DLL Araling Panlipunan 5 q3 w7
DLL Araling Panlipunan 5 q3 w7
DLL Araling Panlipunan 5 q3 w7
A. Pamantayang Pangnilalaman Naipamamalas ang mapanuring pag-unawa sa mga pagbabago sa lipunan ng sinaunang Pilipino kabilang ang pagpupunyagi ng ilang pangkat na mapanatili ang kalayaan sa Kolonyalismong Espanyol at
ang impluwensya nito sa kasalukuyang panahon.
B. Pamantayan sa pagganap Nakakapagpakita ng pagpapahalaga at pagmamalaki sa pagpupunyagi ng mga Pilipino sa panahon ng kolonyalismong Espanyol
C. Mga Kasanayan sa Pagkatuto 6.1.2. Naipakikita sa pamamagitan ng 6.2.1. Naiisa-isa ang mga paraang 6.2.1. Natatalakay ang ibat ibang 6.3.1. Naiisa-isa ang mga isinagawang 6.4.1.1. Natatalakay ang
Isulat ang code ng bawat kasanayan malikhaing pamamaraan ang paraan armadong pananakop ng mga Espanyol reaksyon ng mga katutubong pangkat rebelyon o pag aalsa ng mga pagbubukas ng bansa sa
ng 6.2.2. Naisasagawa ang mga paraang sa ilalim katutubong pangkat kalakalang pandaigdigan
pananakop ng mga Espanyol sa mga ng pananakop na ginawa ng mga ng armadong pangkat 6.3.2. Naipapakitang kilos ang mga bilang isa sa sanhi ng pagbuhay
katutubo armado. 6.2.2. Naisasadula ang mga naging isinagawang pag-aalsa ng mga ng pagiging nasyonalismo ng mga
6.1.3. Nakapagbibigay ng saloobin 6.2.3. Napapahalagahan ang reaksyon ng mga katutubo sa katutubong pangkat laban sa mga Pilipino
ukol sa naging marahas na pagmamahal ng mga katutubo sa armadong Espanyol sa pamamagitan ng 6.4.1.2. Nasusuri ang bunga ng
pamamaraan ng kanilang sariling pananakop ng mga Espanyol duladulaan pagbubukas ng bansa sa
pagsakop ng mga EspanyolAP5KPK-III- bayan, kultura at paniniwala AP5KPK- 6.2.3. Napapahalagahan ang o piping palabras pandaigdigang
G-i6 IIIg-i6 pagmamahal ng mga katututbo sa 6.3.3. Napapahalagahan ang katwiran kalakalan sa pamamagitan ng
kanilang sariling ang ginawang rebelyon ng mga graphic organizer
bayan, kultura at paniniwala P5KPK- katutubong pangkat laban sa 6.4.1.3. Naibibigay ang sariling
IIIg-i6 mananakop na Espanyol AP5KPK-IIIg-i6 pananaw ukol sa kahalagahan ng
pagsali ng
Pilipinas sa kalakalang pandaigdig
P5KPK-IIIg-i6
II. Nilalaman Paraan ng Pananakop ng mga Espanyol sa mga Katutubong Pangkat
D. Bilang ng mga mag-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
magpapatuloy sa remediation additional activities for remediation activities for remediation activities for remediation activities for remediation additional activities for
remediation
E. Alin sa mga istratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos? Paano ito ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
nakatulong? lesson lesson lesson lesson the lesson
F. Anong suliranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
naranasan na nasolusyunan sa tulong require remediation require remediation require remediation require remediation require remediation
ng aking punungguro at superbisor?
G. Anong kagamitan ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho na nais kong ibahagi sa mga ___Metacognitive
Development: ___Metacognitive
Development: ___Metacognitive
Development: ___Metacognitive
Development: ___Metacognitive Development:
kapwa ko guro? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building:
Examples: ___Schema-Building:
Examples: ___Schema-Building: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples:Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations,
media,
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. opportunities. media, manipulatives, repetition,
and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings,
Examples: Student created drawings, ___Text Representation:
videos, and games. videos, and games. videos, and games. videos, and games. Examples: Student created
___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples:
Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples:
language you want students to use, language you want students to use, language you want students to use, language you want students to use, and Speaking slowly and clearly,
and providing samples of student and providing samples of student and providing samples of student providing samples of student work. modeling the language you want
work. work. work. students to use, and providing
Other Techniques and Strategies used: samples of student work.
Other Techniques and Strategies Other Techniques and Strategies used: Other Techniques and Strategies ___ Explicit Teaching
used: ___ Explicit Teaching used: ___ Group collaboration Other Techniques and Strategies
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___Gamification/Learning throuh play used:
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration ___ Answering preliminary ___ Explicit Teaching
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play activities/exercises ___ Group collaboration
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Carousel ___Gamification/Learning throuh
activities/exercises ___ Carousel activities/exercises ___ Diads play
___ Carousel ___ Diads ___ Carousel ___ Differentiated Instruction ___ Answering preliminary
___ Diads ___ Differentiated Instruction ___ Diads ___ Role Playing/Drama activities/exercises
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Discovery Method ___ Carousel
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Lecture Method ___ Diads
___ Discovery Method ___ Lecture Method ___ Discovery Method Why? ___ Differentiated Instruction
___ Lecture Method Why? ___ Lecture Method ___ Complete IMs ___ Role Playing/Drama
Why? ___ Complete IMs Why? ___ Availability of Materials ___ Discovery Method
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Pupils’ eagerness to learn ___ Lecture Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Group member’s Why?
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn collaboration/cooperation ___ Complete IMs
___ Group member’s collaboration/cooperation ___ Group member’s in doing their tasks ___ Availability of Materials
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn
in doing their tasks ___ Audio Visual Presentation in doing their tasks of the lesson ___ Group member’s
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation collaboration/cooperation
of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson