School: Cambahanon Primary School Grade Level: V and VI

Cambahanon Primary School Teacher: JUVY RHEA W. VERGARA Learning Area: ALL SUBJECTS
ALANGALANG I DISTRICT Teaching Dates and Time: August 29-Sept. 1, 2023 (WEEK 1) Quarter: 1st QUARTER

MULTIGRADE WEEKLY LEARNING PLAN

ENGLISH
Grade Level 5 6
Content Standards Listening Comprehension Listening Comprehension
The learners demonstrates understanding of text types to listen for different purposes from a demonstrates understanding of text types to listen for different purposes from
variety of texts a variety of texts

Oral Language Oral Language

demonstrates understanding of various verbal elements in orally communicating demonstrates understanding of various non-verbal elements in orally
information communicating information

Fluency
Grammar Grammar
demonstrates command of the conventions of standard English grammar and demonstrates command of the conventions of standard English grammar and
usage when writing or speaking usage when writing or speaking

Grammar
demonstrates command of the conventions of standard English grammar and Grammar
usage when writing or speaking demonstrates command of the conventions of standard English grammar and
usage when writing or speaking

Performance Standards Uses literary and informational texts heard to construct an appropriate feedback Uses literal information from texts heard to construct an appropriate feedback.
Competencies Day 1 Day 1
Note significant details Analyze sound devices (onomatopoeia, alliteration, assonance, consonance)
EN5LC –Ia-2.1 EN6LC-Ia-2.3.1-2.3.3
EN6RC-Ia-2.3.1-2.3.3 and 2.3.9
Day 2
Infer meaning of unfamiliar words (compound words) based on given context Day 2
clues (antonyms, synonyms, word parts) and other strategies Infers meaning of idiomatic expressions using context clues
EN5V-Ia-12-13 EN5V-Ia-12.3.1

Day 3 Day 3
Describe different forms and conventions of film and moving pictures (lights, Describe different forms and conventions of film and moving pictures (lights)
blocking direction characterization acting, dialogue, setting, or set-up) EN6VC-Ia-5.1.1
EN5VC-Ia-5.1
Day 1
Lesson Objectives Notes significant details of the selection listened to. Analyzes sound devices
 Observes politeness at all times. Writes a three – line 4 stanza poem
Shows kindness to everyone. Self – corrects reading activity
Uses appropriate facial expressions in delivering some lines of the characters of
the selection listened to.
Subject Matter Noting Details Analyzing Sound Devices

Learning Resources BOW, K – 12 Curriculum Guide in English 5 BOW, Curriculum Guide in English 6
K – 12 Learner’s Materials in English 5

Procedures Grouping Structures (tick boxes):

Methodology: Whole Class Grade Groups

Use letter icons to describe the parts of the lesson (for example the introduction), where you may Ability Groups
show methodology and address the whole class as one group Friendship Groups
assessment activities Mixed Ability Groups Other (specify)
Combination of Above
DT
Direct Teaching Teaching, Learning and Assessment Activities
Setting the Stage
GW
Group Work (Appendix 1)
Show the class a picture of some animals
IL
Independent Learning What kind of animal is in the first picture? How about in the second picture? On the third picture?
What do these animals have in common? How do they differ?
A
Assessment GW DT
Today, we are going to listen to a story and learn to use appropriate facial Have you heard the tick – tack of the clock? The buzzing of the bees, the
expressions in delivering the lines of the characters. You will be learning to tweet of the birds on the trees? The quack of the ducks on the mud? The
answer questions based on the noted significant details of the selection you thumping of children at play?
listened to. How about the meow of the cat? The mooo of the cow in the rice field?
Ask Questions After What do we call these sounds produced?
What is an onomatopoeia?

DT GW
Let the pupils arrange the jumbled letters to identify the word used in the story Activity A
being defined. Identify the following lines. Write O for onomatopoeia and Al for alliteration.
(Appendix 2)
a. growing thickly ------- h s y u b
b. soft hair of certain animals ------ u f r Activity B
c. projecting part of the face including the mouth and nose--- z l e z m Write C for consonance and As for assonance on the following set of words.
u
d. having a full rounded shape ------ u m l p p Activity C
e. tricky or wise----- y s l Use the following group of words in sentences:
for emphasis, the teacher can allow pupils to use the words formed in sentences.
Ask questions after.
 IL IL
How did facial expressions affect in saying these lines of the characters of the Using the lines used in the group activity, compose a three line – four stanza
story you listened to? (Facial expressions make the story more realistic and poem of any title to your choice.
emotional)
(Appendix 3) Scoring Rubrics

Group B 5+1 if the presentation is beyond expectations

Make a comic strip of the story “The Sly Fox” 4 if it is very satisfactory
3 if it is satisfactory
5+1 if the presentation is beyond expectations 2 if it is poor
4 if it is very satisfactory 1 if it needs reparations
3 if it is satisfactory
2 if it is poor
1 if it needs reparations

A A
Read the story carefully then answer the questions that follow: List down at least 3 onomatopoeia, 3 alliteration, 3 assonance and 3
(Appendix 4) consonance used in the poem.

The Greenfields
Walden S. Ventura

(Appendix 3)
Remarks
Reflection
Day 2
Lesson Objectives Infers meaning of unfamiliar compound words based on given context clues, Infers meaning of idiomatic expressions using context clues
synonyms and antonyms. Writes clear and coherent sentences using appropriate grammatical structures:
Writes meaningful sentences using compound words (aspects of verb) pluralization of regular nouns
Plans a 2 – 3 paragraph composition using an outline or graphic organizer Relates an experience appropriate to the occasion
Subject Matter Writing meaningful sentences using compound words Writing clear and coherent sentences
Writing a 2 – 3 paragraph composition
Learning Resources References: BOW, K-12 Curriculum Guide, LM and TG References: BOW, K-12 Curriculum Guide, LM and TG
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
Think and Tell
The teacher shows a picture of a garden
(Appendix 5)
Ask:
Do you take care of our environment?
What activity do you usually do to take care of our environment?
DT GW
You have learned that verbs are action words. Today, you will be learning (Appendix 5)
different aspects of verbs. Before proceeding to the topic, let us have a drill. Group 1
 Write at least 10 nouns found in the picture.
Read the following words
Group 2
postdate = post (after) + date Write the plural from of the following nouns
after the date (see Appendix 5)
supernatural = super (more than) + natural Group 3
more than the natural Rewrite the sentences using the plural form of the singular nouns used in the
ex – president = ex (former) + president following sentences:
former president (see Appendix 5)
nonsense = non (without) + sense
without sense Group 4
multitask = multi (many) + task Match the idiomatic expressions with their meaning.
many tasks (see Appendix 5)

Study the following sentences:

GW DT
How do we write the plural form of regular nouns?
Group 1 What is idiomatic expression? What are some commonly used idiomatic
Complete the table below expressions?
Group 2
Compose clear and coherent sentences using the verb tenses used in the table. Write the plural form of the following nouns
Group 3 1
The following sentences are written in past tense. Rewrite them in present and
future tense. Write the singular form of the following nouns used in the following
Group 4 sentences:
Compose sentences using the given sets of words. Refer the word enclosed in
parentheses to know the tense of the verb to be used in each item.

IL IL
Analyze the graphic organizer. Write a simple paragraph focusing on your personal experience using singular
Say: Now, let us plan a two-paragraph composition using the details of the or plural form of nouns and idiomatic expressions.
semantic web.
(Appendix 7) Write a simple composition about any of the following topics:
My Pet
My Best Friend
My Mother
Our School

Content – 5 points
Organization 3 points
Grammar – 2 points
A A
(Appendix 8) (Appendix 6)
 Using the details of the semantic web, plan a two – paragraph composition.

Compose a paragraph using the information on the graphic organizer.

Remarks
Reflection
Day 3
Lesson Objectives Describes different forms and conventions of film and moving pictures (lights, Describes different forms and conventions of film and moving pictures
blocking direction characterization acting, dialogue, setting, or set-up) (lights)
Subject Matter Film Viewing / picture talk
Learning Resources BOW, K – 12 Learner’s Materials, K – 12 Curriculum Guide
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
(Appendix 9)
What are in the pictures? What words come to your mind as you look at these pictures?
DT DT
Are you fond of watching films? Are you fond of watching films?
What kind of film do you like? What kind of film do you like?
What things do you notice when the film is already playing? What things do you notice when the film is already playing?
Read and learn the following terms used in a movie. Read and learn the following terms used in a movie.
(Appendix 10) (Appendix 10)
GW
GW Do and learn
Do and learn Watch the video “Stellar Moves: The Story of Pluto”. Take note of the
Watch the video “Stellar Moves: The Story of Pluto”. Take note of the different different forms and conventions of the film as discussed. For the consumption
forms and conventions of the film as discussed. For the consumption of the of the teacher, the video can be downloaded on youtube using the URL –
teacher, the video can be downloaded on youtube using the URL – https://m.youtube.com/watch?v=MNBtdNgH0Ds
https://m.youtube.com/watch?v=MNBtdNgH0Ds
IL IL
Identify the different elements of the film watch. (setting, characterization, plot, Identify the different elements of the film watch. (setting, characterization,
performance, costuming, props, set and location, camera work, lighting, sound, plot, performance, costuming, props, set and location, camera work, lighting,
editing sound, editing

A A
There are different forms and conventions of the film. What are these? There are different forms and conventions of the film. What are these?
(setting, characterization, plot, performance, costuming, props, set and location, (setting, characterization, plot, performance, costuming, props, set and
camera work, lighting, sound, editing location, camera work, lighting, sound, editing
Remarks
Reflection
FILIPINO
Grade Grade 5 Grade 6
Pamantayang Pakikinig Pakikinig
Pangnilalaman Naipapamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa Naipapamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa
The learner napakinggan. napakinggan.
demonstrates Wikang Binibigkas/Gramatika Wikang Binibigkas/Gramatika
understanding of Naipapamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng Naipapamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng
sariling ideya, kaisipan, karanasan at damdamin. sariling ideya, kaisipan, karanasan at damdamin.
Pag-unlad ng Talasaltaan/Pag-unawa sa Binasa Pag-unlad ng Talasaltaan/Pag-unawa sa Binasa
Naisasagawa ang napanuring pagbasa sa ibat-ibang uri ng teksto at Naisasagawa ang napanuring pagbasa sa ibat-ibang uri ng teksto at
napapalawak ang talasalitaan. napapalawak ang talasalitaan.
Estratehiya sa Pag-aaral Estratehiya sa Pag-aaral
Naipapamalas ang ibat-ibang kasanayan upang maunawaan ang ibat-ibang Naipapamalas ang ibat-ibang kasanayan upang maunawaan ang ibat-
teksto. ibang teksto.
Pagsulat Pagsulat
Napapaunlad ang kasanayan sa pagsulat ng ibat-ibang uri ng sulatin. Napapaunlad ang kasanayan sa pagsulat ng ibat-ibang uri ng sulatin.
Panonood Panonood
Naipapamalas ang kakayahan sa mapanuring panonood ng iba’t ibang Naipapamalas ang kakayahan sa mapanuring panonood ng iba’t ibang
media. media.
Pagpapahalaga sa Wika, Literasi at Panitikan Pagpapahalaga sa Wika, Literasi at Panitikan
Naipapamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa Naipapamalas ang pagpapahalaga at kasanayan sa paggamit ng wika sa
komunikasyon at pagbasa ng ibat-ibang uri ng panitikan. komunikasyon at pagbasa ng ibat-ibang uri ng panitikan.

Pamantayan sa Pakikinig Pakikinig

Pagganap Nakapagbibigay ng sariling pamagat para sa napakinggang kwento at Nasasaulo ang isang tula o awit na napakinggan at naisasadula ang
The learner pagsasagawa ng roundtable na pag-uusap tungkol sa isyu o paksang isang isyu o paksa mula sa tekstong napakinggan.
napakinggan. Wikang Binibigkas/Gramatika
Wikang Binibigkas/Gramatika Nakagagawa ng radio broadcast/teleradyo, sabayang bigkas, reader’s
Nakakasali sa isang usapan tungkol sa isang paksa theatre o dula-dulaan
Pag-unlad ng Talasalitaan/Pag-unawa sa Binasa Pag-unlad ng Talasalitaan/Pag-unawa sa Binasa
Nakapagsasagawa ng reader’s theatre. Nakabubuo ng sariling disyunaryo ng mga bagong salita mula sa
Estratehiya sa Pag-aaral binasa: naisasadula ang mga maaaring mangyari sa nabasang teksto.
Nakapagtatala ng kailangang impormasyon o datos.
Pagsulat
Nakasusulat ng isang talata tungkol sa isang isyu o paksa.

Mga Kasanayan sa Pakikinig Pakikinig

Pagkatuto Naiuugnay ang sariling karanasan sa napakinggang teksto Nasasagot ang mga tanong tungkol sa napakinggang pabula.
F5PN-Ia-4 F5PN-Ia-g-3.1
Wikang Binibigkas Gramatika
Naipapahayag ang sariling opinyon o reaksyon sa isang napakinggang Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-
balita, isyu o usapan. usap sa iba’t ibang sitwasyon.
F5PS-Ia-j-1 F6WG-Ia-d2
Gramatika Pag-unawa sa Binasa
Nagagamit nang wasto ang mgapangngalan at panghalip sa pagtalakay Naiuugnay ang binasa sa sariling karanasan.
tungkol sa sarili, sa mga tao, hayop, lugar, bagay at mga pangyayari sa F6PB-I
paligid. Pagsulat
 F5WG-Ia-e-2 Nasisipi ang isang talata mula sa huwaran.
F6PU-Iac-2
Unang Araw
Layunin ng Aralin Pakikinig Pakikinig
Naiuugnay ang sariling karanasan sa napakinggang teksto Nasasagot ang mga tanong tungkol sa napakinggang pabula.
Pag-unawa sa Binasa Pag-unawa sa Binasa
Nasasagot ang mga tanong sa binasang kuwento Naiuugnay ang binasa sa sariling karanasan.
Wikang Binibigkas
Naipapahayag ang sariling opinyon o reaksyon sa isang napakinggang
balita, isyu o usapan.
Paksang Aralin Pag-uugnay ang sariling karanasan sa napakinggang teksto Pagsagot ang mga tanong tungkol sa napakinggang pabula.
Pagsagot ang mga tanong sa binasang kuwento Pag-uugnay ang binasa sa sariling karanasan.
Pagpapahayag ang sariling opinyon o reaksyon sa isang napakinggang
balita, isyu o usapan.
Kagamitang TM, TG, BOW, (others) TM, TG, BOW, (others)
Panturo
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons Whole Class Ability Groups

to show methodology Describe the parts of the lesson (for example the introduction), where you may Friendship Groups
and assessment address all grade levels as one group. Other (specify)
activities. Mixed Ability Groups Combination of Structures
Grade Groups
DT
Direct Teaching Teaching, Learning and Assessment Activities
GW
Group Work WHOLE CLASS ACTIVITY
IL
Independent Basahin ng guro ang isang balita at makikinig ang mga bata. (Apendiks 1, Araw 1, Baitang 5&6)
Learning Magkaroon ng talakayan.
A
Assessment Tatalakayin ang mga sangkap ng balita at ang kahalagahan nito.
Tandaan:
Ang balita ay pangyayaring nagaganap sa ating kapaligiran at maging sa iba pang panig ng daigdig.
Mahalaga ang pakikinig ng mga balita upang mabatid natin ang mga napapanahong pangyayari sa loob atlabas
ng bansa.
Mga Sangkap ng Balita: ano, sino, kailan, saan, paano at bakit
GW DT
Hatiin ang mga bata sa tatlong pangkat. Ipabasa ang isang pabula. “Ang Unggoy at ang Pagong”
Muling ipabasa sa kanila ang balita. (Apendiks 2, Araw 1, Baitang 6)
Hikayatin silang ipahayag ang sariling opinyon tungkol sa balita gamit ang Talakayin kung ano ang pabula.
iba’t ibang MI’s. (Multiple Intelligences) Pagsagot sa mga tanong tungkol sa pabula.
Anong aral ang mapupulot sa kuwento?
DT GW
Ipabasa ang isang balita. Batay sa binasang pabula,hikayatin ang mga bata na iugnay ang binasa
(Apendiks 3, Araw 1 ,Grado 5) ayon sa sariling karanasan.
 Bumuo ng tatlong pangkat para sa kanilang gawain.
Maaaring ipakita ito sa paraang:tula,awit,drama at iba pa.
IL IL
(Apendiks 4, Araw 1 ,Grado 5) Presentasyon s apangkatang gawain ng mga bata
(Apendiks 5 , Araw 1,Grado 6)

Mga Tala
Pagninilay
Ikalawang Araw
Layunin ng Aralin Gramatika Gramatika
Nagagamit nang wasto ang mgapangngalan at panghalip sa pagtalakay Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-
tungkol sa sarili, sa mga tao, hayop, lugar, bagay at mga pangyayari sa usap sa iba’t ibang sitwasyon.
paligid.
Pag-unlad ng Talasalitaan
Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar sa
pamamagitan ng gamit sa pangungusap.
Paksang Aralin Paggamit nang wasto sa mga pangngalan at panghalip sa pagtalakay Paggamit nang wasto sa mga pangngalan at panghalip sa pakikipag-
tungkol sa sarili, sa mga tao, hayop, lugar, bagay at mga pangyayari sa usap sa iba’t ibang sitwasyon.
paligid.
Pagbigay ng kahulugan ng salitang pamilyar at di-pamilyar sa
pamamagitan ng gamit sa pangungusap.
Kagamitang TM, TG, BOW, tsart TM, TG, BOW, tsart
Panturo
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons Whole Class Ability Groups

to show methodology Describe the parts of the lesson (for example the introduction), where you may Friendship Groups
and assessment address all grade levels as one group. Other (specify)
activities. Mixed Ability Groups Combination of Structures
Grade Groups
Direct Teaching
Group Work
Independent Teaching, Learning and Assessment Activities
Learning
Assessment WHOLE CLASS ACTIVITY
I. Itanong:
Ano-ano ang mga nakikita niyo sa ating paligid/pagpunta niyo sa paaralan mula sa inyong bahay?
Hikayatin silang isulat ang mga sagot sa tsart.
TAO BAGAY HAYOP LUGAR PANGYAYARI
 II. Ipabasa ang “Isang Anunsiyo sa Pahayagan”(Apendiks 6 , Araw 1,Grado 5&6)
Talakayin ang mga pangungusap na hango sa kuwentong binasa. “Isang Anunsyo sa Pahayagan”

A B
1. Si Ahmed ay tubong Cotabato. 1. Hawak niya ang binabasang pahayagan.
2. Hawak niya ang binabasang pahayagan. 2. Sasali siya sa bagong samahan.
3. Sasali siya sa bagong samahan. 3. Interesado po ako.

Pag-aralan ang mga pangungusap sa hanay A.

Itanong:
Anong ngalan ang may salungguhit sa bilang 1? 2? 3?
Talakayin ang pangngalan at magbigay iba pang mga halimbawa.

Pag-aralan ang mga pangungusap sa hanay B.

Itanong:
Ano-ano ang mga nasalungguhitang mga salita?
Sino ang tinutukoy ng SIYA, NIYA at AKO?
Talakayin at ipaliwanag na ang mga ito ay panghalip.
Magbigay ng iba pang mga halimbawa.
Magbigay ng gawain. (Apendiks 7 , Araw 1,Grado 5&6)
DT GW
Basahin ang mga pangungusap. Gawain:
Pag-aralan ang mga salitang may salungguhit sa bawat hanay” Pangkatin ang mga bata sa tatlo.
Bawat pangkat ay gagawa n isang dayalogo na ginagamitan n mga
pangngalan at panghalip batay sa mga sumusunod na sitwasyon.
A B Pag-alis ng tatay mo patungong ibang bayan.
Sino ang katiwala sa silid- Malusog ang taong hindi Hindi pagpapaalam sa magulang na uuwi ng gabi mula sa paaralan.
aklatan? sakitin. Hindi inaasahang pagdating ng Tiya mula sa probinsiya o ibang bansa.
Aling salita ang mahirap maunawaan?madaling maunawaan?
Paano natin mauunawaan ang mga madali/mahirap maintindihang mga
salita?
Talakayin kug ano ang pamilyar at di pamilyar na salita.

IL DT
(Apendiks 8 , Araw 2,Grado 5) Pagpapakita ng pangkatang gawain at pagbabahagi ng kuro-kuro
tungkol sa kanilang palabas.
(Apendiks 9 , Araw 2,Grado 6

Mga Tala
Pagninilay
Ikatlong Araw
Layunin ng Aralin Estratehiya sa Pag-aaral Pagsulat
Nabibigyang-kahulugan ang patalastas. Nasisipi ang isang talata mula sa huwaran.
Pagsulat Pagpapahalaga sa Wika, Literasi at Panitikan
Nakasusulat ng isang maikling balita/patalastas Naipagmamalaki ang sariling wika sa pamamagitan ng paggamit nito.
Pagpapahalaga sa Wika, Literasi at Panitikan
Naipagmamalaki ang sariling wika sa pamamagitan ng paggamit nito
Paksang Aralin Pagbibigay-kahulugan sa patalastas. Pagsipi ng isang talata mula sa huwaran.
Pagsulat ng isang maikling balita/patalastas Pagmamalaki ang sariling wika sa pamamagitan ng paggamit nito.
Pagmamalaki sa sariling wika sa pamamagitan ng paggamit nito
Kagamitang TM, TG, BOW, (others) TM, TG, BOW, (others)
Panturo
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons Whole Class Ability Groups

to show methodology Describe the parts of the lesson (for example the introduction), where you may Friendship Groups
and assessment address all grade levels as one group. Other (specify)
activities. Mixed Ability Groups Combination of Structures
Grade Groups
DT
Direct Teaching Teaching, Learning and Assessment Activities
GW
Group Work WHOLE CLASS ACTIVITY
IL
Independent Itanong:
Learning Kayo ba ay madalas/mahilig manood ng telebisyon?
A
Assessment May napapanood b kayong mga patalastas?
(Hikayatin ang mga bata na magbigay ng mga patalastas mula sa mga napapanood nila)
DT DT
Gawain Gawain
Ilahad ang isang patalastas. Pangkatin ang mga mag-aaral sa dalawa.
Sagutin ang mga tanong ukol dito. Ilahad ang isang talata at ipasagot ang mga tanong.
Talakayin kung ano ang patalastas at ang kahalagahan nito. (Apendiks 11 , Araw 3,Grado 6)
Magbigay ng iba pang halimbawa ng patalastas. Talakayin kung paano sinusulat ang talata.
(Apendiks 10 , Araw 3,Grado 5)
GW IL
Pangkatin ang mga bata sa tatlong grupo. Sipiin ang napag-aralang talata sa (Apendiks 11 , Araw 3,Grado 6)
Gumawa ng isang patalastas ang bawat grupo. Iwawasto ng guro.
Pangkat 1: Patalastas na nangangailangan ng patalastas sa isang (Apendiks 13, Araw 3,Grado 6)
kompanya.
Pangkat 2: Ipinakikiusap na bawal magtapon ng basura sa bakanteng lote
ng ospital. Ang mahuhuling lalabag dito ay magmumulta ng limang libong
piso o pagkabilanggo ng sampung araw.
Pangkat 3: Patalastas para sa produkto ng inyong lugar.
(Apendiks 12, Araw 3,Grado 5)
A A
DT Summative Test(Apendiks 14, Araw 3, Grado 5) Summative Test(Apendiks 15, Araw 3, Grado 6)

Mga Tala
Pagninilay

MATH
Grade Level Grade 5 Grade 6
Content Standard demonstrates understanding of whole numbers up to demonstrates understanding of adding and subtracting simple fractions and
The learner 10 000 000. mixed numbers.
Performance is able to recognize and represent whole numbers up to 10 000 000 in is able to recognize and represent adding and subtracting simple fractions
Standard various forms. and mixed numbers.
The learner
Competencies Visualizes numbers up to 10 000,000 with emphasis to various Adds and subtracts simple forms and mixed numbers with or without
forms.M5NS –Ia-1.5 regrouping.M6NS-Ia-86
Rounds numbers to the nearest hundred thousand and million.M5NS- Solves routine and non- routine problems involving addition and subtraction
Ia-15.3 of fractions.M6NS-Ia-87.2
Reads and writes numbers 10 000 000 in symbols and in Creates problems ( with reasonable answer involving addition and
words.M5NS-Ia-9.5 subtraction of fractions using appropriate problem solving.M6NS-Ia-88.2
Day 1
Lesson Objectives To visualize numbers up to 10,000,000 with emphasis on numbers To add and subtract simple fractions and mixed numbers without or with
100 001 – 10 000 000. M5NS-Ia-1.5 regrouping. M6NS-Ia-86
Process Skills: Visualizing numbers up to 10 000. Process Skills: Adding and Subtracting Simple Fractions and Mixed
Values Integration: Care for the environment Numbers.
Values Integration: Thoughtfulness
Subject Matter Visualizing Numbers up to 10 000 000 with Emphasis on 100 001-10 Adding and Subtracting Simple Fractions and Mixed Numbers Without or
000 000. With Regrouping.
Learning Resources CG, BOW, TG,LM CG,BOW,TG,LM
,Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons Describe the parts of the lesson (for example the introduction), Friendship Groups
to show methodology where you may address all grade levels as one group. Other (specify)
and assessment Mixed Ability Groups Combination of Structures
activities. Grade Groups

DT
Direct Teaching Teaching, Learning and Assessment Activities
GW
Group Work WHOLE CLASS ACTIVITY
IL
Independent Learning Let the pupils sing a song “Little Indian”.
A
Assessment
Present this situation. Group the pupils into 3. Distribute activity sheets of each group.
The Boy scouts of the different schools in Amulung joined a Appendix 1.
tree planting .There were 123,121 trees planted in all. Do you know how
DT
IIL
GW
D
IL
A
DTLT big 123,121 is?
Discuss on how to answer the guide questions.
How many 100 000, 10 000s, 1000s do we have in 123,121?
Teacher asks more questions. Appendix 2.
Group the pupils into 3.Then give the following activity. Appendix Study the following problem.Then discuss it.
3 Ask:How do we add and subtract simple fractions and mixed
numbers without and with regrouping?
Appendix 4
Guide the pupils in giving instruction. Appendix 5 Let the pupils answer the given solving problem. .Appendix 6
Appendix 7 Appendix 8
Day 2
Lesson Objectives To round numbers to the nearest hundred thousand and million.M5NS- To solve routine and non- routine problems involving addition and
Ia-9.5 subtraction of fractions using appropriate problem solving strategies and
To read and write numbers up to 10 000 000 in symbols and in tools.
words.M5NS-Ia-9.5 To create problems ( with reasonable answer involving addition and
and team work subtraction of fractions using appropriate problem solving.M6NS-Ia-
88.2
Subject Matter Rounding Numbers to the Nearest Hundred Thousands and Millions. Solving routine and non- routine problems involving addition and
Reading and writing numbers up to 10 000 000 in symbols and in words. subtraction of fractions.
Creating problems (with reasonable answer involving addition and
subtraction of fractions using appropriate problem solving.
Learning Resources CG,BOW,TG, LM CG,BOW,TG,LM
Procedure Grouping Structures (tick boxes):
Whole Class
Use these letter icons Describe the parts of the lesson (for example the introduction), Ability Groups
to show methodology where you may address all grade levels as one group. Friendship Groups
and assessment Mixed Ability Groups Other (specify)
activities. Grade Groups Combination of Structures

DT
Direct Teaching Teaching, Learning and Assessment Activities
GW
Group Work WHOLE CLASS ACTIVITIES
IL
Independent Learning Introduce a Mathematics song (To the tune of “Are you Sleeping”).
A
Assessment
Present the problem. Solve the following and express the answer in simplest for if
Ask. How will you solve the problem? possible.
Guide the pupils to find the answers by estimation. Appendix 10 -Pupils create a problem based in the given problem.
Appendix 9
A. Pupils are group into three .Each group will be given an activity Present this problem.
sheet to answer. Appendix 11 Justin bakes an apple cake for her mother’s birthday. Her
B. Let the pupils work on the activity. Appendix 12 brother ate 3/5 while her sister ate 2/4. Process the problem then solve.
How do you solve routine and non-routine problems involving addition
and subtraction of fractions?
Appendix 13
 Grade Level Grade 5 Grade 6
Content Standard Properties of materials to determine whether they are useful or harmful Different types of mixture and their characteristics
IL The learner
GW
A A. Round off the following numbers to the indicated nearest place Divide the class into 3 groups. Each group will be given activity
demonstrates value. Appendix 14 sheets. Appendix 15
understanding of Let the pupils answer the given test. Let the pupils answer the given task.
Performance Uses local, recyclableAppendix
solid and/16or liquid materials in making useful Prepare beneficial and useful
Appendix 17 mixtures such as drinks, food and
Standard
Day 3 products. herbal products.
The learner
Lesson Objectives Answer the summative test with at least 80% mastery.
Competencies
Subject Matter Use theAssessment.
Weekly properties of materials whether they are useful or harmful. Describe the appearance and uses uniform and non-uniform
Learning Resources mixtures.
Day 1
Procedure Grouping Structures (tick boxes):
Lesson
Use these Objectives
letter icons To identify
Whole Class and describe properties of materials as to To define what is mixture.
Ability Groups
to show methodology ductility and of
Describe the parts tensile strength.
the lesson (for example the introduction), FriendshipTo produce and describe mixture.
Groups
and assessment (S5MT-la-b-1)
where you may address all grade levels as one group. (S6MT-la-c-1)
Other (specify)
activities. Mixed Ability Groups
Grade Groups Combination of Structures
DTSubject
Direct Matter
Teaching Properties of Materials Mixtures
Group WorkResources
GW Learning BOW Learning and Assessment Activities
Teaching, BOW
IL
Independent Learning Science Links 5, (Work text), pp. 16-21 Science and Health for Everyone 5,pp. 117-119
WHOLE CLASS ACTIVITY
A
Assessment Science and Health 6,pp. 89-90 Science and Health 5, pp. 133-134
Remind the pupils on the standards in taking a test
Science and Health for Everyone 5, pp. 105-115 Science for Daily Use 4, pp. 107-109
Let the
Science pupils
links answer
5 (Work text)thepp.
given test.
178-180 IntoLet
thethe pupilsScience
Future; answerand
the Health
given test.
4, pp. 100-102
Appendix 18
Journey into the World of Science 6, pp. 111-115 Appendix 19
Science Spectrum 4, pp. 151-154
Remarks Exploring and Protecting Our world 6,pp. 151-153
Reflection
Procedure Grouping Structures (tick boxes):

Use these letter icons Whole Class SCIENCE Ability Groups

to show methodology Describe the parts of the lesson (for example the introduction), Friendship Groups
and assessment where you may address all grade levels as one group. ESP Other (specify)
Grade
activities. Mixed Ability Groups Grade 5 Combination of Structures Grade 6
Pamantayang Naipamamalas
Grade Groups ang pag-unawa sa kahalagahan ng pagkakaroon Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang
DT
Pangnilalaman
Direct Teaching ng mapanuring
Teaching, pag-iisip
Learning sa pagpapahayag
and Assessment at pagganap ng
Activities bago makagawa ng isang desisyon para sa ikabubuti ng lahat
The learner
Groupdemonstrates
GW Work anumang gawain na may kinalaman sa sarili at sa pamilyang
understanding
IL of
Independent kinabibilangan
Review: Flash words that are related to matter. Write in meta cards and post them on the board.
Learning
Pupils give examples of each word.
Pamantayan
A sa Pagganap
Assessment Nakagagawa ng tamang pasya ayon sa dikta ng isip at loobin Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng
Let them write their examples below the meta cards.
The learner sa kung ano ang dapat at di-dapat lahat
(See Appendix 1)
Mga Kasanayan sa DT
Napahahalagahan ang katotohanan sa pamamagitan ng Naisasagawa GWang mga tamang hakbang na makatutulong sa pagbuo ng isang
Pagkatuto Present concrete
pagsusuri sa mga: materials like copper wires, tie wires, metal materials, Group the classsainto
desisyon na makabubuti three.
pamilya
steel materials
1.1. balitang napakinggan Let them perform
1.1. pagsusuri nang mabutithe activity.
sa mga bagay na may kinalaman sa sarili at
Let pupils classify the materials.
1.2. patalastas na nabasa/narinig pangyayari (Let them prepare in advance the materials needed.)
Pupils describe the materials shown.
EsP5PKP – Ia- 27 EsP6PKP-(See Ia-i–Appendix
37 3)
Discussion:
Properties of materials as to ductility and
tensile strength.
(See Appendix for Background Information)
Unang Araw
Layunin ng Aralin Mapahahalagahan ang katotohanan sa pamamagitan ng Maisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang
pagsusuri sa mga balitang napakinggan at patalastas na desisyon na makabubuti sa pamilya tulad ng pagsusuri nang mabuti sa mga bagay na
nababasa may kinalaman sa sarili at pangyayari
Paksang Aralin Pagpapahalaga sa katotohanan sa pamamagitan ng pagsusuri sa Pagsusuri ng mabuti sa mga bagay na may kinalaman sa sarili at pangyayari
mga balitang napakinggan at patalastas na nababasa
Kagamitang Panturo Mga larawan, mga balita at patalastas Mga larawan
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons to Whole Class Ability Groups

show methodology and Describe the parts of the lesson (for example the introduction), where you Friendship Groups
assessment activities. may address all grade levels as one group. Other (specify)
Mixed Ability Groups Combination of Structures
DT
Direct Teaching Grade Groups
GW
Group Work
IL
Independent
Learning Teaching, Learning and Assessment Activities
A
Assessment WHOLE CLASS ACTIVITY

Suriin ang mga larawan (Apendiks 1 Week 1 Araw 1 Baitang 5 at 6)

Bigyang pansin ang mga larawan na nangyayari sa totoong buhay.
DT GW
Alamin Natin: Tingnan ang (Apendiks 2 Week 1 Araw 1) Tingnan ang (Apendiks 3 Week 1 Araw 1)
Suriin/Pahalagahan ang Kuwento “Ang Balita ni Kuya Lito Suriin ang bawat sitwasyon at ibigay ang sariling desisyon na nagduduloT ng
kabutihan
Pagpapangkat ng dalawa
GW DT
Gawain 1 Tingnan ang (Apendiks 4 Week 1 Araw 1) Bigyang pagkakataon ang bawat pangkat na maipaliwanag ang kanilang ginawa sa
Pagpapangkat sa dalawa pangkatang gawain.
Pagpoproseso ng guro sa kasagutan ng mga bata
IL IL
Tingnan ANg (Apendiks 5 Week 1 Araw 1) Tingnan ang (Apendiks 6 Week 1 Araw 1
A A
Tingnan ang (Apendiks 7 Week 1 Araw 1) Tingnan ang (Apendiks 8, Week 1, Araw 1)
Aling mga patalastas o pelikula ang nagbibigay ng
makatotohanang pangyayari?
Mga Tala
Pagninilay
Ikalawang Araw
Layunin ng Aralin 1. Napahahalagahan ang katotohanan sa pamamagitan ng 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang
 pagsusuri sa mga: desisyon na makabubuti sa pamilya
1.3. napanood na programang pantelebisyon 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa sarili at
1.4. nabasa sa internet pangyayari

Paksang Aralin Mapahahalagahan ang katotohanan sa pamamagitan ng Pagsusuri ng mabuti sa mga bagay na may kinalaman sa sarili at pangyayari
pagsusuri sa mga napapanood na programang pantelebisyon at
nababasa sa internet.
Kagamitang Panturo
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons to Whole Class Ability Groups

show methodology and Describe the parts of the lesson (for example the introduction), where you Friendship Groups
assessment activities. may address all grade levels as one group. Other (specify)
Mixed Ability Groups Combination of Structures
DT
Direct Teaching Grade Groups
GW
Group Work
IL
Independent
Learning Teaching, Learning and Assessment Activities
A
Assessment Pagpapakita ng mga larawan ng mga programa sa telebisyon. (Apendiks 9 Week 1 Araw 2)

DT GW
Tingnan ang Apendiks 10, week 1, araw 1, Baitang 5 Suriin ang mga larawan sa apendiks 9, Week 1, Araw 2
Pangkat 1: (larawan ni Cardo) Anong mga pangyayari sa pelikula na nangyayari sa
totoong buhay
Pangkat 2: (larawan ng MMK) Magbigay ng napanood sa MMK na totoong nangyari
sa pamilya o sa sarili
GW DT
Tingnan ang Apendiks 11, week 1, araw 1, Baitang 5 Bigyang pagkakataon ang bawat pangkat na maipaliwanag ang knilang paksa tungkol
sa larawang kanilang nakuha

IL IL
Tingnan ang Apendiks 12, week 1, araw 1, Baitang 5 Gumawa ng isang liham na may kinalaman sa iyong buhay. Isulat ang pangyayaring
di mo makakalimutan. I-address ito sa MMK.
A A
Pumili ng isang paborito mong programa sa telebisyon at Gumawa ng isang liham na may kinalaman sa iyong buhay. Isulat ang pangyayaring
ipaliwanag kung ito’y makatotohanan o di-makatotohanan. di mo makakalimutan. I-address ito sa MMK.
Mga Tala
Pagninilay
Ikatlong Araw
Layunin ng Aralin Maisasagawa ang mga Gawain at masasagot ang mga Maisasagawa ang mga Gawain at masasagot ang mga katanungan na inihanda para sa
katanungan na inihanda para sa lingguhang pagsusulit lingguhang pagsusulit
 Paksang Aralin Lingguhang Pagsusulit Lingguhang Pagsusulit
Kagamitang Panturo BOW for Multigrade Teaching-Edukasyon sa Pagpapakatao BOW for Multigrade Teaching-Edukasyon sa Pagpapakatao for Grade V-VI, 2016
for Grade V-VI, 2016
Pamamaraan Grouping Structures (tick boxes):

Use these letter icons to Whole Class Ability Groups

show methodology and Describe the parts of the lesson (for example the introduction), where you Friendship Groups
assessment activities. may address all grade levels as one group. Other (specify)
Mixed Ability Groups Combination of Structures
Direct Teaching Grade Groups
Group Work
Independent
Learning Teaching, Learning and Assessment Activities
Assessment
Pagbibigay panuto para sa Gawain ng lahat.
A A
Tingnan ang Apendiks 13, week 1, araw 1, Baitang 5 Tingnan ang Apendiks 14, week 1, araw 1, Baitang 6

Mga Tala
Pagninilay
EPP
Grade Level Grade 5 Grade 6
Pamantayang Naipamamalas ang mga kaalaman at kasanayan upang mging Demonstrates knowledge and skills that will lead to one becoming an ideal
Pangnilalaman matagumpay na entrepreneur. entrepreneur.
Pamantayan saPagganap Mapahusay ang isang produkto upang maging iba sa iba. Sells products based on needs and demands.
Mga Kasanayan sa 1.1 Natutukoy ang mga oportunidad na maaring mapagkakitaan 1.1 Identifies the sellers and the buyers. TLEIE6-Oa-1
Pagkatuto (products and services) sa tahanan at pamayanan. EPP5IE-Oa-1 1.2 Produce simple products. TLEIE6-Oa-2
1.1.1 Spotting opportunities for products and sevices.
1.2 Naipaliliwanag ang kahulugan at pagkakaiba ng produkto at
serbisyo. EPP5IE-Oa-2
1.3 Natutukoy ang mga taong nangangailangan ng angkop na produkto
at serbisyo. EPP5IE-Oa-3

Layunin ng Aralin Natutukoy ang mga oportunidad na maaring mapagkakitaan (products Nabibigyang kahulugan ang konseptong entrepreneurship.
and services) sa tahanan at pamayanan Nalalaman ang kahalagahan ng entrepreneur
Natutukoy ang mga mahahalagang katangian ng isang entrepreneur. Natutukoy ang mga negosyo na makikita sa pamayanan
Paksang Aralin Ang Entrepreneur Katangian ng mahusay na entrepreneur
Kagamitang Panturo Larawan,tsart Larawan,tsart
 DT
IL
Pamamaraan
GW
GWAIL Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the introduction), Friendship Groups
show methodology and where you may address all grade levels as one group. Other (specify)
assessment activities. Mixed Ability Groups Combination of Structures
Grade Groups
Direct Teaching
Group Work Teaching, Learning and Assessment Activities
Independent Learning WHOLE CLASS ACTIVITY
Assessment Pagpapakita ng larawan ng tindahan/supermarket at iba pang uri ng negosyo na karaniwang makikita sa barangay..
(Apendiks 1)

Magpakita ng larawan ng isang matagumpay na entrepreneur sa Ano-ano ang mga negosyo na makikita sa inyong barangay? Ano-ano’ng
pamayanan(bansa). mga produkto/serbisyong kanilang inaalok?
Magkaroon ng talakayan tungkol sa mga mahahalagang katangian ng
isang matagumpay na entrepreneur.

Pangkatin ang mga bata sa dalawa at ipagawa ang: Tatalakaying ng guro at mga mag-aaral ang tungkol mga negosyo na
Apendiks 2. maaaring pagkakitaan at kahalagahan katangian ng isang entrepreneur.
Apendiks 3

Ano-ano ang mga karaniwang negosyo na makikita sa inyong Pangkatin ang mga mag-aaral sa dalawa.
barangay? Ilarawan ang mga ito. Ipagawa ang:
Apendiks 4

Ano-ano ang mga katangiang ng isang matagumpay na

entrepreneur? Ano-ano ang mga kailangang gawin para maging matagumpay ang negosyong
itatayo?
MgaTala
Pagninilay
IkalawangAraw
Layunin ng Aralin Naipaliliwanag ang kahulugan at pagkakaiba ng produkto at serbisyo. Nakagagawa ng produkto
Nasasabi ang mga dapat isaalang-alang sa pagpili ng may kalidad na Naisasaalang-alang ang pangangailangan ng tao sa pagpaplano ng negosyo.
produkto at serbisyo.
Natutukoy ang mga taong nangangailangan ng angkop na produkto at
serbisyo
PaksangAralin Ang Entrepreneur Katangian ng mahusay na entrepreneur
KagamitangPanturo Larawan,tsart Larawan,tsart
Pamamaraan: Grouping Structures (tick boxes):
UseDT
IL
GW
GW
AILthese letter icons to Whole Class Ability Groups
show methodology and Describe the parts of the lesson (for example the introduction), Friendship Groups
assessment activities. where you may address all grade levels as one group. Other (specify)
Mixed Ability Groups Combination of Structures
Direct Teaching Grade Groups
Group Work Teaching, Learning and Assessment Activities
Independent Learning
WHOLE CLASS ACTIVITIES
Assessment
Pagpapakita ng mga larawan ng produkto at itanong sa mga mag-aaral kung paano sila pumupili ng pruduktong kanilang bibihin?.
Apendiks 5

Tatalakayin ng guro at mga mag-aaral ang tungkol sa 1.Kaibahan ng Ipagawa sa mga mag-aaral.
serbisyo at produkto. Ano-ano ang mga katangian ng isang matalinong mamimili? isang
2.Mga salik nadapat isaalang alang sa pagpapatayo ng negosyo. entrepreneur?
3. Mga salik nadapat isaalang alang sa pagpili ng may kalidad na
serbisyo at produkto.

Pangkatin ang mga bata sa dalawa at ipagawa ang: Tatalakayin ng guro at mga mag-aaral ang tungkol sa katangian ng matalinong
Apendiks 6-------- Pangkat 1 mamimili at at entrepreneur.
Apendiks 7--------Pangkat 2

Ano ang pagkakaiba ng serbisyo at produkto? Magbigay ng mga Pangkatin ang mga bata sa dalawa: ipagawa ang:
halimbawa nito. Apendiks 8
Apendiks 9

Ano-ano ang mga dapat isaalang-alang sa Pagpili ng produkto/ Ano-ano ang mga katangian ng isang matalinong mamimili? isang
serbisyo? entrepreneur?

MgaTala
Pagninilay
IkatlongAraw
Layunin ng Aralin Nasasagot ang Lingguhang Pagsusulit nang may 80% pagkatuto Nasasagot ang Lingguhang Pagsusulit nang may 80% pagkatuto
PaksangAralin
KagamitangPanturo Mga Kagamitan sa Pagsususulit Mga kagamitan sa pagsusulit
Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the introduction), Friendship Groups
show methodology and where you may address all grade levels as one group. Other (specify)
assessment activities. Mixed Ability Groups Combination of Structures
Grade Groups
DT
Direct Teaching
Teaching, Learning and Assessment Activities
GW
Group
A Work WHOLE CLASS ACTIVITY
IL
Independent Learning
A
Assessment

Apendiks 10 Apendiks 11
Remarks
Reflection
MAPEH
Grade Level Grade 5 Grade 6
Content Standard MUSIC MUSIC
The learner demonstrates recognizes the musical symbols and demonstrates demonstrates understanding of the concept of rhythm by
understanding of understanding of concepts pertaining to rhythm. applying notes and rests,rhythmic patterns, and time
signatures.
ARTS
demonstrates understanding of lines,shapes, and space; and the ARTS
principles of rhythm and balance through drawing of archeological demonstrates understanding of the use of lines, shapes,
artifacts, houses, colors, texture, and the principles of emphasis
buildings, and churches from historical periods and contrast in drawing a logo and own cartoon
using crosshatching technique to simulate 3 dimensional and geometric character using new technologies in drawing.
effects of an artwork.

PE PE
demonstrates understanding of participation and demonstrates understanding of participation and
assessment of physical activity and physical fitness. assessment of physical activity and physical fitness.

HEALTH HEALTH
demonstrates understanding of mental demonstrates understanding of personal health
emotional, and social health concerns. issues and concerns and the importance of health appraisal procedures and
community resources in preventing or managing them.
Performance Standard MUSIC MUSIC
The learner performs with a conductor, a speech responds to beats in music heard with
chorus in simple time signatures appropriate conducting patterns of and 2 3 4 6
1. choral 444 8
2. instrumental

ARTS
creates different artifacts and architectural buildings
in the Philippines and in the locality using crosshatching
technique, geometric shapes,and space, with
rhythm and balance as principles of design.
puts up an exhibit on Philippine artifacts and houses
from different historical periods (miniature or replica).
ARTS
creates concepts through art processes, elements, and
principles using new technologies (hardware and
software) to create personal or class logo.
designs cartoon character on the spot using new
technologies.
PE
 participates and assesses performance in physical activities.
PE assesses physical fitness.
participates and assesses performance in physical activities.
assesses physical fitness. HEALTH
practices selfmanagement skills to prevent and control
HEALTH personal health issues and concerns.
practices skills in managing mental,emotional and
social health concerns.
Competencies MUSIC MUSIC
Recognizes rhythmic patterns using quarter note, half note, dotted half Differentiates among 2 3 4 and 6 time signature.
note, dotted quarter note, and eighth note in simple time signatures 4 4 4 8
MU5RH-Ia-b-2 MU6RH-Ib-e-2

ARTS
Gives the illusion of depth/distance to simulate a3-dimensional effect ARTS
by using crosshatching and shading techniques in drawings (old Appreciates the elements and principles applied in commercial art.
pottery, boats, jars, musical instruments). A6PL-Ia
A5EL
PE
PE Explains the indicators for fitness
Explains the indicators for fitness (PE5PF-Ia-17)
(PE5PF-Ia-17)

HEALTH HEALTH
Describes a mentally, emotionally and socially healthy person Describes personal health issues and concerns
(H5PH-lab-10) (H6PH-lab-18)

Demonstrates self-management skills

(H6PH-lab-19)
Day 1

Lesson Objectives MUSIC MUSIC

1.Recognize the rhythmic patterns using Give and write the number of beats in a measure.
different notes in simple time signatures.
2. Use the bar line in grouping the rhythmic pattern ART
in a meter. Create commercial art using technology/manually

ART
Draw and give the illusion of depth/distance to simulate a3-dimensional Process Skills: Singing,Bodily kinesthetic
effect by using crosshatching and shading techniques in drawings (old Drawing- New Technology
pottery, boats, jars, musical instruments). 8.1 logo
8.2 cartoon character
 GW
DT
GW Process Skills: Singing, following instruction,
bodily kinesthetic. Values Integration: Appreciation on the importance
Drawing,creating of technologies

Values Integration: Giving importance on the

different artifacts and architectural
buildings in the Philippines and in the locality
Subject Matter MUSIC MUSIC
Rhythmic Pattern, Time Signature Give and write the number of beats in a measure.

ARTS ARTS
Draw different artifacts and architectural buildings Identify the elements and principles applied in commercial art
in the Philippines and in the locality using Cross Hatching and shading
Techniques
Learning Resources CGs,TGs,BOW,Pictures, Charts CGs,TGs, BOW, Pictures
Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the zintroduction), Friendship Groups
show methodology and where you may address all grade levels as one group. Other (specify)
assessment activities. Mixed Ability Groups Combination of Structures
Grade Groups
DT
Direct Teaching
GW
Group Work Teaching, Learning and Assessment Activities
IL
Independent Learning WHOLE CLASS ACTIVITY
A
Assessment Let the pupils sing “Bahay Kubo” with matching clapping of hands. Then let them guest the time signature.

MUSIC MUSIC
Clap hands as per value of notes and rests given in 2/4 , ¾ time signature
(Appendix 1) Give musical pieces with 2, 3, 4 And 6/ 8 time signature
4 4 4
Discuss a value of the given notes and rests . (Appendix 2)

A dotted quarter note means the value of quarter note plus half of the Identify the notes and rests found in a measure.Then write the time signature
value of a quarter not. in the musical pieces.

Group 1-Give the value of given notes in simple time signature

Ex. A quarter note will receive one beat in a 2 The teacher process the output.
4
time signature and there will be 2 beats in a measure.
(Appendix 3)
Group 2 -Group the notes and rest by putting a barline of the following
rhythmic pattern
 GW
DT
DT
A LIL
IIL
IL (Appendix 4)

Clap the value of notes and rest in a measures or musical pieces.

(Appendix 5) Identify the number of beats per measure
Write notes and rests equivalent to a measure in a given time signature
(Appendix 6)

Paper and Pencil test Paper and Pencil test

ARTS
Study the pictures on ( Appendix 9) Individual Activity:
or Showing video in making pots using cross hatching techniques. Then A.Analysis of a commercial art as to its elements and principles applied to it.
ask the following questions: B.Labels the product that is being advertised in the picture.
1.What are the materials use in the picture/video?
2. What is the technique or the process use in making the
Art? (Appendix 10)

*Valuing;
How do we respect or give importance to the different artifacts and
cultural buildings that we have in our community and our country?

Group the pupils into two. Process the output and discussion.
Group 1 -Draw pictures that shows depth
Group 2-Draw pictures that shows illusion of distance *Valuing
What are the goodness in using technology in our daily activities?

Make a picture of pot using the crosshatching and shading technique. Paint readily available materials to make a commercial arts with the use of
technology or make a commercial arts manually.

Use Rubric for the output in IL Use Rubrics for the output in IL
(Appendix 11) (Appendix 12)
Remarks
Reflection
Day 2

Lesson Objectives PE PE
Recognize the different components of physical fitness. Recognize the different components of physical fitness.
Participate in activities to assess physical fitness of individual. Participate in activities to assess physical fitness of individual.

HEALTH HEALTH
 IL
GW
A
DT Describes a mentally, emotionally and socially healthy person. Describes personal health issues and
Process Skills: Following instruction Demonstrates self-management
Process Skills: Following instruction
Values Integration: Cooperation/Teamwork
Taking care of oneself/ Values Integration: Cooperation/Teamwork
Personal hygiene Taking care of oneself
Personal hygiene
Subject Matter Component of Physical Fitness Component of Physical Fitness
Personal Health- Issues and concerns Personal Health-Issues and Concerns
Learning Resources CGs,TGs,BOW,Pictures CGs,BOW, Pictures
Procedure Grouping Structures (tick boxes):

Use these letter icons to Whole Class Ability Groups

show methodology and Describe the parts of the lesson (for example the introduction), Friendship Groups
assessment activities. where you may address all grade levels as one group. Other (specify)
Mixed Ability Groups Combination of Structures
DT
Direct Teaching Grade Groups
GW
Group Work Teaching, Learning and Assessment Activities
IL
Independent Learning
WHOLE CLASS ACTIVITIES
A
Assessment
Do warm – up activities (Inhale, Exhale/Jogging)

PE
Discuss the component of physical fitness.
Teacher/Pupil demonstrate the different activities for physical fitness.
*NOTE: This is for both 5 and 6.

Perform the physical fitness test which includes:

• Sit and reach
• Long jump
• 50 meter sprint
• Curl-ups

Group the class into 3. Each will be in the station given to them by the leader/small teacher. Do the activity written in
the station then the group will describe component of physical fitness taken in every station.
(Appendix 13

Use Checklist in their IL and this serve as their assessment

(Appendix14 )
HEALTH HEALTH
Show a pictures/video clips on personal health Matching Picture with the following personal health issues and concern.
(Appendix 15) ( Appendix 16)
 IL
GW
DT
A
Use vocabulary words to define mentally, emotionally and socially
disturbed person.
*Valuing:
What are the things should we do to become a healthy person?

Do the following situation: Process and discuss their group answer and the teacher will give more inputs
Group 1-Make a graphic organizer that describes a about the lesson
mentally healthy person.
Group 2 - Make a sentences that describes an Use vocabulary words to define mentally, emotionally and socially disturbed
emotionally healthy person. person.
Group 3. Make a rap/song that describes a socially *Valuing
healthy person. What are the issues and concern in our community
that affect our heath?

Do activity on their LM “Pagsikapan Natin” Choose one and write 2-3 sentences to describe the picture based on the
(Appendix 17) lesson and suggest things to do to cope with the issues and concerns
(Appendix 18 )

Answer their LM on” Pagnilayan Natin” Write 5 issues and concerns on personal health Write some ways to cope
(Appendix 19) with this issues and concern.

Remarks
Reflection
Day 3

Assessment Objectives Answer the summative test with at least 80% mastery
Subject Matter Weekly Product/ Assessment
Learning Resources TGs, LMs, BOW
Procedure Grouping Structures (tick boxes):
Whole Class Ability Groups
Use these letter icons to Describe the parts of the lesson (for example the introduction), Friendship Groups
show methodology and where you may address all grade levels as one group. Other (specify)
assessment activities. Mixed Ability Groups Combination of Structures
Grade Groups
DT
Direct Teaching
GW
Group Work Teaching, Learning and Assessment Activities
IL
Independent Learning WHOLE CLASS ACTIVITY
A
Assessment
Setting Standards in Taking Summative Test
 (APPENDIX 20) (APPENDIX 21)

Remarks
Reflection

CPL:

Prepared by: Noted:

JUVY RHEA W. VERGARA JOANNE TONNETTE E. ALCOBER

Teacher 1 School Head