This lesson plan in Filipino VI is made for educational purposes only. Any reproduction of this lesson plan for business purposes without a prior notice from the owner is prohibited and against the law.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
Filipino 3 yunit iii aralin 4 pagbibigay ng pangunahing kaisipanDesiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
most essential learning competency in Filipino marks as a guide in crafting our lesson plans and lesson deliveries. We, as teachers, should align our lessons with the competencies created by the Department of Education.
The document discusses the 5Rs - reduce, reuse, recycle, recover, and repair. It provides examples of each, such as using ceramic plates multiple times instead of throwing them out after one use (reuse), making decorations from scrap paper (recycle), and using fruit and vegetable peelings as fertilizer (recover). Students are instructed to identify materials in their school that can be reduced, reused, recycled, recovered, or repaired as part of a group activity.
This document discusses how different animals use different body parts to obtain and eat food. It instructs students to observe pictures of animals, identify their food sources, and note the body parts used to get and eat food. Examples are given of how animals with flat teeth eat plants, while those with sharp teeth eat meat or other animals. Students are asked questions about the animals observed and why they eat different foods.
The main idea of the paragraph is that kittens need special care. The supporting details are that kittens need to be fed twice a day, have a lot of energy so they need to be played with often, and will chew on anything so they need to be watched closely.
The document discusses print and non-print materials. Print materials include books, magazines, newspapers that are produced on paper using ink. Non-print materials refer to electronic resources that are accessed using computers, laptops, phones and include things like word documents, presentations, television, and radio. The document provides examples of print and non-print materials and has students identify whether examples given are print or non-print viewing materials.
Compound words are words formed by combining two or more words. There are three types of compound words: close compound words have no spaces (e.g. basketball), open compound words have spaces (e.g. ice cream), and hyphenated compound words use a hyphen (e.g. long-term). The document provides examples of each type of compound word and exercises for students to identify and classify compound words in sentences.
This document contains a spelling list with 10 words, a section noting words with the long a sound that includes 8 examples, and a question asking about the picture.
This document contains information about the content standards, performance standards, most essential learning competencies, and duration for the science subject in grades 5 and 6.
For grade 5 science, the four quarters cover topics like properties of materials, human and animal reproduction, motion and forces, and weather and the earth's surface. The duration is usually 1-2 weeks per competency.
For grade 6 science, the first quarter focuses on mixtures and separation techniques. The second quarter examines the major human organ systems and how they work together. Most competencies are taught over 1-3 weeks.
The document provides strategies for effectively responding to students' questions and inquiries. It recommends establishing expectations, preparing meaningful questions in advance, and using high-level, divergent, and structured questions. When students respond, teachers should use reinforcement, probing, adjustment, redirection, and rephrasing. When students don't respond, wait time is important. When answering student questions, teachers can answer themselves, redirect to the class, help students answer themselves, schedule follow ups, or refer students to resources. Active listening is key through repeating, signaling, and acknowledging students.
The document discusses physical and chemical changes of matter. A physical change alters the form of a substance without changing its chemical composition, such as melting or freezing. A chemical change produces new substances through rearrangement of atoms, like burning or rusting. The three main states of matter are solids, liquids, and gases. Changes between these states are physical changes caused by temperature increases that provide kinetic energy to particles. The kinetic molecular theory describes particle behavior in the different states.
This document contains a spelling list with 10 words, a section noting words with the long a sound that includes 8 examples, and a question asking about the picture.
This document outlines the physical education curriculum standards for grades 5 and 6 in the Philippines. It includes the content standards, performance standards, most essential learning competencies, and duration for each quarter. The standards remain largely the same each quarter, focusing on demonstrating understanding of physical activity and fitness, participating in and assessing physical activities, and executing skills in games, dances, and other physical activities while observing safety and displaying good sportsmanship.
This document outlines the most essential learning competencies for a Grade 5 Health curriculum across four quarters. It includes competencies such as describing mentally, emotionally, and socially healthy individuals; recognizing changes during puberty; understanding the effects of substances like caffeine, tobacco, and alcohol; and demonstrating first aid procedures for common injuries. The competencies are mapped to specific content and performance standards and include the expected duration and code for tracking.
The document outlines grade level standards and learning competencies for English skills in grades 5 and 6. It includes standards related to listening critically, expressing ideas orally and in writing, reading various text types, analyzing visual and multimedia elements, writing paragraphs using different structures, and distinguishing different types of texts and viewpoints. The competencies cover a range of language and writing skills including using grammar correctly, summarizing text, supporting opinions with evidence, and writing news reports and feature articles.
This document contains the quarterly content standards, performance standards, most essential learning competencies, and duration for an Arts subject for Grade 5.
It outlines the key topics to be covered each quarter, including drawing architectural artifacts and buildings using cross-hatching, creating replicas of Philippine artifacts and houses, printmaking using lines and textures, and sculpting using colors, shapes and balance.
For each quarter, it lists the learning competencies that must be achieved, such as demonstrating techniques like cross-hatching, presenting artifacts of the local area, and participating in an exhibit. It also allocates the number of weeks spent on each competency.
The document discusses accreditation of higher education institutions in the Philippines. It outlines the goals of accreditation which include stimulating quality improvement, identifying institutions that meet quality standards, and assisting in institutional evaluation and planning. It also describes the various accrediting bodies that operate in the country, including those focused on Catholic, Protestant, state, and non-sectarian institutions.
reading intervention national learning camp lesson day 3
Reading GRADE 1 LEVEL
This intervention activity will enhance students or pupils reading capabilities/ abilities. This DEPED program will give each and every learner a chance to improve their reading skills in order to adapt or cope up with their lessons
reading intervention national learning camp lesson day 6
Reading GRADE 1 LEVEL
This intervention activity will enhance students or pupils reading capabilities/ abilities. This DEPED program will give each and every learner a chance to improve their reading skills in order to adapt or cope up with their lessons
1. 162
Grade Level: Grade 5
Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikalimang Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at, pagpapahalaga sa panitikan at
kultura sa pamamagitan ng iba’t ibang teksto/ babasahing lokal at pambansa.
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
1st
Quarter
Naiuugnay ang sariling karanasan sa napakinggang teksto
F5PN-Ia-4
Nagagamit nang wasto ang mga pangngalan at panghalip sa pagtalakay tungkol sa sarili,sa
mga tao,hayop, lugar, bagay at pangyayari sa paligid; sa usapan; at sa paglalahad tungkol sa
sariling karanasan
F5WG-Ia-e-2
F5WG-If-j-3
Nasasagot ang mga tanong sa binasa/napakinggang kuwento at tekstong pang-
impormasyon
F5PB-Ia-3.1
F5PB-Ic-3.2
Nakasusulat ng isang maikling tula, talatang nagsasalaysay, at talambuhay F5PU-Ie-2.2
F5PU-If-2.1
F5PU-IIc-2.5
Naipahahayag ang sariling opinyon o reaksyon sa isang napakinggang balita, isyu o usapan F5PS-Ia-j-1
Naisasalaysay muli ang napakinggang teksto gamit ang sariling salita
Naisasalaysay muli ang napakinggang teksto sa tulong ng mga pangungusap F5PS-IIh-c-6.2
Naibibigay ang paksa ng napakinggang kuwento/usapan F5PN-Ic-g-7
Naibibigay ang kahulugan ng salitang pamilyar at di-pamilyar na mga salita sa pamamagitan
ng tono o damdamin, paglalarawan, kayarian ng mga salitang iisa ang baybay ngunit
magkaiba ang diin at tambalang salita
F5PT-Ic-1.15
F5PT-Ij-1.14
F5PT-IId-9
F5PT-IIe-4.3
Nabibigyang-kahulugan ang bar graph, pie, talahanayan at iba pa F5EP-If-g-2
2nd
Quarter Nababaybay nang wasto ang salitang natutuhan sa aralin at salitang hiram F5PU-Ic-1
Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota F5PB-Id-3.4
F5PB-Ie-3.3
F5PB-IIf-3.3
2. 163
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
Naibabahagi ang isang pangyayaring nasaksihan o naobserbahan F5PS-Id-3.1
Nailalarawan ang tagpuan at tauhan ng napanood na pelikula at nabasang teksto F5PD-Id-g-11
F5PB-IIa-4
Nabibigkas nang may wastong tono, diin, antala at damdamin ang napakinggang tula F5PS-Ie-25
Naibibigay ang paksa/layunin ng napakinggang kuwento/usapan/talata, at pinanood na
dokumentaryo,
F5PN-Ic-g-7
F5PN-IIg-17
F5PD-IIf-13
Naibibigay ang mahahalagang pangyayari sa nabasang talaarawan, talambuhay at sa
napanood na dokumentaryo
F5PB-IIg-11
F5PD-IIi-14
Nagagamit ang magagalang na pananalita sa pagsasabi ng hinaing o reklamo, sa pagsasabi
ng ideya sa isang isyu, at sa pagtanggi
F5PS-Ig-12.18
F5PS-IIf-12.12
F5PS-IIj-12.10
Nakapagbibigay ng angkop na pamagat sa isang talata at tekstong napakinggan F5PB-Ig-8
F5PN-Ih-17
Naipapahayag ang sariling opinyon o reaskyon sa isang napakinggang balita, isyu o usapan, F5PS-Ia-j-1
Naibibigay ang bagong natuklasang kaalaman mula sa binasang teksto at datos na hinihingi
ng isang form
Nakasusulat ng simpleng patalastas, at simpleng islogan F5PU-IIIa-b-2.11
F5PU-IIIb-2.11
Nagagamit ang pangkalahatang sanggunian sa pagtatala ng mahahalagang impormasyon
tungkol sa isang isyu
F5EP-IIe-i-6
Naitatala ang mga impormasyon mula sa binasang teksto F5EP-IIa-f-10
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
3rd
Quarter Nagagamit ang pang-abay sa paglalarawan ng kilos F5WG-IIIa-c-6
Nagagamit ang pang-abay at pang-uri sa paglalarawan F5WG-IIId-e-9
Napagsusunod-sunod ang mga pangyayari sa tekstong napakinggan (kronolohikal na
pagsusunod-sunod )
F5PN-IIIb-8.4
Nakabubuo ng mga tanong matapos mapakinggan ang isang salaysay F5PS-IIIb-e-3.1
Nakapag-uulat tungkol sa napanood F5PD-IIIb-g-15
3. 164
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
Nasusuri ang mga tauhan/tagpuan sa napanood na maikling pelikula F5PD-IIIc-i-16
Naibabahagi ang isang pangyayaring nasaksihan F5PS-IIIb-e-3.1
Nakagagawa ng isang timeline batay sa nabasang kasaysayan F5PB-Ie-18
Naisasalaysay muli ang napakinggang teksto F5PS-IIIf-h-6.6
Nasusuri kung ang pahayag ay opinyon o katotohanan F5PB-IIIf-h-19
Nagagamit nang wasto ang pang-angkop sa pakikipagtalastasan F5WG-IIIf-g-10
Nagbibigay ang mga salitang magkakasalungat at magkakasingkahulugan F5PT-IIIc-h-10
Nakapagbibigay ng angkop na pamagat sa tekstong napakinggan F5PN-Ii-j-17
Nasasabi ang simuno at panag-uri sa pangungusap F5WG-IIIi-j-8
Nakasusulat ng isang sulating pormal, di pormal (email) at liham na nagbibigay ng mungkahi F5PU-IId-2.10
F5PU-IIh-2.9
F5PU-IIj-2.3
Nagagamit ang pangkalahatang sanggunian sa pagsasaliksik tungkol sa isang isyu F5EP-IIIb-6
Naibibigay ang datos na hinihingi ng isang form F5EP-IIIj-16
4th
Quarter
Nakakagawa ng dayagram ng ugnayang sanhi at bunga mula sa tekstong napakinggan
F5PN-IVa-d-22
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsasalaysay ng napakinggang balita F5WG-IVa-13.1
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipag-debate tungkol sa isang isyu F5WG-IVb-e-13.2
Natutukoy ang paniniwala ng may-akda ng teksto sa isang isyu F5PB-IVb-26
Nakapagbibigay ng maaaring solusyon sa isang naobserbahang suliranin F5PS-IVe-9
Napaghahambing ang iba’t ibang dokumentaryo F5PD-IVe-j-18
Nagagamit ang iba’t ibang uri ng pangungusap sa pagsali sa isang usapan (chat) F5WG-IVf-j-13.6
Nakapagbibigay ng lagom o buod ng tekstong napakinggan F5PN-IVg-h-23
Naibibigay ang mahahalagang pangyayari F5PB-IVi-14
Nagagamit ang iba’t ibang uri ng pangungusap sa pakikipanayam/ pag-iinterview F5WG-IVc-13.5
Nagagamit ang iba’t ibang uri ng pangungusap sa pagkilatis ng isang produkto F5WG-IVd-13.3
Nagagamit ang mga bagong natutuhang salita sa paggawa ng sariling komposisyon F5PT-IVc-j-6
4. 165
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
Nakapagtatanong tungkol sa impormasyong inilahad sa isang dayagram, tsart, at mapa F5PB-IV-j-20
Nakasusulat ng maikling balita, editoryal, at iba pang bahagi ng pahayagan F5PU-Ia-2.8
F5PU-IIIj-2.11
F5PU- IVe-h-2.11
Nakasusulat ng iskrip para sa radio broadcasting at teleradyo. F5PU-IVc-i-2.12
Nakapipili ng angkop na aklat batay sa interes F5EP-IVj-12
Grade Level: Grade 6
Subject: Filipino
Grade Level Standards:
Pagkatapos ng Ikaanim na Baitang, naipamamalas ng mag-aaral ang kakayahan sa pakikipagtalastasan, mapanuring pag-iisip at pagpapahalaga sa wika, panitikan
at kultura upang makaambag sa pag-unlad ng bansa.
Quarter Most Essential Learning Competencies Duration K to 12 CG Code
1st
Quarter
Nasasagot ang mga tanong tungkol sa napakinggang/nabasang pabula, kuwento, tekstong
pang-impormasyon at usapan
F6PN-Ia-g-3.1
F6PN-Ia-g-3.1
F6PB-Ic-e-3.1.2
F6PN-Ia-g-3.1
Nasasagot ang tanong na bakit at paano F6PB-If-3.2.1
Nagagamit nang wasto ang mga pangngalan at panghalip sa pakikipag-usap sa iba’t ibang
sitwasyon
F6WG-Ia-d-2
Nabibigyang kahulugan ang kilos at pahayag ng mga tauhan sa napakinggang pabula F6PN-Ic-19
Nabibigyang kahulugan ang sawikain F6PN-Ij-28
Napagsunod-sunod ang mga pangyayari sa kuwento sa tulong ng nakalarawang balangkas at
pamatnubay na tanong F6PB-Ib-5.4
F6RC-IIe-5.2
Nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari bago, habang at matapos ang
pagbasa
F6PN-Id-e-12
F6PB-IIIf-24