WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Week: WEEK 1
MELCs:
a. Identifies factors of a given number up to 100. (Day 1)
b. Identifies the multiples of a given number up to 100. (Day 1)
c. differentiates prime from composite numbers. (Day 2)
Day
Objectives
Topic/s
1
At the end of the lesson, the learners will
be able to:
a. Identify the factors of a number
up to 100; and
b. Identify the multiples of a number
up to 100.
Identifying the
Factors and
Multiples of a
number up to
100
Grade Level: GRADE 4
Learning Area: MATHEMATICS 4
Classroom-Based
Activities
Begin with classroom routine:
a. Prayer;
b. Reminder of the classroom health and safety protocols;
c. Checking of the attendance; and
d. Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will now recall their previous lesion about solving problems involving GMDAS.
B. Motivation (Engage)
The teacher will write some numbers on the board:
(Factors)
42 = 1 x 42
2 x 21
3 x 14
6x7
7x6
(Multiples)
2 = 4, 6, 8, 10, 12, 14
3 = 3, 6, 9, 12, 15, 18
4 = 4, 8, 12, 16, 20, 24
C. Discussion of concepts (Explore)
Prepared by: ANTHONY A. PASCUAL
The teacher will now discuss the topic about identifying the factors and multiples
of a number up to 100. (CM page 109)
D. Developing Mastery (Explain)
For mastery of the lesson, the teacher will require the class to answer letter A in their
book.
-Creative Mathematics 4, page 113 (letter A)

E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer
individual work in their book.
-Creative Mathematics 4, page 116
-This will be done by pair.
2
F. Evaluation
The teacher will now give the evaluation part of the lesson.
-Creative Mathematics 4, page 116 (numbers 1-10)
At the end of the lesson, the learners will Differentiating Begin with classroom routine:
be able to:
Prime Numbers
a. Prayer;
a. Identify prime numbers and from Composite
b. Reminder of the classroom health and safety protocols;
composite numbers; and
Numbers
c. Checking of the attendance; and
b. Differentiate prime numbers from
d. Ask the students how are they and what they feel.
composite numbers.
A. Recall (Elicit)
The teacher will recall their previous lesson about identifying the factors and multiples of
a number up to 100.
B. Motivation (Engage)
The teacher will require the class to read: PRIME and COMPOSITE
How many syllable/s does the word PRIME have? (1)
How about the COMPOSITE word? (more than 2)
C.


D.
Prepared by: ANTHONY A. PASCUAL
Discussion of concepts (Explore)
The teacher will now discuss the meaning of prime and composite numbers.
The teacher will give examples of prime and composite numbers.
Developing Mastery (Explain)
For developing mastery of the lesson, the teacher will require the class to answer the
activity in their book.
-Creative Mathematics 4, page 121 (Group Work)
E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer the
activity in their book.
-Creative Mathematics 4, page 121 (1-5 only)
-This will be done by pair.
F. Evaluation
The teacher will now give the evaluation of the lesson.
-Creative Mathematics 4, page 121 (6-10)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Week: WEEK 1
MELCs:
d. Gives the place value and the value of a digit of a given decimal number through ten thousandths (Day 1)
e. Reads and writes decimal numbers through ten thousandths. (Day 1)
f. Rounds decimal numbers to the nearest hundredth and thousandth. (Day 2)
Day
Objectives
Topic/s
1
At the end of the lesson, the learners will
be able to:
c. Identify the place value and
value of a decimal number
d. Read decimal numbers correctly
and
e. Write decimal numbers correctly.
Place Value
and Value of a
Decimal
Number
Reading and
Writing Decimal
Numbers
Grade Level: GRADE 5
Learning Area: MATHEMATICS 5
Classroom-Based
Activities
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will now recall their previous lesion about visualizing and solving division of
fractions.
B. Motivation (Engage)
The teacher will show a place value chart of a decimal number. Let the students observe
the chart.
WHOLE NUMBERS
10
Thous Hundr Tens
Thous ands eds
and
2
3
20000 3000
Prepared by: ANTHONY A. PASCUAL
4
400
Ones
.
6
.
5
50
6
DECIMAL NUMBERS
Tenth Hundr Thous Ten
s
edths andth Thous
s
andth
s
4
1
2
3
4/10
1/100 2/100 3/100
0
00
0.4
0.01
0.002 0.000
3
Given a number 23,456.4123 how can you determine the place value and value of each
digit?
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic about identifying the place value and value
of decimal number.
 The teacher will also discuss how to read and write decimal numbers correctly.
D. Developing Mastery (Explain)
For mastery of the lesson, the teacher will require the class to answer the given activity in
their book.
-Millennial Mathematics 5, page 78 (1-10)
E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer an
activity in their book.
-Millennial Mathematics 5, page 80
-This will be done by pair.
2
At the end of the lesson, the learners will
be able to:
c. Round decimal numbers to the
nearest hundredths; and
d. Round decimal numbers to the
nearest thousandths
Rounding Off
Decimal
Numbers
F. Evaluation
The teacher will now give the evaluation part of the lesson.
-Millennial Mathematics 5, page 80-81 (numbers 1-10)
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about identifying the place value and value of a
decimal number.
B. Motivation (Engage)
The teacher will require the class to:
Stand if a number is between 5-9
Sit down if a number is between 0-4
Prepared by: ANTHONY A. PASCUAL
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic about rounding off decimal numbers.
D. Developing Mastery (Explain)
For developing mastery of the lesson, the teacher will require the class to answer the given
activity in their book.
-Millennial Mathematics 5, page 83 (1-10)
E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer the
activity in their book.
-Millennial Mathematics 5, page 83 (Letter B 1-10)
-This will be done by pair.
F. Evaluation
The teacher will now give the evaluation of the lesson.
-Millennial Mathematics 5, page 83 (Letter B 1-10)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Week: WEEK 1
MELCs:
g. Expresses one value as a fraction of another given their ratio and vice versa. (Day 1)
h. Defines and illustrates the meaning of ratio and proportion using concrete or pictorial models. (Day 2)
Day
Objectives
Topic/s
1
At the end of the lesson, the learners will
be able to:
f. Express ratio in colon form; and
g. Express ratio in fractional form.
Expressing
Ratios
Grade Level: GRADE 6
Learning Area: MATHEMATICS 6
Classroom-Based
Activities
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will now recall their previous lesion about solving multi-step problems involving
division of decimals.
B. Motivation (Engage)
The teacher will read the example problem in their book.
-Creative Mathematics 6, page 100
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic about expressing ratio in colon form and in
fractional form.
D. Developing Mastery (Explain)
For mastery of the lesson, the teacher will require the class to answer letter A in their book.
-Creative Mathematics 6, page 102 (1-10)
E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer individual
work in their book.
-Creative Mathematics 6, page 103 (letter A only)
-This will be done by pair.
F. Evaluation
Prepared by: ANTHONY A. PASCUAL
2
At the end of the lesson, the learners will
be able to:
e. Define ratio and proportion; and
f. Solve problems involving ratio
and proportion.
Ratio and
Proportion
The teacher will now give the evaluation part of the lesson.
-Creative Mathematics 6, page 104-105 (1-10)
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about expressing ratio in a colon and in a
fractional form.
B. Motivation (Engage)
The teacher will give examples on the board.
Find the ratio of 4 hours to 1 day. Since in 1 day there is 24 hours, we can write the ratio as
4 hours is to 24 hours. Then express the ratio by finding a number that is divisible by both 4
and 24 and that is 4. The quotient or final ratio now is 1 is to 6. This form proportion now,
because the two quantities are equal.
C. Discussion of concepts (Explore)
 The teacher will now discuss the meaning of ratio and proportion.
 The teacher will give more examples for better understanding of the lesson.
D. Developing Mastery (Explain)
For developing mastery of the lesson, the teacher will require the class to answer the activity
in their book.
-Creative Mathematics 6, page 117 (1-10)
E. Application and Generalization (Elaborate)
To check the understanding of the students. The teacher will require them to answer the
activity in their book.
-Creative Mathematics 4, page 117 (1-10)
-This will be done by pair.
F. Evaluation
The teacher will now give the evaluation of the lesson.
-Creative Mathematics 4, page 119 (1-5 only)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Grade Level: GRADE 4
Week: WEEK 1
Learning Area: ENGLISH 4
MELCs:
a. Use clear and coherent sentences employing appropriate grammatical structures: Kinds of Nouns –Possessive Nouns (Day 1)
b. Use clear and coherent sentences employing appropriate grammatical structures: Kinds of Nouns –Concrete and Abstract Nouns (Day 2)
Day
1
Objectives
Topic/s
At the end of the lesson, the learners will
be able to:
a. Determine possessive nouns in
a sentence; and
b. Use possessive nouns in a
sentence.
Possessive
Nouns
Classroom-Based
Activities
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about compound words.
Guided Questions:
1. How will you define compound words?
2. Give an example of a compound words.
B. Motivation (Engage)
Before presenting the lesson, the teacher will go to students and use their things as an
example.
1. Is this Precious book? -It’s Precious’ book.
2. Is this the pencil of Julia? -It’s Julia’s pencil
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic about possessive nouns.
A possessive noun is a noun that shows ownership. To form this, add an apostrophe (‘) +
s to the noun.
If the noun is plural, or already ends in s, just add an apostrophe (‘) after the s.
Prepared by: ANTHONY A. PASCUAL
D. Developing Mastery (Explain)
The teacher will give examples for better understanding of the lesson.
The students will use the following examples in a sentence.
Example:
1. Maria’s bag is colorful
2. Jenner’s shoes are nice.
3. Carly’s uniform is neat and clean
4. Anthony’s books are arranged neatly in the shelf.
5. Precious’ hairclip is beautiful.
E. Application and Generalization (Elaborate)
The teacher will now check the understanding of the students about possessive nouns.
-English Edge 4, page 50-51 (Exercise 1)
-This will be done by pair.
2
At the end of the lesson, the learners will
be able to:
Concrete and
Abstract Nouns
F. Evaluation
Let the students answer the given activity in their book.
-English Edge 4, page 51 (Exercise 2)
Begin with classroom routine:
a. Prayer;
b. Reminder of the classroom health and safety protocols;
c. Checking of the attendance; and
d. Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about possessive noun.
B. Motivation (Engage)
The teacher will ask questions that will lead to their topic about concrete and abstract
noun.
1. Can you touch beauty literally? How about taste? Hear?
2. Can you touch a table? How about a notebook? Can you taste cookies?
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic concrete and abstract nouns.
Prepared by: ANTHONY A. PASCUAL
A concrete noun is something that you can experience through your five senses; sight
smell, hearing, taste, and touch.
An abstract noun is a word that name things that are not concrete.
D. Developing Mastery (Explain)
The teacher will give examples for better understanding of the lesson.
The students will use the following examples in a sentence.
Example:
1. Love – abstract or concrete?
2. Vegetables - abstract or concrete?
3. Loyalty - abstract or concrete?
4. English book - abstract or concrete?
5. Patience - abstract or concrete?
E. Application and Generalization (Elaborate)
The teacher will now check the understanding of the students about concrete and abstract
nouns.
-English Edge 4, page 59 (Exercise 1)
-This will be done by pair.
F. Evaluation
Let the students answer the given activity in their book.
-English Edge 4, page 60 (Exercise 2)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Grade Level: GRADE 5
Week: WEEK 1
Learning Area: ENGLISH 5
MELCs:
a. Compose clear and coherent sentences using appropriate grammatical structures: aspects of verbs, modals and conjunction (Day 1 and Day 2)
Day
1
Objectives
Topic/s
At the end of the lesson, the learners will
be able to:
a. Recognize the modal verbs in a
sentence; and
b. Use modals in completing a
sentence.
Modals
Classroom-Based
Activities
Begin with classroom routine:
a. Prayer;
b. Reminder of the classroom health and safety protocols;
c. Checking of the attendance; and
d. Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about compound sentences.
B. Motivation (Engage)
The teacher will write a sentence on the board. Then will require the students to read the
following sentences.
(Ability) - David can speak three languages.
(Permission) – May I use your calculator?
(Advice) – You should do your homework.
(Obligation) – I must do my homework now.
(Possibility) – She might lose her chance to win the game.
C. Discussion of concepts (Explore)
 The teacher will now proceed to their lesson modal verbs.
D. Developing Mastery (Explain)
The teacher will give examples of sentences with proper use of modals. While the teacher
is giving examples, he will call students to give their own.
 For ability, use can or could modal
Examples:
1. Anthony can solve math problems in just 10 minutes.
Prepared by: ANTHONY A. PASCUAL
2. He could solve math problems easily when he was in fourth grade.
*could is the past tense of can
*Use could and with time expression happened in the past.

For asking permission, use can, could, and may modal; sometimes ends with
a question mark.
Examples:
1. Can I borrow your books?
2. My mother asked me earlier, If I could open the door?
3. May I use the restroom?
 For giving advice, use shall, should or should not
Examples:
1. You should go to the dentist at least twice a year.
2. People here can understand English. You should not worry.
 For having an obligation, use must or have to.
Examples:
1. I must memorize the rule of tenses.
2. I have to review my lessons before our exam.
3. I must clean the house.
4. I have to wash the dishes before my mother will get angry.
 For possibility, use might or may modals.
Examples:
1. I think, it might rain today.
2. Sir Anthony may be angry if I will not behave.
E. Application and Generalization (Elaborate)
The teacher will now give the formative assessment to the students. The students will
answer the activity on their book.
-English Edge 5, page 33 (Exercise 1)
-This will be done by pair.
F. Evaluation
The teacher will now give the evaluation of the lesson about modal verbs.
-English Edge 5, page 34 (Exercise 2)
Prepared by: ANTHONY A. PASCUAL
2
At the end of the lesson, the learners will
be able to:
a. Recognize the modal verbs in a
sentence; and
b. Use modals in completing a
sentence.
Uses of Modals
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about modal verbs.
1. Give an example sentence with modal verbs.
B. Motivation (Engage)
The teacher will ask the students if they have used modals in their everyday
communication.
C. Discussion of concepts (Explore)
 The teacher will now discuss the topic about the uses of modals.
D. Developing Mastery (Explain)
The teacher will ask the class to use the following modals in a sentence.
a. Can, could, may
b. Must, should
c. Would
E. Application and Generalization (Elaborate)
The teacher will now give the formative assessment to the students. The students will
answer the activity on their book.
-English Edge 5, page 41 (Exercise 1)
-This will be done by pair.
F. Evaluation
For the evaluation part of the lesson. Let the students answer the “Conveying Your
Thoughts”
-English Edge 5, page 41-42 (Exercise 2)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: 2ND Quarter
Grade Level: GRADE 6
Week: WEEK 1
Learning Area: ENGLISH 6
MELCs:
a. Compare and contrast content of materials viewed to other sources of information: print, online and broadcast (Day 1)
b. Identify the purpose, key structural and language features of various types of informational/factual text (Day 2)
Day
1
Objectives
Topic/s
At the end of the lesson, the learners will
be able to:
a. Compare and contrast the
content of a literary text; and
b. Use Venn Diagram to compare
and contrast the content of a
literary text.
The Best
Teacher Ever
(Compare and
Contrast)
Classroom-Based
Activities
Begin with classroom routine:
a. Prayer;
b. Reminder of the classroom health and safety protocols;
c. Checking of the attendance; and
d. Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson about fact and non-fact images; and the
symbols and colors.
B. Motivation (Engage)
The teacher will write a word “teacher” on the board and will ask the students to give one
word that will define a teacher.
C. Discussion of concepts (Explore)
 The teacher will now proceed to their main lesson about compare and contrast
the content of a literary text.
 The teacher will read the story about “The Best Teacher Ever”
D. Developing Mastery (Explain)
To check the understanding of the students about the story “The Best Teacher Ever” the
students will answer the Checking Your Understanding in their book.
-English Edge 6, page 42
Prepared by: ANTHONY A. PASCUAL
E. Application and Generalization (Elaborate)
The teacher will now proceed to the formative assessment of the lesson. The students will
answer the Enhancing Your Vocabulary in their book.
-English Edge 6, page 42
2
At the end of the lesson, the learners will
be able to:
c. Identify irony and its purpose to
give information;
d. Explain the purpose of some
information.
Identifying the
Purpose of a
Various Types
of Information
F. Evaluation
The teacher will now give the evaluation of the lesson.
Direction: Using the Venn Diagram, compare and contrast the characteristic showed by
the characters in the story “The Best Teacher Ever”.
Begin with classroom routine:
a) Prayer;
b) Reminder of the classroom health and safety protocols;
c) Checking of the attendance; and
d) Ask the students how are they and what they feel.
A. Recall (Elicit)
The teacher will recall their previous lesson compare and contrast the content of a
literary text.
B. Discussion of concepts (Explore)
 The teacher will now proceed to their lesson about irony and identifying the
purpose of various information.
C. Developing Mastery (Explain)
The teacher will give require the class to give their own example of an irony.
D. Application and Generalization (Elaborate)
The teacher will now give the formative assessment to the students. The students will
answer the activity on their book.
-English Edge 6, page 43-44 (Exercise 1)
-This will be done by pair.
E. Evaluation
The teacher will now give the evaluation of the lesson about modal verbs.
-English Edge 6, page 44 (Exercise 2)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: Markahan 2
Grade Level: Ika-Anim na Baitang
Week: Linggo 1
Learning Area: Araling Panlipunan 6
MELCs:
a. Nasusuri ang uri ng pamahalaan at patakarang ipinatupad sa panahon ng mga Amerikano. (Day 1 and Day 2)
Araw
1
Layunin
Pamantayan sa Pagkatuto
a. Nasusuri ang mga pagbabago sa
lipunan sa panahon ng mga
Amerikano
b. Natatalakay ang sistema ng
edukasyong ipinatupad ng mga
Amerikano
Paksa
Mga Pagbabago
sa Lipunan sa
Panahon ng mga
Amerikano
Gawaing Pampaaralan
Panimulang Gawain:
a) Panalangin
b) Pagpapaalala ng Health and Safety Protocols.
c) Pagtala ng Liban sa Klase.
d) Kamustahan
A. Balik-Aral
Para sa gagawing balik-aral, ang guro ay magtatanong ng naging aralin tungkol sa
Digmaang Pilipino-Amerikano
B. Paggaganyak
Ang guro ay magbibigay ng isang tanong sa mga mag-aaral.
Tanong: Ano ang kinahinatnan o naging lagay ng bansang Pilipinas matapos ang
nasabing digmaan?
C. Talakayan at Paglinang ng Karunungan (Explore)
Dito ay ipapakilala na ng guro sa klase ang aralin tungkol sa mga pagbabago na
naganap sa lipunan sa panahon ng mga Amerikano.
D. Paglalapat at Paglalahad
Para sa paglalapat ng kanilang natutunan, ang mga mag-aaral ay igu-grupo sa dalawa
at kanilang sasagutin ang aktibidad sa kanilang libro.
-Araling Panlipunan 6, page 88-89 (letter A)
E. Pagtataya
Para sa pagtataya ng gawain, ang guro ay ipapasagot ang huling gawain sa kanilang
libro.
-Araling Panlipunan 6, page 89 (Letter B, number1 only)
Prepared by: ANTHONY A. PASCUAL
Pamantayan sa Pagkatuto
a. Natatalakay
ang
kalagayang
pangkalusugan ng mga Pilipino sa
panahon ng mga Amerikano
b. Natatalakay ang pag-unlad ng
transportasyon at komunikasyon at
epekto nito sa pamumuhay ng mga
Pilipino.
Mga Pagbabago
sa Lipunan sa
Panahon ng mga
Amerikano
(Pagpapatuloy ng
Aralin)
Panimulang Gawain:
c. Panalangin
d. Pagpapaalala ng Health and Safety Protocols.
e. Pagtala ng Liban sa Klase
f. Kamustahan
A. Balik-Aral
Para sa gagawing balik-aral, ang guro ay magtatanong ng naging aralin tungkol sa mga
pagbabagong naganap sa sistema ng edukasyon sa panahon ng amerikano.
B. Paggaganyak
Ang guro ay magbibigay ng isang tanong sa mga mag-aaral.
Tanong: Ano ang kinahinatnan o naging lagay ng bansang Pilipinas sa usaping
pangkalusugan maging sa transportasyon at komunikasyon?
C. Talakayan at Paglinang ng Karunungan (Explore)
Dito ay ipapakilala na ng guro sa klase ang aralin tungkol sa mga pagbabago na
naganap sa lipunan sa panahon ng mga Amerikano sa aspektong pangkalusugan,
transportasyon at komunikasyon.
D. Paglalapat at Paglalahad
Para sa paglalapat ng kanilang natutunan, ang mga mag-aaral ay igu-grupo sa dalawa
at kanilang sasagutin ang aktibidad sa kanilang libro.
-Araling Panlipunan 6, page 89-90 (Letter B, number 2 and 3)
E. Pagtataya
Para sa pagtataya ng gawain, ang guro ay ipapasagot ang huling gawain sa kanilang
libro.
-Araling Panlipunan 6, page 91 (Letter C, number 2 only)
Prepared by: ANTHONY A. PASCUAL
WEEKLY LEARNING PLAN
Quarter: Markahan 2
Grade Level: Ika-Limang Baitang
Week: Linggo 1
Learning Area: Edukasyon sa Pagpapakatao 5
MELCs:
a. Nakapagsisimula ng pamumuno para makapagbigay ng kayang tulong para sa nangangailangan 1.1. biktima ng kalamidad 1.2. pagbibigay ng
babala/impormasyon kung may bagyo, baha, sunog, lindol, at iba pa (Day 1)
Araw
1
Layunin
Sa pagtatapos ng aralin ang mag-aaral ay
inaasahang:
a. Malalaman ang mga paraan upang
maipakita ang pakikipagkapwa-tao;
b. Makapagbibigay ng mga paraan ng
pakikipagkapwa-tao.
Paksa
Ang
Pakikipagkapw
a Tao
Gawaing Pampaaralan
Panimulang Gawain:
a. Panalangin
b. Pagpapaalala ng Health and Safety Protocols.
c. Pagtala ng Liban sa Klase.
d. Kamustahan
A. Balik-Aral
Para sa gagawing balik-aral, ang guro ay itatanong sa mga mag-aaral kung ano ang
kahalagahan ng pagsasabi ng tapat sa tahanan at maging sa paaralan.
B. Paggaganyak
Ang guro ay magbibigay ng mga sitwasyon sa mga mag-aaral.
Sitwasyon: Noong nakaraang mga linggo ay sinubok ang lalawigan ng Nueva Ecija dahil
sa paghagupit ng malakas na bagyong si Karding. Sa paanong paraan kaya ipinakita
ng mga taga-novo ecijano ang pagtulong sa kanilang kapwa?
C. Talakayan (Explore)
Dito ay ipapakilala na ng guro sa klase ang kanilang pag-aaralan na tungkol sa
pakikipagkapwa-tao.
D. Paglinang ng Karunungan (Explain)
Para sa paglinang ng karunungan, ang guro ay magpapakita ng isang video na
nagpapakita ng pakikipagkapwa-tao.
E. Paglalapat at Paglalahad
Ang mga mag-aaral ay igu-grupo sa dalawa at kanilang sasagutin ang mga tanong
patungkol sa kanilang napanood.
Prepared by: ANTHONY A. PASCUAL
1. Anu-anong mga pagtulong sa kapwa ang iyo nang naisagawa?
2. Bakit kailangan nating tulungan ang ating kapwang nangangailangan?
F. Pagtataya
Para sa huling gawain. Sagutin lamang ang pang-huling tanong.
1. Anu-ano ang mabuting dulot sa iyo ng pagtulong sa kapwa?
2. Ano ang iyong nararamdaman kapag ikaw ay nakakatulong sa iyong kapwa? Sa
iyong palagay, ano kaya ang nararamdaman ng iyong kapwa na iyong
natulungan?
Prepared by: ANTHONY A. PASCUAL