and buy some onions.
2. Angie:
Please answer the phone.
V. List down 5 things your mother, father, sister or brother tekls you to do using
direct discourse.
Be able to use commas and quotation marks correctly.
SCIENCE VI
Date: ____________
I.
Objective:
Identify common household materials

Values:
Appreciation of household materials Draw neatly and accurately Cooperation
II. Subject Matter:

Unit - Materials
Topic - Household Materials
A. Science Concepts/Ideas:
Household materials found at home are pesticides, insecticides soap, paint, solvent, synthetic, plastic,
food condiments, additives, etc.
B. Processes:
Observing, Describing, Inferring and Classifying
C. Materials:
Actual household materials, pictures
References:
Science and Health V, Coronel and Coronel p. 114
III. Procedure:
A. Preparatory Activity:
1. Review:
What is matter? What are the three (3) states of matter? Give examples.
B. Developmental Activities:
1. Motivation:
Do you use soap in taking a bath? How about pesticides to eliminate pest at home? Do you want to find
out common household materials?
2. Presentation:
a.
Activities:
1.
Show different advertisements or actual commonly used at home. pictures, advertisements or
actual materials commonly used at home.
2.
Identify and describe the picture, advertisements or actual materials.
3.
Classify the pictures, advertisements or actual materials into pesticides, soap, additives,
preservatives food condiment, paint, plastic synthetic, insecticides and solvent.
4.
Read the examples under the different household materials.
5.
Draw three (3) household materials
6.
Let the pupils display their drawings.
7.
Allow the pupils to tell something about their drawings.
3. Concept Formation:
What are the household materials commonly used at home?
4. Application:
You have identified the household materials, would these materials allow you to enjoy a comfortable way
of life? How?
IV. Evaluation:
Write ten (10) common household materials used at home.
V. Assignment:
Cut pictures or advertisement showing household materials used at home. Classify them as to pesticides,
insecticides, soap, paint, additives, food condiment, plastic, synthetic, and solvent.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how insecticides and pesticides are used

Values:
Handling materials with care
II. Subject Matter:

Insecticides and Pesticides
Insecticide is a chemical poison used to kill harmful insects at home, such as cockroaches
and mosquitoes. It is applied with the use of spray guns and aerosol bombs.
There are three basic types of insecticides, namely: phosphates (malathion), carbomates, and
DDT ( dichlorodiphenyltrichlorothane)
Pesticide is a poison used in farms to effectively control pests such as stemborers. The use of
pesticide improves the yield of crops such as rice, corn, and sugarcane.
Pesticide is grouped into three, namely: herbicide, insecticide, and fungicide. Herbicide kills
harmful weeds. Insecticides destroy harmful insects in plants. Fungicide destroys fungi.
B. Processes:
Describing, Comparing, Communicating
C. Materials:
Empty containers of insecticide and pesticide; articles about insecticide pesticide

References:
Into the Future: Science and Health 6, p. 115;
Science and Health 6 by J.A. Villegas, pp. 102-103
III. Procedure:
1. Checking of Assignment/Review:
What are the materials in the kitchen?
How are these materials used?
How do these materials affect us?
1. Motivation:
How do you get rid of insects like mosquitoes and cockroaches at home? How do farmers make their crop
grow healthy?
2. Presentation:
Activity:
a.
Present the kinds of insecticides and pesticides (real or pictures).
b.
Describing how these materials are used.
c.
Identifying the people who use them.
Analysis/ Discussion:
Do you use insecticide at home? What kind of insecticide do you sue? Is there any harmful effect that you
observe when using it? Who use pesticide? Where do they use it? What does pesticide do with the crops?
Is there any harmful effect in the use of pesticide?
What is insecticide? How is it used? What is pesticide? How is it used?
4. Application:
Mang Berto noticed that the new leaves of his mango trees are falling and the santol leaves have black
spots on them. What should he do to protect his trees?
IV. Evaluation:
Answer the following questions.
a. Why are pesticides used by farmers? Give at least two reasons
b. Why is insecticide used at home? Give at lease two reasons.
c.
Name the brands of commonly used insecticides and pesticides.
V. Assignment:
Interview a farmer. Ask him what is the best pesticide for him and why he uses it.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how soap is used.

Values:
Cleanliness and sanitation
II. Subject Matter:

Soap
Another familiar product commonly found in the kitchen and bathroom is soap.
Toilet and laundry soaps are cleaning agents made of sodium salts, vegetable or animal fats,
and other chemicals.
Bar and liquid soaps are used for cleaning the face and the body. Some soaps contain
chemicals called germicides. These substances kill germs on the skin.
Powdered soap or detergents are commonly used for dishwashing or laundering. They cause
materials to get wet easily. They dissolve dirt and oil. Some detergents contain enzymes that
easily remove oil and stain from the soiled clothes.
Scouring powder is used to clean kitchen tiles, bathroom walls, and floors. It is made silica,
limestone and bleach. Bleach is used as a disinfectant and deodorizer or as a whitening agent.
B. Processes:
Describing, Communicating
C. Materials:
Empty packs of soap, detergents, liquid soap, etc.
References:
Into the Future: Science and Health, pp. 114-115
III. Procedure:
Why must pesticides be handled with care? Perform activity.
1. Motivation:
What soap do you use? What detergent soap does mother use in washing clothes? What about
dishwashing?
2. Presentation:
Activity:
a.
Group the children
b. Each group will list down soap use at home and how each is used.
c. The group reports to the class the result of the work.
Discussion/Analysis
What soap is used to wash clothes? For dish washing? Cleaning? Bathing?
What is soap? What are the types of soap? How is each type of soap used?
4. Application:
What is the best soap for cleaning the face and the body? Why do you consider is the best?
IV. Evaluation:
Describe how each of the following soap is used.
1. Scouring powder
2. Bar/liquid soap
3. Detergent soap
V. Assignment:
Find out what soaps is preferred by most people in your community. Why is it so?
SCIENCE VI
Date: ____________
I.
Objective:
Describe the paints and solvents are used

Values:
Care in handling materials
II. Subject Matter:

Paints and solvents
Paints protect and decorate homes, buildings, and furnitures. Turpentine and thinner are
solvents commonly used in paints. They make the paints less viscous 50 they are easy to
apply.
B. Processes:
C. Materials:
Pictures of paints, solvents
References:
Into the Future: Science and Health 6, p.116
III. Procedure:
What brand of soap do you use for cleaning your face and body? Why?
1. Motivation:
Which house looks beautiful?
What makes it beautiful?
Is your house painted too?
2. Presentation:
Activity:
a. Reading the components of paints from the labels of Boysen, Wellcoat, Dutch Boy, and other paints.
Do the same with solvents like turpentine/thinner.
Discussion/Analysis:
What do you think is the best paint?
Why do you say so?
What is added to paint for easy application?
What is paint made of? How about solvent? What is paint for? How is solvent used?
4. Application:
How is a nail polish removed? What is acetone? Why should iron be painted? Why should galvanized
roof be painted?
IV. Evaluation:
1. What is a solvent? Give examples.
2. How is solvent used?
3. What is paint? What is it made of?
4. How is paint made of?
V. Assignment:
Interview construction workers. Ask them the best paint for building
SCIENCE VI
Date: ____________
I.
Objective:
Describe plastic and its uses

Values:
Appreciating materials around
II. Subject Matter:

Plastic
Plastics are complex organic compounds that can be formed or molded by heat and pressure
into a variety of shapes, colors, textures, hardness, durability, and elasticity.
They are usually lightweight and resistant to environmental corrosion. They are good
insulators for heat and electricity.
Plastics now take the place of wood and metals in furniture making, building construction,
and parts of appliances, cars, and other household items. Plastic is also an excellent substitute
for paper and glass as containers and chassis.
B. Processes:
C. Materials:
Things made of plastic

References:
Teacher's Module in Science and Health 6 by: J.A. Villegas, pp.96-97
III. Procedure:
Give your reasons why paints are useful materials at home.
1. Motivation:
Name things in the room made of plastic.
2. Presentation:
Activity: Activity 14
What is the color of the polymer with catalyst?
How does the color change when the hardener is added to the polymer?
What reaction takes place while the mixture is setting?
What happens to the mixture when the solvent evaporates?
What can you infer from this observation?
How are plastics made? How are plastic used?
4. Application:
What characteristics has a plastic to become an ideal materials at home?
IV. Evaluation:
List down materials made of plastic.
V. Assignment:
Name some methods used to mold the plastic.
SCIENCE VI
Date: ____________
I.
Objective:
Identify materials improved by technology

Values:
Observe silence when inside the library.

Cooperate with the members of the group.
Listen attentively to the reporter.
II. Subject Matter:

Unit - Materials
Topic - Materials Improved by Technology
Materials improved by technology are soap, glass, detergent, food arid food condiments,
(pesticides, insecticides), synthetic, and fabrics.
B. Processes:
Observing and Identifying
C. Materials:
Pictures, advertisements of improved materials
References:
Science for Active Learning VI, pp. 165-167
Science and Health VI by: Coronel, pp. 121-122
Into the Future: Science and Health VI, pp. 118-120
III. Procedure:
1. Review:
What are the warning signal/precautions in product levels?
1. Motivation:
Do you enjoy the comforts and convenience of modern life? Why? Do you?
2. Presentation:
Activities:
1.
Ask the pupils to give the meaning of technology. Give examples in order to understand better.
2.
Divide the class into five (5) groups.
3.
Let the pupils research on the different materials improve by technology in the library.
4. Have them answer the following questions:
a.
What do you have on your body which are products of technology?
b.
What are the foods we eat for breakfast or supper which are products of technology?
c.
What do you use to clean your body which .are products of technology?
d. What do you use in cleaning your house which are products of technology?
e. What products of technology have made your life more comfortable?
f. What products of technology help eliminate pest?
g. Give example of plastics which are materials improved by technology.
5. Group Reporting
What are the materials improved by technology.
4. Application:
Did you know that there are two (2) types of plastic-thermosets and thermoplastic which do not melt
easily. Kevler fibers are stronger than steel but are much lighter. Where are they used?
IV. Evaluation:
What are some products of technology in the following aspects?
1. Personal use 2. Health and Comfort3. Cleanliness of surroundings 4. Transportation - +
V. Assignment:
Cut pictures of materials improved by technology.
SCIENCE VI
Date: ____________
I.
Objective:
Describe the improvement done by technology on the materials

Values:
Appreciate of high technology materials around. Working harmoniously with the group.
II. Subject Matter:

Unit - Materials
Topic - Materials Improved by Technology
Technology produces better and more useful materials for our homes.
B. Processes:
Observing and Describing
C. Materials:
Heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and
Teflon pan.
References:
Into the future: Science and Health VI
III. Procedure:
1. Review:
What are the materials that have been improved because of technology?
1. Motivation:
How does technology improved the quality of materials? Lets find out.
2. Presentation:
Present a heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan
and Teflon pan.
What does technology produces? How did the improvement help people?
4. Application:
Banking transactions now a days are facilitated through the use of automated teller machine (ATM) and
the ATM card. What kind of technology was used to develop this new way of transacting business with
banks.
IV. Evaluation:
Match Column A with Column B.
________ 1.
________ 2.
________ 3.
________ 4.
Column A
Plastics
Unbreakable glass
Iron
Fabrics
a.
b.
c.
d.
Column B
Stainless steel
Rayon synthetic fabric
Heat resistant and laminated glass
Rope from abaca
V. Assignment:
List down some materials/cooking gadgets at home that have been improved by technology.
SCIENCE VI
Date: ____________
I.
Objective:
Experiment how some harmful materials are used and handled at home.
Values:
Safety precautions in handling harmful materials
II. Subject Matter:

Unit - Materials
Topic - Proper Handling of Harmful Materials
Harmful materials should be handled with care. Safely precautions should be observed
B. Science Processes:
Experimenting and Observing
C. Materials:
Activity 1
Muriatic acid, bromothymol blue, concrete block, iron object, test tubes, plastic cups, one (1) ml.
disposable syringe.
Activity 8
Liquid sosa or lye, aluminum foil, plate, sand greasy or oily glass bottle, painted wood, linoliver,
bromothymol yellow, phenolphtein, plastic cup
Activity 18
Different pesticides
References:
Science and Health by: Jessie A. Villegas pp.89,90, 103
III. Procedure:
1. Review:
What are the conditions when the effect of materials are harmful?
1. Motivation:
Would you like to know how to handle harmful materials properly?
2. Presentation:
a.
Activities:
1.
Divide the class into three (3) groups
2.
Distribute Activity 1-8-18 respective to the group.
3.
Give time to the group to read their activity sheet.
4.
Give the materials stated in the activity.
5.
Instruct the class to be careful in performing the activity.
6.
Group reporting and discussion of experiments.
How are harmful materials be handled? Why?
4. Application:
Have you tried Muriatic acid in cleaning your bathroom and comfort room? Share what you have
experience when you used. Muriatic acid in cleaning. What did you do after using Muriatic acid?
IV. Evaluation:
Write check () if handled properly and cross ( x ) if not.
_____
1. Read label properly.
_____
2. Drink Muriatic acid and sosa.
_____
3. Use harmful materials with care.
_____
4. Safety precaution in handling pesticides should be ignored.
_____
5. Store harmful materials properly.
V. Assignment:
1.
Bring to class advertisement picture of the following:
a.
Chlorox
b.
Domex
c.
Greenex
2. Write what it can do and how it should be handled. Read labels.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the conditions when the effect of materials are harmful
Values:
Be careful in handling materials. Working with the group harmoniously.

A void eating shellfish contaminated with red tide.
II. Subject Matter:

Unit - Materials
Topic - Conditions when the Effects of Materials are Harmful
Air and water pollution can cause harm to man, plants, animals and other materials acid rain,
global warming and destruction of the ozone layer are results of air pollution, red tides,
continued use of pesticides and dumping of garbage into the rivers and lakes all bring about
water pollution.
Observing, Describing,
Inferring and Enumerating
C. Materials:
Diagram on about acid rain, picture of fertilizers and pesticides
References:
Into the Future: Science and Health VI pp.126-130
III. Procedure:
1. Review:
What are the conditions when t effects of materials are beneficial?
1. Motivation:
Not all materials are beneficial to us. If not used properly it will destroy our environment. Let's find out
how?
2. Presentation:
a.
Activities:
1.
Show a diagram on about acid rain and answer the question on page. 126
2.
Let the pupils read orally textbook page 127 for verification of their answer.
3.
Let the pupils read the text page 127 on about global warming and answer the following
questions:
a.
What happens when forest fires occur?
b.
What is these phenomenon called?
c.
What is the result of greenhouse effect?
c.
Why is global warming dangerous?
What are the conditions when the effects of materials are harmful?
4. Application:
What advise will you give to a farmer if he uses chemical fertilizers, pesticides and weed killers?
IV. Evaluation:
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
Global warming
a.
Red Tide
b.
Cholorlouro-carbons
c.
Acid rain
d.
the atmosphere
Pollution
e.
contaminate water supply and corrode some materials.

causes dysfunction of ozone layer.
causes aquatic plants and animals harm and destroyed.
causes the release of so much gaseous waste like CO 2 in
causes paralysis or death when contaminated tahong is eaten
V. Assignment:
Find out how the excessive amount of carbon dioxide in the air maybe reduced, to stop or slow down the
unusual rise of air temperature leading to global warming.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the conditions when the effect of materials are beneficial.

Values:
Carefulness in performing the activities. Cleanliness and neatness of ones body.
II. Subject Matter:

Unit - Materials
Topic - Beneficial Effects of Materials
Some conditions that have beneficial effects are fermentation, burning and heating.
Fermentation is the chemical reaction of food cause by the action of yeast and bacteria.
Combustion is the burning of materials that occurs through the simultaneous combination of
fuel, heat and oxygen.
Identifying and Enumerating
C. Materials:
Clorex, all purpose flour cup white sugar, cup water, teaspoon salt, teaspoon oil, 1 teaspoon
yeast, ,match stick
References:
III. Procedure:
1. Review:
What are the improvements produce by technology on some of the materials use at home?
1. Motivation:
Demonstrate the formation of bubbles using a basin of water and detergent. What was added to the
water to produce bubbles? Do you know some other reactions when materials are mixed together? Find
out.
2. Presentation:
Activities:
1.
Group Work - Perform Activity 3-5, dough making page 123.
2.
Point out that bleaching agents like chlorox helps whiten soiled clothes and removes unwanted
stains. Discuss that bleach product has antiseptic properties.
3.
Discuss the effects of personal health products such as soap, toothpaste and shampoo.
a. Why is soap use to clean the body?
b. Why is toothpaste beneficial to man?
c. Why is shampoo good for the hair?
What are some beneficial effects of combining materials?
4. Application:
Pesticides and insecticides are dangerous materials but beneficial too. What beneficial effects can
pesticides and insecticides do.
IV. Evaluation:
Put a cross (x) beside the material which has beneficial effect.
______ 1.
Toothpaste
______ 2.
Making wine or vinegar
______ 3.
Washing clothes without detergent soap
______ 4.
Cooking food
______ 5.
Making hollow blocks with water and cement
V. Assignment:
1.
How can you preserve fish and meat?
2.
What are the materials to be use?
3.
What are the beneficial effects of salt to fish and meat?
4.
Cite other beneficial effects of materials.
SCIENCE VI
Date: ____________
I.
Objective:
Observe safety precaution in storing materials

Values: Safety precautions in storing materials.
Health consciousness. Orderliness and cleanliness.
II. Subject Matter:

Unit - Materials
Topic - Safety Precaution in Storing Materials
Certain safety precautions must be observed when storing materials that are harmful.
Observing and Inferring
C. Materials:
Picture of well - ventilated cabinet, labeled with the word Medicine, Poisonous substances
References:
III. Procedure:
1. Review:
What are the harmful effects of materials at home?
1. Motivation:
Have you. heard from the radio and television or read from the newspaper, prints about the fire that
happened last August 18, 2001 at Manor Hotel? How many casualties are there? What is the reason
behind? Do you knew that improper storage of materials, there are accidents that happens. Do you want to
share your knowledge on how to store some of the materials at home?
2. Presentation:
a.
Activities
1. Group the pupils and present a list on the proper storage of materials.
2. Let each group write short dialogue or skit on about proper storing of materials at home.
What safety measures/precautions must be observed in storing materials?
4. Application:
You saw that your little brother was playing with the bottle of pesticides. What will you do and say?
IV. Evaluation:
Check ()if the practices or safety precautions is proper. Cross ( x ) if the practices or safety precautions
is improper.
_______ 1.
_______ 2.
_______ 3.
_______ 4.
_______ 5.
Put all kinds of materials together in a plastic bag.

Cover your nose when spraying insecticides.
Always smell and taste materials before using them.
Label containers to indicate what is inside.
Wash hands thoroughly after using insecticides.
V. Assignment:
Write five (5) safety precautions on storing materials at home.
SCIENCE VI
Date: ____________
I.
Objective:
Practice proper disposal of materials

Values:
Observe proper disposal of materials

Recycling of discarded materials
Cleanliness and neatness
Show concerns to the environment.
II. Subject Matter:

Unit - Materials
Topic - Proper Disposal of Waste
Garbage segregation schemes and recycling are some easy of disposing wastes properly.
Classifying and Describing
C. Materials:
References:
Into the Future: Science 'and Health V, pp; 130-139
Science and Health VI, p. 121
III. Procedure:
1. Review:
What are the safety precaution in the storing materials?
1. Motivation:
Waste
Environment
Reuse
Reduce
Recycle
2. Presentation:
1.
Introduce the word Biodegradable and Non-biodegradable.
2.
Classify the waste materials mentioned into biodegradable, and non-biodegradable.
3. Discuss the proper waste disposal by showing the diagram above.
What are the proper ways to dispose waste materials?
4. Application:
Do you dispose your garbage or waste materials properly? Do you practice cleanliness and recycling on
your waste - materials?
IV. Evaluation:
Choose the letter of the correct answer:
1.
Items returned to the factory for recycling a. metal cans and bottles
b. kitchen waste
c. animal waste
d. garden waste
2.
Biodegradable waste are waste thata.
becomes stone
b.
decompose
c.
do not decay
d.
all of the above
3.
Segregate waste intoa.
black and white
b.
large and small
c.
cold and hot
d.
biodegradable and non-biodegradable
V. Assignment:
Dig a pit as you compost pit in your backyard. Segregate the waste into biodegradable and nonbiodegradable
SCIENCE VI
Date: ____________
I.
Objective:
Identifies the forms of energy

Values:
Respect of the things around us
II. Subject Matter:

Forms of Energy
There are different forms of energy. They are classified as mechanical, chemical, electrical,
heat, light, and wind radiant, nuclear.
Identifying, describing, enumerating, observing
C. Materials:
Standing Models of Instrument, pictures
References:
Teacher's Module in Science and Health 6, pp. 39-40;
Science and Health 6 by J.A. Villegas, p. 116
III. Procedure:
1. Review:
You have learned the two kinds of energy, kinetic and potential. Which is the kinetic and which is the
potential energy in the, following?
1.
Water rushing downhill and carrying away rocks.
2.
Wind blowing and making trees away.
3.
Water stored in dams.
4.
A pencil on the table.
5.
A rock about to fall on the edge of a cliff.
1. Motivation:
What kind of energy do you use when you push or pull your pencil? What kind of energy do you use
when you drive a nail with a hammer?
2. Presentation:
Activity:
Show the children the different forms of energy using the different instruments. (mechanical, electrical,
light, heat, sound, etc.)
Analysis and Discussion
Which is mechanical energy? Electrical energy? Chemical energy? Heat energy? Sound energy? Light
energy?
What are the forms of energy? Where do we see these forms of energy?
4. Application:
Energy is elsewhere. Who makes use of them? How do we use them?
IV. Evaluation:
Identify the forms of energy shown in its picture. (Pictures of wind energy, electrical, chemical, light,
radiant)
V. Assignment:
Find out the forms of energy you have at home. Be ready to tell how you use 'each of them.
SCIENCE VI
Date: ____________
I.
Objective:
Describe chemical energy and its uses

Values:
Change for the better, positive thinking
II. Subject Matter:

Chemical Energy and its uses:
Chemical energy is the energy of matter due to its chemical composition, It has many uses.
Observing, describing, inferring, identifying
C. Materials:
Match, pieces of paper, milk, hydrochloric acid teaspoon, illustration of photosynthesis
References:
Teacher's Module in Science and Health 6, p. 39;
Into the Future: Science and Health 6, pp. 151-153
III. Procedure:
1.
Checking of Assignment/Review:
What form of energy does each of the following activities show?
a.
sweeping the yard
b.
cooking in the electric stove
c.
running dog
d.
fanning oneself
e. rusting of iron
1. Motivation:
Picture study (a picture of a plant under the sun).
In what way does the sun help the 'plant? What can the plant do with the presence of sunlight?
2. Presentation:
Activity:
a.
Burn some pieces of paper with a match.
b.
Fill, one half of a test tube with dilute hydrochloric acid. Add a teaspoon of evaporated milk.
Analysis / Discussion:
1.
What changes do you see from the match stick and pieces of paper?
2.
What is the color of the burned materials?
3.
What do these observations indicate?
4.
What changes occur in the milk?
5.
What does this observation indicate?
6.
What changes in 'matter is related to these activities?
7.
What form of energy do these activities show? What materials are formed?
What is chemical energy? What things possess chemical energy? What are the uses of chemical
energy?
4. Application:
Will you name things in the room that possess chemical energy?
IV. Evaluation:
All of the following materials have a chemical energy except five. Give their uses.
1. Water
2. Air
3. Wood
4. Rock
5. Soil
V. Assignment:
List down examples of materials at home that possess chemical energy.
SCIENCE VI
Date: ____________
I.
Objective:
Values:
Safety precautions in handling harmful materials
II. Subject Matter:

Unit - Materials
Topic - Proper Handling of Harmful Materials
Mechanical energy is the energy of a body in motion and a body capable of producing
motion. Mechanical energy is used to produce motion.
Observing, identifying, describing
C. Materials:
Anemometer and windvane, marble, yoyo, ball
References:
III. Procedure:
1. Checking of Assignment/Review
What materials at home possess chemical energy? How is water used? Metal? Acid? Air? Bacteria?
1. Motivation:
What form of energy has wind? What happens to the leaves of trees when there is wind? When do you fly
kite?
2. Presentation:
Activity:
a.
Roll the marble on the loop-the-loop.
b.
Place the anemometer and the windvane near the window.
c.
Call some boys to play the top and the yoyo.
Analysis and discussion:
a. What happened to the marble when rolled on the loop-the-loop?
b.
What happened to the anemometer and windvane when the wind blew?
c.
What happened to the yoyo and the top when the boys played with it?
d.
What energy has the yoyo? The marble? The top?
What is mechanical energy? How is mechanical energy produced? How is it used?
4. Application:
The human body produces mechanical energy from the nutrients he/she gets from food. A vehicle moves
because of its mechanical energy derived from the 'fuel. Can you give other examples.
IV. Evaluation:
Which of the objects demonstrate mechanical energy?
1. Sunlight
6. Anemometer
2. Drilling machine
7. A flying kite
3. Television
8. A car in a garage
4. Radio
9. A falling tree
5. Fan
10. A flying bird
V. Assignment:
Give 5 examples of how mechanical energy is used at home, in the school and in the office.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how electrical energy is formed and used
Values:
Handling materials with care
II. Subject Matter:

Electrical Energy Formation and Uses
Electrical energy is an energy derived from the flow of electrons from one body to another.
Electrical energy can run appliances and machines. It can also produce heat and light
Observing, describing, identifying, inferring
C. Materials:
Battery, bulb, electric wire
References:
Teacher's Module in Science and Health 6 pp. 39 and 42
III. Procedure:
1. Checking of Assignment / Review:
1. Motivation:
Give the children some toys to play with. How did you play with the walking doll? The jet plane? The toy
car? What makes the toys move?
2. Presentation:
Activity:
a.
Make the bulb light using the wire and the battery.
b.
Draw a sketch of how you make the bulb light.
Analysis and Discussion:
a.
How did you make the bulb light?
b.
What do you call the connection?
c.
What is an electric circuit?
d. What energy is produced?
What is an electrical energy? How is it formed? What are its uses?
4. Application:
Electrical energy is very useful. It is used at home, in school, in the offices, hospitals, factories and
everywhere.
IV. Evaluation:
1.
2.
How is electrical energy derived? Draw a complete circuit.

List down materials that make use of electrical energy.
V. Assignment:
Produce a material that make use of electrical energy
SCIENCE VI
Date: ____________
I.
Objective:
Describes radiant energy and how it is used.
Values:
Carefulness, respect for others; cooperation
II. Subject Matter:

Radiant Energy - Its Form and Uses
Radiant energy is the \ energy that radiates through space from a central source. The sun has a
radiant energy. It gives us heat and light which are forms of energy. Sound is another from of
radiant energy.
Examples of materials that make use of radiant energy are radio, television, x-rays. I
Radiant energy is used to dry clothes, disinfect beddings, diagnose diseases or abnormalities
in the internal organs of the body and preserve fruits and vegetables.
C. Materials:
Solar Collector Apparatus, radio, television.
References:
Module: Energy Transformation p. 43 Science and Health for Better Life Series p. 143;
III. Procedure:
Give materials that uses electrical energy. In what way is electrical energy useful?
1. Motivation:
What does the -sun give us? Do you know how heat and light reach us?
2. Presentation:
a.
Place the Solar Collector Apparatus under the sunlight. Observe results.
b.
Turn on the television and watch.
a.
How is the colored water in the manometer displaced?
b. What does this indicate?
c. How does the television and radio stations reach us?
What is radiant energy? What are the forms of radiant energy? How is radiant energy used?
4. Application:
Radiant energy is useful but" poses danger in some ways. How does the ultraviolet rays affect our health?
What are the advantages and - disadvantages of television sets to young children?
IV. Evaluation:
Which of the following activities make use of radiant energy?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Getting pictures
Getting the x-ray of the lungs
Riding in a elevator
Sun bathing
Using the telephone
Watching television
Lifting a box
Listening over the radio
Picture taking
Driving a car
V. Assignment:
Give all forms of radiant energy.
SCIENCE VI
Date: ____________
I.
Objective:
Describe nuclear energy and its uses
Values:
Nuclear energy can be harmful and dangerous if not harnessed carefully. However, it can
be beneficial to man.
II. Subject Matter:
Nuclear Energy Formation and Uses
Nuclear energy comes from their splitting or combining particles found in the nucleus.
Nuclear fission is the splitting apart of a nucleus.
Nuclear fusion is the combination of light nuclei to form a heavier nucleus.
Nuclear energy can be both helpful and harmful to man.
Nuclear energy is used for generating electricity.
Describing, identifying
C. Materials:
Books, pictures of nuclear power plant, hydrogen bomb explosion
References:
Teacher's Module in Science and Health 6 Into the Future: Science and Health 6, pp. 159-160
III. Procedure:
1. What is the chief source of radiant energy?
a.
moon
b.
sun
c.
asteroid
d.
comet
a.
b.
c.
d.
3.
a.
b.
c.
d.
2. When is radiant energy harmful?

It is used to disinfect beddings
It is used to diagnose disease.
It is used to dry clothes.
It causes sunburn.
What is one way by which physicians determine a healthy pair of lungs?
By using x-ray
By using a camera
By using a microscope
By using a video machine
1. Motivation:
Telling a story of the Chernobyl accident in Russia in 1986. Show the picture of a nuclear power plant.
2. Presentation:
Activity:
Watching a video tape on nuclear energy

a.
Setting up standards to follow in the activity
b.
Guide questions
How is nuclear energy formed? Is it beneficial to man? Is it harmful?
How is nuclear energy produced? Why is nuclear fusion less harmful than nuclear fission? How is nuclear
energy used today?
4. Application:
The suns energy comes from nuclear energy. What two elements fuse to form suns energy
IV. Evaluation:
Multiple choice: Choose the letter of the correct answer.
1. How is nuclear energy produced?
a. Through the splitting apart of nucleus.
b. Through the combination of a heavier atom with a lighter atom.
c. Through bombardment of atoms.
d. Both a and b
2. Which of the following does not use nuclear energy?
a. Generation of electricity
b. Powers submarine
c. Powering spacecraft
d. Plowing rice fields
V. Assignment:
Go to the library and find our more on how nuclear energy is used in science and medicine.
SCIENCE VI
Date: ____________
I.
Objective:
Describes sound energy and its uses

Values:
We should protect our ears from dangers brought about by loud and undesirable sounds.
II. Subject Matter:

Sound Energy and its uses
Sound energy is produced by vibrating bodies/objects.
Vibration is the back and forth movement of an object.
Sound help us to communicate with others.
Sound saves us from accidents while on the street.
Describing, Identifying
C. Materials:
Objects that produce sound
References:
Science and Health 6 by J.A. Villegas, p. 116; Module in Science - Sound
Science and Health Learning Experiences 6, pp. 175-179
III. Procedure:
How is nuclear energy produced? How is nuclear energy harnessed? Are greenhouse gases produced
when nuclear energy is used to generate electricity? Why? What is produced instead?
1. Motivation:
How would you imagine this world without sound?
2. Presentation:
Activity:
a. Watching a video tape on Sound Energy.
Discussion about sound energy
Ask children how sound is produced.
Let pupils read other information about sound energy and its uses.
4. Application:
If a newly born baby doesn't cry, what does it indicate? How does sound save you from road accidents?
IV. Evaluation:
Multiple choice. Choose the correct answer.
1. What do you call the sound waves produced by the vibration which makes air molecules come
a. Rarefraction
b. Compression
c. Pitch
d. Vibration
2. Sounds travels in the following medium except.
a. Air
c. Liquid
b. Solid
d. Vacuum
3. Which of the following cannot produce sound?
a. A boy
c. a caterpillar
b. A chick
d. a leaf
V. Assignment:
Go to the library and gather information about sound energy.
SCIENCE VI
Date: ____________
I. Objective:
Compares how the different forms of energy are formed and used
Values:
Individual differences; respect for others.
II. Subject Matter:

Comparison of all forms of energy.
Energy has different forms and uses.

Observing, describing, comparing, identifying
C. Materials:
Standing equipments, charts
References:
Module: Forms of Energy pp. 39-40 to 43 Science and Health 5
Into the Future: Science and Health 6, p. 161
III. Procedure:
What are the different forms of energy? How is each of them used?
1. Motivation:
Do all forms of energy have the same uses? Which of them is mostly used?
2. Presentation:
Activity:
a.
Perform activities of various equipments and show the different forms of energy.
b.
Compare their formation and uses.
a.
How is mechanical energy formed and used?
b.
How is electrical energy formed and used?
c.
How is chemical energy formed and v used?
4. Application:
Let the pupils read Into the Future: Science and Health, p. 161
Compare the forms of energy. Compare their uses.
IV. Evaluation:
Complete the table by filling each column correctly.
Form of Energy
1. Electrical
Formation
Flow of electrons
2. ___________
Kinetic Potential
Uses
a. __________________________
b. __________________________
c. __________________________
a. Work
3. ___________
Chemical composition a. __________________________

b. __________________________
4. Radiant
_________________
a. __________________________
b. __________________________
c. __________________________
V. Assignment:
Give examples how each of the following forms of energy. is used at home.
SCIENCE VI
Date: ____________
I.
Objective:
Describes how mechanical energy is formed and used
Values: Transformation of character: from laziness to industriousness; from good to bad
II. Subject Matter:

Transportation of Energy
An electrochemical cell is a source of electrical energy. The cell is consists of two conductors
of different materials is immersed in an electrolyte. An electrolyte is a solution of an acid
base or salt.
The chemical reaction between the electrolyte and one or both of the conductors displaces
electrons.
Observing, describing, comparing, experimenting
C. Materials:
Aluminum base and stand
carbon electrode
Zinc (G.I. stripe) electrode
Potassium dichromate
Sulfuring acid
Plastic cup
LED/motor/2.5 v. lamp/ melody IC
Bulldog dips
References:
III. Procedure:
How is electrical energy used- at home? How about mechanical? Radiant? Chemical?
1. Motivation:
Can energy be transformed from one energy to another?
2. Presentation:
Activity:
a.
Construct a voltaic cell. Suspend a zinc electrode side by side a carbon electrode from a bulldog
clip. Insert a plastic spacer between the two bulldog clips to avoid short circuit. Connect the zinc and
carbon electrodes to each terminal of the lamp.
b.
Immerse the electrodes into an electrolyte.
c.
Use other loads such as an LED, a miniature motor, or a melody IC
d.
Trace the energy transformation in the cell and in its load.
a.
What happens to the electrodes when they are immersed in the electrolyte?
b.
c.
What happens to the lamp, to the melody, as soon as the electrodes are immersed into the
electrolyte?
d.
What energy observed?
How can chemical energy be transferred /transformed?

4. Application:
Can a form of energy be transformed to another form of energy? How is energy transformation
demonstrated in a flashlight?
IV. Evaluation:
Identify the transformation of energy shown in the following illustrations.
(Illustrations of plant under the sun;' battery, . connecting wire and lamp; running vehicle; horse pulling a
caretela)
V. Assignment:
Give other examples of transformation energy.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences that energy can be transformed.

Values:
Energy should be used properly
II. Subject Matter:

Transformation Energy
Using energy directly or changing it to another usable form is called transformation energy.
Energy is useful only as long as it can be converted to another form.
Observing, describing, identifying and comparing
C. Materials:
Simple circuit, dichromate cell, electric fan, some toys, flat iron
References:
Manual of Enhancement Activities and Experiments pp. 45-98
Teachers Module in Science and Health 6 pp.40-42
III. Procedure:
How can chemical energy be transformed? Demonstrate it through this instrument. (simple
circuit and a dichromate cell)
1. Motivation:
Name some forms of energy in the classroom, at home, along the streets.
2. Presentation:
Activity:
a.
Using the bulb, connecting wire, and the battery, let the bulb lights.
b.
Make this electric fan works.
c.
Play with the toys brought in class
Analysis / Discussion
a.
What happens to the bulb? To the electric fan? To the flat iron? To the toys?
b.
What evidences show that energy can be transformed? Where do we experience these transformation?
Are they useful?
4. Application:
Are there thing in the room that can be transformed to another form of energy?
IV. Evaluation:
Identify the different transformations of energy from the following activities.
1.
Cooking in an electric stove
2.
Sewing in a sewing machine
3.
A simple circuit
4.
5.
6.
7.
8.
9.
10.
Photosynthesis
A running car
A drilling machine
A grass cutter run by gasoline
A man painting the wall
An electric fan being used
A running horse
V. Assignment:
Give more examples of transformation of energy.
SCIENCE VI
Date: ____________
I.
Objective:
Observe how energy can be transformed from one body to another
Values:
Love restores everything that is lost
II. Subject Matter:

Transformation of energy
Lead-acid storage cell is another kind of electrochemical cell. It is called a secondary cell
because it is rechargeable. The charging process is actually a conversion of electrical energy
to chemical energy.
Observing, identifying, comparing, inferring
C. Materials:
Base and stand, mounting block, battery, bulldog clip, lead electrode, connecting wire, bulb, plastic wire,
plastic cup, sulfuric acid, lamp, motor, melody
References:
Teacher's Module in Science and Health pp.41-42
III. Procedure:
1. Checking of Assignments/Review:
What transformation of energy can be observed in the following?
1. Electric fan
2. Electric flat iron
3. Electric Stove
4. Lightec bulb
5. Spinning top
1. Motivation:
Do you like to see other transformation of energy?
2. Presentation:
Activity:
1.
Construct a lead-acid storage cell by mounting two lead electrodes on a stand and immersing
them in a strong solution of sulfuric acid. One electrode is grounded while the other is insulated and
connected to a lead wire. A load (motor, lamp, melody) is likewise connected on the stand.
2.
Charge the storage cell by connecting the lead wire on one load to the positive terminal of the
battery. Observe the reactions of the electrodes during the charging process. After five minutes of
charging, disconnect the wire from the
c.
To recharge the battery cell, repeat a, b and
Analysis/Discussion:
a.
What is formed in the electrodes during the charging process?
b.
What energy transformation takes place during the charging process?
c.
What happens to the load when it is connected to the lead-acid storage cell?
d.
What en~rgy transformation takes place during the discharging process?
e.
Can the charging and discharging processes be repeated again and again?
How can electrical energy be transformed to chemical energy?
4. Application:
The bulb is an example of light energy. How can it be transformed to another form of energy?
IV. Evaluation:
Complete the idea by filling in the blanks with the correct answer.
The lead-acid storage cell is an ideal instrument to demonstrate transformation of energy.
During the charging process, electrical energy is transformed to 1. ____________.During the discharging
process; chemical energy is transformed to 2. ________________ energy and then from electrical energy
to 3. ____________ 4. ________________ or to 5.
________________.
V. Assignment:
Visit a battery shop and observe how a battery is recharged.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences when energy transfer occurs.

Values:
Changing of attitudes from good to bad
II. Subject Matter:

Energy Transfer
Potential energy can, be transformed to kinetic energy and vice versa. This can be
demonstrated with the loop-the-loop there reversible transformation of energy. This loop-theloop demonstrates how the roller coaster works.
C. Materials:
Aluminum base and stand, I-beam, glass marble, steel ball
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments pp. 82-83;
Teacher's Module in Science and Health 6 pp. 41-42
III. Procedure:
Complete the Diagram.
Lead-acid storage cell:
Charging; __________ energy to ____________ energy; Discharging; from ___________ to
____________ energy to ____________ energy, to __________ , to ____________ or to
_______________.
1. Motivation:
Have you ridden on a roller coaster? Why don't you fall from your seat?
2. Presentation:
Activity:
a.
Construct the loop-the-loop by bending one end of a 3.5 ft. long I-beam into a - circular loop.
Mount the loop like an inclined #6 on a stand.
b.
Release the marble _ from different heights along ,the inclined track of the loop-the-loop. Find
the minimum height from where the marble can loop-the loop.
a.
Can the marble loop-the-loop when released from a height lower than the crest of the loop?
Higher than the crest?
b.
What kind of energy is gained at certain height? What kind of energy is lost?
c.
Trace the energy transformation as the marble loop-the-Ioop.
d. How is this demonstration related to the roller coaster?
Cite evidences where energy is transformed.
4. Application:
a.
b.
c.
What happens to a top after a along spin?

What energy is gained as it begins to spin?
What energy is lost as it stops to spin?
IV. Evaluation:
Answer with True or False.
1.
A flowing matter can lost its energy after sometime.
2.
A rolling marble possesses energy.
3.
Wind has no energy because it can not move things.
4.
The sun's energy can be transferred to the plants.
5.
Energy can be lost and gained.
V. Assignment:
Name activities at home that shows the transformation of potential energy to kinetic energy.
SCIENCE VI
Date: ____________
I.
Objective:
Observes that heat is always produced when energy transformation occurs
Values:
Orderliness; handling materials with care
II. Subject Matter:

Energy Transformation
When fuels burns, their chemical energy is converted to heat. This conversion is a form of
chemical reaction known as combustion a rapid form of oxidation.
Explosions of gunpowder, pyrotechnics, and other explosive mixtures are also examples of
transformation of chemical energy to thermal or heat energy.
C. Materials:
Sugar, potassium, chlorate, concentrated sulfuric acid, enameled dish tube, test tube, hydrogen peroxide,
3% potassium permanganate solution, bamboo splinter
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments p. 79;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
What kind of energy do spoon and fork have? How can you transform them to kinetic? When you are
seated on a chair, what kind of energy do you possess? When do you have kinetic energy?
1. Motivation:
What do you do with the stove before you cook? What is needed to produce fire?
2. Presentation:
Activity:
a. Mix a small amount of potassium chlorate and sugar. Form the mixture into a small heap in an
enameled dish. Add a drop of concentrated sulfuric acid to the mixture.
b.
Fill one-third of a test tube with potassium permanganate solution. Burn the tip of a
bamboo stick and blow off the flame. Add a few drops of hydrogen peroxide "to the potassium
permanganate solution and then quickly insert the glowing splinter into the mouth of the test tube without
dipping it into the liquid.
a.
What happens to the mixture of potassium chlorate and sugar when acted upon by
sulfuric acid?
b.
What happens to the splinter when inserted into the test tube of potassium permanganate
and hydrogen peroxide?
c.
What energy transformation has taken place in both investigations?
What transformation of energy did you observe from the activity? What is produced when transformation
of energy occurs?
4. Application:
What things in the room can produce heat?
IV. Evaluation:
Give the different energy transformation that require heat, or make use of heat.
V. Assignment:
Cite some evidences that heat is produced during an energy transformation.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences that energy is neither created nor destroyed but only transformed from one form to
another
Values: Education can transform a person to a better one

II. Subject Matter:
Conservation of energy
The Law of Conservation of Energy states that energy cannot be created nor destroyed but
only changed from one form to another.
Energy cannot be derived from nothing, nor can lose a portion of it.
Energy can be converted into various form sand yet the total amount remains the same.
C. Materials:
Mounting shaft, aluminum base and stand, bob (washer or marble) stop watch, cotton string or thread,
arbitrary calibrated scale
References:
Module: Conservation of Energy
III. Procedure:
What is produced when bulb lights? What is produced when a convection turbine moves?
1. Motivation:
Can energy be destroyed? Can energy be lost? Let's find it out.
2. Presentation:
Activity:
a.
Improvise a simple pendulum by suspending a washer/marble with a cotton string thread from a
lateral pin of a mounting shaft.
b.
Raise the bob to one end of the scale and release it. Observe how far, how high the bob reaches to
the other end of the scale. Let it oscillate in short arcs, about 50 on either side of the vertical.
c.
Hold a pencil directly below and parallel to the lateral pin of the mounting shaft at a point about
one-half the length of the pendulum. Raise the bob to the same height as the pencil and then release it.
Observe what happens.
d.
Lower the position of the pencil and release the bob from a position higher than the level of the
pencil. Observe what happens.
a.
How far does the bob reach other side of the scale when released from a certain height?
b.
What happens to the oscillating pendulum after sometime?
c.
c.
What happens as the pendulum strikes the pencil? When the bob was released from the same
height as the pencil?
State the Law of Conservation of Energy. How can we make energy useful? How can we conserve it?
4. Application:
a.
How is electrical energy transformed to another form?
b.
What happens to the former energy? Is it lost?
c.
Cite other evidences that energy is conserved.
IV. Evaluation:
a.
Prove that a ball has energy. What happens when its kinetic energy stops?
b.
How is the energy of a battery transformed?
c.
Cite other examples to prove that energy is not created nor destroyed:
V. Assignment:
Improvise your own pendulum.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences that heat produced during energy transformation/transfer goes to the
environment
Values:
Aim high and hit the mark
II. Subject Matter:

Conservation of Energy
The second law of conservation of energy is the Law of Entropy. Entropy means decreasing
or diminishing.
Law of Entropy states that the amount of available energy diminishing or decreasing each
time an energy transformation takes place. No energy is lost in any transformation. Energy is
converted into heat that goes out in the system.
Observing, identifying, describing and Inferring
C. Materials:
Ping-pong ball, aluminum base and stand, magnetic yoyo
References:
III. Procedure:
What is the first law of conservation of energy? Give examples to explain this law.
1. Motivation:
What happens if you drop a ball at a certain height? What happens to the energy of the ball when it stops
bouncing?
2. Presentation:
Activity:
a.
Drop a ping-pong ball and observe how it bounces up and down until it stops.
b.
Improvise a Maxwell's Pendulum or Law Entropy Apparatus by mounting vertically the track of
the magnetic yoyo on an aluminum base and stand. Allow the yoyo to roll down and up repeatedly along
the vertical track.
a.
What energy transformation are taking place in a bouncing ping pong ball?
b.
Does the ball reach the same height every time it bounces back?
c.
What energy transformation take place as the yoyo is rolling down the track?
d.
What happens as the yoyo reaches the bottom of the track?
e.
What energy transformation takes place? As the yoyo is ascending the track?
f.
Describe the height of the yoyo every time it makes a climb.
How is heat produced in the entropy apparatus? What happens to the heat?
4. Application:
What does the body use when it works?
What does the body feel while working? .Where does heat go?
IV. Evaluation:
Answer the following question:
1.
What energy transformation takes place in a volcanic eruption? Complete the diagram.
Chemical energy to _____________________to _________________
2. What is given off in the transformation?
3. Where does heat go?
2.
Give other examples of energy transformation where heat is produced.
V. Assignment:
Play with a yoyo at home. Observe its movement.
SCIENCE VI
Date: ____________
I.
Objective:
Demonstrate that heat. energy can be transferred
Values: Handling materials with care; cooperation
II. Subject Matter:

Heat Transfer
The molecules of liquid and gas are farther apart and could easily around at random. Thus
heat is transferred by individual molecules from one place to another.
The method of heat is called convection. When a liquid or gas is heated, the molecules at the
heated spot move farther apart. The warmer liquid/gas becomes lighter and is pushed up by
the colder liquid/gas. The process repeats and convection current is produced.
Demonstrating, observing, inferring, identifying.
C. Materials:
Base and stand, safety pin pivot, brass, pinwheel, candle, convection and conduction apparatuses.
References:
Manual of Enhancement Activities and Experiments p.80
III. Procedure:
How does a yoyo move in the string? What does it indicate?
1. Motivation:
What happens to gas when heated? What makes it rise?
2. Presentation:
Activity:
a.
Improvise a convection turbine by balancing horizontally a brass pinwheel on top of a safety pin
pivot. The pinwheel is mounted on a chimney directly above a lighted candle.
b.
Observe hat happens to the pinwh'3el as the air is heated by the candle.
c.
What happens to the brass pinwheel as' heated air rises?
d.
How can this transformation of energy be used to do useful work?
Can heat energy be transferred? Cite evidences.
4. Application:
Why do big factories use convection turbine?
IV. Evaluation:
1.
What happens to air when heated? When cooled?
2. What air rises? What are sinks?
3. What do you call this movement of air?
4. What is generated in a convection current?
V. Assignment:
How are big factories ventilated?
Remarks:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________
SCIENCE VI
Date: ____________
I.
Objective:
Meassure the speed of an object.

Values:
Accuracy
II. Subject Matter:

Speed
There are two ways of describing motion.
On way is by describing its speed. ~ is the rate of motion. It is the measure of the distance (d)
covered by a moving body in a given length of time (t).
It describes how fast the body changes its position with respect to its surrounding. During
their motion, they sometimes speed up or slow down. The speed of the body at any particular
time or distance is called its instantaneous speed. The speed of the same body over a period of
time or distance is called its average speed; it is the total distance that the body has traveled
divided by the total time of travel.
b. Science Processes:
Observing, describing
C. Materials:
Conductometer, real objects
References:
Teacher's Module in Science and Health into the Future:
Science and Health, pp. 166-169
III. Procedure:
What is meant by convection? How is convection current formed?
1. Motivation:
What do you feel if you stay under the sun? Why does mother use a pot holder when cooking?
2. Presentation:
Activity:
4.10 Method of Heat Transfer
What are the three ways by which heat is transferred? Describe each. Give example of each.
4. Application:
Find out why heat is transferred in a rock exposed to sunlight.
IV. Evaluation:
Match column A with column B.
A.
B
1. Radiation
a. It is the transfer of heat through a substance b direct contact
2. Convection
b. It is the transfer of energy in waves through space
3. Conduction
c. It is the transfer of heat by the movement of liquids and ases
V. Assignment:
Draw pictures that show heat transfer.
SCIENCE VI
Date: ____________
I.
Objective:
Measure the speed of an object.

Values:
Accuracy
II. Subject Matter:

Speed
On way is by describing its speed. Speed is the rate of motion. It is the measure of the
distance (d) covered by a moving body in a given length of time (t).
It describes how fast the body changes its position with respect to its surrounding. During
their motion, they sometimes speed up or slow down. The speed of the body at any particular
time or distance is called its instantaneous speed. The speed of the same body over a period of
time or distance is called its average speed; it is the total distance that the body has traveled
divided by the total time of travel.
b. Science Processes:
Measuring, identifying, inferring, comparing
C. Materials:
Glass marble, ruler, watch
References:
Manual of Enhancement Activities and Experiments p. 49
Teachers' Module in Science and Health 6 pp.48-49
III. Procedure:
How is heat energy transferred in a convection turbine? Give more examples of energy
transformation caused by heat.
1. Motivation:
Camille is a fast runner. Can you describe your speed, Camile?
2. Presentation:
Activity:
a.
Calculate the average speed of walking person. Measure the distance he traveled in 10 seconds.
b.
Calculate the average speed of a rolling marble. Release the marble from an inclined plane.
Measure the time it took to cover the distance.
c.
Calculate the average speed of a falling sheet of paper. Release the paper from a certain height and
measure the time of fall.
What is the speed of each object? How do we measure the speed of an object in motion?
4. Application:
Can you describe your speed when walking slowly?
IV. Evaluation:
How do we measure speed? Solve the following?
Give the average speed of each of the following.
1. A car that travels 100 km in 2 112 hours
1. A runner running 50 km in 4 hours
2. An Igorot walking at a speed of 5 km/hour
V. Assignment:
Measure the time it takes you to walk from your house to the school.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the specific direction of a moving object.

Values:
Accuracy
II. Subject Matter:

Motion
An object in motion is changing its position. Some forms of motion such as a speeding car
can be seen clearly. An object may be moving to the south direction or opposite direction.
One can however infer the occurrence of motion if there is a change in an objects position
with perfect to a frame of reference. Frame of reference is what an observer compares the
position an object.
Observing, comparing, describing
C. Materials:
Pictures
References:
Philippine Elementary Learning Competencies p. 34
Manuel of Enhancement Activities and Experiments 5 p.47
Teachers Module in Science and Health 6 p.48
III. Procedure:
What is the distance of our room from the gate? It takes one ten minutes to walk from the gate to the
room, what is his/her speed?
1. Motivation:
If you are facing the north, where is the east? the west? the south? What are the main directions?
2. Presentation:
Activity 1: Manual of Enhancement Activities and Experiments, p. 47
a.
Observe each picture. Infer whether or not the animals moved. State your frame of references.
a.
Did the monkey move? What is your frame of reference?
b.
Did the pig move? What is your frame reference?
c.
Did the horse move? What is your frame of reference?
d.
To what direction does each animal move?
When do you say that an object has moved? What is the meaning of frame of reference? Does the frame
of reference identify the specific direction where one is going to?
4. Application:
In what direction are you going if you go to the comfort room? to the library? to the school canteen?
IV. Evaluation:
Observe the other pictures and answer the questions.
1.
Which of the animals moved? What is the frame of reference?
2.
Give the specific direction where one is moving.
V. Assignment:
Make an illustration of an object that has moved. Include your frame of reference.
SCIENCE VI
Date: ____________
I.
Objective:
Measure velocity of a moving object.

Values:
Accuracy
II. Subject Matter:

Velocity
The other way of describing motion is by its velocity. Speed (S) and velocity (V) both
describe the rate of motion of an object. The difference is that the velocity has a specified
direction while the speed has none. Because of this specific direction, the distance measured
in calculating velocity is not the actual distance covered by the body, if the body were going
in different directions. What is measured is its displacement. Displacement differs in distance
in that distance refers to the total path traveled by the moving body from starting point to
terminal point.
Measuring, identifying, comparing, describing
C. Materials:
Person, ruler, watch
References:
Teachers' Module in Science and Health p.49
III. Procedure:
When do you say that an object has moved?
1. Motivation:
Are speed and velocity the same in relation to motion? Let's find out the differences between them.
2. Presentation:
Activity:
a.
Calculate the average speed of a person who walks 4 meters to the north then 3 meters to the east.
Measure the time in seconds it takes the person to walk the total distance.
b.
Calculate the average velocity of the same person. Measure the distance connecting the starting
point and the finishing point. This is his displacement. Divide his displacement by his time of travel.
Analysis /Discussion:
a. Total distance traveled
___________________
b. Total time of travel
___________________
c. Displacement ___________________
d. Average speed ___________________

e. Average velocity
___________________
How does speed differ from velocity? How do we measure the velocity of a moving object?
4. Application:
Take 15 steps forward and 10 steps backward. How many steps did you make in all? How far are you
from the starting point?
IV. Evaluation:
Analyze the problem and solve.
A Times Transit traveled 809 kms. to the north and 76 kms. to the south for 16 hours.
1.
Total distance traveled
2.
Total time traveled
3.
Displacement
4.
Average speed
5.
Average velocity
V. Assignment:
Differentiate between speed and velocity.
SCIENCE VI
Date: ____________
I.
Objective:

Values:
Infer that the motion of an object is determined by forces acting on it.

Rely on evidences. Never judge a book by its cover
II. Subject Matter:

System of Forces
A frame of reference is to what an observer compares the position of an object.
When two forces are exerted upon a body, such that a net force results from their interaction,
the system of forces is said to be unbalanced.
When two or more forces are applied simultaneously on a body such that there is no net force
acting on it, the system of forces is said to be balanced or in equilibrium.
A body at rest is acted upon by a balanced system of forces.
Describing, observing, inferring, comparing
C. Materials:
Pictures
Pulley
String
Paper clips
Washers
References:
Science and Health VI Module and Worktext pp. 148-151, 164-165
III. Procedure:
Cite examples on how heat energy can be transferred.
Ask how do they know that an object has moved.
1. Motivation:
If you are going to observe the wall clock, why is it easy to say that the second hand of a clock is
moving?
2. Presentation:
Activity
a. Show figure 6.3a and 6.3b.
b. Observe figure 6.3a and 6.3b
c. Infer which of the animals moved.
d. Observe and infer
- It there any change in the position of the animals?
- What can you infer from this observation?
- Can you tell for sure which of the two animals moved? Why?
The class can tell which objects moved.

Ask how do they know that an object moved.
Give the difference between balanced and unbalance forces.
4. Application:
Before judging things on people around you, what would you do?
IV. Evaluation:
Choose the correct answer.
1.
How do you know that an object has moved?
a. There is a change in an object's weight.
b. There is a change in an object's size.
c. There is a change in an object's position.
d. There is a change in an object's texture.
2.
this his
a.
b.
c.
d.
3.
An observer said the bus has moved. He viewed the bus with respect to another object, we call
starting point
frame of reference
way of measurement
estimation
Newton's first law of motion states that a moving body will maintain its motion
a. and gain acceleration.
b. but will gradually slow down because of friction.
c. along a circular path and with constant acceleration.
d. unless acted upon by an outside force.
V. Assignment:
Make a list of things, objects or bodies around you which are being acted upon by
a. balance forces
b. unbalanced forces
SCIENCE VI
Date: ____________
I.
Objective:
Observe that a body at rest tends to remain at re;t and a body in motion tends to be in
motions unless an outside force is applied on it
Values:
Handling materials with care; respect for others
II. Subject Matter:

Mechanical Energy Formation and Uses
A body will not move unless acted upon by a force and when it is set into motion, it will
continue moving unless stopped' by a force, which is called inertia or a body's resistance to
acceleration.
Mass is a factor that affects a body's acceleration
The greater is the mass of a bodys the greater is its inertia, and therefore the lesser is its
acceleration.
It is easier to accelerate or decelerate a body with less mass than a body with a greater mass.
Describing, observing, inferring, comparing
C. Materials:
Plastic cups String
Sand
Drinking straw
Inertia apparatus
Various objects of different masses
References:
Science and Health VI
III. Procedure:
List of things, objects or bodies which are acted upon by balanced/unbalanced forces.
Ask how 60 they know that. objects have moved/which objects moved.
1. Motivation:
Put a ball on the table, let it remain at rest. Ask them if the ball moves. Let it roll, ask if it continues
roiling. Let it roll once again, then, put a stick on its way, what happen?
2. Presentation:
Activity:
a.
Suspend two plastic cups with equally long strings. Fill one plastic cup with sand.
b.
Use the drinking straw to blow against the plastic cups to set them in motion.
b.
Observe and infer.
- Which plastic cup has more mass? Which plastic cup has more inertia?
- What can you infer from these observation?
Why is weight not a factor to be considered in moving each plastic cup?
Explains what inertia is.
Tell the factor that affects acceleration.
4. Application:
How would you relate inertia to being a good leader?
IV. Evaluation:
Choose the letter of the correct answer.
1.
The quantity of material is matter is its
a. weight
b. force
c. gravity
d. mass
2. The acceleration that results when a person is pushing a stalled car depends upon
[A] the mass of the car.
[B] the amount of force applied.
[C] the gravity of the force.
[D] the inertia of the person pushing the car.
a. [A], [B] and [C]
b. [B], [C] and [D]
c. [A] and [B]
3. Two bodies were dropped simultaneously from the same height and fell to the ground at the same
time. The two bodies must have the same
a. mass
c. volume
b. weight
d. speed
V. Assignment:
The two stones of different sizes with equally long strings and suspended each on a stand. Bring
the two stones at the same height, then release.
Date:___________________
Lesson 49
I. Objectives
Use indirect discourse (commands and requests)
Follow direction from a dictation
Give and follow direction
Write reported commands and requests
Values: Obedience
II. Using Indirect Discourse (Commands and Requests)
Ref. ELC VI. C. 3.3.1 p.69
English for Filipino Children p. 297
Mat. charts, books, strips
III. A. 1. Do what I tell
a. stand up
b. shake your hands
2. Punctuate the following sentences
1. Report on time for the rehearsal Carlos.
2. Observe silence says the librarian.
3. When you are reminded of things to do, do you obey?
B. 1. Here are some commands that a scoutmaster gave the boy scouts in his
troop.
a. put down your bags
b. unpack your things
2. Here are some requests that a scout master made:
a. Please pass the rice.
b. Please wash the utensils.
3.How do you change commands to indirect discopurse? To indirest request?
4. Use the indirect command/request to the following sentences:
a. Mother said, Dont throw your garbage into the river.
b. The Mayor said, Please avoid dumping chemical wastes anywhere.
IV. Mother gave the following commands/requests to her children. Report them.
1. Fetch some water.
2. Please apply fertilizer to the plants.
3. Turn off the lights before leaving the room.
V. Write 5 commands/requests that you heard at home using indirect discourse.
ENGLISH VI
Date: ____________
I. Objective:
Change statement, questions, requests and command to reported sentences
Use direct and indirect discourse
Value:
Obedience, Energy Conservation
II. Subject Matter:

Changing Statements, Questions, Request and Commands to Reported Sentences
Using Direct and Indirect Discourse
References:
Materials:
another
PELC 6.1, p. 24
Growing in English VI (L) pp. 135-136, (R) pp. 11-14
Building English Skills 6 (L) pp. 40,87
chart, book, manila paper, pentel pen, show me cards, picture of a family helping one
III. Learning Activities:
A. Preparatory Activities:
1. Drill (Use your show me card)
a. Listen to the following
Write S if the sentence is a statement, Q if it is a question, C if it is a command and R if it is a request
Pollution can destroy the balance in nature
Help fight pollution
Is pollution caused by people
2. Review
Clap your hands if the sentence is a direct discourse and stomp your feet if the sentence is an indirect
discourse.
1. Noli asked, Is pollution a problem in San Jose?
2. Noli asked if pollution was a problem in San Jose.
3. Motivation
Look at the picture. What can you say about the family? What does each member do? O you also obey
your parents? How?
B. Presentation:
1. Present the dialogue on p. 87. Assign each character to a pupil. Make them portray the role
and read with expressions the character assigned to them. (Others are reading silently)
It was Saturday afternoon. Mrs. Alba was going out to attend her
dressmaking class. Before she left,she gave her children some reminders.
Mrs. Alba:
Im going to my dressmaking class in a short while. Be good
children while Im away.
Nora, Daniel, Edmund:
Yes, Mother.
Edmund:
May we watch the next TV program, Mother?
Mrs. Alba:
Nora, wake your father up at three-thirty. He is attending the
Barangay
meeting
four.
Mrs.
Alba: council
Im afraid
not. at
The
TV has been on since nine this morning, so
turn it off. And turn off the electric fan, too. Be careful while Im away.
Nora: I will Mother. But please, set the alarm clock before you leave. I
Goodbye (Hurries to leave)
Nora, Daniel, Edmund:Goodbye
Edmund:
(Turns to Nora0 Why does Mother always tell us what to do
with the TV, the stove and the electric fan? I am tired of hearing the same
things.
Daniel;
Me, too. We know what to do about them, dont we?
Nora: (Speak to her brother) Why do you feel that way? Mother is just
2. Comprehension Check-up
a. Where was Mrs. Alba going?
b. What did she do before she left the house?
c. Did Edmund like being told what to do over and over again?
a. Study the following sentences from the dialogue
1. Mrs. Alba:
Im going to my dressmaking class in short while.
2. Mrs. Alba:
Nora, wake your father up at three-thirty
3. Nora:
But please, set the alarm before you leave.
4. Edmund:
May we watch the next TV program, Mother?
What kind of sentence is 1? Sentence 2? Sentence 3? Sentence 4? Discuss again the changes made on
reporting statements, questions, commands and requests.
b. Fixing Skills
Ask the pupils to change these sentences from dialogue to reported speech.
Do the necessary changes, including punctuation and capitalization.
4. Generalization
How do we change statements, questions, command and requests to reported sentences?
5. Valuing
Should we obey our parents? Why? What must we do to save energy?
6. Practice Exercise
Change the following quotations to reported sentences, punctuate and capitalize them correctly.
1. The broadcaster said, Five barangays will receive irrigation pump this week.
2. Mrs. Sison asked the pupils, Take down the important facts.
3. The health officer said The water is not safe for drinking.
IV. Evaluation:
Work in triads. Read and transform the following dialogue into reported or indirect paragraph. Do it
on a piece of manila paper. Then, ask a member to read aloud the triads work.
The San Juan Barangay Officials are having a meeting.
Barangay Captain: What do you think about having a solar dryer for our rice and
corn?
Councilman 1:
The idea is good.
Councilman
Why dont
we just
widen the
plaza?
Councilman 5:
2:
We will
be storing
our barangay
products fully
dry.It will serve a
double purpose recreation and solar dryer.
Barangay Captain: In the next meeting, we will talk about the constructions
V. Assignment:
Read Lam-ang, a Legendary Hero, Growing in English VI (R) pp. 11-14. Pick out a statement,
a question, a request and a command and transform them to reported speeches and sentences.
ENGLISH VI
Date: ____________
I. Objective:
Read orally a poem cast for verse choir
Value:
Love for country
II. Subject Matter:

Reading a Poem: Where are the Youth
References:
Materials:
PELC Reading, p. 23
Growing in English VI (R)
TM pp. 213-215; TXT pp. 237-245
costume for each character/props for each character
III. Procedure:
1. Motivation
Arouse pupils interest in the title, Where are you, Youth?
Ask: Who do you think is speaking? God gave us our country, the Philippines. It is expected that each one
of us will do our part in loving her and in taking care of her. But what have we done? Todays selection
will challenge us to return to our senses and heed Mother Philippines call Where are you, my Youth?
Save And free me!
T
J
R
I
A
DOWN
ACROSS
1. Over flowing
1. Supplies that can be drawn on
2. Old testament name for God
2. A Moslem priests
3. Inexperienced
3. Unhappy
4. The supreme being in the Moslem religion
B. Presentation
1. Motive Question
What should youth do to save Mother Philippines?
2. Dramatic Reading of the Selection
Ask the pupils to listen to the first reading of the teacher.
Then, assign them to participate in the dramatic reading. Where are the Youth
3. Comprehension check
a. Answering motive question
b. Answering comprehension questions
Describe our country as pictured by Mother Philippines
What was Mother Philippines suffering? Why was she unhappy?
What can the following contribute to help Mother Philippines in her dilemma?
*Teacher
*Social Worker
*Soldier
*Police
*Businessman
*Student
*Priest/Imam/Minister
*Nurse
*Farmer
Which of the character do you like best?
What will the Philippines become if all the characters will do their job?
If you were to contribute to help Mother Philippines, what could you give or do?
4. Literary Appreciation
Reciting a Poem for a Verse Choir
Group with your classmate. Assign the different speaking parts to each group and individuals. The solo
parts are Mother Philippines and the different professions. Then, recite the poem as choir in your class. It
is better if you can memorize the parts. Ask some teachers to act as judge. Let them choose the best
speaker. If the presentation is performed in stage, it is suggested that the participants wear the appropriate
costume or attire.
IV. Evaluation:
Reading a poem, Where are the Youth?
Encourage the participants to memorize their parts to make the presentation more realistic.
V. Assignment:
Memorize your part in the poem Where are the Youth? and be ready to recite this tomorrow.
ENGLISH VI
Date: ____________
I. Objective:
Recite a poem cast for verse choir

Value:
Cooperation
II. Subject Matter:

Reciting a Poem cast for a Verse Choir
References:
Materials:
PELC 4, p. 23
pictures of frogs in different stages of development, flashcards
III. Procedure:
/f/
frog
flock
fist
flood
fry front
field
fan
friend fast
film
float
fresh fact
find
fudge
2. Motivation
Show the pictures of the different stages of development of a frog in random order. Then have the pupils
sequence them according to the life cycle of a frog.
Have you heard the frog singing?
rushes
baton
strain
snap
Choose a word from the box to complete the statement below.

1. The conductor used his _________ to cue the violin section to slow down.
2. The _______ of that song is familiar to me.
3. There are frogs hiding behind the __________.
B. Presentation:
1. First Reading by the teacher
Have the children listen carefully to your phrasing, pronunciation and intonation as you read the poem.
The Frogs Singing School
Down in the rushes, beside the pool
The frogs were having a singing school;
Doing their best at their leaders call
He waved a grass blade high in the air
2. Comprehension Questions
Ask the pupils
And these
criedquestions:
Kokak which means prepare
Until their leader so angry grew,

He snapped his baton quite in two
And croaked, Oh wrong! Oh wrong! Oh
wrong!
Which his class mistook for another
song.
At that, their leader hopped away-
1. Who were having a singing school? What prompted them to have one?
2. What do you think made the youngest singer sing with might and main.
3. Why did the leader get angry? What lines tell you how he felt?
3. Second Reading by the pupils
Read the selection and have the pupils repeat after you in unison. This is to establish unity through
phrasing, pronunciation, and intonation.
4. Group Work
Have them answered and do the following:
1. What sounds do frogs make? Imitate.
2. How do frogs go from one place to another? Show how.
3. If you were to represent the frogs in the poem, how would you show the differences
among tadpoles, young frogs and old frogs?
IV. Evaluation:
Dramatic Presentation
Weather
All:
Weather is something we must all share,

Weather is something we must all bear.
Solo 1:
Whether its cloudy.
Solo 2:
Or whether its bright,
Solo 3:
In the warmth of noon,
Solo 4:
Or the cool of night;
Solo5:
Solo 6:
Whether its misty,

Or whether its dry
All:
We simply must take it, you and I!
Choir 1:
Some like seasons that bring a change
Choir 2:
Some like a much less varied range.
Solo 7:
Some like it cool,
V. Assignment:
Recite the poem cast for verse choir:
BES 6 Reading
MATHEMATICS VI
Date: ___________
I. LEARNING OBJECTIVES
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers without and with
regrouping and with zero difficulty.
Value: Keeping oneself physically fit and healthy
II. LEARNING CONTENT
Skill:
Multiply up to 3digit factors by 1to 2 digit factors of decimals and whole numbers
without and with regrouping and with zero difficulty.
Reference:
BEC-PELC II D.2
Enfolding Mathematics VI
Materials:
charts, cards with number sentences
III. LEARNING EXPERIENCE
1. Mental Computation
Let each team answer the puzzle correctly. The team who answers first and gets the puzzle correctly will
be declared the winner.
2. Motivation
What are the things that you do to make you physically fit and healthy? Give foods that give use vitamins
and minerals. What are some of the vitamins that you know? How do we keep ourselves physically fit
and healthy?
B. Developmental Activities
1. Presentation
Activity:
Nutritionists say we need 0.0017 gram of riboflavin everyday. How much do we need in a week?
Discussion:
1. Lets the pupils analyze the problem.
2. Let each group give an estimate of the answer.
3. Let them get the actual answer. Discuss the steps the make in finding the product.
4. Provide the examples:
Multiply:
1) 0.003
2) 0.52
x 0.4
x 0.013
3) 0.032
x 0.2
4) 0.0008
x 0.6
5) 0.03
x 3
3. Generalization
How do we multiply 1-3 digit by 1-2 digit factors of decimals and whole numbers with or without
regrouping and with zero difficulty?
IV. EVALUATION
Find the product.
1. 07 x 0.4
2. 0.412 x 0.8
3. 0.403 x 0.2
4. 0.34 x 0.21
5. 0.008 x 35
V. ASSIGNMENT
Multiply
1. 0.2 x 0.03
2. 0.236 x 0.04
3. 0.5 x 0.7
4. 0.1 x 0.1
5. 0.412 x 0.8
MATHEMATICS VI
Date: ___________
Multiply decimals point up to the hundredths place.
Value: Kindness
Skill: Multiply decimals point up to the hundredths place.
Reference:
BEC-PELC II D.3
Materials:
problem cards, bells, flashcard, number cards, cutouts of turtle, snail and worm, tape,
three number lines of the same length, boxed strips
1. Mental Computation Traveling Game
Post the number line on the board. Place the turtle, snail and worm cutouts on the left side of each number
line.
a. Form the pupils into 3 equal groups to represent each of the cutouts.
b. A member of each group holds a ball. Teacher flashes a problem card and the one who
ring the bell first has the chance to give the answer.
c. If the answer given correct, the member moves their cutouts one step on the number line.
d. This continues until the cutouts reach the right side of the number line, the group to read
it first is the winner.
Sample equations: 0.2 x 0.4 =
40 x 0.6 =
30 x 0.05
2. Motivation
Mike bought a dozen doughnuts worth P9095 each. He gave these to some street children whom he saw
begging for food. How much did he pay for the doughnuts? What good trait did Mike show? Have you
had the same experience? How did you feel?
1. Presentation
Present the lesson by discussing the problem.
1. What is being asked?
2. What are given?
3. What operation is needed to solve the problem?
4. What is the equation or number sentence?
5. Elicit the equation: 12 x P9.95 = N
6. Discuss the step by step solution to the problem.
7. Place the decimal point correctly in the product.
8. Mike paid P119.40 for the doughnuts.
9. Discuss the importance of showing helping others in need, even in small
ways.
10. Give more examples: 0.76 x 1.2
Solve the equation.
1. 0.23 x 0.12
2. 0.25 x 0.08
3. 0.36 x 0.75
4. 0.62 x 0.17
5. 0.14 x 0.42
3. Generalization
How do we multiply decimals up to the hundredths place?
IV. EVALUATION
Multiply
1. 0.38 x 0.64
2. 0.75 x 0.48
3. 0.59 x 0.37
4. 0.78 x 0.68
5. 0.27 x 0.93
V. ASSIGNMENT
Solve for what is being asked?
1. The product of 0.85 and itself is _________.
2. What is the product of 0.97 and the next odd decimal number?
3. Multiply 0.79 to the difference of 0.93 and 0.26.
4. I am thinking of two decimals. Add them and you get 0.1. multiply them and you get 0.0016.
What are the two decimals?
5. Multiply 0.86 to the sum of 0.37 and 0.28.
MATHEMATICS VI
Date: ___________
Multiply mixed decimals by mixed decimals with hundredths.
Skill:
Multiplying Mixed Decimals by Mixed Decimals with Hundredths.
Reference:
BEC-PELC II D.4
Materials:
handkerchief, problem cards, number cards
1. Mental Computation Finding the Product
Relay Game
There will be two groups of 5 pupils in a line. The teacher name the babies and the first in the
name the mother. The teacher continues to name the babies until all the members of the group had
participated. The group who finishes first with all correct answers wins.
Examples of babies:
a.
2.5 and 0.4
c. 3.2 and 0.6
e. 1.6 and 0.4
b.
1.7 and 0.3
d. 1.2 and 0.7
2. Motivation
Problem Opener
Rina weighs 46.15 kilograms. Cathy weighs 1.06 times as much as Rina. If you were Rina, how
would you know heavy Cathy is?
a.
b.
c.
d.
e.
1. Presentation
Activity1:
Mix two sets of number cards, labeled 0 trough 9, in a container.
Draw boxes like the ones below for each student to copy
Ask the pupil to pick six cards one at a time, reading aloud each number drawn.
The pupils write the numbers in each box in order.
Have the pupils solve the product.
Solve:
a.
2.07
x 3.82
b.
48.12
x 5.50
c.
9.25
x 14.63
3. Generalization
How do you multiply mixed decimals by mixed decimals? How do you put the decimal point?
IV. EVALUATION
1.
1. Find the decimal point in each product correctly

83.52
2.
6.5
3.
x 2.4
x 4.36
200448
2834
2.56
x 7.22
184832
2. Solve the problem

a. Find the cost of 7.5 meters of cloth at P67.45 a meter.
b. Mangoes cost P65.50 a kilogram. How much will 8.5 kilogram cost?
c. A lot has an area of 154.6 square meters. How much will it cost if one square meter is P1800.75?
V. ASSIGNMENT
1. Find the product.
a. 72.08 x 6.9
b. 8.056 x 7.4
c. 59.17 x 2.04
2. Using 1293 x 315 = 407195, give the product of the following:
a. 12.93 x 3.15
c. 129.3 x 31.5
b. 1293 x 31.5
d. 1.293 x 3.15
3. Analyze and solve
a. If an architect makes a drawing to scale so that 1 cm represents 4.25 m, what distance is
represented by 7.5 cm?
b. What is the area of a rectangle with a length of 9.75 cm and a width of 6.35 cm?
MATHEMATICS VI
Date: ___________
Multiply decimals by 10, 100 and 1 000
Value: Being Observant
Skill: Multiplying decimals by 10, 100 and 1 000
Reference:
PELC II D.2
Materials:
flashcards, show me cards
1. Drill
Solve for N orally (flashcards)
35 x 10 = N 421 x 10 = N
35 x 100 = N 421 x 100 = N
35 x 1000 = N 421 x 1000 = N
1. Presentation
Activity1:
Present this table on a chart and let pupils observe a pattern.
Decimal
x 10
x 100
x 1000
0.8
8
80
800
0.75
7.5
75
750
0.394
3.94
39.4
394
1.204
12.04
120.4
1240
3.0615
30.615
306.15
30615
What have you observe in multiplying a decimal by 10, 100 and 1000? Do you
see any pattern?
Let us have other exercises:
1. 27.385 x 10 =
2. 806.259 x 100 =
3. 35.68125 x 1000 =
4. 9.0573 x 10 =
5. 0.3612 x 100 =
3. Generalization
How do you multiply numbers by 10, 100 and 1000?
What did you do in getting the pattern? What have you observe?
IV. EVALUATION
Complete the table
Decimal
1. 8.4213
2. 0.95364
x 10
x 100
x 1000
3. 23.04987
4. 1.75805
5. 180.49326
V. ASSIGNMENT
Perform the indicated operation:
1. 10 x (1.34 + 7.6) = N
2. (3.7 x 8.113) x 100 = N
3. 1000 x (35.601 + 28.12) = N
4. (7.113-2.03) x 1000 = N
5. (25.123 11.2) x 100 = N
MATHEMATICS VI
Date: ___________
Multiply mentally decimals by 0.1, 0.01, 0.001
Skill:
Multiplying mentally decimals by 0.1, 0.01, 0.001
Reference:
BEC-PELC II D.6
Connections p. 57, Mathematics in Action pp. 84.85
Materials:
number puzzle, game board set, problem cards
1. Mental Computation: Mental Math Game
Form groups of 4s and hand each group a game board, two colors of chips, two colors of number cards
(ex. Yellow cards have decimal numbers, blue cards have 10, 100 and 1000 written).
Direction for the group:
a.
Choose a partner. Partners will be A & B, C & D.
b.
Shuffle the cards separately and place them face down on the table.
c.
A and C will complete first. Toss a coin to know who will start.
d.
Pick a card from the yellow and blue pile.
e.
Mentally multiply the two numbers.
f.
If correct, put a chip on the square in the game board that contains the product.
g.
The opponent now does the same.
h.
Four chips in a row, in any direction wins the game
i.
B and D now play the game.
2. Motivation
Handout number puzzles to each group. Tell each group to complete the puzzles. Tell the groups to paste
the pieces on a piece of paper or tape them together. Post their work on the board in an organized way.
Ask if they could identify the numbers they formed. Give a hint that the exponents indicate the number of
decimal places to the left or right of 1. Have a free guess and check activity as well as an open discussion
on their answers.
Sample Answer:
103 = 1000
10-2 = 0.01
5
10 = 100000
10-4 = 0.0001
1. Presentation
Activity 1:
Present this problem:
Mrs. Santos owns 0.9 hectares of land. She plans to make 0.1 of the land into a residential lot by
putting up an apartment. She asked her tenant, Elen, to manage the said apartment. Since Elen is a
trustworthy and loyal tenant, Mrs. Santos decided to give Elen. 0.01 of 0.9 hectares of land, near the
apartment lots.
a. How many square meters of the land will be converted to residential lots?
b. How big will be the lot given to Elen?
1.
2.
3.
4.
5.
Multiply mentally.
0.01 x 0.9
0.09 x 0.1
0.008 x 0.6
0.001 x 5.8
0.007 x 0.1
3. Generalization
How do you mentally decimals by 0.1, 0.01, 0.001?
What is a shorter way of doing this?
IV. EVALUATION
Multiply mentally. Choose the letter of the correct answer.
1. 0.01 x 8.56
a. 85.6
b. 8.56
c. 0856
d. 0.0856
2. 0.001 x 0.49
a. 4.9
b. 0.49
c. 0.049
d. 0.00049
3. 0.07 x 0.1
a. 7
b. 0.7
c. 0.07
d. 0.007
4. 0.003 x 0.01
a. 0.00003
b. 0.0003
c. 0.3
d. 30
5. 0.1 x 79.5
a. 79.5
b. 7.95
c. 0.795
d. 0.0795
V. ASSIGNMENT
Multiply mentally
1. 0.001 x 45.267
2. 40.1 x 0.1
3. 0.01 x 0.03
4. 0.217 x 0.001
5. 0.1 x 0.0011
MATHEMATICS VI
Date: ___________
Apply the different properties of multiplication to compute products mentally
Value: Teamwork
Skill:
Compute decimal products mentally using the different properties of multiplication.
Reference:
BEC-PELC II D.7
Materials:
improvised bingo cards, equation/problem cards, puzzle sheet, pocket chart
Bingo
1. Prepare bingo cards whose numbers are products of a given problem.
2. The teacher then reads the problem orally.
3. Pupils cover the cell that has the correct answer for the given problem.
4. The first one to cover all the cells wins.
2. Motivation
1. Present this puzzle card to each group.
2. Encircle the words that indicate properties of multiplication.
3. The first to finish wins.
4. Teacher asks if the properties of multiplication can be applied in multiplying decimals.
What made team _____ win? Did they show team work? How? What does team work do to
the team? Will you do the same thing? Why?
1. Presentation
Activity: Oral
Materials: index cards
Distribute 5 cards to each pupil. Have pupils write the name of a property on one side of each
index card and an example of the property on the other side. Collect and shuffle the cards. Each pupil
draws a card, computes the example orally and name the property used. If both steps are correct, he keeps
the card. If not, the card is replaced. The winner is the pupil with the most cards.
Solve mentally:
1. 0.7 x 0.02 0.02 x 0.7
2. 0.8 x 0.75 0.8 x (0.7 + 0.05)
3. 1 x 0.208
4. 0.8 x (0.4 x 0.2) = (0.8 x 0.4) x 0.2
205 x 3.4 = 3.4 x 2.5
3. Generalization
How does the distribute property help simplify the calculation? How about the other properties?
IV. EVALUATION
1. Collaborative Learning
a. Working in teams of four
b. Dictate a mental Math Problem to all the teams. The first team to give the correct answer and name
the property wins that found. Team with the property score wins.
2. Using the Show Me Card. The teacher gives the problem and the pupils have to write the answer with
the property on the Show Me Card.
Example:
a. (0.27x0.3) x 0.2 = 0.27 x (0.3 x 0.2)
b. 0.8 x 0.079 = 0.8 x (0.07 + 0.009)
c. 3.5 x 4.2 = 4.2 x 3.5
V. ASSIGNMENT
Give 2 examples for each property of multiplication.
MATHEMATICS VI
Date: ___________
Solve word problems involving multiplication of decimals including money.
Value: Thrift
Skill: Solving word problems involving multiplication of decimals including money.
Reference:
BEC-PELC II D.8.2
Materials:
chart, Show Me Cards
1. Drill - Mental Computation
Mechanics:
a.
Put equation cards on the table.
b.
Each member of the group take turns in getting cards, read it, then give the answer orally.
c.
If the give answer is wrong, the other group can steal and get the point if they can give the correct
answer.
d.
The group with the most number of correct answers wins the game.
2. Motivation
What are the steps in solving a word problem?
Why do we have to analyze the word problem before giving the answer?
How do you know that your answer is correct?
1. Presentation
1.
Teacher prepares word problems involving multiplication of decimals including money.
Example:
Cris spends P35.50 for food each day. How much does she spends in 12 days?
2.
What is asked?
What are the facts?
What is the math sentence?
Solution:
3.
The first pupil to top the board will answer the first question, followed by other member
of his group.
4.
Other group can steal if the given answer is wrong.
5.
After the game, teacher will give emphasis on solving word problem involving
multiplication of decimals including money.
Valuing:
Give emphasis on being thrifty since the lesson involves money
Example:
How do you spend your baon/money?
Why do you have to be thrifty?
Will sisters/brothers is benefit you? How about your family?
Solve the following:
1.
16
2. 37.21
+ 15.56
- 19
3.
32.587
+ 19.63
4. 95.2
- 27.58
3. Generalization
What are the steps in solving a word problem?
How do you translate a problem into a number sentence or equation?
How would you describe your answer?
IV. EVALUATION
Read and Solve
1. A can of powdered milk has a mass of 0.345 kilogram. What is the mass of 12 cans of milk?
2. Mrs. Diaz bought a residential lot with an area of 180.75 m at P6.50 per square meter. How much will
15 kilograms of ground beef cost in one kg costs P99.00?
3. How much will 15 kilograms of ground beef cost if one kg cost P99.00?
V. ASSIGNMENT
A. Translate these problems to number sentences then solve.
1.
A contractor finished 0.25 of a highway in 5 days. If the highway is 60.8 kilometers long, what
part of the highway was finished?
2.
Mark works 40 hours a week. If his hourly rate is P38.25, how much is he paid a week?
B. Write the number sentence, then solve.
1.
The rental for a Tamaraw Fx is P3 500 a day. What will it cost you to rent it in 3.5 days?
2.
What is the area of a rectangle with a length of 9.72 cm and a width 6.34 cm?
MATHEMATICS VI
Date: ___________
Estimate quotients of whole numbers and decimals
Value: Helpfulness
Skill: Estimating quotients of whole numbers and decimals
Reference:
BEC-PELC II E.1
Materials:
cards
1.
Group the class. Each group should have ten members.
2.
Distribute number cards (0 to 9) to each group.
3.
The teacher flashes division equation.
4.
Pupils will solve it mentally, then they will form a number using the number cards they are
holding to show their answer.
5.
The first group to give the correct answer gets a point.
2. Motivation
What do carpenters do before buying materials for building a house? Would it be alright to estimate the
needed materials ahead of time? Why?
1. Presentation
Activity: Working in Place
1. Distribute equations on estimating quotient.
2. How the pair work on the following
2.8 375 0.8 7.31
1.7 35.68
a. Give your estimated quotient using:
* rounding off
* compatible numbers
b. Which technique is best for estimating quotient?
c. Which technique gives reasonable estimate?
Estimate the quotient
1. 1.25 325 2. 2.5 625
5. 1.2 48
3. Generalization
How do you estimate quotient?
What are compatible numbers?
3. 7.5 225
4. 12.5 875
IV. EVALUATION
1. Estimate the following using compatible numbers
a. 5.8 3.257
b. 8.8 14.08
2. Estimate the quotient of the following:
By rounding off
a. 61.71 4308
b. 785 559.8
c. 4.8 196.7
c. 51.5 1019
V. ASSIGNMENT
Answer the following:
1. Rex traveled 154 km in 3.2 hours. Approximately, what was his average speed for the journey?
2. Jay has 6584 meters of ribbon. She wants to cut it into 25.6 meters. About how many ribbons can
be cut from it?
3. Bing has a ribbon 125 dm long. How many pieces of ribbon 2.5 dm long can be cut from it?
4. Rhoda has P75. she wants to give her nieces P12.50 each. How much does each receive?
MATHEMATICS VI
Date: ___________
Divide 2-5 digit whole numbers by 1-2 digit decimals
Value: Industry
Skill: Dividing 2-5 digit whole numbers by 1-2 digit decimals
Reference:
BEC-PELC II E.2.1
Materials:
cards
1. Mental Computation Drill
Dividing 304 Digit numbers by 1- digit Whole Numbers Divisors
GAME
a. Divide the class into 2 groups
b.
Prepare a set of 3-4 digit numbers by 1-digit whole number divisors. Place the card facedown
on top of teachers table.
c.
Call on a member of each group in front.
d.
Let player 1 pick the topmost card. He/she reads aloud the equation on the card and solves for
the quotient mentally.
2. Motivation
How does your family earn a living? Does your mother help your father earn for your family? If so, why?
What good will it do to your family?
Show picture of a mother sewing a table linen.
1. Presentation
Activity1:
Present the following problem:
Aling Dolores sews table cloth to sell. She uses 0.6 meters of linen for every table cloth she
makes. How many table cloths can she make out of 18 m of linen?
1.
What is being asked in the problem?
2.
What are given?
3.
What operation will you use to solve the problem?
4.
Give the number sentence for it.
1. 0.3 12
2. 0.9 135
3. 0.17 391
3. Generalization
How do we divide 2-5 digit whole numbers by 1-digit decimals?
IV. EVALUATION
Find the quotient. Be sure to place the decimal point correctly on your quotient.
1. 0.9 756
3. 0.13 2119
5. 0.06 138
2. 0.12 94
4. 0.8 968
V. ASSIGNMENT
1. 64 0.4 =
2. 714 0.7 =
3. 933 0.03 =
4. 565 0.05 =
5. 2460 0.06 =
MATHEMATICS VI
Date: ___________
Dividing 2-5 digit whole numbers by 2-digit decimals.
Skill: Dividing 2-5 Digit Whole Numbers by 2-Digit Decimals.
Reference:
BEC-PELC II E.2.1
Materials:
chart, flashcards, activity cards
1. Drill Dividing Whole Number by 1-Digit Divisor
Mechanics:
a. Player for each team will stand at the back.
b. As the teacher flashes an equation, players will give the answer orally.
c. The first to give the correct answer will take 1 step forward.
d. The first to reach the platform wins the game.
2. Motivation
Who has a store? What are the goods that are packed less than a kilo? Why do you think they are doing
it?
1. Presentation
Activity: Problem Analysis
1. Present the problem on the board:
Mother has a small sari-sari store. Everytime she buys a 50 kilo cavan of sugar, she
repacks it into a smaller bags weighing 0.25 kilo. How many small plastic bags are needed by mother?
2.
Have the class work by pairs.
3.
Tasks:
a.
What is asked in the problem?
b.
What are the given facts?
c.
What should be done to solve the problem?
d.
Translate the problem into an equation.
e.
Show your solution, step by step:
f.
Have each group report their work to the class.
Find the quotient. Check your answer.
1. 0.15 456
3. 0.61 5185
2. 0.32 48
4. 0.25 125
5. 0.36 22005
3. Generalization
How do you divide a whole number by a decimal?
What are the 2 ways of making the divisor a whole number?
If you change the divisor into a whole number, what will you do with the dividend?
IV. EVALUATION
Solve and check
1. 0.32 1984 =
2. 0.04 92 =
3. 13 588 0.43 =
4. 39 102 0.06 =
5. 848 0.04 =
V. ASSIGNMENT
Solve and check
1. 0.30 19470 =
2. 0.23 11868 =
3. 0.07 44919 =
4. 0.62 21204 =
5. 0.05 105 =
MATHEMATICS VI
Date: ___________
Divides whole number by whole numbers with decimal quotient
Value: Fairness
Skill: Divides whole number by whole numbers with decimal quotient
Reference:
BEC-PELC II E.2.2
Materials:
flashcards, activity cards
Give the quotient
Game Relay
a. Teacher prepares flash card of division equation.
b. Players for each group should stand at the back.
c. As the teacher flashes the card, each player will give the answer.
d. The first to give the answer correctly, will take 1 step forward.
e. First to reach the platform, wins the game.
2. Motivation
How many are you in the family?
Have you experienced to bring home something which is not enough for your family?
How did you share it equally to each one?
1. Presentation
Activity1:
1. Form a group of 4
2. Present this problem.
Ana brought home 3 pieces of suman. She has 4 sisters, how will she divide it equally among her
sisters?
3. Task for each group
4. Have each group present their work
5.
Teacher should guide pupils how to round the answer to a given place value like tenths and
hundredths.
Find the quotient. Show your solution.
1. 5 4 =
3. 5 3 =
2. 50 49 =
4. 25 24 =
5. 16 10 =
3. Generalization
When do you get a decimal quotient?
What is the rule in rounding the decimal quotient to the nearest tenths or hundredths?
IV. EVALUATION
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 12 18
_______________
_______________
2. 5 6
_______________
_______________
3. 12 48
_______________
_______________
4. 16 80
_______________
_______________
5. 15 80
_______________
_______________
V. ASSIGNMENT
Find the quotient. Round your answer to the nearest:
Tenths
Hundredths
1. 3 4
_______________
_______________
2. 7 8
_______________
_______________
3. 15 48
_______________
_______________
4. 12 25
_______________
_______________
5. 45 48
_______________
_______________
MATHEMATICS VI
Date: ___________
Recognize and differentiate between terminating and repeating/non-terminating decimal quotients
Skill: Recognizing and differentiate between terminating and repeating/non-terminating decimal
quotients
Reference:
BEC-PELC II E.2.2.1
Materials:
problem cards, number cards
1. Mental Computation - Game
Prepare problem cards with answer written on separate cards. Shuffle the cards separately and have each
pupil pick a card from the two sets. Form the pupils into groups; call on a pupil to start the game the one
read aloud the problem on the card and computes mentally for the answer. He then say the answer aloud
and the one holding that answer card hands into the first player, and he now read his problem and answer
it. This goes on until the problem card has been answered. The group with the most answer card wins.
2. Motivation
Post the following on the board
0.5
0.8
0.25
0.6
0.75
0.4
0.25
0.25
0.5
0.375
0.125
0.2
0.6
0.75
Tell them that hidden in the puzzle are the two terms that are important in the days lesson. To get
what these are, tell the pupils to look for the letters corresponding to the decimal in the review portion.
Once the pupil identified the terms, ask if any one knows these two are.
1. Presentation
Activity1:
1.
Have the pupils take a look at their solutions to the problem sheets. Ask them for their
observation. Lead them to notice that the last remainder is zero. Tell them that the decimal quotient of
these problems are called terminating decimal.
2.
Hand out another set of problem sheets to be solved.
3.
Have volunteers form each group show their solutions on the board.
4.
Lead them to say that the decimal quotient is the repeating decimal.
5.
Have an open discussion on the difference between terminating and repeating/non-terminating
decimal.
Solve and identify if the decimal quotient is a TERMINATING or a REPEATING/NONTERMINATING decimal.
1 13
2 13
3 13
4 13
5 13
6 13
3. Generalization
How do you differentiate a terminating decimal from a repeating/non-terminating decimal?
IV. EVALUATION
Identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 7 4
2. 15 9
3. 11 2
4. 3 16
5. 6 21
V. ASSIGNMENT
Solve and identify if the decimal quotient is a terminating or repeating/non-terminating decimal.
1. 3 20
2. 6 11
3. 20 12
4. 2 6
5. 81 48
MATHEMATICS VI
Date: ___________
Divide mixed decimals by whole numbers
Value: Helpfulness
Skill:
Visualizing division using money as model
Reference:
BEC-PELC II E.2.3.1
Materials:
flats, long and ones, problem cards, number cards, tree diagram, , play money
Concentration Game
1.
Post problem cards on one board, face down, with letters written at the back in order.
2.
Call on two pupils to help in opening the cards as the game is played.
3.
Divide the class into two groups. Decide which group will go first. E.g. toss coin, jack-en-poy,
etc.
4.
A member of the group will call out a letter, and number to be opened. The games continue until
the cards have been paired up. The team with the most cards paired wins.
2. Motivation
Your parents both have their work from Monday to Saturday. Everyday, before they
leave, they just leave for food for your meals in the morning and for lunch when you and your brothers
and sister come home from school. They also leave you just enough money for your other expenses at
home while theyre gone. Before your parents leave, they always remind you to take care of your brothers
and sister.
How will you help your parents take care of your brothers and sisters?
1. Presentation
Activity:
1.
From pupils into groups of 5s. Tell them to role play the situation. Give 5 minutes for
brainstorming and 2-3 minutes each group for their presentation.
2.
After all have presented, discuss what they did, what value/s they portrayed in the role
play, etc.
3.
Extended the problem
4.
Use play money to show partitive division in each of a, b and c.
5.
Give other numbers for practice, e.g. P100.25 5 etc.
2. Fixing Skills
Divide
1) 8 18.16
2) 16 163.2
3) 30 92.55
3. Generalization
How do you divide mixed decimals by whole numbers?
IV. EVALUATION
Divide
1) 4.3 200
2) 5.5 550
3) 9 39.24
4) 66 16.5
5) 90 21.24
V. ASSIGNMENT
Divide
1) 25 426.5
3) 12 1027.68
3) 1.8 100
4) 6.2 400
5) 0.45 150
MATHEMATICS VI
Date: ___________
Divide a whole number by decimal and mixed decimal
Value: Industry
Skill:
Dividing Whole Number by Decimal and Mixed Decimal
Reference:
BEC-PELC II E.2.2.4
Materials:
flashcards
Divide Mentally
1) 638 10 = N
2) 457 100 = N
2. Review
Divide:
a. 7 28.7
3) 79 10 = N
b. 9 58.5
c. 6 4.80
d. 6 1.38
3. Motivation
Ask pupils if they own the lot money occupying.
Ask them also how they acquired it. If they dont own it yet, what must they do in order
to own the lot?
1. Presentation
Activity: Problem Opener
1.
Present a problem to a board.
2.
Ask the following questions:
a. How many hectares was the lot of the man?
b. How much does one son get?
3.
Lead the pupils to solve the problem.
4.
Answer the question in the problem.
5.
Have another examples:
a. Make the divisor a whole number by moving the decimal point 2 places to the right or
multiply it by 100.
b. Multiply the dividend also by 100
c. Divide like dividing whole numbers
d. Place the decimal point of the quotient directly above the decimal point of the
dividend.
e. Check the answer through multiplication
2. Fixing Skills
Divide
1) 2.5 175
2) 7.2 648
3) 2.17 8463
3. Generalization
To divide whole numbers to decimals or mixed decimal, change the divisor into whole number by the
decimal point to the right or multiplying by power of 10. Multiply also the dividend by the same power of
10. Then divide as in whole numbers. Check by multiplying.
IV. EVALUATION
Find the quotient
1) 905 7904
2) 3.15 2709
V. ASSIGNMENT
Divide and check through multiplication
1) 0.04 473
2) 0.53 656
3) 3.8 1026
4) 2.85 684
5) 1.2 780
3) 0.8 872
4) 0.06 264
5) 0.32 260
MATHEMATICS VI
Date: ___________
Divide mixed decimals by mixed decimals
Value: Honesty
Skill: Divide mixed decimals by mixed decimals
Reference:
BEC-PELC II E.2.2.5
Materials:
flashcards and activity cards
Game Relay using flashcards of division of whole numbers b whole number with decimal
quotient.
43
21
54
86
10 9
87
2. Review
Dividing whole numbers by decimals
a. 0.5 250
b. 0.2 308
c. 0.6 336
d. 0.8 480
3. Motivation
Have you seen table runners? How does it look like? Where do you use table runners?
How big is a table runner?
1. Presentation
1.
Present a problem on the board
2.
Ask the following questions:
1.
Who orders table runners?
2.
How long is the table runner?
3.
How many meters of cloth was left to be made into table runner?
4.
How many table runners can be made from it?
5.
Show your solution through:
a.
changing 26.25 1.75 to mixed decimal.
b.
dividing like whole numbers
c.
Proceed to division like whole numbers. Align the decimal point of the quotient with that
of dividend.
2. Fixing Skills: Divide and check
1) 2.6 10.14 2) 1.5 1.332
3) 1.9 12.35
3. Generalization
How do we divide mixed decimals by mixed decimal? What are the two ways of making the divisor a
whole number?
IV. EVALUATION
Find the quotient. Check your answer.
1) 1.5 439.5
2) 5.7 27.36
3) 1.17 583.05
V. ASSIGNMENT
Solve and check
1) 3.6 73.8
3) 2.6 13.52
2) 4.9 313.11
4) 2.5 62.5
4) 1.4 37.24
5) 2.98 23.393
5) 2.5 35.14
MATHEMATICS VI
Date: ___________
Divide decimals by 10, 100, 1000 mentally
Value: Alertness
Skill: Dividing decimals by 10, 100, 1000 mentally
Reference:
BEC-PELC II E.3
Materials:
flashcard, manila paper, piece of paper, ballpen
Multiplying decimals by 10, 100, 1000 using flashcards
0.3 x 10 =
0.63 x 100 =
0.383 x 1000 =
1.5 x 10 =
3.25 x 100 =
24.58 x 1000 =
2. Review
When multiplying decimals by 10, 100, 1000 what do we do with the decimal point?
To what direction do we move the decimal point?
1. Presentation
Activity:
a.
Study the following sets of equations:
SET A
SET B
450 10 = 45
2.8 10 =0.28
450 100 = 4.5
2.8 100 = 0.028
450 1000 = 0.45
2.8 1000 = 0.0028
b.
What do we notice in each set? Is there a patter?
c.
Elicit the pattern from the students.
d.
Discuss the rule/steps in dividing whole numbers or decimals by 10, 100, 1000.
e.
Give more examples
2. Fixing Skills: Divide mentally
1) 34.5 10 = N
2) 28.6 100 = N
3) 58.33 1000 = N
3. Generalization
How do we divide decimals by 10, 100, 1000?
To divide decimals by 10, 100, 1000

a. Move the decimal point to the left as many zeros are there in the divisor.
b. Prefix zero/zeroes before the decimal point if needed.
IV. EVALUATION
Give the answers mentally as fast as you can.
1) 63.8 10
2) 56.61 100
3) 635.2 1000
4) 242.6 10
5) 2473 1000
V. ASSIGNMENT
1.
2.
3.
4.
5.
Decimal
14.8
27.632
129.74
176.24
88.29
Complete the table bellow.

10
100
1000
MATHEMATICS VI
Date: ___________
Divides decimal mentally by 0.1, 0.01, 0.001
Value: Cleanliness
Skill: Dividing decimals by 0.1, 0.01, 0.001
Reference:
BEC-PELC II E.4
Materials:
flashcard
Multiplying Numbers by Power of Ten
5 x 10 =
5 x 1000 =
5 x 40 =
2. Review
Multiplying numbers mentally
a. 34.83 10 =
b. 168.37 100 =
5 x 100 =
5 x 400 =
c. 149.2 1000
3. Motivation:
Have you divided decimals by 0.1, 0.01, 0.001? how did you do it? Have you find some
easyways to do it?
1. Presentation
Activity: Role Playing
a. Have a group act out the situation.
b. Have them compute the problem mentally.
c. Ask: What is the answer in situation a? and b?
What is the pattern in dividing decimals by 0.1, 0.01, 0.001? Explain.
2. Fixing Skills:
1) 651 0.1
Perform mentally
2) 6.298 0.01
3) 85.72 0.001
3. Generalization
How do you divide decimals by 0.1, 0.01. 0.001. What is the pattern in dividing decimals by 0.1, 0.01,
0.001?
IV. EVALUATION
Give the quotient orally.
1) 8.39 0.01
2) 125.85 0.001
V. ASSIGNMENT
Divide Mentally
1) 6.873 0.01
2) 1.62 0.1
3) 6.95 0.01
3) 49.67 0.001
4) 85.32 0.1
4) 4.32 0.01
5) 6.45 0.001
5) 32.8 0.01
MATHEMATICS VI
Date: ___________
Solve word problems involving division of decimals including money
Value: Decisiveness
Skill: Solving word problems involving division of decimals including money
Reference:
BEC-PELC II E.5.2
Materials:
activity cards, manila paper
1. Opening Song: Mathematics ( To the tune of Are You Sleeping)
2. Review
Divide numbers mentally
a. 56 0.1
a.
b.
c.
b. 56 0.01
c. 56 0.001
3. Motivation: Role playing

Who went to the mall? Why?
How much money do they have?
Do you think the girls made a wise decision? Why?
1. Presentation
Strategy:
a. Group the class into pairs
b. Task for each pair
1. Is there a problem in the situation presented? Whats the problem all about?
2. What are the given facts?
3. Is it possible that they can buy plates worth P 273.50? How?
4. What is the number sentence?
5. About how much is the cost of each plate? Why?
c. Have each group presented their work to the class.
2. Exercises: Read Analyze then solve:
Cris is planning to buy a new CD player worth P4 595.25. He tries to save P306.35 a week from
his allowance. How many weeks will it take him to save the amount enough to buy the CD player?
3. Generalization
What are the steps in solving word problems?
How do you analyze and solve word problems involving decimals?
IV. EVALUATION
Read the word problems. Analyze then solve.
1. Jon saves P105.35 a week. How long will it take him to save P 1 264.20?
2. Robert plans to go to the province for a vacation. He wanted to by presents for his nephews worth
P289.45 each. He allotted P1 157.80. how many nephews does he have in the province?
3. Christian is a businessman. Every first week of December, he deposits P51 025.00 for the Christmas
bonus of his employees. Each employee receives P6 378.50. How many employee are there?
V. ASSIGNMENT
Make word problems involving division including money.
MATHEMATICS VI
Date: ___________
Solve 2- to 3- step word problems involving decimals including money
Value: Industry
Skill: Solving 2- to 3- step word problems involving decimals including money
Reference:
BEC-PELC II E.5.3 5.3.2
Materials:
pictures, charts, number wheel
1. Mental Computation:
Solve the problem mentally:
a. After buying some books and school supplies worth P45.75, how much change will you
receive from a P50-bill?
b. Aling Josie bought 1.5 kg. of pork, 1.75 kg. of chicken and 1.25 kg. of beef. How many
kilograms of meat did she buy?
2. Review: Game using Spin-a-Wheel
a. 9 1.5 = N
b. 0.8 3 = N
c. 160 0.32 =
3. Motivation
Do you want to get high grades? What will you do?
1. Presentation
Activity:
1. Present this problem
Mang Tisoy brought 2 bags of onions to market. One bag weighs 8 kilograms and the other bag
weighs 6.5 kilograms. He repacked the onions in plastic bags of 0.25 kilograms per pack and sold each
pack for P12.50. How much will he get if all the packs were sold?
2.
Analyze and solve the problem:
a. What is asked?
b. What are given?
c. What are the hidden question?
d. What operation will you use?
e. What is the equation for the problem?
3.
Discussion
a. In
solving
2-3
step
problems,
what
do
you
solve
first?
b. How do you express your answer to the problem?
2. Fixing Skills: Read Analyze then solve:
There are 18 girls and 17 boys who will equally share the expenses for a bus trip amounting to P4
042.50. How much will each pay?
3. Generalization
How do you sold 2-3 step word problems involving decimals?
IV. EVALUATION
Solve the problem bellow and label your answer.
1. Lerna and her classmate went swimming. They spent P1 206.25 for food and P1 172.50 for
transformation and entrance fees. They got P1 196.75 from the club funds and each one shared P98.50 to
pay for the remaining expenses. How many shared in the amount?
2. Grace receives P220.50 as school allowance from her mother. Her aunt gave her an additional
P183.73. If her daily expenses is P36.75, for how many days will her allowance last?
V. ASSIGNMENT
Solve the following problems. Label your answers.
1. Jun and Richard repaired a broken rattan bed and were paid P 1 128.00. If Jun worked for 8.5
hours and Richard for 7.5 hours, how much were they paid per hour?
2. The barangay officials of Barangay Masaya received 150 sacks of rice weighing 50 kilograms
each. 350 kilograms were distributed to the flood victims for the barangay. The rest were
repacked in plastic bags of 2.5 kilogram each to the street children. How many street children
received the rice?
MATHEMATICS VI
Date: ___________
Generalize when a number is divisible by another number
Value: Sportmanship
Skill: Determine when a number is divisible by another number.
Reference:
BEC-PELC II. F.1.1
Materials:
Activity cards
1. Drill: Skip counting by 2, 3, 4, 5 & 6
2. Review
Group activity using activity cards
a. Divide the class into 4 groups
b. Each group will be given a window card to be answered in turn by the members.
c. The first group to finish with all correct answers wins.
3. Motivation
Ask pupils if they want to learn some ways of getting quotients more easily.
1. Presentation
Activity: Lets Explore
1. Study the following equations. 2 x 8 = 16 16 2 = 8
16 8 = 2
2. Ask: a. What are the factor of 16?
b. Can 16 be divided exactly by 2? By 8?
3. Ask: What can you say about 16?
A number is divisible by another number if it can be divided exactly by

the second number.
2. Fixing Skills: Relay
Test for the divisibility of the following numbers. Put a check on the proper column.
2
1
2
3
4
5
10
840
144
184
4828
400
3. Generalization
How would you determine that a number is divisible by a certain number? Are the rules
formulated true all numbers?
IV. EVALUATION
Formative Test: List the numbers that divide the following.
1. 36
2. 150
3. 187
4. 225
5. 1260
V. ASSIGNMENT
Determine the divisibility of the following numbers by 2, 3, 4, 5, 9, 10.
MATHEMATICS VI
Date: ___________
Identify prime and composite numbers
Value: Kindness to animals
Skill: Identifying prime and composite numbers
Reference:
BEC-PELC II F.1.2
Materials:
chart, flashcards, number cards 1-100 small squares, hundred chart, crayon
Drill on giving all the possible factors of a number
Strategy: Name the baby
Materials: flashcards with 2 digit numbers
Mechanics:
1. Form 4 groups
2. The teacher flashes a card.
3. The groups of pupils are given 1 minute to divide what their answers be.
4. Each member of the group goes to the board simultaneously and writes the answers.
5. The teacher checks the answers.
6. The group having the most number of correct answers wins.
2. Review
Lets Pick Flower
1. Pick a flower from the garden.
2. Read the number aloud and tell if it is even or odd.
3. Place the number in the basket provided for.
3. Motivation
Ask pupils if they have been to the zoo. Let them tell their experience of going to the zoo. Let
them also tell what they commonly see at the zoo. Illicit from the pupils what should be done to preserve
the animals at the zoo.
1. Presentation
Activity:
1.
Divide the group into 2
2.
Use the basket of even and odd numbers.
3.
List down the factors of the number in each basket.
4.
Report to the class the factors of each number and tell how many composite/prime
number their group has.
5.
Report to the class the factors of each number and tell how m any composite/prime
number their group has.
2. Fixing Skills:
Give the factors of the number. Then write prime if the number is prime number and write
composite if it is a composite number.
factors
________ 1.
27
________ 2.
37
________ 3.
49
________ 4.
53
________ 5.
60
3. Generalization
What are prime numbers? Composite numbers?
IV. EVALUATION
Write P if the number is prime and C if it is a composite number.
________ 1.
72
________ 2.
14
________ 3.
27
________ 4.
18
________ 5.
68
V. ASSIGNMENT
Find the prime number and composite number in:
Number
Least
a. 1-digit
b. 2-digit
c. 3-digit
d. 4-digit
Greatest
MATHEMATICS VI
Date: ___________
Write the prime factorization of a given number
Value: Helpulness
Skill: Prime factorization of a given number
Reference:
BEC-PELC II F.1.5
Materials:
chart, card
Guessing Game Play guessing game by guessing the answer to the following:
a. I am more than 10 but less than 15, of my factors is 7. Who am I?
b. I am 25, what are my prime factors?
c. The largest composite number between 10 and 20 is my sisters age. How old is she?
2. Review
Check up of assignment
3. Motivation
Ask pupils if they have heard the term prime factorization of numbers. Let them make
inferences as to what I means.
1. Presentation
a.
Problem Opener
b.
Let them answer the following:
1. What does Mary Jane have?
2. What does she want to do with the fruits?
3. How many guavas does he have? How many mangoes does she have?
c. Ask the pupils to find the factors of 36 and 24
d. Show the class a factor tree.
e.
Lead the class to discover the 2 x 3 x 2 x 3 are the prime factorization of 36 and 3 x 2 x 2 x 2 are
the prime factorization of 24.
2. Practice Exercises:
Write TRUE if the prime factorization of the give number is correct and FALSE if it is wrong
a. 24 = 2 x 2 x 2 x 3
c. 81 = 3 x 3 x 3 x 3
b. 18 = 2 x 3 x 2
d. 76 = 2 x 2 x 19
3. Generalization
A number be it a prime or composite number will have prime factors. The process to get
the prime factors of a certain number is called prime factorization.
IV. EVALUATION
Give the prime factorization of:
1. 16 =
2. 27 =
3. 48 =
4. 56 =
5. 64 =
V. ASSIGNMENT
1. 30 =
2. 56 =
3. 43 =
4. 72 =
5. 54 =
MATHEMATICS VI
Date: ___________
Determine the greatest common factor (GCF) of 2 or more numbers.
Value: Teamwork
Skill: Determining the GCF of 2 or more numbers.
Reference:
Materials:
BEC-PELC II F.1.6
fish cutouts, improvised aquarium and fishing rod

Drill on identifying prime and composite numbers.
Strategy: fishing
Materials: fish cut outs, improvise aquarium and fishing rod
Mechanics: A pupil be asked to catch fish which has a number pasted on it. The child identifies if the
number is prime or composite.
2. Review:
a. 18 =
b. 27 =
c. 24 =
3. Motivation:
Tree different candies are to be put into candy bags so that the bags contain equal amounts of
candies of the same kind. There are 180, 240 and 300 of the different kinds of candies respectively. Each
candy has to got into a candy bag, that is, there must be no left over candies. How many candy bags that
could be filled? How many candies will there be in a each bag? Can you think of away of getting the
answer to this problem? Let us analyze the problem. Since there should be no candies left over, the
number of candies. This means that the number of candy bags must be a factor of 180, 240 and 300. Let
us work with simpler numbers first.
1. Presentation
a. Factor Lists
A pupil will be asked to give a composite number less than 30, and give its factors. Another pupil
will be asked to give another number with its factors.
b.
Prime Factorization
Discuss how to get the prime factors of a given number using the factor tree.
2. Fixing Skills: Write the GCF of the following sets of numbers.
a. 2 and 6
b. 5 and 20
c. 8 and 24
d. 8 and 56
3. Generalization
What are the methods of finding GCF of given numbers? Which method do you like best?
Why? Could these methods be used to find the GCF of 3 or more numbers?
IV. EVALUATION
Find the GCF of each set of numbers.

1. 98, 147
2. 20, 75
3. 30, 35
4. 66, 110
5. 18, 24, 54
V. ASSIGNMENT
Find the GCF of each set of numbers.
1. 210, 231
2. 420, 504
3. 50, 75, 100, 125
4. 35, 63
5. 75, 45
MATHEMATICS VI
Date: ___________
Determine the least common multiple (LCM) of 2 or more numbers
Value: Confidence
Skill: Determine the LCM of 2 or more numbers
Reference:
BEC-PELC II F.1.7
Materials:
chart, activity card
1. Review
Activity Puzzle
Complete the puzzle by giving the prime factorization of the numbers in the clue
2. Motivation:
Ask pupils if they have friends. Let them tell what they do with their friends.
1. Presentation
Activity:
1. Present a dialogue
2. Answer the following:
a. What did Mr. Santos want to give to the boys?
b. What do you think they would do with the seedlings?
c. What benefit do we get from this activity
d. What do you call the number 36, the least number visible by 12 and 9?
2. Fixing Skills: Find the LCM by listing the multiples
a. 21, 15
b. 12, 10
c. 16, 20
d. 12, 10
3. Generalization
To determine the LCM with a set of numbers, list down all the multiples of the numbers and
get the least common multiple. Can this procedure be used to get the LCM of three or more numbers?
IV. EVALUATION
Determine the LCM of each pair of numbers using the listing method.
1. 10 and 25
2. 20 and 50
3. 42 and 48
4. 20 and 45
5. 24 and 18
V. ASSIGNMENT
Find the LCM and GCM of each pair of number.
1. 15 and 30
2. 21 and 45
3. 16 and 24
5. 12 and 32
4. 8 and 12
MATHEMATICS VI
Date: ___________
Name the fraction or mixed number described by a shaded region, set or point on the number line
Value: Cooperation
Skill: Name the fraction or mixed number described by a shaded region, set or point on the number line
Reference:
PELC II G.1
Materials:
Math Textbook, magazines, newspapers, scissors, glue, bond paper
1. Mental Computation Drill:
Solving for the GCF/LCM of a set of numbers
a. 10, 15, 20
b. 38, 9, 54
c. 36, 57
2. Review: Determine the LCM of the each pair of numbers
a. 8 and 12
b. 15 and 35
c. 12 and 9
a.
b.
d. 12 and 16
3. Motivation:
show illustration of figures
Ask the following figures
1. Which region shows a fraction whose value is less than 1? Name the fraction.
2. Which region shows a fraction whose value is equal to 1? Give the fraction.
3. Which region shows a fraction whose value is greater than 1? Name the fraction.
1. Presentation
Activity:
1.
Ask the students to cut out articles in newspapers or magazines that show a fraction or mixed
number.
2. Ask them to make a collage of these articles on bond paper.
3. Ask them also to highlight with a marker the fractions or mixed numbers in the articles.
4.
Discuss the value of cooperation with a learning partner. Illicit from the pupils how best they
could show cooperation in everything they do in school and the effect of it in the task at hand.
2. Fixing Skills: Look at the figure.
1. Look at the figure.
a. Give two fractions to tell what part of the rectangular region is shaded red.
b. Give two fractions to tell what part of the rectangular region is shaded blue.
c. What part of the region is not shaded?
d. Give two fractions to describe the part of the region that lies to the left of the red line.
2. What fraction names point B?
3. Generalization
What is fraction? What does the numerator of the fraction tell? What are the kinds of fraction
we discussed? How do we name fractions give shaded regions, sets and number line?
IV. EVALUATION
Write the fraction of the shaded part
1.
2.
a. Write an improper fraction for the shaded part.
b. Write a mixed number for the shaded part.
V. ASSIGNMENT
Illustrate/draw the following fractions
3/8
6/5
3 2/3
8/12
12/5
MATHEMATICS VI
Date: ___________
Rename fractions as decimals and vice versa.
Value: Helpfulness
Skill: Renaming fractions as decimals and vice versa.
Reference:
BEC-PELC II G.2
Materials:
10 x 10 grid, flashcards
1. Drill: Use of flashcards
Give the fraction for the given situation.
1. 2 boys out of 15 boys (2/15)
2. P3.00 out of P100 (3/100)
3. 7 red marble out of 30 marbles (7/30)
4. 30 marbles out of 30 marbles (30/30)
5. 3 parts of a square equally divided into 8 (3/8)
2. Review:
Check up of assignment
3. Motivation:
How many of you have gone to the market? Tell the class this situation.
Liza and their mother went to market to buy some fish. They asked for kg. of fish. The seller
put two fish on the scale and it reads 0.71 kg. Did they have enough of what they asked for?
Who help mother in our story? What kind of a child is Liza? If you were Liza, would you also
help your mother at home? How?
1. Presentation
Activity: Use of a Grid
1. Use the 10 by 10 grid in Activity
2. Ask pupil to shade or color certain small square.
Example: color/shade 7 grids
How many grids are shaded of the 100 parts? (7/100). Guide them to see that 7/100 can also be
written as decimal (0.07). Lead them to see how it is done.
3. Continue the activity until the pupil can answer succeeding questions with ease.
2. Fixing Skills: Change to decimals
a. 15/20
b. 4/5
c. 7/12
d. 9/20
e. 15/40
3. Generalization
How do you change fraction to decimals? How do you change decimals to fractions?
IV. EVALUATION
Rename the decimals as fractions.
1. 0.7
2. 0.16
3. 0.03
4. 7.24
5. 4.005
V. ASSIGNMENT
Rename as fractions or decimals.
1. 5/8
2. 0.001
3. 12 7/50
4. 50.8
5. 2 17/500
MATHEMATICS VI
Date: ___________
Solve for the missing term in a pair of equivalent fractions
Value: Care for the body
Skill: Forming and solving for the missing term in a pair of equivalent fractions
Reference:
BEC-PELC II G.3.3-3.4
Materials:
strips of paper, fraction bars, activity cards
1. Drill: Naming fractional parts
E.g. 50 pupils in a class
1. 30 are boys (30/50)
2. 20 are girls (20/50)
3. 15 girls have shoes (15/20)
4. 7 pupils are absent (7/50)

5. 43 pupils are absent (43/50)
2. Review:
What bigger number can divide equally the given pair of number.
a. 5
b. 14
c. 16
10
42
24
3. Motivation:
Find a partner. Look for a body parts which come in pairs. Does each pair have the same
function? Discuss the functions? What do you think will happen of one of the pair will be damage? How
will you take care of your body parts so they can function well?
1. Presentation
Activity: Working by learning team.
Give activity card for each group to work on.
1) 1 = _
2) 16 = 2
3) 2 = 4
4) 100 = _
3 6
3
5
1000 10
2. Fixing Skills: Solve for the missing term
1) 2 = _
2) 6 = __
3) 5 = 25
3 9
7 28
9
4) _ = 63
9 81
5) __ = 3
12 6
5) 40 = 16
20
3. Generalization
How do we solve for the missing term in an equivalent fraction?
IV. EVALUATION
Solve for the missing term
1) 2 = _
2) 40 = 4
4 8
50
3) 9 = 3
4
4) 1 = 9
2
5) _ = 20
5 25
V. ASSIGNMENT
Use the number in the box to write an equivalent fractions. You can use a number more than once.
8
4
1. 3/12
14
2. 2/6
3. 6/12
4. 6/7
5. 4/8
MATHEMATICS VI
Date: ___________
Reduce fractions to lowest terms
Value: Sharing a fraction of a time to help
Skill: Reduce fractions to lowest terms
Reference:
BEC-PELC II G-5
Materials:
flashcards
1. Drill: Finding Equivalent Fractions
Activity Partner Hunting
a. Teacher prepare on small cards 2 sets of fractions that are equivalent
b. Divide the class into two teams with 10 players each. A player in the team is given a
fraction card.
c. At the signal Go, each player in the team looks for a fractional equivalent to what
he/she is holding from among his/her teammates.
d. The first team to finish partner-hunting falls in line with their partners
e. The team with the higher score wins.
2. Review: Solving the missing term in a pair of equivalent fractions
3=n
_ = 20
4 = 24
5=_
4 16
5 25
3
6 30
1. Presentation
Look at this fraction.
12 ( 1, 2, 3, 6, 12 )
15 ( 1, 2, 3, 6, 12 )
a.
b.
c.
d.
What are the fractions fo 12? ( 1 x 12, 3 x 4, 6 x 2)

What are the factors of 15? ( 1 x 15, 3 x 15 )
What is the largest number that is a factor of 12 and also a factor of 15? (3)
Divide the numerator and the denominator by the GCF 3.
12 3 4
15 3
5
2. Practice Exercises:
List the factor of the numerator and the denominator. Encircle the greatest common factor.
1. 8 ( 1, 2, 4, 8)
9 ( 1, 2, 3 , 4 , 6, 12)
2. 2/4
3. 3/9
4. 5/9
5. 9/16
3. Generalization
When is a fraction is lowest terms? How do you reduce fraction to lowest terms?
IV. EVALUATION
Determine whether the fraction is in lowest terms. Write Yes or No.
1. 3/5
2. 2/6
3. 4/10
4. 5/12
5. 21/28
V. ASSIGNMENT
Write each fraction in lowest terms.
1. 9/12
2. 24/32
3. 25/65
5. 10/16
4. 4/10
MATHEMATICS VI
Date: ___________
Change mixed numbers to improper fractions and vice-versa
Value: Helpfulness
Skill: Changing mixed numbers to improper fractions and vice-versa
Reference:
BEC-PELC II G.6
Materials:
Math Textbooks, real objects, drawing, flashcards
Strategy: Tapping Game Reducing fraction to lowest term
1. Teachers prepares on flashcards with fractions to be changed to lowest terms.
2. The class is divided into 2 groups. The first player for each group stays in front.
3. The first player is determined by a toss coin.
4. The teacher raises a flashcard and the first player gives the lowest term of the fraction.
5. A correct answer will earn a point for the group. The group that scores more wins.
2. Review: Use flashcards. Give the missing term
1. 3 = 1
2. 20 = 10
3. 1 = __
5
36
4
8
4. 4 = _
3 9
5. 9 = 3
12
1. Presentation
Strategy: Use a problem opener
1. How many flowers are there? How many groups of 3 are there? So we can also write it as
10/3 which is equal to 3
2. What part of the group is a flower?
3. How many groups are there?
4. What part of a group is the flower?
5. How many wholes are there? (3) What part of the group is the left over? (1)
6. How do you write a fraction for this? (3 )
7. How many 1/3 are there?
8. What fraction can you write for this?
2. Fixing Skills: Write an improper fraction for each mixed number
1. 2 1/6 = ( 2 x 6 ) + 1 = 13/6
4. 6 4/6
2. 3 2/4
5. 7
3. 5 2/8
3. Generalization
How is improper fractions changed to mixed number? How is mixed change to improper
fractions?
IV. EVALUATION
Write as a mixed number.
1. 9/5
2. 10/3
3. 7/3
4. 13/4
5. 15/2
V. ASSIGNMENT
Express fraction in lowest term
1. 54/8
2. 40/12
3. 57/8
4. 38/4
5. 37/9
MATHEMATICS VI
Date: ___________
Estimate fractions close to 0, 1/2 , 1
Value: Respectfulness and Helpfulness
Skill: Estimate fractions close to 0, 1/2 , 1
Reference:
PELC II G.7
Materials:
flashcards, strips of paper, numberline
1. Drill: Identifying fractional parts.
2. Review: Rounding Numbers using flashcards

a. P0.21 b. P0.89 c. P3.75
d. P2.36
3. Motivation:
Have you ever help an elderly person carry her heavy load? For example a woman coming from
the market with 3 bags of groceries? Will it lighten the load if you help her carry 2 bags for her? How
does it feel to help a person?
1. Presentation
Activity:
Game Where do you belong
1. Teacher prepares fractions on flashcards.
She divides the board in 3 parts and write
0
1
2. Any number of players
3. Teacher holds up a fraction.
4. The players estimate if the fraction is close 0, , or 1.
5. The player goes to where the fraction is close to. If his estimation is wrong he gets out of
the game.
6. The player/s who stay in the game win.
2. Fixing Skills: State whether the fraction is close to 0, , 1.
a. 3/5
b. 2/3
c. 1/5
d. 5/7
e. 5/11
3. Generalization
What is the reference point to estimate fractions close to 0, or 1?
IV. EVALUATION
Indicate if the fraction is close to 0, , 1.
1. 1
2. 6
3. 2
7
8
16
4. 4
5
V. ASSIGNMENT
Use numberline to estimate the fractions close to 0, , 1.
1. 7
2. 2
3. 3
4. 9
8
2
5
12
5. 1
3
5. 2
14
MATHEMATICS VI
Date: ___________
Find the least common denominator (LCD) of a set of fraction
Value: Fairness
Skill: Find the least common denominator (LCD) of a set of fraction
Reference:
BEC-PELC II G.8
Materials:
flashcards, show me board
1. Activity Individual Work using Show Me Board. Give the LCM orally.
a. 6 and 7
b. 4 and 12
c. 6 and 8
d. 4 and 12
1. Presentation
Activity: Find the LCD of , , 1/6.
1. What are the denominators?
2. Get the multiples of each denominator.
3. What smallest number can be found in the list? (12)
a. 2/5
b. 1/6 3/8
c. 4/7
2. Fixing Skills: Find the LCD
a. , 5/6
b. 5/6, 6/7, 3/4
c. 2/8, 5/16, 3/18
d.
e. 9 and 18
4/7
d. 1/3, 1/5, 3/6
3. Generalization
What are the methods of finding LCD?
IV. EVALUATION
Find the LCD
1. 5/9,
2. , 7/8
V. ASSIGNMENT
Find the LCD
1. 3/6, 5/18, 2/3
2. 4/9, 2/6, 2/3
3. , 2/3
3. 2/6, 1/3,
4. 2/3, 1/5, 5/6
4. 4/9, 1/6
5. 2/3, 1/7
5. 4/5, , 3/4
6. MATHEMATICS VI
7. Date: ___________
8.
9. I.
LEARNING OBJECTIVES
10. Order fractions in simple and mixed forms in ascending or descending order using different
methods
11.
12. Value: Confidence
13.
14. II.
LEARNING CONTENT
15. Skill:
Order fractions in simple and mixed forms in ascending or descending order using
different methods
16. Reference: BEC-PELC II. G.10
17.
18. Materials: strips of paper, activity cards, flashcards, drawings
19.
20. III.
LEARNING EXPERIENCE
21.
22.
23.
Change the following fractions to lowest term.
24.
a. 2/4
b. 6/15
c. 10/18
d. 21/36
e.
18/24
25.
2. Motivation:
26.
How do you usually arrange name of pupils in a record? Why do we usually do it? How
about numbers, how do we usually write it? Why? Can we also write the reserve way?
27.
28. B. Developmental Activities
29.
1. Presentation
30.
a. Activity: Small Group Activity
31. Sample Activity Cards. Order from greatest to least. 5 7/8, 5 5/6, 5
32. Exercise 1: Order the fractions from least to greatest.
33.
1. 2/3, 2/9, 2/7, 2/5
2. , 1/8, , 1/3
3. 5/7, 5/6, 5/12, 5/9
34. Exercise 2: Order the fractions from greatest to least.
35.
1. 1/9, 13/14, 4/9
2. , 5/8, 2/5
3. 4/5, 4/7,
36.
b. Make a report on the work of each group.
c.
Discuss.
37.
d. Guide the pupils for some learning insights.
38.
39.
2. Fixing Skills: Order the fraction in descending order:
40.
a. 6 , 6 2/3, 7 1/10, 5 2/3
b. 12 7/11, 12 , 13 1/11
c. 1 2/6, 1 3/6,
1 4/6
41.
42.
3. Generalization
43.
What are the different ways of ordering fractions? What should be the basis in ordering
fractions in ascending orders? Descending order?
44.
45. IV.
EVALUATION
46.
Arrange the fractions in ascending order
47.
1. 2/5,
49.
3. ,
51.
5. 8
1/3, 4/8
2/3, 5/9
1/8, 2 1/8, 6 1/8
48.
2. 5/8,
50.
4. 8 ,
, 2/3
5 2/5, 7
52.
53. V.
ASSIGNMENT
54.
Arrange the fractions in descending order.
1. 4/12, 4/9, 4/10, 4/7
3. 2/3, 5/6, 4/9
2. , 1/5, 1/10
4. 4/5, , 7/10
5. 5/6, 7/8, 13/6
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Date: ___________
I.
LEARNING OBJECTIVES
Solve mentally word problems involving fractions
Value: Wise use of time
II.
LEARNING CONTENT
Skill:
Solving mentally word problems involving fractions
Reference: BEC-PELC G. II, 11.1
Materials: Math Textbook
III.
1.
a.
b.
c.
25.
26.
27.
28.
LEARNING EXPERIENCE
Mental Computation
Game - Who are you
Form 4 team with equal members
Teacher flashes cards for pupils to answer.
The first pupil tries to answer the question or condition flashed. Each member takes turns
to satisfy the condition. The team with the most correct answers is declared the winner.
2. Review: Check up of assignment

Reduce the following to lowest term:
a. 2/4
b. 6/8
c. 10/15
d. 10/6
e.
15/30
29.
2. Motivation:
30.
31.
33.
1. Presentation
34.
35.
Lito spends 1 hours gardening and 1 hours cleaning the yard on Saturday and Sunday.
How many hours of the day does he spend profitably?
36.
a. What are the things you must look into the problem before solving it?
37.
b. What is asked in the problem?
38.
c. What facts are given?
39.
d. Can you solve the problem mentally? Reduce your answer to lowest term.
40.
e. What profitable things does Lito do on weekends?
41.
42.
2. Fixing Skills: Write your answer on your Show Me Board
43.
1. My sum is 5/6. What fraction could we be?
44.
2. I am a whole number and a fraction. What am I?
45. 3. I am dividend into 12 equal parts. You take 9 parts out of me. What names can you give me?
46. 4. What my total and 6/8. Simplify my name?
47. 5. I am the number 1. Name me as a fraction. How many names can you give me?
48.
49.
3. Generalization
50.
How do you solve problem mentally?
51.
52. IV.
EVALUATION
53. 1.
Father had 40 4/8 meters of wire. He used 10 2/8 meters to fence his rectangular
garden. How much wire was left?
54. 2.
The first swimmer to reach the finish line was timed 58 4/10 seconds while the last
swimmer was 64 8/10 seconds. What was the difference in time?
55. 3.
The first set of a volleyball game was finished 45 7/10 minutes. The second set was
finished in 35 5/10 minutes. How much longer did it take to finish the first set than the second
set?
56.
57. V.
ASSIGNMENT
58.
Make 5 word problems in fractions that can be solved mentally.
59. MATHEMATICS VI
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
Date: ___________
I.
LEARNING OBJECTIVES
Visualize addition and subtraction of fractions.
Value: Being physically fit
II.
LEARNING CONTENT
Skill:
Visualizing addition and subtraction of fractions
Reference: BEC-PELC II. H.1
Materials: strips of paper, fractions chart, cutouts
III.
LEARNING EXPERIENCE
1. Mental Computation Group Activity:
Wheres My Other Pair?
Match the slippers below with its pair on the box so that the fraction written on it is in its
lowest terms.
2. Review: Check up of assignment
3. Motivation:
Give each group sets of fractions written on flashcards. Let them group each set to
similar or dissimilar fractions.
Examples: , , 5/7 , 3/5, 4/7
3/8, 1/8, 6/8
1. Presentation
Activity: Group Activity - Present a Word Problem
Jose jogs regularly. He jogged 1/5 km then he saw a friend. He jogged another 3/5 km then he
stopped for a while. How many kilometers have he jogged?
a. What does Jose do regularly?
b. What is asked in the problem?
c. What are the given facts?
d. What operation is needed to solve the problem?
e. What is the number sentence?
f. How can you solve the problem using your fraction chart
2. Practice Exercises: Show how to add.
a. 1/6 + 1/6
b. 1/3 + 1/3
c. + 1/4
d. +
3. Generalization
How do you visualized addition and subtraction of fractions
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98. IV.
99.
100.
101.
105.
106.
EVALUATION
Show the sum of:
1.
+ 2/4
2.
3/8 + 1/8
V. ASSIGNMENT
102.
3.
1+1
103.
+ 2/9
104.
4.
3/9 + 1/9
5.
3/4 +
107.
How many can you do mentally? Record your score.
1. 1/6 + 3/6 + 1/6
3. 4/15 3/15
2. 3/10 + 2/10 + 5/10
4. 1/9 + 5/9
5. 5/20 + 3/20 + 7/20
6. MATHEMATICS VI
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate in sum in simple and mixed forms
Value: Kindness to animals
II.
LEARNING CONTENT
Skill:
Estimating the sum in simple and mixed forms
Reference: BEC-PELC II H.2
Materials: flashcards
III.
LEARNING EXPERIENCE
Drill on Estimating Fractions Close to 0, or 1
Activity Where do I Belong?
Materials: 3 sets of 10 flashcards with fractions in simple and mixed forms; 3 cards each having
0, , 1
27. Mechanics:
1. Form 3 teams. Three pupils will be assigned to hold the cards, 0, 1/2 , or 1. They stand in
front of the class.
2. Distribute the 3 sets of cards to each team.
3. Ask the members of each team to line up on the post where their fraction belong.
4. The class will process the responses.
28.
29.
2. Motivation:
30.
31.
33.
1. Presentation
34.
Activity- Working In Pairs
35.
Complete each statement. Use each fraction in the circle once.
36.
1. 8/10 + ____ is about 2
37.
2. ___ + _____ is about 2
38.
3. ___ + 11/13 is close to 2
39.
4. ___ + ____ is about 1
40.
Have each pair of pupils work collaboratively to discover and identify the addends that will
result to the sum close to the given answers.
41.
42.
2. Fixing Skills: Estimate the sum.
43. a. 7/8 + 3/7
c. 6/7 + 8/9
e. 12/13 + 6/7
44. b. + 4/5 + 1 7/8
d. + 11/12
45.
46.
3. Generalization
47.
How do you estimate the sum of fractions in simple and mixed forms?
48.
49.
50. IV.
EVALUATION
51.
Estimate the sum.
52.
1. +
54.
3. 3/20
15/16 =
+ 5/9 =
53.
2. 3/5 +
55.
4. 6
9/10 =
1/10 + 7 =
57.
58. V.
ASSIGNMENT
59.
Estimate the sum
1. 4/9 + 5/8 + 35
2. 4 7/9 + 5 2/10
3. 8/15 + 9/10
4. 6 5/9 + 2 7/9
5. 3 1/8 + 10 3/5 + 9 9/10 + 12 6/6
60.
61.
62.
63.
64.
56.
5. 6
11/12 + 8 1/8 =
65. MATHEMATICS VI
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
Date: ___________
I.
LEARNING OBJECTIVES
Estimate difference of fractions in simple and mixed forms.
Value: Thoughtfulness
II.
LEARNING CONTENT
Skill:
Estimate difference of fractions in simple and mixed forms.
Reference: BEC-PELC II.H.2
Materials: flashcards with fractions in simple and mixed forms
III.
LEARNING EXPERIENCE
1. Drill Mental Computation
Estimating Fraction Close to 0, , 1
Activity - Fishing
Materials: 3 sets of 8 flashcards with fractions in simple and mixed forms which are color coded
(4 colors)
86.
3 big cards each having 0, , 1
87. Mechanics:
1. From 3 teams. Each leader of the team gets 1 of the 3 big having 0, , 1.
2. Have each member of the team get a card fastened on the board that will be close to the
figure (0, , 1) printed on the big card.
3. The class will process the answer of each team.
88.
89.
2. Review:
Estimate the sum to the nearest whole number
90.
a. 5/12 + 10/18 b. 1/3 + 1/12
c. 14/15 + 1/20
d. 7/9 + 1/18
91.
92.
3. Motivation:
93.
Do you ever have the experience of measuring a ribbon? For a bow tie?
94.
Who have seen the bow and tie of a ribbon?
95.
97.
1. Presentation
98.
Activity: Tie a Ribbon
99.
Roda has 2 9/10 m of ribbon to tie a gift for mothers birthday. If she cuts 7/8 m to tie he pig
tails, about how long will be left for the birthday gift?
100.
1. Answer the questions:
101.
a. Who has 2 9/10 m of ribbon?
102.
b. Why does Rhoda have to put ribbon on the gift?
103.
c. Why did Rhoda cut 7/8 m from the 2 9/10m?
104.
2. Lead the pairs of pupils to analyze and solve the problem.
105.
a. Help them see what happened when Rhoda cut 7/8m form 2 9/10m?
106.
b. Let them think aloud such as:
107.
2 9/10 7/8 =
108.
3 1 = 2, close to 2 m
109.
110.
2. Fixing Skills: Estimate the difference
111.
a. 6 4/9 7/8 =
b. 7/8 - =
c. 1 - 9/12 =
1/6 2
112.
113.
3. Generalization
114.
How do you estimate the difference of fractions in simple and mixed forms?
115.
116.
IV. EVALUATION
117.
Estimate the difference.
118.
1. 6
120.
3.
122.
-3=
1 3/8
119.
2.
7/9 =
6/7 =
14 /15
121.
4.
1/8 =
5 7/9
1/6 =
d. 3
5.
4 1/3
123.
124.
V. ASSIGNMENT
125.
Choose the fractions/mixed forms in the rectangle to complete the equations to have
estimated difference.
2 9/10
2/9
1. - 6 8/9 = 0
2. 5 1/9 - = 2
3 8/9
3. - 4/5 = 1
4. 6 8/9 - = 5
8
7
5. - 10/12 = 3
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.
140.
141.
142.
143.
144.
145.
146.
147.
148.
149.
150.
151.
152.
153.
154.
155.
156.
1/16
157.
158.
SCIENCE VI
159.
160.
Date: ____________
161.
162.
I.
Objective:
Identify common household materials

163.
164.
Values: Appreciation of household materials Draw neatly and accurately Cooperation
165.
166.
II.
Subject Matter:
167.
Unit Materials
168.
Topic Household Materials
169.
170.
A.
Science Concepts/Ideas:
171.
Household materials found at home are pesticides, insecticides soap, paint, solvent, synthetic, plastic,
food condiments, additives, etc.
172.
173.
B. Processes:
174.Observing, Describing, Inferring and Classifying
175.
176.
C.
Materials:
177.
Actual household materials, pictures
178.
179.
References:
180.
Science and Health V, Coronel and Coronel p. 114
181.
182.
III.
Procedure:
183.
A.
Preparatory Activity:
184.
1.
Review:
185.
What is matter? What are the three (3) states of matter? Give examples.
186.
187.
B.
Developmental Activities:
188.
1. Motivation:
189.
Do you use soap in taking a bath? How about pesticides to eliminate pest at home? Do you want to find
out common household materials?
190.
191.
2. Presentation:
192.
a.
Activities:
193.
1.
Show different advertisements or actual commonly used at home. pictures,
advertisements or actual materials commonly used at home.
194.
2.
Identify and describe the picture, advertisements or actual materials.
195.
3.
Classify the pictures, advertisements or actual materials into pesticides, soap, additives,
preservatives food condiment, paint, plastic synthetic, insecticides and solvent.
196.
4.
Read the examples under the different household materials.
197.
5.
Draw three (3) household materials
198.
6.
Let the pupils display their drawings.
199.
7.
Allow the pupils to tell something about their drawings.
200.
201.
202.
What are the household materials commonly used at home?
203.
4. Application:
204.
You have identified the household materials, would these materials allow you to enjoy a comfortable way
of life? How?
205.
206.
IV.
Evaluation:
207.
Write ten (10) common household materials used at home.
208.
209.
V.
Assignment:
210.
Cut pictures or advertisement showing household materials used at home. Classify them as to pesticides,
insecticides, soap, paint, additives, food condiment, plastic, synthetic, and solvent.
211.
212.
213.
214.
215.
216.
217.
218.
219.
220.
221.
222.
223.
224.
225.
226.
227.
228.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.
239.
240.
241.
242.
243.
244.
245.
246.
247.
248.
249.
250.
251.
252.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how insecticides and pesticides are used
Values: Handling materials with care
253.
254.
255.
256.
II.
Subject Matter:
Insecticides and Pesticides
A.
Insecticide is a chemical poison used to kill harmful insects at home, such as cockroaches and
mosquitoes. It is applied with the use of spray guns and aerosol bombs.
There are three basic types of insecticides, namely: phosphates (malathion), carbomates, and DDT
( dichlorodiphenyltrichlorothane)
Pesticide is a poison used in farms to effectively control pests such as stemborers. The use of
pesticide improves the yield of crops such as rice, corn, and sugarcane.
Pesticide is grouped into three, namely: herbicide, insecticide, and fungicide. Herbicide kills harmful
weeds. Insecticides destroy harmful insects in plants. Fungicide destroys fungi.
257.
258.
B. Processes:
259.
Describing, Comparing, Communicating
260.
261.
C.
Materials:
262.
Empty containers of insecticide and pesticide; articles about insecticide pesticide
263.
264.
References:
265.
Into the Future: Science and Health 6, p. 115;
266.
Science and Health 6 by J.A. Villegas, pp. 102-103
267.
268.
III.
Procedure:
269.
A.
270.
1.
271.
What are the materials in the kitchen?
272.
How are these materials used?
273.
How do these materials affect us?
274.
275.
B.
276.
1. Motivation:
277.
How do you get rid of insects like mosquitoes and cockroaches at home? How do farmers make their crop
grow healthy?
278.
279.
2. Presentation:
280.
Activity:
281.
a.
Present the kinds of insecticides and pesticides (real or pictures).
282.
b.
Describing how these materials are used.
283.
c.
Identifying the people who use them.
284.
285.
286.
Analysis/ Discussion:
287.
Do you use insecticide at home? What kind of insecticide do you sue? Is there any harmful effect that you
observe when using it? Who use pesticide? Where do they use it? What does pesticide do with the crops? Is there
any harmful effect in the use of pesticide?
288.
289.
290.
What is insecticide? How is it used? What is pesticide? How is it used?
291.
292.
4. Application:
293.
Mang Berto noticed that the new leaves of his mango trees are falling and the santol leaves have black
spots on them. What should he do to protect his trees?
294.
295.
IV.
Evaluation:
296.
c.
d.
297.
298.
299.
300.
Why are pesticides used by farmers? Give at least two reasons

Why is insecticide used at home? Give at lease two reasons.
c.
Name the brands of commonly used insecticides and pesticides.
V.
Assignment:
Interview a farmer. Ask him what is the best pesticide for him and why he uses it.
301.
302.
303.
304.
305.
306.
307.
308.
309.
310.
311.
312.
313.
314.
315.
316.
317.
318.
319.
320.
321.
322.
323.
324.
325.
326.
327.
328.
329.
330.
331.
332.
333.
334.
335.
336.
337.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how soap is used.
Values: Cleanliness and sanitation
II.
Soap
Subject Matter:
A.
Another familiar product commonly found in the kitchen and bathroom is soap.
Toilet and laundry soaps are cleaning agents made of sodium salts, vegetable or animal fats, and
other chemicals.
Bar and liquid soaps are used for cleaning the face and the body. Some soaps contain chemicals
called germicides. These substances kill germs on the skin.
Powdered soap or detergents are commonly used for dishwashing or laundering. They cause
materials to get wet easily. They dissolve dirt and oil. Some detergents contain enzymes that easily
remove oil and stain from the soiled clothes.

Scouring powder is used to clean kitchen tiles, bathroom walls, and floors. It is made silica, limestone
and bleach. Bleach is used as a disinfectant and deodorizer or as a whitening agent.
338.
339.
B. Processes:
340.
341.
342.
C.
Materials:
343.
Empty packs of soap, detergents, liquid soap, etc.
344.
345.
References:
346.
Into the Future: Science and Health, pp. 114-115
347.
348.
III.
Procedure:
349.
A.
350.
1.
351.
Why must pesticides be handled with care? Perform activity.
352.
353.
B.
354.
1. Motivation:
355.
What soap do you use? What detergent soap does mother use in washing clothes? What about
dishwashing?
356.
357.
2. Presentation:
358.
Activity:
359.
a.
Group the children
c. Each group will list down soap use at home and how each is used.
e. The group reports to the class the result of the work.
360.
361.
Discussion/Analysis
362.
What soap is used to wash clothes? For dish washing? Cleaning? Bathing?
363.
364.
365.
366.
What is soap? What are the types of soap? How is each type of soap used?
367.
368.
4. Application:
369.
What is the best soap for cleaning the face and the body? Why do you consider is the best?
370.
371.
IV.
Evaluation:
372.
Describe how each of the following soap is used.
373.
1.
Scouring powder
374.
2.
Bar/liquid soap
375.
3.
Detergent soap
376.
377.
V.
Assignment:
378.
Find out what soaps is preferred by most people in your community. Why is it so?
379.
380.
381.
382.
383.
384.
385.
386.
387.
388.
389.
390.
391.
392.
393.
394.
395.
396.
397.
398.
399.
400.
401.
402.
403.
404.
405.
406.
407.
408.
409.
410.
411.
412.
413.
414.
415.
416.
417.
418.
419.
420.
421.
422.
423.
424.
425.
426.
427.
428.
429.
430.
431.
432.
433.
434.
435.
SCIENCE VI
Date: ____________
I.
Objective:
Describe the paints and solvents are used
Values: Care in handling materials
II.
Subject Matter:
Paints and solvents
A.
Paints protect and decorate homes, buildings, and furnitures. Turpentine and thinner are solvents
commonly used in paints. They make the paints less viscous 50 they are easy to apply.
B. Processes:
C.
Pictures of paints, solvents
Materials:
References:
Into the Future: Science and Health 6, p.116
III.
1.
Procedure:
A.
What brand of soap do you use for cleaning your face and body? Why?
B.
1. Motivation:
436.
Which house looks beautiful?
437.
What makes it beautiful?
438.
Is your house painted too?
439.
440.
2. Presentation:
441.
Activity:
442.
a.
Reading the components of paints from the labels of Boysen, Wellcoat, Dutch Boy, and other
paints. Do the same with solvents like turpentine/thinner.
443.
444.
445.
What do you think is the best paint?
446.
Why do you say so?
447.
What is added to paint for easy application?
448.
449.
450.
What is paint made of? How about solvent? What is paint for? How is solvent used?
451.
452.
453.
4. Application:
454.
How is a nail polish removed? What is acetone? Why should iron be painted? Why should galvanized
roof be painted?
455.
456.
IV.
Evaluation:
457.
5. What is a solvent? Give examples.
6. How is solvent used?
7. What is paint? What is it made of?
8. How is paint made of?
458.
459.
V.
Assignment:
460.
Interview construction workers. Ask them the best paint for building
461.
462.
463.
464.
465.
466.
467.
468.
469.
470.
471.
472.
473.
474.
475.
476.
477.
478.
479.
480.
481.
482.
483.
484.
485.
486.
487.
488.
489.
490.
491.
492.
493.
494.
495.
496.
497.
498.
499.
500.
501.
502.
503.
SCIENCE VI
Date: ____________
I.
Objective:
Describe plastic and its uses
Values: Appreciating materials around
II.
Subject Matter:
Plastic
A.
Plastics are complex organic compounds that can be formed or molded by heat and pressure into a
variety of shapes, colors, textures, hardness, durability, and elasticity.
They are usually lightweight and resistant to environmental corrosion. They are good insulators for
heat and electricity.
Plastics now take the place of wood and metals in furniture making, building construction, and parts
of appliances, cars, and other household items. Plastic is also an excellent substitute for paper and
glass as containers and chassis.
504.
505.
B. Processes:
506.
507.
508.
C.
Materials:
509.
Things made of plastic
510.
511.
References:
512.
Teacher's Module in Science and Health 6 by: J.A. Villegas, pp.96-97
513.
514.
III.
Procedure:
515.
A.
516.
1.
517.
Give your reasons why paints are useful materials at home.
518.
519.
B.
520.
1. Motivation:
521.
Name things in the room made of plastic.
522.
523.
2. Presentation:
524.
Activity: Activity 14
525.
526.
What is the color of the polymer with catalyst?
How does the color change when the hardener is added to the polymer?
What reaction takes place while the mixture is setting?
What happens to the mixture when the solvent evaporates?
What can you infer from this observation?
527.
528.
529.
How are plastics made? How are plastic used?
530.
531.
4. Application:
532.
What characteristics has a plastic to become an ideal materials at home?
533.
534.
IV.
Evaluation:
535.
List down materials made of plastic.
536.
537.
V.
Assignment:
538.
Name some methods used to mold the plastic.
539.
540.
541.
542.
543.
544.
545.
546.
547.
548.
549.
550.
551.
552.
553.
554.
555.
556.
557.
558.
559.
560.
561.
562.
563.
564.
565.
566.
567.
568.
569.
570.
571.
572.
573.
574.
575.
577.
578.
579.
580.
581.
582.
583.
584.
585.
586.
587.
588.
589.
590.
591.
576.
SCIENCE VI
Date: ____________
I.
Objective:
Identify materials improved by technology
Values: Observe silence when inside the library.
Cooperate with the members of the group.
Listen attentively to the reporter.
II.
Unit
Topic
Subject Matter:
Materials
Materials Improved by Technology
A.
Materials improved by technology are soap, glass, detergent, food arid food condiments, (pesticides,
insecticides), synthetic, and fabrics.
592.
593.
B. Processes:
594.
Observing and Identifying
595.
596.
C.
Materials:
597.
Pictures, advertisements of improved materials
598.
599.
References:
600.
Science for Active Learning VI, pp. 165-167
601.
Science and Health VI by: Coronel, pp. 121-122
602.
603.
604.
III.
Procedure:
605.
A.
606.
1.
Review:
607.
What are the warning signal/precautions in product levels?
608.
609.
B.
610.
1. Motivation:
611.
Do you enjoy the comforts and convenience of modern life? Why? Do you?
612.
613.
2. Presentation:
614.
Activities:
615.
1.
Ask the pupils to give the meaning of technology. Give examples in order to understand better.
616.
2.
Divide the class into five (5) groups.
617.
3.
Let the pupils research on the different materials improve by technology in the library.
618.
4. Have them answer the following questions:
619.
a.
What do you have on your body which are products of technology?
620.
b.
What are the foods we eat for breakfast or supper which are products of technology?
621.
c.
What do you use to clean your body which .are products of technology?
622.
d. What do you use in cleaning your house which are products of technology?
623.
e. What products of technology have made your life more comfortable?
624.
f.
What products of technology help eliminate pest?
625.
g. Give example of plastics which are materials improved by technology.
626.
627.
5. Group Reporting
628.
629.
630.
What are the materials improved by technology.
631.
632.
4. Application:
633.
Did you know that there are two (2) types of plastic-thermosets and thermoplastic which do not
melt easily. Kevler fibers are stronger than steel but are much lighter. Where are they used?
634.
635.
IV.
Evaluation:
636.
What are some products of technology in the following aspects?
5. Personal use 6. Health and Comfort7. Cleanliness of surroundings 8. Transportation - +
637.
638.
V.
Assignment:
639.
Cut pictures of materials improved by technology.
640.
641.
642.
643.
644.
645.
646.
647.
648.
649.
650.
651.
652.
653.
654.
655.
656.
657.
658.
659.
660.
661.
662.
663.
664.
SCIENCE VI
665.
666.
Date: ____________
667.
668.
I.
Objective:
Describe the improvement done by technology on the materials

669.
670.
Values: Appreciate of high technology materials around. Working harmoniously with the
group.
671.
672.
II.
Subject Matter:
673.
Unit Materials
674.
Topic Materials Improved by Technology
675.
676.
A.
Technology produces better and more useful materials for our homes.
677.
678.
B. Processes:
679.
Observing and Describing
680.
681.
C.
Materials:
682.
Heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and
Teflon pan.
683.
684.
References:
685.
Into the future: Science and Health VI
686.
687.
III.
Procedure:
688.
A.
689.
1.
Review:
690.
What are the materials that have been improved because of technology?
691.
692.
B.
693.
1. Motivation:
694.
How does technology improved the quality of materials? Lets find out.
695.
696.
2. Presentation:
697.
Present a heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan
and Teflon pan.
698.
699.
700.
What does technology produces? How did the improvement help people?
701.
702.
4. Application:
703.
Banking transactions now a days are facilitated through the use of automated teller machine
(ATM) and the ATM card. What kind of technology was used to develop this new way of transacting
business with banks.
704.
705.
IV.
Evaluation:
706.
707.
708.
709.
Column A
Column B
710.
________ 1.
Plastics
a. Stainless steel
711.
________ 2.
Unbreakable glass
b. Rayon synthetic fabric
712.
________ 3.
Iron
c. Heat resistant and laminated glass
713.
________ 4.
Fabrics
d. Rope from abaca
714.
715.
V.
Assignment:
716.
List down some materials/cooking gadgets at home that have been improved by
technology.
717.
718.
719.
720.
721.
722.
723.
724.
725.
726.
727.
728.
729.
730.
731.
732.
733.
734.
735.
736.
737.
738.
739.
740.
741.
742.
743.
744.
745.
746.
747.
748.
749.
750.
751.
752.
SCIENCE VI
753.
754.
Date: ____________
755.
756.
I.
Objective:
757.
758.
Values: Safety precautions in handling harmful materials
759.
760.
II.
Subject Matter:
761.
Unit Materials
762.
Topic Proper Handling of Harmful Materials
763.
764.
A.
Harmful materials should be handled with care. Safely precautions should be observed
765.
766.
767.
Experimenting and Observing
768.
769.
C.
Materials:
770.
771.
Activity 1
772.
Muriatic acid, bromothymol blue, concrete block, iron object, test tubes, plastic cups, one (1) ml.
disposable syringe.
773.
774.
Activity 8
775.
Liquid sosa or lye, aluminum foil, plate, sand greasy or oily glass bottle, painted wood, linoliver,
bromothymol yellow, phenolphtein, plastic cup
776.
777.
778.
Activity 18
779.
Different pesticides
780.
781.
References:
782.
Science and Health by: Jessie A. Villegas pp.89,90, 103
783.
784.
III.
Procedure:
785.
A.
786.
1.
Review:
787.
What are the conditions when the effect of materials are harmful?
788.
789.
B.
790.
1. Motivation:
791.
Would you like to know how to handle harmful materials properly?
792.
793.
2. Presentation:
794.
a. Activities:
795.
1.
Divide the class into three (3) groups
796.
2.
Distribute Activity 1-8-18 respective to the group.
797.
3.
Give time to the group to read their activity sheet.
798.
4.
Give the materials stated in the activity.
799.
5.
Instruct the class to be careful in performing the activity.
800.
6.
Group reporting and discussion of experiments.
801.
802.
803.
How are harmful materials be handled? Why?
804.
805.
4. Application:
806.
Have you tried Muriatic acid in cleaning your bathroom and comfort room? Share what you have
experience when you used. Muriatic acid in cleaning. What did you do after using Muriatic acid?
807.
808.
IV.
Evaluation:
809.
Write check () if handled properly and cross ( x ) if not.
810.
_____ 1.
Read label properly.
811.
_____ 2.
Drink Muriatic acid and sosa.
812.
_____ 3.
Use harmful materials with care.
813.
_____ 4.
Safety precaution in handling pesticides should be ignored.
814.
_____ 5.
Store harmful materials properly.
815.
816.
V.
Assignment:
817.
1.
Bring to class advertisement picture of the following:
818.
a.
Chlorox
819.
b.
Domex
820.
c.
Greenex
3. Write what it can do and how it should be handled. Read labels.
821.
822.
823.
824.
825.
826.
827.
828.
829.
830.
831.
832.
833.
834.
835.
836.
837.
838.
839.
840.
841.
842.
843.
844.
845.
846.
847.
848.
849.
850.
851.
852.
853.
854.
855.
856.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the conditions when the effect of materials are harmful
Values: Be careful in handling materials. Working with the group harmoniously.
A void eating shellfish contaminated with red tide.
II.
Unit
Topic
Subject Matter:
Materials
Conditions when the Effects of Materials are Harmful
A.
Air and water pollution can cause harm to man, plants, animals and other materials acid rain, global
warming and destruction of the ozone layer are results of air pollution, red tides, continued use of
pesticides and dumping of garbage into the rivers and lakes all bring about water pollution.
857.
858.
859.
Observing, Describing, Inferring and Enumerating
860.
861.
C.
Materials:
862.
Diagram on about acid rain, picture of fertilizers and pesticides
863.
864.
References:
865.
Into the Future: Science and Health VI pp.126-130
866.
867.
III.
Procedure:
868.
A.
869.
1.
Review:
870.
What are the conditions when t effects of materials are beneficial?
871.
872.
B.
873.
1. Motivation:
874.
Not all materials are beneficial to us. If not used properly it will destroy our environment. Let's
find out how?
875.
876.
2. Presentation:
877.
a.
Activities:
878.
1.
Show a diagram on about acid rain and answer the question on page. 126
879.
2.
Let the pupils read orally textbook page 127 for verification of their answer.
880.
3.
Let the pupils read the text page 127 on about global warming and answer the following
questions:
881.
a.
What happens when forest fires occur?
882.
b.
What is these phenomenon called?
883.
c.
What is the result of greenhouse effect?
884.
c.
Why is global warming dangerous?
885.
886.
887.
888.
What are the conditions when the effects of materials are harmful?
889.
890.
4. Application:
891.
What advise will you give to a farmer if he uses chemical fertilizers, pesticides and weed killers?
892.
893.
IV.
Evaluation:
894.
895.
896.
897.
_____ 1.
Global warminga. contaminate water supply and corrode some materials.
898.
_____ 2.
Red Tide
b. causes dysfunction of ozone layer.
899.
_____ 3.
Cholorlouro-carbons c. causes aquatic plants and animals harm and destroyed.
900.
_____ 4.
Acid rain
d. causes the release of so much gaseous waste like CO 2 in
901.
the atmosphere
902.
_____ 5.
Pollution
e. causes paralysis or death when contaminated tahong is eaten
903.
904.
V.
Assignment:
905.
Find out how the excessive amount of carbon dioxide in the air maybe reduced, to stop or slow
down the unusual rise of air temperature leading to global warming.
906.
907.
908.
909.
910.
911.
912.
913.
914.
915.
916.
917.
918.
919.
920.
921.
922.
923.
924.
925.
926.
927.
928.
929.
930.
931.
932.
933.
934.
935.
936.
937.
938.
939.
940.
941.
942.
943.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the conditions when the effect of materials are beneficial.
Values: Carefulness in performing the activities. Cleanliness and neatness of ones body.
II.
Unit
Topic
Subject Matter:
Materials
Beneficial Effects of Materials
A.
Some conditions that have beneficial effects are fermentation, burning and heating.
Fermentation is the chemical reaction of food cause by the action of yeast and bacteria.
Combustion is the burning of materials that occurs through the simultaneous combination of fuel,
heat and oxygen.
944.
945.
946.
Identifying and Enumerating
947.
948.
C.
Materials:
949.
Clorex, all purpose flour cup white sugar, cup water, teaspoon salt, teaspoon oil, 1
teaspoon yeast, ,match stick
950.
951.
References:
952.
953.
954.
III.
Procedure:
955.
A.
956.
1.
Review:
957.
What are the improvements produce by technology on some of the materials use at home?
958.
959.
B.
960.
1. Motivation:
961.
Demonstrate the formation of bubbles using a basin of water and detergent. What was added to the
water to produce bubbles? Do you know some other reactions when materials are mixed together? Find out.
962.
963.
2. Presentation:
964.
Activities:
965.
1.
Group Work - Perform Activity 3-5, dough making page 123.
966.
2.
Point out that bleaching agents like chlorox helps whiten soiled clothes and removes
unwanted stains. Discuss that bleach product has antiseptic properties.
967.
3.
Discuss the effects of personal health products such as soap, toothpaste and shampoo.
968.
a.
Why is soap use to clean the body?
969.
b.
Why is toothpaste beneficial to man?
970.
c.
Why is shampoo good for the hair?
971.
972.
973.
974.
What are some beneficial effects of combining materials?
975.
976.
4. Application:
977. Pesticides and insecticides are dangerous materials but beneficial too. What beneficial effects can
pesticides and insecticides do.
978.
979.
IV.
Evaluation:
980.
Put a cross (x) beside the material which has beneficial effect.
981.
______ 1.
Toothpaste
982.
______ 2.
Making wine or vinegar
983.
______ 3.
Washing clothes without detergent soap
984.
______ 4.
Cooking food
985.
______ 5.
Making hollow blocks with water and cement
986.
987.
V.
Assignment:
988.
1.
How can you preserve fish and meat?
989.
2.
What are the materials to be use?
990.
3.
What are the beneficial effects of salt to fish and meat?
991.
4.
Cite other beneficial effects of materials.
992.
SCIENCE VI
993.
994.
Date: ____________
995.
996.
I.
Objective:
Observe safety precaution in storing materials

997.
998.
Values: Safety precautions in storing materials.
999.
Health consciousness. Orderliness and cleanliness.
1000.
1001.
II.
Subject Matter:
1002.
Unit Materials
1003.
Topic Safety Precaution in Storing Materials
1004.
1005.
A.
Certain safety precautions must be observed when storing materials that are harmful.
1006.
1007.
1008. Observing and Inferring
1009.
1010.
C.
Materials:
1011. Picture of well - ventilated cabinet, labeled with the word Medicine, Poisonous substances
1012.
1013. References:
1014. Into the Future: Science and Health VI, pp. 131-135
1015.
1016. III.
Procedure:
1017.
A.
1018. 1.
Review:
1019.
What are the harmful effects of materials at home?
1020.
1021.
B.
1022. 1. Motivation:
1023. Have you. heard from the radio and television or read from the newspaper, prints about the fire that
happened last August 18, 2001 at Manor Hotel? How many casualties are there? What is the reason behind? Do
you knew that improper storage of materials, there are accidents that happens. Do you want to share your
knowledge on how to store some of the materials at home?
1024.
1025. 2. Presentation:
1026. a.
Activities
1027.
1. Group the pupils and present a list on the proper storage of materials.
1028.
2. Let each group write short dialogue or skit on about proper storing of materials at home.
1029.
1030. 3. Concept Formation:
1031.
What safety measures/precautions must be observed in storing materials?
1032.
1033. 4. Application:
1034. You saw that your little brother was playing with the bottle of pesticides. What will you do and say?
1035. IV.
Evaluation:
1036. Check ()if the practices or safety precautions is proper. Cross ( x ) if the practices or safety precautions
is improper.
1037.
_______ 1.
Put all kinds of materials together in a plastic bag.
1038.
_______ 2.
Cover your nose when spraying insecticides.
1039.
_______ 3.
Always smell and taste materials before using them.
1040.
_______ 4.
Label containers to indicate what is inside.
1041.
_______ 5.
Wash hands thoroughly after using insecticides.
1042.
1043.
1044.
V.
Assignment:
Write five (5) safety precautions on storing materials at home.
1045.
1046.
1047.
1048.
1049.
1050.
1051.
1052.
1053.
1054.
1055.
1056.
1057.
1058.
1059.
1060.
1061.
1062.
1063.
1064.
1065.
1066.
1067.
1068.
1069.
1070.
1071.
1072.
1073.
1074.
1075.
1076.
1077.
1078.
1079.
1080.
1081.
1082.
1083.
1084.
1085.
1086.
1087.
1088.
1089.
SCIENCE VI
Date: ____________
I.
Objective:
Practice proper disposal of materials
Values: Observe proper disposal of materials
Recycling of discarded materials
Cleanliness and neatness
Show concerns to the environment.
II.
Subject Matter:
1090.
Unit Materials
1091.
Topic Proper Disposal of Waste
1092.
1093.
A.
Garbage segregation schemes and recycling are some easy of disposing wastes properly.
1094.
1095.
1096. Classifying and Describing
1097.
1098.
C.
Materials:
1099.
1100. References:
1101.
Into the Future: Science 'and Health V, pp; 130-139
1102.
Science and Health VI, p. 121
1103.
1104. III.
Procedure:
1105.
A.
1106. 1.
Review:
1107. What are the safety precaution in the storing materials?
1108.
1109.
B.
1111.
Waste
1112.
1113.
Environment
1114.
1115.
1116.
1117.
1118.
Reuse
Reduce
Recycle
1119.
1120.
1122. 1.
Introduce the word Biodegradable and Non-biodegradable.
1123.
2.
Classify the waste materials mentioned into biodegradable, and nonbiodegradable.
1124. 3. Discuss the proper waste disposal by showing the diagram above.
1125.
1126.
1128.
What are the proper ways to dispose waste materials?
1129.
1131. Do you dispose your garbage or waste materials properly? Do you practice cleanliness and recycling on
your waste - materials?
1132.
1133. IV.
Evaluation:
1134. Choose the letter of the correct answer:
1135. 1.
Items returned to the factory for recycling 1136.
a. metal cans and bottles
1137.
b. kitchen waste
1138.
c. animal waste
1139.
d. garden waste
1140. 2.
Biodegradable waste are waste that1141. a.
becomes stone
1142. b.
decompose
1143. c.
do not decay
1144. d.
all of the above
1145. 3.
Segregate waste into1146. a.
black and white
1147. b.
large and small
1148. c.
cold and hot
1149. d.
biodegradable and non-biodegradable
1150.
1151. V.
Assignment:
1152.
Dig a pit as you compost pit in your backyard. Segregate the waste into biodegradable and nonbiodegradable
1153.
1154.
1155.
1156.
1157.
1158.
1159.
1160.
1161.
1162.
1163.
1164.
1165.
1166.
1167.
1168.
1169.
1170.
1171.
1172.
1173.
1174.
1175.
1176.
1177.
1178.
1179.
1180.
1181.
1182.
1183.
SCIENCE VI
Date: ____________
I.
Objective:
Identifies the forms of energy
Values: Respect of the things around us
II.
Subject Matter:
Forms of Energy
A.
There are different forms of energy. They are classified as mechanical, chemical, electrical, heat,
light, and wind radiant, nuclear.
1184.
1185.
1186.
Identifying, describing, enumerating, observing
1187.
1188.
C.
Materials:
1189. Standing Models of Instrument, pictures
1190.
1191. References:
1192. Teacher's Module in Science and Health 6, pp. 39-40;
1193. Science and Health 6 by J.A. Villegas, p. 116
1194.
1195. III.
Procedure:
1196.
A.
1197. 1.
Review:
1198. You have learned the two kinds of energy, kinetic and potential. Which is the kinetic and which is the
potential energy in the, following?
1199. 1.
Water rushing downhill and carrying away rocks.
1200. 2.
Wind blowing and making trees away.
1201. 3.
Water stored in dams.
1202. 4.
A pencil on the table.
1203. 5.
A rock about to fall on the edge of a cliff.
1204.
1205.
B.
1207. What kind of energy do you use when you push or pull your pencil? What kind of energy do you use
when you drive a nail with a hammer?
1208.
1210. Activity:
1211. Show the children the different forms of energy using the different instruments. (mechanical, electrical,
light, heat, sound, etc.)
1212.
1214. Which is mechanical energy? Electrical energy? Chemical energy? Heat energy? Sound energy? Light
energy?
1215.
1217. What are the forms of energy? Where do we see these forms of energy?
1218.
1220. Energy is elsewhere. Who makes use of them? How do we use them?
1221.
1222.
1223. IV.
Evaluation:
1224. Identify the forms of energy shown in its picture. (Pictures of wind energy, electrical, chemical, light,
radiant)
1225.
1226. V.
Assignment:
1227.
Find out the forms of energy you have at home. Be ready to tell how you use 'each of them.
1228.
1229.
1230.
1231.
1232.
1233.
1234.
1235.
1236.
1237.
1238.
1239.
1240.
1241.
1242.
1243.
1244.
1245.
1246.
1247.
1248.
1249.
1250.
1251.
1252.
1253.
1254.
1255.
1256.
1257.
1258.
1259.
SCIENCE VI
1260.
1261.
Date: ____________
1262.
1263.
I.
Objective:
Describe chemical energy and its uses

1264.
1265.
Values: Change for the better, positive thinking
1266.
1267.
II.
Subject Matter:
1268.
Chemical Energy and its uses:
1269.
1270.
A.
1271. Chemical energy is the energy of matter due to its chemical composition, It has many uses.
1272.
1273.
1274. Observing, describing, inferring, identifying
1275.
1276.
C.
Materials:
1277. Match, pieces of paper, milk, hydrochloric acid teaspoon, illustration of photosynthesis
1278.
1279. References:
1280.
Teacher's Module in Science and Health 6, p. 39;
1281.
1282.
1283. III.
Procedure:
1284.
A.
1285. 1. Checking of Assignment/Review:
1286.
What form of energy does each of the following activities show?
1287.
a.
sweeping the yard
1288.
b.
cooking in the electric stove
1289.
c.
running dog
1290.
d.
fanning oneself
1291.
e.
rusting of iron
1292.
1293.
B.
1295. Picture study (a picture of a plant under the sun).
1296.
In what way does the sun help the 'plant? What can the plant do with the presence of sunlight?
1297.
1299.
Activity:
1300.
a.
Burn some pieces of paper with a match.
1301.
b.
Fill, one half of a test tube with dilute hydrochloric acid. Add a teaspoon of evaporated
milk.
1302.
1303.
1304.
1.
What changes do you see from the match stick and pieces of paper?
1305.
2.
What is the color of the burned materials?
1306.
3.
1307.
4.
What changes occur in the milk?
1308.
5.
1309.
6.
What changes in 'matter is related to these activities?
1310.
7.
What form of energy do these activities show? What materials are formed?
1311.
1313.
What is chemical energy? What things possess chemical energy? What are the uses of chemical
energy?
1314.
1316. Will you name things in the room that possess chemical energy?
1317.
1318. IV.
Evaluation:
1319. All of the following materials have a chemical energy except five. Give their uses.
1320.
1.
Water
1321.
2.
Air
1322.
3.
Wood
1323.
4.
Rock
1324.
5.
Soil
1325.
1326. V.
Assignment:
1327. List down examples of materials at home that possess chemical energy.
1328.
1329.
1330.
1331.
1332.
1333.
1334.
1335.
1336.
1337.
1338.
1339.
1340.
1341.
1342.
1343.
1344.
1345.
1346.
1347.
1348.
1349.
1350.
1351.
1352.
1353.
1354.
1355.
1356.
1357.
1358.
1359.
1360.
1361.
1362.
1363.
1364.
SCIENCE VI
Date: ____________
I.
Objective:
Values: Safety precautions in handling harmful materials
II.
Unit
Topic
Subject Matter:
Materials
Proper Handling of Harmful Materials
A.
Mechanical energy is the energy of a body in motion and a body capable of producing motion.
Mechanical energy is used to produce motion.
1365.
1366.
1367. Observing, identifying, describing
1368.
1369.
C.
Materials:
1370. Anemometer and windvane, marble, yoyo, ball
1371.
1372. References:
1373. Into the Future: Science and Health 6, pp. 151-153
1374.
1375. III.
Procedure:
1376.
A.
1377. 1.
Checking of Assignment/Review
1378. What materials at home possess chemical energy? How is water used? Metal? Acid? Air? Bacteria?
1379.
1380.
B.
1382. What form of energy has wind? What happens to the leaves of trees when there is wind? When do you fly
kite?
1383.
1385. Activity:
1386.
a.
Roll the marble on the loop-the-loop.
1387.
b.
Place the anemometer and the windvane near the window.
1388.
c.
Call some boys to play the top and the yoyo.
1389.
1390.
Analysis and discussion:
1391.
a. What happened to the marble when rolled on the loop-the-loop?
1392. b.
What happened to the anemometer and windvane when the wind blew?
1393. c.
What happened to the yoyo and the top when the boys played with it?
1394. d.
What energy has the yoyo? The marble? The top?
1395.
1396.
1397.
1399. What is mechanical energy? How is mechanical energy produced? How is it used?
1400.
1402. The human body produces mechanical energy from the nutrients he/she gets from food. A vehicle moves
because of its mechanical energy derived from the 'fuel. Can you give other examples.
1403.
1404. IV.
Evaluation:
1405.
Which of the objects demonstrate mechanical energy?
1406.
1.
Sunlight
6. Anemometer
1407.
2.
Drilling machine
7. A flying kite
1408.
3.
Television
8. A car in a garage
1409.
4.
Radio
9. A falling tree
1410.
5.
Fan
10. A flying bird
1411.
1412. V.
Assignment:
1413. Give 5 examples of how mechanical energy is used at home, in the school and in the office.
1414.
1415.
1416.
1417.
1418.
1419.
1420.
1421.
1422.
1423.
1424.
1425.
1426.
1427.
1428.
1429.
1430.
1431.
1432.
1433.
1434.
1435.
1436.
1437.
1438.
1439.
1440.
1441.
1442.
1443.
1444.
1445.
1446.
1447.
1448.
1449.
1450.
1451.
1452.
1453.
SCIENCE VI
Date: ____________
I.
Objective:
Describe how electrical energy is formed and used
Values: Handling materials with care
II.
Subject Matter:
Electrical Energy Formation and Uses
A.
Electrical energy is an energy derived from the flow of electrons from one body to another. Electrical
energy can run appliances and machines. It can also produce heat and light
1454.
1455.
1456. Observing, describing, identifying, inferring
1457.
1458.
C.
Materials:
1459. Battery, bulb, electric wire
1460.
1461. References:
1462. Teacher's Module in Science and Health 6 pp. 39 and 42
1464.
1465. III.
Procedure:
1466.
A.
1467. 1.
Checking of Assignment / Review:
1468.
1469.
B.
1471.
Give the children some toys to play with. How did you play with the walking doll? The jet plane?
The toy car? What makes the toys move?
1472.
1474. Activity:
1475. a.
Make the bulb light using the wire and the battery.
1476. b.
Draw a sketch of how you make the bulb light.
1477.
1478. Analysis and Discussion:
1479. a.
How did you make the bulb light?
1480. b.
What do you call the connection?
1481. c.
What is an electric circuit?
1482. d. What energy is produced?
1483.
1485. What is an electrical energy? How is it formed? What are its uses?
1486.
1487.
1488.
1490. Electrical energy is very useful. It is used at home, in school, in the offices, hospitals, factories and
everywhere.
1491.
1492. IV.
1493. 1.
1494.
1495.
1496. V.
1497.
Evaluation:
How is electrical energy derived? Draw a complete circuit.
2.
List down materials that make use of electrical energy.
Assignment:
Produce a material that make use of electrical energy
1498.
1499.
1500.
1501.
1502.
1503.
1504.
1505.
1506.
1507.
1508.
1509.
1510.
1511.
1512.
1513.
1514.
1515.
1516.
1517.
1518.
1519.
1520.
1521.
1522.
1523.
1524.
1525.
1526.
1527.
1528.
1529.
1530.
SCIENCE VI
1531.
1532.
Date: ____________
1533.
1534.
I.
Objective:
Describes radiant energy and how it is used.

1535.
1536.
Values: Carefulness, respect for others; cooperation
1537.
1538.
II.
Subject Matter:
1539. Radiant Energy - Its Form and Uses
1540.
1541.
A.
Radiant energy is the \ energy that radiates through space from a central source. The sun has a radiant
energy. It gives us heat and light which are forms of energy. Sound is another from of radiant energy.
Examples of materials that make use of radiant energy are radio, television, x-rays. I
Radiant energy is used to dry clothes, disinfect beddings, diagnose diseases or abnormalities in the
internal organs of the body and preserve fruits and vegetables.
1542.
1543.
1545.
1546.
C.
Materials:
1547.
Solar Collector Apparatus, radio, television.
1548.
1549. References:
1550. Module: Energy Transformation p. 43 Science and Health for Better Life Series p. 143;
1552.
1553. III.
Procedure:
1554.
A.
1555. 1.
1556.
Give materials that uses electrical energy. In what way is electrical energy useful?
1557.
1558.
B.
1560.
What does the -sun give us? Do you know how heat and light reach us?
1561.
1563. a.
Place the Solar Collector Apparatus under the sunlight. Observe results.
1564. b.
Turn on the television and watch.
1565.
1566. Analysis / Discussion:
1567. a.
How is the colored water in the manometer displaced?
1568.
b. What does this indicate?
1569.
c. How does the television and radio stations reach us?
1570.
1572. What is radiant energy? What are the forms of radiant energy? How is radiant energy used?
1573.
1575. Radiant energy is useful but" poses danger in some ways. How does the ultraviolet rays affect our health?
What are the advantages and - disadvantages of television sets to young children?
1576.
1577. IV.
Evaluation:
1578. Which of the following activities make use of radiant energy?
1579. 1.
Getting pictures
1580. 2.
Getting the x-ray of the lungs
1581. 3.
Riding in a elevator
1582. 4.
Sun bathing
1583. 5.
Using the telephone
1584. 6.
Watching television
1585. 7.
Lifting a box
1586. 8.
Listening over the radio
1587. 9.
Picture taking
1588. 10.
Driving a car
1589.
1590. V.
1591.
Assignment:
Give all forms of radiant energy.
1592.
1593.
1594.
1595.
1596.
1597.
1598.
1599.
1600.
1601.
1602.
1603.
1604.
1605.
1606.
1607.
1608.
1609.
1610.
1611.
1612.
1613.
1614.
1615.
1616.
1617.
SCIENCE VI
1618.
1619.
Date: ____________
1620.
1621.
I.
Objective:
Describe nuclear energy and its uses

1622.
1623.
Values: Nuclear energy can be harmful and dangerous if not harnessed carefully.
However, it can be beneficial to man.
1624.
1625.
II.
Subject Matter:
1626.
Nuclear Energy Formation and Uses
1627.
1628.
A.
Nuclear energy comes from their splitting or combining particles found in the nucleus.
Nuclear fission is the splitting apart of a nucleus.
Nuclear fusion is the combination of light nuclei to form a heavier nucleus.
Nuclear energy can be both helpful and harmful to man.
Nuclear energy is used for generating electricity.
1629.
1630.
1631. Describing, identifying
1632.
1633.
C.
Materials:
1634. Books, pictures of nuclear power plant, hydrogen bomb explosion
1635.
1636. References:
1637.
Teacher's Module in Science and Health 6 Into the Future: Science and Health 6, pp. 159160
1638.
1639. III.
Procedure:
1640.
A.
1641. 1.
1642.
1. What is the chief source of radiant energy?
1643.
a. moon
1644.
b. sun
1645.
c. asteroid
1646.
d. comet
1647.
1648.
2. When is radiant energy harmful?
1649. a.
It is used to disinfect beddings
1650. b.
It is used to diagnose disease.
1651. c.
It is used to dry clothes.
1652. d.
It causes sunburn.
1653.
1654. 3.
What is one way by which physicians determine a healthy pair of lungs?
1655. a.
By using x-ray
1656. b.
By using a camera
1657. c.
By using a microscope
1658. d.
By using a video machine
1659.
1660.
1661.
B.
1663. Telling a story of the Chernobyl accident in Russia in 1986. Show the picture of a nuclear power plant.
1664.
1666.
Activity:
1667.
Watching a video tape on nuclear energy
1668.
a.
Setting up standards to follow in the activity
1669.
b.
Guide questions
1670.
How is nuclear energy formed? Is it beneficial to man? Is it harmful?
1671.
1673. How is nuclear energy produced? Why is nuclear fusion less harmful than nuclear fission? How is nuclear
energy used today?
1674.
1676.
The suns energy comes from nuclear energy. What two elements fuse to form suns energy
1677.
1678. IV.
Evaluation:
1679.
Multiple choice: Choose the letter of the correct
answer.
1680.
1.
How is nuclear energy produced?
1681.
a.
Through the splitting apart of nucleus.
1682.
b.
Through the combination of a heavier atom with a lighter atom.
1683.
c.
Through bombardment of atoms.
1684.
d.
Both a and b
1685.
2.
Which of the following does not use nuclear energy?
1686.
a.
Generation of electricity
1687.
b.
Powers submarine
1688.
c.
Powering spacecraft
1689.
d.
Plowing rice fields
1690.
1691. V. Assignment:
1692.
Go to the library and find our more on how nuclear energy is used in science and
medicine.
1693.
1694.
1695.
1696.
1697.
1698.
1699.
1700.
1701.
1702.
1703.
1704.
1705.
1706.
SCIENCE VI
1707.
1708.
Date: ____________
1709.
1710.
I.
Objective:
Describes sound energy and its uses

1711.
1712.
Values: We should protect our ears from dangers brought about by loud and undesirable
sounds.
1713.
1714.
II.
Subject Matter:
1715.
Sound Energy and its uses
1716.
1717.
A.
Sound energy is produced by vibrating bodies/objects.
Vibration is the back and forth movement of an object.
Sound help us to communicate with others.
Sound saves us from accidents while on the street.
1718.
1719.
1720. Describing, Identifying
1721.
1722.
C.
Materials:
1723. Objects that produce sound
1724.
1725. References:
1726. Science and Health 6 by J.A. Villegas, p. 116; Module in Science - Sound
1727. Science and Health Learning Experiences 6, pp. 175-179
1728.
1729. III.
Procedure:
1730.
A.
1731. 1.
1732. How is nuclear energy produced? How is nuclear energy harnessed? Are greenhouse gases produced
when nuclear energy is used to generate electricity? Why? What is produced instead?
1733.
1734.
B.
1736. How would you imagine this world without sound?
1737.
1739. Activity:
1740. a. Watching a video tape on Sound Energy.
1741.
1743. Discussion about sound energy
1744. Ask children how sound is produced.
1745. Let pupils read other information about sound energy and its uses.
1746.
1748. If a newly born baby doesn't cry, what does it indicate? How does sound save you from road accidents?
1749.
1750. IV.
Evaluation:
1751. Multiple choice. Choose the correct answer.
1752.
1.
What do you call the sound waves produced by the vibration which
makes air molecules come
1753.
a.
Rarefraction
1754.
b.
Compression
1755.
c.
Pitch
1756.
d.
Vibration
1757.
2.
Sounds travels in the following medium except.
1758.
a.
Air
c. Liquid
1759.
b.
Solid
d. Vacuum
1760.
3.
Which of the following cannot produce sound?
1761.
a.
A boy
c. a caterpillar
1762.
b.
A chick
d. a leaf
1763.
1764. V.
Assignment:
1765. Go to the library and gather information about sound energy.
1766.
1767.
1768.
1769.
1770.
1771.
1772.
1773.
1774.
1775.
1776.
1777.
1778.
1779.
1780.
1781.
1782.
1783.
1784.
1785.
1786.
1787.
1788.
1789.
1790.
1791.
1792.
1793.
1794.
SCIENCE VI
1795.
1796.
Date: ____________
1797.
1798.
I.
Objective:
1799. Compares how the different forms of energy are formed and used
1800.
1801.
Values: Individual differences; respect for others.
1802.
1803.
II.
Subject Matter:
1804.
Comparison of all forms of energy.
1805.
1806.
A.
Energy has different forms and uses.

1807.
1808.
1809. Observing, describing, comparing, identifying
1810.
1811.
C.
Materials:
1812. Standing equipments, charts
1813.
1814. References:
1815. Module: Forms of Energy pp. 39-40 to 43 Science and Health 5
1816. Into the Future: Science and Health 6, p. 161
1817.
1818. III.
Procedure:
1819.
A.
1820. 1.
1821.
What are the different forms of energy? How is each of them used?
1822.
1823.
B.
1825.
Do all forms of energy have the same uses? Which of them is mostly used?
1826.
1828. Activity:
1829. a.
Perform activities of various equipments and show the different forms of energy.
1830. b.
Compare their formation and uses.
1831.
1832.
1833.
1835. a.
How is mechanical energy formed and used?
1836. b.
How is electrical energy formed and used?
1837.
c.
How is chemical energy formed and v used?
1838.
1840.
Let the pupils read Into the Future: Science and Health, p. 161
1841.
Compare the forms of energy. Compare their uses.
1842.
1843.
1844. IV.
Evaluation:
1845.
Complete the table by filling each column correctly.
1846.
1847.
Form of Energy Formation
Uses
1848.
1.
Electrical
Flow of electrons
a.
__________________________
1849.
b. __________________________
1850.
c. __________________________
1851.
2.
___________ Kinetic Potential
a. Work
1852.
1853.
3.
___________ Chemical composition a.
__________________________
1854.
b. __________________________
1855.
1856.
4.
Radiant_________________ a. __________________________
1857.
b. __________________________
1858.
c. __________________________
1859.
1860. V.
Assignment:
1861. Give examples how each of the following forms of energy. is used at home.
1862.
1863.
1864.
1865.
1866.
1867.
1868.
1869.
1870.
1871.
1872.
1873.
1874.
1875.
1876.
1877.
1878.
1879.
1880.
1881.
1882.
1883.
1884.
1885.
1886.
1887.
1888.
1889.
SCIENCE VI
1890.
1891.
Date: ____________
1892.
1893.
I.
Objective:
Describes how mechanical energy is formed and used

1894.
1895. Values: Transformation of character: from laziness to industriousness; from good to bad
1896.
1897.
II.
Subject Matter:
1898.
Transportation of Energy
1899.
1900.
A.
An electrochemical cell is a source of electrical energy. The cell is consists of two conductors of
different materials is immersed in an electrolyte. An electrolyte is a solution of an acid base or salt.
The chemical reaction between the electrolyte and one or both of the conductors displaces electrons.
1901.
1902.
1903.
Observing, describing, comparing, experimenting
1904.
1905.
C.
Materials:
1906. Aluminum base and stand
1907. carbon electrode
1908. Zinc (G.I. stripe) electrode
1909. Potassium dichromate
1910. Sulfuring acid
1911. Plastic cup
1912. LED/motor/2.5 v. lamp/ melody IC
1913. Bulldog dips
1914.
1915. References:
1916.
1917. III.
Procedure:
1918.
A.
1919. 1.
1920.
How is electrical energy used- at home? How about mechanical? Radiant? Chemical?
1921.
1922.
B.
1924.
Can energy be transformed from one energy to another?
1925.
1927.
Activity:
1928.
a.
Construct a voltaic cell. Suspend a zinc electrode side by side a carbon electrode from a
bulldog clip. Insert a plastic spacer between the two bulldog clips to avoid short circuit. Connect the zinc
and carbon electrodes to each terminal of the lamp.
1929.
b.
Immerse the electrodes into an electrolyte.
1930.
c.
Use other loads such as an LED, a miniature motor, or a melody IC
1931.
d.
Trace the energy transformation in the cell and in its load.
1932.
1933.
a.
What happens to the electrodes when they are immersed in the electrolyte?
1934.
b.
1935.
c.
What happens to the lamp, to the melody, as soon as the electrodes are immersed into the
electrolyte?
1936.
d.
What energy observed?
1937.
1938.
1940.
How can chemical energy be transferred /transformed?
1941.
1943. Can a form of energy be transformed to another form of energy? How is energy transformation
demonstrated in a flashlight?
1944.
1945. IV.
Evaluation:
1946. Identify the transformation of energy shown in the following illustrations.
1947. (Illustrations of plant under the sun;' battery, . connecting wire and lamp; running vehicle; horse pulling a
caretela)
1948.
1949. V.
Assignment:
1950.
Give other examples of transformation energy.
1951.
1952.
1953.
1954.
1955.
1956.
1957.
1958.
1959.
1960.
1961.
1962.
1963.
1964.
1965.
1966.
1967.
1968.
1969.
1970.
1971.
1972.
1973.
1974.
1975.
1976.
1977.
1978.
1979.
1980.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences that energy can be transformed.
1981.
Values: Energy should be used properly
1982.
1983.
II.
Subject Matter:
1984.
Transformation Energy
1985.
1986.
A.
Using energy directly or changing it to another usable form is called transformation energy.
Energy is useful only as long as it can be converted to another form.
1987.
1988.
1989. Observing, describing, identifying and comparing
1990.
1991.
C.
Materials:
1992.
Simple circuit, dichromate cell, electric fan, some toys, flat iron
1993.
1994. References:
1995.
1996.
Teachers Module in Science and Health 6 pp.40-42
1997.
1998. III.
Procedure:
1999.
A.
2000. 1.
2001.
How can chemical energy be transformed? Demonstrate it through this instrument. (simple circuit
and a dichromate cell)
2002.
2003.
B.
2005. Name some forms of energy in the classroom, at home, along the streets.
2006.
2008. Activity:
2009. a.
Using the bulb, connecting wire, and the battery, let the bulb lights.
2010. b.
Make this electric fan works.
2011. c.
Play with the toys brought in class
2012.
2013. Analysis / Discussion
2014. a.
What happens to the bulb? To the electric fan? To the flat iron? To the toys?
2015. b.
2016.
2018. What evidences show that energy can be transformed? Where do we experience these transformation?
Are they useful?
2019.
2020.
2022.
Are there thing in the room that can be transformed to another form of energy?
2023.
2024. IV.
Evaluation:
2025. Identify the different transformations of energy from the following activities.
2026. 1.
Cooking in an electric stove
2027. 2.
Sewing in a sewing machine
2028. 3.
A simple circuit
2029. 4.
Photosynthesis
2030. 5.
A running car
2031. 6.
A drilling machine
2032. 7.
A grass cutter run by gasoline
2033.
2034.
2035.
2036.
2037.
2038.
2039.
2040.
2041.
2042.
2043.
2044.
2045.
2046.
2047.
2048.
2049.
2050.
2051.
2052.
2053.
2054.
2055.
2056.
2057.
2058.
2059.
2060.
2061.
2062.
2063.
2064.
2065.
2066.
2067.
2068.
2069.
2070.
8.
9.
10.
A man painting the wall

An electric fan being used
A running horse
V.
Assignment:
Give more examples of transformation of energy.
2071.
2072.
2073.
2074.
2075.
2076.
2077.
2078.
2079.
2080.
2081.
2082.
2083.
2084.
2085.
SCIENCE VI
Date: ____________
I.
Objective:
Observe how energy can be transformed from one body to another
Values: Love restores everything that is lost
II.
Subject Matter:
Transformation of energy
A.
Lead-acid storage cell is another kind of electrochemical cell. It is called a secondary cell because it
is rechargeable. The charging process is actually a conversion of electrical energy to chemical energy.
2086.
Observing, identifying, comparing, inferring
2087.
2088.
C.
Materials:
2089. Base and stand, mounting block, battery, bulldog clip, lead electrode, connecting wire, bulb, plastic wire,
plastic cup, sulfuric acid, lamp, motor, melody
2090.
2091. References:
2092. Manual of Enhancement Activities and Experiments pp. 76-77
2093. Teacher's Module in Science and Health pp.41-42
2094.
2095. III.
Procedure:
2096.
A.
2097. 1.
Checking of Assignments/Review:
2098.
What transformation of energy can be observed in the following?
2099.
1. Electric fan
2100.
2. Electric flat iron
2101.
3. Electric Stove
2102.
4. Lightec bulb
2103.
5. Spinning top
2104.
2105.
B.
2107. Do you like to see other transformation of energy?
2108.
2110.
Activity:
2111.
1.
Construct a lead-acid storage cell by mounting two lead electrodes on a stand and
immersing them in a strong solution of sulfuric acid. One electrode is grounded while the other is
insulated and connected to a lead wire. A load (motor, lamp, melody) is likewise connected on the stand.
2112.
2.
Charge the storage cell by connecting the lead wire on one load to the positive terminal of
the battery. Observe the reactions of the electrodes during the charging process. After five minutes of
charging, disconnect the wire from the
2113.
c.
To recharge the battery cell, repeat a, b and
2114.
2115.
2116. a.
What is formed in the electrodes during the charging process?
2117. b.
What energy transformation takes place during the charging process?
2118. c.
What happens to the load when it is connected to the lead-acid storage cell?
2119. d.
What en~rgy transformation takes place during the discharging process?
2120. e.
Can the charging and discharging processes be repeated again and again?
2121.
2123.
How can electrical energy be transformed to chemical energy?
2124.
2126. The bulb is an example of light energy. How can it be transformed to another form of energy?
2127.
2128. IV.
Evaluation:
2129. Complete the idea by filling in the blanks with the correct answer.
2130.
2131. The lead-acid storage cell is an ideal instrument to demonstrate transformation of energy.
2132. During the charging process, electrical energy is transformed to 1. ____________.During the discharging
process; chemical energy is transformed to 2. ________________ energy and then from electrical energy to 3.
____________ 4. ________________ or to 5. ________________.
2133.
2134. V.
Assignment:
2135.
Visit a battery shop and observe how a battery is recharged.

2136.
2137.
2138.
2139.
2140.
2141.
2142.
2143.
2144.
2145.
2146.
2147.
2148.
2149.
2150.
2151.
2152.
2153.
2154.
2155.
2156.
2157.
2158.
2159.
2160.
2161.
2162.
2163.
2164.
2165.
2166.
2167.
2168.
2169.
2170.
2171.
2172.
2173.
2174.
2175.
2176.
2177.
2178.
2179.
2180.
2181.
2182.
SCIENCE VI
Date: ____________
I.
Objective:
Cite evidences when energy transfer occurs.
Values: Changing of attitudes from good to bad
II.
Subject Matter:
Energy Transfer
A.
Potential energy can, be transformed to kinetic energy and vice versa. This can be demonstrated with
the loop-the-loop there reversible transformation of energy. This loop-the-loop demonstrates how the
roller coaster works.
C.
Materials:
Aluminum base and stand, I-beam, glass marble, steel ball
References:
Philippine Elementary Learning Competencies
p. 34;
Manual of Enhancement Activities and Experiments pp. 82-83;
Teacher's Module in Science and Health 6 pp. 41-42
III.
Procedure:
A.
2183. 1.
2184.
Complete the Diagram.
2185.
Lead-acid storage cell:
2186.
Charging; __________ energy to ____________ energy; Discharging; from ___________ to
____________ energy to ____________ energy, to __________ , to ____________ or to _______________.
2187.
2188.
B.
2190.
Have you ridden on a roller coaster? Why don't you fall from your seat?
2191.
2193.
Activity:
2194.
a.
Construct the loop-the-loop by bending one end of a 3.5 ft. long I-beam into a - circular
loop. Mount the loop like an inclined #6 on a stand.
2195.
b.
Release the marble _ from different heights along ,the inclined track of the loop-the-loop.
Find the minimum height from where the marble can loop-the loop.
2196.
2197.
2198.
a.
Can the marble loop-the-loop when released from a height lower than the crest of the
loop? Higher than the crest?
2199.
b.
What kind of energy is gained at certain height? What kind of energy is lost?
2200. c.
Trace the energy transformation as the marble loop-the-Ioop.
f. How is this demonstration related to the roller coaster?
2201.
2203. Cite evidences where energy is transformed.
2204.
2206. a.
What happens to a top after a along spin?
2207. b.
What energy is gained as it begins to spin?
2208. c.
What energy is lost as it stops to spin?
2209.
2210. IV.
Evaluation:
2211.
Answer with True or False.
2212.
1.
A flowing matter can lost its energy after sometime.
2213.
2.
A rolling marble possesses energy.
2214.
3.
Wind has no energy because it can not move things.
2215.
4.
The sun's energy can be transferred to the plants.
2216.
5.
Energy can be lost and gained.
2217.
2218. V.
Assignment:
2219.
Name activities at home that shows the transformation of potential energy to kinetic
energy.
2220.
2221.
2222.
2223.
2224.
2225.
2226.
2227.
2228.
2229.
2230.
2231.
2232.
2233.
2234.
2235.
2236.
2237.
2238.
2239.
2240.
2241.
2242.
2243.
2244.
2245.
2246.
2247.
2248.
2249.
2250.
2251.
2252.
2253.
2254.
2255.
SCIENCE VI
Date: ____________
I.
Objective:
Observes that heat is always produced when energy transformation occurs
Values: Orderliness; handling materials with care
II.
Subject Matter:
Energy Transformation
A.
When fuels burns, their chemical energy is converted to heat. This conversion is a form of chemical
reaction known as combustion a rapid form of oxidation.
Explosions of gunpowder, pyrotechnics, and other explosive mixtures are also examples of
transformation of chemical energy to thermal or heat energy.
2256.
2257.
2259.
2260.
C.
Materials:
2261. Sugar, potassium, chlorate, concentrated sulfuric acid, enameled dish tube, test tube, hydrogen peroxide,
3% potassium permanganate solution, bamboo splinter
2262.
2263. References:
2264. Philippine Elementary Learning Competencies p. 34;
2265. Manual of Enhancement Activities and Experiments p. 79;
2266. Teachers' Module in Science and Health 6 p. 43
2267.
2268. III.
Procedure:
2269.
A.
2270. 1.
2271. What kind of energy do spoon and fork have? How can you transform them to kinetic? When you are
seated on a chair, what kind of energy do you possess? When do you have kinetic energy?
2272.
2273.
B.
2275. What do you do with the stove before you cook? What is needed to produce fire?
2276.
2278.
Activity:
2279. a.
Mix a small amount of potassium chlorate and sugar. Form the mixture into a small heap in an
enameled dish. Add a drop of concentrated sulfuric acid to the mixture.
2280. b.
Fill one-third of a test tube with potassium permanganate solution. Burn the tip of a bamboo stick
and blow off the flame. Add a few drops of hydrogen peroxide "to the potassium permanganate solution and then
quickly insert the glowing splinter into the mouth of the test tube without dipping it into the liquid.
2281.
2282.
2283. Analysis/Discussion:
2284. a.
What happens to the mixture of potassium chlorate and sugar when acted upon by sulfuric acid?
2285. b.
What happens to the splinter when inserted into the test tube of potassium permanganate and
hydrogen peroxide?
2286. c.
What energy transformation has taken place in both investigations?
2287.
2289. What transformation of energy did you observe from the activity? What is produced when transformation
of energy occurs?
2290.
2292. What things in the room can produce heat?
2293.
2294. IV.
Evaluation:
2295. Give the different energy transformation that require heat, or make use of heat.
2296.
2297. V.
Assignment:
2298.
Cite some evidences that heat is produced during an energy transformation.
2299.
2300.
2301.
2302.
2303.
2304.
2305.
2306.
2307.
2308.
2309.
2310.
2311.
2312.
2313.
2314.
2315.
2316.
2317.
2318.
2319.
2320.
2321.
2322.
2323.
2324.
2325.
SCIENCE VI
2326.
2327.
Date: ____________
2328.
2329.
I.
Objective:
Cite evidences that energy is neither created nor destroyed but only transformed from one form to another
2330.
2331. Values: Education can transform a person to a better one
2332.
2333.
II.
Subject Matter:
2334.
Conservation of energy
2335.
2336.
A.
The Law of Conservation of Energy states that energy cannot be created nor destroyed but only
changed from one form to another.
Energy cannot be derived from nothing, nor can lose a portion of it.
Energy can be converted into various form sand yet the total amount remains the same.
2337.
2338.
2340.
2341.
C.
Materials:
2342. Mounting shaft, aluminum base and stand, bob (washer or marble) stop watch, cotton string or thread,
arbitrary calibrated scale
2343.
2344. References:
2345. Module: Conservation of Energy
2346. Manual of Enhancement Activities and Experiments p. 85;
2347. Teachers' Module in Science and Health 6 p. 43
2348.
2349. III.
Procedure:
2350.
A.
2351. 1.
2352.
What is produced when bulb lights? What is produced when a convection turbine moves?
2353.
2354.
B.
2356. Can energy be destroyed? Can energy be lost? Let's find it out.
2357.
2359.
Activity:
2360. a.
Improvise a simple pendulum by suspending a washer/marble with a cotton string thread from a
lateral pin of a mounting shaft.
2361. b.
Raise the bob to one end of the scale and release it. Observe how far, how high the bob reaches to
the other end of the scale. Let it oscillate in short arcs, about 50 on either side of the vertical.
2362. c.
Hold a pencil directly below and parallel to the lateral pin of the mounting shaft at a point about
one-half the length of the pendulum. Raise the bob to the same height as the pencil and then release it. Observe
what happens.
2363. d.
Lower the position of the pencil and release the bob from a position higher than the level of the
pencil. Observe what happens.
2364.
2366. a.
How far does the bob reach other side of the scale when released from a certain height?
2367. b.
What happens to the oscillating pendulum after sometime?
2368. c.
2369. c.
What happens as the pendulum strikes the pencil? When the bob was released from the same
height as the pencil?
2370.
2372.
State the Law of Conservation of Energy. How can we make energy useful? How can we
conserve it?
2373.
2375. a.
How is electrical energy transformed to another form?
2376. b.
What happens to the former energy? Is it lost?
2377. c.
Cite other evidences that energy is conserved.
2378.
2379.
2380. IV.
Evaluation:
2381. a.
Prove that a ball has energy. What happens when its kinetic energy stops?
2382. b.
How is the energy of a battery transformed?
2383. c.
Cite other examples to prove that energy is not created nor destroyed:
2384.
2385. V.
Assignment:
2386.
Improvise your own pendulum.
2387.
2388.
2389.
2390.
2391.
2392.
2393.
2394.
2395.
2396.
2397.
2398.
2399.
2400.
2401.
2402.
2403.
2404.
2405.
2406.
2407.
SCIENCE VI
2408.
2409.
Date: ____________
2410.
2411.
I.
Objective:
Cite evidences that heat produced during energy transformation/transfer goes to the environment
2412.
2413.
Values: Aim high and hit the mark
2414.
2415.
II.
Subject Matter:
2416.
Conservation of Energy
2417.
2418.
A.
The second law of conservation of energy is the Law of Entropy. Entropy means decreasing or
diminishing.
Law of Entropy states that the amount of available energy diminishing or decreasing each time an
energy transformation takes place. No energy is lost in any transformation. Energy is converted into
heat that goes out in the system.
2419.
2420. Observing, identifying, describing and Inferring
2421.
2422.
C.
Materials:
2423.
Ping-pong ball, aluminum base and stand, magnetic yoyo
2424.
2425. References:
2426.
2427.
2428.
2429. III.
Procedure:
2430.
A.
2431. 1.
2432. What is the first law of conservation of energy? Give examples to explain this law.
2433.
2434.
B.
2436. What happens if you drop a ball at a certain height? What happens to the energy of the ball when it stops
bouncing?
2437.
2439.
Activity:
2440. a.
Drop a ping-pong ball and observe how it bounces up and down until it stops.
2441. b.
Improvise a Maxwell's Pendulum or Law Entropy Apparatus by mounting vertically the track of
the magnetic yoyo on an aluminum base and stand. Allow the yoyo to roll down and up repeatedly along the
vertical track.
2442.
2444. a.
What energy transformation are taking place in a bouncing ping pong ball?
2445. b.
Does the ball reach the same height every time it bounces back?
2446.
c.
What energy transformation take place as the yoyo is rolling down the track?
2447.
d.
What happens as the yoyo reaches the bottom of the track?
2448.
e.
What energy transformation takes place? As the yoyo is ascending the track?
2449. f.
Describe the height of the yoyo every time it makes a climb.
2450.
2452. How is heat produced in the entropy apparatus? What happens to the heat?
2453.
2455. What does the body use when it works?
2456. What does the body feel while working? .Where does heat go?
2457.
2458. IV.
Evaluation:
2459. Answer the following question:
2460. 1.
What energy transformation takes place in a volcanic eruption? Complete the diagram.
2461. __________________________________Chemical energy to
to _________________
2462. 2.________________________________What is given off in the transformation?
2463. 3.________________________________Where does heat go?
2464. 2.
Give other examples of energy transformation where heat is produced.
2465.
2466.
2467.
V.
Assignment:
Play with a yoyo at home. Observe its movement.
2468.
2469.
2470.
2471.
2472.
2473.
2474.
2475.
2476.
2477.
2478.
2479.
2480.
2481.
2482.
2483.
2484.
2485.
2486.
2487.
2488.
2489.
2490.
2491.
2492.
2493.
2494.
SCIENCE VI
2495.
2496.
Date: ____________
2497.
2498.
I.
Objective:
Demonstrate that heat. energy can be transferred
2499.
2500. Values: Handling materials with care; cooperation
2501.
2502.
2503.
II.
Subject Matter:
2504.
Heat Transfer
2505.
2506.
A.
The molecules of liquid and gas are farther apart and could easily around at random. Thus heat is
transferred by individual molecules from one place to another.
The method of heat is called convection. When a liquid or gas is heated, the molecules at the heated
spot move farther apart. The warmer liquid/gas becomes lighter and is pushed up by the colder
liquid/gas. The process repeats and convection current is produced.
2507.
2508.
2509. Demonstrating, observing, inferring, identifying.
2510.
2511.
C.
Materials:
2512. Base and stand, safety pin pivot, brass, pinwheel, candle, convection and conduction apparatuses.
2513.
2514. References:
2515. Manual of Enhancement Activities and Experiments p.80
2516.
2517. III.
Procedure:
2518.
A.
2519. 1.
2520. How does a yoyo move in the string? What does it indicate?
2521.
2522.
B.
2524.
What happens to gas when heated? What makes it rise?
2525.
2527.
Activity:
2528.
a.
Improvise a convection turbine by balancing horizontally a brass pinwheel on top of a
safety pin pivot. The pinwheel is mounted on a chimney directly above a lighted candle.
2529. b.
Observe hat happens to the pinwh'3el as the air is heated by the candle.
2530.
c.
What happens to the brass pinwheel as' heated air rises?
2531. d.
How can this transformation of energy be used to do useful work?
2532.
2534. Can heat energy be transferred? Cite evidences.
2535.
2537. Why do big factories use convection turbine?
2538.
2539.
2540. IV.
Evaluation:
2541. Answer the following questions.
2542. 1.
What happens to air when heated? When cooled?
2543.
2.
What air rises? What are sinks?
2544.
3.
What do you call this movement of air?
2545.
4.
What is generated in a convection current?
2546.
2547. V.
Assignment:
2548.
How are big factories ventilated?
2549.
2550.
2551.
Remarks:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________
2552.
2553.
2554.
2555.
2556.
2557.
2558.
2559.
2560.
2561.
2562.
2563.
2564.
SCIENCE VI
Date: ____________
I.
Objective:
Meassure the speed of an object.
Values: Accuracy
II.
Subject Matter:
Speed
A.
On way is by describing its speed. ~ is the rate of motion. It is the measure of the distance (d)
2565.
It describes how fast the body changes its position with respect to its surrounding. During their
motion, they sometimes speed up or slow down. The speed of the body at any particular time or
distance is called its instantaneous speed. The speed of the same body over a period of time or
distance is called its average speed; it is the total distance that the body has traveled divided by the
total time of travel.
2566.
2567. b. Science Processes:
2568. Observing, describing
2569.
2570.
C.
Materials:
2571. Conductometer, real objects
2572.
2573. References:
2574. Teacher's Module in Science and Health into the Future:
2575. Science and Health, pp. 166-169
2576.
2577. III.
Procedure:
2578.
A.
2579. 1.
2580.
What is meant by convection? How is convection current formed?
2581.
2582.
B.
2584.
What do you feel if you stay under the sun? Why does mother use a pot holder when cooking?
2585.
2587. Activity:
2588. 4.10 Method of Heat Transfer
2590.
2592.
What are the three ways by which heat is transferred? Describe each. Give example of each.
2593.
2595. Find out why heat is transferred in a rock exposed to sunlight.
2596.
2597.
2598. IV.
Evaluation:
2599.
2600.
2601.
2602.
2603.
2604.
2605.
2606.
Match column A with column B.

A.
B
1. Radiation
a. It is the transfer of heat through a substance b direct contact
2. Convection
b. It is the transfer of energy in waves through space
3. Conduction
c. It is the transfer of heat by the movement of liquids and ases
V.
Assignment:
Draw pictures that show heat transfer.
2607.
2608.
2609.
2610.
2611.
2612.
2613.
2614.
2615.
2616.
2617.
2618.
2619.
2620.
2621.
2622.
2623.
2624.
2625.
2626.
2627.
2628.
2629.
2630.
2631.
2632.
2633.
2634.
2635.
2636.
2637.
2638.
2639.
2640.
2641.
2642.
2643.
2644.
2645.
2646.
2647.
Date: ____________
I.
Objective:
Measure the speed of an object.
Values: Accuracy
II.
Subject Matter:
Speed
SCIENCE VI
2648.
2649.
A.
On way is by describing its speed. Speed is the rate of motion. It is the measure of the distance (d)
It describes how fast the body changes its position with respect to its surrounding. During their
motion, they sometimes speed up or slow down. The speed of the body at any particular time or
distance is called its instantaneous speed. The speed of the same body over a period of time or
distance is called its average speed; it is the total distance that the body has traveled divided by the
total time of travel.
2650.
2651. b. Science Processes:
2652.
Measuring, identifying, inferring, comparing
2653.
2654.
C.
Materials:
2655. Glass marble, ruler, watch
2656.
2657. References:
2658. Manual of Enhancement Activities and Experiments p. 49
2659. Teachers' Module in Science and Health 6 pp.48-49
2660.
2661. III.
Procedure:
2662.
A.
2663. 1.
2664.
How is heat energy transferred in a convection turbine? Give more examples of energy
transformation caused by heat.
2665.
2666.
B.
2668. Camille is a fast runner. Can you describe your speed, Camile?
2669.
2671. Activity:
2672.
2673. a.
Calculate the average speed of walking person. Measure the distance he traveled in 10 seconds.
2674. b.
Calculate the average speed of a rolling marble. Release the marble from an inclined plane.
Measure the time it took to cover the distance.
2675.
2676. c.
Calculate the average speed of a falling sheet of paper. Release the paper from a certain height and
measure the time of fall.
2677.
2679.
What is the speed of each object? How do we measure the speed of an object in motion?
2680.
2682.
Can you describe your speed when walking slowly?
2683.
2684. IV.
Evaluation:
2685.
How do we measure speed? Solve the following?
2686.
Give the average speed of each of the following.
2687.
2. A car that travels 100 km in 2 112 hours
3. A runner running 50 km in 4 hours
4. An Igorot walking at a speed of 5 km/hour
2688.
2689. V.
Assignment:
2690.
Measure the time it takes you to walk from your house to the school.
2691.
2692.
2693.
2694.
2695.
2696.
2697.
2698.
2699.
2700.
2701.
2702.
2703.
2704.
2705.
2706.
2707.
2708.
2709.
2710.
2711.
2712.
2713.
2714.
2715.
2716.
2717.
2718.
2719.
2720.
2721.
2722.
2723.
2724.
2725.
2726.
2727.
2728.
2729.
2730.
2731.
2732.
2733.
2734.
SCIENCE VI
Date: ____________
I.
Objective:
Identify the specific direction of a moving object.
Values: Accuracy
II.
Subject Matter:
Motion
A.
An object in motion is changing its position. Some forms of motion such as a speeding car can be
seen clearly. An object may be moving to the south direction or opposite direction.
One can however infer the occurrence of motion if there is a change in an objects position with
perfect to a frame of reference. Frame of reference is what an observer compares the position an
object.
Observing, comparing, describing
C.
Pictures
Materials:
2735.
2736. References:
2737. Philippine Elementary Learning Competencies p. 34
2738. Manuel of Enhancement Activities and Experiments 5 p.47
2739. Teachers Module in Science and Health 6 p.48
2740.
2741. III.
Procedure:
2742.
A.
2743. 1.
2744. What is the distance of our room from the gate? It takes one ten minutes to walk from the gate to the
room, what is his/her speed?
2745.
2746.
B.
2748. If you are facing the north, where is the east? the west? the south? What are the main directions?
2749.
2751. Activity 1: Manual of Enhancement Activities and Experiments, p. 47
2752.
a.
Observe each picture. Infer whether or not the animals moved. State your frame of
references.
2753.
2755. a.
Did the monkey move? What is your frame of reference?
2756. b.
Did the pig move? What is your frame reference?
2757. c.
Did the horse move? What is your frame of reference?
2758. d.
To what direction does each animal move?
2759.
2761.
When do you say that an object has moved? What is the meaning of frame of reference? Does the
frame of reference identify the specific direction where one is going to?
2762.
2764. In what direction are you going if you go to the comfort room? to the library? to the school canteen?
2765.
2766. IV.
Evaluation:
2767. Observe the other pictures and answer the questions.
2768. 1.
Which of the animals moved? What is the frame of reference?
2769. 2.
Give the specific direction where one is moving.
2770.
2771. V.
Assignment:
2772. Make an illustration of an object that has moved. Include your frame of reference.
2773.
2774.
2775.
2776.
2777.
2778.
2779.
2780.
2781.
2782.
2783.
2784.
2785.
2786.
2787.
2788.
2789.
2790.
2791.
2792.
2793.
2794.
2795.
2796.
2797.
2798.
2799.
2800.
2801.
2802.
2803.
2804.
2805.
2806.
2807.
2808.
2809.
2810.
2811.
2812.
2813.
2814.
2815.
2816.
2817.
2818.
2819.
2820.
2821.
2822.
2823.
2824.
2825.
2826.
2827.
2828.
2829.
2830.
2831.
SCIENCE VI
Date: ____________
I.
Objective:
Measure velocity of a moving object.
Values: Accuracy
II.
Subject Matter:
Velocity
A.
The other way of describing motion is by its velocity. Speed (S) and velocity (V) both describe the
rate of motion of an object. The difference is that the velocity has a specified direction while the
speed has none. Because of this specific direction, the distance measured in calculating velocity is not
the actual distance covered by the body, if the body were going in different directions. What is
measured is its displacement. Displacement differs in distance in that distance refers to the total path
traveled by the moving body from starting point to terminal point.
Measuring, identifying, comparing, describing
C.
Person, ruler, watch
Materials:
References:
Teachers' Module in Science and Health p.49
III.
1.
Procedure:
A.
When do you say that an object has moved?
B.
2833. Are speed and velocity the same in relation to motion? Let's find out the differences between them.
2834.
2836.
Activity:
2837. a.
Calculate the average speed of a person who walks 4 meters to the north then 3 meters to the east.
Measure the time in seconds it takes the person to walk the total distance.
2838. b.
Calculate the average velocity of the same person. Measure the distance connecting the starting
point and the finishing point. This is his displacement. Divide his displacement by his time of travel.
2839.
2840.
2841.
Analysis /Discussion:
2842.
a. Total distance traveled ___________________
2843.
b. Total time of travel
___________________
2844.
c. Displacement
___________________
2845.
d. Average speed
___________________
2846.
e. Average velocity
___________________
2847.
2849. How does speed differ from velocity? How do we measure the velocity of a moving object?
2850.
2852. Take 15 steps forward and 10 steps backward. How many steps did you make in all? How far are you
from the starting point?
2853.
2854. IV.
Evaluation:
2855.
Analyze the problem and solve.
2856.
2857.
A Times Transit traveled 809 kms. to the north and 76 kms. to the south for 16 hours.
2858. 1.
Total distance traveled
2859. 2.
Total time traveled
2860. 3.
Displacement
2861. 4.
Average speed
2862. 5.
Average velocity
2863.
2864. V.
Assignment:
2865.
Differentiate between speed and velocity.
2866.
2867.
2868.
2869.
2870.
2871.
2872.
2873.
2874.
2875.
2876.
2877.
2878.
2879.
2880.
2881.
2882.
2883.
2884.
2885.
2886.
2887.
2888.
2889.
2890.
2891.
2892.
2893.
2894.
2895.
2896.
2897.
SCIENCE VI
Date: ____________
I.
Objective:
Infer that the motion of an object is determined by forces acting on it.
Values: Rely on evidences. Never judge a book by its cover
II.
Subject Matter:
System of Forces
A.
A frame of reference is to what an observer compares the position of an object.
When two forces are exerted upon a body, such that a net force results from their interaction, the
system of forces is said to be unbalanced.
When two or more forces are applied simultaneously on a body such that there is no net force acting
on it, the system of forces is said to be balanced or in equilibrium.
A body at rest is acted upon by a balanced system of forces.
2898.
2899.
2900. Describing, observing, inferring, comparing
2901.
2902.
C.
Materials:
2903.
Pictures
2904.
Pulley
2905.
String
2906.
Paper clips
2907.
Washers
2908.
2909. References:
2910. Science and Health VI Module and Worktext pp. 148-151, 164-165
2911.
2912. III.
Procedure:
2913.
A.
2914. 1.
2915. Cite examples on how heat energy can be transferred.
2916. Ask how do they know that an object has moved.
2917.
2918.
B.
2920. If you are going to observe the wall clock, why is it easy to say that the second hand of a clock is
moving?
2921.
2923.
Activity
2924.
a. Show figure 6.3a and 6.3b.
2925.
b. Observe figure 6.3a and 6.3b
2926.
c. Infer which of the animals moved.
2927.
d. Observe and infer
2928.
- It there any change in the position of the animals?
2929.
2930.
2931.
2932.
- What can you infer from this observation?

- Can you tell for sure which of the two animals moved? Why?
The class can tell which objects moved.
Ask how do they know that an object moved.
Give the difference between balanced and unbalance forces.
2933.
2935. Before judging things on people around you, what would you do?
2936.
2937. IV.
Evaluation:
2938.
Choose the correct answer.
2939. 1.
How do you know that an object has moved?
2940.
a. There is a change in an object's weight.
2941.
b. There is a change in an object's size.
2942.
c. There is a change in an object's position.
2943.
d. There is a change in an object's texture.
2944.
2945. 2.
An observer said the bus has moved. He viewed the bus with respect to another object, we call
this his
2946. a.
starting point
2947. b.
frame of reference
2948. c.
way of measurement
2949. d.
estimation
2950. 3.
Newton's first law of motion states that a moving body will maintain its motion
2951.
a. and gain acceleration.
2952.
b. but will gradually slow down because of friction.
2953.
c. along a circular path and with constant acceleration.
2954.
d. unless acted upon by an outside force.
2955.
2956. V.
Assignment:
2957.
Make a list of things, objects or bodies around you which are being acted upon by
c. balance forces
d. unbalanced forces
2958.
2959.
2960.
2961.
2962.
2963.
2964.
2965.
2966.
2967.
2968.
2969.
2970.
2971.
2972.
2973.
2974.
2975.
Date: ____________
I.
Objective:
SCIENCE VI
Observe that a body at rest tends to remain at re;t and a body in motion tends to be in motions unless
an outside force is applied on it
2976.
2977.
Values: Handling materials with care; respect for others
2978.
2979.
II.
Subject Matter:
2980.
Mechanical Energy Formation and Uses
2981.
2982.
A.
A body will not move unless acted upon by a force and when it is set into motion, it will continue
moving unless stopped' by a force, which is called inertia or a body's resistance to acceleration.
Mass is a factor that affects a body's acceleration
The greater is the mass of a bodys the greater is its inertia, and therefore the lesser is its acceleration.
It is easier to accelerate or decelerate a body with less mass than a body with a greater mass.
2983.
2984.
2985. Describing, observing, inferring, comparing
2986.
2987.
C.
Materials:
2988. Plastic cups String
2989. Sand
2990. Drinking straw
2991. Inertia apparatus
2992. Various objects of different masses
2993.
2994. References:
2995. Science and Health VI
2996.
2997. III.
Procedure:
2998.
A.
2999. 1.
3000. List of things, objects or bodies which are acted upon by balanced/unbalanced forces.
3001. Ask how 60 they know that. objects have moved/which objects moved.
3002.
3003.
3004.
B.
3006. Put a ball on the table, let it remain at rest. Ask them if the ball moves. Let it roll, ask if it continues
roiling. Let it roll once again, then, put a stick on its way, what happen?
3007.
3009. Activity:
3010. a.
Suspend two plastic cups with equally long strings. Fill one plastic cup with sand.
3011. b.
Use the drinking straw to blow against the plastic cups to set them in motion.
3012. b.
Observe and infer.
3013.
- Which plastic cup has more mass? Which plastic cup has more inertia?
3014.
- What can you infer from these observation?
3015.
- Why is weight not a factor to be considered in moving each plastic cup?
3016.
3018.
Explains what inertia is.
3019.
Tell the factor that affects acceleration.
3020.
3022.
How would you relate inertia to being a good leader?
3023.
3024.
3025.
3026.
e.
f.
g.
h.
3.
3027.
3028.
3029.
3030.
d.
e.
f.
4.
IV.
Evaluation:
Choose the letter of the correct answer.
1.
The quantity of material is matter is its
weight
force
gravity
mass
The acceleration that results when a person is pushing a stalled car depends upon
[A] the mass of the car.
[B] the amount of force applied.
[C] the gravity of the force.
[D] the inertia of the person pushing the car.
[A], [B] and [C]
[B], [C] and [D]
[A] and [B]
Two bodies were dropped simultaneously from the same height and fell to the ground at the same time.
The two bodies must have the same
a. mass
c. volume
b. weight
d. speed
3031.
3032.
3033.
3034. V.
Assignment:
3035.
The two stones of different sizes with equally long strings and suspended each on a stand.
Bring the two stones at the same height, then release.
3036.
3037.
3038.
3039.

2nd Quarter LP Grade 6 - All Subjects

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Banghay Aralin sa Makabayan ( HEKASI VI)

I. Natutukoy ang mga likas na yaman ng

I. Napapangkat-pangkat ang mga likas na

nagpapakita ng pagpapangkat ng uri ng

3. Ipatukoy ang anyo at gamit ng bawat

3. Pangkatin ang mga mag-aaral sa apat

at bigyan sila ng gawain at babasahin.

Pangkat 1. Yamang Pansakahan

C. Magpabigay ng mga konsepto tungkol sa

halimbawa ng mga likas na yaman.

V. Basahin ang Bigyang Pansin at Suriin

V. Gumawa ng album ng mga likas na yaman.

I. Nasasabi ang mga paraan ng matalinong

C. Bumuo ng maikling panalangin ng

tamang paraan ng paggamit ng mga likas

B. mga larawan, tsart

III. A.1. Balitaan

IV. Ipaliwanag ang kahalagahan ng matalinong

I. Naiisa-isa ang mga hindi kanais-nais na

pangyayaring nakapipinsala sa mga likas

4. Ipasabi ang mga paraan ng matalinong

na yaman sa kapaligiran na nagdudulot ng

paggamit ng mga likas na yaman.

IV. Lagyan ng tsek ang mga kaisipan na

II. Suliraning Pangkapaligiran/

nagsasaad ng matalinong paraan ng

paggamit ng mga likas ns yaman.

_____1. Pagsusunod ng mga basura.

_____2. Pagmumuling gubat.

V. Magpagawa ng dayorama sa apat na

pangkat ng mga bata na may 12 kasapi

B. 1. Pagpapakita ng mga larawan na

I. Naipapaliwanag ang kahalagahan ng

2. Ipabasa angmga suliraning

matalinong paggamit ng likas na yaman

upang mapanatili ito.

3. Pangkatin ang mga mag-aaral sa

II. Matalinong Paggamit ng mga Likas na

apat na grupo upang pag-aralan ang

mga suliraning ipinabasa.

III. A.1. Balitaan

pangyayaring nakapipinsala sa mga likas

na yaman sa kapaligiran na nagdudulot

2. Pangkatin ang mga bata at

V. Ipagawa ang Subukan Mo at Kaya Mo

matalinong paggamit ng mga likas na

I. Nasisiyasat ang suliraning pangkapaligiran.

I. Naipapaliwanag kung ano ang

IV. Buuin ang pangungusap tungkol sa

I. Naibibigay ang pamahalaan noon at

B. mga larawan, tsart

I. Nakikilala ang pagkakaiba ng mga

III. A. 1. Balitaan/ Broadcasting

II. Uri ng Pamahalaan

B. 1. Ipakita ang mga larawan sa

batayang-aklat at pag-usapan ang mga

2. Ipabasa ang batayang-aklat sa p.76

3. Magtalakayan tungkol sa binsa.

B. 1. Anu-anong mga uri ng pamahalaan

C. Ipabasa ang Bigyang Pansin at

batay sa tunay na pinanggalingan ng

IV. Ipatala sa iyong papel ang pamahalaan

2. Pangkatin ang klase at ipabasa mula