Print New Indicator 2

SAMPLE LESSONS
SHOWING ITS
UTILIZATION
Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando
GATIAWIN HIGH SCHOOL

Gatiawin, Arayat
S.Y. 2019-2020
Community Clean Up
Subject: ENGLISH: RESEARCH

Grade: 8
Brief Description
Students identify community areas filled with trash and work together to clean those
areas.
Objectives
Students
 Research on community areas that have problems with trash

 develop a plan for removing the trash
 work together to remove trash
Keywords
Earth Day, trash, litter, community, clean up, environment, research
Materials Needed
 local newspaper and/or community or municipal Web sites

 paper
 pens or pencils
 large plastic trash bags
 gloves
 chalkboard and chalk
 computer(s) with word processing and Internet access (optional)
 camera (optional)
Lesson Plan
This project should be completed over several lessons. The teacher decides the length
of time needed to complete the project; the length of the project depends on the ages
and abilities of the students. If required by your school, students need parents'
permission to participate in the project.
Lesson 1
 Discuss public areas in your community that have problems with trash
or litter, such as vacant lots, parks, riverbanks. Write students' ideas on
the board.
 Have students research information about those areas, using local
newspapers and/or community or municipal Web sites. If Internet access is
not available, have students use library sources to learn about the areas.
Lesson 2
 Have students compile the information they found into a brief report.
Discuss the findings.
 Have students discuss steps they should take to organize a clean up, such
as contacting the appropriate agency or owner of the area, getting permission
for the clean up, gathering clean-up materials, such as trash bags and
gloves.
Lesson 3 Clean-up day at the site: Distribute the clean-up materials. Organize
students into small groups to remove trash from different areas of the site.
Suggestion: If a camera is available, take "before" and "after" pictures of the area.
Extension: Have students write their reactions to or feelings about the project.
Variations:
 Idea 1: Have students clean litter from areas of the school building or school
grounds.
 Idea 2: Have students clean yards for elderly or disabled residents in your
community.
Assessment
Evaluate students' participation in the project.
Republic of the Philippines Document Code:

Department of Education SDOPAMP-QF-OSDS
Region III
SCHOOLS DIVISION OFFICE OF PAMPANGA Revision:00
High School Blvd., Brgy. Lourdes, City of San Fernando
Effectivity date: 08-06-2018
Name of Office:
ACR
ACCOMPLISHMENT REPORT
CLEAN UP DRIVE
2019-2020
TITLE OF THE ACTIVITY : CLEAN UP DRIVE
2019-2020
OBJECTIVES:
 “Clean-Up Drive” aims to raise environmental awareness in different
communities.
 To promote waste reduction, recycling and reuse and create public
awareness on waste management and environmental concerns.
 To improve outdoor recreational activities of the community.
DATE : February 27,2020

VENUE : Gatiawin Barangay Hall to Bitas
TARGET PARTICIPANTS : GHS Faculty and students
PRESIDING OFFICER : VICTORIANO D. MANICDAO
BUDGETARY REQUIREMENT: P 1,000 (Estimated amount – subject for audit)
The stated amount is allocated for the expenditures relative to the
conduct of the meeting for refreshment.
NARRATIVE REPORT
CLEAN UP DRIVE 2019-2020

Gatiawin High School had always been on advocate of Ecological Solid Waste
Management Program with proper waste segregation and clean-up projects as its forefronts. With
this advocacy, the student-members of the SSG Officers headed by Ma’am Catherine Magat, the
adviser, conducted the clean-up drive last February 27,2020 with the collaboration of the
Barangay Officials, SK members, 4Ps Beneficiaries and parents.
The clean-up started exactly 8:30 in the morning as the students were split into
smaller group and sent to work in their specified areas. Students brought with them cleaning
materials such as wire brushes, brooms, trash bags, and dustpans. At 12:00 in afternoon, the
activity ended with impressive turn-out, a remarkable transformation all brought about by utmost
participation of many club members involved for progress and change of the school community.
This activity had awakened the youth-members of their responsibility to take care and reflects
concern of their environment. It was successful that the members reflected that they had done
something for the benefits of the school and the community as a whole.
The goal of this program is to bring awareness to the students, teachers and
citizens the importance of cleaning the environment and how everyone should be a good steward
of the Earth.
Prepared by:
VICTORIANO D. MANICDAO
School Head

Region III
Gatiawin, Arayat
S.Y. 2018-2019
SEMI-DETAILED LESSON PLAN

IN HEALTH GRADE 10
Semester: Second Quarter Date: August 24, 2018 (Friday)

Grade Level: TEN Time: 3:00 – 3:50
I. OBJECTIVES:
A. Content Standards: Demonstrates understanding of current health trends,

issues and concerns in the local, regional, and national, levels
B. Performance Standard: Consistently demonstrates critical thinking skills in

exploring local, regional and national health trends,
issues and concerns
C. Learning Competencies/Objectives:
a. Discusses the existing health related laws;

b. Explains the significance of the existing health related laws in safeguarding
people’s health;
II. CONTENT: A. Existing National Laws Related to Health Trends, Issues, and Concerns
 Comprehensive Dangerous Drugs Act of 2002 (RA 9165)
III. LEARNING RESOURCES:

A. Reference:
1. Teacher’s Guide pages
2. Learner’s Material pages: p. 243 Grade 10
3. Textbook pages
4. Additional Materials: Laptop, TV Projector, Visual Aid (Pictures), Tape dispenser
IV. PROCEDURES:
A. Reviewing previous lesson (Let me hear your animal)
The teacher will provide a question and let the students answer through doing an animal sound.
B. Establishing a Purpose of the Lesson (Picture Analysis)
Guide Questions:
1. What do you see on the picture?

2. The following are classified as what form of drug?
3. How the two affects the function of an individual mentally and physically?
C. Presenting Examples/ Instances for the New Lesson (Video Analysis)
 The video was all about the Mother and daughter Massacre in San Jose del Monte Bulacan
Guide Questions:
a. How do you feel?

b. What was the video all about?
c. What is the significant part of the video that you can connect from the first activity that
we had?
d. After those activity, do you have any idea regarding with our lesson for today?
D. Discussing New Concepts and Practicing New Skills (Group Presentation)
The teacher will divide the parts of the policy and let the students explain it in their own ideas. Five (3) minutes
preparation will be given.
 Comprehensive Dangerous Drugs Act of 2002 (RA 9165)
E. Developing Mastery
What do you think will happen if a person engaged in illegal drugs?
F. Finding Practical Applications of Concepts and Skills in Daily Living
 As a grade 10 student, how do you think you can help our country in the prevention
of illegal drugs?
G. Making Generalizations and Abstractions about the Lesson
 What is Republic Act 9165?
H. Evaluating learning
Directions: Write LEGAL if the statement is correct, and ILLEGAL if not.
_______1. Using minor for selling and distributing illegal drugs.
_______ 2. Prohibiting in selling/bringing substance abuse during parties or events.
_______ 3. Carlo is complaining for a severe headache and advice by someone to take a psychotic drug without
prescription.
_______ 4. Maintaining a place for illegal drug activities.
_______ 5. Your neighbor identifies for planting an addictive substance within the neighborhood.

Region III
Name of Office:
ACR
TITLE OF THE ACTIVITY : PARENTS’ SYMPOSIUM ON DRUG AWARENESS AND PREVENTION (2018-2019)
OBJECTIVES:
 To provide the parents with knowledge on the dangers of drug abuse and
enhance competencies to resist the temptations of drug abuse and encourage
and motivate the family members to become actively involved in drug abuse
prevention activities.
DATE : July 20,2018
VENUE : Gatiawin High School Multi-Purpose building
TARGET PARTICIPANTS : parents and Grade 10 students
PRESIDING OFFICER : JACKELINE P. MERANO
NARRATIVE REPORT
School-based drug prevention programs aim to educate young students about the dangers of using drugs and
alcohol. During these programs the dangerous risks of taking drugs is explained to children as they participate in
educational lectures and activities. While many people support these programs, there are others who question
whether these programs are beneficial enough to make up for the interrupted academic time. Here, are a few of
the most important benefits of school-based drug prevention programs that provide both long-term and short-
term effects from the reduction of drug abuse.
The PARENTS’ SYMPOSIUM ON DRUG AWARENESS AND PREVENTION was held at Gatiawin High School Multi-
Purpose building and it was started at exactly 9:00 A.M. The speaker emphasized the REPUBLIC ACT NO. 9165 AN
ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002, REPEALING REPUBLIC ACT NO. 6425,
OTHERWISE KNOWN AS THE DANGEROUS DRUGS ACT OF 1972.
MONITORING AND EVALUATION
The seminar had a big impact to the parents and students because they learned a lot from the speaker. The
students gave their feedback and they said that the seminar gave relevant information about drugs.
Prepared by: Noted by:
FRANCIS ELIEZER C. GARZON JACKELINE P. MERANO
Coordinator School Head

Region III

Gatiawin, Arayat
S.Y. 2017- 2018
Grades 7 School Gatiawin High School Grade 7
DAILY Level
LESSON Teacher Nelly Tolentino Learning Esp
LOG Area
Teaching June 12-16, 2017 Quarter 1st QUARTER
Dates and
Time
WEEK 2 MONDA TUESDAY WEDNESDAY THURSD FRIDAY
Y AY
OBJECTIVES
A. Conte Demonstrates an understanding of scientific practices in planting trees and fruit trees
nt
Standa
rds
B. Perfor Applies knowledge and skills in planting trees and fruit trees
mance
Standa
rds
C. Learning Uses of Identify market demands Identify Identify famous orchard farms in the
Competenci elements to be for fruits source of country
es / Independe observed in fruit ( in the community)
Objectives nce Day planting trees bearing
Write the LC Holiday and fruit trees
code for bearing trees.
each
II. CONT Propagating Propagating trees and Propagatin Propagating trees and fruit trees
ENT trees and fruit fruit trees g trees
trees and fruit
trees
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from Learning
Resource (LR) Portal
5. Other Learning http://www.ehow.com/info_

Resources
7823641_types-
orchards.html
IV. PROCEDURES
A. Reviewing Plants need What are the elements in What is
previous several inputs planting and fruit-bearing market?
lesson in order to trees?
survive and What is
thrive. Water, demand?
of course, is
essential, as it
is for all
living things;
a medium in
which to
grow; and
sunlight to
enable them
to
photosynthesi
ze are all key.
But at a
smaller scale,
there are three
elements that
are essential
ingredients to
healthy plant
growth:
potassium,
nitrogen and
phosphorous.
Each performs
a different
role for the
plant, and
making a
good balance
of these
elements
available to
their plants is
one of the
roles of the
permaculture
gardener to
ensure healthy
plants and a
good harvest.
Fortunately
there are
methods and
techniques
that gardeners
can employ to
increase the
presence of
each of the
three elements
in the soil.
B. Establishing a Nitrogen, What is market? Let the Let the pupils identify an orchard in
purpose for taken up by pupil look their community
the lesson plant roots What is demand? around in
from the soil the school Each pupil will select which of them
after it has is the famous orchard in your
been What have community
processed into you seen?
a soluble form
by What kind
microorganis of trees
ms, is present in
essential for our
plants to Market- is a place where surrounding
develop product brought and sold. s?
proteins.
Phosphorus Demand- where the Can you
plays a product has a high amount enumerate
number of and has a short amount the fruit
important present. bearing
roles in the trees
physical present in
development our
of a plant. surrounding
Firstly, it is s?
used by the
plant to move
energy and
nutrients
around itself,
so that all
parts of the
plant remain
healthy.
Potassium
is key to
ensuring all
the
physiologic
al process
in a plant
function
normally. It
is an
element
that helps
the plant
activate en
zymes,
form
sugars, and
synthesize
proteins
C. Presenting Pupil will Show a picture of market Group Pupils will describe an orchard
examples / give the with has a lot of mango Activity present in the community
instances of elements in fruits displayed
the new lesson order that the Group 1-
plants and List down
fruit bearing all the
trees will fruit
grow bearing
trees
inside the
school
Group 2-
List down
Show a picture of market all the
wherein mango fruits is fruit
minimal. bearing
trees in the
outside the
school
Group 3-
Draw the
fruit
bearing
trees they
see in the
school
D. Discussing What are the Each Group activities
new concepts plants needed Group activity group will
and practicing in order to present Group I- will describe the orchard in
new skills #1 grow? Group I – explain the first their work their community
picture Group II-
How these What are Group III- will draw an orchard
can be helpful Group II- Explain the the fruit Group IV – Make a jingle inviting to
in plants and second picture bearing visit their orchard
fruit bearing trees
trees? inside our Each group will present their work.
school?
What are
the fruit
bearing
trees
outside the
school?
E. Discussing Group activities Group Pupils will choose whose the orchard
new concepts Group 1 – observe in your activity is the famous among them all
and practicing community what fruits Each
new skills #2 available group will
Group II – observe in your have a
community what fruit that name
are in demand came from
In your community? a fruit
bearing
trees
present in
our
communit
y
Each
group will
act out
presenting
their group
F. Developing After presenting What are the quality of having the

Mastery Why fruits are available in famous orchard in your community
(Leads to your community?
Formative
Assessment 3) Why fruits are not
available in your
community?
G. Finding What are the In your observation what What are
Practical elements of are the fruits available in the source
applications plants and your community? fruit
of concepts fruit bearing bearing
and skills trees to grow? trees?
H. Making How these How does it affect in our What are Who is the most famous orchard in
generalization elements needs sources of your community?
s and affect the a. Availability of the fruit
abstractions plants and fruits bearing
about the fruit bearing b. Shortage of trees?
lesson trees? fruits in your
community
I. Evaluating Define the Enumerate fruits that are Enumerate Enumerate the most famous orchard
Learning followi not available in your the in your community
ng: community sources of 1.
1. fruit 2.
1. Nitrogen 2. bearing 3.
2. Phospho 3. trees in 4.
rus 4. your 5.
3. Potassiu 5. communit
m Enumerate fruits that y
available in your 1.
community 2.
1. 3.
2. 4.
3. 5.
4.
5.
J. Additional Plant trees and vegetables.
activities for
application or
remediation
K. REMARKS
L. REFLECTION
Region III

Gatiawin, Arayat
S.Y. 2017- 2018
ACTIVITY COMPLETION REPORT
Title of the Activity: Tree Planting Activity 2017
Date and Location: June 16, 2017

Gatiawin High School
Summary:
The planting project help us raise awareness on the importance of trees and shrubs to the
learners. The best way to inspire a love for nature is to start teaching it at a young age. By having
students learn every aspect of tree planting and care, from picking a species to putting it in the
ground and everything in between, it becomes second nature to them.
To help our Mother Nature and to support the Project GREEN program of the school, and in
response to the local community submerging problem during rainy season & typhoons, the Youth
for Environment in Schools Organization (YES-O) together with the Supreme Student
Government works come united as one for the tree planting activity held on June 16,2017
they planted plants inside & outside of the School Campus.
The said activity was a great success with the joint effort of the school principal, Mr.
Jerry Maniego and other proponents, the YES-O adviser, the SSG President and the YES-
O President, plus the never-ending support coming from the community of the barangay.
Actual Result/Outcome:
A successful tree planting activity was accomplished and became remarkable from
the joint effort of the following advocates, Mrs. Elena C. Lopez, YES-O adviser, the SSG
and YES-O President, plus the never-ending support coming from the community of the
barangay, and the unswerving advocacy of the school principal, Mr. Jerry C. Maniego in
support to the community and to the school Project GREEN program.
Lesson Learned:
Planting trees and gardens at schools helps beautify the community. The newly
planted trees will clean the air. They will clean the water runoff from the buildings
with their roots. They not only enrich the students and residents’ lives; they enrich the
earth that they now inhabit. As the gardens start to flower, they will attract bees,
birds, and butterflies — all of which we need to pollinate food gardens in the
community.
EVERYONE can help reforest the planet. Every individual’s contribution makes
an impact. BECOME a TREE AMBASSADOR, Get your hands in the dirt and plant
trees in your own community.
Prepared by:
MARK JAYSON C. SANTOS

YES-O President
Noted by: Approved by:
ELENA C. LOPEZ JERRY C. MANIEGO

YES-O Adviser School Head
LESSON PLANS SHOWING THE
INTEGRATION OF LOCAL
LITERATURE/ USE OF COMMUNITY
AS LABORATORY FOR LEARNING
Republic of the Philippines Document Code: SDO-QF-

Department of Education CID-00XX
Region III-Central Luzon
SCHOOLS DIVISION OF PAMPANGA Revision: 00xx
High School Blvd. Brgy. Lourdes, City of San Fernando
LESSON PLAN IN ENGLISH Name of Office:

2019-2020 GATIAWIN HIGH
SCHOOL
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of:
Philippine literature in the period of Emergence
as a tool to assert one’s identity; strategies in
listening to and viewing of informative and sort
narrative texts; word relationships and
associations; informative speech forms; and use
of direct/ reported speech, passive/ active voice,
simple past and past perfect tenses, and sentence
connectors.
B. Performance Standard The learner transfers learning by: showing ways
of asserting one’s identity; comprehending
informative and short narrative texts using
schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and
feelings through various formats; and enriching
written and spoken communication using direct/
reported speech, active/ passive voice, simple
past and past perfect tenses and connectors
correctly and appropriately.
C. Learning Competencies EN7RC-III-f-2.8: Make predictions about the
text
EN7LC-III-f-2.7: Sequence a series of events
mentioned
EN7LT-III-f-5: Discover literature as a tool to
assert one’s unique identity and to better
understand other people
EN7OL-III-f – 2.2.1.4: Compose a travelogue
II. CONTENT Where’s the Patis?
by Carmen Guerrero-Nakpil
III. LEARNING RESOURCES
A. Reference Learner’s Material English 7
B. Other Learning Resources http://nemaynenjil.blogspot.com/2011/11/wheres-
patis.html
IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Previous Lesson/ Presenting the New Lesson
Preliminaries:
May I ask everyone to stand for the

prayer? (The students will stand for the prayer.)
Good Morning, Class! Good morning, Ma’am!
Class, before you take your sit, kindly

pick up the scattered pieces of paper on
the floor and arrange your chairs
properly.
Class, who can recall the topic or lesson Ma’am, our previous lesson was all about Simple
that we have discussed last meeting? Past Tense of Verb.
That’s right!
B. Establishing a Purpose for the Lesson

(The teacher posts the objectives on
the board.)
Before we go further on our lesson, let

me first present to you our learning
goals for this meeting.
Today, you are expected to:
 Make predictions about the text

 Sequence a series of events mentioned
 Discover literature as a tool to assert
one’s unique identity and to better
understand other people
 Compose a travelogue
C. Presenting Examples/ Instances of the New Lesson

Class, before we discuss the story
“Pliant like the Bamboo”, I want you
to meet the author first.
Author’s Background
Carmen Guerrero-Nakpil
July 19, 1922 – July 30, 2018
 was a Filipino journalist, author, historian and

public servant.
 She was a recipient of the S.E.A. Write Award.
 She was born in Ermita, Manila, into the
Guerrero clan of that town, who were
painters and poets, as well as scientists and
doctors.
 She studied at St. Theresa's College, Manila
and graduated with a Bachelor of Arts degree
in 1942.
 Mrs. Nakpil was married to Lt. Ismaél
A. Cruz in 1942 and to architect and
city planner Ángel E. Nákpil in 1950
and was widowed twice.
 Nakpil died on 30 July 2018, 1:38 AM, at the
age of 96.[1] She was laid to rest at the Loyola
Memorial Park in Marikina.
Now I want you to ponder on this question

while you are reading the story.
 MOTIVE QUESTION
Why do you think “the Pinoy” in the
selection choose to eat with his
kababayan rather than in an expensive
restaurant?
D. Discussing New Concepts and Practicing New Skills # 1
To deepen our understanding on the text, I
have prepared questions for you to
answer.
 Class, why do you think the person in

the selection misses things from the
Philippines?
 What are some of the international
foods mentioned in the story? Where
did they originate?
 Which countries did the person in the
selection visit?
 Where would you like to dine, in an
expensive international restaurant or
in a Filipino restaurant?
 Do you think food can be a way to
settle differences among people?
Why? Why not?
F. Finding Practical Applications of Concepts
 What lesson did you learn from the
story?
(student’s answers may vary)
G. Making Generalizations and Abstraction about the Lesson

Answering the Motive Question:
Going back to our question.
 Why do you think “the Pinoy” in the

selection choose to eat with his
kababayan rather than in an expensive
restaurant?
H. Evaluating Learning
Task: Tastefully Different
Show appreciation of the story through

differentiated activities.
Task Context:
The following activities will allow

students to relate the values learned and
enhance students’ understanding of the
story discussed in real life situations.
Task Instructions:
1. Form 4 groups and form a circle.

2. Brainstorm with your group mates.
3. Do the assigned task for 15 minutes.
4. Present your output in front of the
class.
“TASTEFULLY DIFFERENT”
GROUP 1: Showdown of Differences.

Imagine that you are advertisers. You are
tasked to create a poster advertising a
certain popular food from your place.
Include the picture and the name of the
food in your poster. Write also the unique
features of your food which can be
enjoyed by other people of any age, social
status, and different culture. Prepare the
poster. Be ready to present your output
and explain it in front of the class.
GROUP 2: Nutritionally Different.

Imagine that you are advocates of good
nutrition. You are tasked to create a
slogan indicating the different food from
your place and their nutritional value.
Write the benefits that others may get in
eating the food in your place. Be ready to
share your slogan with the class.
GROUP 3: A Jingle for Food.

Imagine that your group is tasked by a
company to write a “catchy” jingle about
the famous food in your place. Include
how other people from other place may
enjoy you famous food. Include also the
different unique characteristics of the food
you eat. Rehearse with your group.
GROUP 4: Food for Thought.

Imagine that you are advertisers. You are
tasked to create a TV commercial
featuring a famous food in your place. As
you do the commercial, you need to
include its unique features. Emphasize in
your commercial that other people from
other places will surely enjoy your food.
Practice your commercial with your
group. Be ready to present it in your
class.
J. Additional Activities for Application or Remediation
 Follow up
For your assignment, List down all
the sauces mentioned in the
selection. Write your answers in
the first column. What food do
you think will be the perfect match
for the sauce? Write your answer
in the second column.
SAUCE FILIPINO FOOD
 Advance: Have an advance reading

on our next topic.

Revision: 00xx
SCHOOLS DIVISION OF PAMPANGA
High School Blvd. Brgy. Lourdes, City of San Fernando Effectivity date: 05-08-18
LESSON PLAN IN ENGLISH Name of Office:

SCHOOL
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of: Philippine
literature in the period of Emergence as a tool to assert
one’s identity; strategies in listening to and viewing of
informative and sort narrative texts; word relationships
and associations; informative speech forms; and use of
direct/ reported speech, passive/ active voice, simple
past and past perfect tenses, and sentence connectors.
B. Performance Standard The learner transfers learning by: showing ways of
asserting one’s identity; comprehending informative
and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas,
opinions, and feelings through various formats; and
enriching written and spoken communication using
direct/ reported speech, active/ passive voice, simple
past and past perfect tenses and connectors correctly
and appropriately.
C. Learning Competencies EN7RC-III-a-8: Use ones schema to better understand
a text
EN7V-III-a-13.11: Categorize words or expressions
according to shades of meaning
EN7LT-III-a-5.1: Identify the distinguishing features
of literature during the Period of Emergence
EN7OL-III-a-1.3: Express ideas, opinions, feelings
and emotions during interviews, group/ panel
discussions, forums/ fora, debates, etc.
EN7G-III-a-1: Link sentences using logical
connectors that signal chronological and logical
sequence and summation
II. CONTENT “Pliant like the Bamboo”
by I.V Mallari
III. LEARNING RESOURCES
A. Reference Learner’s Material English 7
B. Other Learning Resources http://filipinoliterature.blogspot.com/2011/09/pliant-like-
bamboo.html
https://myboxfullofthoughts.wordpress.com/2013/11/12/pliant-
like-the-bamboo-by-i-v-mallari-an-excerpt/
https://iamjhanevhie.weebly.com/feedback.html
https://www.youtube.com/watch?v=iz1Fd-aS3VI
IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Previous Lesson/ Presenting the New Lesson
Preliminaries:
 Prayer
 Greetings
 Arranging of chairs and picking up
scattered litters on the floor
 Checking of attendance
Class, here’s a beautiful quotation for

you to ponder on.
“A strengthen national spirit can provide the
Class, kindly read and analyze the

quotation and tell me your insights about
it.
(Students silently read and analyze the quotation.)
 What does it say about being a
worthy citizen of this world?
 How do you prove yourself as a
worthy Filipino? (Students’ answers may vary)
Today, we are going to discuss the story

entitled “Pliant like the Bamboo” by
I.V Mallari
B. Establishing a Purpose for the Lesson

Let us find out why we Filipinos are
considered pliant like the bamboo.
(The teacher posts the objectives on the

board.)
Today, you are expected to:
 Use ones schema to better

understand a text
 Categorize words or expressions
according to shades of meaning
 Identify the distinguishing features
of literature during the Period of
Emergence
 Express ideas, opinions, feelings and
emotions during interviews, group/
panel discussions, forums/ fora,
debates, etc.
 Link sentences using logical
connectors that signal chronological
and logical sequence and summation
C. Presenting Examples/ Instances of the New Lesson

Class, before we discuss the story
“Pliant like the Bamboo”, I want you to
meet the author first.
Author’s Background
Ismael Villanueva Mallari
 He was one of the early Filipino writers

in English.
 He was primarily an essayist.
 He is ranked as the leading literary and
art critic in the Philippines.
 He wrote widely and covered a broad
range of subjects, his books were
usually published under the name I.V.
Mallari.
Unlocking of Difficulties:
Before reading, let us unlock the meaning of

each unfamiliar word through context clues
that we shall be encountering.
In column A- are the unfamiliar words used
in sentences and in column B are the
meanings of the unfamiliar words. Match
column A with column B. Is that clear,
class?
Yes, Ma’am.
May I have volunteers to read and answer it
to the class?
(Students volunteers to go to the blackboard and
match the column A and column B.)
COLUMN A COLUMN B
1. It knew it was a. attack
not as robust as the 1. c
mango tree. 2. a
2. He knows that b. destruction of 3. d
he is not strong multitude 4. b
enough, to grasshoppers 5. f
withstand the 6. e
onslaught of 7. g
superior forces. c. strong 8. i
3. The Filipinos 9. h
embraced the 10. k
American way of d. unclear 11. j
life more readily 12. m
than the Spaniard’s 13. l
vague promises e. bestowed
hereafter.
4. Then the f. warm-
Japanese came like heartedness and
a storm, like a willingness to face
plague of locusts, danger
like a pestilence—
rude, relentless,
cruel.
5. The Filipino had
only hate and g. lazy
contempt for the
Japanese, but he
learned to smile
sweetly at them and
to thank them
graciously for their h. painful struggle
“benevolence and
magnanimity”.
6. For the Filipino
lives in a country
on which the gods
lavished their gifts
aplenty. i. calm and
7. The Filipino has peaceful
often been accused
of being indolent
and of lacking
initiative.
8. Like the bamboo
tree, he lets the
winds of chance j. change
and circumstance
blow all about him;
and he is
unperturbed and
serene.
9. And now he
himself loves to be k. excessively
lost in the throes admired
and modern
romance and
adventure.
10. Consequently,
in no other place in
Orient are women l. unusual
so respected, so
adulated, and so
pampered.
11. For his women
have enabled the m. unconquerable
Filipinos to look
upon the
vicissitudes of
fortune as the n. majestic
bamboo tree
regards the angry
blasts of the
blustering wind.
12. There is no
insurmountable
barrier between
him and any of the
people who have
come to live with
him—Spanish,
American, and
Japanese.
13. In its grace, in
its ability to adjust
itself to the
peculiar and
inexplicable whims
of fate, the bamboo
tree is his
expressive and
symbolic national
tree, it will have to
be, not the molave
or the narra, but the
bamboo.
Good Job!
Class, the words that you have just unlocked

will be a great help for you to better
understand the story.
So here’s a question for you to ponder on.
Motive Question
How can you remain calm and

firm despite of the problems you
have encountered and the
problems you are going to
encounter?
This question will be answered after the

discussion of the story.
Do you understand, class?
Yes, Ma’am.
D. Discussing New Concepts and Practicing New Skills # 1
Today, we are going to discuss a story

selection written by Ismael V. Mallari.
This story is dedicated to the Filipinos
who have managed to survive during the
invasion of the three countries – Spain,
America and Japan.
Let’s now get ready to read the story.
First reading: by the teacher

Second reading: by the students
Pliant like the Bamboo

by I.V Mallari
There is a story in Philippine folklore about a mango tree and a bamboo tree.
Not being able to agree as to which was the stronger of the two, they called
upon the wind to make the decision.
The wind blew hardest. The mango tree stood fast. It would not yield.
It knew it was strong and sturdy. It would not sway. It was too proud. It was
too sure of itself. But finally its root gave way, and it tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango
tree. And so every time the wind blew, it bent its head gracefully. It made
loud protestations, but let the wind have its way. When finally the wind got
tired of blowing, the bamboo tree still stood in all its beauty and grace.
(PAUSE)
If you will become one of the trees in the

story, who will you choose to be? Why?
(Student’s answers may vary)
The Filipino is like the bamboo tree. He knows that he is not
strong enough, to withstand the onslaught of superior forces. And so
he yields. He bends his head gracefully with many loud protestations.
And he has survived. The Spaniards came and dominated him
for more than three hundred years. And, when the Spaniards left, the
Filipinos still stood—only much richer in experience and culture.
The Americans took place of the Spaniards. They used more
subtle means of winning over the Filipinos to their mode of living and
thinking. The Filipinos embraced the American way of life more
(PAUSE)
As a Filipino, will you consider yourself

like the bamboo? Why? Why not?
For the Filipino would welcome any kind of life that the gods would
offer him. That is why he is contented and happy and at peace. The sad plight
of other people of the world is not his. To him, as to that ancient Oriental
poet, the past is already a dream, and tomorrow is only a vision; but today,
well-lived, makes every yesterday a dream of happiness, and tomorrow is a
vision of hope.
This may give you the idea that the Filipino is a philosopher. Well he
is. He has not evolved a body of philosophical doctrines. Much less has he
put them down into a book, like Kant (Student’s
for example,answer
or Santayana or
may vary)
Confucius. But he does have a philosophical outlook on life.
He has a saying that life is like a wheel. Sometimes it is up,
sometimes it is down. The monsoon season comes, and he has to go
undercover. But then the sun comes out again. The flowers bloom, and the
birds sing in the trees. You cut off the branches of a tree, and, while the
marks of the bolo* are still upon it, it begins to shoot forth-new branches—
branches that are the promise of new color, new fragrance, and new life.
Everywhere about him is a lesson in patience and forbearance that he
does not have to learn with difficulty. For the Filipino lives in a country on
which the gods lavished their gifts aplenty. He does not have to worry about
the morrow. Tomorrow will be only another day—no winter of discontent.
Of he loses his possessions, there is the land and there is the sea, with all the
riches that one can desire. There is plenty to spar—for friends, for neighbors
and for everyone else.
No woner that the Filipino can afford to laugh. For the Filipino is
(PAUSE)
Do you agree with the writer’s description

of the Filipinos? Why? Why not?
The Filipino, in fact, has a way of escaping from the rigorous

problems of life. Most of his art is escapist in nature. His forefathers
wallowed in the *moro-moro, the awit, and the kurido. They loved to
identify themselves as gallant knights battling for the favors of fair ladies or
the possession of hallowed place. And now he himself loves to be lost in the
throes and modern romance and adventure.
His gallantry towards women—especially comely women—is a
manifestation of his romantic turn of mind. Consequently, in no other place
in Orient are women so respected, so adulated, and so pampered. For his
women have enabled the Filipinos to look upon the vicissitudes of fortune as
the bamboo tree regards the angry blasts of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender
and wiry. He is nimble and graceful in his movements, his voice is soft, and
h has the gift of language. In what other place in the world can you find a
people who can carry on a fluent conversation in at least *three languages?
This gift is another means by which the Filipino as managed to
survive. There is no insurmountable barrier between him and any of the
people who have come to live with him—Spanish, American, and Japanese.
The foreigners do not have learn his language. He easily manages to master
(Student’s answer may vary)
(PAUSE)
What specific Filipino characteristic are

you proud of? Why?
 Class, what dominant characteristics of
the Filipinos are compared to those of a
bamboo?
The dominant characteristics of Filipinos
compared to those of a bamboo are: Flexible ( the
ability to bend without breaking) Filipinos can
adjust to changing situations may they be easy or
difficult. Filipinos can deal with different
personalities as well that's why they are in many
places of the world
 Who lived with the Filipinos?
The Spaniards, Americans and Japanese lived
with the Filipinos long time ago.
 What change did they bring to the
Filipino’s life?
 What did the Filipino do to face these
changes?
 What are the similarities between the
Filipinos and the bamboo?
F. Finding Practical Applications of Concepts

 What lesson did you learn from the
story?
Just from reading the inception of the story, I
have learned already the true meaning of
"humility" that was exemplified by the bamboo
tree. It tells us a lesson in life which is:
“Bend but don't break. Be flexible yet firmly

rooted.”
A bend-but-don't-break or go-with-the-natural-
flow attitude is one of the secrets for success.
Lastly, it is keeping their hopes alive not only in
their minds but also in their hearts.
G. Making Generalizations and Abstraction about the Lesson

Answering the Motive Question:
Going back to our question.
How can you remain calm and  There is this saying that life is like a
firm despite of the problems you wheel. Sometimes it's up, sometimes it's
have encountered and the down. In this case, whenever we suffer,
problems you are going to even though the marks of pain are still
encounter? there, we’ll stand up as a sign of new life.
Everything around you is a lesson of
patience and forbearance since for us,
tomorrow will be another day-no winter
discontent and the problems that we are
going to encounter in the future will just
serve as a tool that will make us wiser and
more resilient.
Very good!
H. Evaluating Learning
Task:
Showing appreciation of the story through

Small Group Differentiated Activities
(SGDA)
Task Context:
The following activities will allow students

to relate the values learned and enhance
students’ understanding of the story
discussed in real life situations.
Task Instructions:
1. Go to your respective group.

2. Brainstorm with your group mates.
3. Do the assigned task for 15 minutes.
4. Present your output in front of the class.
Small Group Differentiated Activities

(SGDA)
Group 1 – “Write It”

Poets
Construct a two – stanza poem which is

related to the theme or symbol of the story
discussed.
Group 2 – “Draw It”

Artists
Draw a poster that speaks about the totality

of the characteristics of a Filipino.
Group 3 – “Sing It”
Singers
Compose a song with your own tune that

talks about how proud you are of being a
Filipino
Group 4 – “Act It”

Actors
Create a tableau which depicts the greatness

and humility of the Filipino people.
 Closure
Did you enjoy the discussion, class?
That’s good to hear. Yes, Ma’am!
J. Additional Activities for Application or Remediation

Assignment:
J. Have an advance reading on our next topic
Gatiawin, Arayat
S.Y. 2017-2018
Name: JELLAH GARCIA School: GATIAWIN HIGH SCHOOL

Subject: MAPEH Grade: 7
Date: July 8, 2017
Semi-Detailed Lesson Plan
I.OBJECTIVES
CONTENT STANDARD The learner demonstrates understanding of the musical characteristics of representative mu
the lowlands of Luzon.
PERFORMANCE The learner performs music of the lowlands with appropriate pitch, rhythm, expression and
STANDARDS
LEARNING COMPETENCIES/ a. identifies the musical characteristics of representative music selections from the low
OBJECTIVES Luzon after listening;
b. analyzes the musical elements of some Lowland vocal music
c. sing folksong from the lowlands of Luzon
d. appreciate the different folksongs in Luzon lowlands

II.CONTENT The Music of Luzon ( Lowlands )
1.Vocal Music
 Folksongs of Luzon (Lowlands)
(Atin cu pung singsing, Pamulinawen,O Nariag a Bulan, Magtanim ay di Biro, Santa Clara,
Banggi,
Manang Biday, etci)

III.LEARNING RESOURCES
A. References Music and Arts Teachers Guide pages 10-19

B. Other Learning Laptop, PowerPoint Presentation
Resources
IV.PROCEDURES
A. Preliminary
Activities
1. Prayer
2. Checking of Attendance
3. Recall/Review
Let the students recall the following musical symbols being flashed in the cards by naming th
by one. (whole note,
quarter note, flat, g-clef, sharp, 2/4, half rest, bar line and dotted note).
The teacher will ask the students these questions:
 Where do we used or see these symbols?
 What is the significance of these symbols to music?
 What are the Elements of music and its importance?

B. Activity/Motivation Play a “GUESSING GAME” about the different songs being played.
(Manang Biday, Leron-Leron Sinta, and Magtanim ay di biro.
The teacher will lead the students to the realization that Philippines is rich in folksongs.
Ask the students what are other songs that they have learned in their elementary years
than the songs that they
have heard.
The students will give their answers.
Examples would be:
Bahay Kubo, Ati Cu Pung Singsing, Sitsiritsit.

C. Abstraction The teacher will discuss the meaning folk songs and its examples by showing a PowerPoin
Philippine Folk.
The teacher will ask these questions regarding the PowerPoint:
 What is the meaning of a folk song?
 What are the characteristics of Folksongs?

D. Application The teacher group the class into 3. Each group was assigned to sing one Folksong.
Group 1 BAHAY KUBO
Group 2 ATIN CU PUNG SING SING
Group 3 LERON LERON SINTA

E. Analysis Upon singing the different Luzon lowland Folksong, the teacher ask the purpose of the so
Comparing and Contrasting the characteristics of the folksongs according to their musical ele
 How did you find the tempo of the song? Fast, slow, or moderate?
 How did you find the melody? High, low or just the right pitch?
F. Generalization The teacher asks the students and emphasizes the importance of folksongs.
V. EVALUATION Read the follwing questions and encircle the letter of the correct answer.
1. A Phillipine music genre which is originally passed down orally to members of the fa
usually the composers and lyricist are unknown.
a. Folksong
b. Harana
c. Kundiman
d. Pasyon
2. If the song “Magtanim Ay Di Biro” is a Tagalog folk song, while “Sarung Banggi” is a
___________ folk song.
a. Bicolano
b. Illiocano
c. Visaya
d. Waray
3. “Atin cu pung Singsing” is a folksong from ____________.
a. Bicol
b. Bulacan
c. Ilocaos Region
d. Pampanga
4. Which of the following is NOT the characteristic of a Folksong?
a. sung in their own dialect
b. short and simple
c. composers are famous
d. learned through rote
5. Who is the composer of Sarung Banggi?
a. Nicanor Abelardo
b. Potenciano V. Gregorio
c. Lourdes R. Siobal
d. Erick Sabellano
VI. ASSIGNMENT List down some Religious song that you know.
REFFLECTION:
REMARKS
ON THE
CRAFTING OF LOCALIZED
CURRICULUM GUIDELINES
DULY SIGNED BY THE SCHOOL
COMMUNITY

Revision: 00xx
ACR Name of Office:
SCHOOL
ACTIVITY COMPLETION REPORT ON THE CRAFTING OF LOCALIZED

CURRICULUM GUIDELINES DULY SIGNED BY THE SCHOOL COMMUNITY
S.Y. 2019-2020
One of the main features of the K to 12 programs is the delivery of lessons

Rationale through contextualization and localization. Section 10.2 of the Implementing
Rules and Regulations (IRR) of Republic Act (RA) 10533 states that
“Curriculum shall be contextualized and be flexible enough to enable and
allow schools to localize and enhance the curriculum based on their
respective educational and social contexts”.
Objectives To create curriculum guidelines on localization with the knowledge and
permission of the community – parents and Non-Government Organizations
Activity Design Date: June 15, 2019

Time: 8:00-9:00 AM
Venue: Covered Court
Program:
Opening Ceremonies
National Anthem
Opening Remarks
Roll Call
Presentation Guidelines on Localizing the Curriculum

 Localization and contextualization can be done in all learning areas.
 Localization maximizes the use of available materials.
 To contextualize, teachers must use authentic materials and anchor
teaching on the context of learners’ lives
 Students are encouraged to use indigenous materials for their projects and
outputs.
 Teachers should encourage students to pose problems and issues and use
strategies to address them.
 The localized or contextualized curriculum is based on local needs and
relevance for the learners; thus, allowing for its flexibility and creativity
in the lessons.
 Teachers must build on what resources the school has.
 Teachers must accommodate and respect cultural, linguistic and racial
diversity.
Persons Involved Principal, TIC, Parent-Teacher Association Officers, All Subject Teachers
Pictures of
Meeting
Expenses None to report
Monitoring and The School Head monitored the meeting and he evaluated the Presentation
Evaluation Guidelines on Localizing the Curriculum presented by Mrs. Roselyn Palabasan,
TIC
After the presentation, the parents gave a positive feedback and they supported the
plans of the school
Guidelines Amended and Signed:

PRESIDENT: MR. PONCIANO P. MAGCALAS
VICE- PRESIDENT : MRS. MYRA L. GUEVARRA
SECRETARY: MRS. CRSITINA S. JULIO
TREASURER :MRS. DARLYN B. MIRANDA
AUDITOR: MRS. LEA M. ANDRES
PIO: MR. JD M. INGAL
BOARD OF DIRECTORS
MRS. OLIVIA A. SIGUA
MRS. JENNELYN I. NIRIC
MRS. CRISTINA T SALAC
MS. ARRA P. MALLARI
MS. LANAMHAE M. CUEVAS
Prepared by: Checked and Monitored:
Maneline Grace Salac Roselyn D. Palabasan

Faculty Club Secretary Teacher-in-Charge
Noted:
Principal
Region III

Gatiawin, Arayat
S.Y.2018-2019

”. The localization of the curriculum can allow learning to become more
meaningful and relevant. It supports policy formulation and standard setting for
Rationale reform of the curriculum and the impact of this on teacher skills and knowledge.
Localization will involve the use of local materials both as the subject and object
of instruction. Localization will also involve making the local culture an integral
part of the curriculum.

Time: 8:00-9:00AM
Program:
Opening Ceremonies
National Anthem
Opening Remarks
Roll Call

outputs.
in the lessons.
diversity.
Picture

TIC
After the presentation, the parents gave a positive feedback and they supported
the plans of the school
GPTA PRESIDENT - MR. ROMEO CASTRO
VICE PRESIDET - MRS. JENNIFER SIADOR
BRGY CHAIRMAN- MR. ANTONIO A. DUE

Noted by:
Jackeline P. Merano
Principal
Region III

Gatiawin, Arayat
S.Y.2017- 2018

The curriculum shall be contextualized and global. The curriculum shall be flexible
enough to enable and allow schools to LOCALIZE, INDIGENIZE and ENHANCE
Rationale the curriculum based on their respective educational and social contexts. Schools
and local authorities have the freedom to adapt the curriculum and the process of
teaching and learning to the learning environment. Localization and indigenization
maximize the materials that are available within the community.


Time: 8:00-9:00AM
Program:
Opening Ceremonies
National Anthem
Opening Remarks
Roll Call

outputs.
in the lessons.
diversity.

TIC
GPTA PRESIDENT - MRS. MARY C. ICBAN
BRGY CHAIRMAN- MR. ROY D. MAGCALAS

Noted:
Jerry C. Maniego
Principal
COPIES
OF LOCALIZED/
CONTEXTUALIZED
IMS/LMS/CGs PER
LEARNING AREA
LIST OF TRAININGS
CONDUCTED ON
LOCALIZATION/
CONTEXTUALIZATION
OF
MATERIALS
D e p a r t m e n t o f E d u c a ti o n
Region III

Gatiawin, Arayat
S.Y.2017- 2018
TRAINING ON LOCALIZATION AND CONTEXTUALIZATION OF MATERIALS
MAIN TOPIC: Teaching Grammar Using Localized Instructional Materials among

Multilingual Learners
In the contextual curriculum, learners are encouraged to learn within the

compatible environment for learning. This compatible environment for
Rationale learning is mainly associated with community centered, learner centered
and knowledge centered learning
Objectives The purpose of this training was to investigate the effects of using localized
instructional materials in teaching grammar on the academic performance in
English among multilingual learners, using experimental method.
Activity Design Date: July 5, 2017
Time: 8:00-AM 12:00 PM
Venue: Faculty
Program:
Prayer
Speaker: MANELINE GRACE SALAC -ENGLISH COORDINAOR
Persons TIC, English Teachers

Involved
Presentation  Understand the meaning of the keywords: Multilingual, Localized
Outline: Instructional Materials, Traditional Instructional Materials and Grammar
 Investigate the effects of using localized instructional materials in teaching
grammar through interview and experiment
 Doing DLL with the integration of localized materials
Monitoring The results showed that the performance of the experimental group using
and localized instructional materials was significantly better than the performance of
Evaluation the control group using traditional instructional materials. The finding revealed that
the use of localized instructional materials in teaching grammar is indeed more
effective.
Prepared by:
Maneline Grace Salac
English Coordinator
Noted by:
Jerry C. Maniego
School Head
Region III

Gatiawin, Arayat
S.Y.2018-2019

”. The localization of the curriculum can allow learning to become more
meaningful and relevant. It supports policy formulation and standard setting for
Rationale reform of the curriculum and the impact of this on teacher skills and knowledge.
Localization will involve the use of local materials both as the subject and object
of instruction. Localization will also involve making the local culture an integral
part of the curriculum.

Time: 8:00-9:00AM
Program:
Opening Ceremonies
National Anthem
Opening Remarks
Roll Call

outputs.
in the lessons.
diversity.
Picture

TIC
GPTA PRESIDENT - MR. ROMEO CASTRO
VICE PRESIDET - MRS. JENNIFER SIADOR
BRGY CHAIRMAN- MR. ANTONIO A. DUE

Noted by:
Jackeline P. Merano
Principal
Region III

Gatiawin, Arayat
S.Y.2017- 2018

The curriculum shall be contextualized and global. The curriculum shall be flexible
enough to enable and allow schools to LOCALIZE, INDIGENIZE and ENHANCE
Rationale the curriculum based on their respective educational and social contexts. Schools
and local authorities have the freedom to adapt the curriculum and the process of
teaching and learning to the learning environment. Localization and indigenization
maximize the materials that are available within the community.


Time: 8:00-9:00AM
Program:
Opening Ceremonies
National Anthem
Opening Remarks
Roll Call

outputs.
in the lessons.
diversity.

TIC
GPTA PRESIDENT - MRS. MARY C. ICBAN
BRGY CHAIRMAN- MR. ROY D. MAGCALAS

Noted:
Jerry C. Maniego
Principal
M&E
SUPERVISORY
REPORT ON
LOCALIZED
CURRICULUM
ADJUSTED
LOCALIZED
CURRICULUM
SAMPLE PERFORMANCE OUTPUTS THAT
COULD BE UTILIZED TO IMPROVE
COMMUNITY LIFE
(E.G. SOLID WASTE MANAGEMENT,
TREE PLANTING, LINIS BAYAN
ACTIVITY ETC.)
S.Y 2019-2020
SCHOOL ACTIVITIES WITH THE BARANGAY
OFFICERS
S.Y 2018-2019
SCHOOL ACTIVITIES WITH THE BARANGAY OFFICERS
CLEAN UP DRIVE
S.Y 2018-2019
SCHOOL ACTIVITIES WITH THE BARANGAY OFFICERS AND SK MEMBERS
YOUTH DAY
S.Y 2018-2019
BARANGAY ACTIVITIES FOR THE YOUTH

LOG BOOK/RECORD SHEETS
SHOWING NAMES OF VISITORS
WHO BENCHMARKED GOOD OR
BEST PRACTICES OF SCHOOL’S
LOCALIZED CURRICULUM
ACCOMPLISHMENT REPORT ON
THE SCHOOL’S BEST PRACTICES
IN LOCALIZED CURRICULUM

SCHOOLS DIVISION OF PAMPANGA Revision: 00xx
High School Blvd. Brgy. Lourdes, City of San Fernando
Name of Office:
ACR GATIAWIN HIGH SCHOOL

GULAYAN SA PAARALAN S.Y 2019-2020
TITLE OF THE ACTIVITY: GULAYAN SA PAARALAN
OBJECTIVES/AGENDA: To promote consumption of vegetables among school children

The program needs to promote vegetable production and
encourage the learners to enjoy eating and planting vegetables
Access to affordable, safe and healthy food
HIGHLIGHTS OF THE ACTIVITY: To lessen the malnutrition among the school

children
DATE: July 7, 2019
VENUE: Gatiawin High School
TARGET PARTICIPANTS: Grade 9 students (Agriculture-TLE)

4Ps Beneficiaries
Teachers
Parents
Students
PRESIDING OFFICER: Victoriano D. Manicdao
Republic of the Philippines Document Code: SDO-QF-CID-

Department of Education 00XX
Revision: 00xx
NARRATIVE REPORT
We have learned that most of the students in any places of our country belongs to poor families
and have greater possibility of dropping out in school just because of hunger and malnutrition
and by helping their parents to earn a living. The health and nutrition of these learners are crucial
factors that can affect their academic performance. In line with this, our school initiated this
program “GULAYAN SA PAARALAN” to help our students and parents to have a health mind
and body.
For this reason, let us educate our students the correct methods of sustainable production of food
such as vegetable production and consumption. Gulayan sa Paaralan is very important in every
school. It increases production, income and livelihood opportunities among small producers. It
can access to affordable, safe and healthy food. Gulayan sa Paaralan helps attain sufficiency and
economic growth.
Prepared by:
MARCELINO GADDI
TLE TEACHER
Noted by:
VICTORIANO MANICDAO
PRINCIPAL

Region III
Name of Office:
ACR
ACCOMPLISHMENT REPORT
CLEAN UP DRIVE
2019-2020
TITLE OF THE ACTIVITY : CLEAN UP DRIVE
2019-2020
OBJECTIVES:
 “Clean-Up Drive” aims to raise environmental awareness in different
communities.
 To promote waste reduction, recycling and reuse and create public
awareness on waste management and environmental concerns.
 To improve outdoor recreational activities of the community.
DATE : February 27,2020

VENUE : Gatiawin Barangay Hall to Bitas
TARGET PARTICIPANTS : GHS Faculty and students
PRESIDING OFFICER : VICTORIANO D. MANICDAO
BUDGETARY REQUIREMENT: P 1,000 (Estimated amount – subject for audit)
The stated amount is allocated for the expenditures relative to the
conduct of the meeting for refreshment.
NARRATIVE REPORT

Gatiawin High School had always been on advocate of Ecological Solid Waste
Management Program with proper waste segregation and clean-up projects as its forefronts. With
this advocacy, the student-members of the SSG Officers headed by Ma’am Catherine Magat, the
adviser, conducted the clean-up drive last February 27,2020 with the collaboration of the
Barangay Officials, SK members, 4Ps Beneficiaries and parents.
The clean-up started exactly 8:30 in the morning as the students were split into
smaller group and sent to work in their specified areas. Students brought with them cleaning
materials such as wire brushes, brooms, trash bags, and dustpans. At 12:00 in afternoon, the
activity ended with impressive turn-out, a remarkable transformation all brought about by utmost
participation of many club members involved for progress and change of the school community.
This activity had awakened the youth-members of their responsibility to take care and reflects
concern of their environment. It was successful that the members reflected that they had done
something for the benefits of the school and the community as a whole.
The goal of this program is to bring awareness to the students, teachers and
citizens the importance of cleaning the environment and how everyone should be a good steward
of the Earth.
Prepared by:
School Head

Region III
Gatiawin, Arayat
S.Y. 2017- 2018
Title of the Activity: Tree Planting Activity 2017
Date and Location: June 16, 2017

Gatiawin High School
Summary:
The planting project help us raise awareness on the importance of trees and shrubs to the
learners. The best way to inspire a love for nature is to start teaching it at a young age. By having
students learn every aspect of tree planting and care, from picking a species to putting it in the
ground and everything in between, it becomes second nature to them.
To help our Mother Nature and to support the Project GREEN program of the school, and in
response to the local community submerging problem during rainy season & typhoons, the Youth
for Environment in Schools Organization (YES-O) together with the Supreme Student
Government works come united as one for the tree planting activity held on June 16,2017
they planted plants inside & outside of the School Campus.
The said activity was a great success with the joint effort of the school principal, Mr.
Jerry Maniego and other proponents, the YES-O adviser, the SSG President and the YES-
O President, plus the never-ending support coming from the community of the barangay.
Actual Result/Outcome:
A successful tree planting activity was accomplished and became remarkable from
the joint effort of the following advocates, Mrs. Elena C. Lopez, YES-O adviser, the SSG
and YES-O President, plus the never-ending support coming from the community of the
barangay, and the unswerving advocacy of the school principal, Mr. Jerry C. Maniego in
support to the community and to the school Project GREEN program.
Lesson Learned:
Planting trees and gardens at schools helps beautify the community. The newly
planted trees will clean the air. They will clean the water runoff from the buildings
with their roots. They not only enrich the students and residents’ lives; they enrich the
earth that they now inhabit. As the gardens start to flower, they will attract bees,
birds, and butterflies — all of which we need to pollinate food gardens in the
community.
EVERYONE can help reforest the planet. Every individual’s contribution makes
an impact. BECOME a TREE AMBASSADOR, Get your hands in the dirt and plant
trees in your own community.
Prepared by:
MARK JAYSON C. SANTOS

YES-O President
Noted by: Approved by:
ELENA C. LOPEZ JERRY C. MANIEGO

YES-O Adviser School Head
Any document/s of school’s initiated
project that uses the community as a
learning laboratory
S.Y 2018-2019
SCHOOL ACTIVITIES WITH THE BARANGAY OFFICERS
CLEAN UP DRIVE
S.Y 2018-2019
SCHOOL ACTIVITIES WITH THE BARANGAY OFFICERS AND SK MEMBERS
YOUTH DAY
S.Y 2018-2019
BARANGAY ACTIVITIES FOR THE YOUTH

LOCAL LITERATURE
2017-2018
LOCAL LITERATURE
2018-2019
LOCAL LITERATURE
2019-2020

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SAMPLE LESSONS

GATIAWIN HIGH SCHOOL

Subject: ENGLISH: RESEARCH

 Research on community areas that have problems with trash

Earth Day, trash, litter, community, clean up, environment, research

 local newspaper and/or community or municipal Web sites

Extension: Have students write their reactions to or feelings about the project.

Evaluate students' participation in the project.

Republic of the Philippines Document Code:

DATE : February 27,2020

CLEAN UP DRIVE 2019-2020

CLEAN UP DRIVE 2019-2020

SEMI-DETAILED LESSON PLAN

Semester: Second Quarter Date: August 24, 2018 (Friday)

A. Content Standards: Demonstrates understanding of current health trends,

B. Performance Standard: Consistently demonstrates critical thinking skills in

a. Discusses the existing health related laws;

 Comprehensive Dangerous Drugs Act of 2002 (RA 9165)

III. LEARNING RESOURCES:

A. Reviewing previous lesson (Let me hear your animal)

B. Establishing a Purpose of the Lesson (Picture Analysis)

1. What do you see on the picture?

a. How do you feel?

D. Discussing New Concepts and Practicing New Skills (Group Presentation)

 Comprehensive Dangerous Drugs Act of 2002 (RA 9165)

What do you think will happen if a person engaged in illegal drugs?

F. Finding Practical Applications of Concepts and Skills in Daily Living

G. Making Generalizations and Abstractions about the Lesson

 What is Republic Act 9165?

Directions: Write LEGAL if the statement is correct, and ILLEGAL if not.

_______1. Using minor for selling and distributing illegal drugs.

_______ 2. Prohibiting in selling/bringing substance abuse during parties or events.

_______ 4. Maintaining a place for illegal drug activities.

Republic of the Philippines Document Code:

MONITORING AND EVALUATION

Prepared by: Noted by:

FRANCIS ELIEZER C. GARZON JACKELINE P. MERANO

Coordinator School Head

GATIAWIN HIGH SCHOOL

5. Other Learning http://www.ehow.com/info_

F. Developing After presenting What are the quality of having the

GATIAWIN HIGH SCHOOL

ACTIVITY COMPLETION REPORT

Title of the Activity: Tree Planting Activity 2017

Date and Location: June 16, 2017

MARK JAYSON C. SANTOS

Noted by: Approved by:

ELENA C. LOPEZ JERRY C. MANIEGO

Republic of the Philippines Document Code: SDO-QF-

LESSON PLAN IN ENGLISH Name of Office:

May I ask everyone to stand for the

Good Morning, Class! Good morning, Ma’am!

Class, before you take your sit, kindly

B. Establishing a Purpose for the Lesson

Before we go further on our lesson, let

Today, you are expected to:

 Make predictions about the text

C. Presenting Examples/ Instances of the New Lesson

 was a Filipino journalist, author, historian and

Now I want you to ponder on this question

D. Discussing New Concepts and Practicing New Skills # 1

 Class, why do you think the person in