Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Quezon City
MALAYA ELEMENTARY SCHOOL

BANGHAY ARALIN SA ESP 6

SY 2022-2023
Agosto 31, 2022 (Miyerkules-Ikatlong Araw)
Unang Markahan-Ikalawang Linggo
7:50 AM – 8:10 AM - 6- Mapagkumbaba
9:50 AM – 10:10 AM -6- Malikhain

I. Layunin:

1. Nasusuri muna ng mabuti ang sitwasyon bago magbigay ng desisyon. (EsP6PKP-Ia-i-37)

2. Nakakapag-isip ng iba’t ibang paraan batay sa pagbibigay ng desisyon.
3. Nakatatamo ng kasiyahan batay sa naging desisyon.

II. Paksang Aralin:

Pagsusuri ng mabuti sa mga bagay na may kinalaman sa sarili at pagpapasya
B.P. : Katotohanan
K.P. : Mapanuring Pag-iisip
Sang. : K to 12 Grade 6 Curriculum Guide, 1.1a, Ang Batang Huwaran 6 pahina, 168-
171 Kagamitan : Larawan, tsart, plaskards

III. Pamamaraan:

A. Panimulang Gawain
1. Pagsasanay:

(Magpakita ng iba’t – ibang larawan)

Sabihin kung ano ang makikita mo sa larawan.

2. Pagbablik-aral:

Anu-ano ang dapat nating gawin upang maiwasan ang polusyon sa hangin at sa tubig?

B. Panlinang na Gawain:

1. Pagganyak:
a. Sinu-sino sa inyo ang nakapaglalakbay na sa iba’t – ibang lugar?
b. Saang lugar kayo nakapaglalakbay?
c. Ano ang ginawa mo doon?
d. Sino ang kasama mo sa paglalakbay?

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Department of Education
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MALAYA ELEMENTARY SCHOOL

2. Paglalahad:

a. Pag-alis ng sagabal:
- Wildlife Sanctuary - nahimasmasan
- pagliliwaliw
b. Ipabasa ang kuwento sa aklat, “Ang Batang Huwaran 6” pah. 168-171
“ANG TAMANG DESISYON”

Masayang-masaya ang mga mag-aaral sa Agham ni Bb. Mendoza. Mangyari, pumayag ang
punungguro na magsagawa sila ng isang pang-edukasyong paglalakbay batay sa pinag-aaralan
nilang leksyon tungkol sa mga hitsura at ugali ng iba’t-ibang hayop na matatagpuan sa Pilipinas. Sa
Manila Zoo and Wildlife Sanctuary sa Metro Manila balak pumunta. O ano mga bata payag ba kayo
sa lugar na napili natin. Mahinahong tanong ng guro.“Opo,” malakas ding tanggi ng ibang bata.
“Hindi po,” malakas ding tanggi ng ibang bata.
“Hintay muna. Mukhang mayroon kayong mga kamag-aral na hindi sang-ayon sa binabalak natin.
Maari bang malaman ko ang inyong dahilan?” maunawaing tanong ni Bb. Mendoza.Tumayo si
Boy at nagwika, “Eh, kasi Mam, ayaw po naming dito sa Metro Manila. Masyadong malapit at
mukhang hindi na po eksayting. Lagi po kasi naman natin nakikita ang lugar na ito.”Tumayo ang
isa pa rin, “Opo nga! Sabi nito. “Ibig po namin ay sa Los Baños, o kaya ay sa Lipa o Tagaytay.
Masarap daw po roon at magaganda ang mga tanawin.”
Totoo ang sinabi ninyo, mga bata,” sabi ng guro. “Subalit dapat ninyong isipin kung ano ang
layunin ng ating paglalakbay. Ito ay hindi pagliliwaliw lamang. Ito ay pag-aaral. At hindi natin
matatagpuan sa mga sinasabi ninyong lugar ang mga bagay na dapat nating pag-aralan,” patuloy na
pagpapaliwanag ng guro.
Saglit na tumahimik ang klase. Nag-isip mabuti si Boy at mga kasama niya sa sinabi ng guro.
Mayamaya nagkaroon na ng magandang reaksyon ang mga bata sa kanilang pinag-uusapan.“Ano
ang masasabi mo ngayon, Boy? Tanong na muli ng guro sa ma-aaral. “Pumapayag na ba kayo ng
mga kaibigan mo sa pupuntahan nating lugar? Patuloy na tanong ni Bb. Mendoza.“Napag-usapan
po namin na tama kayo, kaya pumapayag na po kami,” parang nahimasmasang tugon ni Boy.
“Ipagpaumanhin na po ninyo ang di naming pagsang-ayon kaagad,” paghingi ng dispensa ni
Boy.Ngumiti lamang ang guro at nagwika, “Kung ganoon sasama kayong lahat sa pang-
edukasyong paglalakbay na ito, ano?” pagpapatibay ng guro“Opo,” halos sabay-sabay na pagsang-
ayon ng mga magkakaeskwela.Kung ganoon, ngayon pa lamang ay bibigyan ko na kayo ng sulat
na lalagdaan ng inyong magulang bilang pagpapatunay na kayo’y pinapayagang sumama sa
paglalakabay na ito. Ibigay ninyo ito sa akin sa Lunes,” tagubilin ni Bb. Mendoza.

3. Pagtatalakay:

a. Tatalakayin ng guro ang nabasang kuwento at ipasagot ang mga sumusunod na tanong:
1. Ano ang gagawin ng mga mag-aaral sa Agham ni Bb. Mendoza?
2. Saan sila maglalakbay?
3. Nagkakaisa ba sila sa pupuntahang lugar?
4. Paano sila nakumbinsi ng guro na sumang-ayon sa pasiya ng nakararami?
5. Tama ba ang ginawa nilang desisyon?

7th Matahimik St., Brgy. Malaya, 1101 Quezon City [email protected]

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 Republic of the Philippines
Department of Education
National Capital Region
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MALAYA ELEMENTARY SCHOOL

C. Paglalahat:

Paano natin naibigay ang tamang desisyon?

 Tumatama lamang ang desisyon kung pagkatapos ng masusing

pagsusuri, ito ay napatunayang makabubuti sa nakararami.
D. Paglalapat:

Hatiin ang klase sa tatlong pangkat at ipasasadula ang mga ibibigay na sitwasyon at
ipasuri kung ang tamang desisyon ay nakabubuti para sa lahat.

Nasalubong mo ang kaibigan mo na may dalang tirador. Sinabi niya na gagamitin

niya ang tirador sa paghuli ng hayop. Ano ang gagawin mo?

a. Sasama sa paghuli ng hayop.

b. Kunin ang tirador at itapon.
c. Ipaliwanag sa kanila na ang hayop ay kaibigan ng tao.

IV. Pagtataya:

Basahin ang mga sumusunod na sitwasyon at lagyan ng ang kahon kung tama ang
pagsusuri at ang desisyon ang kahon kung di tama ang naging desisyon batay sa pagsusuri.

1. Nagkasundo kayong magkaibigan na magsaliksik sa aklatan. Tumanggi ka at nanood ng

sine.
2. May usapan kayong dadalo sa pulong ng “No to Dope” sa barangay hall. Hindi ka
darating dahil sumama ka sa iyong tiya sa pamimili.
3. Pinagkasunduan sa miting ng mga magulang at guro na magbigay ng tiglimang piso
ang bawat sa magtapos na bata bilang donasyon sa gagawing bagong entablado.
Pumayag ang iyong magulang ngunit hindi ka binigyan.

4. Ang buong klase ay nagkasundong magsasagawa ng pag-aaral sa Ormoc

City Library. Nakapunta ka na sa lugar na ito pero sumama ka pa rin.

5. Nagkasundo ang grupo mo na magtutulungan kayo sa paggawa ng proyekto sa

darating na Sabado. Dumating ka pero naglalaro ka lang ng basketball.

V. Takdang – Aralin:

Magbigay ng isang (1) sitwasyon sa inyong tahanan kung saan tama ang ginawang
pagsusuri at naging desisyon para sa ikabubuti ng lahat.

7th Matahimik St., Brgy. Malaya, 1101 Quezon City [email protected]

https://www.facebook.com/malaya.es.376 (02) 7728 – 75 – 66
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Quezon City
MALAYA ELEMENTARY SCHOOL

Prepared by:

ROSE ANN B. FLORES

ESP Teacher

Conformed by: Noted by:

MA. CORAZON T. TROFEO MICHAEL A. ABA

MT-In-Charge Principal

Lesson Plan in Mathematics 6

SY 2022-2023
August 31, 2022 (Wednesday-Day 3)
FIRST QUARTER-Week 2
6:30 AM – 7:10 AM - 6- Malikhain
9:10 AM – 9:50 AM -6- Mapagkumbaba

I. OBJECTIVE/S
1. Adding and Subtracting Similar Fractions and mixed number (M6NS-Ia-86)
2. Convert fraction in Lowest term
3. Develop the habit writing neatly

II. SUBJECT MATTER

A. Skill: Adding and subtracting simple fractions and mixed numbers without or with
regrouping
B. Reference: K to 12 Grade 6 Curriculum Guide, RBEC Grade 6 Lesson Plan 2003
Edition, Lesson 62/63, pp. 250-255
C. Materials: flashcards, show me board, manila papers

Value Focus: Thoughtfulness

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MALAYA ELEMENTARY SCHOOL

III. INSTRUCTIONAL PROCEDURE

A. Preliminary Activities
1. Drill
Conduct a drill on adding/subtracting similar fractions with regrouping.
Ask: How do you add/subtract similar fractions with regrouping? What can you
say about their denominators?
Use flash cards. Answer on your Show Me Board.
d) 9/12 + 4/12 d. 4 1/10 – 2 7/10
e) 4 2/7 – 1 5/7 e. 1 11/12 + 2 7/12
f) 2 7/9 + 3 8/9 f. 5 8/15 – 4 10/15
Provide more exercises if necessary.

2. Review
Review on finding the Least Common Multiple (LCM) or Least Common
Denominator (LCD). Encourage the pupils to demonstrate speed and accuracy.
e) 1/5 and 3/10 d. 9/15 and 1/4
f) ¾ and 5/7 e. 6/11 and 1/3
g) 7/8 and 2/9 f. 5/6 and 7/8

3. Motivation
Your friend is sick. You want to visit her/him in their house. You want to bring
something upon visitation.
Ask: What are the things that you may be brought to her/him? How are you going
to prepare these things?

Values Integration: Elicit from the pupils that caring to a friend is

developing stronger relationship.

B. Developmental Activities
1. Presentation
Present the situations
Berto visits a sick friend named Rodrigo. He brought some fruits to him. These are 1

½ kg pineapples, 1 ¾ kg mangoes and 1 1/8 guavas. How many kilograms did he

brought in all?

Rodrigo found out that 2 ½ kg of the fruits brought were ripe. How many kilograms
of the fruits are still unripe?

Ask: What did Berto bring to Rodrigo? What do you think is the reaction of
Rodrigo when Berto visited him? What do the situations ask for? How will you
solve the problems?

2. Performing the activity

Group the pupils into four working teams. Two groups are assigned in each

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MALAYA ELEMENTARY SCHOOL

situation. Let them think of ways how to solve the problem. Ask the groups to
work cooperatively in finding the answers to the problem. Give them enough
time to think and perform the task.

Expected answers:
Solution 1 for question 1: By drawing regions

1 ½ = 1 4/8

1 ¾ = 1 6/8

1 1/8 = 1 1/8

1 4/8 + 1 6/8 + 1 1/8 = 3 11/8 or 4 3/8 Answer: 4 3/8

kg of fruits Solution 2 for question 1:

1 ½ + 1 ¾ + 1 1/8 = 1 4/8 + 1 6/8 + 1 1/8 = 3 11/8 or 4 3/8 kg of fruits

Rename the dissimilar fractions using LCD.

Add the numerators. Add the whole numbers. Write the sum of the numerators
over the common denominator. Rename or regroup, if necessary. Change your
answer to lowest term if possible.

Solution 1 of question 2: by drawing regions

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4 3/8 = 4 3/8

2 ½ = 2 4/8

4 3/8 – 2 4/8 = 3 8/8 + 3/8 = 3 11/8 – 2 4/8 = 1 7/8 kg of

fruits are unripe Solution 2 of question 2:

4 3/8 - 2 ½ = 4 3/8 - 2 4/8 = 3 8/8 + 3/8 = 3 11/8 – 2 4/8 = 1 7/8

kg of fruits are unripe

Rename the dissimilar fractions as similar fractions using LCD.

Subtract the numerators. Rename or regroup, if necessary. Subtract numerators.
Subtract whole numbers. Write the difference of the numerators over the common
denominator. Change your answer to lowest term if possible.
3. Processing the activities
Facilitate the discussion of the answers of the group based from the activity.
Ask: How did you solve for the answers?

Expected answers:
(In Adding Dissimilar Fractions with regrouping)
 We drew regions to show 1 4/8 as 1 1/2 , 1 6/8 as 1 ¾ and 1 1/8 as 1 1/8.
Then, we combined the regions to get 3 11/8 and rename/regroup as 4 3/8.
 We changed dissimilar fractions similar fractions before adding.
 We added the numerators. Then, we also added the whole numbers. Write
the sum of the numerators over the common denominator. We
rename/regroup the sum.

(In Subtracting Dissimilar Fractions with regrouping)

 We drew regions to show 4 3/8 as 4 3/8 and 2 4/8 as 2 1/2. Then, we rename/
regroup 4 3/8 as 3 11/8. We subtracted the regions to get 1 7/8.
 We changed dissimilar fractions similar fractions before subtracting.
 We subtracted the numerators. We rename/regroup the minuend. We
subtracted the numerators .Then, we also subtracted the whole numbers.
Write the difference of the numerators over the common denominator.

4. Reinforcing the
concept and skill Add

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or subtract the
following:

a) 2/3 + 3/4 d) 6 9/12 – 5/6

b) 1 4/9 – 8/15 e) 9 3/6 + 4 4/9
c) 1/3 + 1 5/8 f) 7 5/16 – 3 3/8

5. Summarizing the lesson

Guide the pupils to give the following generalization by
asking: How do we add/subtract dissimilar fractions with
regrouping?

To add dissimilar fractions with regrouping:

Change dissimilar fractions to similar fractions before adding.
Add numerators. Write the sum/ difference over the common denominator.
With mixed forms, add the fractions first, then the whole numbers. If the sum is equal to 1 or more
than 1, rename or regroup.

To subtract dissimilar fractions with regrouping:

 Change dissimilar fractions to similar fractions before subtracting.

 Subtract the fractions. Rename or regroup the minuend. Write the difference over the
common denominator.
 Express the difference to lowest terms.

1. Applying to the new and other situations Solve

the following:

d) 1 6/12 + 2 4/9 + 2 2/3 d. 5 1/8 + 2 2/4 + 1 3/6

e) 3 ¼ - 1 1/2 e. 5 1/8 – 2 3/4
f) 5/20 + 7 9/10 + 1 ½ f. 19 3/7 + 1 5/11

2. ASSESSMENT
Find the sum/ difference. Express your answers in lowest terms if needed. Write the
answers on your answer sheets.

f) 2 ½ - 1 2/3 c) 6 2/3 – ¼ e. 8 3/10 + 2 3/5 + 2 7/12

g) ½ + 2 3/6 d)1/2 +1/3 + ¼

3. ASSIGNMENT
Find the sum/ difference. Express your answers in lowest terms if needed.
4. 3 ¾ + 2 ½ + 3 5/8 4) 8 2/9 – 5 5/6
5. 13 5/16 – 2 3/4 5) 8 3/10 + 2 3/5 + 2 7/12
6. 5 7/8 + 4 7/10 + 3

7th Matahimik St., Brgy. Malaya, 1101 Quezon City [email protected]

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 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Quezon City
MALAYA ELEMENTARY SCHOOL

Prepared by:

ROSE ANN B. FLORES

Math Teacher

Conformed by: Noted by:

MA. CORAZON T. TROFEO MICHAEL A. ABA

MT-In-Charge Principal

Lesson Plan in ENGLISH 6

SY 2022-2023
August 31, 2022 (Wednesday-Day 3)
FIRST QUARTER-Week 2
7:10 AM – 7:50 AM- 6-Malikhain
10:10 AM – 10:50 AM-6-Mapagkumbaba
I. OBJECTIVES
1. Analyzes sound devices (onomatopoeia, alliteration, assonance, personification, irony and
hyperbole) in a text heard.
2. Increase understanding of sound devices.
3. Participate in class discussion.
II. SUBJECT MATTER
A. TOPIC/SKILL: Analyzing sound devices (onomatopoeia, alliteration, assonance,
personification, irony, and hyperbole) in a text heard.
B. MATERIALS: flashcards and chart
C. REFERENCE: K to 12 Curriculum Guide and Teacher’s Guide in English
D. VALUES INTEGRATION: Respect
III. PROCEDURE
A. ORAL LANGUAGE ACTIVITY
 Are sounds important to man? Give me the sounds of the following:
o cellphone
o duck
o dog
o bell
o motorcycle
B. Pre-Listening
1. Unlocking of Difficulty
 jungle – forest - Wild animals live in the jungle.
 crazy- silly, fool - Be careful with the crazy people for they might hurt you.
 cabs – taxis - I love to ride in an air-conditioned cab.
 chaos- commotion - Let us love one another to avoid chaos in our place.
 rhythm- regularity - Present the qualities of an ideal entrepreneur.

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2. Motivation
Are you familiar of the place New York City? In what country does it belong?
3. Motive Questions:
Try to answer the following questions:
1. What is the title of the poem?
2. How will you describe the city of New York?
3. Do you want live in New York City? Why? Why not?
(Values Infusion: Respect the customs and traditions of a particular place.)
C. During Listening

New York City

New York City is like a jungle No, it is a jungle It is always jumping with excitement Because of the noise, half the city is
deaf Still, the city cares about its crazy customers Brands, lights, cabs, style: it’s all there. This city is great-always something to
do. “B E E P ” ”B E E E E P” get out of the way! When I arrived in New York, I was ready for chaos- Instead I found rhythm
- Carmelo

Ask pupils to answer the motive questions about the poem.

D. Skill Development
1. Teaching and Modelling
Sound Devices - are resources used by poets to convey and reinforce the meaning or
experience of poetry through the skilful use of sound. After all, poets are trying to use a
concentrated blend of sound and imagery to create an emotional response. The words and
their order should evoke images, and the words themselves have sounds, which can reinforce
or otherwise clarify those images. All in all, the poet is trying to get you, the reader, to sense
a particular thing, and the use of sound devices are some of the poet’s tools.
1. Onomatopoeia - is the naming of a thing or action by the vocal imitation of the
sound associated with it
Ex: The chirp, chirp, chirp of the wounded bird broke the silence.
(Chirp is the sound)

2. Alliteration - is a sound device which is the repetition of a consonant sound at the

beginning of words.
Ex.: Sally sells seashells in the seashore.

3. Assonance – is a sound device which is the repetition of the same vowel sound
either at the beginning of words or inside the words.
Ex: May lay near the bay and stayed awake.

4. Personification- is giving of qualities of a person to things not human, such as

animals, plants, inanimate objects or ideas.
Ex: The breeze wiped the orphan’s tears. (The breeze can move; it uses the hands to
wipe away tears)

5. Irony - signifies the opposite of what is being said

Ex: When I lost my wallet, he said, “This is my lucky day.”

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6. Hyperbole – is the use of exaggeration

Ex: I died a thousand deaths when my crush refused to dance with me. (Died a
thousand deaths is an exaggeration)

7. Consonance – is the repetition of consonants sounds and the stressed syllables but
with different vowel sounds within or at the end of a line. Ex.: boat and night
cool and soul

Identify the different sound device used by the poet in the poem.
E. Post Listening
Group Activity: Say: I will group you into seven. Each group will be named to the
different sound device that you have just learned today. Each group will prepare a 2-3
line of yell. I’m going to read a sentence, then you are going to analyze the sound device
used in the sentence. Say your yell if the sound device used in the sentence refers to your
group name. Remember the standard rules in a group activity.
(Refer on TG pp 5-6)
F. Generalization:
What are the different sound devices that are used by the poets?
Describe each sound device and give example.
IV. ASSESSMENT:
Analyze and identify the sound device used in the sentences.
1. Oh, the bells, the bells, bells, bells. (alliteration)
2. What a tale of terror tells of despair. (assonance)
3. As of someone gently rapping, rapping at my chamber door. (onomatopoeia)
4. Mother has a mountain of clothes to wash.(hyperbole)
5. The dancing leaves played in the wind. (personification)
V. ASSIGNMENT
Analyze the following sound device used in the passages.
1. Vroom, vroom, vroom, shouts the car as it travels the high way.
2. My love for you is as clear as the sky.
3. My father is as strong as an oxen.

Prepared by:

ROSE ANN B. FLORES

Math Teacher

Conformed by: Noted by:

ALAN A. LUCAS MICHAEL A. ABA

MT-In-Charge Principal

7th Matahimik St., Brgy. Malaya, 1101 Quezon City [email protected]

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