ALIKABUK

ALIKABUK

Active and Passive Voice / Karaniwan at Di-

Karaniwan o Kabaligtarang Anyo ng
Pangungusap
Subject/Grade Level: Filipino – Elementary/Grade II / III
Title: Active and Passive Voice / Karaniwan at Di-Karaniwan

o Kabaligtarang Anyo ng Pangungusap
Competency/ies: Sentence Forms / Mga Anyo ng Pangungusap
KCh Learner Values: Critical Thinking (I am a critical thinker.)
Critical Issue: none
Materials Used: projector (or LCD) for the movie clip, visual aids written
in cartolina, test questions
I. Objective/s
At the end of the session, students should be able to:
• differentiate a passive voice from an active voice,

• recognize the subject and the predicate of a sentence for more
understanding about active and passive voices
• compose statements that are of active and passive voices; and
• revise sentences from active to passive construction and vice
versa.
II. Essential Understandings
• If the subject came first before the predicate, it is in a passive

voice.
• If the predicate came first before the predicate, it is in an active
voice.
• Passive and active voice of sentences doesn‘t really change the
meaning it conveys.
III. Essential Questions
• What is an active and a passive voice?

• What is the difference between an active an a passive voice?
IV. Summary of the Episode
This episode is about a young boy named Jomel who is writing a

birthday poem for his friend Minda. He can‘t find a way to end his
lines in rhymes without altering or changing its meaning so he asked
his grandmother‘s help. The latter easily did it by changing the form
/ voice of the sentence.
The movie clip also showed a conversation of Prinsipe Maranao

and Prinsesa Minda, the characters in Jomel‘s gift to Minda which is
a book. In their conversation, Prinsesa Minda argues that Prinsipe
Maranao always repeat her sentences. Jomel, in the end, tells the
two that their sentences actually mean the same, be it in an active
or passive voice.
V. Pre-Session Motivation
1. Ask one of the students to lead a song.

2. ―Based from our past lesson, what is a subject again?‖ (expected
ans. the one being talked about in a sentence)
3. ―And a predicate means?‖ (expected answer : describes or tells
something about the subject)
4. It‘s good to know that you still remember our lesson about subject
and predicate. It will be very important to our subject later on. Now,
were going to watch an educational movie clip about a young boy
who is making a short poem for his friend but can‘t find a way to
rhyme his lines without changing the meaning of his line. Let‘s find
out what it is all about.
VI. Viewing Proper
• Alikabuk (ES Grade 2 – English / Filipino)

Karaniwan at Di-pangkaraniwang Ayos ng Pangungusap / Active
and Passive Voice
VII. Post-viewing
A. Questions (episode)
 How was the episode? Did you like it?

 What was the episode about?
 What were the lines that Jomel couldn‘t rhyme?
 How did Jomel‘s grandmother solve his problem?
 When Prinsesa Minda told Prinsipe Maranao ―Mahal kita‖, what
did the the prince answer?
 And when Prinsesa Minda told Prinsipe Maranao ―Wagas ang
ating pag-ibig‖, what did the the latter reply?
 Do you think the meaning of their sentences were really the
same?
B. Review Questions (content)
 What is a passive voice?

 Who can give an example? (Ask the class to give some
examples.)
 What is an active voice?
 Who can give an example? (Ask the class to give some
examples.)
C. Deepening
 What is the most obvious clue if a sentence is in a passive voice?

(expected answer : ginagamit ang salitang ―ay‖.)
 It is right or wrong if I ask the class that changing the form of the
sentence changes its meaning? (expected answer: mali.)
D. Group Work/Activity
Divide the group into two and let them form a line for a game about the
lesson. The front man will be the one to answer the question given by the
teacher. The one who raises his/her right hand first and answers the
question correctly wins. The group who has the most score wins.
 Directions: Is this sentence in an active or passive form? (The

teacher shows a sentence written in a piece of cartolina.)
Change it into an active voice (if passive, or vice versa).
 If the one who raised his/her hand didn‘t answer the question
correctly, it will be the chance of the other group‘s front man to
answer.
 After that, the front men will go to the back of the line and it will
be the turn of the next two pupils in line to compete.
 The group that will have the most score gets candies as a
reward.
VIII. Synthesis and Valuing
To end the session, the teacher may use any of the following:
A. Karaniwan o Di-pangkaraniwan
Isulat sa papel ang K kung ang pangungusap ay nasa

karaniwang anyo o DK kung ito ay nasa di-pangkaraniwang
anyo.
__________1. Mahal kita.

__________2. Si Jomel ay kinikilig.
__________3. Si Jomel ay kaibigan ni Minda.
__________4. Maganda si Minda.
__________5. Nagpakita sina Prinsipe Maranao at
Prinsesa Minda kay Jomel.
__________6. Isang libro ang regalo ni Jomel kay Minda.
__________7. Ang lola ni Jomel ay isang mananahi.
__________8. Inimbitahan ni Minda si Jomel na dumalo
sa kanyang kaarawan.
__________9. Si Minda ay nagpasalamat kay Jomel.
_________10. Humarap si Jomel sa salamin para tingnan
ang kanyang porma.
B. Isulat ang karaniwang anyo (1-5) at di-karaniwang anyo (6-10) ng

mga pangungusap.
1. Mahal kita.
2. Maganda si Minda.
3. Nagpakita sina Prinsipe Maranao at Prinsesa Minda kay Jomel.
4. Isang libro ang regalo ni Jomel kay Minda.
5. Inimbitahan ni Minda si Jomel na dumalo sa kanyang
kaarawan.
6. Si Jomel ay kinikilig.
7. Si Jomel ay kaibigan ni Minda.
8. Ang lola ni Jomel ay isang mananahi.
9. Si Minda ay nagpasalamat kay Jomel.
10. Si Jomel ay humarap sa salamin para tingnan ang kanyang
porma.
IX. Homework
For their homework, give the children this activity:
Direction: Sumulat ng isang talata tungkol sa iyong kaibigan (5 sentences limit).

Pumili lamang ng isang anyo na gagamitin sa pangungusap.
Ang Bahag ni Aliguyon
Subject/ Grade Level: Filipino (Grade 5)

Title: Ang Bahag ni Aliguyon
Competency: Determining the cause and effect (―Sanhi at
Bunga‖) of situations
KCH Learner Values: Reflective I eflect.
Critical Issue/s: Self-confidence
I. OBJECTIVES
 Look into the cause and effect of situations

 Resolve problems by determining the probable causes and
effects
 Learn how to believe in one‘s capabilities
II. ESSENTIAL UNDERSTANDING
 One can extract the cause and/or the effect by taking note of
certain key words in the utterance
 The relationship between the cause and the effect can be
reflected by the markers ―sapagkat‖ or ―dahil‖
 Determining the probable cause and effect would help us
understand the situation better. It would also help us avoid
misunderstandings.
 Believing in oneself would boost up one‘s confidence
III. ESSENTIAL QUESTIONS
 How would one be able to determine the cause and the effect
of situations?
 What are the possible consequences when one doesn‘t take
note of the cause and effect?
 What are the effects of evoking self-confidence?
IV. SUMMARY OF THE EPISODE
The episode focuses on how to determine the cause and

effect of certain situations. This will also touch on certain
values such as believing in oneself and not jumping into
conclusions.
V. PRE-VIEWING (MOTIVATION)
1. Divide your class into 4 or 5 groups. After which, ask them to
brainstorm on events that might happen on a normal school
day. Then tell them to list them down or to draw them on a
cartolina or manila paper. (e.g. ―pagkakaroon ng mababang
grado‖, ―pakikipagkwentuhan sa kamagaral habang
nagkaklase‖, etc.)
2. Ask them to present the events up front.
3. Ask them to give at least 2 probable causes and effects for each
situation.
4. Then tell them that in the video that they are about to see, they
would be able to learn how to determine the cause and effect
of situations. In line with that, they should be able to pay
attention to the markers that the protagonists would be using.
Furthermore, they should also be able to take note of the ways
the protagonist tackled the given circumstances.
VI. VIEWING PROPER
 Alikabuk (Filipino - Grade 5)

―Ang Bahag ni Alugyon‖
VII. POST VIEWING
1. Questions
a. Did you like the program? Why or why not?

b. What was the program about?
Review Questions
According to the video, how would one be able to determine the cause
and effect of situations?
. What kinds of words did the protagonists use as markers?

a. Why did Lola Priming get angry at Jommel?
b. How was this resolved?
Deepening
. How do you solve your problems?
a. Have you doubted yourself before? What led to this?
Group work/activity
Ask the students to incorporate their ideas a while ago into statements.
Given that they have produced two causes and two effects per situation,
they should come up with two statements per situation. (e.g.
―Nakakakuha ang mga estudyante ng mababang grado sapagkat hindi
sila nagaaral ng mabuti. Dahil dito, maari silang maparusahan ng
kanilang mga magulang.‖)
 Ask them to develop solutions to remedy the problem, if it‘s

negative. (e.g. ―Magaral ng leksiyon araw-araw‖)
 After which, ask them to present them in a creative way.
VIII. SYNTHESIS AND VALUING
1. What are the benefits of being able to know the cause and effect of
situations?
2. How do you think could situations like what have happened with
Jommel and Lola Prining be avoided?
3. Discuss the value of being self-confident:
a. Having self-confidence enables a person to stretch his/her
capabilities.
b. It also enables one to produce better outputs.
c. And these may also be applied to other situations in life.
IX. HOMEWORK
1. Ask your parents or guardians on how they solve their problems.

What are the things that they consider in doing such?
2. Evaluate your parent‘s or guardian‘s answer, and see whether what
they did was efficient based on the video that you have watched.
3. List down your remarks and present them in class next meeting.
Ang Gintong Talaba
Subject/ Grade Level: Filipino / Grade 5
Title: Ang Gintong Talaba
Competency: Pagbibigay ng pagkakasunud-sunod na mga ideya sa
ulat na napakingggan
KCh Learner Values: Community-oriented
I belong to a community
Critical Issue: Education
I. Objectives
At the end of the lesson, students should be able to:

 recall information that was relayed by the teacher
 report ideas in proper sequence
 list details of an event
II. Essential Understanding
 Ideas are told in sequence.

 Details of a story are important in communicating ideas.
 Listening and taking down notes are skills we must practice in order
to remember details easily.
 What are the strategies in listening to an idea so that we can report it

properly later?

This episode focuses on strategies of recalling and reporting information
that was orally delivered. First, we should listen intently to what a person is
saying. We must ignore other distractions and focus on listening. And
second, in order not to miss important details, we can also take down
notes of essential details.
V. Pre-viewing (Motivation)
 As part of the motivational activity, the teacher will read the following
steps in baking a red velvet cupcake*:
1) Combine flour, cocoa, baking powder, baking soda and salt in

a mixing bowl. Sift dry ingredients three times.
2) Cream together butter and sugar until light and fluffy. Add eggs
one at a time, making sure to beat well after each egg.
3) Add 1/4 of dry ingredients to creamed mixture then

approximately 1/4 of buttermilk alternating until mixed well. Mix
in vanilla and food coloring.
4) Fill lined cupcake pans 1/2 full of red velvet batter. Bake in a
preheated 350 degree oven for approximately 20 minutes or
until a toothpick inserted in the center comes out clean.
5) Cool cupcakes in pans for 5 to 10 minutes then remove from

pans. Cool completely on wire racks before frosting.
NOTE: If you don't happen to have buttermilk on hand you can try
this simple substitution. Place one tablespoon of lemon juice or
white vinegar in an empty one cup measuring cup. Fill with milk to 1
cup. Let stand for 5 minutes then use in any cake recipe that calls
for buttermilk.
(Source: http://www.cupcakerecipes.com/redvelvetrecipe.htm)
 Ask the students the following questions:

 Can you still remember the steps in baking a red velvet cupcake?
 Who can repeat step 1?
 ...step 2, step 3, step 4, step 5?
 For those who were able to remember, what did you do in order to
remember the information?
 The activity tells us that we can‘t recall the details and sequence of an
idea if we don‘t pay full attention and listen intently.
 Tell the students that in the video they are about to see, they will learn
how to retell an idea by following specific strategies.
VI. Viewing Proper

Alikabuk: Ang Gintong Talaba (Grade 5 - Filipino)
VII. Post Viewing

1. Questions (regarding the episode)
2. Questions (regarding the content)

a. According to the video, why do we not recall details of an
idea?
b. When we need to report and idea, what is the first thing that we
should do?
c. To retain important details, what should we do?
3. Deepening
a. In what instances do we report/tell ideas/events?
b. What other ways can you suggest in order to report an idea
properly?
4. Group Work/ Activity

o To test if the students were paying attention to the episode, ask
them to dramatize the story of Lam-Ang. Make sure they account
for the important details.
 Why is Lam-Ang looking for talaba?
 Who is he marrying?
 etc.
To end the session, ask the following questions:
1. Why is listening an important skill in recalling information?

2. What happens when we are not paying full attention to the speaker?
3. Is it better to write down important details? Why or why not?
IX. Homework
For their homework, give the students the following activity:
1) If they have a telephone at home, to take down messages from

the callers while their parents are not home.
Ang Sisneng Dalaga
Subject: Filipino - Grade 5

Title: Ang Sisneng Dalaga
Competency: Using the guide words in the dictionary.
KCh Learner Values: I am Fair-Minded
Critical Issue: Population - Respecting and being open to other
cultures.
I. Objectives
At the end of the session, students must be able to:
1. Efficiently use the dictionary using the guide words found at the
top of the page

1. When you are unsure or don‘t know the meaning of a certain word,
ask other people or look for its meaning using the dictionary.
2. Guide words are the two words on top of the dictionary that help
people find the exact words that they are looking for.
3. The content of the dictionary is arranged in alphabetical order. To use

the dictionary more efficiently and quickly, use the two words on
top of the page as your guide. You no longer have to read the words
one-by-one.
1. What is the use of a dictionary?
2. Aside from the words being arranged alphabetically, what else can
help you find the words you are looking for?
The episode is about using the dictionary efficiently through the

help of guide words. Jomel came home wondering why he is
being called "Nonoy" by their substitute teacher. He does not
know the meaning of the word that is why his lola taught him to
use a dictionary to find the meaning of the words that he does not
know. His grandmother introduced the guide words to help him
find the specific word that he is looking for. Jomel finds out that the
word "Nonoy" is a word that is usually used by Ilocanos to pertain
to a young boy.
Nonoy meets Makaya (one of the characters in the story ―Sisneng

Dalaga‖). He was able to help her by teaching her how to use the
dictionary to understand the words that she does not know.
V. Pre-Viewing (Motivation)
Prior to the presentation of the lesson/ episode (can be a day before), tell
them to bring their own English dictionaries that they will be using for the
next meeting)
1. Prepare a set of words that you will ask them to find.
Example: a. Amazing b. Responsible c. Students d. Diligent e. Excellent
2. Tell them to bring out their own dictionaries.
3. They will be asked to find each word in the dictionary. The goal is to
know the fastest students in finding the words.
4. After the activity, the teacher will tell them: ―Let us clap our hands for
those who were able to find the set of words in the dictionary. Are you
wondering how they were able to find the words immediately? The
episode that we are going to watch today is about using the guide
words in the dictionary.‖
VI. Viewing Proper
 Alikabuk (Grade 5 - Filipino)

“Ang Sisneng Dalaga”
VII. Post Viewing
1. Questions (re the Episode)

2. Review Questions (re Content)

a. What is a dictionary?
b. What are the two words found on the top part of the page? (Answer:
Guide words/ Mga patnubay na salita)
c. Based on the previous question, what is the significance of these two
words?.
2. Deepening
a. People in our country have their own cultures. They differ in the
way they speak, act and treat other people. What is the best
thing that you can do to maintain good relationship with them?
b. What was the reminder given by Alikabuk at the end of the
episode? Explain.
4. Group Work/Activity
a. Split the class into four teams. They will be given portion of a
page in the dictionary (in Filipino), which would like as this:
b. Give each team an activity sheet to be filled out as fast as possible.

The sheet contains words which may or may not be included on the
missing part of the page. The activity sheet would look like this:
(http://www.superteacherworksheets.com/dictionary-
skills/dictionary-skills-guide-words_WORDS.pdf)
c. The aim of the activity is not only for them to become more efficient in
using the dictionary, but also to let the students think critically.
d. The first to finish gets a bonus of 3 points for class recitation. The rest get
1 point for effort.
To end the session, ask and discuss the following:
1. What are the values that were emphasized in the episode? (Answer:
Honesty and Respect to other culture) Discuss which part of the story
these values were shown.
2. As a student, how can you show respect to other culture?

3. Share your own experiences wherein you showed honesty and
respect to other cultures.
IX. Homework
Ask your students to:
1. Practice using the guide words whenever you are using your
dictionary.
2. Be sure to share the knowledge that you have learned to other people
to help them make use of their dictionaries correctly and efficiently.
Ang Siyokoy
Subject/Grade Level: Fiilipino - Grade 5
Title: Ang Siyokoy
Competency: Distinguishing dependent and
independent clauses (sugnay na
makapag-iisa at ‗di makapag-iisa)

KCh Learner Values: I belong to a Community
Critical issue: Keeping our environment clean
I. Objectives
At the end of the session, the students should be able to:
o differentiate a sugnay na nakapag-iisa from a sugnay na di

nakapag-iisa;
o construct at least three sentences with sugnay na nakapag-iisa and
sugnay na di nakapag-iisa;
o discuss the importance of creating sentences with clear ideas.
 Ang hugnayang pangugusap ay binubuo ng sugnay na nakapag-iisa at

sugnay na di nakapag-iisa.
 Ang pangatnig ay ang mga salitang nag-uugnay sa dalawang sugnay,
tulad ng:
o kung
o sapagkat
o kapag
o nang
o upang
o kaya
 Ang sugnay na di nakapag-iisa ay nagsisimula sa pangatnig at di
nagsasaad ng buong diwa.
 Ang sugnay na nakapag-iisa ay nagsasaad ng buong diwa.
 Dapat angkop ang kaisipan na mabubuo ng mga sugnay na
ipinagdurugtong.
1. Ano ang pinagkaiba ng sugnay na nakapag-iisa at sugnay na

di nakapag-iisa?
2. Paano malalaman kung ang isang sugnay ang nakapag-iisa o di
nakapag-iisa?
3. Anu-ano ang mga salitang nag-uugnay sa mga sugnay? Ano

ang tawag sa mga salitang ito?
4. Paano malalaman kung wasto ang pagdugtong sa dalawang
sugnay?
This episode discusses dependent and independent clauses. The

video shows an integration of the lesson and community
belongingness. It emphasizes the importance of communal effort to
clean, preserve, and care for our environment.
Ask the students to form small groups of five. Within the group, they
will discuss environmental problems that they know of (pollution,
littering, etc.) and explain what causes these problems. After five
minutes, ask each group to share in class what they have discussed.
VI. Viewing Proper
 Alikabuk: Ang Siyokoy

Duration: 13 minutes 51 seconds
VII. Post Viewing
1. Questions (re: the episode)

2. Review Questions (re: content)

a. Ano ang hugnayang pangungusap?
b. Ano ang dalawang uri ng mga sugnay?
c. Ano ang pinagkaiba ng dalawang uri?
d. Ano ang pangatnig?
e. Anu-ano ang mga halimbawa ng pangatnig?
f. Paano matitiyak na wasto ang pagbuo ng dalawang sugnay?
3. Deepening
a. Malinaw na kaisipan ang nabubuo ng wastong pagdugtong ng
mga sugnay.
b. Bakit mahalaga na malinaw ang kaisipan ng ating mga
sinasabi?
c. Mayroon ba kayong alam na mga gawain sa komunidad upang
panatilihing malinis ang ating kapaligiran?
d. Anu-anong mga gawain sa komunidad ang inyong sinasalihan?
e. Mahalaga ba ang pakikisama sa mga gawain sa komunidad?
Bakit?
4. Group Work
a. Divide the class into two groups.
b. List three topics on the board which relate to caring for our
environment:
i. pagtatapon ng basura sa tamang lugar
ii. hindi pag-apak sa mga halaman
iii. pagtatanim ng mga halaman
c. Ask one group to list three sugnay na di makapag-iisa for each
topic.
d. Ask that group to recite their examples.
e. Ask the other group to come up with sugnay na makapag-iisa
which can be connected to the first group‘s examples.
To end the session, review the class about the following:
1. Ano ang pinagkaiba ng sugnay na nakapag-iisa at sugnay na di nakapag-

iisa?
2. Paano malalaman kung ang isang sugnay ang nakapag-iisa o di nakapag-
iisa?
3. Anu-ano ang mga salitang nag-uugnay sa mga sugnay? Ano ang tawag
sa mga
salitang ito?
4. Paano malalaman kung wasto ang pagdugtong sa dalawang sugnay?
5. Ano ang kahalagahan ng pagkakaaroon ng malinaw na diwa?
6. Mahalaga ba ang pagpapanatili ng kalinisan at kaayusan ng ating
kapaligiran? Bakit?
IX. Homework
Ask the students to come up with five rules (like what the siyokoy
from the video did) which call to care and preserve our
environment. Each rule should be a hugnayang pangungusap.
These rules are to be written in their notebook or a piece of paper
and will be shared in class during the next meeting.
Anong Ibig Sabihin?
Subject/ Grade Level: Filipino – Grade 6
Title: Anong Ibig Sabihin?
Competency: Concepts of Tone, Stress, and Intonation
KCh Learner Values: Community-oriented
I must show respect to the members of my
community.
Critical Issue: Effectively communicating with the use of
proper stress and intonation
I. Objectives
 Define tone
 Define stress
 Define intonation
 Explain the importance of the use of proper tone, stress, and
intonation
 Tone is the way somebody says something as an indicator of what

that person is feeling or thinking (Encarta Dictionaries). It is the
manner of expression in speaking or writing (The Oxford Dictionary).
 Intonation is the rising or falling pitch of the voice (Encarta
Dictionaries).
 Stress is the emphasis placed on a sound or a syllable by
pronouncing it more loudly or forcefully than those surrounding it in
the same word or phrase (Encarta Dictionaries).
 The use of proper tone, stress, and intonation is important because it
ensures effective communication.
 What is tone?
 What is stress?
 What is intonation?
 What is the importance of the proper use of tone, stress, and
intonation?
This episode focuses on the concepts of tone, stress, and

intonation. It discussed how these can affect the meaning of
the message being conveyed by a speaker. Furthermore, the
episode discussed the importance of the proper use of tone,
stress, and intonation for effective communication.
1. As part of the motivational activity, the teacher will present

the situation below:
a. You and your best friend had a fight. You two were
supposed to meet-up yesterday to study for your
Science quiz but he/she did not show up. To make
things worse, your best friend does not seem to have
any intention to apologize for what happened. Today,
you approached him/her in the canteen to express
your disappointment, to which he/she replied, “Edi
sorry,” sarcastically.
2. After presenting the situation, ask the students the following

questions:
a. If you were in that situation, will you accept your best
friend‘s apology? Why or why not?
b. Why did you think was the best friend‘s apology
insincere?
3. The hypothetical situation reveals that when a speaker fails to
use the proper tone, it may cause misunderstanding.
4. Tell the students that in the video that they are about to see,
the concepts of tone, stress, and intonation will be discussed.
VI. Viewing Proper
 Alikabuk (Grade 6 – Filipino)

“Anong Ibig Sabihin?”
VII. Post Viewing
1. Questions (re: the episode)

2. Review Questions (re: content)

a. What are the roles of tone, stress, and intonation in speech?
b. According to the video, what is the importance of these in
communication?
3. Deepening
a. Have you had a misunderstanding with another person because you
have failed to use proper tone, stress, or intonation?
b. What did you do to make peace with that person?
c. If everyone does not make use of proper tone, stress, and intonation
what do you think will happen?
4. Group Work / Activity

 Divide the students into groups. Give each group one expression from the
list below and ask them to come up with different ways to say the
expression that will be assigned to them.
 ―Good job.‖
 ―Good morning.‖
 ―I am looking forward to it.‖
 ―It‘s nice to meet you.‖
 ―I‘m fine.‖
 ―I‘m happy for you.‖
Ask the students to present these to the class.
To end the session, ask the following:
 Ask the students to reflect on the group activity. Lead them to

this conclusion: The meaning of a sentence may change
because of the use of tone, stress, and intonation. That is why it is
important that we take note of these things whenever we
communicate.
IX. Homework
For their homework, give the students this activity:
Infer the mood of the person who said each sentence.
1. ―Today is the day I‘ve been waiting for.‖ (excitement)

2. ―I hate you so much!‖ (Anger)
3. ―We won! We won the game!‖ (Happiness)
4. ―Your dress is so pretty.‖ (Admiration)
5. ―I can‘t thank you enough for the help you‘ve given me.‖
(gratitude)
Source: http://www.elementary.ph/inferring-mood-character-based-
actionutterancesintonation
Bernardo Carpio
Subject/ Grade level: Filipino/ Grade 5

Title: Bernardo Carpio
Competency: Correct Usage of Apostrophe, Colon and Hyphen
KCh Learner Values: I am Driven
Critical Issue: Proper use of Words
I. Objective:
 Recall the definition of punctuation marks.

 Recall the different punctuation marks (period,
exclamation point and question mark) and their usage.
 Identify other punctuation marks such as apostrophe,
colon and hyphen.
 Use apostrophe, colon and hyphen correctly.
II. Essential understanding:
 Punctuation Marks are symbols that indicate the structure

and organization of written language, as well as intonation
and pauses to be observed when reading aloud
(Wikipedia).
 The different punctuation marks are: period (tuldok),
exclamation point (tandang padamdam), question mark
(tandang pananong), colon (tutuldok), hyphen (gitling)
and apostrophe (kudlit).
 Colon or tutuldok (:) is used in writing time. It is also used to
introduce a list of item, explanation or quotation.
 Hyphen or gitling (-) is used in between the words of a
compound noun that is either repeating (example: araw-
araw), if the prefix is ending in consonant and the word it
precedes starts in vowel that when hyphen is not used the
meaning of the word will be changed (example: mag-isa),
or if a word is omitted between the compound noun
(pamatay ng insekto – pamatay-insekto).
 Apostrophe or kudlit („) is used to replace a letter that is
omitted (example: kutsara at tinidor – kutsara’t tinidor).
III. Essential Questions:

What are punctuation marks?
 What are the different punctuation marks?
 When do we use apostrophe?
 When do we use colon?
 When do we use hyphen?
IV. Summary of the Episode:
This episode focuses on the different punctuation marks

(colon, hyphen and apostrophe) and on how to use them in
a sentence.
1. Ask the students to read the sentences below:

 Inay ang sakit
 Naku ang galing naman
 Ano ang pangalan mo
After reading the sentences, ask the students what are missing and let them
supply the missing punctuation marks.
2. Review the students on the usage of punctuation marks

(period, exclamation point and question mark). Tell the
students that in the video they are about to see, they will
learn more punctuation marks. Ask the students to take
note of the different punctuation marks and their usage.
VI. Viewing Proper
 Alikabuk (Grade 5)
“Bernardo Carpio” Episode 26
VII. Post-viewing

b. What was the program all about?
2. Review Questions
a. What were the different punctuation marks discussed in the video?
b. According to the video, when do we use apostrophe, colon, and
hyphen?
3. Deepening
a. Do you think using apostrophe, colon, and hyphen is important?
b. Imagine if punctuation marks are not being use by people in saying
their sentences? Will they get what the person is trying to say?
VIII. Synthesis and Valuing:
To end this session, ask the following:
1. How important are punctuation marks in our sentences?

2. If punctuation marks are not being used by people, will they
be able to relay the right information? The right emotion?
Jomel at Baut
Subject/ Grade Level: Grade 5 - Filipino

Title: Jomel at Baut
Competency: The four elements of a story
KCh Learner Value: Responsible
I will do my duties at home because it’s my
responsibility to obey my parents and the elderly.
Critical Issue: Responsibility and obedience
I. Objectives:
At the end of the class, the student must be able to:

 list the four elements of the story
 compose their own story and make sure that their story has
the four elements in it
 identify the four elements from a sample story
 know that being able to grasp the four elements in every story
means that they are able to grasp the message and the
meaning of the story
II. Essential Learning:
1. Story-making is both an art and science. The writer uses his/her

imagination and creative side in making the story, together with it
he/she systematically thinks of what will be the name/s of the
character/s, the setting, what will be the flow of the story and what
will be its theme.
2. People should plan their act and act their plan.
3. Persons should be responsible in finishing their work before getting
into their leisure time.
4. A story must always be interesting and must have a meaning or a
lesson for its readers
III. Essential Questions:
1. How are stories made?

2. What will you do first: your work or your play?
3. Can fictional characters be alive?
4. Why is it important to know understand the four elements of the
story?
IV. Summary of the Episode:
The episode introduces the four elements of the story. It also

teaches that before you can do what do you want, do what you
must do first.
V. Pre-viewing/ Motivation
1. The teacher will read an interesting story about the country, most probably a
folklore, to the students. Then the teacher will ask the students if they liked the
story that he/she had just read and if they understood it. The video will be
introduced afterwards.
*2. The teacher will find an interactive educational video where the students
can choose where to go or what will happen to the character. In this way, the
students are re-creating a story with the help of the video.
*3. The teacher may read an interactive e-book from Adarna Publishing House.
This type of storytelling can cater to the needs of 21st century learners since they
are more attracted to digitals than analogues.
*These pre-viewing activities can be done if there are sufficient equipments

(Projector, laptop, speakers, etc.)
VI. Viewing Proper
 Alikabuk(Elementary)
“Jomel at Baut”
VII. Post-viewing
1. Questions (Episode)
a. Did you like the episode? Why or why not?
2. Review Questions (Content)
a. What are the four elements of the story?

b. What is the title of the storybook that Jomel read?
i. Who is the main character in that story?
ii. Where is the setting of the story?
iii. What are the significant events that happened to the main character
in the story?
iv. What do you think is the theme of the story?
3. Deepening
a. The students will be asked to compose a story (maximum of 10 sentences)

of how did their day start until their class time. The students should creatively
tell it. For example, they may name themselves differently and they may
have superpowers or they may be in another planet, etc. In that way, they
can apply what they have learned
b. Ask the following questions:
i. Why was Jomel scolded by his grandmother?
ii. What did Baut prefer doing than doing the errand that his parents
asked him to do?
iii. What happens if you do not obey your parents? Why is important to
obey them?
4. Group Work/ Activity
a. The class as a whole will be making their own story. They will start in
choosing the title of the story, the main characters, the setting and what is
the genre of the story (e.g. Romance, Comedy, Horror, Drama etc.) The
teacher will be providing a paper where the class will write their story and
the teacher will be the first one to write on the paper. This will establish the
story. The first student will read what the teacher wrote and will add one
sentence within a minute then he/she will pass the paper to his/her
seatmate. His/her seatmate can see what his/her seatmate wrote but
he/she cannot read what the teacher wrote. So he/she will pass again the
paper. The teacher will be regulating on where the introduction will end or
when will it end. After the story ends, the teacher will read the story to the
class. After that, the teacher will ask the students the four elements of the
story.
a. Ask the students the following questions:

i. Will you appreciate a story that you cannot understand? Why/ why not?
ii. Why is important for a story to have a message or a lesson?
IX. Homework
(Either of the two):
a. The teacher will ask the students to ask their parents what is
their favorite storybook when they are young. The students
must ask about details pertaining to the characters, the
setting, the sequence of the story and the theme. If they still
have that storybook at home, they can bring it to school the
next day. On the next day, the teacher will ask which of their
parents give the most interesting story that they can share on
class.
b.
The teacher will ask the students to watch their favorite shows
in television and write down the the characters, the setting,
the sequence of the story and the theme. They must also
bring something related to their favorite show. Then they will
explain in class what is the relation of that thing to their
favorite TV show.
Jomel at Minda
Subject/Grade level: Filipino - Grade 5

Title: Jomel at Minda
Competency: Karaniwan at Di-karaniwang ayos ng pangungusap
KCh Learner Values: Reflective I Reflect
Critical Issue: Portraying your feelings to others
I. Objectives:
 Identify if a sentence is in the karaniwan or di-karaniwan ayos.

 Construct sentences in the karaniwan na ayos and di-karaniwan
na ayos.
 Sequence the parts of a sentence into the karaniwan and di-
karaniwan na ayos.
 Karaniwang ayos ng pangungusap: The verb (panaguri)

precedes the subject (simuno).
 Di-karaniwang ayos ng pangungusap: The subject (simuno)
precedes the verb (panaguri). It is always used with the word ay.
 What is the importance of knowing and using these two ayos

ng pangungusap if you can just use one of them and still
have the same meaning?
 At what point does a sentence become its in counterpart
ayos or a different sentence entirely?
This episode introduces the karaniwan ayos and di-karaniwan ayos

of a sentence (pangungusap). It explains how to identify and
construct a sentence in the karaniwan ayos and di-karaniwan ayos.
1. To refresh the memory of the students in concern with identifying subject

(simuno) and
verb (panaguri), give them this set of sentences:
o Mahilig akong mag-aral.

o Iginagalang niya ang pambansang watawat.
o Tayo ay magbigay ng masigabong palakpakan.
Let them identify the subject and verb of every sentence.
2. After identifying the subject and verb, ask them if there‘s a way to
rephrase the three sentences without changing the thought and
most of the words. They should be able to come up with these
three sentences:
o Ako ay mahilig mag-aral.

o Ang pambansang awit ay iginagalang niya.
o Magbigay tayo ng masigabong palakpakan.
3. Ask them what‘s the difference between the sentence of the first set
and its counterpart on the second set, focusing on the arrangement of
the subject and verb. Don‘t let them say their answers yet to the class, but
they should think about the question while watching the film.
4. Tell the students that the video they are about to see is about these two
kinds of sentences. Further details on what these sentences are, what their
differences are and how to construct them will be mentioned further on
the film.
VI. Viewing Proper
o Jomel at Minda (Grade 5 - Filipino)

“Karaniwan at Di-karaniwang ayos ng pangungusap”
VII. Post Viewing
1. Questions (re the episode)

2. Review Questions (re content)

a. According to the video, how is karaniwang ayos different from di-
karaniwang
ayos ng pangungusap? Give examples of both.
b. Why are they named ―karaniwang ayos‖ and ―di-karaniwang
ayos‖?
3. Deepening
a. Do you think the way Jomel is showing his feelings for Minda is
appropriate?
b. Do you have someone (a family, a close friend or a relative) you
would want to
also show your feelings and give a gift to?
Divide the class into 4 or 5 groups. Each group must write down a
message they want to convey to their parents, this message must
consist of 5 sentences. After writing it down, the group will
exchange paper with another group. Holding the paper of another
group, they must identify the subject and verb of each sentence
and identify if it is in the karaniwan or di-karaniwang ayos. After
identifying those, they must rewrite the sentence into their
counterpart ayos. After everyone is finished, they will return the
paper to the owner group and the owner shall check if what the
other group did is correct.
1. What is the difference between karaniwan and di-

karaniwang ayos ng pangungusap?
2. How can you change a sentence from karaniwang ayos to
di-karaniwang ayos and vice-versa.
IX. Homework
For their homework, give the students this activity:
 Construct a greeting card for a close friend of yours, include

in your greeting card a message using sentences in the
karaniwang ayos and di-karaniwang ayos. BE creative, you
can also use a poem for your message.
Kahapon, Ngayon at Bukas
Subject/Grade Level: Filipino 6

Title: Pandiwa
KCh Learner Values: Nationalism
Critical Issue: Nationalism
I. Objectives
 Identify the different verb tenses

 Define the different verb tenses
 Construct a framework about verb tenses
 Categorize the tenses used in each sentence
 Compose sentences using tenses
 Verb tenses determine the exact time of a certain happening

 Tenses define the meaning of the sentences
 The difference of past, present, and future
 If tenses are used inappropriately, how will it affect the meaning of

the sentence?
 In a certain scenario, what is the best tense to use?
The episode happens in a certain time frame wherein a child is

being taught about different tenses, the importance of using the
accurate tense. In addition, the episode relates to the history of the
Philippines.
1. As part of the motivational activity, the teacher will tell a short story:
Isang araw, may isang batang sobrang hilig mag-basketbol. Bago siya pumasok
sa eskuwelahan, siya ay naglaro. Sa sobrang hilig mag-basketbol, siya ay
naglalaro pa rin kahit nasa eskuwelahan. Habang pauwi, lagi niyang iniisip na
siya ay maglalaro muli ng basketbol.
2. The teacher asks the students:

· Ano ang ginawa ng bata bago pumasok sa eskuwelahan?
· Ano ang ginagawa ng bata sa eskuwelahan?
· Ano ang gagawin ng bata pagkarating sa kanilang bahay?
· Ano sa tingin ninyo ang pinagkaiba ng mga ginawa ng bata sa aspeto ng
panahon?
· Alam niyo ba pandiwa?
· Alam niyo ba ang iba’t-ibang klase nito
VI. Viewing Proper

 Alikabuk: Kahapon, ngayon at bukas
VII. Post Viewing
1. Questions about the episode

 Nagustuhan niyo ba ang palabas?
 Tungkol saan ang inyong napanood?
 Ano ang paborito niyong eksena?

2. Review Questions
 Ayon sa palabas, ano ang tatlong uri ng pandiwa?
 Ano ang pinagkaiba nila sa bawat isa?
 Ano ang mangyayari kung mali ang uri ng pandiwa na nagamit sa
isang pangungusap?
 Ano ang mga palatandaan na maaaring makita o gamitin sa
paggamit ng iba’t-ibang uri ng pandiwa?
 The class is assigned to form groups of 5

 Each group is given strips of papers containing words of different tenses
 The goal of each group is to categorize each word in a piece of manila
paper
 The categories are verb tenses (Past, Present, Future)
 After assembling them on the manila paper, the group will explain to the
class their output
 During explanation, they will formulate sentences to further differentiate
each tense
Words to be used for the activity:
kumain, uminom, natulog, naligo, naglakad, nagising, nagsipilyo,

nagsulat, nagbasa, lumangoy, nagsuklay, tumakbo, gumulong, umulan,
lumindol, bumaha, humangin, kumidlat, nasunog, kumakain, umiinom,
natutulog, naliligo, naglalakad, nagigising, nagsisipilyo, nagsusulat,
nagbabasa, lumalangoy, nagsusuklay, tumatakbo, gumugulong,
umuulan, lumilindol, bumabaha, humahangin, kumikidlat, nasusunog,
kakain, iinom, matutulog, maliligo, maglalakad, magigising, magsisipilyo,
magsusulat, magbabasa, lalangoy, magsusuklay, tatakbo, gugulong,
uulan, lilindol, babaha, hahangin, kikidlat, masusunog
 Anong pangyayari sa kasaysayan ng Pilipinas ang

pinakanagustuhan mo?
 Bakit mo ito nagustuhan?
 Maari mo bang ibahagi sa klase kung ano ang mga nangyari?
 Ano ang mga maari mong gawin para sa bayan?
IX. Homework
For their homework, give the following activities:
1. Categorize the following words given by the teacher

according to their tenses.
2. Formulate a short story using the words given.
Kayarian ng Pangungusap
Aralin/Antas ng Grado: Filipino 5
Pamagat: Kayarian ng Pangungusap
Kasanayang Pampagkatuto: Pagsulat/Pagsasalita – Kayarian ng

pangungusap
Mahalagang Isyu: Wastong Pagtatapon ng Basura
I. Layunin
Sa pagtatapos ng talakayan, dapat maisakatuparan ng mga mag-aaral ang

mga sumusunod:
 matukoy ang iba‘t-ibang uri ng kayarian ng pangungusap
 ihambing ang iba‘t-ibang uri ng kayarian ng pangungusap
 makapagbigay ng halimbawa ng payak, tambalan, at hugnayang
pangungusap
 gamitin ang iba‘t-ibang uri ng kayarian ng pangungusap para sa mas
malinaw at epektibong komunikasyon
 makalikha ng isang slogan tungkol sa wastong pagtatapon ng basura
gamit ang iba‘t-ibang uri ng kayarian ng pangungusap
II. Kakailanganing Pag-unawa

Mahalagang magkaroon ng kakayahang bumuo ng iba‘t-ibang uri ng
pangungusap ayon sa kayarian nito upang maging mas malinaw at epektibo
ang mensahe ng komunikasyon.
III. Mahalagang Tanong

Bakit mahalagang magkaroon ng kakayahang bumuo ng iba‘t-ibang uri ng
pangungusap ayon sa kayarian nito?
IV. Buod ng Programa

Nakilahok si Jomel at Minyong sa proyekto ng barangay tungkol sa wastong
pagtatapon ng basura. Bukod sa poster na inilalarawan ang tema ng
proyekto, iminungkahi ni lola Perming na maglagay ng slogan sa poster
upang mas maipakita ang mensahe na gusto nilang iparating. Itinuturo sa
araling ito ang iba‘t-ibang uri kayarian ng pangungusap.
V. Pagganyak na Gawain
1. Tanungin ang mga mag-aaral kung anong mga problema ang nakikita
nila sa kanilang pamayanan at kung paano nila ito maiiwasan o
mababawasan. Hikayatin ang mga mag-aaral na sumagot sa buong
pangungusap at isulat ang kanilang sagot sa pisara.
2. Kasama ang mga mag-aaral, suriin ang mga sagot sa pisara kung may
pagkakaiba ba ang mga pangungusap sa kayarian.
3. Ipakilala ang paksa tungkol sa kayarian ng pangungusap at ibato ang
mahalagang tanong kung bakit mahalagang magkaroon ng kakayahang
bumuo ng iba‘t-ibang uri ng pangungusap ayon sa kayarian nito.
4. Sabihin sa mga mag-aaral na isipin ang sagot dahil muling babalikan ang
mahalagang tanong sa pagtatapos ng klase.
VI. Panonood
Alikabuk 5
Kayarian ng Pangungusap
VII. Paglinang ng Aralin
1. Mga Tanong tungkol sa Programang Napanood
a. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
b. Tungkol saan ang programang iyong napanood?
2. Mga Gabay na Tanong tungkol sa Paksa ng Programa

a. Ano ang naisip gawin ni Jomel at Minyong para sa proyekto ng
barangay tungkol sa wastong pagtatapon ng basura?
b. Ano ang iminungkahi ni lola Perming upang mas lalong mapalabas
nila ang mensaheng gusto nilang iparating?
c. Ano ang mensahe na gustong ilagay ni Jomel sa kanilang slogan?
Ano naman ang mensahe ni Minyong?
d. Paanong binigyang solusyon ni lola Perming ang magkaibang
mensaheng gustong ilagay ni Jomel at Minyong sa kanilang slogan?
e. Anu-ano ang iba‘t-ibang uri ng kayarian ng pangungusap?
f. Ano pagkakaiba ng payak, tambalan at hugnayang pangungusap?
3. Pangkatang Gawain
a. Hatiin ang klase sa anim na grupo.
b. Gumawa ng isang slogan tungkol sa wastong pagtatapon ng basura.
c. Ang una at ikalawang grupo ay dapat gumawa ng slogan na may
payak na pangungusap, ang ikatlo at ikaapat na grupo naman ay
tambalang pangungusap, samantalang hugnayang pangungusap
naman ang gagawin ng ikalima at ikaanim na grupo.
VIII. Paglalagom at Pagpapahalaga

Sa pagtatapos ng talakayan, itanong ang mga sumusunod:
1. Paano ang wastong pagtatapon ng basura?
2. Bakit mahalagang malaman ang wastong pagtatapon ng basura?
3. Bakit mahalagang malaman magkaroon ng kakayahang bumuo ng
iba‘t-ibang uri ng pangungusap ayon sa kayarian nito?
IX. Takdang Aralin

Bumuo ng isang talata gamit ang iba‘t-ibang uri ng pangungusap ayon sa
kayarian tungkol sa solusyon sa iba pang problema na makikita sa
pamayanan.
Layon Ng Pangungusap
Subject/Grade Level: Grade 5 Filipino

Title: Layon Ng Pangungusap
Competency: Paggamit ng layon ng pangungusap
KCh Learner Values: Empowered
Critical Issue: Governance
I. Objectives
Sa dulo ng leksyon, ang mga mag-aaral ay dapat nang:
a. makapagbigay ng kahulugan ng layon ng

pangungusap
b. makapagsabi ng kahalagahan ng layon ng
pangungusap
c. marunong gumawa ng mga makabuluhang
pangungusap gamit ang mga layon
d. makapagsabi kung alin sa mga salita na nasa
pangungusap ang layon nito
a. Ang layon ng pangungusap ay nakakapaglinaw

ng isang pangungusap.
b. Ginagawang makabuluhan ng layon ng
pangungusap ang isang pangungusap.
a. Ano ang kahalagahan ng isang makabuluhang

pangungusap?
b. Ano ang maaaring gamitin upang maging
makabuluhan ang isang pangungusap?
c. Paano nakakatulong ang layon sa pangungusap
para maging makabuluhan ito?

Ang pangunahing mensahe ng palabas ay ang pagpapakita
kung ano ang layon at ano ang gamit nito sa ating mga
pangungusap. Ipinakita ito sa pagtulong ng isang lola sa
kanyang apo sa paggawa ng isang talumpati na kulang ang
mga bahagi dahil walang layon ang kanyang mga
pangungusap.
Ang guro ay magsasagawa ng isang larong tinatawag na
―Samahan niyo ako‖. Ang ‗mechanics‘ ng larong ito ay:
a. Kukumpletuhin ng isang mag-aaral ang pangungusap na ―Pupunta

ako sa ________ at magdadala ako ng _________.‖ (Hindi sasabihin ng
guro ang ‗mechanics‘.) Kung ang unang titik ng lugar at ang unang
titik ng dadalhin ng mag-aaral ay pareho, ang mag-aaral ay kasama
pa rin sa laro. Ang mali, ay tanggal na.
b. Magbibigay ng halimbawa ang guro.
c. Hihingi ng sagot sa mga mag-aaral.
d. Magtanggal nang magtanggal ng mga mag-aaral hanggang sa may
lima hanggang sampung mag-aaral na lang ang natitira o kaya
nama‘y tapusin ang laro kapag naubos na ang lima hanggang sa
pitong minutong paglalaro o kaya nama‘y tapusin ang laro kapag sa
tingin ng guro, halos lahat na ng mag-aaral ay alam na ang
‗mechanics‘ ng laro.
V. Viewing Proper
 Alikabuk (Grade 5 Filipino)

“Layon Ng Pangungusap”
VII. Post Viewing

1. Questions
a. Ano ang nangyari sa kuwento?
b. Nagustuhan niyo ba ang kuwento? Bakit?
2. Review Questions
a. Ano ang mga bahagi ng pangungusap?
b. Ano ang layon ng pangungusap?
3. Deepening
a. Naranasan niyo bang magkaroon ng kausap na hindi niyo
maintindihan ang kanilang sinasabi?
b. Naranasan niyo bang mahirapang maghayag ng inyong damdamin
dahil kulang ang inyong sinasabi?
c. Ano sa tingin niyo ang kahalagahan ng layon ng pangungusap?
4. Group Work / Activity

a. Ang guro ay magpapasagot sa mga mag-aaral (pangkatang
gawain o kaya nama‘y indibidwal na gawain lamang) ng isang
‗cloze test‘. Ang laman ng ‗cloze test‘ ay:
Ako ay si ___________ at ako‘y papunta sa ______________ upang

maghanap ng ___________________. Ang ______________ ay
pinamumunuan ni/ng _______________ at ito ay kilala bilang
_____________________ dahil ito‘y puno ng ____________________. Sa aking
pagpunta dito, magdadala ako ng __________________________ para
ibigay kay/kina ____________________ dahil naniniwala ako na
____________________________________.
b. Kung ito ay gagawing pangkatang gawain, maaari ring

ipasadula sa grupo ang kanilang mga sagot.
a. Balik aralan ang kahulugan at halaga ng layon ng pangungusap.
b. Ipaalala sa mga mag-aaral na isa sa susi para magkaroon ng

pagkakaintindihan, dapat malinaw ang isang pangungusap at maaaring
maabot ito gamit ang mga layon ng pangungusap.
IX. Homework
Kung ikaw ay isa mga kandidato sa papalapit na halalan sa Mayo
2013, ano ang iyong sasabihin sa madla? (Talumpati na
naglalaman ng plataporma). Salangguhitan ang mga ginamit na
layon sa pangungusap.
Pamagat: Malaking Titik
Batayang Kakayahan: Pagsulat – Wastong Paggamit ng Malaking Titik
Mahalagang Isyu: Pagrespeto sa katangian at kakayahan ng isang tao
I. Layunin
mga sumusunod:
 matutunan ang wastong paggamit ng malaking titik
 magbigay ng mga halimbawa ng mga salitang ginagamitan ng
malaking titik
 makalikha ng isang sanaysay tungkol sa sariling kakayahan
 obserbahan ang paggamit ng malaking titik sa pagsulat ng sanaysay
II. Mahalagang Matutunan

Ang malaking titik ay ginagamit sa pangalan ng tao, lugar, pamagat at
simula ng pangungusap. Mahalagang malaman ito upang maiwasan ang di
pagkakaunawaan sa pagsulat na komunikasyon.

Bakit mahalagang malaman ang wastong paggamit ng malaking titik?

Umuwi si Jomel ng masama ang loob dahil hindi siya hinayaang makasali ng
kaniyang mga kamag-aral sa kanilang laro. Ang katwiran nila ay pagiging
maliit ni Jomel at ang pagdududa sa kaniyang kakayahan. Pinaliwanagan ni
lola Perming si Jomel na wala sa kaliitan o katangkaran ang kakayahan ng
isang tao. Ibinigay din niyang halimbawa ang kwento ni Karankal, ang
bayaning isang dangkal. Ipinakita din sa palabas na ito ang wastong
paggamit ng malaking titik.
V. Gawain Bago ang Panonood (Panghikayat na Gawain)

 Yayain ang buong klase na bumilog sa gitna ng silid-aralan.
 Sabihin na ang dahilan ng gawaing ito ay ibahagi ang sariling kakayahan.
 Lahat ay kailangang magsabi ng kanilang kakayahan. Paalalahanan na
habang ang isa ay nababahagi, ang lahat ay dapat makinig lamang at
hindi dapat magkomento.
 Matapos marinig ang lahat na magbahagi ng kani-kanilang kakayahan,
tanungin ang mag-aaral tungkol sa kanilang natutunan sa gawaing ito.
 Sabihin na ang gawain ay may kinalaman sa bida ng palabas at ito ay
tungkol sa iba-ibang kakayahan ng bawat indibidwal.
VI. Panonood
Alikabuk 5
Malaking Titik
VII. Gawain Pagkatapos Manood
c. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
d. Tungkol saan ang programang iyong napanood?

g. Bakit masama ang loob ni Jomel ng siya ay umuwi?
h. Ano ang sinabi ni lola Perming tungkol sa kakayahan ng isang tao?
i. Paano inilarawan si Karankal?
j. Ano ang natutunan ni Jomel sa kwento ni Karankal?
k. Paano ang wastong paggamit ng malaking titik?
d. Hatiin ang klase batay sa kakayahan. Maaring may grupo na
magaling sumayaw, kumanta, umarte at gumuhit.
e. Gamit ang kakayahan ng grupo, kailangan makabuo sila ng isang
output na may temang, ―May K ako!‖ o may kakayahan ako.

4. Ipaliwanag ang sinabi ni lola Perming na wala sa kaliitan o katangkaran
ang kakayahan ng tao.
5. Bakit hindi dapat natin husgahan ang isang tao batay sa kaniyang
katangian?
6. Bakit mahalagang malaman ang wastong paggamit ng malaking titik?
IX. Takdang Aralin

Gumawa ng isang sanaysay tungkol sa sariling kakayahan. Obserbahan ang
wastong paggamit ng malaking titik.
Malaking Titik
Pamagat: Malaking Titik
Batayang Kakayahan: Pagsulat – Wastong Paggamit ng Malaking Titik
Mahalagang Isyu: Pagrespeto sa katangian at kakayahan ng isang tao
______________________________________________________________________________
I. Layunin
mga sumusunod:
 matutunan ang wastong paggamit ng malaking titik
 magbigay ng mga halimbawa ng mga salitang ginagamitan ng
malaking titik
 makalikha ng isang sanaysay tungkol sa sariling kakayahan
 obserbahan ang paggamit ng malaking titik sa pagsulat ng sanaysay

Ang malaking titik ay ginagamit sa pangalan ng tao, lugar, pamagat at
simula ng pangungusap. Mahalagang malaman ito upang maiwasan ang di
pagkakaunawaan sa pagsulat na komunikasyon.

Bakit mahalagang malaman ang wastong paggamit ng malaking titik?

Umuwi si Jomel ng masama ang loob dahil hindi siya hinayaang makasali ng
kaniyang mga kamag-aral sa kanilang laro. Ang katwiran nila ay pagiging
maliit ni Jomel at ang pagdududa sa kaniyang kakayahan. Pinaliwanagan ni
lola Perming si Jomel na wala sa kaliitan o katangkaran ang kakayahan ng
isang tao. Ibinigay din niyang halimbawa ang kwento ni Karankal, ang
bayaning isang dangkal. Ipinakita din sa palabas na ito ang wastong
paggamit ng malaking titik.

 Yayain ang buong klase na bumilog sa gitna ng silid-aralan.
 Sabihin na ang dahilan ng gawaing ito ay ibahagi ang sariling kakayahan.
 Lahat ay kailangang magsabi ng kanilang kakayahan. Paalalahanan na
habang ang isa ay nababahagi, ang lahat ay dapat makinig lamang at
hindi dapat magkomento.
 Matapos marinig ang lahat na magbahagi ng kani-kanilang kakayahan,
tanungin ang mag-aaral tungkol sa kanilang natutunan sa gawaing ito.
 Sabihin na ang gawain ay may kinalaman sa bida ng palabas at ito ay
tungkol sa iba-ibang kakayahan ng bawat indibidwal.
VI. Panonood
Alikabuk 5
Malaking Titik

e. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
f. Tungkol saan ang programang iyong napanood?

l. Bakit masama ang loob ni Jomel ng siya ay umuwi?
m. Ano ang sinabi ni lola Perming tungkol sa kakayahan ng isang tao?
n. Paano inilarawan si Karankal?
o. Ano ang natutunan ni Jomel sa kwento ni Karankal?
p. Paano ang wastong paggamit ng malaking titik?
f. Hatiin ang klase batay sa kakayahan. Maaring may grupo na
magaling sumayaw, kumanta, umarte at gumuhit.
g. Gamit ang kakayahan ng grupo, kailangan makabuo sila ng isang
output na may temang, ―May K ako!‖ o may kakayahan ako.

7. Ipaliwanag ang sinabi ni lola Perming na wala sa kaliitan o katangkaran
ang kakayahan ng tao.
8. Bakit hindi dapat natin husgahan ang isang tao batay sa kaniyang
katangian?
9. Bakit mahalagang malaman ang wastong paggamit ng malaking titik?
IX. Takdang Aralin
Gumawa ng isang sanaysay tungkol sa sariling kakayahan. Obserbahan ang
wastong paggamit ng malaking titik.
Nagkainitan sa Alikabuk
Subject/Grade level: Filipino Grade 5

Title: Nagkainitan sa Alikabuk
Competency: Using adverbs
KCh Learner Values: I am responsible.
Critical Issue: Taking responsibility for items that were borrowed
I. Objectives
 describe how adverbs are used

 identify three kinds of adverbs - namely, adverbs of place, time
and manner - and describe their uses
 construct sentences using adverbs of place,time and manner
 adverbs are words that modify the meaning of a verb, adjective

or other adverb
 using the different kinds of adverbs makes writing and narrating
more interesting
 adverbs of place, time and manner answer to questions where,
when and how
 how are adverbs used?

 how can adverbs be located?
The episode discusses the different kinds of adverbs and how it is
used in narrating or constructing sentences.
1. As part of the motivational activity, ask the students to group themselves

into 4 or 5.
2. Present to them the words below and ask them to categorize these into
three groups.
araw-araw mamaya buwan-buwan

bukas kanina sa paaralan
sa lungsod sa palengke dali-dali
malumanay madiin sa may ilog
mabilis sa kusina taimtim
3. When the students are done, ask them the following questions:
a. How did they come up with those arrangements? What did they
notice with each
b. group of words?
4. Tell the students that those are examples of adverbs. The video that they
are about to see will describe how adverbs are used and three kinds of
adverbs shall be introduced.
a. Ask them to take note of their definitions.
VI. Viewing proper

 Alikabuk (Grade 5- Filipino)
“Nagkainitan sa Alikabuk”
VII. Post viewing

a. What was the program about?
b. In the beginning, why did Lola Priming get mad at Lolo Anto?
c. Why didn‘t Lola Priming like the way Lolo Anto told the story of Init-Init
and
Aponibolinayen?

a. What does an adverb do?
b. What are the different kinds of adverbs mentioned in the video? Can
you define each?
1. What are the items that you usually borrow?

2. How do you take care of these items?
IX. Homework
For their homework, give the students the following activities:
Construct five sentences for each type of adverbs (time, place and
manner). Underline the adverbs used.
Pagsang-ayon at Di Pagsang-ayon
Subject/Grade Level: Values Education/Grade 6

Title: Pagsang-ayon at Di Pagsang-ayon
Competency: Comprehension
KCh Learner Values: Listening, Negotiation, Compromise, and Thoughtful
Decision
Critical Issue: Accord each one his right to involve and contribute in
the accomplishment of cooperative goals.
I. Objective
By the end of this session, the students shall have been able to:
(1) Reflect on the concepts of listening, negotiation,

compromise, and thoughtful decision.
(1) Views can be as numerous as there are people,

(2) but differences may be settled,
(4) and we could always seek compromise, even if sometimes it could be
difficult to come up with one.
(5) Compromises, though, do not always work and are not always the best
things to do,
(6) Compromises are risks, too.
(7) There will still be times when we will not reach our goals even if we try to
negotiate and come up with what we think is best,
(8) but it always is well to listen to one another as we go
(9) because sometimes other people think better things than we do.
(1) Do people always think the same?

(2) Can we settle our differences? How?
(3) Would it always be best to seek compromise?
(4) Is it easy to come up with a compromise?
(5) Does compromise always mean we get to accomplish what we ought to?
(6) Does it help to listen? Why?
IV. Summary of Episode
Two children argue over how to go about their Geography report in

class. They could not quite agree so their grandma intervenes and
tells them to consider one another‘s points rather than arrogantly
force themselves into one another. They meet other characters who
have the same problem as they do. They learn to listen to one
another, and compromise in the end.
V. Pre-viewing (20 min)
The teacher will ask the students to group themselves up into 8

members at least. He will show the class a number of books whose
combined weight he has tested able to be withstood by a tower
made of paper. That will be the same thing he will ask each of the
groups to do. The only other material that the students will be
allowed to use is the masking tape. The teacher will check each
group‘s paper tower after 15 minutes.
There will be groups which will succeed in the task, and there will be
groups which will fail. Of this the teacher will ask the students (not
per group, but as a class) these questions:
(1) How did you find the activity?

(2) To which things would you attribute your success/failure?
The teacher may not process yet the students‘ feedbacks. The time
will be for the students to speak themselves out.
In the middle of the conversation , the teacher will mention that he

wants everyone to see a video which he will suppose to have some
connection to the prior activity. He will then ask the students to
discover if there in fact is any truth to his supposition.
VI. Viewing Proper (15 min)
The students will watch the video Alikabuk: Pagsang-ayon at Di

Pagsang-ayon.
VII. Post-viewing (10 min)
After watching the video, the teacher will ask the students what
they think he meant when he said the video had connection to the
activity, and if there were even any sense in him thinking so.
The students will answer, and the teacher may now process their
previous feedbacks and their present ones. A conversation like the
one below will follow.
Teacher (asking the students): So what was it you were trying to accomplish, in
the first place?
Most probable answer: a paper tower [that could hold a certain number of
books]
T: Right! And did everybody want to do it the same way?
MPA: No
T: So what did you do?
MPA: (This and that.)
T: So there were a lot of ways you thought, and you weren‘t exactly thinking the
same way just like—(cuts and refers back to the characters in the video) . And
what did you do because you didn‘t think the same?
MPA: We talked.
T: Right! And what you did—talk so you are able to manage your differences—is
called negotiation. (Teacher then posts on the board a card written on which is
the word ―NEGOTIATION‖.) You see, negotiation is what two people do when
they‘re tasked to do a single thing, but they want to do it in different ways, just
like you when you were trying to build your paper towers, and just like the two
boys in the video who were trying to decide on how they were going to do their
report. Those two boys were quite in a disgreement and their negotiation was
going rough just when somebody came in. Who was that somebody?
MPA: Their grandma.
T: Oh yes, it was their grandma! And what she did was have them two reach a
compromise. (Teacher then posts on the board a card written on which is the
word ―COMPROMISE‖.) And what is a compromise? (Teacher then explains
further.)
T: . . . They eventually reached a decision (Teacher then posts on the board a
card written on which is the word ―DECISION‖. Teacher explains further if need
be.), and the decision was to (teacher refers to what the two boys in the video
did). Now in your case, the decision you made was to—(cuts and lets finished by
the students).
T: Know that negotiations could be really rough sometimes, and compromise
are not always the best way to go. What‘s more, no one‘s rvery sure how things
will actually turn out, or even, if the decision that one will make will be the best
for him, or for all. What sure works, though, and we know it from the video and
from the activity you‘ve done, is listening. Listening always works. You think so?
END
Note: The teacher may very well choose not to confine himself in the things this
conversation presents. His students, after all, will want to speak of other things as
well.
Refer to the script above.
IX. Homework
No homework.
Pagsunod sa mga Gabay
Pamagat: Pagsunod sa mga Gabay
Batayang Kakayahan: Pakikinig/Pagbasa- Pagsunod sa mga Gabay
Mahalagang Isyu: Pag-unawa at pagsunod sa mga gabay para sa mas

mabilis at produktibong pagtapos ng gawain
I. Layunin
mga sumusunod:
 intindihin at sundin ang mga gabay sa pagsasagawa ng isang bagay
 makalikha ng isang maikling presentasyon mula sa pagsunod sa mga
gabay
 malaman ang kahalagahan ng pagsunod sa mga gabay

 Mahalagang intindihin at sundin ang mga gabay bago isagawa ang
isang bagay o gawin ng sa gayon ay di masayang ang oras at lakas na
gagamitin.

 Gaano kahalaga ang pagsunod sa mga hakbang ng isang gawain?

Nakatanggap si Jomel ng laruang ibon mula sa kaniyang mga
magulang. Ngunit, bago ito magamit ay kailangan muna itong buuin. Itinuturo
sa araling ito ang kahalagahan ng pag-unawa at pagsunod sa mga gabay sa
pagtapos o pagbuo ng isang bagay o gawain.

1. Maghanda ng maikling ehersisyo. Ituro isa-isa sa mga mag-aaral ang mga
hakbang sa ehersisyo. Pagkatapos maituro ang lahat ng hakbang,
hayaan ang mga mag-aaral na gawin ang ehersisyo.
2. Maaari ring maghanda ng isang ―video presentation‖ tungkol sa pag-
eehersisyo. Siguraduhin na may mga hakbang na sinasabi upang
makasunod ang mga mag-aaral.
3. Pagkatapos ng ehersisyo, tanungin ang mga sumusunod:
a. Naisagawa mo ba ng matagumpay ang ehersisyo o nagkaroon ka ba
ng mga pagkakamali?
b. Ano ang nakatulong sa iyo upang maisagawa ang ehersisyo? Ano
naman ang naging hadlang kaya nagkaroon ka ng pagkakamali?
VI. Panonood
Alikabuk 6
Pagsunod sa mga Gabay

g. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
h. Tungkol saan ang programang iyong napanood?

q. Ano ang binubuo ni Jomel at Minyong?
r. Bakit nahihirapan si Minyong na buuin ang laruang ibon?
s. Ano ang payong ibinigay sa kaniya ni Jomel?
t. Matagumpay ba nilang nabuo ang ibon matapos sundin ang mga
gabay?
u. Ano ang kwentong ibinahagi ni Jomel?
v. Sa papaanong paraan tinulungan ni Jomel si Taramaling sa
pagpapaalis sa minukawa?

h. Hatiin ang klase sa anim na grupo.
i. Gumawa ng isang maikling malikhaing presentasyon kagaya ng
ginawa ni Jomel at Tiramaling sa pagpapaalis sa minukawa.
j. Siguraduhing isulat ang mga gabay o hakbang sa presentasyong
gagawin.

10. Gaano kahalaga ang pagsunod sa mga hakbang o gabay ng isang
gawain?
11. Ano ang maiiwasan natin kung iintindihin nating mabuti at susundin ang
mga hakbang o gabay sa paggawa o pagbuo ng isang gawain?
IX. Takdang Aralin

Maghanap sa mga babasahin ng mga maiikling gabay sa paggawa at
paglikha ng isang bagay. Isulat ito sa iyong kuwaderno.
Pareho at Baligtad Magkasalungat
Pamagat: Pareho at Baligtad Magkasalungat
Batayang Kakayahan: Pagbasa/Pagsasalita - Salitang Magkasingkahulugan

at Magkasalungat
Mahalagang Isyu: Pagtutulungan ng babae at lalaki sa mga gawaing

bahay
______________________________________________________________________________
I. Layunin
mga sumusunod:
 makilala ang mga salitang magkasingkahulugan at magkasalungat
 magbigay ng halimbawa ng mga salitang magkasingkahulugan at
magkasalungat
 alamin at unawain ang kwento ni Malakas at Maganda
 magpakita ng pagsang-ayon sa pagtutulungan ng babae at lalaki sa
mga gawain
 magpakita ng isang dula tungkol sa pagtutulungan sa mga gawaing
bahay

Gamit ang mga salitang magkasingkahulugan at magkasalungat, nagiging
mas makulay ang komunikasyon at mas malinaw na naipapahayag ng isang
tao ang kaniyang sarili.

Bakit mahalagang maging pamilyar at matutunan ang mga salitang
magkasingkahulugan at magkasalungat?

Yamot na umuwi si Jomel mula sa palengke dahil sa pang-aasar sa kaniya
ng kaniyang mga kamag-aral dahil sa sinasabi nilang ang pamamalengke ay
isang gawaing pambabae. Ito naman ay di sinang-ayunan ni lola Perming at
sinabing walang gawaing pambabae o panlalaki lamang. Ipinakita sa
palabas na ito ang kwento ni Malakas at Maganda at ang aral na natutunan
nila tungkol sa pagtutulungan ng babae at lalaki sa mga gawaing bahay.
Itinuro din sa palabas na ito ang mga salitang magkasingkahulugan at
magkasalungat.

Tanungin ang mga mag-aaral kung anong mga gawain ang kanilang
ginagampanan sa kanilang tahanan at tanungin sila kung bakit ito ang
kanilang ginagawa.
VI. Panonood
Alikabuk 6
Pareho at Baligtad

i. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
j. Tungkol saan ang programang iyong napanood?

w. Bakit yamot na umuwi si Jomel mula sa palengke?
x. Ano ang naging reaksyon ni lola Perming sa sinabi ni Jomel na ang
pamamalengke ay isang gawaing babae?
y. Ano ang problema ni Malakas at Maganda?
z. Paano sila tinulungan ni Jomel?
aa. Anu-ano ang mga salitang sinabi sa palabas na
k. Hatiin ang klase sa mga grupo.
l. Kailangang makabuo ang lahat ng grupo ng isang dula tungkol sa
isang sitwasyon sa tahanan na may kinalaman sa pagtutulungan ng
lalaki at babae sa mga gawaing bahay.
m. Ang dula ay dapat maglaman ng mga salitang magkasingkahulugan
at magkasalungat.

12. Ano ang kahalagahan ng pagpapakita ng pagtutulungan sa loob ng
tahanan?
13. Bakit mahalagang maging pamilyar at matutunan ang mga salitang
IX. Takdang Aralin
Gumawa ng listahan ng mga salitang magkasingkahulugan at

magkasalungat.
Pareho at Baliktad
Subject/Grade Level: Communication & Literature / Elementary Level - Grade 6

Title: Alikabuk: Pareho at Baliktad
Competency: Synonyms and Antonyms

Mga Salitang Magkasingkahulugan at Magkasalungat
KCh Learner Values: Respect to elders, Nationalism

Critical Issue: Peace
Correct context-based usage of synonyms and antonyms
I. Objectives

1. Identify the difference between synonyms and antonyms
2. Give examples of synonyms and antonyms
3. Familiarize with word relations
1. Synonyms are words which have the same meaning and can
be substituted for each other.
2. Antonyms are words which have opposite meanings
1. When and why do we use synonyms or antonyms of words?

2. How do you use synonyms or antonyms, outside the classroom,
in everyday life?
The episode focuses on synonymy and antonymy and their implications in

everyday life.
1. As part of the motivational activity, divide the class into two groups.
Each group will have a representative who‘ll act out a word. The
group members will guess the word and give its corresponding
synonym and antonym.
(Example: ―happy‖ - the student will act sad)
Words: Happy, Sad, Cold, Scared , Fat
2. Explain the nature of the video the class will be viewing and ask them
to note how the characters‘ use of synonyms and antonyms was
relevant to real life.
VI. Viewing Proper
 Alikabuk: “Pareho at Baliktad” (Elementary Level - Grade 6)

Synonyms and Antonyms (Mga Salitang Magkasingkahulugan at
Magkasalungat)
VII. Post-Viewing
a. Did you like the program? Why or Why not?

b. Who are the characters in the story?
c. What is the episode about?
2. Review Questions (regarding the content)
a. According to the video, what are synonyms and what are antonyms?
b. Can you give an example of words which have the same meaning and
words which have opposite meanings?
c. Are there any reference materials can we consult if we want to know
about a word‘s synonym or antonym? (Answer: Thesaurus or Dictionary)
What else besides those featured by the video? (Answers: Internet,
Electronic Dicitionary )
3. Deepening
a.
The teacher would have three flashcards presented to class and posted
on the board. The teacher would ask for three volunteers who would
have a chance to give synonyms and antonyms and write them next to
the posted cards. After writing it down the volunteer will now create a
sentence out from the given words. The class would check if the
sentences given are correct.
Examples:
1. sad (flash card) = gloomy, happy = jolly,

2. good (flash card) = friendly = good hearted = merciful = genial, bad =
mean
b. Teachers will then ask students if they understand what antonyms and
synonyms are.
4. Group Work or Activity
Ask the students to make a mini poster on a short bond paper about what they
learned in class.
Ask each student to draw their favorite object or characteristic (Example:
―beautiful‖), have their drawings labeled beneath the drawing, and have the
synonym or antonym written next to its label (Example: ―beautiful - pretty‖).
To end the session, ask the following questions:
1. What are synonyms?

2. What are antonyms ?
3. In what other instances can we apply the concept of synonymy,
other than those in relation to word meaning?
IX. Homework
 List 5 or 10 word synonyms and antonyms which are used in everyday life
and cite a particular context in which they are used.
Sa Madaling Salita
Subject/Grade Level: Grade 5 Filipino
Title: Sa madaling salita
Competency: Pag gawa ng lagom o buod
KCh Learner Values: Compassionate

I am Compassionate
Critical Issue: Hindi paghuhusga sa ibang tao base lamang sa

itsura.
I. Layunin
 Matutong gumawa ng buod.

 Maihayag ang kahalagahan ng paglalagom o pagbubuod.

 Lagom: Pinaikling bersiyon ng binasa o napakinggan
 Hindi lahat ng nababasa at napapakinggan ay isusulat
 Mahusay na buod: Maikli, malinaw, kumpleto, at madaling basahin
 Paano gumawa ng mahusay na buod?
 Ano ang kailangan alalahanin sa pag gawa ng buod?
Ang palabas na ito ay nakapokus sa pagtuturo ni lola Trining sa kanyang

apo na si Jomel tungkol sa pag-gawa ng lagom o buod upang mapaikli
ang kanyang iuulat sa klase tungkol sa mga Tingguian.
1) Igrupo ang klase sa tag lilimang estudyante at ipabasa ang istoryang ito:
Ako si Jordan. Ako ay isang 2nd year highschool student mula sa probinsya
ng Sulu. Lumipat ang aming pamilya dito sa Maynila upang dito ituloy ang
aking pag-aaral para magkaroon ng magandang kinabukasan. Tuwing
tanghalian sa aming paaralan ay mag-isa lamang akong kumakain sa sulok
ng aming kantina. Madalas akong nilalapitan ng iba sa aking mga kaklase at
ako ay kanilang nilalait dahil sa aking itsura. Binabato nila ng papel ang
aking pagkain kasabay sa pagsabi na ―hindi pagkain ng tao yang kinakain
mo.‖ Wala akong magawa kung di umiyak at magsumbong sa aking ina
ngunit wala rin itong magawa.
2) Itanong ang mga sumusunod:
 Tungkol saan ang istoryang nabasa?

 Naranasan mo na ba ang ganitong sitwasyon? O may kakilala ka bang
nakaranas na ng ganitong sitwasyon? Paano niya ito inayos?
 Ano ang nararamdaman mo tungkol sa istorya?
3) Sabihin sa mga estudyante na sa palabas na kanilang mapapanood ay

makikita nila hindi tama na husgahan ang kapwa tao dahil lamang sa kanilang
pananalita, pananamit, at itsura. Matututunan din sa palabas kung paano mas
mapapadali ang paghahayag o paguulat ng mahahabang mga sulatin.
Itinuturo sa palabas kung paano mag lagom o buod.
VI. Viewing Proper
 Alikabuk (Grade 5 Filipino)

“Sa madaling salita”
VII. Post Viewing
1) Questions regarding the Episode:
 Nagustuhan niyo ba ang palabas? Bakit? Bakit hindi?
 Tungkol saan ang palabas?
 Ano ang mga natutunan sa palabas?
2) Review Questions:
 Ayon sa palabas, ano ang ibig sabihin ng lagom?
 Paano gumawa ng lagom o buod?
 Ano ang mga katangian ng mahusay ng buod?
3) Deepening
 Naranasan mo na bang mapagtawanan/maasar ng iyong mga kaklase o

kaibigan dahil sa isang bagay na iyong nagawa o dahil sa iyong
pananamit/pananalita/itsura? O may kakilala ka bang nakaranas na nito?
 Kung naranasan mo na ito, paano ito nakaapekto sa iyo?
 Kung naranas na ng kaibigan o kakilala mo, paano ito nakaapekto sa kanya?
 Paano maiiwasan ang ganitong sitwasyon?
4) Group Work/Activity
 Gumawa ng skit o maikling palabas na nagpapakita ng panghuhusga ng tao sa

kanyang kapwa at kung paano ito maiiwasan. Ipakita din ang aplikasyon ng
pag-gawa ng buod o lagom at kung paano ito makakatulong sa pang-araw
araw na buhay.
Bago matapos ang klase, sabihin ito sa iyong mga estudyante:
Mali ang manghusga ng kapwa tao. Malaki ang magiging epekto nito sa
inyong kapwa tao. Matuto tayong magbigay respeto sa ating kapwa
kahit ano pa ang kanilang itsura dahil parepareho lamang tayong
ginawa ng diyos.
IX. Homework
-Pumili ng inyong paboritong istorya tapos gawan ito ng buod.
Tabi-tabi po
Subject / Grade Level: Filipino 5
Title: Tabi-tabi po
Competency: Guidelines to be observed during a meeting
KCh Learner Value: Community – oriented

I belong to a community.
Critical Issues: ―Pagpapanatiling malinis ng kapaligiran upang sakit ay

maiwasan.‖
I. Objectives
 understand the importance of following certain guidelines during a

meeting
 apply all the meeting guidelines tackled in this session
 participate in group discussions while observing the said guidelines
 There are certain guidelines that have to be observed during a

meeting.
 These guidelines are necessary and must be followed accordingly
to better achieve the agenda(s) of the meeting.
 Proper communication is important especially in solving critical
issues.
 What are the necessary guidelines to be followed during a

meeting?
 Why is it important to observe certain guidelines when having a
meeting or discussion?
This episode enumerates important guidelines to be observed during a meeting or

discussion.
1. As part of the motivational activity, divide the students according to

their gender. Do ―Pass The Message‖.
2. After three to five rounds, ask the winning team what made it easy for
the group to win and ask the losing team what were the problems they
encountered that prevented them from winning the game.
3. Tell the students that in the video that they are about to see, they will
learn the importance of having some guidelines during a meeting, one
of which is learning how to listen to the one conveying a message (or
the one speaking).
VI. Viewing Proper
 Alikabuk (Grade 5 - Filipino)

“Tabi-tabi po”
VII. Post Viewing
a. Did you like the video? Why or why not?

b. What was it all about?
c. What was your favorite part of the story?
a. According to the video, what are the guidelines that should be observed
during a meeting?
b. Can you remember them all?
c. According to the video, what was the real cause of their health concern
in the community?
d. How did the people resolve their issue?
3. Deepening
a. Did you ever had a problem in discussing a certain issue with other
people?
b. Cite specific ways in which the guidelines could be used in our daily lives.
4. Group Activity
 Divide the students into two groups and have them participate in a debate.
 The teacher will be the one to pick a topic (the topic should be timely and
relevant with regards to the present issues in the community or in our country)
and assign which group would be PRO and which would be AGAINST.
 The groups will be given 3 minutes each to discuss their position and only 2
minutes to present their respective stand and arguments.
 Each group must assign a scribe to take down all the ideas and arguments
contributed by each member of the group.

1. What should always be remembered when having a meeting?

2. Why is it important to remember these guidelines?
3. Remember that in order to be heard, you first have to learn to listen.
IX. Homework
For their homework, ask the students to do the following:
1. Ask your parent(s)/guardian(s) what they usually observe during a

meeting they attend to. List down the guidelines they have mentioned
and/or the guidelines that they have missed/are lacking in their meeting.
2. Make a poster that shows how people should behave during a meeting.
3. The poster should represent each guideline discussed in class.
Tamang Pagbigkas
Subject: Filipino
Title: Tamang Pagbigkas
Competency: Proper usage of tone, pronunciation, intonation and

stress in words, phrases and sentences in conveying
emotions and in preventing misunderstandings
KCh Learner Values: Fair- Minded

I am Fair-Minded
Critical Issue: Ensuring peace in the community by using proper

communication to solve disputes, respecting one
another together with their ideas and/or opinions
I. Objectives:
 demonstrate the proper use of tone, intonation, stress and

pronunciation of words, phrases and sentences in relaying
their emotions during conversation
 differentiate tone, intonation, stress and pronunciation
 show respect to others
 identify between communications showing respect and
disrespect to others, especially towards elderly people
 Tone, intonation, stress and pronunciation adds emotion to a

word, a phrase, and a sentence.
 Those four can also change the meaning of words, phrases
and sentences depending on how they are said.
 We should be careful on the way we talk to other people
because improper tone, intonation, stress and pronunciation
may cause misinterpretation.
 What is tone, stress, intonation and pronunciation?

 How do these four convey emotion in words, phrases and
sentences?
 Why is it important to use proper tone, intonation, stress and
pronunciation in communicating with other people?
This episode focuses on showing how tone, intonation, stress

and pronunciation add varied emotions in words, phrases
and sentences. It also contains an example of a situation
where wrong use of tone, intonation, stress and pronunciation
may lead to misunderstanding. It also emphasizes on the
value of respecting others especially the elderly.
V. Previewing (Motivation)
1. As part of the motivational activity, ask the students of the following:
a. Ano ang (mga) paborito niyong palabas? Teleserye man o sine.

b. Paano pinapakita o pinapahatid ng mga aktor at aktres ang emosyon ng
ng mga karakter na kanilang ginagampanan?
c. Kayo? Paano ba niyo pinapahayag o pinapakita ang inyong mga
emosyon o
damdamin?
Afterwards, emphasize to them that verbal is one way of expressing one‘s

emotions and that tone, intonation, stress, and pronunciation is significant in
conveying one‘s emotions correctly.
2. Introduce to them the meaning of tono, intonasyon, diin at bigkas.
 Tono- Kalidad, taas, uri, o tagal ng tunog, katulad halimbawa ng tunog o

tinig ng boses.
 Intonasyon-Taas at baba ng boses kapag binibigkas ang isang salita
 Bigkas- Maari ring tawaging pasasatinig, pagsasabi, pronunsasyon, o
pagbabadya. Ito ang paraan kung paano binabanggit o sinasalit ang
isang salita o wika.
*Ang tamang pagbigkas, kung ganoon, ay nakadepende sa kultura o
―norms‖
ng isang pangkat ng tao
 Diin- Tinatawag din na ‗punto‖, ito ang presyon na inilalagay sa bawat
pantig ng isang isalita.
3. Tell the students that the video they are about to watch
demonstrates how tone, intonation, pronunciation and stress add
emotion to words, phrases and sentences.
VI. Viewing Proper
 Alikabuk (Intermediate Level)

Tamang Pagbigkas
VII. Post Viewing
1. Questions:
Nagustuhan niyo ba yung palabas? Bakit?

Anung masasabi ninyo sa palabas?
2. Review Questions
a. Bakit nagalit ang lola ni ______ sa kanya?

b. Ano ba ang ginamit na tono, bigkas, intonasyon at diin ni _____ nung
nagmamadali
ang lola niya?
c. Sino ang alien sa palabas?
d. Bakit raw hindi pakinggan si ______ ng mga kapwa nya?
e. Sa tingin niyo, bakit kaya hindi nagtagumpay si ______ sa pagkombinsi ng
kanyang
mga kauri na huwag ubusin and kanilang planeta?
3. Deepening
a. Bakit kaya nagkaintindihan sina ________ at __________ at hindi humantong

sa
sa away o tampuhan ang pagtanggi ni ______ na manuod ng sine?
b. Paano nga ba ang tama o nakasanayang tono, intonasyon, diin, at
bigkas kapag ikaw
ay:
o masaya?
o malungkot?
o galit?
o nagmamadali?
o kumakausap sa mas nakakatanda?
o kumakausap sa mas bata?
o kumakausap sa iyong mga kaibigan?
c. Paano maiuugnay ang tono, bigkas, diin at intonasyon sa pagrespeto sa

kapwa?
4. Groupwork
Divide the class into 4 groups and let them pick among folded strips
of paper containing the scenes:
a. namatayan ng ina
b. sinagot ng nililigawan
c. hinoldap
d. nadapa at napahiya sa klase
Give the students 2 minutes to prepare a 2-3 short skit of the scene using proper
intonation, tone, stress and pronunciation of words, sentences, and phrases.
Make sure that the students only present a short skit. If the time allotted is not
enough, continue the presentations on the next session.
At the end of the session, ask the following:
1. Why is it important to use the proper tone, intonation, stress

and pronunciation in communicating?
2. How is the meaning of a sentence, a phrase or a word is
changed when the wrong tone, intonation, stress and
pronunciation is used?
3. How is emotion expressed in words, phrases and sentences?
 Being Magalang is one of our virtues as Filipinos.

 We should respect other people so that they will respect us also.
 Improper use of tone, stress, pronunciation and intonation may cause
misunderstanding and could hurt other people‘s feeling.
 Through tone, stress, pronunciation and intonation, we can express our
emotions.
 It is important to think first what we are going to say to other people
before saying it to them directly.
IX. Homework:
Answer this in one whole intermediate pad.
1. Think of atleast one situation wherein you used tone,

intonation, stress and pronunciation IMPROPERLY while
talking to someone then answer the following
questions:
a. When was it?
b. Who were you talking with?
c. What was the result of that
miscommunication?
d. Did the person you are talking with got angry
at you? If yes, explain why.
e. What have you learned from that experience
of yours?
Uri ng Pangungusap
Pamagat: Uri ng Pangungusap
Batayang Kakayahan: Pagbasa/ Pagsasalita – Uri ng Pangungusap
Mahalagang Isyu: Epektibong Komunikasyon
______________________________________________________________________________
I. Layunin
mga sumusunod:
 matutunan ang iba‘t-ibang uri ng pangungusap
 ihambing ang iba‘t-ibang uri ng pangungusap
 magbigay ng halimbawa ng iba‘t-ibang uri ng pangungusap
 bigkasin ang pangungusap batay sa uri nito

Sa pamamagitan ng tamang pagbigkas ng mga pangungusap batay sa uri
nito, malinaw at epektibong naipapahayag ng isang tao ang kaniyang sarili.

Bakit mahalagang malaman ang uri ng pangungusap?

Si Jomel ay nabigyan ng papel sa dulang kanilang ipapalabas tungkol sa
pamilyang natutulungan para guminhawa ang buhay. Habang nag-
eensayo, napansin ni lola Perming na walang buhay at tila hindi malinaw ang
mensahe ng mga linyang binabato ni Jomel. Itinuro sa kaniya ang iba‘t-ibang
uri ng pangungusap at ang kahalagahan ng pagkilala nito. Ipinakita din sa
palabas na ito ang kwento ni Tuwaang, ang pinuno Bagobo.

 Maghanda ng mga linya mula sa mga sikat na pelikulang Filipino.
Halimbawa: ―Walang himala! Ang himala ay nasa puso ng tao lamang!‖
(HImala, 1982)
 Tumawag ng mga mag-aaral para basahin ang mga linya.
 Tanungin ang klase kung matagumpay ba na nasambit ng kanilang mga
kamag-aral ang mga linya.
 Tanungin ang klase kung may pagkakaiba ba sa emosyon at intension ang
mga pangungusap o linya.
VI. Panonood
Alikabuk 5
Uri ng Pangungusap

k. Nagustuhan mo ba ang iyong napanood? Bakit oo? Bakit hindi?
l. Tungkol saan ang programang iyong napanood?

bb. Ano ang mali sa pagbato ng mga linya ni Jomel?
cc. Paano inilarawan si Tuwaang?
dd. Ano ang naging problema ni Tuwaang sa kwento?
ee. Ano ang iba‘t-ibang uri ng pangungusap?
ff. Ihambing ang iba‘t-ibang uri ng pangungusap.

n. Sabihan ang klase na kumuha ng kapareha.
o. Sabihin na ang isang pares ay kailangang gumawa ng ―dialogue‖ o
salitaan tungkol sa posibleng epekto ng di pagkakaunawaan sa
komunikasyon.
p. Ipaalala na gamitin ang iba‘t-ibang uri ng pangungusap.

14. Ano ang mangyayari kung hindi malinaw sa isang tao ang uri ng
pangungusap?
15. Bakit mahalagang malaman ang uri ng pangungusap?
IX. Takdang Aralin

1. Sa isang papel, maghanda ng isang salitaan tungkol sa isang pamilyang
nagtutulungan para guminhawa ang buhay.
2. Sanaying bigkasin ang mga linya sa salitaan para ipalabas ito sa harap ng
klase.

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ALIKABUK

Active and Passive Voice / Karaniwan at Di-

Subject/Grade Level: Filipino – Elementary/Grade II / III

Title: Active and Passive Voice / Karaniwan at Di-Karaniwan

Competency/ies: Sentence Forms / Mga Anyo ng Pangungusap

KCh Learner Values: Critical Thinking (I am a critical thinker.)

Critical Issue: none

At the end of the session, students should be able to:

• differentiate a passive voice from an active voice,

• If the subject came first before the predicate, it is in a passive

III. Essential Questions

• What is an active and a passive voice?

IV. Summary of the Episode

This episode is about a young boy named Jomel who is writing a

The movie clip also showed a conversation of Prinsipe Maranao

1. Ask one of the students to lead a song.

VI. Viewing Proper

• Alikabuk (ES Grade 2 – English / Filipino)

 How was the episode? Did you like it?

B. Review Questions (content)

 What is a passive voice?

 What is the most obvious clue if a sentence is in a passive voice?

 Directions: Is this sentence in an active or passive form? (The

VIII. Synthesis and Valuing

Isulat sa papel ang K kung ang pangungusap ay nasa

__________1. Mahal kita.

B. Isulat ang karaniwang anyo (1-5) at di-karaniwang anyo (6-10) ng

For their homework, give the children this activity:

Direction: Sumulat ng isang talata tungkol sa iyong kaibigan (5 sentences limit).

Ang Bahag ni Aliguyon

Subject/ Grade Level: Filipino (Grade 5)

At the end of the session, students should be able to:

 Look into the cause and effect of situations

II. ESSENTIAL UNDERSTANDING

III. ESSENTIAL QUESTIONS

IV. SUMMARY OF THE EPISODE

The episode focuses on how to determine the cause and

VI. VIEWING PROPER

 Alikabuk (Filipino - Grade 5)

VII. POST VIEWING

a. Did you like the program? Why or why not?

. What kinds of words did the protagonists use as markers?

b. How was this resolved?

 Ask them to develop solutions to remedy the problem, if it‘s

 After which, ask them to present them in a creative way.

VIII. SYNTHESIS AND VALUING

1. Ask your parents or guardians on how they solve their problems.

Subject/ Grade Level: Filipino / Grade 5

Title: Ang Gintong Talaba

Competency: Pagbibigay ng pagkakasunud-sunod na mga ideya sa

KCh Learner Values: Community-oriented

Critical Issue: Education

At the end of the lesson, students should be able to:

II. Essential Understanding

 Ideas are told in sequence.

III. Essential Questions

 What are the strategies in listening to an idea so that we can report it

IV. Summary of the Episode

1) Combine flour, cocoa, baking powder, baking soda and salt in

3) Add 1/4 of dry ingredients to creamed mixture then

5) Cool cupcakes in pans for 5 to 10 minutes then remove from

 Ask the students the following questions:

VI. Viewing Proper

VII. Post Viewing

2. Questions (regarding the content)

4. Group Work/ Activity

To end the session, ask the following questions:

1. Why is listening an important skill in recalling information?

For their homework, give the students the following activity:

1) If they have a telephone at home, to take down messages from

Ang Sisneng Dalaga

Subject: Filipino - Grade 5

At the end of the session, students must be able to:

II. Essential Understanding

3. The content of the dictionary is arranged in alphabetical order. To use

III. Essential Questions

1. What is the use of a dictionary?

IV. Summary of the Episode