MARCH 9, 2015

MONDAY

Richard, Sahjids best friend and survivor

of the tragedy, narrates that he was at home
when his mother arrived crying and broke the
news that the Pagoda was sinking. He was told
to go to the scene and find out if his three sisters
were among those who were on board the
Pagoda. It was dark when he reached the place.
Luckily, a search light was provided. He swam
across the lighted portion of the water and
boarded at the left side of the sinking Pagoda.
There he found himself beside his friend who
was standing at the center of the platform.
Suddenly, he saw Sahjid dive into the water and
swim towards the opposite riverbank with a
small girl with him. Richard also jumped toward
his friends direction saving a small girl and a
boy. Sahjid continued diving until he saved five
more lives, all small children. When Richard
sensed danger, he stopped diving and warned
Sahjid not to dive anymore but his friend
continued diving. It was in his seventh attempt
that he did not appear anymore.
The next morning Sahjids dead body was
retrieved from the deep muddy river. He was
probably pinned down by the drowning victims.
On October 31, 1993, the National Court
of Honor of the Boy Scouts of the Philippines
presented
the
Gold
Medal
of
Honor
(Posthumous) and Silver Medal of Honor to
Scouts Sahjid S. Bulig and Richard H. Celestino
respectively, in recognition of their courage and
heroism in saving the lives of small children.

CHARACTER UDUCATION
I .Nakakakilos nang wasto sa mga lugar na sambahan
o pananampalataya.
II .Pagpipitagan
Nagsimba si Rita
Sangngunian: GMRC 5
Kagamitan: Larawan
III .Pamamaraan
A. Panimulang Gawain
1 .Balik- aral
Pagtatanong sa nakaraang liksyon.
B .Panlinang na Gawain
1 .Pagganyak
Itanong: Ano ang gagawin natin kung mayroong misa?
2 .Paglalahad
Pagbasa ng kwento. Nagsimba si Rita
3 .Pagtalakay
Saan si Rita nagsimba?
Anong uri ang kanyang baro?
Ano kayaang mga panalangin ni Rita?
4 .Paglalahat
Pagbuo ng kaisipan.
5. Paglalapat
Pagbibigay ng sitwasyon kaugnay sa aralin.
IV .Pagtataya
Piliin sa loob ng panaklong ang salitang nababagay sa
pangungusap.
1.Ang dasalan ay ginagamit kung tayo ay (nag-aaral,
nagsismba, gumawa).
2.Ang paghalik sa kamay ay tanda ng (paggalang,
pagmamahal, pagkatuwa).
V. Kasunduan
A.Pangako
Sisikapin kong kumilos nang wasto sa simbahan.

1.
2.
3.

ENGLISH
I.

II.

Learning Objectives

6.

7.

Use prepositions and prepositional phrases in

sentences

8.
9.
10.
11.
12.
13.

Subject Matter
A.
C.

III.

4.
5.

B.

Topic:
Using Prepositions and
Prepositional Phrases
References: PELC II 7.6
Materials:
charts, pictures,
organizers, sample lesson plan in
English
Value Focus:
Bravery

14.

Whose floating shrine is the Pagoda?

Where was it used?
What were the people of Bocaue
celebrating?
What school sponsored Troop 564?
Where was Sahjids best friend when he
heard the news about the tragedy?
Where in Bulacan did the incident
happen?
Upon hearing the news, where did Richard
go?
Where did he swim and board?
Whom did Richard find beside him?
Where was Sahjid standing?
Where did he dive and swim?
Where was Sahjids body retrieved?
What kind of boys were Sahjid and
Richard? Why do you say so?
As young boys and girls, how can you
show courage in times of danger?

Answers:

Procedure
A.

Preparatory Activities
1. Motivation
Play this game together with pupils.
Look at Me
Look around the room. Where are the books?
Where do you place your things? money?
Where are your pictures? the board?

B.

Development of the Lesson

1. Presentation
Let the pupils listen to this story and answer the
questions that follow orally.
Two Heroes
On the eve of July 2, 1993, the whole
country was shocked when news spread that
the pagoda, a floating shrine of Bocaue, sank.
This Pagoda was used in the fluvial procession to
celebrate the feast of Bocaue patron saint Krus
ng Wawa.
In this tragedy, two young Scouts brave
deed outshone all scenarios of the most
devastating disaster that ever happened in the
history of Bocaue. They are Scouts Sahjid S.
Bulig and Richard Celestino, both active scouts
of Troop 564 sponsored by Bambang Elementary
School, Bocaue, Bulacan.

1. floating shrine of Bocaue,

Bulacan
2. in the fluvial parade
3. feast of their patron saint
4. by Bambang Elementary
School
5. at home
6. Bocaue
7. to the scene
8. across the lighted portion of
the water and boarded at
the left side of the sinking
pagoda
9. Sahjid
10.
center of the flatform
11.
towards
the
opposite
riverbank
12.
from the deep muddy water

Each phrase is made up of a preposition, its

object and the modifiers.
2. Analysis and Discussion
Preposition could be made up of one word or two
or more words.
Single-Word Preposition
about
through
near
during
beneath
toward
into

before
beyond
about
throughout
of
beside
along

by
inside
without
behind
across
for
besides

down
outside
into
upon
below
between
around

among
over
at
within
with
by
from

in

under

among

until

on
in

SCIENCE AND HEALTH

Compound Preposition
according to
aside from
because of
by means of

instead of
in addition
in front of
in place of

In spite of
on top of
out of
despite of

prior to
along with

3. Generalization

A preposition is a word that relates a noun

or pronoun to another word in a sentence.
.

C. Post Activities
1. Application
Pick out the prepositional phrase from the
sentence. Tell if it is used as an adverb or an
adjective.
Example:
Answer:

Two
days
before
my
birthday, the garden was
swept clean of fallen leaves.
of fallen leaves adjective

1. A little boy ran up the slide.

(up the slide adverb)
2.

The twins with identical dresses enjoyed

playing badminton.
(with identical dresses adjective)

3.

The park in front of the church is full of

children.
(in front of the church adverb)

4.

The woman in a blue dress is my mother.

(in a blue dress adjective)

5.

They sat on the benches the park

(on the benches adverb)
2. Enrichment
Divide the class into three groups A, B, and C.
Let group A encircle the prepositional phrase and
group B to identify the phrase as adjective or
adverb. Group C will change the prepositions to
prepositional phrases.
Groups A and B
1.
2.
3.
4.
5.
IV.

Mrs. Lopez sits in front of the class.

The fragrance of the colorful flowers
attracted the butterflies.
The fence around the school needs repair.
A person with a sense of humor is a good
companion.
The guest was requested to deliver an
inspirational talk.

Evaluation
Pick out the prepositional phrases and determine if
they are used as an adjective or adverb in the
following sentences. Write them on a piece of paper.
1.
2.
3.
4.
5.

V.

The children ran around the Marquinton Mall.

The little kids play in the game zone.
Nikka and Darlene were angry at the driver.
Objects inside the spaceship float.
The pupil beside the teacher is the class orator.

Assignment
Write a short paragraph. Describe your room at
home.
Use the following prepositions and
expressions.
to the north
outside
to the left/right

of

parallel to
inside

in

the

back

in the middle
under

I. Objective: Practice precautionary measures before,

during and after a typhoon.
II. Subject Matter
Precautionary Measures before, during and after a
typhoon
A. Concepts:
Typhoons are destructive weather
disturbances and frequently cause terrible
destruction and eve loss of life.
We should practice precautionary measures
before, during and after a typhoon.
B. References:
Science for Daily Use Tx pp. 238Sc ience Spectrum 5 Tx. pp. 287-289
Cyber Science 5 Tx. pp. 329-330
PELC VI 5.6
C. Materials:
PAG-ASA Typhoon Signal Guide
D. Science Processes:
Observing
E. Values:
Cooperation
III. Learning Activities
A. 1. Daily Routine
2. Science Drill
Choose the correct answer.
1. It is well developed center of a hurricane.
A. eye wall
B. eye
C. front
2. It is a wind moving around and spiraling toward a
calm
center of low pressure.
A. typhoon B. hurricane
C. cyclone
3. These refer to tornadoes that build up over oceans.
A. water spout
B. rain bands
C. storm surge
4. It is developed when two neighboring hurricanes merge.
A. tornado
B. tropical system
C. perfect
typhoon
5. It is a powerful, whirling storm that begins over a warm
sea.
A. tornado
B. hurricane
C. anticyclone
B. Recall:
1. What are typhoon signals?
2. What are the meanings of typhoon signal no.
1,
no. 2, no. 3, 4?
3. It is important to know the meaning of the typhoon
signals? Why?
C. Motivation:
Ask pupils to share their experiences during a
typhoon.
D. Presentation
Today, we are going to study the different
precautionary measures before, during and after a
typhoon.
E. Lesson Proper
1. Pre- Activity
Giving of instruction
2. Activity Proper - Precautionary Measures Before,
during and After a Typhoon
Materials:
Manila Paper, pentlepen
3. Procedure
1. Think of the safety/ precautionary measures you
should follow before, during and after a typhoon.
2. List down these safety/ precautionary in a table like
this.
Precautionary Measures to follow Before, During
And After a Typhoon
Before

During

After

4. Post Activity
a. Reporting
b. Discussion
1. What are the safety/ precautionary measures you
should follow before a typhoon? during?
and after a
typhoon?
F. Generalization
What are the different precautionary measures
before, during and after a typhoon?
G. Application
Have pupils make a plan on what to do before,
during and after a typhoon? Check on their plans.
H. Values: Cooperation
IV. Evaluation
Direction: Choose the letter of the correct answer.
1. Which among the ff. precautions should you do before
typhoon came?
A. Strengthen post and the roofs of its house.
B. Keep yourself warm by wearing thick clothes
C. Avoid roads along the mountainside
D. Boil the drinking water
2. What should you always have during typhoons?
A. radio, flashlight
B. thick clothes jackets and
raincoats
C. Water and food supply for a few days
D.all of these
3. Which of the ff. should be done if a strong typhoon is
expected?
A. Boil water for drinking to avoid gastrointestinal
infections.
B. Wear thick clothing to prevent catching respiratory
diseases.
C. Wash and cool food will to avoid contacting
communicable disease.
D. Secure extra food supply, emergency lights and battery
operated radios.
4. The ff. is safety measures that you should do before a
typhoon
eXEPT for one. Which is it?
A. Stock at least one weeks supply of nonperishable food
and potable water
B. Secure and reinforce weak parts of the house.
C. Know the nearest evacuation center.
D. Stay in safe places.
5. Which of the ff. should you do during the typhoon?
A. Keep yourself warm by putting on thick clothing.
B. Stay away from low lying areas or coastal area
C. Store candle, matches, flashlights ad extra supply of
food.
D. Stay away from broken electric posts.
V. Assignment
Write a short story about your personal experiences
about typhoon or any calamities.
MATHEMATICS
I. Learning Objectives
Cognitive: Derive a formula for finding the volume of a
cube/rectangular prism
Find the volume of a cube/rectangular prism
Psychomotor: Count unit cubes in a solid, in particular,
model
cube/rectangular prism
Affective: Appreciation of application of volume in daily life
situations
II. Learning Content
Skill: Counting cubes to find volume of a cube/rectangular
prism
Reference: BEC PELC IV.B.1.3
Materials: flash cards, model cubes and rectangular prisms
set, dice for filling up
the model cubes
Value: Appreciate application of volume in daily life situations
III. Learning Experiences
A. Preparatory Activities
1. Drill
Mental computation/drill on finding the area or missing side of
a parallelogram
2. Review
Memory Game
Materials: pocket chart, flash cards
3. Motivation
Show a transparent plastic container filled with balls. Ask
pupils to guess the number of balls
inside the container. Let a volunteer count the balls to find out
the answer. Elicit from them

how they can make a good guess of the total number of balls.
Relate this to the concept of
volume.
B. Developmental Activities

1. Presentation
Strategy 1: Using Concrete Objects
Let a pupil fill a rectangular box with cubes. For
purposes of
having exact measurement and no half-cubes, it is
ideal
that teacher prepares boxes/ rectangular prism.
2.Discussion
Ask the pupils the following questions:
a. How many cubes did it take to fill the prism? How many
cubic units is the length? The width? The height?
b. What similar situations require you to fill up a solid such
as
the rectangular prism?
c. Define these situations as finding the volume of solids.
Define
volume as the number of cubic units (unit cubes) used to
fill
up a space. Use correct unit of measure.
d. Using this definition, ask the pupils the volume of the
rectangular prism.
3. Generalization
What is volume?
Volume is the number of cubic units contained in a solid
figure.
What is the formula in finding the volume of a cube?
rectangular prism?
4. Application
Find the volume of the following figures.
1) 2 m
2. 5 m
S=4m
IV. Evaluation
A. Find the volume of these solid figures.
1) 4 cm 3cm 8cm
2) 3 cm 2cm 6cm
3) 8 cm 4cm 12cm
4) 5. 12cm15cm 9cm
V. Assignment
A. Draw the figure with their measurements and find their
volume.
1. l = 4 m w = 1 m h= 3 cm
2. h = 7 m l =10 cm
3. S = 14cm 4. .

EPP
I. Nakapagpaplano tungkol sa pagkaing iimbakin.
II. PPagpaplano Tungkol sa Pagkaing Iimbakin.
Sanggunian: PELC 3.2
Umunlad sa Paggawa pp.68
Kagamitan: Tsart
Pagpapahalaga: Kahalagahan ng pagbabalak o pagpa
Plano ng pagkaing iimbakin.
III. Pamamaraan
A1. Balik Aral
Anu ano ang ibat ibang paraan ng pag iimbak
Ng pagkain?
B. Panlinang na Gawain
1. Pagganyak
Marunong ba kayong mag- imbak ng pagkain?
2. Paglalahad
Paglalahad ng Aralin.
Ang pagbabalak at paghahanda ng pagkain para sa magAnak ay isang mabigat na tungkuling maaaring
Pagtulong- tulungan ng buong mag- anak.
3. Pagtalakay
Karaniwang tungkulin ng ina ang pagpaplano ng
Pagkain ng mag- anak. Upang makapagplano ng
Maayos kailangang isaalang- alang ang mga salik
Sa pagkaing iimbakin.
4. Paglalahat
Ano ang dapat gawin bago magsagawa ng pag- iimbak
Ng pagkain?
5. Paglalapat
Pagpapangkat/ pagbabahagi ng sariling karanasan
Hinggil sa pagpaplano sa pag- iimbak ng pagkain.
IV. Pagtataya
Gumawa ng plano hinggil sa pag- iimbak ng pagkain.
RUBRICS
Bahagdan
I. Mga Sangkap
40%
II. Pamamaraan
60%
Kabuuan
100%
V. Takdang Aralin

Mangalap ng impormasyon hinggil sa pagkaing iimbakin.

MSEP
I. Naisasagawa ang isa o dalawang ehersiyo o Gawain sa
Balance beam nang may panimbang, pagtitiwala sa sarili,
Control at koordinasyon.
II. Ehersisyo o Gawain sa Balance Beam
Sanggunian: PELC III.9
Kagamitan: balance beam o bangko
Pagpapahalaga: Pagtitiwala sa sarili.
III. Pamamaraan
A1. Pampasigla
Pagsasagawa ng isang ehersisyo.
2. Balik- aral
B. Panlinang na Gawain
1. Pagganyak
Pagpapakita ng isang larawan ng batang nagEehersisyo.
2. Paglalahad
Pakitang turo kung paano isagawa ang isa o dalawang
Ehersisyo sa balance beam.
3. Pagtalakay
Talakayin ang aralin.
Anong pag- uugali ang ipinakikita sa pagsasagawa
ng ehersisyong ating ginawa?
4.Paglalahat
Pagbuo ng kaisipan.
5. Paglalapat
hatiin ang klase sa apat na pangkat. Bawat pangkat
ay lilikha ng dalawang kombinasyon sa balance beam.
IV. Pagtataya
Isulat sa patlang ang T kung nagsasaad ng wastong kilos
sa pagsasagawa ng Gawain sa balance beam at M kung
Mali.
_____1. Isagawa muna sa lupa o Sa ibaba ang naiisip na
kilos bago gumamit ng balance beam.
_____2. Kailangang isagawa ang kilos ng may
magandang anyo at kilos ng katawan.
V. Takdang Aralin
Magsanay sa bahay ng pagsasagawa ng ehersisyo sa
Balance beam o bangko at ihandang ipakita sa klase.

I.Nagagamit ng wasto sa pagsasalaysay angmga

pang uri.
II. Paggamit ng Pang-uri sa Pagsasalaysay
Sanggunian: PELC 3.1
Hiyas sa Wika
Kagamitan: tsart, larawan
III. Pamamaraan
A1. Balik- aral
Itanong: Ano ang mga uri ng pang- uri?
2. Pagwawasto ng Takdang Aralin
B. Panlinang na Gawain
1. Pagganyak
Pagpapakita ng larawan ng mga salitang
naglalarawn
2. Paglalahad
Pagbasa ng isang kwento.
3. Pagtalakay
Talakayin ang aralin.
Pagbibigay ng mga halimbawa ng mga
pang- uri.
4. Paglalahat
Itanong: Ano ang pang- uri?
5. Paglalapat
Gawin ang nasa Gawin Mo pp. 125
IV. Pagtataya
Sumulat ng isang salaysay tungkol sa
iyong
kaibigan at gamitan ito ng mga pang
uri.( 5 puntos )
V. Takdang Aralin
Sumulat ng limang pang uri at gamitin ito
sa
Pangungusap.
HEKASI
I. Naibibigay ang dahilan ng pagbuo ng Lungsod.
II. Dahilan ng Pagbuo ng Lungsod

Kaisipan: Sa paglaki ng populasyon, naitatag

ang
ibat Ibang lungsod noong panahon ng
mga
hapones.
Sanggunian: PELC III.B.2.3
Kagamitan: larawan, tsart
Pagpapahalaga: Kalinisan
III. Pamamaraan
A1. Balitaan
2. Balik- Aral
3. Pagwawasto ng Takdang Aralin
B. Panlinang na Gawain
1. Pagganyak
Pag- awit ng mga bata.
2. Paglalahad
Pagbasa ng aralin
a. Mga Gawain
Sa pamamagitan ng KWL Technique
pasulatan ang
Tsart ng kanilang Alam na at Gustong
Malaman pa
Sa mga dahilan ng pagbuo ng lungsod
noong panahon
Ng mga hapones.
Alam na
Gustong Malaman
Nalaman

b. Pagsusuri
Sa pamamagitan ng concept cluster,
ibigay ang
dahilan ng pagbuo ng lungsod nong
panahon ng
mga hapones.

Dahilan ng Pagbuo ng Lungsod

c. Paghahalaw
Paano ipinakita ng mga hapones ang
naiiba
At bagong teknolohiya sa mga Pilipino?
Anu-ano ang mga naitatag na mga
lungsod?
d. Paglalapat
Pagkuha ng mahalagang datos kaugnay
sa
Araling napag- aralan.
3.Paglalahat
Pagbuo ng mahahalagang kaisipan.
IV. Pagtataya
Punan ng tamang sagot ang sumusunod:
1. _______ang teknolohiyang ginagamit ng mga
Pilipino nang dumating ang mga hapones?.
2. Sa paglaki ng _________naitatag ang ibat
ibang lungsod.
V. Takdang Aralin
Iguhit ang magagandang bagay sa kapaligiran
tulad ng daan, tulay, paaralan at iba pa.