AUGUST 7, 2015

WEDNESDAY
Noclass( went to BURAUEN for benchmarking)
AUGUST 8, 2015
THURSDAY
8:00-8:20
CHARACTER EDUCATION
I.
Layunin:

Nakapagsusuri ng sitwasyon bago magbigay

ng pasya/konklusyon.
II.

Paksang Aralin:
Pagtanggap ng Hamon
B.P.
:
K.P.
:
sa Sarili
Sang. :
pah. 11
Kagamitan

Pagmamahal
Positibong Pagkilala
PELC 1.1.1 EKAWP VI
:

Larawan

III.

Pamamaraan:
A. Panimulang Gawain
1.
Balik-aral:
Paano ipinakita ni Efren na pantay ang kanyang
pagtingin sa pagbibigay ng pasya?
B.
Panlinang na Gawain
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.
Pagtalakay
a.
Sinu-sino ang matalik na magkaibigan?
b.
Sinu-sino ang natanaw ni Romy habang siya'y
naglalakad?
c.
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?
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V.
Kasunduan:
Sisikaping suriin muna ang sitwasyon bago magbigay
ng pasya.
8:20-9:40
ENGLISH 6
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.
9:40-10:00
RECESS
10:00-11:00
SCIENCE VI
I.
Objective:

Describe chemical energy and its uses

Values: Change for the better, positive
thinking
II.

Subject Matter:
Chemical Energy and its uses:

A.
Science Concepts/Ideas:
Chemical energy is the energy of matter due to its
chemical composition, It has many uses.
B.
Science Processes:
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:
A.
Preparatory Activity:
1.
Checking of Assignment/Review:
What form of energy does each of the
following activities show?
a.
sweeping the yard

b.
c.
d.

cooking in the electric stove

running dog
fanning oneself
e.
rusting of iron

B.
Developmental Activities:
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?
3.

Concept Formation:
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.

1:30-2:20

I.

SCIENCE 4

Objective:
Identify the animals that adapted
to a particular habitat.

II. a. Animals that are adapted to

particular habitat
b. S4LT-IIc-d-6
c. picture of a forest with 7 terrestrial
animals and 3 aquatic animals
chart of exercise for evaluation
pictures of animals or toy animals
materials in LM for making diorama
Process Skills: observing, inferring,
communicating
Values Integration: Preservation of
endangered species
III.
Learning Tasks
a. Engagement:
1. Present a picture of a forest with ten
animals.
(Note: Picture should have three animals
that are not adapted to a forest
habitat.)
2. Tell the pupils to spot the error or
the animals that do not belong to the
group. Let them circle these animals.
3. Ask:
Why dont these animals belong to the
forest?
Why it is important to know which
animals are adapted to a given habitat?
(Note: Teacher will lead the answers of
the pupils to its importance in raising
animals.)
b. Exploration:
1. Divide the class into groups.
2. Recall the standards for doing the
activity.
Let the pupils do the Lesson 26: LM
Activity 1: What animals are adapted to
a particular habitat?
3. Guide the pupils in describing the
habitat as to its climate and the food
available on it.
27. Have the pupils prepare their group
output. Give them 15 minutes to do the
activity.
28. Ask them to answer the guide
questions.
29. Tell the group to post their work on
the board and be ready to explain it.
F. Explanation:

17. Call one representative from each

group to present and explain their
output.
18. Compare and check the answers of
the pupils to the guide questions.
a. What are the habitats of animals?
Describe each.
(The habitats are pond, grassland, and
sea.)
b. What are the characteristics of
animals adapted to each habitat?
(Pupils will describe the animals as to its
body structures for adaptation as what
they have learned in the previous
lessons.)
c. What are the animals you choose to
raise for each habitat?
(On a grassy land cows, goats, horses.
In a pond ducks, geese, swans. In the
sea- fish, turtle, crabs)
Note: Pupils may have varied answers.
d. What are your bases for choosing?
Why?
(Body structures of animals for
adaptation)
3. Relate this activity to the common
animals found and raised in their
community like piggery, poultry, or
fishery.
Ask:
Why is it common in your community?
What animal habitat is present in your
community?
Is it proper to remove these animals
from their natural habitat? Why not?
(Teacher may include the values of
preserving our endangered species.)
Allow them to arrive at a generalization
by asking:
If you were to raise animals, what
would they be and why?
______________________________
______________________________
__

G. Elaboration:
14. Tell the pupils to bring out the
assigned materials to them.
15. Inform them that they are going to
make a diorama of the different animal
habitats.
16. Choose animals that may be placed
in that habitat. They may be pictures of
animals or toy animals.

17. Encourage the pupils to be creative.

18. Give them 15 minutes to do this.
H. Evaluation:
Group the animals below as to which
habitat they may be raised.
chicken
dog
tilapia
Land

cow
milkfish carabao
cat
dove
swan
horse pig
rabbit
Water Land and Water

VII.
Assignment:
Tell the pupils to finish their diorama at
home.
2:20-3:10
HEKASI V
I.
Natatalakay ang pagbabagong pangedukasyon at pangrelihiyon.
II.
A. Mga Pagbabagong Pang-Edukasyon at
Panrelihiyon
B. 2002 BEC HEKASI 5, IV.B.3
C. projector, krayola
III.
A. Pangkatin sa apat ang klase at
ipakompleto ang tsart na nasa ibababa.
Ngalan ng Pilipinong Tanyag

Mga Nagawa

B. 1. Ipangkat muli ang klase at ipasiyasat sa kanila

ang pagbabagong pangedukasyon at panrelehiyon sa
sa ilalim ng pamahalaang Komonwelt.
2. Pag-uulat sa bawat pangkat.
3. Pagtatalakayan
C. 1. Ipabasa sa mga mag-aaral ang nakaflash sa
projector.
IV. Sagutin ang bawat tanong:
1. Ano ang isinasaad sa saligang batas ng 1925
tungkol sa pagbibigay ng edukasyong
primary?
2. Anu-ano ang pagbabagong panrelehiyon sa
panahon ng komonwelt?
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V.Sumulat ng talata tungkol sa kahalagahan ng
edukasyon at relehiyon.
3:10-3:50
HEKASI VI
I. Nasasabi ang mga batayang karapatan at
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
III. A. 1. Balitaan/ Broadcasting
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.
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V. Gumawa ng poster tungkol sa isang

karapatan o kalayaan.