Ic Cebu Model Refined - May 15 - Version5 - GRADE10

GAD-based iC CEBU
Learning
(Integrated Curriculum Beyond
for Cebuano Borders
learners to Engage for Better Understanding)
A GAD-Based Curriculum Implementation Division CID Banner Project

I. CONTEXT AND RATIONALE
Republic Act No. 10533, otherwise known as “The Enhanced Basic Education Act of
2013,” provides for the establishment of the K to 12 Basic Education Curriculum, a major reform
of the Department of Education (DepEd), which aims to develop the learners holistically with 21st
century skills through an integrated system of education relevant to the needs of the people, the
country, and society-at-large. It intends to provide the learners with an opportunity to build upon
their prior knowledge while utilizing their own skills, interests, learning styles, and potentials. It
highlights the learners’ involvement in the dynamic social process which responds to and reflects
upon the changing social and contextual paradigms.
Since school year 2012-2013, the Department of Education has been conducting series
of capability-building activities aimed at assisting teachers in identifying and resolving issues
relative to the K to 12 curriculum framework, competencies, teaching plans and assessment,
thereby helping them realize the importance of knowing the nature of the 21st century learners in
order to respond appropriately to their diverse needs. The trained K to 12 teachers are expected
to be creative and innovative educators whose main concern is improving learners’ achievement;
hence, seeking ways to create a rigorous, relevant, and engaging curriculum in line with the
Gender and Development (GAD) Principles.
Efforts have been exerted gearing towards the improvement of student performance;
however, the challenge of providing quality education to around 600,000 students in the Division
of Cebu Province remains inevitable.
The National Achievement Test (NAT) Results for Grades 6 and 10 learners, School Year
2016-2017 revealed that none of the competencies assessed in all disciplines have been
mastered by the learners. The mastery level ranges from 24% to 63% only, lagging behind the
planning standard of 75%. It showed that learners are poor in responding to scenarios that involve
the 21st century skills. It is also presumed that the delivery of lessons isolating from one discipline
to another greatly affects their performance in all disciplines. Integrating the contents within and
across curriculum denotes a bigger challenge among teachers.
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DepED Order No. 32, s. 2017 stipulates the department’s commitment to integrate the
principles of gender equality, gender equity, gender sensitivity, non-discrimination, and human
rights in the provision and governance of basic education, pursuant to Gender and Development
(GAD) mandate as stipulated in the 1987 Philippine Constitution, Republic Act (RA) No. 9710 or
the Magna Carta of Women (MCW), RA 10533 or the Enhanced Basic Education Act of 2013,
and the Philippines’ International Human Rights Commitments to the Universal Declaration of
Human Rights (UDHR), Convention on the Elimination of All Forms of Discrimination Against
Women (CEDAW), and the Convention on the Rights of the Child (CRC) among others, in line
with the DepED’s mandate to ensure access to quality basic education for all.
With this scenario, the Division of Cebu Province through the Curriculum Implementation
Division (CID) has designed a banner project dubbed as GAD-based Integrated Curriculum for
Cebuano Learners to Engage for Better Understanding (GAD-based iC CEBU) - an intervention
which projects learners to achieve the desired learning outcomes embracing the time-tested GAD
principles and Disaster Risk Reduction Education (DRRE) concepts.
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II. CONCEPTUAL FRAMEWORK
GAD-based iC CEBU
(GAD-based Integrated Curriculum for Cebuano learners to Engage for Better Understanding)
Overarching
Concept
Araling Panlipunan
Advance Process-
Content 1 2 English Product
EPP/TLE
Engage Explore
Empowered
Edukasyon sa
Science 21st Century 3 Pagpapakatao
5 Cebuano Explain
Evaluate learners
Mathematics Filipino
4
Elaborate
Music, Arts, Physical Education & Health
Learning Beyond Borders
Figure 1: iC CEBU Model
Figure 1 illustrates the conceptual framework of iC CEBU Model. The empowered

Cebuano learner possessing the 21st century skills as the central focus of this model is at the
core, which can be realized using the 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate), the
pedagogical teaching-learning processes in delivering the eight learning areas, such as Araling
Panlipunan (AP), English, Edukasyon sa Pagpapakatao (EsP), Filipino, Music, Arts, Physical
Education & Health (MAPEH), Mathematics, Science, Edukasyong Pantahanan at
Pangkabuhayan/Technology and Livelihood Education (EPP/TLE) through using the different
approaches to integration, namely, Multidisciplinary, Interdisciplinary and Transdisciplinary (MIT).
Van Tassel Baska’s Integrated Curriculum Model (ICM) that focuses on three dimensions:
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Overarching Concepts, Advance Content and Process-Product captures the 21st century
skills accentuated in the K to 12 Enhanced Basic Education Program.
III. DIMENSIONS
The iC CEBU Model is an intervention to respond to the learning needs of the Cebuano
learners featuring the three dimensions:
A. Overarching Concepts
It places an emphasis on advance content knowledge, relies on higher order
thinking skills, and accentuates learning on major issues within and across several
disciplines. Learning within and across disciplines, as a core competency accentuated in
the PPST is the core of this model.
B. Advanced Content
This provides Cebuano learners from Kindergarten to Grade 12 levels with the
opportunity to delve deeper into a content area, rather than "skim the top" as may occur
in a regular teaching-learning process. Advanced Content provides breaks for learners,
to use advance skills leading to the development of the 21st century skills and move
through the curriculum in a more rapid pace, or deeper.
C. Process-Product
In a real classroom setting under the K to 12 Enhanced Basic Education Program,
this dimension of the iC CEBU Model allows the teachers to engage learners to explore
topic/s that can be integrated within and across disciplines while developing their 21st
century skills.
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IV. APPROACHES TO INTEGRATION
The iC CEBU Model embraces the MIT approaches to integration presented by Susan
M. Drake and Rebecca C. Burns.
Integrating the curriculum within and across disciplines employing these approaches
facilitates the teachers to collaborate in designing lesson exemplars focusing on the least-learned
competencies.
1) Multidisciplinary integration approaches focus primarily on the disciplines. Teachers
who use this approach organize standards from the disciplines around a theme. Figure 2
shows the relationship of different subjects to each other and to a common theme. There
are many different ways to create multidisciplinary curriculum, and they tend to differ in
the level of intensity of the integration effort.
Figure 2: Multidisciplinary Integration
The different approaches to the multidisciplinary perspective, as follows:

1.1 Intradisciplinary Approach.
When teachers integrate the subdisciplines within a subject area,
they are using an intradisciplinary approach. Integrating reading, writing,
and oral communication in language arts is a common example. Teachers
often integrate history, geography, economics, and government in an
intradisciplinary social studies program. Integrated science integrates the
perspectives of subdisciplines such as biology, chemistry, physics, and
earth/space science. Through this integration, teachers expect students to
understand the connections between the different subdisciplines and their
relationship to the real world.
1.2 Fusion Approach
In this multidisciplinary approach, teachers fuse skills, knowledge,
or even attitudes into the regular school curriculum. Fusion can involve
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basic skills emphasizing positive work habits in each subject area.
Educators can fuse technology across the curriculum with computer skills
integrated into every subject area.
1.3 Service Learning Approach
Service learning that involves community projects that occur during
class time falls under the category of multidisciplinary integration engaging
service learning projects. More than 80 percent of the schools that integrate
service learning into the classroom report an improvement in grade point
averages of participating students. Such programs foster a lifelong
commitment to civic participation, sharpen “people skills,” and prepare
students for the work force.
1.4 Learning Centers /Parallel Disciplines
A popular way to integrate the curriculum is to address a topic or
theme through the lenses of several different subject areas. In an
elementary classroom, students often experience this approach at learning
centers. For example, for a theme such as “patterns,” each learning center
has an activity that allows the students to explore patterns from the
perspective of one discipline—math, language, science, or social studies.
As students move through the learning centers to complete the activities,
they learn about the concept of patterns through the lenses of various
disciplines.
In the higher grades, students usually study a topic or theme in
different classrooms. This may take the form of parallel disciplines; teachers
sequence their content to match the content in other classrooms. Students
often experience Philippine literature and Philippine history as parallel
disciplines. They study a particular period of history and read literature from
that period. Students usually must make the connections themselves.
1.5 Theme-Based Units
This is more intensive way of working with a theme as “theme-
based.” Often three or more subject areas are involved in the study, and the
unit ends with an integrated culminating activity. Units of several weeks'
duration may emerge from this process, and the whole school may be
involved.
2. Interdisciplinary approach to integration provides the teachers with opportunities to
organize the lesson around common learnings across disciplines; however, the integration
is limited to the disciplines where common learnings are embedded in the disciplines to
emphasize interdisciplinary skills and concepts, such as literacy, thinking skills, numeracy,
research skills, among others. The disciplines are identifiable, but they assume less
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importance than in the multidisciplinary approach. Figure 3 illustrates the interdisciplinary
approach.
Figure 3: Interdisciplinary Integration
3.) Transdisciplinary approach to integration, teachers organize curriculum around student

questions and concerns (see Figure 4). Students develop life skills as they apply
interdisciplinary and disciplinary skills in a real-life context. There are two routes that lead to
transdisciplinary integration:
3.1 Project-Based Learning
In project-based learning, students tackle a local problem or this is
problem-based learning or place-based learning. Planning project-based
curriculum involves three steps:
3.1.1 Teachers and students select a topic of study based on student
interests, curriculum standards and local resources.
3.1.2 The teacher finds out what the students already know and helps them
generate questions to explore. The teacher also provides resources
for students and opportunities to work in the field.
3.1.3. Students share their work with others in a culminating activity.
Students display the results of their exploration and review and
evaluate the project.
Project-based programs show that students go far beyond the minimum
effort, make connections among different subject areas to answer open-ended
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questions, retain what they have learned, apply learning to real-life problems, have
fewer discipline problems, and have lower absenteeism.
3.2 Negotiating the Curriculum
In this version of the transdisciplinary approach, student questions form
basis for curriculum. Students develop their own curriculum, teaching methods
and assessment around areas of interest to them.
Figure 4: Transdisciplinary Integration
How the Three Approaches Connect with Each Other

Table 1 shows the relationships among the three different approaches. Some differences
in intent are apparent. We found, however, that the educators who actually implement integrated
approaches are the same educators who are interested in the most effective ways to teach. They
are the ones who constantly ask, “How can I engage all of my students in this learning?” They
also are the ones who use the most effective planning strategies, such as a backward design
process, and are concerned with authentic assessment practices. Therefore, despite some
differences in the degree and the intent of integration, the three approaches share many
similarities. The centrality of standards and the need for accountability bring the three approaches
closer together in practice.
Table 1. Connection Between and Among the Three Approaches to Integration
Multidisciplinary Interdisciplinary Transdisciplinary

 Interdisciplinary skills
 Standards of the
and concepts  Real-life context
Organization disciplines organized
embedded in  Student questions
around a theme
disciplinary standards
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 Disciplines connected  All knowledge
 Knowledge best learned by common concepts interconnected and
through the structure of and skills interdependent
Conception of
the disciplines  Knowledge considered  Many right answers
Knowledge
 A right answer to be socially  Knowledge considered
 One truth constructed to be indeterminate
 Many right answers and ambiguous
 Procedures of discipline
considered most
 Disciplines identified if
Roles of important  Interdisciplinary skills
desired, but real-life
Disciplines  Distinct skills and and concepts stressed
context emphasized
concepts of discipline
taught
 Co-planner
Roles of  Facilitator  Facilitator
 Co-learner
Teacher  Specialist  Specialist/generalist
 Generalist/specialist
 Student questions and
 Disciplinary standards  Interdisciplinary bridge
Starting Points concerns
and-procedures  KNOW/DO/BE
 Real-world context
Degree of
 Moderate  Medium/intense  Paradigm shift
Integration
 Interdisciplinary
Assessment  Interdisciplinary
Scheme  Discipline-based skills/concepts stressed
skills/concepts
stressed
 Concepts and
 Concepts and essential  Concepts and essential
essential
KNOW understandings across understandings across
understandings across
disciplines disciplines
disciplines
 Disciplinary skills as the  Interdisciplinary skills as  Interdisciplinary skills
focal point the focal point and disciplinary skills
DO
 Interdisciplinary skills also  Disciplinary skills also applied in a real-life
included included context
 Democratic values
 Character education
BE
 Habits of mind
 Life skills (e.g., teamwork, self-responsibility)
 5 Es (Pedagogical)
- Engage
- Explore
- Explain
Planning
- Elaborate
Process
- Evaluate
 Learning Enablement
 Content/Standards-based
 Alignment of instruction, standards, and assessment
 Constructivist approach
 Inquiry
 Experiential learning
Instruction
 Personal relevance
 Student choice
 Differentiated instruction
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 Balance of traditional and authentic assessments
Assessment
 Culminating activity that integrates disciplines taught
V. PEDAGOGICAL TEACHING-LEARNING PROCESSES
To ensure effective delivery of GAD-based iC CEBU as an intervention, the

constructivist’s 5 E's is used as an instructional design, which focuses on the learners’ capability
to build or construct new ideas on top of their old ideas. The 5 E's can be applied with students
of all ages, including adults.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter
"E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers
to experience common activities, to use and build on prior knowledge and experience, to construct
meaning, and to continually assess their understanding of a concept.
1. Engage
This phase of the 5 E's starts the process. An "engage" activity should do the
following:
1. Make connections between past and present learning experiences;
2. Anticipate activities and focus students' thinking on the learning outcomes
of current activities; and
3. Students should become mentally engaged in the concept, process, or skill
to be learned.
This phase allows the teachers to provide situations or open-ended thinking
activities that will arouse the learner’s interest and differentiated activities that will lead them
to explicitly and implicitly engage in the teaching-learning process. (Explicit engagement is
expressing understanding of the task in a clear and obvious way while implicit engagement
is the state of being involved and understood but not specifically expressed by the learner.)
During this phase, students actively explore their environment or manipulate materials.
(Examples of engagement activities: think-pair-share, partner pretest, response cards, quick writes,
games, puzzles, short stories, songs, one word splash, trigger videos.)
2. Explore
This phase of the 5 E's provides students with a common base of experiences.
They identify and develop concepts, processes, and skills. During this phase, students
actively explore their environment or manipulate materials.
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In this phase, the activities require both the teacher and the student to do things
differently. There is a shift in who controls the learning. The learner becomes the leader
and the teacher plays the very important role as learning facilitator.
What the teacher does What the learner does
Acts as facilitator Conducts investigation
Observes and listens Forms predictions and hypotheses
Asks probing questions Records observations and ideas
Provides time for learners Shares thinking with others
to solve problems
Encourages cooperative Performs individual tasks
learning contributory to the achievement of
group output
(Examples of exploration activities are experimentation or experimental modeling, solving

word problems, reading stories, simulation, investigation, etc.)
3. Explain
This phase of the 5 E's helps students explain the concepts they have been
exploring. They have opportunities to verbalize their conceptual understanding or to
demonstrate new skills or behaviors. This phase also provides opportunities for teachers
to introduce formal terms, definitions, and explanations for concepts, processes, skills, or
behaviors.
In this phase, the teacher deepens the discussion by giving inputs for the learners
to make their generalization of the concept being taught/developed.
4. Elaborate
This phase of the 5 E's extends students' conceptual understanding and allows
them to practice skills and behaviors. Through new experiences, the learners develop
deeper and broader understanding of major concepts, obtain more information about
areas of interest, and refine their skills.
5. Evaluate
This phase of the 5 E's encourages learners to assess their understanding and
abilities and lets teachers evaluate students' understanding of key concepts and skill
development. The teacher assesses learners understanding by giving different types of
formative assessment or performance task. It can be done through analyzing student
work, round robin charts, strategic questioning, 3-way summaries (10-15 words long, 30-
50 words long, 75-100 words long), think-pair share, 3-2-1 Countdown ( 3 things you didn’t
know before, 2 things that surprised you about this topic, 1 thing you want to start doing
with what you’ve learned) classroom polls (let students give responses quickly and
accurately or using mobile technology), exit/admit tickets, one-minute papers (main point,
most surprising concept, questions not answered, most confusing area of topic and what
questions from the topic might appear on the next test) and creative extension projects
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(creating poster or collage, recording a rehearsed skit/podcast, building a diorama about
the subject and creating a narrative behind it, designing their own flashcards).
To ensure the achievement of the learning outcomes, the teacher provides
learning enablement activities applying their knowledge, skills, attitudes and values
(KSAVs). These activities expand student's learning in ways that differ from the ways
learners learn during the actual teaching-learning process. These activities enable the
learners to apply the 21st century skills.
Whenever possible, the learning enablement activities should be cross-curricular
and consider the interests of the students. The activities themselves should try to
approach the varied interests of the students and involve puzzles, physical education
games, singing, science experiments and art activities. Thus, they can be conducted
through contests or competitions according to pupils’ profiles such as learning styles
(bodily kinesthetic, logical, visual, artistic) and mental abilities (beginning, developing,
proficient and highly proficient pupils).
VI. EXPECTED OUTCOME
The iC CEBU Model envisions every Cebuano learner to be empowered demonstrating

the 21st century skills. At the end of the 13-year cycle of basic education under the K to 12
Enhanced Basic Education Program, each Cebuano learner shall be:
1. self-directed
A self-directed learner is one who comes up with his/her own structures, questions,
solutions and relevant materials; and does not feel compelled to stay within pre-defined
structures. He/she sets his/her own framework and process anew each time.
2. career ready
One is career ready if he/she is equipped with the KSAVs needed to live the life
he/she wants to pursue.
3. determined to face challenges in life
He/She faces challenges with confidence, taking every challenge as an opportunity
to grow, and gets a glimpse of his/her highest self.
4. media and information literate
He/She is capable of interpreting and making informed judgments as users of
information and media.
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5. value-laden individual
He/She posseses the desirable Cebuano values as manifested by the way he/she
deals with other people.
6. locally and globally competent in the fields of work
He/She takes into consideration and examines the local, global and intercultural
issues affecting his/her work and the people he/she works with. He/she understands and
appreciates the perspectives and worldviews of others and engages in open, appropriate
and effective interactions with people from different cultures to act for collective well-being
and sustainable development.
7. lifelong learner
He/she learns continually for he/she is a learner for life. Even if he/she gains some
mastery, new problems and situations keep bringing him/her back to being a beginner.
Learning occurs anywhere, anytime in all places and all phases of his/her life.
8. committed and loyal of being a Cebuano
He/She is a Cebuano by heart, binding himself/herself intellectually and
emotionally to live by the “Sugbuanong Taras” (Cebuano Characteristics) of being
resilient to feature optimism (being positive) with the intrinsic will to use available
resources in rebuilding what was destroyed, bouncing back from a difficult situation
through “paningkamot” (effort), which realizes his/her “paglaum” (hope); and being
coherent in extending the self through “pagkamatinabangon” (helpful), “pagka-isug”
(being strong and courageous for oneself, family and fellow Cebuanos) and “pagka-
maampuon” (prayerful) and religious.
(www.researchgate.net/publication/323720491_Sugboanong'_Taras)
VII. TIMELINES
The GAD-based iC CEBU is developed as a means to scaffold the teaching-learning

process integrating competencies within and across disciplines to allow holistic learning
experiences maximizing the learners’ potentials while developing their 21st century skills. It
provides higher order thinking and processing to engage deep understanding of content and
concepts.
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Activity Matrix
Activities Dates Participants Expected Outputs

Writeshop on the April 22-23, 2019 iC CEBU Model
Refinement of the iC CEBU CID Chief
Model EPSVRs
Writeshop on the April 24-26, 2019 Draft copies of Lesson
Preparation of Lesson Exemplars using the GAD-
Exemplars using the GAD- based iC CEBU Model
based iC CEBU Model (1st Quarter)
Writeshop on the April 29-30, 2019 Final copies of Lesson
Refinement of Lesson exemplars (1st Quarter)
Exemplars (1st Quarter)
Demonstration Teaching May 16-17, 2019 PSDSs STAR Observation Notes
using the Lesson 1 SH and 1 MT (Sec)
Exemplars 1 SH and 1 MT (Elem)
Video Making & May 21-25, 2019 Working Committees Video and resources
Preparation of other ready for use
resources
Dry run, putting up of May 29, 2019 Presenters and Working GAD-based iC CEBU
booths, and preparation of Committees Model
Venues
Launching of GAD-based May 30, 2019 PSDSs GAD-based iC CEBU
iC CEBU Model School Heads Model
Master Teachers for roll-out
Division Personnel
CLMD Regional Office
CO Curriculum/BCD
Pilot Implementation 1st Quarter PSDSs CIGPs
(Grade 6) SY 2019-2020 School Heads
Master Teachers
Refinement Nov. 2019 EPSVRs GAD-based iC CEBU

(based on feedback) Selected Master Teachers Model for roll-out
Uploading to LR Portal Dec. 2019 EPSVR-LR
PDO
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Technical Working Group
Chair
Dr. Leah B. Apao, OIC-ASDS
Co-Chairs
Dr. Ester A. Futalan, ASDS
Dr. Cartesa M. Perico, ASDS
Designers/Members
Dr. Mary Ann Flores, CID Chief
Dr. Pamela Rodemio, EPS, Math
Mrs. Maria Elena Paras, EPS, Kindergarten/SPED
Dr. Chona Redoble, EPS, English
Mrs. Jane Gurrea, EPS, EsP
Mrs. Araceli Cabahug, EPS, Filipino
Writers
Master Teachers (MTs)
Contributors
Education Program Supervisors (EPSs)

Public Schools District Supervisors (PSDSs)
Schools Heads (SHs)
Support Staff
Aiko Antonyeth B. Paton-og

Rose Arcillas
Christine Minao
Adviser
Dr. Rhea Mar A. Angtud

Schools Division Superintendent
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Annex A: Resources
Legal Bases
Republic Act No.10533 – Enhanced Basic Education Act of 2013 (An Act Enhancing the Philippine
Basic Education System by Strengthening its Curriculum and Increasing
Number of Years for Basic education, Appropriating Funds Therefor and
for Other Purposes
DepED Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST)
DepED Order No. 42, s, 2016 – Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic education Program
DepED Order No, 35, s. 2016 – The Learning Action Cell as a K to 12 Basic Education Program
School-based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning
DepED Order No. 8, s, 2015 – Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program
DepED Order No. 2, s. 2015 – Guidelines on the Establishment and Implementation of the
Results-Based Performance Management System (RPMS) in the
Department of Education
DepED Order No. 31, s. 2012 – Policy Guidelines on the Implementation of Grades 1 to 10 of the
K to 12 Basic Education Curriculum (BEC)
Data/Results
Classroom Observation Results using Classroom Observation Tool (COT)

English Proficiency Test Results 2017-2018
Monitoring, Evaluation and Adjustment (MEA) Results
National Achievement Test (NAT) Results for Grade 6 and Grade 10, SY 2017-2018
Self-Assessment Results using the electronic Self-Assessment Tool (e-SAT) and Self-
Assessment Tool (SAT)
Articles/Publication
Content-Based Curriculum for High-Ability Learners, by Joyce Van Tassel-Baska School of

Education, William and Mary
Meeting Standards through Integrated Curriculum by Susan M. Drake and Rebecca C. Burns
enhancinged.wgbh.org/research/eeeee.html
Webliography
www.google.com
www.google.com.ph
www.officialgazette.gov.ph/k-12
www.researchgate.net/publication/323720491_Sugboanong'_Taras
www.wikipedia.org
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Annex B
List of Acronyms
5 E's Engage, Explore, Explain, Elaborate, Evaluate
BEC Basic Education Curriculum
COT Classroom Observation Tool
eSAT Electronic Self-Assessment Tool
iC CEBU Integrated Curriculum for Cebuano learners to Engage for Better
Understanding
ICM Integrated Curriculum Model
KSAV Knowledge, Skills, Attitudes and Values
MEA Monitoring, Evaluation and Adjustment
MIT Multi-Disciplinary, Interdisciplinary and Transdisciplinary
NAT National Achievement Test
PPST Philippine Professional Standards for Teachers
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Annex C
GLOSSARY
21st Century Skills skills that prepare students for a rapidly evolving global and technological
world such as Communication Skills, Learning and Innovation Skills,
Information Media and Literacy Skills, Critical Thinking Skills, Problem
Solving Skills and Life and Career Skills
5 E's constructivist’s pedagogical teaching-learning approach with the following
phases: Engage, Explore, Explain, Elaborate, and Evaluate
Advanced Content dimension of ICM Model which provides learners with the opportunity to
delve deeper into a content area, rather than "skim the top" as may occur
in a regular teaching-learning process
Attitudes growth in feelings or emotional areas; a settled way of thinking or feeling
about someone or something, typically one that is reflected in a person’s
behavior
K to 12 BEC major reform of DepEd covering Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High
School, and two years of Senior High School [SHS]) to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship (https://www.officialgazette.gov.ph/k-
12)
Cause and Effect mode of development which involves noting a relationship between
actions or events such that one or more are the results of the other or
others
Cebuano Learner pupil/student or learner in any learning institution within the Province of
Cebu, regardless of cultural background, citizenship, values orientation
and political or religious affiliation
Competency capability to apply or use a set of related knowledge, skills, and abilities
required to successfully perform "critical work functions" or tasks in a
defined work setting
Concept abstract or general idea inferred or derived from specific instances
Constructivism educational theory built around the idea that a person, especially as a
child, learns new material by constructing his or her idea of the world, and
then adds to or alters this view in order to continue to learn
Constructivist approach based from the Constructivist Learning Theory which suggests
Approach that learners learn by expanding their knowledge based from prior
knowledge
Constructivist facilitator of actively involved learners in an interactive and learner-
teacher centered environment that is motivating and liberating
Creative extra-ordinary presentation of an output
presentation
Critical Thinking intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating information gathered
from or generated by observation, experience, reflection, reasoning or
communication as a guide to belief or action
Differentiated also known as differentiated learning; anchored on a framework or
Instruction and philosophy for effective teaching that involves provision of different
Assessment learners with different avenues to learning
Discipline branch of knowledge or teaching, e.g. the discipline of mathematics
Elaborate phase of the 5 E's that extends students' conceptual understanding and
allows them to practice skills and behaviors
Engage phase of the 5 E's that starts the process by allowing the teachers to
provide situations or open-ended thinking activities
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Evaluate phase of the 5 E's that encourages learners to assess their
understanding and abilities and lets teachers evaluate students'
understanding of key concepts and skill development
Explain phase of the 5 E's that helps students explain the concepts they have
been exploring
Explicit Teaching meaningful, direct, engaging and success-oriented instructional strategy
used to meet the needs of learners and engage them in unambiguous,
clearly articulated teaching
Explore phase of the 5 E's where in pupils identify and develop concepts,
processes, and skills by exploring their environment or manipulate
materials
Fusion Approach approach to multidisciplinary perspective wherein teachers fuse skills,
knowledge, or even attitudes into the regular school curriculum
Holistic Education addresses the broadest development of the whole person at the cognitive
and affective levels (Singh, 1996). It aims for the fullest possible human
development enabling a person to become the very best or finest that
they can be and develop fully ‘those capacities that together make up a
human being’ (Forbes, 2003)
iC CEBU Model intervention to respond to the diverse needs of the Cebuano learners
featuring the three dimensions: Overarching Concepts, Advanced
Content and Advanced Content within and across disciplines, utilizing
multiple approaches to integration
Information Media recognition of information needed and ability to efficiently locate,
and Technology accurately evaluate, effectively use, and clearly communicate information
Skills in various formats
Integrated approach to teaching which places an emphasis on advance content
Curriculum Model knowledge, relies integration on higher order thinking skills, and focuses
(ICM) learning on major issues that cross several disciplines
Intended learning specific things that learners need to do and the results they need to
outcomes achieve. It can be remembered by the acronym SMART (Specific,
Measurable, Attainable, Relevant, Time-Bound).
Interdisciplinary organizing the lesson around common learnings across disciplines;
approach however, the integration is limited to the disciplines where common
learnings are embedded in the disciplines to emphasize interdisciplinary
skills and concepts, such as literacy, thinking skills, numeracy, research
skills, among others
Intradisciplinary approach to the multidisciplinary perspective wherein teachers integrate
Approach the subdisciplines within a subject area
Knowledge fact or condition of knowing something with familiarity gained through
experience or association
Learning and skills of an individual that help him/her recognize and separate complex
Innovation Skills life and work environment. Creativity, critical thinking, communication
and collaboration are essentials in preparing learners for the future
Learning approach to multidisciplinary perspective that employs integration by
Centers/Parallel addressing a topic or theme through the lenses of several different subject
Disciplines areas
Learning Content subject matter or the topic, theme, belief, behavior, concept and fact, often
grouped within each subject or learning area under knowledge, skills,
values and attitudes
Learning cost effective way to provide additional cross-curricular instruction that may
Enablement be given in a form of out-of-class tasks that consider the multiple
intelligences and learnng styles of the students
Life and Career skills acquired from the development of content knowledge, and social and
Skills emotional competencies to navigate complex life and work environments
19 | P a g e
Multidisciplinary focus primarily on the disciplines. Teachers who use this approach
integration organize standards from the disciplines around a theme
approaches
Negotiating the transdisciplinary approach to teaching wherein student questions form
Curriculum basis for curriculum. Students develop their own curriculum, teaching
methods and assessment around areas of interest to them
Objectives specific statements of knowledge, process/skills and attitudes that
students are expected to demonstrate in a lesson
Overarching places an emphasis on advance content knowledge, relies on higher order
Concepts thinking skills, and accentuates learning on major issues within and across
several disciplines
Problem Solving skills of an individual that enables him/her to solve difficult or complex
Skills issues effectively using unique and carefully designed solutions
Process-Product dimension of the iC CEBU Model that allows the teachers to engage
learners to explore topic/s that can be integrated within and across
disciplines while developing their 21st century skills
Products culminating projects that ask the students to research, apply, and extend
what they have learned in a unit
Project-Based also known as Problem-Based Learning, in transdisciplinary integration, it
Learning addresses students’ engagement with real-world problem solving (Massa,
2008)
Reflection part of the Lesson Exemplar that requires teachers to reflect on and assess
their effectiveness
Service Learning approach to multidisciplinary perspective that involves community projects
Approach
Skills ability or capacity acquired through deliberate, systematic and sustained
effort to smoothly and adaptively carryout complex activities or the ability
coming from one’s knowledge, practice, aptitude, etc. to do something
Teaching - Learning combined processes where an educator assesses learning needs,
Process establishes specific learning outcomes, develops teaching and learning
strategies and environment, implements plan of work and evaluates the
outcomes of the instruction
Thematic Approach way of teaching and learning where many areas of the curriculum are
connected together and integrated within a theme
Theme-Based Units intensive way of working with a theme as “theme-based.” Often three or
more subject areas are involved in the study, and the unit ends with an
integrated culminating activity
Transdisciplinary approach to integration wherein teachers organize curriculum around
approach student questions and concerns. Students develop life skills as they apply
interdisciplinary and disciplinary skills in a real-life context
Values learner’s principles or standards of behavior; one’s judgment of what is
important in life
20 | P a g e
Annex D: GAD-based iC CEBU Model Proforma
plar Template
GAD-based iC CEBU Model

Lesson Exemplar Template
Grade Level: __________________ Learning Area: _________________________
Learning Area/s Integrated: _____________________________________________________
Integration Approach Used: (Please tick.)
I. 21st Century Skills to be developed (Please tick.)

Communication Learning and Innovation Problem Solving
Critical Thinking Information Media and Technology Life and Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide)
II. Focused GAD principle/s to be integrated
III. Intended Learning Outcomes
Knowledge
Skills
Attitude
Values
IV. Learning Content/s
Concept
Reference/s
Theme
IMs
V. Learning Experiences (5 Es)
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate
VI. Learning Enablement
Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)
Prepared by:
_____________________________
Teacher
21 | P a g e
Annex E: GAD-based iC CEBU Model Lesson Exemplars
GAD-BASED iC CEBU
ModelTemplate
Lesson Exemplar
Grade Level: 6 Learning Area: FILIPINO Quarter 1 Duration: 50 minuto

Learning Area/s Integrated: MAPEH, Araling Panlipunan, Arts, Math & EsP
X
*Project-based Learning
II. Focused Learning Competencies (Use Curriculum Guide)
F6PN –Id-e-12 nakapagbibigay ng hinuha sa pamamagitan ng pag-unawa sa kuwentong
napakinggan
III. Focused GAD Principle: Use of Gender – Sensitive Language
IV. Intended Learning Outcomes

Knowledge nakapagbibigay ng hinuha sa kalalabasan ng mga pangyayari sa
kuwentong napakinggan
Skills nagagamit nang wasto ang mga pangngalan at panghalip sa

pakikipag-usap ayon sa iba’t-ibang sitwasyon
nakabubuo ng maikling kuwento

nakagagawa ng #hashtags, hugot lines, poster, slogan, slambook
(isang lingo gagawin)
Attitude nagagamit ang magagalang na pananalita sa pagpapahayag ng saloobin

Values naipapakita ang pagiging magalang at pagtutulungan
V. Learning Content/s
Concept pag-unawa sa maikling kuwento at malilinang ang gamit ang
pangngalan at panghalip
DRRE nakakatulong sa pagpapanatiling malinis ang paaralan
References Curriculum Guide
Learning Materials mga larawan, slide deck, activity cards, manila papers, pentel pens,
masking tapes, sipi ng kuwento
22 | P a g e
V. Learning Experiences
1. Engage I. PANIMULANG GAWAIN
- Pagpapakita ng larawan na may kaugnayan sa maikling
kuwentong tatalakayin at magbabalangkas sila ng tanong
tungkol dito.
Pangkat 1
Pangkat 2
Pangkat 3
Pangkat 4
Pag-uulat sa nabuong mga tanong at ipasasagot sa ibang pangkat.
Pagbibigay ng mga paunang tanong tungkol sa kuwento (real- life

experiences)
- Naranasan n’yo na ba na kayo ay nag-uutos?
- Paano ninyo ito sinabi?
- Ano ang palaging paalala sa inyong mga magulang
23 | P a g e
tungkol sa pangangalaga sa sarili?
- Paano ninyo inalagaan ang inyong mga sarili para maging
malusog at malakas? – (3 minuto)
II. AKTIBITI
Jigsaw
1) Pagpapangkat ng mga mag-aaral at bawat miyembro ay
may itatakdang bilang.
2) Pipili ng isang myembro na siyang magbabasa ng
kuwento samantalang ang iba ay makikinig.
3) Magbibigay ng activity card ( 1 talata ng maikling kuwento
bawat pangkat)
4) Pagpapabasa (2 beses)
5) Pagkatapos ng pagbabasa, lilipat ang mga mag-aaral sa

ibang pangkat ayon sa itinakdang bilang (group of
experts) at ibabahagi nila ang kuwentong narinig.
6) Pagkatapos ng pagbabahagi, buuin nila ang
maikling kuwento at babasahin sa harap ng klase.
III. ANALISIS
a. Ano ang nararamdaman nyo habang binasa ang kuwento?
Ano ang masasabi nyo sa pangunahing tauhan?
b. Bakit?
c. Makatotohanan ba ang sitwasyong inilalahad sa kuwento?
d. May pangyayari ba sa kuwento na maihahalintulad ninyo
sa totoong buhay?
Pagbibigay kahulugan sa di-pamilyar na salita

BIMPO – maliit na tuwalya. Pagpapakita sa larawan ng bimpo.
-ipagagamit ang salitang bimpo sa pangungusap.
(2 minuto)
Pagpapabasa sa buong kuwento ( slide deck)
Pagbibigay hinuha sa kalalabasan ng mga pangyayari sa

kuwentong napakinggan
1) Ayon sa kuwento, ano ang katangian ng bata?
24 | P a g e
2) Ano kaya ang mangyayari sa bata kung patuloy siya sa
kanyang masamang pag-uugali?
3) Ayon sa kuwento, maganda ang ginagawa ni Inday, pero
bakit kaya naiinis pa rin ang bata sa kanya?
4) Gagawin mo rin ba ito sa bahay ninyo? Bakit?
2. Explore a. Baguhin ang mga pangungusap sa kuwento gamit ang

magagalang na pananalita:
“ Hoy Inday! Ikuha mo nga ako ng tinapay!”
“ Ibili mo nga ako ng kendi!”
“ Linisin mo nga itong sapatos ko!”
“ Ikuha mo nga ako ng tubig!”
b. Pagpapatala sa mga pangngalan at panghalip na nasa

kuwento at ipagamit sa sariling pangungusap ayon sa iba’t
ibang sitwasyon .
Pangngalan Panghalip
- Inday - ako
- utos - siya
- gatas - kanya
- tinapay - akin
- atbp. – atbp.
3. Explain Pagpapaliwanag tungkol sa gamit ng pangngalan at panghalip sa

loob ng pangungusap.
4. Elaborate Pagpapalawak kung gaano kahalaga ang pagsunod sa utos sa mga

nakatatanda lalong lalo na sa mga batas pantahanan,
pampaaralan at batas sa pamayanan.
5. Evaluate Magpapakita ng mga larawan na may problema (maruming

paaralan)
Paano ninyo masulosyonan ang problemang nakita sa larawan?
Ipalulutas ang mga problema sa pamamagitan ng paggawa ng
proyekto gaya ng slambook, signages, poster, slogan,
#hashtag, hugot lines, atbp.
Pagpapaliwanag sa mga hakbang sa paggawa ng proyekto
6. Enrichment/ Pagpopost ng mga signages, poster, slogan, hashtags, hugot lines
Enhancement sa loob ng campus.
Pagsusumite ng slambook.
25 | P a g e
VI. Learning Enablement
Pagbabahagi ng kanilang proyekto sa loob ng paaralan - post, shout out, hugot lines.
Pagpapalaganap sa impormasyon sa pagpapanatili ng kalinisan sa loob ng paaralan sa
pamamagitan ng pagsasalita sa harap ng mga mag-aaral pakatapos ng Flag Ceremony (hihingi ng
pahintulot sa Punong-Guro)
VII. Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)
Prepared by
ARACELI A. CABAHUG
Education Program Supervisor - Filipino
26 | P a g e
Lesson Exemplar
GAD-based iC CEBU
LESSON EXEMPLAR
Model
Grade Level: 6 Learning Area: Mathematics Quarter: I
Duration: 50 minutes Learning Area/s Integrated: Araling Panlipunan, Arts &
Edukasyon sa Pagpapakatao
Integration Approach Used:
√ Multidisciplinary Interdisciplinary Transdisciplinary
*Theme-based & Learning Centers

/ Communication Learning and Innovation / Problem Solving
√
/ Critical Thinking Information Media and Technology / Life and Career
√
II. √Focused Learning Competency:
M6NS-Id-109.2 create problems (with reasonable answers) involving addition and or subtraction of
√
decimals and mixed decimals
√
√Integrated Learning Competencies:
/ ARAL PAN. ARTS EsP
AP6PMK-Id-6 nasusuri ang mga A6PR-Id create personal or class EsP6PKP-Ia-i-37pagsang-ayon sa pasya ng
pangyayari sa himagsikan laban sa logo as visual representation that nakakarami kung
kolonyalismong Espanyol gaya ng can be used as a product, brand, nakabubuti ito
Sigaw sa Pugad-Lawin or trademark
III. Focus GAD Principle to be Integrated: promote the concept that men and women are partners in
community development and decision-making

Knowledge discuss the steps on how to create word problems
Skills create word problems (with reasonable answer) involving addition and/or subtraction
of decimals
Attitude manifest cooperation in the decision of the majority
Values show respect to others’ opinion
V. Learning Creating word problems (with reasonable answers) involving addition and or subtraction of decimals and
Content mixed decimals
Concept In creating word problems, think of real life situations in forming word problems and decide the type of problem
you want to create such as one-step or two-step word problem, all the needed data and information must be
given, the answer of the word problem must be correct and reasonable, and keep in mind the Rubrics in creating
word problems.
27 | P a g e
References K to 12 Grade 6 Curriculum Guide, TGs & LMs for Grade 6, Math Teacher’s Guide 6 (DepED RO 8),
pp. 55-56, www.youtube: Andres Bonifacio and the Katipunan: 1896 Cry of Caloocan (2:47 mins.)
Theme Independence Day

DRRE identify necessary basic actions, such as protecting oneself, to cope with natural hazards
Learning speakers, multimedia, art materials, worksheets, activity cards, pictures, flash cards, manila, paper & pentel pen
Materials
VI. Learning Experiences
1. Engage A. Preliminary Activities
( 15 minutes) 1. Group the pupils according to their learning styles based on the following profile:
Group 1: logical/mathematical
Group 2: visual/spatial
Group 3: verbal/linguistic
Group 4: musical/kinesthetic
2. Answer drill on adding and subtracting decimals without regrouping through a game.
a. 1.5 + 2.2 = ___ b. 3.1 + 2 = ___ c. 5.7 – 2.5 = ___ d. 9.6 – 4.4 = ____
Possible Answers: a. 3.7 b. 5.1 c. 3.2 d. 5.2
3. Pre-test
Create a word problem from the given data.
1. A cedula of a Katipunero was torn into two triangles during the Cry of Balintawak.
 one side of the triangle was 3.75 cm
 another side measured 8.02 cm
 total measurement of the sides of the triangle
2. Joan bought some food in the school canteen.

 banana - Php 10.00
 juice - Php 12.00
 Joan’s money - Php 50.00
 change Joan received
Possible answers:
1. A cedula of a Katipuneo was torn into two triangles during the Cry of Balintawak. One side of
the triangle was 3.75 cm. Another side measured 8.02 cm. What is the total measurement of the
sides of the triangle?
2. Joan had Php 50.00. She bought banana for Php 10.00 and a glass of juice for Php 12.00 from
the school canteen. How much change did Joan receive?
B. Motivation
ASK:
1. What do we celebrate every June 12?
Possible Answer: Independence Day is celebrated every twelfth day of June.
2. Why do we celebrate Independence Day?
Possible Answer: This celebration is a way of paying tribute to the heroes who fought for our freedom.
3. Who were these heroes?
Answers may vary.
Share to the class the video clip on “Sigaw sa Pugadlawin” and assign each group to answer the motive
questions.
Group 1 Group 2 Group 3 Group 4
a. Why did the a. What were the logos a. What were the roles a. How did Bonifacio
Katipuneros fight utilized by the of women during the convince the Katipuneros to
against the Spaniards? Katipuneros in Sigaw ng Sigaw ng Pugadlawin? fight against the Spaniards?
Pugadlawin?
28 | P a g e
b. What did the b. If you were one of the b. If you were alive b. What did the Katipuneros
Katipuneros do to Katipuneros, what other during the time of the do to ensure their safety
express their anger logos would you design Katipuneros, would you before the Sigaw ng
towards the Spaniards? to represent your support them? Why? Pugadlawin took place?
group? Why not?
c. What do you think
were the
measurements of the
sides of the torn
cedulas of the
Katipuneros in
decimals?
Possible Answers:
Group 1 Group 2 Group 3 Group 4
a.1 They were tired of Refer to the logo a. During the time of a. Bonifacio called for a
how the Spaniards shown in the video. Sigaw ng Pugad lawin, meeting with the
maltreated them. women became Katipuneros to point out how
submissive and lost their the Spaniards maltreated
a. 2 The Spaniards courage to express their them.
abused the Filipinos by feelings.
treating them as slaves. b. They grouped themselves
b. Yes, women should and planned to revolt against
b. They tore their support the Katipuneros the Spaniards.
cedulas. because men and
women were partners in
c. One side is 3.45 cm. community
The other side is 4.23 development and
cm. decision-making.
A. Skill Preparation
2. Explore (15 Note: Teacher provides each group a replica of the Katipuneros’ cedula.
minutes) Directions: Tear the cedula into pieces.
a. Measure the size of each side of the torn pieces.
b. Complete the given sentences.
One side of the cedula is __________ cm.
Another side measures __________ cm.
The two sides of the cedula is__________ cm.
c. Read the word problem.
29 | P a g e
One side of the cedula was 4.02 cm.
What is the measurement of the remaining side?
The two sides of Bonifacio’s cedula had a total measurement of 12.36 cm.
ASK:
Can you solve this word problem? Why? Why not? How will you arrange the statements to make it easy to
solve?
Answers may vary.
Note: Teacher presents the correct arrangement of the word problem.
The two sides of Bonifacio’s cedula had a total measurement of 12.36 cm.
One side of the cedula was 4.02 cm.
What is the measurement of the remaining side?
B. Development of the Skill

Directions: Create a word problem from the following data.
 Three torn cedulas had different sizes.
 One side measured 4.15 cm.
 Another side measured 2.36 cm.
 Third side had a measurement of 6.06 cm.
 Total measurement of the three cedulas
Group Activity. Create word problems and solve for the correct answers based on the provided data.
Rubric is provided.
Activity Card # 1 (Groups 1 & 2)
• Before the Sigaw ng Pugadlawin in 1896, a Katipunero had Php 100 and bought some
food for them.
• 1 sack of rice for Php 15.00
• 5 pieces of tinapa for Php 0.25
• change of the Katipunero’s money
Activity Card # 2 ( Groups 3 & 4)

•Sides of the torn cedula have measurements of 2.32 cm and 1.21 cm.
• Original measurement of the two sides of the cedula was 12.78 cm.
• measurement of the remaining sides of the cedula needed to form the original cedula
Possible Answers:
Before the Sigaw ng Pugadlawin in 1896, a Katipunero had Php 100.

He bought one sack of rice for Php 15.00 and five pieces of tinapa for Php
0.25. How much was the change of his money?
The original measurement of the sides of the cedula was 12.78 cm.
The torn cedulas have measurements of 2.32 cm and 1.21 cm. What is the
measurement of the remaining side of the cedula?
30 | P a g e
3. Explain ASK:
(5 minutes) 1. How did you create word problems involving addition and/or subtraction of decimals?
What should you consider in creating word problems?
Possible Answer:
In creating word problems,
a. think of real life situations in forming word problems and decide the type of problem you want to
create such as one-step or two-step word problem;
b. all the needed data and information must be given;
c. the answer of the word problem must be correct and reasonable; and
d. keep in mind the Rubrics in creating word problems.
4.Elaborate (8 A. Perform the tasks in the activity cards/worksheets placed in assigned learning centers.
minutes)
Logical/Mathemati-cal Visual/Spatial Musical/ Kinesthetic Verbal/Linguistic
Learning Center Learning Center Learning Center Learning Center
Learners create a one- Design a visual
step word problem or presentation or logo Compose a Math Write three to five
two-step word problem expressing feelings song/jingle on how to sentences
using the following or insights create word problems. on how to create word
data: on how to create word problems.
money in bank - problems.
Php20,000
electric bill-
Php 2, 300.00
Food -
Php 5,175.00
money left in the bank
Rubric
Category 5 4 3 2 1
Arrangement of The problem is The The idea in the No idea or There is no
the problems correctly arrangement of problem created thought can problem
created. arranged and the problem is is not arranged. be seen in created.
coherent based less coherent. the problem
from the data created.
given.
ASK:
1. Is it necessary to plan properly before making any decisions? Why? Why not?
2. What are the roles of men and women in community development?
5. Evaluate (5 Create word problems using the given data.

minutes)
1. A pole was cut into two parts after the strong typhoon.
 Height of the pole was 25.75 meters.
 First part measured 12.05 meters
 measure of the remaining part
31 | P a g e
2. Myla bought some food in the school canteen.
 burger – Php 35.50
 soft drinks – Php 12.00
 fries – Php 30.00
 Myla’s money - Php 100
 change Myla received
Possible Answers:
1. A pole with a height of 25.75 meters was cut into two parts after the strong typhoon. First part
measured 12.05 meters. What is the measurement of the remaining part?
2. Myla had Php 100 . She bought some food in the school canteen. Burger cost Php 35.50, soft
drinks for Php 12.00 and fries for Php 30.00. How much change would she receive?
Category 5 4 3 2 1
Arrangement The problem is The The idea in the No idea or There is no
of the correctly arrangement problem thought can problem
problems arranged and of the problem created is not be seen in created.
created. coherent based is less arranged. the problem
from the data coherent. created.
given.
Accomplish the following tiered activities.
VII. Learning
Enablement Ready to Go Beyond Just Ready Not Yet Ready
(2 minutes) Create a two- step word problem Create a one-step word
Create a one-step and two- step from this data and give the correct problem on this data and
word problems with reasonable answer. give the correct answer.
answers. - Mark had Php 1,000.00 - Mr. Go had Php 500.00
- He spent Php 255.00 for - He spent Php 200 to buy
You and your sister/brother his water bills. food.
were given Php 2, 000.00 by - He paid Php 510.25 for his - remaining money of
your aunt/uncle last Christmas. electric bill. Mr. GO
You and your brother/sister plan - remaining money of Mark
to buy a toy and save a portion
of the money.
References
www.youtube: Andres Bonifacio and the Katipunan: 1896 Cry of Caloocan (2:47 mins.)
Prepared by
PAMELA A. RODEMIO,Ed.D.
EPS, MATHEMATICS
32 | P a g e
GAD-based iC CEBU Model
Lesson Exemplar
Grade Level: Grade 6 Learning Area: English Quarter: I Duration: 50 minutes

Learning Area/s Integrated: Mathematics, Health and EsP
Multidisciplinary / Interdisciplinary Transdisciplinary

/ Communication / Learning and Innovation / Problem Solving
/ Critical Thinking / Information Media and Technology / Life and Career
EN6G-Ic-3.3 Compose clear and coherent sentences using appropriate grammatical
structure :aspect of verbs
III. Focused GAD principle/s to be integrated:
use gender-sensitive language
Knowledge classify information according to idea

Skills compose clear and coherent sentences using appropriate
grammatical structure through GAD- based authentic written
work to convey information.
Attitude display humility with self confidence in defending written work
Values respect the opinions of others in composing GAD-based
authentic written work
IV. Learning Content/s Composing Clear and Coherent Sentences Using Appropriate
Grammatical Structure-Aspect of Verbs
Concept To compose clear and coherent sentence one has to observe
correct use of aspects of verbs. The aspect of the verb is
determined by whether the action is on going or completed.
DRRE enumerate safety measures/precautions during extremely hot
weather
GAD use gender-sensitive language
Reference/s Curriculum Guide in English 6, Rainbows in English 6 by Alicia R.
Bambico et.al. pp. 155-158; English for Global Communication
Grade 6 by Jaquilyn T. Belagan et.al pp. 94-105
IMs Pictures Whale Shark (Oslob), Fort San Pedro, Cebu City,
Kawasan Falls – (Badian), Cebu Safari ( Carmen), Tops Cebu
City, Pictures of the following amazing places in the Philippines:
Camiguin, Batanes, Tagaytay, Siquijor, Catanduanes with
demographics, statistics, cartolina, pair of scissors, paste, ruler,
information sheet/reading text
33 | P a g e
1. Engage (5 minutes) Picture Puzzle
Pupils are grouped into 5 having 5 members. They are to
choose a secretary and a prompter. The secretary writes the
group’s answer while the prompter raises the show-me-board
after 10 seconds. Teacher presents pictures of beautiful places
and tourist destinations of Cebu.Pupils are to give the correct
name of the place. The group with a correct answer ears a
point. The group with the most number of correct responses
wins the game.
Note:Pictures Whale Shark (Oslob), Fort San Pedro (Cebu City)

Kawasan Falls – (Badian), Cebu Safari ( Carmen), Tops (Cebu
City)
ASK:
1. What can you say about the places in the picture?
Possible Answer: The places shown are tourists destinations
in Cebu.
2. Which of the places had you visited?
Possible Answer: I have visited Oslob last year.
3. Who among you would love to visit these places if given the
chance? Why?
Possible Answer: I would love to visit Oslob Whale Shark
because I want to swim with the whales.
2. Explore ( Group activity)

(15 minutes) Read the text in the activity cards for 10 mins. After reading,
supply the data needed to complete the table below.
Place/ Distance Land Average Average
Tourist from Town Area Temperat Number
Destination Proper ure of
Tourists
Oslob 10 km 117.00 28ºC 800-1,000
(Whale km²
Shark)
Tops Look 5 km Not 23ºC 1,900
out mention
ed
Kawasan 9.1 km Not 27.5ºC 1,300
Falls mention
ed
Cebu Safari 6.2 km 170 27ºC- 29ºC 2,000
hectare
s
34 | P a g e
Fort San In the city 2,025 29ºC- 31º 400-500
Pedro center km
C
ASK:
( Answers must be in complete sentence.)
1. How do you find the activity?
Possible Answer:
We find the activity engaging.
2. Of all the places given, which one is the most visited
tourist destination? The least visited?
Possible Answer:
Cebu Safari and Adventure Park is the most visited tourist
destination.
Fort San Pedro is the least visited of them all.
3. Which one has the biggest land area? The smallest land
area?
Possible Answer:
Cebu Safari has the biggest land area.
Tops Cebu has the smallest land area.
4. How were you able to give the correct data asked for in
the table?
Possible Answer:
We classified the information with the big ideas in the table.
5. Which of the places has the lowest temperature? Which
one has the highest temperature?
Possible Answer:
Tops Cebu has the lowest temperature with a temperature
that can drop as low as 23ºC. Science
Fort San Pedro has the highest temperature of 29ºC to 31ºC.
6. What will happen to us if we are exposed to too much
heat of the sun?
Possible Answer:
We will get sunburned. We can suffer from heat stroke.
7. How can we protect ourselves from extremely hot
weather?
Possible Answer:
We should hydrate ourselves and increase water intake.
Apply sun screen when we go out.
8. Based on the data you have gathered from the
informative text, which place would you most likely visit?
Why?
Possible Answer:
The place I would most likely visit is Tops because of its cool
temperature and less number of tourists.
35 | P a g e
3. Explain (10 Publishing of Group Output
minutes) 1. We find the activity engaging.
2. Cebu Safari is the most visited tourist
destination.
Fort San Pedro is the least visited of them all.
3. Cebu Safari has the biggest land area.
Tops Cebu has the smallest land area.
4.We classified the information with the big ideas in the table.
5. Tops Cebu has the lowest temperature with a temperature
that can drop as low as 23ºC.
6.Fort San Pedro has the highest temperature of 29ºC to 31ºC.
Teacher asks the following questions:

1.What is the subject in sentence 1? 2? 3?4?5?6?
Possible Answers:
1. We
2. Cebu Safari
3. Cebu Safari
4. We
5. Tops Cebu
6.Fort San Pedro
2. How is the verb written? Does it agree with the
subject?
Possible Answers:
The verb is written in the simple present tense.
Yes it agrees with the subject.
3.Are the aspects of verbs consistent with the subject?
Possible Answer: Yes because the verbs are in the simple
present aspect.
4. When can a sentence be structurally correct based on
the task given?
Possible Answer: A sentence is structurally correct if the
verb uses the correct aspect and agrees with the subject.
5. What should we remember when writing sentences?
Possible Answer:
In writing clear and coherent sentences, we should use
the correct aspect of the verb.
Note:
Using the questions on top as guide, learners are to report and
defend their answers.
(Teacher’s input in writing clear and coherent
sentences using correct grammatical structure :)
4. Elaborate (10 Directions: Write 5 clear and coherent sentences with
minutes) appropriate grammar structure, using the data of tourist
destinations in the country given.
(Please see attached Appendix)
36 | P a g e
Pictures of the following amazing places in the Philippines:
Camiguin, Batanes, Tagaytay, Siquijor, Catanduanes with
demographics, statistics.
5. Evaluate A. Read each sentence carefully. Put Check (√) on the
(8 minutes) space if the sentence is clear and coherent with
appropriate grammar structure. While put an( X) if it
isn’t.
__1.Cebu was a province of the Philippines.
__2.Fort San Pedro, Basilica Minore del Sto. Nino and Tops
are just a few of tourist spots in Cebu.
__3.Cebu City retain landmarks from 16th century.
__4.Cebu were known as the “Queen City of the South.”
__5.I went to Cebu every summer.
B. Write 5 sentences to promote your locality to tourists
(authentic written work) using appropriate grammatical

structure: aspect of verb.
Possible Answers:
1. X
2. √
3. X
4. X
5. X
1. Discover our little island municipality of Bantayan.

2. It is situated to the west of the northern end of Cebu Island,
across the Tañon Strait.
VI. Learning Enablement Design a desk calendar, brochure or campaign poster on the
(2 minutes) safety measures to follow during extremely hot weather.
37 | P a g e
Rubric
Category 5 pts. 4 pts. 3 pts.

Content Mentioned at least 5 Mentioned at least 3 Mentioned at least 2
safety measures to safety measures to safety measures to
follow during follow during follow during
extremely hot extremely hot extremely hot
weather. weather. weather.
Aesthetics/Creativity The desk calendar, Thedesk calendar, The desk calendar,
brochure or campaign brochure or campaign brochure or campaign
poster is exceptionally poster is attractively poster is fairly
designed. designed. designed.
Prepared by:
MA. CHONA B. REDOBLE, Ed.D.

Education Program Supervisor-English
38 | P a g e
Appendix
A. Pictures for Engage
1.
https://www.google.com/search?q=oslob+whale+shark&tbm=isch&source=univ&sa=X&ved=2ahUK
EwiJz9SUpMDiAhWYH3AKHVXTC_YQsAR6BAgHEAE&biw=1366&bih=657#imgrc=s8nJz8wVvXYKZM:
2.
https://www.google.com/search?q=kawasan+falls&tbm=isch&source=iu&ictx=1&fir=obfSxnBzwQ3
DDM%253A%252C6Y3s_Fq3zTST8M%252C_&vet=1&usg=AI4_-
kRGzr9znflyVY9u80TDPdsmo4MeWg&sa=X&ved=2ahUKEwiopc7spMDiAhWEd94KHQWCDeYQ9QEw
AXoECAcQBg#imgrc=obfSxnBzwQ3DDM:
39 | P a g e
3.
https://www.google.com/search?q=cebu+safari&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjnocGqp
cDiAhWa-2EKHQN2BIoQ_AUIDygC#imgrc=3j7RcRSQI5Y5SM:
4.
https://www.google.com/search?q=tops+lookout+cebu&source=lnms&tbm=isch&sa=X&ved=0ahUK
Ewj2qIacpsDiAhWE3mEKHe1wBMEQ_AUIDigB&biw=1366&bih=657#imgrc=W6SSwH41CSu_eM:
40 | P a g e
5.
https://www.google.com/search?q=fort+san+pedro&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiDl-
SPp8DiAhXN7WEKHWbmD2sQ_AUIDigB&biw=1366&bih=657#imgrc=JmpXqr7FOmn0bM:
B. Activity Cards/Information Sheet
41 | P a g e
C. Group Activity
42 | P a g e
Elaborate
Group 1
Group 2
Group 3
43 | P a g e
Group 4
44 | P a g e
Group 5
45 | P a g e
Appendix
I. Pre-Test
Directions : Choose the correct idiomatic expression in the box to complete the given
sentences.
body and soul from hand to mouth

make a name for themselves given the cold shoulder
take something to heart burn the candle at both ends
1. Rosa and Inting were born poor. Their parents were uneducated, had no permanent
jobs, and thus at the time Rosa and Inting were growing up, they were living
__________.
2. But while enrolled in an elementary public school, it became evident that the siblings
were gifted, and thus even then, they already__________.
3. Rosa and Inting both worked hard to support their studies.They worked as service
crew during daytime and studied at night. They really _________just so they can pursue
their dream of being a success.
4. They joined quiz bees in their school, and as they won each and everyone of them,
they began__________as someone who never quit and lose.
5. At their neigborhood however, Rosa and Inting were always_________by their
neighbors who saw them as too ambitious and stuck up to really belong their world.
Appendix B: RUBRICS ON CREATING WORD PROBLEMS
Category 5 4 3 2 1
Arrangement The problem is The arrange- The idea in the No idea or There is no
of the correctly ment of the problem thought can problem
problems arranged and problem is created is not be seen in created.
created. coherent less coherent. arranged. the problem
based from the created.
data given.
46 | P a g e
TRANSDISCIPLINARY
47 | P a g e
GAD-Based iC CEBU
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: English Quarter: I Duration: 50 minutes

Learning Area/s Integrated: ICT & Araling Panlipunan (Politics & Government)
Multidisciplinary Interdisciplinary  Transdisciplinary
/
/
/Communication Learning and Innovation  Problem Solving
/Critical Thinking  Information Media and Technology  Life and Career
∕/
∕
II. Focused Learning Competencies
EN10RC-Ii-21 compare new insights with previous learning
EN10LT-Ii-18 evaluate literature as a way of expressing and resolving one’s conflict
EN10V-Ii-13.9 differentiate formal from informal definition of words
III. Focused GAD-Based Principle: promote fair treatment in the learning process and equal
opportunities in decision-making
Knowledge differentiate denotation from connotation
Skills construct questions and responses to express insights
Attitude manifest tact in expressing one’s ideas
Values show respect to one’s ideas
DRRE plan out disaster preparedness and mitigation actions based on

given varied situations (safety measures during election)
IV. Learning Content/s Denotation and Connotation
Concepts Denotation is the specific, dictionary meaning of a word.

Connotation is the suggested meanings, feelings and overtones.
Reference/s Celebrating Diversity through World Literature 10, pp 93-97
Theme Overcoming Challenges; Philippine Elections; Leadership
48 | P a g e
IMs manila paper, pentel pen, slide decks, masking tape, scissors, meta
cards
1. Engage A. AGREE OR DISAGREE (Pre-Test)
(5 minutes)
Clap once if you agree to the statement. Tap your
desk/armchair once if you disagree.
1. Only men should run for public office.
2. Only women should run for public office.
3. Men or women may run for public office.
Possible Answers:
1. Tap
2. Tap
3. Clap
B. WINNER FOR LIFE. Form four groups.(Ideally, two groups of boys
and two groups of girls). Assign a secretary who will jot down the
answers in a manila paper and a leader who will facilitate the
brainstorming over a question. Enumerate as many answers as
possible in two (2) minutes. Post the answers on the wall/board.
After posting, choose one from your list and let all members shout
it out as yell, then mention the group name.
ASK:
1. Who should run for public office? Why?
2. How do you win over challenges in life?

3. Suggest ways to observe safe and orderly elections.
Possible Answers:
Ways to Win Over Challenges
Face the problem. Emphasize one’s positive traits.
Look for solutions. Use struggles as motivation/opportunities.
Admit mistakes. Adjust to the situation.
Ways to Observe a Safe and Orderly Elections
Don’t take photos in the precinct.
Form your line after looking up the name in the list.
Remember your number in the list and your precinct number.
Stay under the shade to avoid too much heat.
Keep ventilated.
Drink a considerable amount of water to keep from dehydration.
1. Explore One representative will share their answers. The teacher
(10 minutes) summarizes the common responses of the four groups.
49 | P a g e
ASK: Of the enumerated ways on how to win challenges in life,
which one have you experienced? How did you do it?
(Students share their personal experiences in overcoming

challenges in life.)
ASK: If you think you can no longer handle a situation, what else
will you do?
Possible Answers:
Seek for advice.
Ask for help.
Talk to a friend.
We just had our elections. What are your impressions about that
nationwide activity? Compare the previous elections with the 2019
Elections. (Call 2-4 students and post their responses on the board.)
SAY: Some of you might have experienced something
unwholesome during the elections. (vote buying, posters not in
designated places, etc) What would you do if you were the:
A. politician?
B. voter?
C. COMELEC?
SAY:
Many candidates run for various positions in the government.
When you say RUN, what does the word run mean?
Possible Answer:
run - to move your legs at a speed that is faster than walking
(LITERAL/DENOTATIVE)
run - to enter into an election
(FIGURATIVE/CONNOTATIVE)
ASK: How is the word run used in this sentence?
Children are required to run in their physical fitness test. Give me
another sentence that uses the word run which means to move
your legs…
Note: Introduce the meaning of denotation/literal meaning.
Possible Answer:
Denotation is the specific, dictionary meaning of a word.
How about the word run in this sentence?
Some celebrities run for positions in the government.
Note: Introduce the meaning of connotation/figurative meaning.
Possible Answer:
Connotation is the suggested ideas, feelings and
overtones of a word.
2. Explain B. MEANING FINDER. With a partner, fill out the sheet by listing
(15 minutes) down five words from the reading text, their denotative and
connotative meanings. (See Appendix A) - 8 minutes
50 | P a g e
The politician’s magnanimous projects in the district are
unsoured by the delay of funds.
There was anxiety among politicians about the election results
because of the power interruption.
Members of the Electoral Board acted in accord with the
guidelines set by the Commission on Elections.
After the hectic campaign, supporters of the incumbent mayor
were in grief after the terrible loss.
If candidates would depend on their strong political background
propelled by service for the people, they would surely covet the
position they aspire for.
Good personality and irrefutable passion for public service are
merits for a candidate to succeed.
In making sound decisions for the welfare of the community, it is
imperative that we pay homage to the wisdom of former leaders.
Some candidates showed a bias when they campaigned that

they were better than their opponents.
Precinct watchers’ gaze on the Vote Counting Machine and the
election results was constant to ensure honesty.
Teachers who transmitted the election results early were
prompt in fulfilling their task.
They were also cautious not to make any mistake in the
procedure during the election.
Drinking liquor during election day could lead to chastisement.
Voters are expected to show reverence to the members of the
Electoral Board by not violating the rules provided.
After the votes have been canvassed, the declaration of winners
shall ensue.
Voters who caused trouble during the election were told to
banish from the precinct.
Let group representatives share their work to the group and
process student answers in 7 minutes.
NOTE: Students differentiate the connotative and denotative
meanings of words culled from “The Analects” of Confucius.
See Appendix B.
51 | P a g e
4. Elaborate A. SILENT READING. From the Analects by Confucius translated by
(10 minutes) Arthur Waley (See Appendix C) -4 minutes
Analects are literary extracts or selected passages from literary
or philosophical works especially from a published collection.
4.2. Using one-fourth size of paper, pick out one line from the
Analects and explain briefly how it can relate to how we can
overcome challenges in life.
ASK: How can we overcome challenges in life in relation to our
Philippine elections? (3 minutes)
4.3. Share your work to the class. Get 2-3 responses. (3 minutes)
5. Evaluate A. FREEDOM WALL. In a paper strip/meta card provided by the

(10 minutes) teacher, post a question students would like to be answered based
on the following scenarios:
The Filipino Voter: Then and Now
Political Leaders of the Future
B. Write the denotative and connotative meanings of words used in
sentences.
1. Candidates are sometimes pushy to get the positions.
2. The youngest candidate is the team’s strongest ticket for
the mayoralty race.
3. People who sell their votes are considered cheap.
4. There was a tight competition in the city.
5. Candidates endorsed by the administration had a knockout
win.
word Denotative connotative

1. pushy assertive to the overconfident;
point of aggression ambitious
or annoyance;
forward
2. ticket representative; bet hope
3. cheap Inexpensive low morale
4. tight Stiff close; neck-to-neck
5. knockout a blow that knocks overwhelming win
out an opponent
Option: Use words in a sentence.
52 | P a g e
VI. Learning Enablement:
ELECTION CAMPAIGN! Choose any of the following ways to express how to overcome
challenges in life. Remember this is inspirational so make sure to create something positive.
Scenario: Suppose you were running for a position in the government. Make a creative
presentation that highlights your platform of government. Create this in a month.
Option 1 - Use Spark Post app. Send your link to our group chat.
Option 2 - Create a jingle, song or rap.
Option 3 - Make a poster.
Option 4 - Shoot a video ad.
Rubric
Indicator 1 - creative
Indicator 2 - original
Indicator 3 - grammatically correct
Indicator 4 - coherent/relevant
Indicator 5 - neat
5 points - All indicators are present.

4 points - Four out of five indicators are present.
3 points - Three out of five indicators are present.
2 points - Two out of five indicators are present.
1 point - One out of five indicators is present.
Comments:
Prepared by
EDMOND C. APORA
Master Teacher I
Maya National High School, Daanbantayan District I
53 | P a g e
APPENDIX A for Explain
The politician’s magnanimous projects in the district are unsoured by the delay of funds.
There was anxiety among politicians about the election results because of the power
interruption.
Members of the Electoral Board acted in accord with the guidelines set by the Commission on
Elections.
After the hectic campaign, supporters of the incumbent mayor were in grief after the terrible
loss.
If candidates would depend on their strong political background propelled by service for the
people, they would surely covet the position they aspire for.
Good personality and irrefutable passion for public service are merits for a candidate to
succeed.
In making sound decisions for the welfare of the community, it is imperative that we pay
homage to the wisdom of former leaders.
Some candidates showed a bias when they campaigned that they were better than their
opponents.
Precinct watchers’ gaze on the Vote Counting Machine and the election results was constant
to ensure honesty.
Teachers who transmitted the election results early were prompt in fulfilling their task.
They were also cautious not to make any mistake in the procedure during the election.
Drinking liquor during election day could lead to chastisement.
Voters are expected to show reverence to the members of the Electoral Board by not violating
the rules provided.
After the votes have been canvassed, the declaration of winners shall ensue.
Voters who caused trouble during the election were told to banish from the precinct.
54 | P a g e
Appendix B for Explain
VOCABULARY DENOTATIVE MEANING CONNOTATIVE MEANING

1. unsoured
2. anxiety
3. accord
4. grief
5. covet
6. merit
7. homage
8. bias
9. gaze
10. prompt
11. cautious
12. chastisement
13. reverence
14. ensue
15. banish
55 | P a g e
Appendix B- Answer KEY
VOCABULARY DENOTATIVE MEANING CONNOTATIVE MEANING

1. unsoured to make untarnished reputation
something/someone
pleasant
2. anxiety fear or nervousness feeling of being overly
conscious
3. accord agreement, pact common terms, point of
understanding
4. grief deep sadness death, melancholy
5. covet to wish for; to desire get, acquire
6. merit distinction; achievement good point, positive
impact
7. homage respect; honor give recognition or value;
consultation
8. bias one-sidedness mistrust, discrimination
9. gaze steady look look meticulously
10. prompt quick; early responsible; committed
11. cautious Careful obsessive-compulsive
behavior
12. chastisement Punishment karma; what one deserves
after a wrongdoing
13. reverence Respect high regards; high esteem
14. ensue Happen take place; bound to be
done/ expected to happen
15. banish to remove from a place to exile; to deport to a
faraway place
56 | P a g e
Appendix C for Elaborate
From “The Analects”
By Confucius
Translated by Arthur Waley
The Master said, “To learn and at due times to repeat what one has learnt, is that not after all a pleasure?
Those friends should come to one from afar, is this not after all delightful? To remain unsoured even though one’s
merits are unrecognized by others is that not after all what is expected of a gentleman?”
The Master said, “A young man’s duty is to behave well to his parents at home and to his elders abroad,
to be cautious in giving promises and punctual in giving them, to have kindly feelings towards everyone, but seek
the intimacy of good. If, when all that is done, he has any energy to spare, and then let him study the polite arts.”
The Master said, “The good man does not grieve that other people do not recognize his merits. His only
anxiety is lest he should fail to recognize theirs.”
The Master said,” He who rules by moral force is like the Pole star, which remains in its place where all the
lesser stars do homage to it.”
The Master said, “If out of three hundred songs I had to take one phrase to cover all my teaching, I would
say, Let there be no evil in your thoughts.”
The Master said, “Govern the people by regulations, keep order among them by chastisements, and they
will flee from you, and lose all self-respect. Govern them by moral force, keep order among them by ritual, they
will keep their self-respect and come to you of their own accord.”
Meng Wu Po asked about the treatment of parents. The Master said, “Behave in such a way that your
father and mother have no anxiety about you except concerning your health.”
The Master said, “A gentleman can see a question from all sides without bias. The small man is biased and
can see a question only from one side.”
The Master said, “You, shall I teach you what knowledge is? When you know a thing, to recognize that you
know it, and when you do not know a thing, to recognize that you do not know it. That is knowledge.”
The Master said, “High office filled by men of narrow views, ritual performed without reverence, the
forms of mourning observed without grief-these are things I cannot bear to see!”
The Master said, “In the presence of a good man, think all the time how you may learn to equal him. In
the presence of a bad man, turn your gaze within!”
The Master said, ”In old days, a man kept hold on his words, fearing the disgrace that would ensue should
he himself fail to keep pace with them.”
The Master said, “A gentleman covets the reputation of being slow in word but prompt in deed.”
The Master said, “In old days, men studied for the sake of self-improvement; nowadays men study to
impress other people.”
The Master said, “A gentleman is ashamed to let his words outrun his deeds.”
The Master said, “He who will not worry about what is far off will soon find something worse than worry
close at hand.”
The Master said, “To demand much from oneself and little from others is the way (for a ruler) to banish
discontent.”
57 | P a g e

GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Filipino Quarter: I Duration: 60 minuto

Learning Area/s Integrated: Araling Panlipunan, EsP & MAPEH
st
I. 21 Century Skills to be developed (Please tick.)
II. Focused Learning Competencies (LC)
F10PB-If-g-6 napapatunayang ang mga pangyayari sa akda ay maaaring maganap sa
tunay na buhay
III. Focused GAD principle/s to be integrated
nakabubuo ng pantay na pagpapasya sa karapatan ng lalake at babae
Kaalaman nakapagpapaliwanag sa mahahalagang pangyayari sa akda gamit ang
iba’t ibang estratehiya sa pagkatuto
Kasanayan nakapagbubuo ng pagpapatunay na ang mga pangyayari sa akda ay maaaring
maganap sa tunay na buhay
Kaasalan nakapagpapamalas ng positibong pagtanggap sa sarili ayon sa totoong
katayuan sa buhay
Kahalagahan nakapagpagpapakita ng paggalang sa kabila ng pagkakaiba-iba ng kultura at
kasarian
IV. Learning Pagpapatunay na ang mga pangyayari sa akda ay may kaugnayan sa tunay
Content/s buhay
Konsepto Maging mulat at mapanuri ang mga mag-aaral sa mga isyung panlipunan
upang makapagbabahagi ng solusyon.
Tema Pagkakaiba sa Kultura (Cultural Diversity)

DRRE nakapag-uugnay ng mga epektong dulot ng sakuna o kalamidad sa totoong
buhay
Kagamitan Aklat Filipino 10 Panitikang Pandaigdig ph. 60-68, larawan ng iba’t ibang
kasuotan, meta kard, tsart, slide deck at pandikit
1. Engage Panimulang Pagtataya
Pagpapasagot sa Pre-test
(10 minuto)
PAALALA: Inaasahan na ang akdang “Ang Kuwintas” ni Guy de Maupassant
na tatalakayin ay ibinigay na bilang takdang-aralin.
58 | P a g e
PAUNANG PAGTATAYA
Panuto:
TAMA o MALI. Kung Mali, hanapin ang salitang napagkamalian at iwasto.
Isulat sa kapat na papel ang inyong mga sagot.
1. Si Mathilde ay mula sa angkan ng mga manunulat.
2. Mamahaling pulseras ang ipinahiram ni Madame Forestier kay Mathilde.
3. Nakabili si Mathilde ng kuwintas na katumbas ng kay Madame Forestier sa
halagang apat napung libong parangko.
4. Matinding paghihirap ang naranasan ni Mathilde mula nang nawawala ang
kuwintas.
5. Naibalik ni Mathilde ang kuwintas kay Madame Forestier.
Unawaing mabuti ang bawat pahayag. Piliin ang titik ng tamang sagot at
isulat sa inyong sagutang-papel.
6. Bakit hindi masaya si Mathilde sa piling ng kanyang asawa?
a. Hindi siya mahal ng kanyang asawa.
b. Hindi niya mahal ang kanyang asawa.
c. Isang lamang hamak na manunulat ang kanyang asawa.
d. Hindi nabibigyan ng maginhawang pamumuhay si Mathilde.
7. Ano ang ginawa ni G. Loisel upang mapapayag ang kanyang asawa na
dumalo sa kasayahang idinaraos ng kagawaran?
a. Ibinenta ang mga ari-arian sa bahay
b. Nanghiram ng malaking halaga sa amo.
c. Nanghiram ng malaking halaga sa amo.
d. Ang lahat na mga naipong pera ay ibinibigay niya kay Mathilde.
8. Ano ang dahilan sa pagkayamot ni Mathilde gayong mayroon na siyang
damit na isusuot?
a. Wala siyang bagong sapatos.
b. Wala siyang alahas na masusuot.
d. Walang masakyan papunta sa party.
b. Hindi kasya sa kanya ang bagong damit na nabili
9. Ang matalik na kaibigan ni Mathilde na hiniraman niya ng alahas.
a. Madame Blake
b. Madame Hitch
c. Madame Loisel
d. Madam Forestier
10. Nagtamo ng malaking tagumpay si Mathilde dahil sa ___________.
a. Suot niya ang mamahaling kuwintas.
b. Nahigitan niya ang lahat na babae sa ganda.
c. Sinayaw siya ng mga malalaking tao sa lipunan.
d. Natupad ang kanyang pangarap na dadalo sa party.
PANIMULANG GAWAIN
1. HANAPIN MO!
Tukuyin kung anong pangkat etniko ng bansa ang nagmamay-ari sa
sumusunod na larawan ng kasuotan. Itapat ang metakard na may
59 | P a g e
katumbas na pangngalan ng bansa na angkop sa larawan at
pagkatapos, ilarawan ang kultura ng mga taong nasa larawan batay
sa kanilang kasuotan. ( random na gawain )
https://www.alamy.com/life-and style/arts -and-culture-tribal-traditions-

tatoos
https//www.pinterest.ph./pin
https:// www.istock photo.com/photo/passion-in old-french-costumes-gm
60 | P a g e
t’boli mangyan badjao ibaloy
Ifugao France Manobo
Tanong: Ang kasuotan ba ay repleksyon sa pinagmulang bansa? Bakit?

Inaasahang sagot: Oo, Dahil ang damit na sinusuot ay may
kaugnayan sa kultura at tradisyon ng isang bansa.
SABIHIN: Ang kasuotan ng isang bansa ay nagpapahiwatig ng kanyang
kulturang kinagisnan.
Pokus na tanong: Paano nakatutulong ang kulturang nakagisnan sa isang
indibiduwal?
Inaasahang sagot: Nakatutulong ito sa paghubog ng mabuting-
asal.
TANONG:
1. Ano kaya ang kinalaman ng mga magagandang kasuotan sa
babasahing akda na “Ang Kuwintas” na sinulat ni Guy de Maupassant?
2. Ano ang kaugnayan nito sa ating pangunahing tauhan?
PAALALA: Bago ang pangkatang talakayan sa kuwento, ipatumbok sa klase

kung aling kasuotan sa mga nakahilirang larawan ang pinakabida na
pinagmumulan ng kuwentong tatalakayin. At upang lubos na
mauunawaan ang kuwentong babasahin ay bigyang-kahulugan muna ang
mahihirap na salita sa papamagitan ng pagsasatao nito.
2. Explore A. PAGLINANG SA TALASALITAAN

Tumawag ng kinatawan sa pangkat, papabunutin ng meta strip na may
(15 minuto) nakasulat na mga salita.
- Isatao ang salitang nakasulat ayon sa pagkagamit nito sa loob ng
pangungusap. Tumawag ng kaklase na s’yang magbigay kahulugan sa
salita.
- Piliin sa mga nakapaskil na meta kard ang kahulugan ng salitang
isinasatao.
1. Nagbabatunlot siya at hindi mapagpasyahan kung ang mga iyon ay
Isasauli o hindi.
Inaasahang sagot: nag-aalinlangan
2. Napuputos ng lumbay ang kaniyang puso kapag naisip niya ang
kanyang mga pangarap sa buhay na hindi yata magkakaroon ng
katuparan.
Inaasahang sagot: lungkot
3. Naglalaro sa kanyang balintataw ang anyo ng tahimik ng
tanggapang nasasabitan ng mamahaling kurtina.
Inaasahang sagot: isipan
61 | P a g e
4. Labis ang pagmimithi niyang masiyahan siya, maging kahali-halina,
kaibig-ibig, maging tampulan ng papuri at pangimbuluhan ng ibang
babae.
Inaasahang – sagot: pinagmulan, pagselosan
5. Sa harap na nakagimbal na pangyayari, si Mathilde ay maghapong
naghihintay na sapupo ng di – matingkalang pangamba.
Inaasahang sagot: salo
Gamitin sa sariling pangungusap ang mga salita.
B. DUGTUNGANG PAGBABASA SA BUOD NG KUWENTO
Hatiin ang klase sa apat na pangkat.
SABIHIN: Habang nagbabasa, subaybayan ang mahahalagang pangyayari sa
buhay ng pangunahing tauhan.
(Sa bahaging ito magbibigay ang guro ng sipi sa akdang babasahin.)
Ang Kuwintas
ni Guy de Maupassant
Taglay ni Mathilde ang kagandahan ngunit sa pagkakamali ng
tadhana ay isinilang siya sa angkan ng mga tagasulat. Pumayag siyang
pakasal sa isang abang tagasulat sa Kagawaran ng Instruksyong Publiko
sapagkat walang paraan na makilala at masilayan ang angking kagandahan
para pakasalan ng isang mayaman at tanyag na lalaki.
Naglalaro sa kanyang balintataw ang marangyang pamumuhay
nagsusuot ng magagarang damit, napapalamutian ang katawan ng
nagkikislapang mga hiyas. At maging tampulan ng papuri at pangingim-
buluhan ng ibang babae. Ngunit hindi kailanman mangyayari ang nagsasa
limbayan sa kanyang isipan dahil hindi kayang maibibigay ng kanyang
asawa ang lahat ng mga ito.
Isang gabi , masayang umuwi ang kanyang asawa na si G. Loisel iniabot

sa kanya ang isang sobre, malugod silang inanyayahan ng Ministro ng
Instruksyon na si G. George Ramponneau sa isang kasiyahan sa palasyo.
Sa halip na matuwa si Mathilde sa paanyayang yaon ay padabog na inihagis
ang paanyaya sa ibabaw ng mesa. Nagtataka ang asawang si G. Loisel kung
bakit at ano ang dahilan sa pagkayamot nito. Sinabi ni Mathilde na wala
siyang magarang damit na isusuot. Tinanong ng asawa kung magkano ang
halaga sa isang bestido. Tinatayang aabot sa apat na raang prangko.
Masakit sa loob ng asawang lalake ang ganoong halaga dahil matagal na
niyang naipon ang nasabing pera dahil bibili siya ng baril na pang-ibon na
matagal na niyang pinapangarap. Wala siyang magagawa kundi ibibigay sa
kanyang asawa ang nasabing halaga masisiyahan lang ito at makabili ng
magandang damit na isusuot sa kasiyahan ng palasyo.
Malapit na ang araw ng kasiyahan napansin ng asawang si G. Loisel
na nalulumbay pa rin ang asawa. Tinanong niya ito kung ano ang nangyayari
at sinabi nitong hindi na lang dadalo sa kasiyahan dahil wala siyang
masusuot na alahas. Iminungkahi ng asawang lalaki na uso ang
62 | P a g e
sariwang bulaklak ngunit sinabi ni Mathilde na magmumukha siyang
kaawa-awa at maralita. Maya-maya napabulalas si G. Loisel na manghiram
kay Madam Forestier ang matalik niyang kaibigan. Kaya pumunta si
Mathilde kay Madam Forestier, ipinapakita nito ang mga ilang alahas at
pinapapili siya sa kanyang gusto. Ngunit wala siyang nagustuhan kaya sinabi
ni Mathilde kung mayroon pa ba siyang ibang nakatagong alahas at
walang ano-ano may napansin siyang kahon na nakabalot sa maitim na
satin nang buksan ito ay nandidilat ang kanyang maga mata sa kuwintas na
diyamante na lubhang kahanga-kahanga.
Walang katumbas sa kagandahan ang angking taglay ni Mathilde sa
gabi ng kasiyahan. Nagtamo ng malaking tagumpay si Madame Loisel.
Nahigitan niya ang lahat na mga babae sa ganda. Napako sa kanya ang
paningin ng mga kalalakihan at gumawa ng paraan upang siya’y makilala
at makasayaw. Tila siya lumulutang sa ulap dahil ang lahat ay humahanga
sa kanya.
Hating-gabi nang sila’y umalis sa palasyo. Ibinalabal ni G. Loisel
sa balikat ng kanyang asawa ang mumurahing balabal - pangginaw.
Nagdudumali sa pagbaba ng hagdan si Mathilde dahil baka makita ng
mga panauhin sa palasyo ang abang pangginaw niya na takip sa kanyang
balikat. Nagmamadali silang makahanap ng masakyan hanggang
sa makakita ng dokar.(kotse) Madaling araw na nang silay makauwing mag-
asawa.
Nawala ang kuwintas na hiniram ni Mathilde kay Madame Forestier
matapos ang kasiyahan. Hinanap nila kahit saang sulok ng lugar na kung saan
sila dumaan ng gabing iyon sa kanilang pag-uwi. Kapwa sila nanlulupaypay
at nabigo sa paghahanap nito. Hinanap nila ang kuwintas sa mga
alahera at doon may nakita silang kamukha sa nawawalang kuwintas na
ang halaga ay apat napung libong prangko. Natawaran nila ito sa halagang
tatlumpu’t apat na libong prangko. At sinabing balikan ang kuwintas kung
makakita na sila nang ganoong halaga hindi lang ipagbili ang kuwintas.
May namanang labing walong libo si Mathilde sa yumaong ama ngunit hindi
pa sapat para mabili ang kuwintas. Kaya nagungutang sila kahit anong uring
pagkakautangan, lumagda kahit anong kasulatan, ibeninta ang bahay
malikom lamang ang pera. Nangigipopos sa hirap at matinding pagdurusa
ang dinaanan ni Mathilde mabili lamang ang kuwintas na kamukha sa
nawawalang kuwintas na hiniram niya kay Madame Forestier. Sa wakas
nalikom din ng mag-aasawa ang sapat na halaga na tatlumpu’t apat na
libong prangko at naibalik ang kuwintas.
Labis ang pagtanda ni Mathilde kaya isang araw sa hindi inaasahang
pagkakataon nagkatagpo sila ni Madame Forestier muntik nang hindi siya
makikilala nito dahil sa iba na ang kanyang pananamit, hindi na siya ang
dating Mathilde na kakilala niya na maganda at mapanghalina kundi ang
nasa harap niya ngayon ay isang Mathilde na matanda, payat at
pangkaraniwang babae lamang. At sinabi ni Mahtilde ang lahat na mga
pagdurusang nararaanan niya sa buhay dahil sa kuwintas na hiniram sa
kanya. Buong pagtataka at hindi makapaniwala si Madame Forestier
63 | P a g e
sa lahat na sinabi ni Mathilde dahil naibalik naman niya ang kuwintas. Sinabi
ni Mathilde na ang kuwintas na isinauli niya ay hindi yaong kuwintas na
hiniram niya kundi iyon ay kapalit sa kuwintas niyang nawawala. Kaya siya
nagkaganoon, nagsasalat ang buhay nilang mag-asawa dahil sa
pagkalugmok nila sa utang mabili lamang ang kuwintas na kamukha ng
pinahiram niya.
Hindi akalain ni Mathilde na pagtatawanan lamang siya nito at
Sinabing “kahabag-habag kong Mathilde ang ipinahiram ko sa iyo ay
imitasyon lamang, puwit lamang ng baso na nagkakahalaga ng limang-daang
prangko.
C. PANGKATANG TALAKAYAN
Tawagin ang sinumang kinatawan sa pangkat.
Kumuha ng meta kard na naglalaman ng gawain.
Gamitin ang iba’t ibang estratehiya sa paglalahad.
Unang Pangkat - Ipakilala ang pangunahing tauhan sa kuwento sa tulong ng
karakter map.
Anong katangian ang higit na lumilitaw sa pangunahing tauhan?
Ikalawang Pangkat – SINTURON ng KARUNUNGAN
Mula sa binasang kuwento, gumawa ng sinturon ng karunungan. Bigyan ng

sampung meta kards ang grupo at ipasulat dito ang mahahalagang pangyayari
sa kuwento ayon sa wastong pagkasunod-sunod. Ikabit-kabit ang metakard
na parang sinturon at itali ito sa baywang ng isang kinatawan ng pangkat.
Basahin ng sinuman sa pangkat ang mga nakasulat sa sinturon. Tawagin ang
ibang pangkat na magiging process observer. Tingnan o suriin kung nasa
tamang pagkasunod-sunod ba ang mga naitala sa meta kards. Maaaring
ayusin kung hindi kronolohikal ang pagkakabit.
Pangatlong Pangkat - KULTURA: PAGHAMBINGIN
64 | P a g e
Sa binasang kuwento, matutunghayan ang iba’t ibang kultura ng France
sa larangan ng pagpapahalaga ng asawang babae at asawang lalake kung
pagdedesisyon ang pag-uusapan. Hanapin ito sa loob ng akdang binasa na
nagbibigay ng pantay na pagdedesisyon ang mag-asawa at ipinapakita ng
bawat isa ang kanilang karapatan. Iugnay ang mga ito sa kultura nating mga
Pilipino. Ilahad ang pagkakatulad at pagkakaiba gamit ang Venn diagram.
Ikaapat na Pangkat – Sanhi at Bunga ng mga Pangyayari gamit ang Diyagram

na Buto ng Isda.
Sanhi
Bunga
Sanhi
3. Explain
Inter-aktibong pagtatalakay sa mahahalagang pangyayari sa akda.
( 10 minuto )
1. Bakit hindi masaya si Mathilde sa piling ng kanyang asawa?
Inaasahang sagot: Hindi masaya si Mathilde sa piling ng kanyang asawa
dahil hindi siya nabibigyan nito ng magandang buhay.
2. Ano ang ginawa ni G. Loisel upang mapapayag ang kanyang asawa na
dumalo sa kasayahang idinaraos ng kagawaran?
Inaasahang sagot: Ang ginawa ni G. Loisel ay ibinigay niya sa kanyang asawa
ang perang matagal na niyang inipon, makabili lamang ng mamahaling
damit.
3. Kung ikaw si Mathilde, ano ang gagawin mo upang matupad ang mga
pangarap sa buhay?
Inaasahang sagot: Kung ako si Mathilde, hindi ko hahayaang ang asawa ko
Lang ang maghahanapbuhay; maghahanap din ako ng trabaho upang
matugunan ko ang anumang pangangailangan sa buhay o sa
pangangailangan ng aking pamilya.
4. Sa kasalukuyang panahon, may mga Mathilde ka bang nakikilala o nakikita?
Ilarawan.
Inaasahang Sagot: depende sa opinion ng mga mag-aaral
5. Ano ang dapat gagawin ng pangunahing tauhan upang hindi na
mararanasan ang matinding paghihirap?
65 | P a g e
Inaasahang sagot: Buong- pusong tatangapin ng pangunahing tauhan ang
totoong kalagayan sa buhay at magtaglay ng positibong pananaw na
makaahon din sila sa kahirapan balang araw.
6. Ano-anong kultura o pag-uugali ng taga France ang masasalamin sa loob
ng akdang binasa?
Inaasahang sagot: Ang kultura ng mga taga France ay maluho sa lahat ng
bagay, mapabantog ang pangalan sa lipunan at mapagtamo ng
kapangyarihan.
SABIHIN: Ang pagnanais ng pangunahing tauhan na magkaroon ng

marangyang buhay ay nagsadlak sa kanya sa matinding kahirapan.
ITANONG:
1. Maituturing bang unos o sakuna sa buhay ang naranasan ng
pangunahing tauhan?
3. Ilahad ang pagkakaugnay sa mga pangyayari sa buhay ng pangunahing
tauhan at sa totoong sakuna o kalamidad.
PAALALA: Sa bahaging ito, palutangin ng guro ang mga paghahandang

gagawin upang hindi maghihirap sa buhay at ang mga paghahandang gagawin
sa panahon ng kalamidad.
Sa puntong ito, ipahihinuha ang konsepto ng aralin na kailangang
maging mulat at mapanuri sa mga isyung panlipunan upang
makapagbabahagi ng solusyon.
4. Elaborate
Sa anong paraan matugunan ang mga isyung panlipunan na kasalukuyang
( 10 minuto) kinaharap ng ating bansa ngayon?
Mga inaasahang sagot: Sa pamamagitan ng pagsisikap, mamuhay lamang
kung ano ang mayroon, huwag magbalat-kayo sa pakikipagsapalaran sa
mundo, tanggapin ng buong puso ang tunay na kalagayan sa buhay upang
hindi makaranas ng kahirapan.
SABIHIN: Ipinakita sa loob ng kuwento ang pagkakaiba-iba ng lipunang
ginagalawan, ang pagkakaiba-iba ng kultura at kasarian.
ITANONG: Sa anong paraan maipapakita ang pagkakapantay-pantay sa

kabila ng pagkakaiba ng kultura at kasarian?
Inaasahang sagot: Igalang ang bawat isa, isasaisip na ang bawat
indibiduwal, lalake man o babae, o kahit na anong lahi ay may taglay na
talento at kakayahan dahil ang lahat ay likha ng Diyos, walang nakalalamang,
walang nakahihigit at ang lahat ay pantay-pantay.
Ano ang mga dapat isaalang-alang sa pagbubuo ng matatag na
pagpapasya?
Inaasahang sagot: Ang dapat isaalang-alang sa matatag na papagpasya
66 | P a g e
ay sistematiko at organisadong plano, balangkasin muna ang mga hakbang na
dapat gagawin, at isangguni sa taong may awtoridad upang magabayan sa
anumang hakbang na gagawin.
5. Evaluate
PAGWAWASTO SA PANIMULANG PAGTATAYA
(10 minuto)
Sa isang buong papel, sumulat ng maikling sanaysay na nagpapatunay
ng positibong pagtanggap sa totoong katayuan sa buhay.
Pamantayan sa Pagmamarka:
Pagpapatunay sa mga Pangyayari - 10
Kalinawan ng mga ideya - 10
May hatak sa mambabasa - 5
kabuuan 25 puntos
Learning Batay sa sariling karanasan o mga nasaksihang isyung panlipunan,

Enablement magbigay ng solusyon na nagpapatunay sa inyong pagiging mulat at
(5 minuto) mapanuri sa lipunang inyong ginagalawan. Pumili alinman sa nakatalang
gawain na angkop sa kakayahan at kagustuhan. Ang mga napiling gawain ay
gagawin sa loob ng tatlong araw.
- blog
- slogan
- jingle
- fliptop
- hugot lines
- pick up lines
- leaflet / flyers
- bookmark
Ang nabuong gawain ay i lathala sa social media ngunit bago gagawin
ngunit bago gagawin ang pagpaskil ay dadaan muna sa pagsusuri nasunod ba
ang mga ito sa Etikal na Pangangailangan sa pagbubuo ng akademikong
sulatin. I balideyt ng guro ang katumpakan, pagamakatotohanan,
mapagkatiwalaan at pagiging pribado sa nasabing gawain.
Sa pamamagitan ng malikhaing gawain napapatunayang nagiging mulat
at mapanuri ang mga kabataang milenyal sa mga isyung panlipunan upang sa
ganoong paraang mga gawain nasolusyonan ang mga kanser ng lipunan.
67 | P a g e
References:
Arsenio, L. Sumeg-ang. 2005. Ethnograhpy of the Major Ethnolinguistic groups

In the Codillera. Quezon City: Cosdellira Schools Group. Inc. and New
Day Publishers.
Arrogante, Jose et al. 1991. Pantinikang Pilipino. Antolohiya. Mandaluyong

City: National Bookstore.
Jocson, Magdalene O. et. al. 2005. Filipino 2 Pagbasa at Pagsulat Tungo sa

Pananaliksik. Quezon, City: Loremar Publishing Co. Inc.
Santiago, Erlinda M. et.al 1989. Panitikang Filipino Kasaysayan at Pag-unlad

Pangkolehiyo. Manila: Book Store
https://www.wien .gv.at>administration/ The five principles of gender

mainstreamin
Prepared by:
EUGENIA M. SOLON
Master Teacher I
Daanbantayan National High School
Daanbantayan District I
68 | P a g e
APPENDICES
Appendex A – Engage
Sagot sa pagtapat-tapat sa kasuotan:

1. badjao
2. t’boli
3. manobo
4. ibaloy
5. ifugao
6. mangyan
7. France
Appendix B - Evaluate
Susi sa Pagwawasto sa Panimulang Pagtataya:
1. Tama
2. Mali – Kuwintas
3. Mali -tatlumpu’t apat na libong prangko
4. Tama
5. Tama
6. c
7. d
8. d
9. a
10. b
Appendix C. Learning Enablement
Mga Etikal na Pamantayan na Dapat Isaalang-alang sa Paggamit ng Social Media
Sa anumang gawain na kinabibilangan ng mga mananaliksik na mag-aaral dapat nilang

isasaisip na kailangang maipakilala ang mga pinagkukunan ng impormasyon mula sa mga
babasahin, internet sources, tesis at disertasyon upang maiwasan ang plagiarism sa kanilang
isinasagawang malikhaing gawain.
Kaya ang mga sumusunod ay dapat isaalang-alang:
A. Panganib at Benepisyo
Maituring na balakid o panganib ang isang gawain kung may hindi inaasahang
pangyayari na hindi nabigyan ng proteksyon ang integridad ng mga mag-aaral. Dapat
pangalagaan ang seguridad ng mga mag-aaral sa paggamit ng social media upang malayo sila sa
anomang kapahamakan na maaari nilang masadlakan kung mayroon man.
B. Nilalaman, Pangwatas, Dokumentasyon at Kaalamang Pahintulot
Upang mapangalagaan ang karapatan ng mga mag-aaral sa durasyon ng pananaliksik
lalo na sa paggamit ng social media kailangan ang kaalamang pahintulot mula sa kanilang mga
69 | P a g e
magulang. Ang partisipasyon ng mga mag-aaral ay kusang-loob na sinang-ayonan ng mga
magulang dahil may mga lagda sa mga magulang ang liham pahintulot.
C. LIkas at Katangian sa Pangako
Ang pagiging pribado at pagiging kompedensyal sa anumang nakalap na isyung
panlipunan mula sa paggagalugad sa social media ay manatiling lihim na tanging ang mga mag-
aaral lamang na mananaliksik, mga mmagulang at guro lamang ang nakaaalam nito. Ang ginawa
ng mga mag-aaral ay ang pagtimbang-timbang lamang sa mga isyu na mabigyan nila ng
karampatang solusyon.
D. Kompedensyal na Pamamaraan
Ang pagpapanatiling pribado ng mga impormasyon ay isinagawa para makamtan ang
seguridad ng impormasyon at ng mga mag-aaral.
Kaugnay sa gawaing ibinibigay ng guro tinitiyak na ang paggamit ng social media ng mga
kabataang mag-aaral ay mapagkatiwalaan sa lahat ng yugto kasama na ang pangakalap ng datos,
pagsusuri , paglalarawan at paggamit nito. Kaya ginagamit ng guro ang mga sumusunod na
kriterya alinsunod ni Guba (1990) upang masukat ang pagkabalido nito.
Una, ang pagkamakatotohanan (credibility) ng datos, isa ito sa mga kriterya na
nagwawasto sa baliditi ng pag-aaral. Ang pagkamakatotohanan ng datos na nakalap ay
nagpapakita ng katumpakan. Kaya bilang pagpapatunay sa kriteryang ito, babanggitin ng mga
mananaliksik na mag-aaral ang mga pangalan ng awtor na nagsisilbing sanggunian niya sa
pagbubuo ng kanyang gawain. Tinitiyak kung anuman ang resulta ng malikhaing gawain ng mga
mag-aral ang mga ito ay obhektibo at ito’y resulta lamang sa mga naging karanasan nila.
Ikalawa, naipapakita na ang mga gawain ng mga mag-aaral ay mapagkatiwalaan
(trustworthiness) kung ang kinalabasan ng nasabing gawain ay may kakayahang makapaglipat sa
anumang sitwasyon. (Meriam, 1998). Tungkulin ng mananaliksik na mag-aaral na makapagbigay
ng sapat na impormasyon sa kabuuang konteksto upang may kakayahan itong maisalin sa mga
mambabasa. (Lincol & Guba, 1990). Kailangan ang malaman at malawakang deskripsyon ng
phenomena upang lubusang mauunawaan ng mag-aaral na mananaliksik ang ginawang pag-aaral
tungkol sa isyung inilalahad.
Ikatlo, tinitiyak ang pagiging pribado (confidentiality) sa anumang nalikom na mga
impormasyon at ito’y mananatiling kompedensyal. Laging protektahan o ipagtanggol ang
katauhan ng mga mananaliksik na mag-aaral.
Appendix D – Learning Enablement
Mga Isyung Panlipunan na lumilitaw sa kuwento

a. Kurapsyon
b. Kahirapan
c. Pagkagahaman sa estado ng lipunan
d. Pagkagahaman sa Kapangyarihan
e. Uhaw sa Kapangyarihan
Tumatalakay sa isyung panlipunan
Palawakin ang talakayan sa pamamagitan ng pagtukoy sa mga isyung
70 | P a g e
panlipunan na lumilitaw sa loob ng akdang binasa. Iugnay ito sa totoong kaganapan
ng mga pangyayari sa ating lipunan .( Kontekstuwalisasyon )
(Ang mga isyung panlipunan ay isusulat sa meta kards)
Mga Isyung Panlipunan na lumilitaw sa kuwento

a. Kurapsyon
b. Kahirapan
c. Pagkagahaman sa estado ng lipunan
d. Pagkagahaman sa Kapangyarihan
e. Uhaw sa Kapangyarihan
`
71 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Science Quarter: I

Duration: 60 minutes
Learning Area/s Integrated: Mathematics, English, EsP & Araling Panlipunan
Multidisciplinary Interdisciplinary / Transdisciplinary
st
/ Communication / Self-awareness / Problem
Solving
/ Critical Thinking / Decision Making Skill / Life and
Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide (CG))
S10 ES – Ia-j-36.1 describe the distribution of active volcanoes, earthquake epicenters and
major mountain belts
III. Focused GAD Principles to be Integrated: use gender- sensitive language

Knowledg compare the location of earthquake epicenters to the location of active
e volcanoes and major mountain ranges
Skill design a hazard map
Attitude display optimism and self-determination in performing given tasks
Values observe safety precaution
V. Plate Tectonics
Learning
Content/s
Concept The distribution of volcanoes, earthquake epicenters and mountain ranges are
the same. They are located at the boundaries of plates.
Reference Curriculum Guide in Science 10, Learner’s Materials in Science 10
/s
DRRE plan alternative actions that can lessen the impact of disasters
Instructio pictures, slide decks, map of the municipality with fault lines, map of location of
nal earthquake epicenters , map of location of active volcanoes, map of location of
Materials mountain ranges,
3 pieces of 6 x 6 cm plastic sheets & marking pens
VI. Learning Experiences (5 Es)
72 | P a g e
1. Engage Pre-test
(10 Directions: Read the items carefully and write the letter of the correct
minutes) answer.
1. When two tectonic plates collide, the oceanic crust usually subducts
beneath the continental crust because it is ____________.
a. denser than the continental crust c. thicker than the
continental crust
b. less dense than the continental crust d. thinner than the
continental crust
2. If you visit a place in the Pacific known to be along converging plates,

which of these should you NOT expect to see?
a. active volcanoes c. rift valleys
b. mountain ranges d. volcanic islands
3. How are earthquakes, volcanoes and mountain ranges distributed on the

map?
a. They are found only on land.
b. They are distributed at random.
c. They are concentrated in an area.
d. none of these
4. Where are earthquakes, volcanoes and mountain ranges located?
a. They are located on land.
b. They are located on seas.
c. They are located at the boundaries of plates.
d. none of these
5. Crustal plate A is moving away from crustal plate B. What is the expected
average rate of change in position between A and B?
a. few centimeters per year
b. few meters per month
c. few millimeters per century
d. few millimeters per day
6. It is the type of plate boundary when plates move towards each other.
a. divergent boundary
b. transform fault boundary
c. convergent boundary
d. none of these
7. Which of the following geologic features is NOT formed due to the
convergence of plates?
a. oceanic ridge b. mountain c. trenches d. volcanoes
8. Which of the following should you NOT do during an earthquake?
a. Stay calm.
b. Drop, cover and hold.
c. Stay inside a very tall building.
d. Look for an open area and stay there.
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9. The formation of mountain ranges is due to the ___________________.
a. sliding of plates
b. moving the plates away from each other
c. moving the continental and oceanic plates toward each other
d. moving the continental and continental plates toward each other
10. Volcanoes are formed due to the convergence between
______________.
a. two oceanic crusts c. continental and oceanic
crusts
b. two continental crusts d. a and c
c.
Possible Answers:
1. a 2. c 3. c 4. c 5.a 6. c 7. a 8. c 9.d 10. d
4 Pics 1 Word
Identify the common word based on the pictures.
quaratheke
Possible Answer: earthquake
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tounmasni
Possible Answer: mountains
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acnoeslov
Possible Answer: volcanoes
ASK:
1. Who among you experienced an earthquake?
2. How did you know that there was an earthquake?
3. What did you do during an earthquake?
SAY:
In today’s lesson, we will explore the cause and distribution of earthquakes
epicenters, mountain belts and volcanoes around the world.
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2. Explore Perform Activity 2, Science 10 LM, p. 11.
(15 Activity No. 2
minutes) Let’s Mark the Boundaries
Objectives
describe the distribution of active volcanoes, earthquake epicenters
and major mountain belts
determine the scientific basis for dividing the lithospheric plates
Materials
Figure 5: Map of Earthquake Distribution
Figure 6: Map of Active Volcanoes of the World
Figure 7: Mountain Ranges of the World
3 pieces plastic sheet used for book cover, same size as a book page
red, blue & black marking pens
Procedure
1. Divide the class into 3 groups.
2. Distribute the maps of earthquake epicenters, active volcanoes and

mountain ranges to each group.
3. Let each group perform assigned task.
SUBGROUP A – Using the plastic sheet and a red marking pen, trace the
appropriate locations of several earthquake “clusters”.
Map of Earthquake Epicenters (LM, p. 11)
SUBGROUP B – Using the 2nd plastic sheet and a blue marking pen,
trace the approximate locations of active volcanoes.
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Map of Active Volcanoes (LM, p. 12)
SUBGROUP C – Using the 3rd plastic sheet and a black marking pen, trace the
orange
portion that indicates mountain ranges of the world.
Map of Mountain Ranges of the World (LM, p.13)
4. Answer the two questions that follow.
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on the blue activity card
How are earthquakes, volcanoes and mountain ranges distributed
on the map?
Possible answer: They are concentrated in an area.
on a pink activity card
Where are they located?
Possible answer: They are located at the boundaries of plates.
5. Place the earthquake epicenter plastic sheet over the other 2 plastic
sheets. Compare the location of majority of earthquake epicenters with
the location of volcanoes and mountain ranges around the world by
looking at the traced colored lines.
ASK:
How will you relate the distribution of mountain ranges to the
distribution of earthquake epicenters and volcanoes?
Possible answer: The location of the majority of earthquake epicenters,
volcanoes and mountain ranges are the same.
3. Explain Post activity cards on designated areas. Assign a member to share ideas to the
(25 class.
minutes) Note: Afetr the reporting, correct the correct usage, grammar,
sentence construction, etc.
ASK:
1. Based on the results, compare the location of the volcanoes,
earthquake epicenters and mountain ranges.
Possible Answer: The location of volcanoes, earthquake

epicenters and mountain ranges is the same.
2. If the location of volcanoes, earthquake epicenters and mountain ranges

is the
same, what do you think is the basis of scientists in dividing the Earth’s
lithosphere into several plates or continents?
Possible Answer: The basis of scientists in dividing the Earth’s

lithosphere is the location of earthquake, mountain ranges and
volcanoes.
ASK: Why are they located at the edges or boundaries of plates?

Note: Surface the following answer. They are located at the edges or
boundaries of plates because these areas received bigger pressure
during the collision of
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plates.
Introducing continental and oceanic crust and the movement of each plate in
centimeters (approximately 3 cm/year) by using the equation
v = d/t
where:
v – velocity of plates in cm/sec
d – distance in km
t – time in per sec
ASK: What is the result of this movement?

Possible Answer: The shaking of the earth due to the movement of
plates causes vibration of the Earth due to the rapid release of
energy. This vibration or movement is called earthquake.
Note: For learners to visualize the movement of plates, assign each group a
video clip and let them answer the table that follows:
Option: If internet is not available, use the pictures from the Science 10, LM
pp. 16, 18 and 23.
GROUP I - Colliding or Convergent Boundary (Continental- Continental)

https://youtu.be/3XQEJDAa_8o
Type of Plate Relative Motion of Geologic Geologic Event

Boundary Plates Features Present Present
convergent Both continental mountains earthquakes
(continental- plates are moving
continental) towards each
other.
GROUP II - Convergent Boundary (two oceanic plates)

https://youtu.be/UjHeS3PnUFw
Type of Plate Relative Motion Geologic Geologic Event

Boundary of Plates Features Present
Present
convergent Both oceanic Volcanic island earthquakes
(oceanic-oceanic) plates are arc and
moving towards trenches.
each other.
GROUP III - Subduction

https://youtu.be/v7rHMy52WKQ
Type of Plate Relative Motion Geologic Geologic Event

Features
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Boundary of the Plates Formed Present
convergent Continental and volcanoes earthquake

oceanic plates
(continental-
move towards
oceanic)
each other.
GROUP IV – Formation of the Philippine Archipelago
Explain your observations on the presence of trenches, such as the

Manila-Negros-Cotabato Trench System and the Sulu Trench System.
Note:
Group reporters present their observations.
Teacher processes the students’ observations supported with slide decks.
ASK:
1. What causes an earthquake?
Possible Answer:
Earthquake is caused by the Earth’s vibration as it releases rapid
energy
during the collision of plates.
2. What geologic features are formed in the convergence of plates?

Possible Answer: mountains, volcanoes & trenches
3. What type of plate movements made the Philippine archipelago?

Possible Answer: convergent
4. What geologic event is present in the convergence of plates?

Possible Answer: earthquake
4.
Elaborate Present the Map of the entire Municipality (sample below).
(10
minutes)
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Map Showing Fault Lines (red lines)
ASK:
1. What do these red lines on the map indicate?
Possible Answer:
The red lines indicate a fault.
2. What might be the consequences when you live near these fault lines?
Possible Answer:
We will be affected by strong earthquakes.
We need to be ready in case the occurrence of strong
earthquakes.
3. What would you do when this calamity occurs?
Possible Answers:
Stay calm.
Do not panic.
Remember the duck, cover and hold routine.
4. What government agency is responsible in helping the people during

calamities?
Possible Answer:
Municipal Disaster Risk Reduction Management Office
(MDRRMO)
5. Directions: Read the items carefully and write the letter of the correct answer.
Evaluate 1. How are earthquakes, volcanoes and mountain ranges distributed in the
(3 map?
minutes) a. They are distributed at random b. They are found
only on land
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c. They are concentrated in an area d. None of these
2. How will you relate the distribution of mountain ranges with the
distribution of earthquake epicenters and volcanoes?
a. The earthquake epicenter, volcanoes and mountain ranges are
located at the same place.
b. Only the earthquake epicenter and mountain ranges are located
at the same place.
c. Only the mountain ranges and the volcanoes are located at the
same place.
d. None of these
3. Which of the following is NOT a factor which has become the basis of
scientists in dividing the Earth’s lithosphere into several plates?
a. Seismicity c. Mountain
formation
b. Vulcanism d. Occurrence of
tsunamis
4. It is defined as the break in a rock along which movement has occurred.
a. Earthquake b. Tsunami c. Fault
d. Volcano
5. What government agency is responsible in helping the people after an
earthquake?
a. PAG-ASA b. MDRRMO c. DENR
d. all of these
6. What do you call the red line on the
map at the right?
a. Earthquake
b. Volcanoes
c. Mountain Ranges
d. Fault lines
7. The following are consequences
when you live near
Fault lines EXCEPT:
a. Experiences constant shaking
of the ground.
b. Possible landslides
c. Experiences strong winds from the Habagat
d. Possible tsunami
8. What possible disaster is illustrated by the drawing below?
a. Typhoon
b. Earthquake
c. Volcanic eruption
d. All of these
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9. Which of the following should you NOT do during an earthquake?
a. b.
c. d.
10. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world.
a. The location of majority of earthquake epicenters and the
location of volcanoes around the world are the same.
b. Majority of earthquake epicenters are in the ocean and the
volcanoes are on land.
c. Majority of earthquake epicenters are on land while volcanoes
are in the ocean.
d. Earthquake epicenters are at the boundary and volcanoes are in
the oceans.
Possible Answers:
1. b 6. d
2. a 7. c
3. d 8. b
4. c 9. d
5. b 10. A
VII. A. With the identification of some places in your locality having or near fault
Learning lines, learners with their science teacher, teacher adviser and school DRR
Coordinator will conduct an on-site survey of the place. The learners will make a
Hazard Map showing the Danger Zones in the area. They will furnish the
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Barangay Captain a copy of their work for community awareness. The Hazard
Enableme Map will also include safety measures that must be observed during the disaster.
nt Note: This project is good for 2 weeks only.
B. When project is already accomplished, learners will display their work around
the school vicinity. They will also discuss their work during community
assemblies or during the general PTA meetings.
Prepared by
JENNEFER F. FLORES
Master Teacher I
Colawin National High School, District of Argao II
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GAD-Based iC CEBU
Lesson Exemplar
Grade Level: Grade 10 Learning Area: Math
Learning Area/s Integrated: Economics, Health Quarter 1


II. Focused Learning Competencies (LC) M10AL-Ic-2 find the sum of the terms of a given arithmetic
sequence
III. Focused GAD principle/s to be integrated: provide equal opportunities for every individual
Knowledge explain arithmetic sequence
Skill solve for the sum of the n terms of an arithmetic sequence
Attitude practice willingness in following instructions
Values listen to others with respect
V. Learning Arithmetic Sequence
Content/s
Concept An arithmetic sequence is an ordered series of numbers, in which the change in
numbers is constant.
Reference/s Grade 9 Math Learner’s Material, online resources
IMs computer units, meta cards, multimedia
1. Engage Group Activity. Divide the class into 5 groups and let each group pick one of the
(5 meta cards with patterns and series. Discuss the answers within the group and share
minutes) it to the whole group.
1. What is the next shape?
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Possible Answer:
2. What is the next number? What is the 10th number?

0 4 8 12 16
Possible Answers:
20 … 36
9 4 -1 -6 -11
Possible Answers:
-16 … -26
1 3 9 27 81
Possible Answers:
243 … 177,147
160, 80, 40, 20, 10,
Possible Answers:
5, 2.5
2. Explore WEB QUEST on ARITHMETIC SEQUENCE. Read the conversation and answer the
(20 questions that follow.
minutes)
One day, Mark asked his sister Jane to take over his job as movie house keeper of
MS Theater, because he was taking care of his wife who was about to give birth to
their first child.
Jane: Good morning, Sir. I’m Jane, Mark’s sister. He sent me here to
temporarily take his place as movie house keeper.
Manager: Okay, no problem. I will give you the chance to do his job because I
believe you can do it.
Jane: Thank you Sir! I’ll do the best I can.
Manager: So, Jane, in the next two days, we’ll have a movie premiere and around
300 viewers are expected. You must determine the total number of
viewers who can be accommodated based on the available number of
seats.
Jane: How many seats are there in the movie house?
Manager: That is what I want you to find out. Tomorrow morning, before
87 | P a g e
8:00 o’clock, get the sum of all the seats in the movie house. Make sure
that passage areas are clear and accessible, so that in case of emergency,
people can easily locate the exits to avoid injury.
ASK:
1. Did the cinema owner make the right decision in letting Jane substitute the work
of his brother? Why? Why not?
2. Why is it necessary to have clear and accessible passage areas in movie houses
and other establishments?
3. If you were Jane, what would you do to accomplish the task?
SAY:
With your group, help Jane by accomplishing the tasks in the activity card.
(20 minutes)
Arrange the seats to form a trapezoid. Illustrate the arrangement of the seats
inside the movie house and determine the sum.
1. If there are 10 rows with the first row having 10 seats, the second row having
12 seats and two seats are added to each of the succeeding rows, how many
seats are there in all?
2. Among the 300 guests, how many will only be seated?
Explore the given webpages in order to get the correct answer.
Note: If Internet is not available, provide meta cards containing the same
information found on the webpages given below.
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A. Sequences and Patterns : Introduction
https://mathigon.org/course/sequences/introduction
B. Arithmetic Sequences in Daily Life

https://www.reference.com/math/arithmetic-sequences-used-daily-life-
2491bf2c03ae9106
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C. Sequences and Series (Samples with Solutions)
http://www.math.toronto.edu/preparing-for
calculus/9_sequences/we_1_sequences.html
D. Finding the Sum of an Arithmetic Sequence

https://www.wikihow.com/Find-the-Sum-of-an-Arithmetic-Sequence
90 | P a g e
Possible Answers:
Solution:
a1 =10, a2 = 12, a3 =14 … a10 = 28
Sn = n (a1 + an )
2
= 10 (10+28)
2
= 10 (38)
2
= 10 (19)
Sn = 190
Peer Assessment
Rubric:
Indicator # 1. The answer is correct.
Indicator # 2. The necessary solutions are shown systematically.
Indicator # 3. The solution is presented with correct grammar and pronunciation.
Indicator # 4. Teamwork is evident in doing the task.
Points: 5 – All indicators are present.
Points
Group No. Remarks
5 4 3 2 1
1
2
3
4
5
4 – Only 3 indicators are present.
3 – Only 2 indicators are present.
2 – Only 1 indicator is present.
1 – No indicator is evident.
3. Explain Ask a representative from each group to answer the questions.

(10 1. Based on the scenario in the Web Quest above, why did the manager allow Jane
minutes) to substitute his brother’s job?
2. Define arithmetic sequence and give an example.
91 | P a g e
Possible Answer:
An arithmetic sequence is an ordered series of numbers, in which the change in
numbers is constant.
3. How are sequences used to model and solve mathematical ideas?
Possible Answer:
Arithmetic sequences are used in daily life for different purposes, such as
determining the number of audience an auditorium can hold, calculating projected
earnings from working for a company, etc.
4. Enumerate the steps in finding the sum of the n terms of an arithmetic sequence?
Possible answers:
Step 1. Identify the number of terms in the sequence.
Step 2. Get the average of the 1st and 2nd terms.
4. Elaborate Show the solutions to the following problems:

(10 Group 1
minutes) Find the sum of the first 10 terms of the arithmetic sequence 5, 9, 13, 17, ...
Possible Answer:
S10 = 10/2[2(5)+ (10-1)4] = 230
Group 2
The sum of the first 10 terms of an arithmetic sequence is 530. What is the
first term if the last term is 80? What is the common difference?
Possible Answer:
530 = (10/2)[2(80) – 9d] + (10-1)d]
530 = 800 -45d
6 = d common difference
a= 80 – 9d
a = 80 -9 (6)
a = 26 1st term
Group 3
There are 125 passengers in the 1st carriage, 150 passengers in the second
carriage and 175 passengers in the 3rd carriage, and so on. How many passengers
are there in the first 7 carriages?
Possible Answer:
Given: a1 = 125 a2 = 150 a3 = 175
s7 = ?
Solution:
an = 125 + (n-1)25
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a7 = 125 + (7-1)125 = 275
s7 = 7(125 + 275)/2 = 1400
Group 4
After a knee surgery, you return to your jogging program as recommended by
your trainer. You jog for 12 minutes each day for the first week and thereafter,
increase the time by 6 minutes per day. How many weeks will it take for you to jog 60
minutes per day?
Possible Answer:
Given: a1= 60; d = 6 n=?
an = a1 + (n-1) d
60 = 12 + (n-1) 6
= 12 + 6n – 6
6n = 54
n = 9 weeks
Group 5
Lee earned Php240 in the first week, Php 350 in the second week and Php
460 in the third week, and so on. How much did he earn in the first 5 weeks?
Possible Answer:
Given: a1 = 240; a2 = 350 a3 = 460 s5 = ?
Sn = n(a1 + a5)/ 2
S5 = 5(240 + 680)/2
= 2, 300
5. Evaluate Find the sum of the following sequences: (Show the necessary solutions.)
1. What is the sum of the first 20 terms of this sequence?
{5, 15, 25, . . .}
Possible Answer:
Given: a1 = 5; a2 = 15 a3 = 25 s20 = ?
a20 = 5+(20-1)10
= 5 + 190
a20 = 195
S20 = 20(5 + 195)/ 2
S20 = 20(200)/2
S20 = 2,000
93 | P a g e
2. Twenty people live on the first floor of the building, 34 people on the second
floor, 48 people on the third floor, and so on. Find S5=?
Given: a1 = 34 a2 = 48 s5 = ?
a5 = 34+(5-1)14
= 34 + 56
a5 = 90
S5 = 5(34 + 90)/ 2
S5 = 5(124)/2
S5 = 310
VII. Learning Answer the following in your assignment notebook.

Enablement 1. How does a geometric sequence differ from an arithmetic sequence?
2. Give an example of a geometric sequence.
3. List some other types of sequences.
References:
Mathematics – Grade 10 Learner’s Module
https://mathigon.org/course/sequences/introduction
https://www.reference.com/math/arithmetic-sequences-used-daily-life-
2491bf2c03ae9106
http://www.math.toronto.edu/preparing-for-calculus/9_sequences/we_1_sequences.html
https://matheducators.stackexchange.com/questions/11106/examples-of-arithmetic-and-
geometric-
sequences-and-series-in-daily-life
https://www.wikihow.com/Find-the-Sum-of-an-Arithmetic-Sequence
Prepared by:
MYRNA P. SOCO
Master Teacher I
Tayud National High School, Consolacion District
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Araling Panlipunan Quarter: I Duration: 50 minuto

Learning Area/s Integrated: Math, Science at EsP
Multidisciplinary /
Interdisciplinary √ Transdisciplinary
/
/ /
√ Communication /
Learning and Innovation √ Problem Solving
/ /
√/ Critical Thinking / Information Media and Technology /
Life and Career
/ /
/ / /
II. Focused Learning Competency
AP10IPE-Ib-5 natutukoy ang mga paghahanda na nararapat gawin sa harap ng
kalamidad
III.Focused GAD principle/s to be integrated
nakapagtataya ng mga serbisyo at produkto na nakapagbibigay epekto sa mga
kababaihan at kalalakihan
Knowledge nakapagmumungkahi sa mga paghahanda na nararapat gawin
tuwing may kalamidad
Skills nakapagpapakita ng mga palatandaan sa kahandaan ng bawat
mamamayan sa panahon ng kalamidad
Attitude nakapagbabahagi sa kapwa ng mga impormasyon ukol sa
kahandaan
Values nabibigyang-diin ang pagkakaisa at pagtutulungan sa panahon
ng kalamidad
V. Learning Content/s Konteskto ng mga Suliraning Pangkapaligiran
Ang paghahanda sa kalamidad ay susi sa pag iwas sa pinsala.

Concept
Reference/s AP 10 LM, pahina 36-47
TGs and CGs,NDDRMC ,https://youtu.be/6Bgd03fRgEw, Google
DRRE nakabubuo ng alternatibong plano o aksiyon upang maibsan
ang epektong dulot ng kalamidad
IMs slide decks, tsart, activity sheets
95 | P a g e
1. Engage A. PANIMULANG PAGTATAYA

( 10 minutes) PANUTO: Basahin at piliin ang titik ng tamang sagot.Isulat
sa kapat na papel.
1. Ang mga sumusunod ay kabilang sa mga organisasyon
nagbibigay ng babala kapag may kalamidad , maliban sa ____
a. simbahan b. media c. pamilihan d. pamahalaan
2. Kadalasan, kaninong pagpapasya ang nasusunod kung kailan
dapat lumikas sa ligtas na lugar.
a. punong barangay c. sariling desisyon
b. mga guro d. kapitbahay
3. Bakit karaniwang nagkakaroon ng kaguluhan o kalituhan sa
panahon ng paglikas ng mga tao sa mga evacuation centers?
a. dahil sa maling impormasyon na nakalap mula sa media
b. walang sinusunod na protocol at paghahanda sakaling
magkaroon ng kalamidad
c. dahil sa maling impormasyon mula sa kapitbahay
d. dahil sa kakulangan ng kagamitan sa komunikasyon
4. Alin sa mga sumusunod ang dapat mayroon ang isang emergency
bag?
a. sabon, pito, kandila
b. flashlight, pito, pagkaing de lata
c. kalan, kumot, flashlight
d. anyo, lubid, tubig
5. Ano-anong pag-uugali ang dapat pairalin sa panahon ng
kalamidad?
a. katapangan at kasinupan
b. pakikiisa at pakikipagtulungan
c. kalinisan at katalinuhan
d. pagkamagalang at pag-uunawaan
Inaasahang Sagot:
1. c 2. c 3. c 4. b 5b
B. AKTIBITI
PAUNANG TANONG: Ano ang mga katanungan ang nasa
inyong mga isipan habang pinapanood ang video?
Inaasahang tanong na ibibigay: Bakit marami ang mga
buhay na nasawi at ari-arian na napinsala?
Pagpapakita ng video sa pinsalang dala ng bagyong Yolanda
(yolanda aftermath , https://youtu.be/6Bgd03fRgEw)
PAALAALA: Pagkatapos ng video presentation .
ITANONG: Nakaranas na ba kayo ng bagyo o lindol,anong mga

paghahanda ang inyong ginawa?
Inaasahang Sagot: Tinatayang iba-iba ang sagot ng mga mag-
aaral
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2. Explore PANGKATANG GAWAIN
( 15 minutes) PAALAALA:
1.Para matukoy ang kahandaan ng mga mag -aaral magkakaroon
ng isang dula-dulaan.
2. Magpapakita ng iba’t ibang uri ng kalamidad ang bawat
pangkat sa pamamagitan ng pagsasadula tulad ng lindol, storm
surge, landslides at bagyo. Ipakita ang bawat ganapan bago ang
pangyayari, habang nangyayari at pagkatpos ng pangyayari.
3.Pagkatapos ng pagsasadula, itala ang mga napagmasdan.
Pagkatapos ng pagtatala ay ibabahagi sa klase ang kanilang mga
obserbasyon.
ITANONG:
Ang ating mga kilos ba ay may kinalaman sa mga pinsalang dala
ng mga kalamidad?
Inaasahang Sagot:
Oo, ang kilos ng bawat tao ay may kinalaman sa
pagpapalala sa pinsala dulot ng kalamidad
ITANONG: Bakit naging malawak ang pinsala sa mga nagdaang

kalamidad ng ating bansa?
Inaasahang Sagot: kulang sa kahandaan ang mga tao at dahil sa
kalakasan ng bagyo
3. Explain PAALAALA: Para magkaroon ng ideya ang mga mag -aaral

(10 minutes) sa lawak ng pinsala ng kalamidad, ipapakita ang mga datos
sa mga nagdaang kalamidad ng bansa.
For the last 5 years, i.e,. 2008 to 2012, the Phillipines was always
in the top three countries with the highest number of natural
disasters (Center for Research on Epidemiology of Disasters,
CRED). The most frequent of these disasters were
hydrometeorological (storms, floods and wet mass movements)
ones.
Based on the Emergency Event Database (EM-DAT) the following

are the data on the casualties and damages.
Killed in Killed in Total Total Economic E

storms floods population population damage d
affected by affected by brought by b
storms floods storm fl
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1983 to 24,281 2,013 99.6 million 14.9 million $5.9 million $
2012
PINAGMULAN: Center for Research on the Epidemiology

of Disasters, CRED, Annual Disaster Statistical Review
ITANONG:
1. Ano-ano ang mga pinsalang naitala batay sa
ipinakitang datos?
Inaasahang Sagot: from 1983 to 2012, storms have
already killed a total of 24,281 people in the
Philippines while floods have killed a total of 2,013
people. About 33.0 percent of those killed by storms
were recorded from 2003 to 2012 while 28.0 percent
were killed by floods
2. Sino-sino ang mga unang naaapektuhan
kapag may kalamidad?
Inaasahang sagot: kabataan, kababaihan,
matatanda, mga may kapansanan
PAALALA:
Sa bahaging ito bibigyang-diin ng guro ang
kahalagahan sa pagtugon sa mga dapat unang saklolohan
kung my kalamidad .
ITANONG:
1. Bakit dapat unang tugunan ang pangangailangan
ng mga kabataan, kababaihan, matatanda at mga
may kapansanan?
Inaasahang Sagot: dahil sila ay mga mahina at wala
nang lakas na paglabanan ang anomang kalamidad.
2. Sino ang mga dapat unang gumawa ng hakbang
upang tugunan ang mga pinsala ng kalamidad?
Inaasahang Sagot: pamahalaan
3. Bakit mataas ang bilang ng pinsala sa mga
nagdaang kalamidad?
Inaasahang Sagot: kulang sa kahandaan
4. Kailangan bang makamit ang zero casualty tuwing
may kalamidad? Bakit?
Inaasahang Sagot: para makaiwas sa malaking
pinsala tulad ng pagkawala ng buhay at pagkasira
ng ari-arian
5. Ano ang mahalagang katangian/pag-uugali ang
dapat mamayani sa panahon ng kalamidad?
Inaasahang sagot: pakikiisa at pagtutulungan
6.Bilang kabataan, sa anong paraan ka makakatulong
98 | P a g e
sa kampanya para makaiwas sa pinsala tuwing may
kalamidad?
Inaasahang sagot: pamamahagi ng impormasyon sa
pamamagitan ng social media at makinig sa babala
ng pamahalaan
ITANONG: Kayo ba ay handa sa ano mang kalamidad na

posibleng darating sa ating bansa?
Inaasahang sagot: Hindi dahil kulang pa kami ng mga
kaalaman sa maaaring gagawin at walang sapat ng
impormasyon.
4. Elaborate PANGKATANG GAWAIN – I am Ready Game!

(10minutes) Para matukoy ang kahandaan ng mga mag-aaral sa panahon
ng kalamidad, magsagawa ng laro.
PANUTO:
Ang bawat pangkat ay bibigyan ng iba’t ibang kagamitan
at ito ay ilalagay sa emergency bag. Dito malalaman kung ano-
ano ang mga bagay na dapat mayroon sa isang emergency bag .
Upang maipakita kung gaano kalawak ang kanilang kaalaman sa
mga paghahanda tuwing may kalamidad. Ang unang pangkat na
makatapos ay sisigaw ng I am Ready!
Para maiwasto kung tama ang inilagay sa bag, ipapakita
ang checklist na mayroong isang emergency bag.
PINAGMULAN: NDRRMC
PAALAALA: Batay sa gawaing ibinigay dapat maipalabas ang
konseptong ito: Ang paghahanda sa kalamidad ay susi sa pag-
iwas sa mga pinsala.
5. Evaluate 3-2-1 Countdown
(10 mins)
99 | P a g e
PAALAALA: Para masukat ang lawak ng kaalaman ,bibigyan ng
activity sheets ang mga mag-aaral
Activity sheet (3-2-1 Countdown)
3 bagay na hindi mo alam dati na may kinalaman sa paksang
tinalakay
2 bagay na nakapagmamangha sa iyo tungkol sa paksa
1 bagay na gusto mong simulan gawin mula sa iyong mga
natutunan sa paksa
PAALAALA: Pipili ng tatlong mag-aaral para ibahagi ang kanilang
sagot sa klase.
VII. Learning PANUTO: Gumawa ng Case Study tungkol sa kahandaan ng

Enablement inyong lugar kung may kalamidad, makipag-ugnayan sa lokal na
pamahalaan. At batay sa resulta ng case study gumawa ng
rekomendasyon sa inyong barangay para pag-igtingin ang
kampanya sa Zero Casualty tuwing may kalamidad. (Ang
nasabing case study ay ipapasa pagkatapos ng Unang
Markahang Pasulit.)
Case Study Format

I. Brief introduction (information such as location and
population of the
community, leadership and governance structures in the
community,
availability of public services)
II. Presentation and analysis of the problem and its possible
solutions
III. Conclusion
IV. Insights /Reflection
RUBRIC
4 3 2 1
Identificat Identifies Identifies Identifies Identifies
ion and and and and
of the understan understa understan understan
Main ds nds ds ds
Issues/ all of the most of some of few of the
Problems main the the issues in
issues in main issues in case
the case issues in the study
study the case case study
study
Analysis IInsightful Thorough Superficial Incomplet
of and analysis analysis of e
the Issues thorough of some of analysis of
analysis of most of the the
all the issues
100 | P a g e
the issues issues issues in
the
case
Comment Well Appropri Superficial Little or
s document ate, and/or no
on ed, well inappropri action
effective reasoned thought ate suggested
solutions/ and out solutions ,
stra pedagogic comment to and/or
tegies ally s some of inappropri
appropria about the ate
te solutions, issues in solutions
comment or the to all
s on proposals case of the
solutions, for issues in
or solutions, the case
proposals to study
for most of
solutions, the
to all issues in
issues in the case
the study
case
study
Links to Excellent Good Limited Limited
Course research research research research
Readings into and and and
and the issues documen document document
Additional with ted ed ed
Research clearly links to links to links to
document the any any
ed material readings readings
links to read
class
(and/or
outside)
readings
101 | P a g e
Prepared by
VIOLETA S. ROSACENA
Master Teacher I
Daanbantayan National High School, Daanbantayan I
102 | P a g e
GAD – based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: TLE (Cookery) Quarter:1 Duration: 50 minutes
Learning Area/s Integrated: MAPEH, Science, Math, English
Multidisciplinary Interdisciplinary / Transdisciplinary
*Problem-based Learning
/ Communication Learning and Innovation Problem Solving
TLE_HECK1O-Ia-1 clean, sanitize and prepare tools, utensils, and equipment needed in preparing
egg dishes
III. Focused GAD principles to be integrated:
show that men and women are equally involved in decision making.
Knowledge describe the use of tools, utensils and equipment needed in preparing egg dishes
Skills demonstrate the proper ways in cleaning and sanitizing kitchen tools, utensils and
equipment in preparing egg dishes
Attitude practice cleanliness and sanitation in school and at home
Values display the value of cleanliness and sanitation
Key Concept Cleaning is the removal of visible soil while sanitizing means reducing the number
of harmful microorganisms by using very hot water or chemical sanitizing solution.
Reference/s Curriculum Guide and Learning Module in Cookery-10, pages 54 - 56
DRRE observe safety measures in cleaning and sanitizing tools and equipment
IMs realia of tools, utensils and equipment, slide deck, information sheet, manila paper,
pentel pens, activity cards, masking tapes
Pretest
1. Engage Test 1. Multiple Choice. Directions: Read each question carefully. Choose the letter
( 13 minutes) which corresponds to the correct answer and write it in your test notebook.
1. It is a small hand tool used generally in decorative works such as making
garnishes.
A. bread knife C. channel knife
B. butcher knife D. paring knife
103 | P a g e
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or
plastic used to drain, wash or cook ingredients from liquid.
A. canister C. mixing bowl
B. colander D. soup bowl
3.It is used for turning and lifting eggs, pan cakes and meats on griddles, grills,
sheet pans, and the likes and also used to scrape and clean griddles.
A. measuring spoon C. rubber scraper
B. offset spatula D. wooden spoon
4. It is used to scrape off all the contents of bowls and pans from the sides and
fold in beaten eggs in batter or whipped cream.
A. Paring knife C. Wire whisk
B. Rubber spatula D. Wooden spoon
Test 11. Sequencing: Arrange the steps in cleaning and sanitizing the tools by
writing 1,2,3,4 , 5 and 6 according to order on the space provided.
2 Wash with hot water and detergent.
3 Rinse with warm water, potable water.
1 Remove loose dirt and food particles.
4 Rinse with clean potable water.
5 Treat with very hot, clean, potable water for at least 2 minutes.
6 Air drying.
Introductory Activity:
1. Divide the class into five groups with male and female members.
2. Cut the picture and put the cut picture in an envelope per item.
3. Provide each group with a cut picture and let them make it whole.
Group 1 - chopping board, egg poacher, spatula
Group 2 - channel knife, mixing bowl, wire whip
Group 3 - oven, measuring cup, sauce pan
104 | P a g e
Group 4 - colander, omelet pan, measuring spoon
Group 5 - refrigerator, pastry brush, strainer
3. All the members of the group will collaborate in solving the puzzle.
4. If done, classify the tools, utensils, and equipment found in the pictures
according to their uses.
5. Assign a reporter in each group to report.
Individual activity. Gallery Walk

2. Explore Note: Use realia of tools and utensils. If they are not available use pictures.
(10 minutes) Let the learners write down the names and give the uses of what they've seen in
the gallery and put check mark in the column where they belong.
Name Uses TOOL EQUIPMENT
Ask:
a. How are you going to clean and sanitize these tools, utensils, and equipment
you have listed?
Suggested answer: Surfaces of the tools must first be cleaned and rinsed before
being sanitized.
Group activity : Same group
3. Explain *The teacher will present a rubric to the class. Please refer to Appendix A
(10 minutes) * Provide strips of steps in cleaning to the learners where they are to arrange.
105 | P a g e
Say:
Read and arrange the steps in cleaning and sanitizing tools, utensils and
equipment needed in preparing egg dishes.
Explain the steps in cleaning and sanitizing tools, utensils and equipment.
Note: Insert correct grammar, sentence structure, correct usage, etc.
Ask: Why we must observe safety precautions in cleaning and sanitizing tools,
utensils and equipment?
Possible Answer: It can cause damage to surface, harm ourselves, and spread
bacteria and dirt.
Note to the Teacher: Provide information sheets to the learners. Please refer to
4. Elaborate Appendix B
(15 minutes) Ask:
1. Why do we need to clean and sanitize tools, utensils and equipment in
preparing egg dishes before using them?
Possible Answer: Improperly cleaned and sanitized surfaces allow
harmful microorganisms to be transferred from one food to other foods.
2. What is the difference between cleaning and sanitizing?
Possible Answer: Cleaning is the removal of visible soil while sanitizing
means reducing the number of harmful microorganisms by using very
hot water or a chemical sanitizing solution.
3. What are the methods of cleaning tools, utensils and equipment?
Possible Answer: leaning agents, heat and chemicals
4. What are the chemicals used as sanitizers?
Possible Answer: baking soda, vinegar
5. How are tools, utensils and equipment needed in preparing egg dishes
sanitized?
Possible Answer: using very hot water or a chemical sanitizing solution.
Pen and Paper Test
5. Evaluate
(10 minutes) Test 1. Multiple Choice. Directions: Read each question carefully. Choose the letter
which corresponds to the correct answer and write it in your test notebook.
1. It is a small hand tool used generally in decorative works such as making
garnishes.
A. bread knife C. channel knife
B. butcher knife D. paring knife
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or
plastic used to drain, wash or cook ingredients from liquid.
A. Canister C. Mixing bowl
B. Colander D. Soup bowl
3. It is used for turning and lifting eggs, pan cakes and meats on griddles, grills,
sheet pans, and the likes and also used to scrape and clean griddles.
A. Measuring spoon C. Rubber scraper
106 | P a g e
B. Offset spatula D. Wooden spoon
4. It is used to scrape off all the contents of bowls and pans from the sides and
fold in beaten eggs in batter or whipped cream.
A. Paring knife C. Wire whisk
B. Rubber spatula D. Wooden spoon
Possible Answers: 1. C 2. B 3. B 4. B
Test II A. Sequencing: Arrange the steps in cleaning and sanitizing by writing

1,2,3,4, 5 and 6 respectively:
A.1. TOOLS
_________1. Wash with hot water and detergent.
_________2. Rinse with warm water, potable water.
_________3. Remove loose dirt and food particles.
_________4. Rinse with clean potable water.
_________5. Treat with very hot, clean, potable water for at least 2
minutes.
_________6. Air drying
Possible Answers: 2, 3, 1, 4, 5, 6
A.2. EQUIPMENT
_________1. Empty your refrigerator.
_________2. Throw out the recalled food.
_________3. Wash removable parts.
_________4. Return shelves, drawers and food.
_________5. Clean and sanitize the inside parts of refrigerator.
Possible Answers: 2, 1, 3, 5, 4
B. Essay: Answer the question briefly.

1. Why is it important to clean and sanitize our kitchen tools and equipment?
Ask the learners if they have refrigerator and oven at home. The class will be
VII. Learning divided into five groups with male and female members based on the number of
Enablement the equipment they have. Let each group do the following and must observe safety
(2 minutes ) precautions while doing the activity:
* Demo on how to clean and sanitize an oven
* Demo on how to clean and sanitize refrigerator
Submit pictures/video with caption of the demonstration done at home.

Your output will be rated using the scoring rubric below
Score Criteria
Follows correctly the procedures in cleaning and sanitizing tools and
5 equipment and performs the skill without supervision and with
initiative and adaptability to problem situations.
107 | P a g e
4 equipment and performs the skill satisfactorily without assistance or
supervision.
3 equipment with minor errors and performs the skill satisfactorily
with some assistance and or supervision.
Was not able to follow the procedures in cleaning and sanitizing tools
2 and equipment with minor errors and performs the skill
unsatisfactorily.

Resources: Curriculum Guide
Learning Module in Cookery-10, pages 54 - 56
file:///D:/ENGSection11Cleaning.pdf
Prepared by
EDITHA S. RONOLO
Master Teacher 1
Dalaguete NHS, Dalaguete District
108 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: EsP Quarter: 1 Duration: 60 minutes

Learning Area/s Integrated: Filipino, English, MAPEH, Araling Panlipunan
/
I. 21st Century Skills to be developed (Please tick.) /
Communication Learning and Innovation / Problem Solving
Critical Thinking Information Media and Technology/ Life and Career
EsP10MP-Ic2.4 nakagagawa ng angkop na kilos na batay sa konsensiyang nahubog ng Likas
na Batas Moral
nakikilala ang pantay na tungkulin ng lalaki at babae sa maagang pagkakaroon
ng anak (Gender Equality)

Knowledge nakapapaliwanag sa mga yugto ng konsiyensya sa pagsusuri o pagninilay sa
isang pagpapasiyang ginawa batay sa Prinsipyo ng Likas na Batas Moral
Skills nakagagawa ng angkop na kilos batay sa pasiyang nabuo ayon sa mga
Prinsipyo ng Likas na Batas Moral
Attitude napapanindigan nang may tiwala sa sarili ang pagpapasiya ayon sa Likas na
Batas Moral
Values napahahalagahan ang mga magagandang birtud o katangian tulad ng
pagmamahal, katotohanan, paggalang, kalayaan, katarungan at iba pa sa
pagpapasiya kung ano ang mabuti o masama
naisasaalang-alang ang pagkakapantay-pantay ng karapatan ng lalaki at
babae sa pagpapasiya at paghuhusga ng isang kilos
napahahalagahan ang pagmamahal at paggalang sa sarili bilang nilikha ng
109 | P a g e
Maykapal
naisasaalang-alang ang pagmamahal at pangangalaga sa kalikasan gamit ang
tamang pagpapasiya
V. Learning Paghubog ng Konsensiya Batay sa Likas na Batas Moral
Content/s
Concept Ang konsensiyang nahubog batay sa Likas na Batas Moral ay nagsisilbing
gabay sa tamang pagpapasiya at pagkilos.
Reference/s EsP 10 Curriculum Guide, EsP 10 Teacher’s Guide, EsP 10 Learner’s Material ;
and Internet and Online Sources (www.google.com images)
Theme Pananagutang Pansarili=Mabuting Pagpapasiya
IMs Larawang Nagpapakita ng Maagang Pagbubuntis ng isang Batang Babae at
Maagang Pagkakaroon ng Anak ng Batang Lalaki (Teenage
Pregnancy/Responsible Parenting)
laptop projector o LED TV
slide decks Manila paper
meta cards pandikit o masking tape
panulat o marker dyornal
Engage Pagbati at Kumustahan
(10 mins.)
Paunang Pagtataya
Panuto: Isulat ang titik ng pinakaangkop na sagot sa inyong dyornal.
1. Bakit mahalagang mahubog ang konsensiya ng tao?
a. upang makilala ng tao ang katotohanan na kinakailangan niya upang
magamit niya nang tama ang kaniyang kalagayan
b. upang matiyak na hindi magkakaroon ng pagtatalo sa pagitan ng
tama at mali, ng mabuti at masama sa kaniyang isipan
c. upang matiyak na palaging ang tamang konsensiya ang gagamitin sa lahat
ng pagkakataon
d. lahat ng nabanggit
2. Paano mas mapalalakas at gagawing makapangyarihan ang konsensiya?
a. kung simula pagkabata ay imumulat na ang anak sa lahat ng tama at
mabuti
b. kung mapaliligiran ang isang bata ng mga taong may mabuting
impluwensiya
c. kung magiging kaisa ng konsensiya ang Likas na Batas Moral
d. kung magsasanib ang tama at mabuti
3. Alin sa mga sumusunod ang ngpapatunay ng kaugnayan ng konsensiya sa
Likas na Batas Moral?
a. Ang konsensiya ang ginagamit sa paghuhusga at pagpapasiyang moral ng
tao.
b. Ang konsensiya ay isang munting tinig na nasa kaloob-looban ng taong
magpapasiya.
c. Ang konsensiya ay may apat na yugto na ginagamit sa taong nagpapasiya.
110 | P a g e
d. Ang konsensiya ang tumutukoy sa kasamaan at kabutihan ng kilos ng tao.
4. Paano huhubugin ang konsensiya ng tao upang kumiling ito sa mabuti?

a. sa pamamagitan ng pagkuha ng mga impormasyon at paghingi ng payo
b. sa pamamagitan ng pagninilay at pagsasabuhay ng mga pagpapahalaga
c. wala sa nabanggit
d. lahat ng nabanggit
5. Isang pasahero ng taxi ang aksidenteng nakaiwan ng bag na naglalaman ng
malaking halaga ng pera. Para kay Mang Roberto ito ay malamang na hulog ng
langit at sagot sa kanyang mga dasal. Nangangailangan ang kanyang pamilya
ng malaking halaga ng pera upang maoperahan ang anak na may tumor. Ano
ang nararapat na gawin ni Mang Roberto sa pagkakataong ito?
a. Makinig sa kanyang konsensiya pero uunahin ang kapakanan ng anak.
b. Susuwayin ang konsensiya at isiping ito ay pinagkaloob ng Maykapal.
c. Gawin ang tinitibok at dikta ng puso na ipagamot ang anak na maysakit.
d. Sundin ang hatol ng konsensiya at isauli ang pera sa may-ari.
Inaasahang Sagot: 1. d 2. c 3. a 4. d 5. d
Pagganyak: Pagsusuri ng Larawan (Picture Analysis)
1. Hatiin ang mga mag-aaral sa apat na pangkat kung saan titingnan ng guro na
pantay ang bilang ng mga lalaki at mga babae sa bawat pangkat.
2. Bawat pangkat ay bibigyan ng larawan na susuriin ng mga kasapi.
Ang larawan sa ibaba ay nagpapakita ng maagang pagbubuntis ng isang
batang babae at maagang pagkakaroon ng anak ng isang batang lalaki
(Teenage Pregnancy/Responsible Parenting/Gender and Development)
Source: https://www.youtube.com/watch?v=8ipzwxXjAcA retrieved: May 28, 2019
111 | P a g e
3. Batay sa larawang ibinigay, hayaang bumuo ang mga mag-aaral ng isang
tanong tungkol sa larawan.
Inaasahang Sagot:
-Ano kaya ang naramdaman ng batang lalaki at babae nang magkaroon sila ng
anak sa napakamurang edad?
-Ano ang mga epekto ng pagiging batang ina at ama?
-Bakit kaya napunta sila sa ganitong sitwasyon?
-Ano kaya ang pwede nilang gawin upang mapagtagumpayan ang kanilang
sitwasyon?
4. Isulat ang mga tanong sa manila paper at ipaskil sa pisara.
5. Ibahagi at ipaliwanag ang nabuong tanong ng bawat pangkat sa buong klase
gamit ang iba’t-ibang uri ng emosyon o damdamin (kaligayahan, takot,
pagkalito, galit).
Hayaang sagutin ng mga mag-aaral ang mga sumusunod na tanong:

1. Ano-ano ang inyong naramdaman habang ginagawa ninyo ang pagsusuri sa
larawang ibinigay sa inyong pangkat?
Inaasahang Sagot: nalungkot, naawa, napaisip at napatanong ang sarili,
naalala ang isang kakilala o kaibigan
2. Ano ang nakuha ninyong mensahe habang tiningnan ninyo ang larawan ng
batang lalaki at babae na may kalong na anak?
Inaasahang Sagot:
-natutunan na ang babae at lalaki ay kapwa may responsibilidad at
tungkulin na dapat itaguyod sa pagkakaroon ng anak
-natanto na hindi madali ang magkaroon ng anak lalo na sa murang edad
-ang pagkakaroon ng anak sa batang edad ay dapat lang na iwasan dahil
magdudulot ng ito ng maraming problema
3. Ano-ano ang ginamit ninyong batayan upang makabuo ng isang makabulu-
hang tanong?
Inaasahang Sagot:
-mga katangiang ipinapakita sa larawan tulad ng emosyon
-sanhi at epekto ng sitwasyong ipinakita
-mga aral at mensahe na ipinahihiwatig sa larawan
Explore Pangkatang Gawain: Pagsasadula (Role Play)

(15 mins.)
1. Batay sa nabuong tanong ng bawat pangkat, maghanda ng isang pagsasadula
na nagpapakita ng mga paraan o hakbang ng pagpapasiya o pagkilos upang
maiwasan ang sitwasyong ipinakita sa larawan.
2. Gamitin bilang gabay sa paghahanda ng pagsasadula ang Rubrik ng Pagtataya

ng Pagsasadula:
Rubrik ng Pagtataya ng Pagsasadula (Role Play)
112 | P a g e
Napakahusay Mahusay Nalilinang Nagsisimula
5 4 3 1
Kung ang pagsasadula ay: Kung may Kung may Kung may
1. angkop sa sitwasyon/isyu kulang na isa kulang na kulang na tatlo
2. may malinaw na ideya o mensahe sa mga dalawa sa mga sa mga
3.may pagkakaisa at pagtutulungan ng nabanggit na nabanggit na nabanggit na
lahat ng kasapi ng pangkat pamantayan pamantayan pamantayan
4. may kakanyahan at nagpapakita ng
pagkamalikhain
Hayaang sagutin ng mga mag-aaral ang mga sumusunod na tanong:
1. Naging madali ba o mahirap ang pagbibigay ng mga posibleng hakbang sa

pagpapasiya at pag-iwas sa sitwasyon sa inyong pagsasadula? Bakit?
-Ito ay madali lang dahil alam na namin ang dapat gawin upang maiwasan ang
ganitong sitwasyon.
-Ito ay mahirap dahil kulang kami sa kaalaman at kasanayan na kailangan
upang malutas ang sitwasyon.
2. Bilang isang dalagita o binata, ano ang pagpapasiyang gagawin mo batay sa
larawang nagpapakita ng maagang pagbubuntis o maagang pagkakaroon ng
anak?
-Hindi tama ang pagkakaroon ng anak sa murang edad dahil ito ay
magdudulot ng maraming problema sa buhay hindi lang sa mga batang
magulang pati na rin sa batang anak.
-Tama ang ginawa kong pagpapasiya dahil ginamit ko nang tama ang aking
konsensiya.
Ibahagi ang sumusunod na mga konsepto:
-Mahalagang magkaroon ng pantay na pagtingin, patnubay at tulong ang

batang babae at lalaki sa usaping “Teenage Pregnancy”.
-Ang batang babaeng maagang nabuntis dahil sa maling pagpasiya at pagkilos
ay hindi dapat pagbuntunan ng lahat ng sisi at paghuhusga ng lipunan dahil sa
kanyang sitwasyon.
-Mahalagang mahubog nang tama ang konsensiya ng bawat lalaki at babae
upang magabayan ang kanilang pagpapasiya at pagkilos. Nang sa gayon,
maiiwasan ang maagang pagbubuntis at maagang pagkakaroon ng anak ng
mga batang lalaki at babae.
5. Ano-ano ang mga dapat gawin o isaalang-alang upang makabuo ng isang

mabuting pasiya o tugon sa sitwasyon?
-alamin at naisin kung ano ang mabuti at masama
-pag-aralan o kilatisin ang sitwasyon
-mangalap ng impormasyon o sumangguni sa mga maaasahang
mapagkukunan
113 | P a g e
-paghahatol ng kasamaan o kabutihan ng pasiya o kilos gamit ang konsensiya
-pagsusuri ng sarili at pagninilay
Explain Tatalakayin ng guro ang mga sumusunod na konsepto at kaalaman:
(15 mins.) (Please refer to EsP 10 Modyul Para sa Mag-aaral pp.54-61)
-Ang Apat na Yugto ng Konsensiya

-Ang Likas na Batas Moral Bilang Batayan ng Kabutihan at ng Konsensiya
-Mga Antas ng Paghubog ng Konsensiya
-Pagtitimpi sa Sarili: True Love Waits (I am a Responsible Boy, I am a
Responsible Girl)
Graphic Organizer: Paghinuha ng Batayang Konsepto
Punan ng mahahalagang konsepto o kaalaman ang graphic organizer upang

makabuo ng isang diwa o mensahe sa pamamagitan ng pagsagot ng
katanungan sa ibaba:
“Paano magsisilbing gabay ang konsensiyang nahubog batay sa Likas na
Batas Moral sa tamang pagpapasiya at pagkilos?”
__________________
__________________
__________________
__________________ TAMANG PAGPAPASIYA __________________

__________________ __________________
__________________ TTAT __________________
KONSENSIYANG
NAHUBOG
BATAY SA LIKAS
NA BATAS
MORAL
__________________ __________________
__________________ __________________
__________________ __________________
TAMANG PAGKILOS
__________________
__________________
__________________
114 | P a g e
Elaborate Indibidwal na Gawain:
(10 mins.)
1. Pagnilayan ang mga nakuha at nalinang na kaalaman, konsepto, pagpapaha-
laga at asal mula sa mga natapos na gawain.
2. Isulat ang mga saloobin at damdamin batay sa mga karanasan at mga
natutunan sa dyornal.
3. Gumawa ng isang pansariling plano ng pang-araw-araw na pagsasabuhay at
pagpili ng angkop na kilos gamit ang talahanayan sa ibaba:
__
_________________________________
_________________________________
____________________________________________
________________________
____________________________________________
•Mga Angkop na •Mga Angkop na •Mga Angkop na

Pasiya at Kilos na Aking Isinagawa 1:

Hakbang na Dapat Hakbang na Dapat Hakbang na Dapat
Gawin upang Gawin upang Gawin upang
Mabago at Mabago at Mabago at
Mapaunlad ang Mapaunlad ang Mapaunlad ang
mga Masamang mga Masamang mga Masamang
Pasiya o Kilos Pasiya o Kilos Pasiya o Kilos
• __________________________ • __________________________ • __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________________________ __________________________ __________________________
__________
__________________________ __________________________ __________________________

__________________________ __________________________ __________________________
Pansariling Plano ng Pang-Araw-Araw na Pagsasabuhay

4. Bigyang-pansin kung paano mailalapat ang mga natutunan sa pang-araw-araw
na buhay lalo na sa mga mali at hindi kanais-nais na pasiya at kilos na
isinagawa sa nakaraan.
5. Gamitin bilang gabay sa pagsusulat ng plano ang Rubrik ng Pagtataya ng
Paggawa ng Sariling Plano sa ibaba:
Rubrik ng Pagtataya ng Paggawa ng Pansariling Plano
Kraytirya Napakahusay Mahusay Nalilinang Nagsisimula
4 3 2 1
Nilalaman at kumpleto at kumpleto ang may ilang maraming kulang
Kaugnayan komprehensibo ang nilalaman at kakulangan sa sa nilalaman at
nilalaman at wasto wasto ang lahat nilalaman, may maraming maling
ang lahat ng ng impormasyon ilang maling impormasyon
impormasyon impormasyon
Organisas- organisado, malinaw, malinaw, simple maayos ang hindi maayos ang
yon simple at may tamang at may tamang pagkakasunod- pagkakasunod-
pagkakasunod-sunod pagkakasu-nod- sunod ng mga sunod ng mga
ang daloy at sunod ang daloy kaisipan, may kaisipan,
pagkakalahad ng at pagkakalahad bahaging hindi maraming bahagi
kaisipan ng kaisipan gaanong malinaw ang hindi malinaw
Pagkama- lubos na nakikitaan nakikitaan ng hindi masyadong hindi malikhain at
likhain at ng pagkamalik-hain at pagkamalik-hain nakikitaan ng orihinal ang plano
Kakanya-han pagiging orihinal ang at pagiging pagkamalik-hain at
plano orihinal ang plano pagiging orihinal
ang plano
115 | P a g e
Evaluate Panuto: Punan ang mga patlang sa ibaba ng mga angkop na kasagutan at isulat
(10 mins.) ang mga ito sa dyornal.
• _________________________________
1. Ang aking konsensiya
_________________________________
ay may kaugnayan sa
_________________________________
Likas na Batas Moral dahil
_________________________________
• _________________________________
2. Ang aking konsensiya
_________________________________
ay nahuhubog sa
_________________________________
pamamagitan ng
_________________________________
3. Ang mga prinsipyo ng

Likas na Batas Moral ay • _________________________________
magagamit ko sa _________________________________
mabuting pagpapasiya at _________________________________
pagkilos sa pamamagitan _________________________________
ng
Learning Pangkatang Gawain: Showcase of Talents

Enablement 1. Pangkatin ang mga mag-aaral ayon sa taglay nilang talino at talento.
(to be done 2. Maghanda at lumikha ng isang malikhaing gawain na akma sa talino at
after class as an
abilidad ng bawat pangkat.
assignment)
3. Ang gagawing proyekto ng bawat pangkat ay dapat tumugon sa isyung:
climate change/global warming
4. Ang bawat pangkat ay maghahanda at magtatanghal ng mga sumusunod:
Unang Pangkat: Logical-Mathematical/Verbal-Linguistic-audio-video presentation
Ikalawang Pangkat: Visual-Spatial-scrapbook o collage
Ikatlong Pangkat: Bodily Kinesthetic at Musical-Rhythmic-sayawit
Ikaapat na Pangkat: Intrapersonal, Interpersonal, Existentialist-sanaysay o tula
5. Gamitin bilang gabay sa paghahanda ng pagtatanghal ang Rubrik ng Pagtata-
ya ng Paggawa ng Sariling Plano sa ibaba:
Rubrik ng Pagtataya ng Pagtatanghal ng Talento o Showcase of Talents
Kraytirya Napakahusay Mahusay Nalilinang Nagsisimula
4 3 2 1
Nilalaman at kumpleto at kumpleto ang may ilang kakulangan maraming kulang
Kaugnayan komprehensibo nilalaman at sa nilalaman, may sa nilalaman at
ang nilalaman at wasto ang lahat ilang maling maraming maling
wasto ang lahat ng impormasyon impormasyon
ng impormasyon impormasyon
Teamwork at kasama at nakilahok at nakilahok at kasama may mga kasapi
Partisipasyon nakilahok nang kasama ang ang lahat ng mga ng pangkat na
may husay ang lahat ng mga kasapi ng pangkat sa hindi nakitaan ng
lahat ng mga kasapi ng role play ngunit may pagganap
kasapi ng pangkat pangkat sa role kalituhan ang ilan sa
sa role play play kanilang pagganap
Pagkakaganap lubos na makatotoha- hindi gaanong Hindi

makatotoha-nan nan at kapani- makatotoha-nan at makatotoha-nan
at kapani- paniwala ang kapani-paniwala ang at kapani-
paniwala ang paniwala ang
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pagkakaganap ng pagkakaganap pagkakaga-nap ng pagkakaga-nap ng
mga tauhan ng mga tauhan mga tauhan mga tauhan
Props at kasiya-siya, angkop at may ilang props na hindi akma ang
Kasuotan kumpleto at angkap ang hindi angkop ang props at kasuotan
akma ang props at pagkakaga-mit na ginamit
paggamit ng kasuotan na
props at kasuotan ginamit
Pagkamalikhain lubos na nakikitaan ng hindi masyadong hindi naging
at Kakanyahan nakikitaan ng pagkamalik-hain nakikitaan ng malikhain ang
pagkamalik-hain at pagiging pagkamalik-hain at pagkakaganap ng
at pagiging orihinal ang pagiging orihinal ang pagtatanghal
orihinal ang pagtatanghal pagtatanghal
pagtatanghal
Teacher’s Reflection (Refer to DepEd Order No. 42, s. 2016)

References
Modyul Para sa Mag-aaral sa Edukasyon sa Pagpapakatao-Ikasampung Baitang Unang Edisyon 2015, FEP Printing
Corporation, Pasig City
Gabay Kurikulum sa Edukasyon sa Pagpapakatao-Ikasampung Baitang
Gabay ng Guro sa Edukasyon sa Pagpapakatao-Ikasampung Baitang
https://www.youtube.com/watch?v=8ipzwxXjAcA retrieved: May 28, 2019
https://dokumen.tips/documents/rubrik-sa-pagtataya-ng-role-play.html retrieved May 22, 2019
Prepared by:
CHONA B. JUMAO-AS
Teacher III
Cordova National High School
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GAD-based iC CEBU
Model
Lesson Exemplar
Grade Level: Grade 10 Quarter: 1 Duration: 50 Minutes
Learning Area: Physical Education
Learning Area/s Integrated: Math, Health, Art
Multidisciplinary Interdisciplinary ✔ Transdisciplinary
✔ Communication Learning and Innovation Problem Solving
✔ Critical Thinking ✔ Information Media and Technology ✔ Life and Career
II. Focused Learning Competency (LC) (Use Curriculum Guide (CG))
PE10PF-Ib-h45 engage in moderate to vigorous physical activities for at least 60 minutes a day in and out
of school
III. Focused GAD Principle/s to be integrated
promote equality among men and women in performing duties and responsibilities
Knowledge differentiate moderate from vigorous activities
Skills perform appropriate group activities that develop skills in selected team sports
Attitude manifest sensitivity to the feelings of others to promote camaraderie among groupmates
Values uphold the values of teamwork and cooperation
V. Learning
Content/s Active Recreation Sports
Concept Active recreation leads one to gain an active and healthy lifestyle. Thus awareness to appropriate
physical activities provides more opportunities to make choices that would suit one’s endurance.
Reference/s Physical Education and Health Learner’s Materials pp 27 – 34
Team Sports
https://www.liveabout.com/team-dribbling-games-for-basketball-skills-326386
IMs Balls for basketball and volleyball, net, whistle, stopwatch, TV, HDMI connector, manila paper,
multimedia
6. Engage
( 8 minutes) A. Pre-Test
Read the following statements carefully and put a check mark (/) on the space before the
number on the statements that apply to you.
1 I engage in physical activities for at least 30 minutes several days a week.
2 I do warm-up, stretching, and cool-down exercises.
3 I assess my physical fitness level and my participation in physical activities.
4 I always find time to do leisure activities.
5 I spend quality time with family, friends, and others in my social circle.
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6 I take note of what food labels say.
7 I am conscientious with what I eat.
8 I do not easily fall for fads and hypes on TV about fitness, health and nutrition.
9 I try to eat vegetables and fruits as much as I can.
10 I have first aid kit handy and I know how to use it.
11 I manage my time well, allotting ample time for schoolwork, leisure, and rest.
12 I am conscientious with what I eat.
13 I engage in physical activities that challenge my heart rate.
14 I do not stress myself about schoolwork deadlines.
15 I make sure I have my own personal time.
16 I take care of the environment by doing small deeds such as throwing my trash into
the trash bin.
Count the number of check marks ( / ) to know your Healthy Lifestyle Assessment rating.
Excellent 13 - 16
Good 9 - 12
Faire 5-8
Needs improvement 0 - 4
SAY: Evaluate your results.
ASK: 1. Does your lifestyle prove to be beneficial or detrimental to your overall
health?
Possible Answer: Yes.
SAY: Take note of your daily habits for these can greatly affect your life.
ASK: What are your usual daily activities?

Possible Answer: Answers may vary.
SAY:
 Share your answers to your classmates.
 Compare the activities you are engage in with your classmates from their usual
activities.
ASK:
1. What did you realize?
Possible Answer: I realized that some of my routines are unhealthy.
2. Should you stick to your daily routine or changes be made?
Possible Answer: Yes, I think changes should be made.
3. How would you increase the number of check marks?
Possible Answer: By participating on the different activities, have a
healthy lifestyle.
2. Explore Group Activity
(20 minutes) Procedure:
 The class will be divided into two.
 One group will play basketball and the other group will play volleyball.
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 Before doing the activity the learners will take their pulse rate at rest for 10 seconds,
and then multiply by 6 to get the pulse rate for 1 minute.
Activity 1 – Warm - Up
(Perform the warm-up by group according to the sports selected)
a. Jogging 2 minutes
b. Neck Stretching (Sideward Left and Right) (Front and Backward)
c. Arm stretching
d. Sideward bending
e. Pushing against each other or wall
f. Toe Touch
g. Ankle Rotation
Activity 2 - A
Basketball Group - Dribbling Races
https://www.liveabout.com/team-dribbling-games-for-basketball-skills-326386
Instructions:
 Members of the basketball group will be grouped into 5 and will stand at the starting
line waiting for the signal to go.
 They will race going to point B and back to the base tapping the next person to dribble.
 The members to finish first will be given additional 2 points. (5 minutes)
Activity 2 - B
Volleyball Group –Volleying
Instructions:
 The learners will form a circle and volley the ball.
 Whoever will miss it will be eliminated from the group.
 The learners will call out the name of the player who will receive the ball to avoid
accidents.
 The learners who have earned more points in volleying the ball will be given additional
2 points. (5 minutes)
Activity 3
Instructions:
1. Take your heart rate again.
2. Do cool down activities.
a. Inhale
b. Exhale
ASK:
1. How do you find the activity?
Possible Answers: tiresome, enjoyable
2. Where you able to finish the activities? Why?
Possible Answers: Yes or No, Answers may vary
3. How do you call the activity that you performed?
Possible Answer: Active Recreational Activity
4. What is recreation?
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Possible Answers: It is an activity that makes you relax.
It can relieve stress.
5. Which of the two activities do you consider moderate/vigorous? Why?
Possible Answers: Basketball is vigorous because you dribble the ball from one point to
another.
Volleyball is moderate because you only move for a few steps to receive the ball.
3. Explain Think Pair Share
(10 minutes) Activity: Buzz Session
Say:
1. Discuss with your partner the benefits one will get from participating in sports and
recreational activities in relation to Health, Physical, Social, Mental & Emotional.
2. List 5 examples for moderate activities and 5 for vigorous activities.
3. Share your insights/answers to the class.
NOTE: Use the following information to facilitate the discussion.
ASK:
 What have you noticed when one is very active in their daily lives?
Possible Answers: The person is healthy.
The person is active.
4. Elaborate ASK:
(10 minutes) 1. After learning the benefits for active participation in sports and recreational
activities, will you continue doing such?
Possible Answer: Yes, in order to stay healthy
2. How can those sports skills help you attain a healthy lifestyle?
Possible Answer: I get to exercise and move my body which can make me
healthy.
3. Does participation in those sports need to be highly competitive for you to have
121 | P a g e
a healthy life style? Why?
Possible Answer: No, because it is only a recreational activity wherein the rules
are not very strict like in sports events.
5. What are the common injuries encountered in playing basketball or volleyball?
Possible Answers:
a. Ankle Sprain
b. Jammed Fingers
c. Knee Injuries
d. Deep Thigh Brushing
e. Foot Fractures
f. Shoulder Injuries
g. Anterior Cruciate Ligaments
h. Finger Injuries
i. Patella Tendinitis
6. How can injuries be avoided?
Possible answer: One can avoid the injuries by following safety measures and
following the rules of the game.
5. Evaluate Classifying
(10 minutes) Directions: Classify the following activities. Write M for moderate and V for vigorous.
_____1. catching the ball _____6. standing in line

_____2. spiking the ball _____ 7. jumping for 30 seconds
_____3. picking of sticks _____ 8. rolling the ball
_____4. wall climbing _____ 9. sky diving
_____5. scuba diving _____ 10. Walking
122 | P a g e
VII. Say: Each group should make a sample program in playing team games to improve fitness
Learning level. Make sure that each one will share ideas on how to make a program. Present your work
Enablement in class.
/
Enrichment Program for playing group games.
(2 minutes)
Moderate Vigorous
Frequency
Intensity
Time
Type
Sample program for playing basketball with moderate to vigorous intensity.
Moderate Vigorous
Frequency 4 - 5x /week 5x or more / week
Intensity RPE of about 13 RPE of about 14 -17
Time 45 minutes and up 1 hour and up
Type Series of spot shooting Series of spot shooting and dribbling
and light dribbling with defending drills and transition
drills with partner drills with partner and team followed
followed by light by slightly team competition / game
competition / game
Sample program for playing volleyball with moderate to vigorous intensity.
Moderate Vigorous
Frequency 3 - 4x /week 5x or more / week
Intensity RPE of about 13 RPE of about 14 -17
Time 45 minutes and up 1 hour and up
Type Series of light passing, Series of serving and digging drills
serving and receiving with partner or team followed by
drills with partner slightly heavy team competition /
followed by light game
competition / game

References:
Text: Physical Education and Health Learner’s Materials pp 28 – 30
Source: https://www.liveabout.com/team-dribbling-games-for-basketball-skills-326386
Sample
Prepared by
___MA. ELENA R. TAMBIGA___

Master Teacher II
Madridejos National High School, Madridejos, Cebu
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INTERDISCIPLINARY
124 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: English Quarter: I Duration: 50

minutes
Learning Area/s Integrated: Araling Panlipunan, EsP, Health & ICT
Multidisciplinary // Interdisciplinary Transdisciplinary
/
I. 21st
Century Skills to be developed (Please tick.)

EN10G-Ia-27 use reflexive and intensive pronouns
III. Focused GAD principle/s to be integrated: promote equal opportunities in making

decisions

Knowledge compare and contrast reflexive and intensive pronouns
Skills construct sentences using intensive or reflexive pronouns
Attitude propose solutions with conviction to stop bullying
Values display awareness in giving importance to individual differences
V. Learning Content/s Using Reflexive and Intensive Pronouns
a. Concept A reflexive pronoun ends with -self or -selves and refers to

the subject of a sentence. An intensive pronoun used to draw
special attention to a noun or a pronoun already named.
b. Theme Discovering Personal Challenges

c. DRRE explain the impact or effects of storm surge
125 | P a g e
d. Materials pictures, cartolina, slide decks & video clip on anti-bullying
campaign
e. References Grade 10 Learner’s Manual, pp. 27-29, Anti-Bullying Campaign
Source: http://www.youtube.com/ watch?v=5RVmxyF7jJg

1. Engage A. PRE- TEST
(10 minutes)
Directions: Underline the pronoun and identify whether it
is intensive or reflexive.
1. Berto himself experienced the rage of super typhoon
Yolanda.
2. His parents themselves suffered to the extent that they lost
their lives.
3. Berto still considered himself lucky for surviving the
calamity.
4.The disaster left so much damage that people themselves
were made helpless.
5. However, the typhoon itself did not kill the hope of the
victims.
Possible Answers:
1. himself - intensive
2. themselves - intensive
3. himself - reflexive
4. themselves - intensive
5. itself - intensive
ASK:
1. Aside from the challenges brought about by natural disasters,
what other challenges have you encountered?
Possible Answers: financial problems, health problems,
bullying, etc.
2. How did you overcome the challenges?

Answers may vary.
2. Explore
WATCH AND LEARN
(10 minutes)
Watch a video clip.
Source: http://www.youtube.com/ watch?v=5RVmxyF7jJg
126 | P a g e
ASK:
1. What is the video about?
Possible Answer:
It is about bullying.
2. Based on the video, what are the kinds of bullying?
Possible Answers: verbal, physical and cyber bullying
3. What is your personal view on bullying?
Possible Answer:
It is harmful. It should be stopped especially in schools.
4. What comes to your mind when you hear the word bullying?
Possible Answer:
It is bad. Bullying itself can harm if not can kill its victims.
5. Why should bullying be stopped?

Possible Answer:
It has harmful effects.
6. As a student, how can you help stop bullying?
Possible Answer:
We have to know our rights and help ourselves to be
vigilant in stopping it.
SAY: Complete the concept map about bullying.
BULLYING
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3. Explain Each group will be assigned a question to answer in complete
sentence/s.
(15 minutes) 1. Why is bullying itself considered a major problem among
students?
Possible Answer:
Bullying causes major damage to one’s self-esteem and it
is negatively affecting students’ performance in school. Learners
cannot take care of themselves from bullies, thus creating
personal problems or conflict.
2. Would you allow yourselves to be bullied? Why?
Possible Answer:
No. We, ourselves deserve to be respected.
3. Can we prevent ourselves from being bullied? How?
Possible Answer:
Yes, by having a strong conviction of not allowing it
to happen to us. We, ourselves should be aware of our
rights.
4. What are the common forms of bullying experienced by boys
and girls? How can they protect themselves from bullies?
Possible Answer:
Common forms of bullying are verbal, physical and cyber
bullying. Boys and girls themselves can report cases of
bullying and be more aware of RA No. 10627 or the Anti-
Bullying Act of 2013 and other laws governing or protecting
themselves against
5. How can harmful effects of bullying be prevented? In what
way can we achieve a healthy and safe learning environment?
Possible Answer:
We can provide aid and support to the victims. We
ourselves can take a stand against bullying and propose ways
on how to stop it. We can support anti-bullying campaigns
and advocacies.
Without the fear of being bullied and being aware of
their rights, learners can contribute in making the learning
environment safe and enjoyable.
SAY: Post your answers on the board.
ASK: -What are the pronouns used in the sentences? Underline
them.
1. How are the underlined pronouns different from the usual
pronouns that we know?
Possible Answer: Pronoun +self or +selves

Ex. my+ self= myself
2. What do we call these kinds of pronouns?
128 | P a g e
Possible Answer: intensive and reflexive
3. How are they formed?
Possible Answer: pronoun +self or +selves
4. What are their commonalities? differences?
 Possible Answer:
 Both end with -self or –selves. They are

pronouns. In a sentence with a reflexive pronoun, the action of
the verb returns to the subject. The words myself, yourself,
himself, herself, itself, ourselves, yourselves, and themselves are
reflexive pronouns. The words myself, yourself, himself, herself,
itself, ourselves, yourselves, and themselves can also be used
as intensive pronouns. Use an intensive pronoun to draw special
attention to a noun or a pronoun already named. Intensive
pronouns usually appear right after the noun or pronoun they are
emphasizing.
Note: Deepening will follow for student’s better

understanding.
4. Elaborate Correct or Incorrect. Write C if the pronoun is correctly used. If
(15 minutes) incorrect, rewrite the sentence.
1. We themselves can make a difference by stopping bullying.
2. The bullied students can protect themselves from the bullies.
3. You can actually take care of yourself in school.
4. Some of the victims of bullying blame themselves for being
weak.
5. There are bullies herself who are also victims of bullying.
Possible Answers:
1. We ourselves can make a difference by stopping bullying.
2. C
3. C
4. C
5. There are bullies themselves who are also victims of bullying.
5. Evaluate SAY: Based on the pictures, write a sentence giving an advice on
(10 minutes) overcoming challenges. Use correctly intensive and reflexive
pronouns.
129 | P a g e
-the boy who studied in front of Mc Donalds
http://www.bbc.co.uk/newsbeat/article/33460791/homeless-
boy-doing-his-homework-by-mcdonalds-light-inspires-
thousands-online
-Badjao girl turned PBB housemate/ artist

https://www.youtube.com/watch?v=CKou5z0lwYM
VII. Learning Enablement:

Make a powerpoint presentation on the causes and effects of cyber bullying.
Rubric
Indicators:
Information is organized in a clear, logical way.

Presentation shows originality and inventiveness.
Presentation has no error in spelling and grammar.
Graphics are attractive and support content of the presentation.
Powerpoint contains a minimum of five slides.
20 points – All indicators are present.

19 points – Only four indicators are present.
18 points – Only three indicators are present.
17 points – Only two indicators are present.
130 | P a g e
16 points - Only two indicators are present.
15 points - Only two indicators are present.
VIII. Teacher’s Reflection (DepED Order No. 42, s. 2016)
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson.
E. No. of learners who continue to require remediation.
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve
H. What innovation or localized materials did I use/discover which I wish to share with
other teachers
Reference/s
http://www.youtube.com/ watch?v=5RVmxyF7jJg
http://www.bbc.co.uk/newsbeat/article/33460791/homeless-boy-doing-his-
homework-by-mcdonalds-light-inspires-thousands-online
Prepared by
ROXANNE P. CANDO
Master Teacher I
Tulay National High School, Minglanilla District 1
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APPENDIX A PRE- TEST
Directions: Underline all the pronouns found in the paragraph.
When Super Typhoon Haiyan struck in 2013, it was the disaster-prone Philippines' worst storm
on record, with 7,350 people dead or missing. Berto, a Grade 10 student, lost his home and his mother
and father because of the storm surge. Berto himself chose to transfer to Manila but to worsen his
situation, he experienced bullying. He was branded as the homeless shy orphan from Tacloban by the
school’s bully. When they knew about this, the teachers took action themselves. They conducted a
lecture and video presentation about storm surge and its impact, including disaster preparedness and
mitigation.
Note: The teacher may ask the following questions after:
1. What can you say about Berto?
2. What is the paragraph about?
3. Why do you think the teacher conducted a lecture and video presentation about storm surge,
including disaster preparedness and mitigation?
Appendix B
Given pictures:
http://www.bbc.co.uk/newsbeat/article/33460791/homeless-boy-doing-his-homework-by-mcdonalds-
light-inspires-thousands-online
-the boy who studied in front of Mc Donalds
-Badjao girl turned PBB housemate/ artist

132 | P a g e
APPENDIX C
ORAL PRESENTATION RUBRIC
TRAIT 4 3 2 1
NON VERBAL
SKILLS
EYE CONTACT Holds attention of Consistent use of direct Displayed minimal eye No eye contact with
entire audience with the eye contact with contact with audience, audience, as entire
use of direct eye audience, but still while reading mostly report is read from
contact, seldom looking returns to notes. from notes. notes.
at others.
BODY LANGUAGE Movements seem vivid Made movements or Very little movement or No movements or
and help the audience gestures that enhance descriptive gestures. descriptive gestures.
visualize. articulation.
POISE Student displays Makes minor Displays mild tension; Tension and
relaxed, self mistakes,but quickly has troublerecovering nervousness is obvious;
confidence, secure recovers from from mistakes. has trouble recovering
about self, with no them;displays or no from mistakes.
mistakes. tension
COMMENTS:
VERBAL SKILLS
ENTHUSIASM Demonstrates a strong Occasionally shows Shows some negativity Shows absolutely no
positive feeling about positive feelings about toward topic presented. interest in the topic
topic during entire the topic. presented.
presentation.
ELOCUTION Student uses a clear Student’s voice is clear. Student’s voice is low. Student mumbles,
voice and correct Student pronounces Student incorrectly incorrectly pronounces
precise pronunciation of most words correctly. pronounces terms. terms, and speaks too
terms so that all Most audience Audience members quietly for a majority of
audience members can members can hear the have difficulty hearing students to hear.
hear the presentation. presentation the presentation.
COMMENTS:
CONTENT
SUBJECT Student demonstrates Student is at ease with Student is Student does not have
KNOWLEDGE full knowledge by expected answers to all uncomfortable with grasp of information ;
answering all class questions without information and is able student cannot answer
questions with elaboration. to answer only questions about subject.
explanations and rudimentary questions.
elaboration.
ORGANIZATION Student presents Student presents Audience has difficulty Audience cannot
information in logical , information in logical following presentation understand the
133 | P a g e
interesting sequence sequence which because student jumps presentation because
which audience can audience can follow. around. there is no sequence of
follow. information.
MECHANICS Presentation has no Presentation has no Presentation has three Student’s presentation
misspellings or more than two misspelling and/or has four or more
grammatical errors. misspellings and/ or grammatical errors. spelling and/ or
grammatical errors. grammatical errors.
COMMENTS:
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: FILIPINO Quarter 1 Duration: 50 minuto

Learning Area/s Integrated: DRRE, EsP, SCIENCE, AP
Multidisciplinary Interdisciplinary Trans disciplinary
st
√
x Communication Learning and Innovation Problem Solving
II. Focused Learning Competencies:
F10PB- Ib-c-63 nasusuri ang nilalaman, elemento at kakanyahan ng binasang akda gamit
ang mga ibinibigay na tanong
naipapakita ang pantay na pagbibigay-halaga sa kakayahan ng bawat isa
Knowledge naipapaliwanag ang makabuluhang pangyayari sa loob ng parabula
Skills nasusuri ang nilalaman at elemento ng binasang parabula
Attitude naipapakita ang katapatan at pagpapahalaga sa tungkulin
Values napapahalagahan ang pagiging matapat sa tungkuling
ginagampanan
V. Learning Content/s Ang Tusong Katiwala, ph. 47-48
Concept Ang parabula ay naglilinang sa kahalagahan ng pagiging matapat sa
tungkulin at pagkilala sa katangian.
Theme katapatan sa tungkulin
DRRE naipapaliwanag ang sanhi at mekanismo ng mga kalamidad
References “Ang Tusong Katiwala” Filipino 10, ph. 47-48
IM’s larawan, aklat, slide deck, video clip, speaker, meta strips,
pahayagan
A. Panimulang Pagtataya
Engage Panuto: Makinig nang mabuti sa pahayag na ibibigay ng guro. Kung
sang-ayon sa pahayag ay tumayo kung hindi sang-ayon ay umupo
(7 minuto)
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1. Ang genreng parabula ay naglalahad ng kuwentong
hinango mula sa banal na aklat.
Inaasahang Sagot: tatayo
2. Isa sa mga elemento ng parabula ay ang kakalasan.

Inaasahang Sagot: tatayo
3. Ang tagpuan ng parabula ay sa sakahan.
Inaasahang Sagot: uupo
4. Ang kuwentong “Ang Tusong Katiwala” ay kuwento

tungkol sa mga aliping inaabuso ng kanilang mga amo.
Inaasahang Sagot: uupo
5. Parehong mabilis at magaling sa sakahan ang mga lalaki at

mga babae.
inaasahang sagot: uupo
6. Pagiging tuso ay dapat gawin kaysa sa maging pulubi

habang buhay.
inaasahang sagot: uupo
7. Bawat tao ay may pantay na karapatan maging ano man

ang kasarian at katayuan sa buhay nito.
Inaasahang sagot: tatayo
8. Dapat na magkaroon ng compost pit ang bawat tahanan

para maibsan ang basura at maiwasan ang pagbaha na
nakakasira sa pananim ng mga magsasaka.
Inaasahang sagot: tatayo
9. Ang pagkaingin ay isa sa mabisang paraan sa paghawan ng

sakahan ? inaasahang sagot: uupo
10. Mainam na gamitin ang artificial fertilizer para dumami

ang magiging ani ng mga magsasaka ? inaasahang sagot:
uupo
B. Panimulang Gawain
- papangkatin ang klase sa apat at magtakda ng isang larawan sa
bawat pangkat.
-magbabalangkas ng limang tanong ang bawat pangkat ayon sa
nakitang mga larawan.
-ipapalahad ang bawat tanong at sasagutin naman ito ng ibang
pangkat ( tanong-sagot )
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PAALALA: bigyang tuon ang mga sagot at tanong ukol sa
karapatan, trabaho at kahalagahan ng mga alila o katulong.
4 PIC ONE WORD
C. ITANONG:
1. Alin sa apat na larawan ang nagpapakita ng pangangalaga sa
likas na yaman? Ipaliwanag
Inasahang Sagot: ang nag-aararo at ang nagtatanim dahil
malinaw na ipinakita sa larawan ang pagma,ahal na inuukol
sa likas na yaman (lupa)
2. Paano mo mapapangalagaan ang likas na yaman ng ating
bansa?
Inaasahang Sagot: tamang pagtatapon ng basura at
pagtatanim ng punong kahoy
3. Ano ang magkatulad na ideya na makikita sa apat na
larawan ?
Inaasahang Sagot: pagiging alila o alipin
SABIHIN: Ang mga larawan ay nagpapakita sa mga taong

nakatutulong sa atin sa pang-araw-araw na gawain. Tingnan
natin ang katayuan nila ayon sa antas ng mga salita.
D. Paglinang ng Talasalitaan
Ayusin ng mag-aaral ang mga salita ayon sa antas ng
pagkasunod-sunod:
alila dusa tapat
alipin hirap wagas
katulong pighati tunay
Panuto: Gamitin ang dayagram sa ibaba sa pagsasagot. Sundin ang

direksiyon ng arrow upang makita ang antas ng salita.
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Inaasahang Sagot:
katulong hirap tapat
alila pighati tunay
alipin dusa wagas
ITANONG:
1. Paano maipapakita ang pagmamahal sa mga taong
tumutulong sa atin araw-araw upang mapagaan ang ating mga
gawain?
Inaasahang Sagot: ituring na kapamilya, ibigay ang
benepisyong nararapat sa kanila
2. Bakit dapat igawad ang mga karapatan at pribilehiyo sa mga
kasambahay?
Inaasahang Sagot: dahil tao rin sila na nangangailangan ng
kalinga at pagmamahal
3. Sa kasalukuyang panahon bakit kailangang magtrabaho ang
mga kababaihan?
Inaasahang Sagot: para maitaguyod ang pangangailangan ng
pamilya sa araw-araw
2.Explore SABIHIN: Basahin natin ngayon ang parabulang “ Ang Tusong

(13 min.) Katiwala” na nasa screen. Habang nagbabasa subaybayan ang
mahalagang pangyayari sa parabola upang makuha ang
magandang kaisipang hatid nito.
PAALALA: papangkatin ang mga mag-aaral bago simulan

ang pagbabasa ng parabula.
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Ang Tusong Katiwala
(Lukas 16:1-15)
Philippine Bible Society
Nagsalita uli si Hesus sa kaniyang mga alagad, “May taong

mayaman na may isang katiwala. May nagsumbong sa kaniyang
nilulustay nito ang kaniyang ari-arian. Kaya’t ipinatawag niya ang
katiwala at tinanong, ‘Ano ba itong naririnig ko tungkol sa iyo?
Ihanda mo ang ulat ng iyong pangangasiwa sapagkat tatanggalin na
kita sa iyong tungkulin.’ Sinabi ng katiwala sa kanyang sarili, ‘Ano ang
gagawin ko? Aalisin na ako ng aking amo sa pangangasiwa. Hindi ko
kayang magbungkal ng lupa; nahihiya naman akong magpalimos.
Alam ko na ang aking gagawin! Maalis man ako sa pangangasiwa ay
may tatanggap naman sa akin sa kanilang tahanan.
Isa-isa niyang tinawag ang mga may utang sa kaniyang amo.

Tinanong niya ang una, ‘Magkano ang utang mo sa aking amo?’
Sumagot ito, ‘Isandaang tapayang langis po.’ ‘Heto ang kasulatan ng
iyong pagkakautang. Dali! maupo ka’t palitan mo, gawin mong
limampu,’ sabi ng katiwala. At tinanong naman niya ang isa, ‘Ikaw,
gaano ang utang mo?’ Sumagot ito, ‘Isandaang kabang trigo po.’
‘Heto ang kasulatan ng iyong pagkakautang,’ sabi niya. ‘Isulat mo,
walumpu.’ Pinuri ng amo ang tusong katiwala dahil sa katalinuhang
ipinamalas nito. Sapagkat ang mga makasanlibutan ay mas mahusay
gumawa ng paraan kaysa mga maka-Diyos sa paggamit ng mga
bagay ng mundong ito.
At nagpatuloy si Hesus sa pagsasalita, “Kaya’t sinasabi ko sa

inyo, gamitin ninyo ang kayamanan ng mundong ito sa paggawa ng
mabuti sa inyong mga kapwa upang kung maubos na iyon ay
tanggapin naman kayo sa tahanang walang hanggan. Ang
mapagkakatiwalaan sa maliit na bagay ay mapagkakatiwalaan din sa
malaking bagay; ang mandaraya sa maliit na bagay ay mandaraya rin
sa malaking bagay. Kaya kung hindi kayo mapagkakatiwalaan sa mga
kayamanan ng mundong ito, sino ang magtitiwala sa inyo ng tunay
na kayamanan? At kung hindi kayo mapagkakatiwalaan sa
kayamanan ng iba, sino ang magbibigay sa inyo ng talagang para sa
inyo?
“Walang aliping maaaring maglingkod nang sabay sa

dalawang panginoon sapagkat kamumuhian niya ang isa at iibigin
ang ikalawa, paglilingkuran nang tapat ang isa at hahamakin ang
ikalawa. Hindi kayo maaaring maglingkod ng sabay sa Diyos at sa
kayamanan.” Nang marinig ito ng mga Pariseo, kinutya nila si Jesus
sapagkat sakim sila sa salapi. Kaya’t sinabi niya sa kanila,
“Nagpapanggap kayong matuwid sa harap ng mga tao, ngunit alam
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ng Diyos ang nilalaman ng inyong mga puso. Sapagkat ang
itinuturing na mahalaga ng mga tao ay kasuklam-suklam sa paningin
ng Diyos.
Pangkatang gawain pagkatapos basahin ang parabula
Pangkat Una: Character Web
Pangkat Ikalawa: Itala ang mahalagang pangyayari sa kuwento

gamit ang Story Ladder.
Pangkat Ikatlo: Hanapin sa loob ng parabula ang mga

pangyayaring may kaugnayan sa totoong
kaganapan sa buhay. Ilahad ang
pagkakaugnay.
Pangkat Apat: Gumuhit ng iba’t ibang mukha ng emoji na

nagpapakita ng damdaming namayani sa loob
ng parabula.
Pangkat Ikalima: Bumuo ng sariling wakas sa parabula.
( Iulat ang kinalabasan ng pangkatang- gawain. )
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A.Talakayin ang parabula gamit ang mga gabay na tanong:
3. Explain 1. Bakit pinatawag ng amo ang katiwala?
(10 minuto) Inaasahang Sagot: dahil nabalitaan ng amo ang paglulustay
sa kanyang kayamanan
2. Ano ang ginawa ng katiwala nang malaman niyang
tatanggalin siya sa kanyang trabaho?
Inaasahang Sagot: ipinatawag ang nagkakautang sa kanyang
amo at binawasan ang halaga ng kanilang utang.
3. Magkano ang utang sa kanyang amo ng nauna? ng
pangalawa? Ano ang ginawa ng katiwala sa mga ito?
Inaasahang Sagot: ang una ay may utang na isangdaang
tapayang langis at ginawang limampu at ang pangalawa ay
may utang na isangdaang sako ng trigo ay ginawang
walumpu.
4. Ayon kay Hesus, paano gagamitin ang kayamanan dito sa
mundo?
Inaasahang Sagot: sa paggawa ng kabutihan sa kapwa
5. Anong aral ang hatid ng parabula?
Inaasahang Sagot: pagiging matapat sa tungkulin
6. Ano-ano ang mga elemento ng parabula?
Inaasahang Sagot: tauhan, tagpuan, saglit na kasiglahan,
banghay, kasukdulan, kakalasan o wakas.
SABIHIN: Lubusan nating nauunawaan ang nilalaman ng parabula.

Ngayon alamin natin kung sa anong elemento ng parabula ang mga
sumusunod na mga bahagi na nasa loob ng kahon.
Panuto: Basahin ang bahagi ng parabula at mula dito ay tukuyin

kung anong elemento ng maikling kwento ang inilarawan sa bawat
bahagi kung ang elementong ito ba ay: tauhan, tagpuan, saglit na
kasiglahan, banghay, kasukdulan, kakalasan o wakas.
PAALALA: Ang mga elemento ng kuwento ay nakasulat sa meta

kard. Piliin ang meta kard na angkop sa pahayag at itapat ito.
Gamit ang meta-strips ipaliwanag ng bawat pangkat kung anong

elemento ng kuwento ang natapat sa kanila.
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Nagpanggap kayong matuwid sa harap ng mga tao, ngunit
alam ng Diyos ang nilalaman ng inyong puso.
Inaasahang Sagot: kasukdulan
Isa-isa niyang pinatawag ang mga may utang sa kaniyang

amo.
Inaasahang Sagot: saglit na kasiglahan
May taong mayaman na may isang katiwala
Inaasahang Sagot: tauhan
Pinuri ng amo ang tusong katiwala dahil sa katalinuhang

ipinamalas nito.
Inaasahang Sagot: wakas
Paano nakatutulong ang mga elemento ng kuwento upang

mapalutang ang katangian ng genreng Parabula?
Inaasahang Sagot: sa pamamagitan nga pagsusubaybay sa mga
mahalagang pangyayari upang lubos na muuunawaan ang
nilalaman ng kuwento.
ITANONG:
4. Elaborate Sa palagay ninyo, saan nangyari ang kuwento?
Inaasahang Sagot: sa bukid
(10 minuto) BALIK-TANAW sa larawang ipinakita sa pinagmulang gawain (4 pic
one word)
SABIHIN: Nakita natin ang kagandahan ni Inang-Kalikasan sa
dalawang larawan.
ITANONG:
1. Napanatili ba ang kagandahan nito?
2. Ano ang nakasisira sa ating kapaligiran?
3. Paano gumanti ang likas na yaman sa mga tao?
4. Ano ang sanhi at bunga na dulot nito?
5. Paano mo ma protektahan an gating natural na yaman ?
SABIHIN: Ginamit sa parabula ang bukid bilang tagpuan, paano

na ngayon naiiba ang parabula sa ibang maikling
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kuwento?
Gamitin ang Venn Diagram.

random na gawain:
PANUTO: isulat sa meta kard ang mga sagot at ipaskil sa Venn
diagram
PAALALA: Tumawag ng ilang mag-aaral upang basahin ang mga

nakalagay sa meta kard.
Sagutin ang mga sumusunod na katanungan upang matukoy ang

5. Evaluate mga elemento ng maikling kuwento. Sa inyong sagot, itapat kung
(10 minuto) anong elemento. Isulat sa ikapat na papel.
1. Saan nangyayari ang parabula?

Inaasahang Sagot: sa bukid - tagpuan
2. Sino ang pangunahing tauhan sa parabula?
Inaasahang Sagot: ang tusong katiwala - tauhan
3. Anong bahagi ng kuwento na nagsisimula ang pagtaas ng
kawilihan ng mambabasa?
Inaasahang Sagot: nang nakipagkita ang katiwala sa mga
taong nagkakautang sa kanyang amo
4. Anong bahagi ng kuwento ang kapana-panabik?
Inaasahang Sagot: Nang sabihin ng Panginoong Hesus
“Nagpanggap kayong matuwid sa harap ng mga tao, ngunit
alam ng Diyos ang nilalaman ng inyong puso”. - kasukdulan
5. Anong kasabahan ang nakapagpapaliwanag sa aral ng
parabula?
Gumawa ang bawat pangkat ng isang VBlog. Ilahad ang ideya at

Learning Enablement konsepto tungkol sa tanong na ito.
“ Alin ang mas mahalaga sa iyo bilang isang mag-aaral, parangal/

kaalaman /pagkatuto?”
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References:
Santiago, Erlinda M. et al. 1989. Panitikang Fililipino Kasaysayan at Pag-unlad
Pangkolehiyo. Manila: Book Store
Jocson, Magdalena O. et. al. Panitikang Pandaigdig Filipino.Vival Group Inc. Pasig City
https://www.youtube.com/watch?v=.angtusong katiwala . vghcom
Prepared by:
JENNIFER A. TUÑACAO
MASTER TEACHER -I
Consolacion National High School (D.C)
Consolacion District
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GAD-BAS
GAD-Based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Science Quarter 1 Duration: 60
minutes
Learning Area/s Integrated: Mathematics, DRRE, English, Arts, EsP
Multidisciplinary ⁄ Interdisciplinary Trans disciplinary
st
/ Critical Thinking Information Media and Technology Life and Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide (CG))
S10 ES-Ia-j-36.4 describe the internal structure of the earth
III. Focused GAD principle/s to be integrated: deal fairness with the diverse learners according to their
respective needs and interests when giving a group task
IV.Integrated Learning Outcomes
Knowledge identify and describe the different layers of the internal structure of the earth
Skills create pie graphs illustrating elements found in the layers of the internal structure of the
earth
Attitude exhibit care of environment by suggesting ways or preventive measures when the layers
of the earth are destructed
Values appreciate the amazing creation of God
V. Learning The internal structures of the earth are crust, mantle and core.
Content
Concept Internal structures of the earth can be described through its layers (crust, mantle, and
core) and their chemical composition.
Theme Visualizing and understanding the composition and structure of the Earth’s interior.
Reference/s Curriculum Guide in Science-10, Learner’s Materials in Science-10, w
www.google.com.https://www.youtube.com/watch?y=hmgR4PiGpIE
https://www.google.com/search?q=percent+composition+by+mass+of+the+earth%27s+cru
st&source=lnms&tbm=isch&sa=
https://www.google.com/search?biw=1034&bih=588&tbm=isch&sa=1&ei=ItPsXOjECZOC-
QaLh4XAAQ&q=image+of+the+e
http://www.uh.edu/~jbutler/physical/chap19mult.html
DRRE demonstrate disaster preparedness and mitigation actions based on given varied situations
IMs video clip on the internal structure of the earth, paper strips, marking pens, information
sheet/reading text, pencil, coloring materials, manila paper, cartolina, scotch tape, picture
of the earth’s layers and pie graph picture
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1.Engage
(10 min) A. 1. What planet has inhabitants?
Possible Answer: Earth
2. How will you describe our planet earth?
Possible Answers: It has life existence.
It has land, water and air.
SAY:
To find out more information about planet earth, answer this pre-test.
B. Direction: Read each item carefully and write the letter that corresponds to your answer.
1. Which layers of the earth are a deep well and mine shaft goes through?
A. crust only B. crust and mantle C. mantle only D. mantle and core
2. Complete this sentence: As you go deeper inside the Earth _________.
A. it gets cooler, drier, and easier to travel
B. it gets hotter, materials get denser and pressure increases
C. the temperature stays the same, but the pressure increases
D. the temperature increases, but the pressure decreases
3. Which layers of the earth is a solid and why?
A. The inner core is solid because of the movement of the outer core.
B. The inner core is solid because of the low pressure and below freezing temperatures
C. The inner core is solid because of a balance between hot and cold temperatures
D. The inner core is solid because of the high pressure that drops the temperature
inside the core.
4. Which of the following statements best describes the nature of the core-mantle
boundary?
A. the core-mantle boundary is smooth
B. the core-mantle boundary is rough with a topography of about 5 kilometers
C. the core-mantle boundary is rough with a topography of about 100 kilometers
D. the core-mantle boundary is rough with a topography of about 400 kilometers
5. Label each layer of the earth according to its letter.
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Possible Answers :
1. A
2. B
3. D
4. A
5. A. inner core
B. outer core
C. mantle
D. crust
Activity-1 Journey
video Presentation on the internal structure of the earth
https://www.youtube.com/watch?y=hmgR4PiGpIE
Asks:
1.What was the video clip all about?
2. Explore Learners are grouped into five to perform the differentiated instructions given by the teacher.
(20 min) Group---1 Task - News cast about the internal structure of the earth based from the video clip, to
enhance and develop their listening skills and communicating skills (correct construction of the
sentence) two (2) minutes only.
(Suggested sample for the news casting)

The Three Layers of the Internal Structure of the Earth are the following:
1. Crust—is the thinnest and outermost layer of the earth that extends from
surface to about 32 km below. Underneath some mountains, the crust’s
thickness extends to 72 km. It is divided into 2 regions: the continental crust
and the oceanic crust.
A.The continental crust—is mainly made up of silicon, oxygen, aluminium and
potassium. Its thickness is 35-40 km. It is found under landmasses which are
made up of less dense rocks such as granite.
B. The oceanic crust—is found under the ocean floor and it is made up of
dense rocks such as basalt. Its thickness is 7-10 km. It is heavier than
continental crust.
2. Mantle—is found beneath the crust and extends to about 2900 km from the
earth’s surface. It is made up of silicate rocks and mostly made of elements
like silicon, oxygen, iron, and magnesium. Its lower part consist of more iron
than the upper part thus it explains that the lower mantle s denser than the
upper portion. Its temperature and pressure increases with depth. The high
temperature and pressure in the mantle allows the solid rock to flow.
3. Core—is subdivided into two layers the inner and the outer core. The outer
core is 2900 km below the earth’s surface. It is 2250 km thick and is made up
of iron and nickel. The temperature in the outer core reaches up to 20000C at
this very high temperature, iron & nickel melts based from the seismic data
analysis, earth’s magnetic field strengthens the idea that the earth’s core is
molten liquid. The inner core—is made up of solid iron & nickel and has a
radius of 1300 km. Its temperature reaches to about 50000C. The extreme
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Group---2 Task -Illustrate the model of the internal structure of the earth to identify each layer and
its composition. They have to label the illustration correctly with the application of coloring
materials. Discuss each layer.
Group---3 Task- Describe the three layers of the internal structure of the earth by filling in the table
with the correct data taken from the reading text provided by the teacher
CRUST MANTLE CORE
Group---4 Task- Make a pie chart/graph of the elements found in the earth’s crust. Reflect the
percentage of elements.
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Group---5 Task-Suggest five (5) ways on how to prevent land slide (either caused by natural or
human ). Write on a manila paper.
(Suggested ways on how to prevent landslide )
Ways on How to Prevent Landslide when the

earth’s crust moved
1.Maintain as much vegetation as possible on the
slope to help to retain the soil.
2. Do not put yard waste on the slope.
3. Do not add additional water from down sprouts
to slope from storm water runoff being directed to
a hill side.
4. Plant more trees to prevent soil erosion.
5. Avoid building near the steep slopes, close to
mountain edges, near drainage ways or along
natural erosion valleys.
6. Do not operate quarrying along the steep slopes.
7. Avoid excavating the land/soil deeper
8. Avoid mining near the buildings or houses.
9. Construct contour terracing and riprapping on
the steep slope.
3. Explain 1. Why is there a need to study the earth’s layers?

2 What are the essential features of the three layers of the earth?
(15 min) 3. What materials make up mantle? Crust? Core?
4. Why does each layer differ from one another?
5. What happens to pressure and temperature as it moves from the crust to the inner core?
6. Is it possible to dig our way through the ground and to other side of the earth? Why?
Why not?
7. What will happen if the earth’s crust is being damaged by the people like quarrying,
digging, extracting of the ground?
8. If you are the miners, how would you dig into the earth to search precious rocks and
minerals without damaging the land surface?
9. How do geologists determine the temperature and pressure of the internal structure of
the earth?
Possible Answers:
1. We need to study in order to find out its composition.
2. The essential features of the three layers of the earth are their compositions or
properties.
3. Mantle--it is made up of silicate rocks and mostly made of elements like silicon, oxygen
iron and magnesium.
Crust—it is mainly made up of silicon, oxygen, aluminum and potassium.
Outer Core—it is made up of molten materials of iron and nickel.
Inner Core—it is made up of solid iron and nickel.
4. They differ because of its temperature, pressure, and chemical
compositions are not the same.
5. The pressure decreases while the temperature increases as it moves from the crust to
149 | P a g e
the inner core.
6. No, because of the intense heat of the temperature that can make us burn up. Nobody
has ever been able to do dig this far.
7. The earth’s crust will damage if these human activities won’t be prevented.
8. If I am a miner, I would dig the earth’s underground using an instrument that can help
me to search the precious rocks and minerals without damaging the land surface to avoid
landslide.
9. The geologists can determine the temperature and pressure of the internal structure of
the earth by studying the rocks and minerals released by the volcanic eruptions and
earthquakes.
4. Elaborate The teacher will give inputs about the internal structure of the earth for further
(5 min) understanding of the learners.
(Note to the teacher please refer to the reading text given on the Explore phase)
1. What are the three layers of the internal structure of the earth?
2. What element is the most abundant in the Earth’s crust?
3. What makes up the outer core? inner core? mantle?
4. Why outer core is responsible to account for the earth’s magnetic field?
5. How did scientist come to know that the outer core is liquid?
6. What tells us that the inner core is made up of iron and nickel?
Possible Answers:
1. The three layers of the internal structure of the Earth is crust, mantle and core
2. The most abundant element is the oxygen
3.1 The outer core is made up of molten materials that accounts for the earth’s magnetic
field.
3.2 The inner core is made up of solid nickel and iron. The temperature reaches as high as
50000C.
3.3 The mantle is the middle layer of the Earth. It makes most of the Earth’s volume and
mass.
4. The outer core accounts for the earth’s magnetic field because the outer core is mainly
made up of iron and nickel moving around the solid inner core, creating Earth’s
magnetism.
5. The outer core is liquid because of its higher temperature.
6. The inner core is made up of iron and nickel because iron and nickel are both dense and
magnetic.
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Reading text is provided to the learners.
Direction: Supply the given data on the internal structure of the earth using a concept map
5.Evaluate below. Use a connector to connect your concepts.
(10 min)
Three Layers of the Earth
CRUST MANTLE CORE
Characteristics Characteristics
Characteristics or
or or
Composition Composition
Composition 1._____________
1._____________ 1.______________
_
_ 2.______________
3.______________ 2._____________
2._____________ _
_ 4.______________
3._____________
3._____________ 5.______________
_
_ 4._____________
4._____________
VII. Learning Enhancement (advanced topic to be discussed)

Enablement Group- 1 will draw Pangea during Permian period and then cut it out to form into Triassic ,
Jurassic, Cretaceous period and the present formation of today’s continents.
Group- 2 will give evidences in the formation of the continents and explain.
Group- 3 will gather evidences from fossil remnants during the evolution of Pangea.
Group- 4 will arrange the different formations of the evolution of Pangea.
Group- 5 will research of the following terms: continental drift theory and sea floor
spreading with its evidences.
151 | P a g e
Sources/References
https://www.youtube.com/watch?y=hmgR4PiGpIE
https://www.google.com/search?q=percent+composition+by+mass+of+the+earth%27s+crust&source=l
nms&tbm=isch&sa=
https://www.google.com/search?biw=1034&bih=588&tbm=isch&sa=1&ei=ItPsXOjECZOC-
QaLh4XAAQ&q=image+of+the+e
http://www.uh.edu/~jbutler/physical/chap19mult.html
Prepared by
ANSELMA D. UNDALOK
Master Teacher-II
Sibonga National High School
Sibonga District
152 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: Grade 10 Learning Area: Math Quarter: I Duration: 50 minutes
Learning Area/s Integrated: Numbers and Number Sense, Patterns and Algebra
Multidisciplinary ✓ Interdisciplinary Transdisciplinary
✓

✓ Communication Learning and Innovation ✓ Problem Solving
✓ Critical Thinking Information Media and Technology ✓ Life and Career
M10AL-Ib-c-1 determine arithmetic means and the nth term of the arithmetic sequence
III. Focused GAD principle to be integrated

promote the equality of men and women in making decision
Knowledge discuss how to find the means and the nth term of an
arithmetic sequence
Skills solve for the mean/s and the nth term in an arithmetic
sequence
Attitude respond and participate actively in any given
tasks/activities
Values show appreciation on individual ideas and feelings in
doing the tasks
IV. Learning Content Arithmetic means and nth terms of an arithmetic Sequence
153 | P a g e
An arithmetic mean/s refers to the nth (any unknown term)
term/s in between two given terms of an arithmetic sequence. If
Concept a, b and c are any three consecutive terms of an arithmetic
𝑎+𝑐
sequence, then b = 2 .
http://www2.hkedcity.net/sch_files/a/pyc/pyc-
math5/visitor_cabinet/124165/Exercise_14C.pdf
analyze the occurrence of humidity level parallel to the given

DRRE time in order to minimize hazards.
Reference curriculum guide, Learner’s Material

Stewart’s Algebra and Trigonometry textbook
http://www2.hkedcity.net/sch_files/a/pyc/pyc-
worksheets, meta strips/cards, sample leaflets for the

IMs
project/assignment, banana cue sticks
1. Engage A. Pre-Test: Find the missing term or terms in each arithmetic
(10 minutes) sequence.
1) ..., 13, ___, 7, ...
2) ..., −20, ___, −40, ...
3) ..., 32, ___, ___, ___, 68, ...
4) ..., 10, ___, ___, ___, 130, ...
4 68
5) …, − , _____, − , ….
7 21
Possible answers:
40
1) 10 3) 41, 50, 59 5) -
21
2) - 13 4) 40, 70, 100
B. Skill Preparation
ASK:
How do you feel with the hotness of the sun?
Possible answer:
I feel uncomfortable it’s too hot.
I cannot walk outside without an umbrella.
I am thirsty all the time.
154 | P a g e
Note: Pls. accept similar answers.
ASK:
What should you do during hot days?
Possible answers:
Drinking plenty of water regularly.
Wear light colored clothing.
Going outside with protective gears, such as caps and
umbrellas.
SAY:
The hotness of the sun varies any time of the day according
to its heat index. A heat index takes the actual air
temperature and factors in the relative humidity to arrive at
the temperature that the human body feels.
ASK:
What do you think is the heat index in this situation?
The heat index at 9:00AM, 10:00AM, 11:00AM, and
12:00NN forms an arithmetic sequence: 28 0C, ____,____,
37 0C. Find the missing heat index.
Possible answers: 31 and 34
Note:
If the initial value, 28 is denoted as a0, then we have
a0 = 28
a1 = ?
a2 = ?
a3 = 37
But we know that for an arithmetic sequence with initial
value a0 and arithmetic increment d. the nth value in the
sequence is an = a0 + n. d. Some will denote the initial value
a1. an = a1 + (n – 1) d. Thus,
a4 = 28 + (3d)
d=3
a1 = 28 + 3 = 31 a2 = 31 +3 = 34
2. Explore Do the following.

(10 minutes) Group 1:
Insert 4 arithmetic means between 5 and 25.
Possible Answer:
Since, it is required to insert 4 terms,
let a1 = 5 and a6 = 25 so there will be 6 terms.
We will insert a2, a3, a4, a5, a 6 to get the common
difference.
Let us use a6 = a1 + 5d to solve for d.
Substituting the given valued for a6 we obtain,
25 = 5 + 5d. So, d = 4.
Using the value of d, thus a2 = 5 + 4(1) = 9,
155 | P a g e
a3 = 5 + 4(2) = 13, a4 = 5 + 4(3) = 17,
and a5 = 5 + 4(4) = 21.
Therefore the 4 arithmetic means between 5 and 25
are 9, 13, 17, and 21.
Group 2: Insert an arithmetic mean between 3 and 15
Possible Answer:
Let x be the arithmetic mean between 3 and 15
X = ( 3 ) + ( 15 )
2
X = 9
Group 3: Insert an arithmetic mean between 18 and -28
Possible Answer:
Let x be the arithmetic mean between 3 and 15
X = ( 18 ) + ( -28 )
2
X = -5
3. Explain ASK:
(10 minutes) How did you identify the arithmetic sequence?
Possible answer:
a. Arithmetic sequence is determined completely by
the first term a and the common difference d.
b. Thus, if we know the first two terms of an arithmetic
sequence, then we can find a formula for the next
term.
c. The simplest way to generate sequence is to start
with a number a and add to a fixed constant, and
repeat the steps/series to form a sequence.
d. To find the nth term is that the 1st n terms of an
arithmetic sequence with a1 as the first term and d
as common difference are a1, a1 + d, a1 + 2d, …..a1 +
(n-1) d.
4. Elaborate Write down the next 3 terms of each of the following
(10 minutes) sequences.
1) 7, 11, 15, 19, 23, ______, ______,______.
Possible Answer:
an = a1 + (n-1) d.
a6 = a1 + (n – 1) d.
In the illustration d = 4. a6 = 7 + (6 – 1) 4 = 27, a7 = 7 +
(7 – 1) 4 = 31, a8 = 7 + (8 – 1) 4 = 35.
Thus, the next 3 terms are 27, 31 and 35.
2) 1, 9, 17, 25, 33, ______, ________, ________
Possible Answer:
an = a1 + (n-1) d.
Thus, a6 = a1 + (n – 1) d.
156 | P a g e
In the illustration d = 4. a6 = 1 + (6 – 1) 8 = 41, a7 = 1 + (7 – 1) 8 =
49, a8 = 1 + (8 – 1) 8 = 57.
Thus, the next 3 terms are 41, 49 and 57.
5. Evaluate Use the nth term of an arithmetic sequence an = a1 + (n – 1)d to
(10 minutes) answer the following questions:
1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15…
2. The second term of an arithmetic sequence is 24 and the
fifth term is 3. Find the first term and the common
difference.
3. Give the arithmetic sequence of 5 terms if the first term is 8
and the last term is 100.
4. How many terms are there in an arithmetic sequence
with a common difference of 4 and with first and last terms
are 3 and 59, respectively?
5. Which term of an arithmetic sequence whose first
term is – 18, given that a1 = 7 and a2 = 2?
Possible answers:
1. 99
2. d = -7 and a1 = 31
3. 8, 31, 54, 77, 100
4. 15
5. 6
VI. Learning Enablement:
Create a situation wherein an arithmetic sequence can be applied.

Comments:
157 | P a g e
References:
 https://cdn.kutasoftware.com/Worksheets/Alg2/Arithmetic%20Sequences.pdf
 (https://www.ck 12.org.book.sec.
 www.slideshare.net
 https://www.cimt.org.uk/projects/mepres/book9/bk9_10.pdf
 http://www2.hkedcity.net/sch_files/a/pyc/pyc-
 https://youtu.be/bM4bsgEh7p4
Prepared by
MARIA LOURDES G. YBAÑEZ, MT-I

Minglanilla Science High School, Minglanilla District I
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GAD –based iC CEBU Model
Lesson Exemplar
Grade Level: 10 Learning Area: Araling Panlipunan Quarter: 1 Duration:

60 minutes
Learning Area/s Integrated: English, Science, ESP, Music, & Filipino

I.21st Century Skills to be developed (Please tick.)

II.Focused Learning Competencies

AP1010KSP-lc6 nakapagtataya sa kalagayang pangkapaligiran ng Pilipinas batay sa epekto at
pagtugon sa mga hamong pangkapaligiran
III-Focused GAD principle/s to be Integrated

nakapagpakita na ang kababaehan at kalalakehan ay pantay-pantay sa larangan ng paggawa
ng pagpapasya
Knowledge naipapaliwanag ang mga suliraning pangkapaligiran ng ating bansa

batay sa epekto at pagtugon sa mga hamong pangkapaligiran
Skills naipapakita ang kalagayan ng kapaligiran ng Pilipinas batay sa epekto at pagtugon sa

hamong pangkapaligiran
Attitude naipamamalas ang kamalayan sa kalagayang pangkapaligiran ng Pilipinas
Values
naipapakita ang kamalayan sa kalikasan at sa mga isyung pangkapaligiran
V. Learning Konteksto ng Suliraning Pangkapaligiran

Content/s
159 | P a g e
Concept Ang pangangalaga ng ating kapaligiran ay isang mabuting hakbang upang maibsan o
maiwasan ang masamang epekto ng suliraning pangkapaligiran.
Reference/s Teachers Guide, Learners Module, pah., 51-60, Aguinaldo 2014 at Partnerships for Disaster
Reduction-Southeast Asia Phase 4 (2008)
Theme Kalamidad at Sakuna – Suliraning Pangkapaligiran
IM’s larawan, activity cards, slide decks, laptop, tv at projector
1. Engage A. PANIMULANG PAGSUSULIT

(3-5 mins) 1. Tumutukoy sa yamang nilikha ng Panginoon.
A. pagkain
B. sasakyan
C. telebisyon
D. likas na yaman
2. Bakit mahalaga ang likas na yaman sa buhay ng tao?
A. pinagmulan ng kasiyahan
B. pinagmulan ng kahirapan
C. pinagmulan ng kagustuhan
D. pinagmulan ng mga bagay na kinakailangan ng tao
3. Bilang mag-aaral paano ka makakatulong upang mabawasan ang suliranin ng
solidwaste?
A. iwasan ang pagtapon ng basura
B. pagtatag ng mga programang pangkabuhayan
C. sumasali sa mga komperensiyang pangkabuhayan
D. pagpapalaganap ng impormasyon tungkol sa tamang segregasyon ng
basura
4. Ito ay mga benepisyo na makukuha natin sa yamang gubat, maliban sa,
A. pinagmulan ng mga artifacts na ginagamit bilang palamuti sa katawan
B. ito ang tahanan ng mga iba’t ibang mga nilalang na nagpapanatili ng
balanse ng kalikasan
C. nagmumula sa kagubatan ang iba’t ibang produkto tulad ng tubig,gamot,
damit at ibang pangunahing pangangailangan ng tao.
D. mayroon ding mga industriya na nagbibigay trabaho ng mga mamamayan
na nakasalalay sa yamang nakukuha mula sa kagubatan
5. Ito ay mga uri ng suliraning pangkapaligiran , maliban sa.
A. pollution
B. solidwaste
C. overpopulation
D. climate change
160 | P a g e
Inaasahang Sagot:
1.C 2. D 3. D 4. A 5.C
B. AKTIBITI
Pagpapakita ng Panayam ukol sa isang Environmentalist sa pamamagitan ng video clip
gamit ang link na ito; https://www.youtube.com/watch?v=-kynLYQBryc
Mga Panimulang Katanungan:
1. Sino ang tauhan sa panayam?

2. Ano ang paksa na binigyang pansin sa panayam?
3. Bakit ito ang paksang tinatalakay sa panayam?
4. Kaya bang patunayan na dapat ipasara ang lugar na ito?
PALAALA:
Ang mga inaasahang sagot ay makukuha mula sa video.
2. Explore SABIHIN:
Mula sa kaalamang nakuha sa video tungkol sa isang panayam, tingnan natin ang isa pang
( 15minutes) video sa kalagayan ng Pilipinas noon at ngayon.
161 | P a g e
https://www.youtube.com/watch?v=kipSRk3z91k
Gabay na Tanong:
1. Ano- ano ang mensahe na nakukuha mula sa video?
PAALAALA: Ang sagot ay makukuha mula sa video
2. Bakit kailangang paghandaan ang mga suliranin at hamong
pangkapaligiran? Inaasahang Sagot: Kailangang paghandaan ang mga
suliraning pangkapaligiran
dahil ito ay maaaring magdulot ng masamang epekto sa
buhay ng tao.
PANGKATANG GAWAIN:
Batay sa napanood na video clip, ibahagi sa klase kung ano ang nahihinuha
at repleksiyon ang nakuha tungkol sa kapaligiran.
Unang Pangkat: Talakayin ang kalagayan ng kapaligiran sa Pilipinas lalong-lalo

na ang kahalagahan ng likas na yaman, at iulat sa harap ng klase
RUBRIK
Pamantayan Bahagdan Natatamong Marka
Wastong paggamit 30%

ng gramatika
Kaangkupan ng 20%
ideyang ginamit
Ginamit na biswal 30%
Estilo ng pagtalakay 20%
Kabuuan 100%
Ikalawang Pangkat: Sa pamamagitan ng pagsasadula, ipaliwanag ang mga

suliraning pangkapaligiran ng ating bansa
162 | P a g e
RUBRIK SA PAGSASADULA
Pamantayan Puntos Natatamong Puntos
May kahandaan sa kasuotan, props at 5

musika
Maganda ang ekspresyon ng mukha 5
Malakas ang dating ng mga manonod 5
Mahusay ang pagpili ng mga salitang 5

ginamit
Makita ang pagiging malikhain sa 5

presentasyon
Kabuuan 25
Ikatlong Pangkat: Gumawa ng Venn Diagram na naghahambing sa kalagayan ng

kapaligiran noon at ngayon
RUBRIKS NG Venn Diagram
Pamantayan Puntos Natatamong

Puntos
Nilalaman 15
Kabuuang 15
Presentasyon
Pagkamalikhain 10
( Creativity
Pagkamapanlik 10
hain Originality
Ikaapat na pangkat: Gumawa ng sabayang pagbigkas tungkol sa

pagpapahalaga sa ating kapaligiran
163 | P a g e
RUBRIKS NG SABAYANG PAGBIGKAS
Pamantayan Indikasyon Puntos Natatamong

Puntos
Nilalaman Naipakita at naipaliwanag nang 21-25

maayos ang ugnayan ng lahat ng
konsepto sa paggawa ng
presentasyon
Kaangkupan Ng Maliwanag at angkup ang 16-20

Konsepto mensahe sa paglalarawan ng
konsepto
Pagkamapanlik Original ang ideya sa paggawa ng 11-15

ha(Originality presentasyon
Kabuuang Malinis at maayos ang kabuuang 6-10

Presentasyon presentasyon
SABIHIN:
Tapos sa nagawang pangkatang gawain nadagdagan ang inyong impormasyon
tungkol sa kalagayang pangkapaligiran ng bansa. Sa susunod na bahagi tingnan
natin kung ano-ano ang napupulot n’yo na kaalaman hinggil dito sa
pamamagitan ng mga sumusunod na pamprosesong mga tanong.
164 | P a g e
3. Explain Mga Pamprosesong Tanong:
(10 minutes)
1. Ano ang nararamdaman ninyo habang ginawa ang aktibiti?
Inaasahang Sagot: Nasisiyahan dahil sa aral at mensahe na nakuha mula sa gawain.
2. Bilang isang mag-aaral ibahagi ang pwedeng magawa para sa kapaligiran at sa likas-kayang
paggamit nito, kaya mo kayang gawin ito?
Inaasahang Sagot: Bilang isang mag-aaral, dapat pangalagaan at paunlarin ang likas na
yaman ng bansa at likas kayang paggamit nito dahil dito nagmumula ang lahat ng
pangangailangan sa buhay. Talagang kaya kung gawin ang aking mga binabanggit dahil ang
konserbasyon ng kapaligiran ay hindi lang para sa iisang tao, ngunit para ito sa lahat ng tao
sa mundo. Sana sa munti kong paraan akoy nakakatulong para sa kalikasan.
3. Bakit tinatawag na Perlas ng Silanganan ang ating bansa?
Inaasahang Sagot: Tinatawag na Perlas ng Silangan ang Pilipinas dahil sagana ito sa mga
likas na yaman tulad ng yamang lupa, yamang gubat, yamang tubig, yamang mineral at
yamang tao.
4. May mga suliraning hinaharap ba ang mga tao dulot ng pag-aabuso ng kalikasan?
Inaasahang Sagot: Ang suliraning hinaharap ng tao dulot ng pag-aabuso ng kalikasan ay
ang pagkaubos ng likas na yaman, climate change atbp.
5. Paano nakaepekto ng mga suliraning pangkapaligiran sa buhay ng tao?
Inaasahang Sagot: ang epekto ng mga suliraning pangkapaligiran ay higit na nagpapahirap
ng tao sa kanilang pamumuhay at pangkalusugan.
6. Bilang isang mag-aaral, paano ka makatutulong sa paglutas sa mga suliraning ito?
Inaasahang Sagot: Bilang isang mag-aaral dapat ipapaalam ang impormasyon tungkol sa
kahalagahan ng likas na yaman. Ipaalam sa mga tao ang tamang pamamaraan sa pagtapon
ng basura, pangangalaga at pagpapaunlad ng ating likas na yaman.
7. Mga lalaki lang ba ang may karapatan na gagawa ng pagpapasya hinggil sa paglutas ng
mga suliraning kaugnay sa kapaligiran?
Inaasahang sagot: Hindi dahil tayong lahat babae o lalake man ay pantay-pantay sa
larangan ng pagtanggap ng mga sakuna darating bilang epekto sa problemang
pangkapaligiran gayundin, sabay-sabay na gagawa ng mga pagpapasya para maiwasan ito.
4.Elaborate SABIHIN:
(10minutes Natutunan natin ang kalagayang pangkapaligiran ng Pilipinas at dahil dito subukan nating
gawin ang isang laro sa A at sagutan ang tanong sa B.
A. EXIT/ADMIT TICKETS.
Sa pamamagitan ng larong Exit/Admit Tickets ang mga mag-aaral ay bibigyan ng mga
sitwasyon o gawain na may kinalaman sa kapaligiran. Bawat mag-aaral ay bibigyan
ng Admit ticket kung saan ang kilos o sitwasyon ay nagawa o ginawa nila at Exit ticket
kung ang sitwasyon ay hindi nila ginawa o nagawa.
1.Pagdadala nang sariling baso o tumbler sa paaralan.
2.Pagbili ng mga bagong notebook kahit may mga notebook pa na kaunti lang ang naisulat.
3.Paglilibing ng mga nabubulok na bagay sa ilalim ng lupa.
4.Pagdadala ng sariling sisidlan kapag may binibili.
5.Pag-iwan ng wrapper sa silid aralan.
165 | P a g e
6.Paghihiwalay sa mga nabubulok at hindi nabubulok na basura.
B. PAGSASAGOT NG TANONG:
1. Batay sa mga ticket na inyo natanggap alin ang mas marami?
Inaasahang Sagot: maaring Admit / Exit ang sagot depende sa dami ng ticket na natanggap.
2. Ano ngayon ang iyong nadiskubre tungkol sa iyong mga kilos, ito ba ay nakakatulong
para mapananatiling maayos ang kapaligiran, o nakapagpapalala sa suliraning kinaharap
ng ating kapiligiran?
Inaasahang Sagot: depende sa resulta sa dami ng ticket, Kapag marami ang admit ticket ito
ay nakakatulong para mapanatiling maayos ang kapaligiran at kapag ito ay may maraming
Exit ticket nagpapahayag na nakapagpalala sa suliraning kinaharap ng ating kapaligiran.
3. Bakit kailangang panatilihin ang katatagan at kaayusan ng ating kapaligiran?
Inaasahang Sagot: kailangang panatilihin ang kaayusan ng ating kapaligiran upang
mabawasan ang suliraning pangkapaligiran.
4. Kanino nakasalalay ang pagpapanatili ng katatagan at kaayusan ng ating kapaligiran?
Inaasahang Sagot: nakasalalay sa lahat ng tao ang pagpapanatili ng katatagan at kaayusan
ng ating kapaligiran.
5. Evaluate Mula sa resulta ng inyong gawain gumawa ng isang Slogan na nagpapakita ng iyong
(10
pangangalaga sa kaayusan ng ating kapaligiran. Isulat sa isang bond paper-short gamit
minutes)
ang rubric bilang gabay sa paggawa.
166 | P a g e
RUBRIK PARA SA ISLOGAN
Pamantayan 3 2 1 Natatamong Nakukuhang

Puntos Puntos
Mensahe Napakagaling May kahusayan Hindi naging
40% ng nabuong ang nabuong malinaw ang
mensahe at mensahe at mensahe at
lubhang naaayon sa hindi naaayon
naaayon sa tema sa tema
tema
Pagsunod sa Lubusang Nakasunod sa Hindi
mga nakasunod sa ilang mga nakasunod sa
Panuntunan mga panuntunang ilang mga
20% panuntunang itinakda sa panuntunang
itinakda sa pagbuo ng itinakda sa
pagbuo ng slogan pagbuo ng
slogan slogan
Kalinisan ng Napakalinis at Malinis at Kulang sa
Gawa 20% madaling nauunawaan kalinisan at
mauunawaan ang bahagyang
ang pagkakasulat ng nauunawaan
pagkakasulat slogan ang
ng slogan pagkakasulat
ng slogan
Dating sa Lubos na Nakapukaw/na Hindi ganap na
Madla 20% nakapukaw ng kaakit sa mga nakapukaw o
atensyon sa tao ang nakakuha ng
mga tao ang nabuong slogan atensyon sa
nabuong mga tao ang
slogan nabuong slogan
VI. Learning SABIHIN:

Enablement Bilang pagpayaman ng iyong natutuhan ngayon, gumawa kayo ng isang Poster ukol sa
: pagpahalaga ng kalikasan gamit ang rubrik sa ibaba bilang gabay.
167 | P a g e
RUBRIK SA PAGGAWA NG POSTER
Pamantayan Indikasyon Puntos Natatamong

Puntos
Nilalaman Naipakita at 21-25

naipaliwanag nang
maayos ang ugnayan ng
lahat ng konsepto sa
paggawa ng poster
Kaangkupan Ng Maliwanag at angkup 16-20

Konsepto ang mensahe sa
paglalarawan ng
konsepto
Pagkamapanlik Original ang ideya sa 11-15

ha(Originality paggawa ng poster
Kabuuang Malinis at maayos ang 6-10

Presentasyon kabuuang presentasyon
Pagkamalikhain Gumamit ng tamang 1-5

komkombinasyon ng
kulay upaupang
mapahayag ang
nilal,konsepto at
mensahe
VII. Teacher’s Reflection (Refer to Deped Order No. 42, s. 2016)
Prepared by
JOCELYN B. ALARDE, Ed.D.

Master Teacher I
Lambusan National High School, San Remigio District II
168 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: PHYSICAL EDUCATION Quarter: 1 Duration: 50 minutes

Learning Area/s Integrated: English, Math, Science, Health, Arts
Multidisciplinary ✓ Interdisciplinary Transdisciplinary
IV. 21st Century Skills to be developed (Please tick.)
✓ Communication ✓ Learning and Innovation ✓ Problem Solving
✓ Critical Thinking ✓Information Media and Technology ✓ Life and Career
V. Focused Learning Competencies (LC)
PE10PF-Ib-h-56 apply correct techniques to minimize risk of injuries
VI. Focused GAD principle/s to be integrated
promote equal opportunities during physical activities
Knowledge explain the nature and benefits of Yoga
Skills apply correct techniques in performing yoga to minimize risk of injuries
Attitude demonstrate critical thinking in interpreting the steps of Yoga with discipline and
cooperation with the group
Values show appreciation on the importance of accuracy and cooperation in
accomplishing tasks
DRRE perform basic first aid procedures to some common body injuries
V. Learning Active Recreation: Yoga
Content/s
Concept Performing yoga with accuracy minimizes the risk of injuries and promotes healthy
and safety standards. It is applicable not only for women but also for men for all
ages.
Reference/s Cipriano, Eduardo V., et al. (2015). The 21st Century MAPEH in ACTION. Manila,
Philippines: REX Book Store
https://www.fitnessmagazine.com/workout/yoga/poses/beginner-yoga-poses/
https://osteopathic.org/what-is-osteopathic-medicine/benefits-of-yoga/
https://vikasayoga.com/the-3-most-common-yoga-injuries/
https://www.pinterest.ph/pin/266064290460910384/
Theme Yoga
IMs Pictures, speaker, multimedia, task cards, manila papers and marking pens

1.Engage A. Classroom routine:
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(10 mins.) 1. Checking of attendance and P.E. attire
B. Pre-test
Modified True or False
Directions: Read the statements carefully and write T if the statement is True and if
it is False give the correct answer to make the statement true.
1. Yoga is the branch of biology concerned with the study of the structure
of organism sand their parts.
2. Yoga can cause lower back pain.
3. Rice means rest, ice, compress, and elevate.
4. If someone got injured, move the injured area and apply ice packs.
5. When calling for emergency services share the location, injury, first aid
given, and the equipment used.
Answer Key
1. F (Anatomy)
2. F (Yoga can aid lower back pain)
3. T
4. F (If someone got injured, don’t move the injured area and apply ice packs.)
5. T
C. Stretching / Warm up – exercise

Ask:
1. How did you feel after our warm-up exercise?
Possible Answers:
I had fun. I felt good or refreshed. I was able to relieve my stress.
2. Why is warm - up exercise important?
Possible Answer:
It is important to prepare your body for vigorous activities and avoid body
injuries.
D. Picture story
(Group Activity)
1. The learners are grouped into 4.
2. They have to choose a male or a female leader, writer, and reporter.
Each group is given a manila paper, marking pen and a set of pictures
with rearranged sequence.
3. Their task is to first arrange the pictures sequentially and then
create a paragraph having 2-3 sentences using reflexive or intensive
pronoun to be written on the manila paper.
4. The group is given only 2 minutes.
5. Thereafter, each group will mount their output on the board.
6. The group may present the output creatively.
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Picture Story
Picture 1 Picture 2
Picture 3 Picture 4
ASK: (after the engaging activity)

1. What is the story about?
Possible Answer:
The story is about the students in a P.E class who had fun while watching or
looking into something. Then they had physical activities but one student
fell and got injured.
2. Why did the student get injured?
Possible Answer:
The students did not perform warm – up exercises.
3. How can the incident be avoided?
Possible Answer:
They could have performed a warm exercise before they engaged in
physical activities.
2. Explore Group Activity - “Unlocking of Steps”
(15 (With the same group)
minutes) Procedure:
1. Each group is given different task cards.
2. On the task cards are steps that the group will execute and interpret. Every
male and female member have the freedom to express and share their
suggestions.
3. Each group is given only 3 minutes.
4. After the allotted time, the group will perform their interpreted figure in
the tune of the music.
5. They will perform as they are called by the teacher.
Note: Use a relaxing music as accompaniment for the performance.
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“Unlocking of steps” - Group activity
Tasks per group:
Group 1
Mountain Pose
Step 1
Stand with your feet together, flat on the floor. Try to
Breathe and do this for 30 seconds.
Step 2
While standing, be in a prayer position with the palms of
your hands together in front of your body. Keep your feet
together.
Step 3
With the feet on the ground, raise your toes slowly and
bring them back.
Step 4
In this position, stand with stomach in and shoulders
relaxed. Maintain the alignment of your hips and shoulders.
Group 2
Raised Hand Pose
Step 1
Stand with both feet flat on the floor.
Step 2
Raise your arms slowly from the sides and then lift them
upwards. (16cts.)
Step 3
Above your head, bring your palms together with force, and
Try to bend your back while at the same time looking at your
arms. (16cts.)
Group 3
Standing Forward Bend
Step 1
With your feet flat on the floor, bend your body forward at
The hips moving out your arms on your sides. (10 seconds)
Step 2
Place your hands at the back of your feet, and then touch
the floor with your palms. (5 seconds)
Step 3
Transfer your weight to the balls of your feet, and maintain
the alignment of your hips with the ankles. (5 seconds)
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Group 4
(Downward Facing Dog)
Step 1
Come onto your hands and knees, with your hands shoulder-
width apart and your knees hip-width apart. Press the inner
triads of both hands firmly into the mat. Align your shoulders
over your wrists. (5 seconds)
Step 2
For a few breaths (5 seconds), arch and round your spine,
Simultaneously moving your head and tail like you did in Cat-
Cow Pose.
Step 3
From a Cat tilt, curl your toes under. Slowly lift your knees
bringing them in line with your ankles. Keep your knees bent
and stretch your arms intensely to lengthen your torso.
(5 seconds)
Step 4
Slowly straighten both legs and walk your feet forward a
little. Your sitting bones should be close to center between
your wrists and ankles. Make sure your lower back doesn’t
round and extend your arms fully and keep your lower ribs
moving toward your spine to avoid low-back overarching
and compression. Breathe freely through your nose. Stay for
20–25 breaths before coming down to rest.
Rubric
Collaborative Work Skills: Performance Rubric
CATEGORY 5 3 2
Movement 3-4 steps were 2-3 steps were <2 steps were
accuracy accurately accurately accurately
performed performed performed
Posture Consistently Sometimes shows Rarely shows
shows good good posture good posture
posture while while performing. while performing.
performing.
Technique Always apply Sometimes apply Rarely apply
correct correct correct
techniques in techniques in techniques in
performing the performing the performing the
routine. routine. routine.
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Group Provides highest Occasionally Rarely provides
Performance quality effort. provides quality quality effort.
Movements are effort. Movements are
always balanced, Movements are rarely balanced,
fluid and graceful
occasionally fluid and graceful.
balanced, fluid
and graceful.
Attention in Class Focused, attentive Sometimes Rarely focused
and follows focused but is and Sometimes
directions to the easily distracted disruptive to rest
best of his/her by others and of class.
ability. sometimes
distracts others.
3.Explain Question & answer portion
(10 mins) (With the same group)
Ask:
1. How many cycle of 8 counts is executed with your group per 1 minute?
How were you able to get it?
Possible Answer:
Group 1: 30+30=60÷8=7.5 Group 2: 16+16=32÷8=4
Group 3: 10+5+5=20÷8=2.5 Group 4: 5=5=5=25=40÷8=5
2. What will happen if you were not able to follow the steps correctly?
Possible Answer:
We could commit mistakes. We might get an injury.
3. Which part of the body benefitted the most in the pose you did?
Possible Answers:
Arms, legs, lower back, knees, feet
4. How do you call the kind of poses performed?
Possible Answer:
Yoga
5. What is yoga?
Possible Answer:
Yoga is an old discipline from India. It is both spiritual and physical. Yoga
uses breathing techniques, exercise and meditation. It helps to improve
health and happiness. Yoga can be performed by all ages both male and
female.
6. Do you agree that yoga is only for the females and younger generations?
Explain your answer.
Possible Answer:
I disagree that yoga is only for the females and younger generations
because yoga can be performed by all ages both male and female.
(Note: Please write some keywords on the board based on the learners’ answers
that can lead to the elaboration.)
4.Elaborate ASK:
(15mins.) 1. What benefits can you get from doing the different yoga poses?
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Possible Answers:
 increased flexibility
 increased muscle strength and tone
 improved respiration, energy and vitality
 maintaining a balanced metabolism
 weight reduction
 cardio and circulatory health
 improved athletic performance
 protection from injury
2. What are some of the most common yoga injuries if steps or poses are not
correctly executed?
Possible Answers:
Leg fracture, strain, sprain
3. Which part of the body benefitted the most in the different yoga poses?
Possible Answers:
Legs, arms, shoulders, back, knees
Say: Look at this picture.
Ask: What do you call this? What is Anatomy?
Possible answer:
Anatomy is the branch of biology concerned with the study of the
Structure of organisms and their parts.
Note: Present the following pictures of the yoga poses by anatomy.
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A. Poses for the Feet
Mountain Pose Chair Pose Extended-hand-to-big-toe Pose
B. Poses for the Arms
Side Plank Pose Dolphin Plank Pose

Raised Hand Pose
C. Poses for the Knees
Standing Forward Bend Bound Angle Pose Hero Pose
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D. Poses for the Back
Downward Facing Dog Cat Pose
Easy Pose Cobra Pose
4. Why is it important to execute the movements or poses correctly?

Possible Answer:
It is important to execute the movements and poses correctly to avoid
possible injuries like fracture, strains & sprains.
Note: Present the pictures of common yoga injuries.
Hamstring pulls and tears

https://www.thephysiocompany.com/blog/
the-pulled-hamstring-the-high-intensity-
injury-treated-by-physiotherapists
Wrist injuries
https://www.google.com.ph/search?q=wris
t+injuries&source=lnms&tbm=isch&sa=X&v
ed=0ahUKEwjr96GIg97iAhUNE4gKHQi_Cb8
Q_AUIECgB&biw=1242&bih=553#imgrc=61j
fyLMfSEfOyM:
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Lower back pain
https://www.drscholls.com/symptoms-and
-conditions/lower-back-pain/
5. When a natural disaster occurs, will you be able to use your knowledge on the
basic first aid to someone who accidentally get inured? How are you going to do it?
Possible Answers:
Yes, I will help the injured person by washing his/her wounds with water.
Yes, I will help the injured person by applying ice to his/her sprain or strain.
Note: Present the pictures of the basic first aid procedures to body injuries and
broken bones. Then let the learners perform them.
Basic First Aid to body injuries
https://www.google.com.ph/search?q=wrist+injuries&source=lnms&tbm=isch&sa
=X&ved=0ahUKEwjr96GIg97iAhUNE4gKHQi_Cb8Q_AUIECgB&biw=1242&bih=553#i
mgrc=61jfyLMfSEfOyM:
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https://www.verywellhealth.com/what-is-rice-190446
5.Evaluate Group Activity – “Correct the Poses”

(10mins) (With the same group)
Procedure:
1. A photo that contains common mistakes in executing the
Yoga poses is shown.
2. The group has to correct the mistakes by applying the proper
techniques of executing it.
3. The group is given only 10 seconds to execute the correct
poses.
4. Every correct pose is equivalent to 2 points.
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Wrong Yoga Poses Correct Yoga Poses
(The pictures to be shown to the learners)
1. 1.
2.
2.
3. 3.
4. 4.
5. 5.
6. 6.
VII. Learning Group Activity – “Yoga for Fitness”

Enablement (With the same group)
Procedure:
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1. Create a 1-2 minutes instructional video with your group.
2. Use your mobile phones to cover the video.
3. The video should show the yoga routines or poses that will serve as
warm – up exercise for the next meeting before engaging to individual and
dual sports activities.
Video presentation Rubric
CATEGORY 5-Excellent 4-Good 3-Fair 2-Needs
Improvement
Content It contains allIt contains It contains It contains
the required some of the essential minor details
and accurate required details but and has
details. details that has 1-2 several
seems to be mistakes. mistakes.
good.
Movement The presenter The The The presenter
has executed presenter presenter has has never
the movement has rarely executed the
accurately. sometimes executed the movement
executed movement with accuracy.
the with
movement accuracy.
with
accuracy.
Expression/ The presenter The The The presenter
Presentation has shown presenter presenter has has never
energy and has rarely shown shown energy
excellent sometimes energy and and interest in
interest in shown interest in performing.
performing. energy and performing.
interest in
performing.
Videography A lot of Several (3-4) One or two Little effort
interest different and different has been
shots, camera different shots, made to
angles, sound shots, camera provide variety
effects, and camera angles, sound to the video.
adequate use angles, effects
of zooming sound and/or an
providing effects adequate use
variety in the and/or an of zooming
video. adequate providing
use of variety in the
zooming video.
providing
variety in
the video.
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References:
Cipriano, Eduardo V., et al. (2015). The 21st Century MAPEH in ACTION. Manila, Philippines: REX
Book Store
https://www.yogajournal.com/poses/4-steps-master-adho-mukha-
svanasana#gid=ci020756aec00425bd&pid=yj-0067_fnl
The 21st Century MAPEH in ACTION learner’s material
Prepared by:
MILANIE M. PANIQUE
Teacher 1
Lipata National High School, Minglanilla II
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: TLE (Cookery) Quarter: 1 Duration: 80 minutes(MWF)
Learning Area/s Integrated: English, Math, Science, EsP
Multidisciplinary / Interdisciplinary Transdisciplinary
st
/ Communication / Learning and Innovation / Problem Solving
/ Critical Thinking Information Media and Technology Life and Career
II. Focused Learning Competencies:
TLE_HECK10-12ED-Ia-1 identify an egg’s components and its nutritive value
III. Focused GAD principles/s to be integrated:
use of language – gender sensitive
Knowledge describe the different composition of an egg
Skills create a dish using egg for their families
Attitude show appreciation on the importance of egg intake
Values display collaboration in working with others
V. Learning
Content/s Egg’s Components and Its Nutritive Value
Concept Egg’s components are normally distinguished into three parts such as the shell, egg
white and egg yolk. Its nutritive values are the calories, protein, cholesterol, vitamins
A, D, E, B6, riboflavin, calcium, potassium, phosphorous and others.
Reference/s Curriculum Guide and Learning Module in Cookery-10 , pp. 58-61
Theme Health is Wealth
DRRE observe safety measures in preparing egg dishes
IMs real egg, information sheets, manila paper, marking pens
Pretest: Multiple Choice: Write the letter of your best answer in a sheet of paper.
1. Engage 1. It is an egg’s outer covering which accounts for about 9 to 12% of its total weight
(10 minutes) depending on egg size.
A. chalaza B. germinal disc C. shell D. yolk
2. It is the entrance of the latebra, channel leading to the center of the yolk.
3. What covering that protects the yolk from breaking?
A. shell B. white C. vitelline D. yolk
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4. What do you call the yellow to yellow orange portion which makes up to about
33%of the liquid weight of an egg?
5. How many percent is the water content of a whole large egg?
A. 60.5% B. 65.5% C. 75.5% D. 85.5%
6. What food nutrient that is not present in egg?
A. iron B. calcium C. vitamin C D. vitamin E
7. What composition of an egg which has no trans fat content
A. egg shell B. whole egg C. white D. yolk
II- EnumerationType :List down at least three nutritional value of an egg?
8._______________
9._______________
10.______________
Possible Answer: 1. C 2. B 3. C 4. D 5. B 6. C 7. C
8-10 Calories, Protein, Calcium, Phosphorous, Potassium, Iron, Zinc, Selenium,
Cholesterol, Folate, Magnesium
Motivational Questions:
1. What are the common foods served for Filipino breakfast?

Possible Answers: Egg, sausages, corn beef, beef loaf, fried fish, tocino,
longganisa
2. How safe are the foods that we served for our love ones at home?
Possible Answer: It is very safe because we are the one preparing it and
because we are using good quality ingredients.
Say: We will have an activity by group. Everybody should cooperate/collaborate.
 Divide the class into 3 groups with male and female students combined.
 Teacher presents pictures of the different set of breakfast meals with an egg
served to customers by fast food chain.
 Let each group write the food in each set and estimate the price per dish.
 Tell them to make an advertisement of their menu.
 Presentations will be an advertisement. (1 min. per group)
Group 1 Group 2 Group 3
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Ask:
1. How do you feel doing the activity? Why?
Possible Answer: Excited, Happy because…
2. Why is it egg present in every set of meals?
Possible Answer: Eggs are readily available in the market. It is very affordable
and nutritious
3. What benefit can we get from egg?
Possible Answer: Food nutrients which are essential for our health
4.How egg is prepared in the picture?
Possible Answer: sunny side up.
5. What other dish can you prepare from egg for breakfast?
Possible Answer: Boiled egg, poached egg, scrambled egg
2. Explore SAY: Let’s learn more about egg. This time we will talk about its composition and
(10 minutes) its nutritive value.
Show an egg to the class and let them describe it.

Ask:
1. What are the composition of an egg?
Possible Answer: shell, air cell, egg white, egg yolk, chalaza, germinal disc,
membranes
2. What composition of an egg that protects it from harmful bacteria?
Possible Answer: Egg shell
3. How the egg shell is produced?
Possible Answer: It is produced by the shell gland of the oviduct.
Task No. 2 Explore More!

Assign a group representative to get their envelope. Inside the envelope is the task
that the group should follow or perform.
Group 1- Arrange properly the jumbled letters and post them on the board.
1. LOKY–Yolk
2. TIWEH- White
3. HELLS-Shell
4. BRANEMEM-Membrane
5. IRA CLEL- Air Cell
Group 2 - Describe each word that was formed by G-1.

Yolk is the yellow to yellow orange liquid portion of an egg. White of an egg is also
known as albumen. Shell is the outer covering of an egg and it accounts for about
9 to 12 % of its total weight depending on the egg size.
G-3: Enumerate at least five nutritional value of an egg.
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Calorie, Protein, Calcium, Potassium, Iron, Zinc, Vitamin A,D,E, B6
G-4: Formulate a slogan on egg and its nutritive value.
Eat egg for you to become mentally and physical alert.
G-5: Compute the cost of your breakfast meal such as 1 piece sunny side-up egg,
1cup plain rice, 2 pieces hotdog which was served at the La Mesa Sa Sibonga.
Php15.00+10.00+15.00=40.00
3. Explain Firm up learners’ idea on the composition of an egg by discussing its physical structure
(15 minutes) and composition.
Physical Structure and Composition of an Egg

1. Shell - is the egg’s outer covering. It accounts for about 9 to 12% of its total
weight depending on egg size. It is the egg’s first line of defense against
bacterial contamination. It is produced by the shell gland (uterus) of the
oviduct, and has an outer coating, the bloom or cuticle. The cuticle is
preventing bacterial penetration of the egg shell.
2. Air Cell- is the empty space between the white and shell at the large end of the
egg which is barely existent in newly laid egg. When an egg is first laid, it is
warm. As it cools, the contents contract and the inner shell membrane
separate from the outer shell membrane to form the air cell.
3. Albumen -is also called egg white. It accounts for most of an egg’s liquid
weight at about 67%.
4. Chalaza -is the ropey strands of egg white at both sides of the egg, which holds
the yolk in place at the center of the thick white.
5. Germinal disc - is the entrance of the latebra, the channel leading to the center
of the yolk.
6. Membranes – these are the shell membrane and the vitelline membrane. The
vitelline membrane is the weakest at the germinal disc and tends to become
more fragile as the egg ages. Eggs that are no longer fresh is shown when the
yolk easily breaks.
7. Yolk - is the yellow to yellow-orange part that makes up about 33% of the
liquid weight of the egg.
Composition of an Egg
% % Water % Protein % Fat % Ash
Whole egg 100 65.5 11.8 11.0 11.7
White/Albumen 58 88 11.0 0.2 0.8
Yolk 31 48 17.5 32.5 2.0
Nutritive Value of an Egg
Egg is indeed one of the nature’s complete food. It contains high quality
protein with all the essential amino acids, all of the vitamins except vitamin C and
many minerals. Egg products are particularly good for fortifying food low in protein
186 | P a g e
quality. Except for mother’s milk, eggs provide the best protein naturally available.
Egg protein is often used as a refernce standard for biological values of their proteins.
Egg Nutrient Chart (Large size of egg)

Nutrient (unit) Whole Egg Egg White Egg Yolk
Calories (kcal) 72 17 55
Protein (g) 6.3 3.6 2.7
Carbohydrate (g) 0.36 0.24 0.61
Fat (g) 4.8 0.06 4.5
Trans fat (g) 0.02 0 0.02
Cholesterol 186 0 184
Riboflavin (mg) 0.2 0.15 0.09
Vitamin B12 (mcg) 0.45 0.03 0.33
Folate (mcg) 24 1 25
Vitamin D (IU) 41 0 37
Vitamin A (IU) 270 0 245
Vitamin B6 (mg) 0.09 0 0.06
Thiamin (mg) 0.02 0 0.03
Vitamin E (mg) 0.5 0 0.44
Selenium (mcg) 15.4 6.6 9.5
Phosphorous (mg) 99 5 66
Potassium (mg) 69 54 19
Calcium (mg) 28 2 22
Zinc (mg) 0.65 0.01 0.39
Sodium (mg) 71 55 8
Magnesium (mg) 6 4 1
Individual work: Fill up the table with nutrient contents of a large size egg.
Nutrient (Unit) Whole Egg Egg White Egg Yolk

1.Calories (kcal)
2.Protein (g)
3.Cholesterol(mg)
4.Riboflavin(mg)
5.Vitamin D(IU)
6.Vitamin B 6 (mg)
7. Phosphorous (mg)
8. Iron (mg)
9. Calcium (mg)
10. Potassium (mg)
Note: The teacher provides the table where they have to write their answers. Check
work.
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Cite situations for the learners to enhance their understanding of the lesson.
4. Elaborate
(15 minutes) 1. What if one of the members of your family doesn’t like to eat egg, how will you
convince him/her to eat egg?
Possible Answer: Explain the nutrients that we can get in eating egg. Make a
palatable dish out of egg.
2. If you are prohibited not to eat fatty/oily food, how will you prepare an egg dish
without using fat/oil?
Possible Answer: The most suitable methods are boiling and poaching
3. All of us need calcium which is present in egg. What if your child doesn’t like to
eat egg, what should you do?
Possible Answer: Tell your child to drink milk because milk has calcium content
A. Label correctly the parts of an egg and write a brief description of each part.
5. Evaluate
( 15 minutes)
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B. Write the percentage of protein, water, fat and ash content of an egg using the
figure below.
VII. Learning
Enablement Let the students create an egg dish to be served to their families.
(5 minutes)

Resources : Curriculum Guide in Cookery 10
Learning Module in Cookery-10 , pp.58-61
iRubric: Egg Cookery rubric-GX7B6...
www.filipinostylerecipe.com
Prepared by:
MERCEDES C. TEVES
Master Teacher I
Sibonga National High School/ Sibonga District
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: EsP Quarter: I Duration: 60 minutes

Learning Area/s Integrated: English & Math


EsP10MP-Ic-2.4. nakagagawa ng mga angkop na kilos upang maipakita ang kakayahang
hanapin ang katotohanan at maglingkod at magmahal
III. Focused GAD-Based principle to be integrated:

pantay na karapatan ng lalake at babae sa pagbuo ng kaniyang sariling pagkatao
Knowledge naipapahayag ang paggamit ng isip sa paghahanap ng katotohanan at
paggamit ng kilos-loob sa paglilingkod at pagmamahal
Skills nakagagawa ng mga angkop na kilos upang maipakita ang kakayahang
hanapin ang katotohanan na maglingkod at magmahal
Attitude napaninindigan ang angkop na kilos tungo sa paglilingkod at pagmamahal
Values napahahalagahan ng mga mag-aaral ang pagmamalasakit at paglilingkod sa
kapwa sa panahon ng sakuna
IV. Learning Ang Mataas na Gamit at Tunguhin ng Isip at Kilos-loob
Content/s
Concept Ang isip at kilos-loob ay ginagamit para sa paghahanap ng katotohanan at
sa paglilingkod at pagmamahal.
Reference/s EsP 10, ph. 21-41, TG, LM, Curriculum Guide
Theme Paglilingkod at Pagmamahal
DRRE nakapag-uugnay ng mga epektong dulot ng sakuna o kalamidad sa totoong buhay
IMs laptop, led tv, projector, metacards, activity sheets, rubriks, mga larawan,
reflective journal at masking tapes
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V. Learning Experiences (5 E’s)
1. Engage
(12 minutes) A. PANIMULANG PAGTATAYA
Panuto: Basahin at unawaing mabuti ang bawat aytem. Isulat ang mga
sagot sa inyong Reflective Journal.
1. Ano ang kakayahan ng isip na naglalayong makakuha ng buod
ng karanasan at makabuo ng kataga upang bigyan ito ng
kahulugan?
a. mag-isip b. maghusga c. makaunawa d. mangatuwiran
2. “Ibinibigay ng isip ang katuwiran bilang isang kakayahan upang
maimpluwensiyahan ang kilos-loob.” Ano ang kahulugan nito?
a. walang sariling paninindigan ang kilos-loob
b. nakadepende ang kilos-loob sa ibinibigay na impormayson
ng isip
c. kailangang maging matalino ang isip sa pamamagitan ng
pag-aaral nang mabuti
d. hindi maaaring maghiwalay ang isip at ang kilos-loob dahil
magkakaugnay ang mga ito
3. Ano ang nagtutulak sa taong maglingkod at tumulong sa
kapwa?
a. pagmamahal c. pagmamalasakit
b. kamalayan sa sarili d. kakayahang mag-abstraksiyon
4. Kung ang pandama ay nanghihina, nagkaroon ba ito ng epekto
sa isip? Tama o mali?
a. Tama, dahil ang isip ay may koneksiyon sa pandama.
b. Tama, dahil ang pandama ang nagbibigay kaalaman sa isip.
c. Mali, dahil magkahiwalay ang pandama na kakayahan at
isip.
d. Mali, dahil may taglay na kakayahan ang isip upang salain
ang impormasyon na naihatid ditto.
5. Ang hayop ay may kamalayan sa kaniyang kapaligiran dahil may
matalas itong kakayahan upang kilalanin ang bagay na nakikita,
tunog at amoy ng kaniyang paligid lalo na kung ito ay may
kaugnayan sa kanyang buhay. Mayroon din itong pakiramdam
sa kung ano ang mabuti at masama para sa kaniyang kabutihan
o kapakanan. Mula sa mga pahayag para saan ang kakayahang
ito ng hayop?
a. kailangang makita ang kakayahan ng hayop upang
pahalagahan sila
b. ang kumilos upang pangalagaan o protektahan ang
kaniyang sarili
c. mapaunlad ng hayop ang mga kakayahang ito
d. upang maihalintulad ito sa kakayahan ng tao
Inaasahang Sagot:
1. c 2. b 3. a 4. b 5. b
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PANUTO: Pansinin sa pisara ang dalawang larawan.
Hulaan Mo!
PANUTO: Gamit ang meta kards itala ang mga kakayahan na dapat
taglayin at linangin ng isang tao. Ipaskil ang mga meta kards sa
tapat ng larawan. Tumawag ng ilang mag-aaaral upang basahin ang
mga nakasulat.
Inaaasahang Sagot:
Kakayahang mag-isip Kakayahang makaunawa
Kakayahang pumili at gumusto
Sagutin ang mga tanong:

1. Ano ang mga kakayahang dapat taglayin ng isang tao?
Inaasahang Sagot: kakayahang mag-isip, pumili at gumusto,
makaunawa
2. Ano naman ang angking kakayahang taglay ng isang hayop?

Inaasahang Sagot : pumili at gumusto
3. Gamit ang graphic organizer, kunin ang pagkakatulad at
pagkakaiba ng tao at hayop, batay sa kanilang kakayahan.
Inaasahang Sagot:
192 | P a g e
Tao Hayop
may kakayahang pumili may kakayahang pumili
at gumusto at gumusto
may kakayahang buuin walang kakayahang

ang kaniyang sarili at buuin ang kaniyang
makaunawa; may likas sarili; walang likas na
na kaalaman tungkol sa kaalaman tungkol sa
kabutihan at kasamaan kabutihan at kasamaan
2.Explore A. PAGPAPABASA NG SANAYSAY

(8 minutes)
PAALAALA: Sa bahaging ito subaybayan ng guro ang mga bata sa
naibigay na takdang-aralin tungkol sa kuwentong, “Ang Mataas na
Gamit at Tunguhin ng Isip at Kilos-Loob” na siyang matatagpuan sa
aklat ng EsP 10, pahina 30-36.
PANIMULANG TANONG:
1. May kaugnayan ba ang larawang inyong nakita sa pamagat?
Bakit?
Inaasahang Sagot:
Oo, dahil ang taong nakikita sa larawan ay siyang
pinagkalooban ng isip at kilos-loob na marunong umunawa at
inaasahang may malaking papel na gagampanan sa mundong
kaniyang kinaroroonan at ginagalawan.
2. Ano ang pagkakaiba sa isip at kilos–loob?
Inaasahang Sagot:
Ang isip ay may kakayahang mag-isip, alamin ang buod ng
isang bagay; ito ay may kapangyarihang maghusga,
mangatwiran, magsuri, mag-alaala, at umunawa, samantala
ang kilos-loob ayon kay Santo Tomas ay isang makatuwirang
pagkagusto o rational appetency sapagkat ito ay naaakit sa
mabuti at lumalayo sa masama.Ibinibigay ng isip ang katwiran
bilang isang kakayahan upang maimpluwensiyahan ang kilos-
loob.
PAALAALA: Pagbabasa ng sanaysay gamit ang slide decks.
193 | P a g e
ITANONG: Ano ang inyong naintindihan sa nabasang sanaysay?
Inaasahang Sagot:
Ang tao ay nilikha ayon sa wangis ng Diyos na pinagkalooban
ng isip at kilos-loob kaya’t siya ay tinawag na kaniyang obra
maestra.
3. Explain Talakaying mabuti ng mag-aaral ang paksa tungkol sa mataas na gamit at
(7 minutes) tunguhin ng isip at kilos-loob. Magbigay ng halimbawa sa pagpapalawak ng
paksa.
PAALAALA: Kumuha ng dalawang miyembro sa bawat pangkat para gumanap

sa gagawing aktibiti. Maging malikhain sa gagawing presentasyon tulad ng
Mr./Ms. Q. & A. at Talk Show.
1. Bakit may kakayahan ang taong buuin ang kaniyang sariling

pagkatao, ma lalake man, o ma babae?
Inaaasahang sagot:
 Ang tao ma lalake man o ma babae ay may kakayahang
buuin ang kaniyang sariling pagkatao dahil sa mga
kakayahang taglay niya, ang mataas na gamit at
tunguhin ng isip at kilos-loob (hindi katulad sa
pinaniwalaan noong unang panahon na ang mga
kababaehan ay dapat sa bahay lang, kadalasan ang mga
lalake lang ang pinapaaral dahil sila ang magiging bread
winner sa pamilya).
2. Ano ang ibig sabihin na ang tao ay hindi tapos? Ipaliwanag.
Inaasahang sagot:
Ang ibig sabihin na ang tao ay hindi pa tapos sapagkat
walang sinuman ang nakaaalam kung ano ang
kahihinatnan niya mula sa kaniyang kapanganakan o
magiging sino siya sa kaniyang paglaki.
3. Ano ang taglay ng tao upang buuin ang kaniyang pagkatao.
Ipaliwanag.
Inaaasahang sagot:
Taglay ng tao ang kanyang mataas na gamit at tunguhin
ng isip na kakaiba sa ibang nilalang upang makamit niya
ang layunin ng pagkakalikha sa kaniya bilang tao- sa
kaniyang pag-iisip, pagpasiya, at pagkilos; taglay rin niya
ang kilos-loob na naaakit sa mabuti at lumalayo sa
masama
4. Batay sa inyong nabasa ano ang kakayahan ng isip? Ng kilos
loob?
Inaasahang sagot:
Ang isip ay may kakayahang mag-isip, alamin ang buod
ng isang bagay; ito ay may kapangyarihang maghusga,
mangatwiran, magsuri, mag-alaala, at umunawa.
194 | P a g e
Ang kilos-loob ayon kay Santo Tomas ay isang
makatuwirang pagkagusto o rational appetency sapagkat ito
ay naaakit sa mabuti at lumalayo sa masama.Ibinibigay ng isip
ang katwiran bilang isang kakayahan upang
maimpluwensiyahan ang kilos-loob.
5. Ayon kay Scheler ang pagmamahal ay ang pinakapangunahing
kilos ng tao. Ipaliwanag ang kahulugan nito.
Inaasahang sagot:
Sapagkat dito nakabatay ang iba’t ibang pagkilos ng tao.
Ang pagmamahal ay maipakikita sa pamamagitan ng
paglilingkod sa kapwa na siyang pinagmumulan ng tunay na
kaligayahan na hinahanap ng tao sa kaniyang sarili.
PAALAALA: Ipaliwanag ng mga mag-aaral ang kahalagahan ng paggamit
4. Elaborate ng isip at kilos-loob sa paghahanap ng katotohanan sa paglilingkod at
(16 minutes) pagmamahal sa pamamagitan ng pag sagot sa kung ano ang nararapat gawin
sa mga sumusunod na sitwasyon:
Sitwasyon A
Nag-uusap ang dalawang magkaibigan at napasama sa usapan kung
paano nila pinangatuwiran kung tama bang mangopya sa pasulit o hindi. Ang
tanong kasi sa sarili sa isang kaibigan, “Alin ba ang dapat gawin, ang
bumagsak, o pumasa?”
Inaasahan ang iba’t ibang sagot mula sa mag mag-

aaral
Sitwasyon B
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Napatunayan mo na ang iyong kakayahan mula pa noong ikaw ay nasa
mababang taon ng sekondarya ay maganda. Subali’t, mula nang nakilala mo
ang isang barkada na mahilig sa internet gaming at walang interes sa pag-
aaral, naimpluwensiyahan ka niya. Napabayaan mo na rin ang iyong pag-aaral.
Nanganganib din na hindi mo matapos ang Junior High School sa taong ito.
Kinausap ka ng iyong magulang, hinihingi niya sa iyo na sabihin sa kaniya ang
iyong katuwiran. Ano ang iyong pasiya at planong gagawing solusyon kaugnay
nito.
Sitwasyon C
Nakita mo ang isang pamilya na grabe ang paghihirap sa buhay. Isang
araw napansin mong inutusan ng magulang ang anak na magnakaw sa
tindahan kung saan siya namasukan bilang katulong. Sinadyang inutusan ng
magulang ang anak para lang may makakain sila habang siya’y nagkasakit at
nakaratay sa banig. Kung ikaw ang nasa kalagayan ng anak, ano ang maisaisip
mo? Tutuparin mo ba ang utos ng magulang? at bakit? Paano mo
mapaglingkuran ang nasabing pamilya para maipahayag mo ang pagmamahal
sa kapwa?
5.Evaluate Pangkatang Gawain (a 3-minute play… on the spot. Makikita ang rubrik sa
(17minutes) ibaba.
Magpresenta ang bawat pangkat sa pamamagitan ng “on the spot 3-
minute play” ng iba’t ibang pamamaraan sa pagpapakita ng kabutihan sa
kapwa. Sikaping makabbuo ng mga pamamaraan na maipapamalas ang
pagmamahal at paglilingkod mula sa pinakasimple at praktikal na nararapat
gawin gamit ang isip at kilos-loob.
Magbubunutan sa sumusunod na mga mga gawaing tulad ng
pagkakawanggawa, pagboboluntaryo at pagbabahagi nga oras at mga talento
para sa mga nangangailangan na magiging mga basehang paksa sa
pagsasadula:
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. Rubrik para sa Pagtataya ng Pagganap
Pamantayan 3 2 1
Makatotohanan ang Nakabatay sa Nakabatay Walang
sitwasyong inilahad. sariling sa karanasan sitwasyong
karanasan(ang ng iba ang inilahad.
paglingkod) ang sitwasyong
sitwasyong inilahad.
inilahad.
Malinaw at maayos ang Hindi masyadong Nakalilito Hindi akma
pagkasunod-sunod ng malinaw at ang ang mga
presentasyon ng maayos ang pagkasunod- katuwiran
katuwiran. pagkasunod- sunod ng sa
sunod ng presentasyo sitwasyon.
presentasyon ng n ng
katuwiran. katuwiran
May konkretong plano Naipakita ang Hindi Walang
ng solusyon kaugnay ng gagawing paraan masyadong solusyong
sitwasyong inilahad. sa malinaw ang inilahad.
pagsasakatupara solusyong
n ng solusyon. inilahad.
197 | P a g e
Ipaskil ang mga kasabihan:
VI. Learning "Hangga't ang iyong kaisipan, puso at kaluluwa ay nasa tamang
Enablement direksiyon, huwag kang maligalig anumang landas ang iyong tahakin" at
(2 minutes) "Anumang antas ng kalagayan mo ngayon, ikaw ang higit na may kakayahang
likhain ang iyong pangarap at gawin itong makabuluhang lunggati (masidhing
pagnanasa, pagnanais, pagmimithi, tanging pangarap, taimtim na adhikain o
layunin)."
(Output- home task)
Maging malikhain sa paggawa ng isang poster gamit ang Values Search
Portfolio (optional - isang buong letter size bond paper) tungkol sa iyong mga
nagawang mga kilos na masasabi nating magbigay inspirasyon ng iba, at ng
iyong sarili upang makamtan ang mga adhikain sa buhay na puno ng
pagmamahal at paglilingkod sa kapwa gamit ang isip at kilos-loob.
RUBRIK - Poster
Pamantayan 3 2 1
Makatotohanan Nakabatay Nakabata Walang

ang poster na sa sariling y sa binabatayan
inilahad. karanasan karanasan ang poster na
ang poster ng iba ang inilahad.
na inilahad. poster na
inilahad.
Malinaw at Hindi Nakalilito Hindi akma ang
maayos ang ang masyadong ang mga katuwiran
presentasyon ng malinaw at presentas sa poster.
poster. maayos ang yon ng
presentasyo poster
n ng poster.
198 | P a g e
References:
Curriculum Guide
Gabay sa Pagtuturo
Modyul para sa Mag-aaral sa EsP 10 ph.21-41
From the Internet

https://www.bridge.ids.ac.uk/reports/re55.pdf (for GAD)
https://www.travauxetudiants.com/en/faq/3d-character-with-question-mark/
https://www.123rf.com/photo_53467615_positive-thinking-thought-clouds-thinker-good-attitude
confidence.html
Prepared by:
FLORA H. UNABIA
Teacher III
Consolacion National High School-Day Class, Consolacion District
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MULTIDISCIPLINARY
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: English Quarter: I Duration: 50

minutes
Learning Area/s Integrated: Mathematics, Science, MAPEH, EsP & TLE (Agriculture, ICT)
√ Multidisciplinary Interdisciplinary Transdisciplinary
* Theme-Based
√ Communication Learning and Innovation √ Problem Solving
√ Critical Thinking √ Information Media and Technology √ Life and Career

EN10G-Ig-3.6 use modals indicating obligation, necessity and prohibition
III. Focused GAD-based Principle to be Integrated
use gender-responsive language to reflect inclusion
Knowledge distinguish expressions indicating modals of obligation, necessity
and prohibition
Skills compose sentences using modals of obligation, necessity
and prohibition
Attitude employ creativity and enthusiasm in accomplishing tasks
Values show appreciation on the importance of healthy lifestyle to overcome

challenges in life
V. Learning Content/s Use of Modals Indicating Obligation, Necessity
and Prohibition
Concept Modals are helping/auxiliary verbs that perform special

functions. Must expresses obligation, need to indicates
necessity, should and ought to express sense of obligation
to do or to become something, and shouldn’t or should
not have or *ought not indicates prohibition, disapproval
or something that was done in the past.
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Theme Discovering Personal Challenges, Nutrition and Wellness
Learning Materials manila paper, pentel pen, information sheets,

slide decks and video clip
differentiate safe and unsafe (danger) situations

DRRE Concepts
identify necessary basic actions, such as protecting
oneself, to cope with common natural hazards
Curriculum Guide, Learners’ Material (Celebrating

References Multiculturalism through World Literature), pp. 86-87
https://www.google.com/search?q=norse+mythology+celebra
tions&source=lnms&tbm=isch&sa =X&ved=0ahUKEwi
sa6e2b_iAhVVa94KHXQ8DvEQ_AUIDigB&biw=1366&bih=6
08#imgrc=b9IWoOuWLX2-mM
https://www.youtube.com/watch?v=1YoGnPNwWSI
https://www.hhs.gov/fitness/eat-healthy/importance-of-
good-nutrition/index.html

1. Engage A. APPROVE or DISAPPROVE (PRE-TEST). Raise two thumbs up if you
(10 minutes) agree with the statement and two thumbs down if you disagree.
1. We must apply sunblock before exposure to direct heat from the sun.
Possible Answer: Two thumbs up
EXPLANATION:
Too much exposure to sunlight is not safe. It may cause skin irritation
and skin cancer.
2. Waste materials need to be disposed of properly.

EXPLANATION:
Improper waste management practices can result in land and air
pollution and can cause respiratory problems and other adverse health
effects as contaminants are absorbed from the lungs into others parts of
the body.
3. Only men ought to go to the gym.

Possible Answer: Two thumbs down
EXPLANATION:
Men and women alike need to go to the gym to stay fit.
4. Minors should not drink alcoholic beverages.

EXPLANATION:
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The brain is still developing until early twenties and drinking at an early
age damages brain. Teens who drink alcohol have more impairment than
those who do not drink.
5. Everybody must not neglect the fact that educating food handlers is a
way of protecting the public, food handlers themselves, and their
families.
EXPLANATION:
Properly trained food handlers can improve food safety and reduce risks
and behaviors commonly associated with foodborne illness and
outbreaks.
B. VIEW and CONNECT. Watch these pictures on Norse mythology

celebrations.
Norse Mythology Celebrations
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ASK:
1. What are the people doing?
Possible Answer: They are having a celebration.
2. What do they do and prepare during such event?
Possible Answer: They showcase their talents and prepare food.
3. What do we celebrate in the month of July?
Possible Answer: July is Nutrition and Wellness Month.
Nutrition Month Activities
2. Explore ANALYZE and SHARE. (Group Activity). Distribute envelopes containing

(10 minutes) materials and information sheets.
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Read carefully the information sheet/study closely the posters for 3
minutes. Afterwards, write a sentence about the material viewed/read
using each of the given expressions.(must, should, must not, should not)
Sweet Potato (Group A)- Survey on Prevalence of Malnourished
Children in the Philippines
Lady’s Finger (Group B) - Poster on effects of unhealthy lifestyle
Horse Radish (Group C) - Fact sheet on healthy living

Importance of Good Nutrition
Your food choices each day affect your health — how you feel today,
tomorrow, and in the future.
Good nutrition is an important part of leading a healthy lifestyle.
Combined with physical activity, your diet can help you reach and
205 | P a g e
maintain a healthy weight, reduce your risk of chronic diseases (like heart
disease and cancer) and promote your overall health.
The Impact of Nutrition on Your Health

Unhealthy eating habits have contributed to the obesity epidemic in
the United States: about one-third of U.S. adults (33.8%) are obese and
approximately 17% (or 12.5 million) of children and adolescents aged 2—
19 years are obese. Even for people at a healthy weight, a poor diet is
associated with major health risks that can cause illness and even death.
These include heart disease, hypertension (high blood pressure), Type 2
diabetes, osteoporosis, and certain types of cancer. By making smart food
choices, you can help protect yourself from these health problems.
The risk factors for adult chronic diseases, like hypertension and Type
2 diabetes, are increasingly seen in younger ages, often a result of
unhealthy eating habits and increased weight gain. Dietary habits
established in childhood often carry into adulthood, so teaching children
how to eat healthy at a young age will help them stay healthy throughout
their lives.
The link between good nutrition and healthy weight, reduced chronic
disease risk, and overall health is too important to ignore. By taking steps
to eat healthy, you'll be on your way to getting the nutrients your body
needs to stay healthy, active, and strong. As with physical activity, making
small changes in your diet can go a long way, and it's easier than you
think!(https://www.hhs.gov/fitness/eat-healthy/importance-of-good-
nutrition/index.html)
Bitter Gourd (Group D) – Viewing of a video clip on a physical activities
that promote physical fitness and wellness
(https://www.youtube.com/watch?v=1YoGnPNwWSI)
Based on the various activities, construct a sentence using each of

the following expressions for 7 minutes.
must Should must not should not
Sentence: Sentence: Sentence: Sentence:
ASK:
1. What are the dos and don’ts to stay healthy? Use modals of
necessity, obligation and prohibition in your answers.
Possible Answer:
Dos Don’ts
You should eat a balanced You ought not eat
diet. junk food.
We must exercise You should not engage in
regularly. online games too much.
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You need to drink 6-8 glasses of You must not drink
water a day. soft drinks and
alcoholic beverages.
You ought to have proper You need not stay out
rest and sleep. late at night.
Note: Other variations of the modals used are acceptable for as
long as usage is correct.
2. Why is it important to stay healthy?
Possible Answer:
We must stay healthy in order to live a happy
and productive life.
3. Malnutrition is one of the challenges faced by humankind. How
can we overcome such challenge?
Answers may vary.
3. Explain POST and EMPHASIZE. Underline the modals in the following sentences.
(8 minutes) 1. We must apply sunblock before exposure to direct heat from
the sun.
2. Waste materials need to be disposed of properly.
3. Only men ought to go to the gym.
4. Minors should not drink alcoholic beverages.
5. Proper food handling must be considered especially for those
establishments offering food catering and services.
Possible Answers:
1. must 2. need to 3. ought to 4. should not 5. must
ASK:
1. What have you observed with the underlined
word/expression in each of the sentences?
Possible Answer: Each has a function in the sentence.
2. How are they positioned in the sentences?
Possible Answer: The expressions are written before the
main verb in the sentence.
3. What are they called?
Possible Answer: They are called helping/auxiliary verb that
perform special functions.
4. Which of them indicate obligation, necessity, and
prohibition?
Possible Answer: Must expresses obligation, need to
indicates necessity, should and ought to express sense of
obligation to do or to become something, and shouldn’t or
should not have or *ought not indicates prohibition,
disapproval or something that was done in the past.
Note: Remember that ought to loses the to in the negative;
instead of ought not to, we say ought not.
5. How do we call these expressions?
Possible Answer: These are called modals.
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4. Elaborate SELECT and COMPLETE. (Individual Activity)
(5 minutes) Use the appropriate modal to complete the sentences.
1. Good nutrition _______ (must, shall, will) be combined with physical
activity as part of leading a healthy lifestyle.
2. Children and adults alike _______(need to, can, will) drink at least
eight glasses of water a day.
3. Too much eating of junk food _________(cannot, will not, should not)
be tolerated especially among children.
4. Go, grow, and glow foods __________(should , can, might,) be
recommended for a balanced diet.
5. Breakfast is the most important meal of the day, so we _______(will
not, should not, cannot ) skip the meal.
Possible Answers:
1. must 2. need to 3. should not 4. should 5. should not
5. Evaluate COLLABORATE and PERFORM (Differentiated Activities). Divide the class
(15 minutes) into four groups and provide the instructions on how to accomplish the
task.
Note: 8 minutes to accomplish the task

4 minutes to present output/performance (1 minute per group)
3 minutes to give the rating and comments
 After 8 minutes preparation of the learners, each group is given 1

minute to present the assigned task.
 Teacher rates the performances.
Rubric
Criteria 5 4 3 2
Correct At least 4 At least 3 At least 2 At least 1

use of modals are modals are modals are modal is
modals in correctly correctly correctly correctly
the used. used. used. used.
sentence
Content and Content and Content and Content and

structure are structure structure structure are
have not correct.
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Content free from minimal have many
and errors. errors. errors.
structure
All members Almost all Majority of Only few
Collaboration actively members the members
participate participate members participate
in the in the participate in the
activity. activity. in the activity.
activity.
Group A - On a manila paper, write a paragraph with at least five

sentences persuading others on the importance of developing a positive
attitude on proper nutrition and wellness.
Group B - Enumerate tips on how to stay healthy through at least a one-
stanza jingle or rap.
Group C - Make a poster that indicates a warning on what not to do/eat
to stay healthy. Choose a representative to present and explain the
poster.
Group D - Perform a three-step exercise that could help stay fit. Then,
explain why these exercises are recommended. Use modals in the
explanation.
VII. Learning Enablement REFLECT and POST. Write at least 3-4 sentences using modals of
(2 minutes) necessity, obligation and prohibition on maintaining a healthy lifestyle.
Post it on wordpress.com.
Rubric
Criteria 10 9 8 7
Content and Postings Postings Postings Postings
Creativity provide provide provide show no
comprehensi moderate minimal evidence
ve insight, insight, insight, of insight,
understandin understan understandi understan
g, and ding, and ng, and ding, and
reflective reflective reflective reflective
thought thought thought thought
about the about the about the about the
topic topic topic topic
Voice Postings are Postings Postings are Postings
written in a are written in a do not
style that is written in style that reflect an
appealing a style does not awareness
and that is fully of the
appropriate generally consider audience.
for the appropriat the
intended e for the audience.
audience. intended
audience.
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Quality of Written Written Written Written
Writing responses responses responses responses
and are free of include include contain
Proofreadi grammatical, some some numerous
ng spelling, or grammatic grammatica grammatic
punctuation. al, l, spelling, al,
spelling, or spelling,
or punctuation or
punctuati errors that punctuati
on errors distract the on errors.
that readers.
distract
the
readers.
Reflection (DepED Order No. 42, s. 2016)
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson.
E. No. of learners who continue to require remediation.
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve?
Prepared by
CHRISTY P. KIMEIAFAR
Master Teacher I
San Remegio National High School, San Remigio I
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: GRADE 10 Learning Area: FILIPINO 10 Quarter I Duration: 60 minuto

Learning Area/s Integrated: MAPEH, EsP, AP & SCIENCE
/ Multidisciplinary Interdisciplinary Transdisciplinary
*Fusion Approach
st
/ Communication / Learning and Innovation Problem Solving
F10PB-Ia-b-62 naiuugnay ang mga kaisipang nakapaloob sa akda sa nangyayari sa
sarili, pamilya, pamayanan, lipunan at daigdig
Integrated Learning Competencies

MAPEH EsP AP Science
F10PB-Ia-b-62 F10PB-Ia-b-62 F10PB-Ia-b-62 F10PB-Ia-b-62

analyze art nasusuri ang sarili nasusuri ang explain how some
elements and kung anong bahagi ng bawat human activities
principles in the katangian ng isa sa pagtugon affect the
production of pagpapakatao ang sa mga isyu at atmosphere
work following a makatutulong sa hamong
specific art style pagtupad ng iba’t panlipunan
from the various ibang papel sa kinakaharap sa
art movement buhay (upang kasalukuyan
magampanan ang
kanyang misyon sa
buhay)

naiuugnay sa tunay na buhay ang pagkakapantay-pantay ng pakikitungo sa kapwa
IV.Intended Learning Outcomes

Kaalaman nakapagpapahayag nang malinaw sa sariling opinyon sa paksang tinalakay
Kasanayan nakabubuo ng mahalagang kaisipan sa binasang akda
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Kaasalan napapanatili ang kababaang loob ng pagkatao
Pagpapahalaga napapanindigan ang sariling desisyon
Concept Pag-ibig ang nagbibigay-daan sa pagkakaunawaan sa mga taong may
sigalot sa isa’t isa.
Theme Pag-ibig
DRRE Naiuugnay ang epekto ng sakuna sa tunay na buhay
References Panitikang Pandaigdig Filipino 10, Kuwentong “Cupid at Psyche” ph.14-20
IM’s mga larawan, aktibiti kard, slide decks, manila paper at sipi ng kuwento
1.Engage A. PANIMULANG PAGTATAYA
(10 minuto) PAALALA: Ang kuwento ay naibigay na paunang pabasa bilang
takdang aralin.
PANUTO : Sagutin ang mga sumusunod na katanungan. Piliin ang titik
ng tamang sagot at isulat sa kapat na papel.
1. Ano ang pagkakamaling ginawa ni Psyche na nagdudulot ng
mabigat na suliranin sa kanyang buhay?
a. Ang kaniyang asawa ay isang halimaw
b. Pumayag siyang mapangasawa ng isang immortal.
c. Ang pagsuway ni Psyche sa ipinagbabawal ng ina na makita ang
hitsura ng kanyang asawa.
Inaasahang Sagot: c
2. Naiinggit at nagagalit si Venus kay Pysche dahil sa ___
a. ang kaniyang templo ay wala nang alay
b. ang lahat na papuri’t karangalan ay napunta kay Psyche
c. hindi niya naisip ang maaring maidulot ng kagandahan ng
dalaga sa kaniyang anak
Inaasahan Sagot: b
3. Itinago ni Cupid ang tunay niyang pagkatao kay Pysche dahil sa
___
a. umibig siya kay Pysche
b. tila napana niya ang sariling puso
c. utos ni Venus na paibigin si Pysche sa isang nakakatakot na
nilalang
Inaasahan Sagot: c
4. Bakit sa wakas ay naging panatag na ang kalooban ni Venus?
a. si Pysche ay isa ng Diyosa
b. wala ng muling gumambala kay Pysche
c. dinala si Pysche sa kaharian ng mga Diyosa
Inaasahang Sagot: a
5. Bilang isang diyosa, ano ang hindi magandang katangian ni venus?
a. Ang kaniyang pagka masungit sa lahat ng bagay
b. Ang hindi niya pagtanggap sa pagkakamali
c. Ang kaniyang pagkamaiinggitin sa taong nakakalamang sa
kaniya
Inaasahang Sagot: c
B. PANIMULANG GAWAIN
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ITANONG: Naranasan na ba ninyong magbigay ng regalo sa inyong
kaibigan,babae man o lalake?
SABIHIN: Isipin ang taong iyong nagustuhan o nagiging kaaway. Alin
sa mga larawan ang inyong ibibigay sa kanila? Bakit?
bulaklak tsokolate pinalamanan kendi biskwit

na laruan
ITANONG:
1. Ano kaya ang nararamdaman sa taong iyong binigyan ng regalo?
Inaasahang Sagot: natutuwa/nasisiyahan/nagagalak/nasorpresa
2. Naipakita ba sa sitwasyon ang magandang relasyon sa kapwa?
Bakit?
Inaasahang Sagot: Oo, dahil ang mga kilos o aksyon ng taong
nagbibigay ay nagpapahiwatig ng pagmamahal
3. Kung ganoon, sa anong paraan maipapakita ang pagmamahal natin
sa ating kapwa?
Inaasahang Sagot: Ang totoong pagmamahal ay hindi lamang
naipapakita sa pagbibigay ng regalo kundi maipapakita din natin ito
sa pamamagitan ng pagmamalasakit sa pangangailangan ng iba, ang
pakikitungo natin sa isa’t isa na walang pinipili kahit anong kasarian
o kahit anong lahi at kung matuto tayong makibahagi sa suliraning
panlipunan.
2.Explore ITANONG:
(10 minuto) 1. Kung kayo ay bibigyan ng regalo sa isang taong iyong kakilala o
kaibigan, ano ang ibig ipahiwatig nito?
Inaasahang Sagot: Hal. pakikipagkaibigan, pagmamahaL,
pakikipagbati…
2. Tungkol saan kaya ang kuwentong inyong nabasa?
Inaasahang Sagot: pag-ibig
SABIHN: Bago natin tatalakayin ang kuwento bigyang-kahulugan muna

natin ang mahihirap na salita na matatagpuan sa loob ng kuwentong
“Cupid at Psyche”.
A. PAGLINANG NG TALASALITAAN
PANUTO: Pansinin muna natin ang mga piling salita na maaaring
matatagpuan sa loob ng akda. Ibigay ang kahulugan sa mga salitang
sinalungguhitan sa loob ng pangungusap.
1. Tumalima agad si Psyche sa utos ni Venus.

Inaasahang Sagot: sumusunod
2. Nakilala si Venus bilang diyosa ng kagandahan sa buong kaharian.
Inaasahang Sagot: diyosa ng kagandahan
3. Nararamdaman ng mga kapatid ang pangingimbulo nang makita
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ang tinitirhang palasyo ni Psyche.
Inaasahang Sagot: pagkainggit
4. Sa pakikipag-usap ng mga kapatid binuyo nila si Psyche.
Inaasahang Sagot: nilito
5. Itinarak ng babae ang punyal sa dibdib ng lalaki
Inaasahang Sagot: ibinaon
PAALALA: Ipagamit ang mga salita sa sariling pangungusap.
B. AKTIBITI: PANGKATANG – GAWAIN

PANUTO: Bumuo ng solusyon mula sa inilalahad na sitwasyon.
Unang Pangkat - Gusto ng ama mo na makapag-asawa ka na dahil

napag-iwanan ka na ng panahon. Dinadala ka sa tuktok
ng bundok ng iyong ama upang makatagpo ng
mapapangasawa. Ano ang iyong gagawin?
Ikalawang Pangkat- Kinausap ka ng isang halimaw na dadalhin ka sa

malayo kasama ng iyong mga kapatid. Paano mo ito
malulusutan?
Ikatlong Pangkat – May kapitbahay kang mainggitin at tsismosa

palaging nagpaparinig kung bakit ka may magandang
gamit. Paano mo siya kakausapin?
Ikaapat na Pangkat – Nakakita ka ng kakaibang nilalang sa likod ng iyong

bahay, gusto niyang makipag-ibigan sa iyo. Ano ang iyong
reaksyon?
SABIHIN: Iba’ibat paraan ang ginagamit ng tauhan sa loob ng inilalahad

na solusyon, ano ang nangingibabaw sa bawat sitwasyon? Bakit?
3.Explain Talakayin ang kabuuang nilalaman ng kuwento gamit ang mga gabay na
(10 minuto) tanong.
1. Ano ang pagkakamaling ginawa ni Psyche na nagdulot ng
mabigat na suliranin sa kanyang buhay?
Inaasahang Sagot: Ang pagsuway ni Psyche sa ipinagbabawal ng
ina ni Cupid na makita ang hitsura ng kanyang asawa.
2. Nainggit at nagalit si Venus kay Pysche dahil sa _______.
Inaasahang Sagot: ang lahat na papuri’t karangalan ay napunta
kay Psyche
3. Itinago ni Cupid ang tunay niyang pagkatao kay Pysche dahil sa
______.
Inaasahang Sagot: utos ni Venus na paibigin si Pysche sa isang
nakakatakot na nilalang
4. Bakit sa wakas ay naging panatag na ang kalooban ni Venus?
Inaasahang Sagot: si Pysche ay isa ng Diyosa
5. Bilang isang diyosa, ano ang hindi magandang katangian ni
Venus?
Inaasahang Sagot: Ang kaniyang pagkamainggitin sa taong
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nakakalamang sa kaniya
SABIHIN: Dumaan ng maraming pagsubok si Psyche bago makuha

ang kanyang minamahal, mga pagsubok na maaaring maihalintulad
sa mga sakuna o kalamidad na nararanasan ng tao sa tunay na
buhay.
ITANONG:
1. Paano ninyo paghandaan ang mga unos na darating sa inyong
buhay?
Inaasahang sagot: sa pamamagitan ng pagiging matatag at matibay
na pananalig sa Poong Maykapal.
2. Ang paghahanda bang ginawa ninyo ay katulad na lang
kung may sakuna? Paano?
Inaasahang sagot: Oo, tunay na paghahandaan ang kalamidad
upang maiwasan ang anumang panganib. Iligtas ang sarili sa isang
lugar na malayo sa panganib.
3. Paano naman ninyo ginagampanan ang mga tungkulin na
nakaatang sa inyo?
Inaasahang sagot: sa pamamagitan ng paghahanda sa sarili, sa
pagiging responsable sa anumang papel na nakaatang sa atin at
boung pusong tatanggapin at maglilingkod ng buong katapatan.
4. Elaborate Palawakin ang talakayan sa pamamagitan ng pag-uugnay ng mga

( 10 minuto) pangyayari sa sarili, sa pamilya, sa komunidad at sa daigdig.
1. Ano ang mahihinuha ninyo sa loob ng kuwentong binasa?
Inaasahang sagot: Pag-ibig ang nagbibigay – daan sa pagkakaisa ng
mga taong may sigalot sa isa’t isa.
2. Ano ang pinagmulan ng sigalot ng mga tauhang nabanggit?
Inaasahang sagot: pag-ibig
3. Paano maiiwasan ang galit sa iyong kapwa?
Inaasahang sagot: sa pamamagitan ng pagpapakumbaba
4. Paano nakaapekto ang mga pangyayari sa akda sa mga taong
nakapaligid dito?
Inaasahang Sagot: magsisilbing sukatan ito upang hindi na maulit
ang ganoong pangyayari
5. Paano natutugunan ang mga isyung panlipunan na lumilitaw sa
loob ng kuwentong binasa?
Inaasahang sagot: matutugunan ang mga ito kung papairalin sa
puso ang pagmamahal sa kapawa.
SABIHIN: Batay sa inyong nauunawaan sa loob ng kuwentong binasa,

ibigay ang kaisipang nakapaloob dito at ilahad sa malikhaing paraan.
Ang mensaheng mabubuo ay iugnay sa sarili, pamilya, lipunan at
daigdig.
Unang Pangkat: Character in the Mirror o Monologo
Ikalawang Pangkat: Diyalogo
Ikatlong Pangkat: Tula isang saknong na may apat na taludtod
Ikaapat na Pangkat: Hugot lines
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Pamantayan sa Pagmamarka
Nakalaang Puntos Pamantayan Natamong Puntos
10 Kaangkopan sa
paglalahad ng
sitwasyon
5 Kahusayan sa
pagganap
10 Pagkakaugnay sa
ideya ng sitwasyon
25 Kabuuan
5.Evaluate Sumulat ng maikling talata na nagpapatunay na taglay ninyo ang
(7 minuto) kababaang-loob.
Pamantayan sa Pagmamarka:
Nilalaman - 10
Kalinawan ng mga ideya - 10
Istruktura ng Pagkakabuo - 5
25
INDIBIDWAL NA GAWAIN:
VII.Learning Enablement Ang mitolohiya ay nakasentro sa “Pag-ibig”. Magpakita ng iba’t
(3 minuto) ibang sitwasyon na namayani ang pag-ibig at pagmamahal sa isa’t isa
sa kabila ng hidwaan. Pumili ng isa na magiging paksa sa gagawin: sa
sarili, sa pamilya , sa lipunan o sa daigdig. Gawin ito sa malikhaing
paraan. Ipakita ang nabuong gawain sa pamamagitan ng mga
sumusunod:
1. pick-up lines
2. hugot lines
3. komik iskrip
4. slogan
5. poster
6. jingle
Isumite ito sa susunod na araw
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References:
Arrogante, Jose A. et al. 2004. Panitikang Filipino. Antolohiya. Mandaluyong
National Bookstore.
Hamilton, Edith, 1969. Mythology. New York. Warner Books Inc.
___________1999. Mythology. Timeless Tales of Gods and heroes. Little Brown
and Company
Literature World Masterpieces, New Jersey, USA: Prentice Hall Inc.
Santos, Vito C. at Luningning E. Santos. 2001. English- Filipino Dctionary.
Anvil Publishing Inc.
Prepared by
MANUELITA S.ARCEL
Master Teacher II
Sibonga National High School, Sibonga District
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Science (Earth Science) Duration: 60 min.

Quarter 1
Learning Area/s Integrated: Chemistry, Earth Science
* Intradisciplinary
/ Communication / Learning and Innovation Problem Solving
II. Focused Learning Competencies (LC)
S10ES-Ia-j-36.4 describe the internal structure of the earth
Integrated Learning Competencies:
S8MT-IIIi-j-12 use periodic table to predict the chemical behavior of an element
S8ES-IIc-17 explain how earthquake waves provide information about the
interior of the earth
III. Focused GAD Principle/s to be integrated: promote equality in performing all learning activities
IV Intended Learning Outcomes
Knowledge discuss the composition of the earth’s interior
differentiate the behavior and characteristics of each layer of the earth
Skills create a model showing the layers of the earth’s interior
Attitude manifest collaboration in performing assigned task

Values appreciate the value of caring and protecting mother earth
IV. Learning Content The Internal Structure of the Earth

Concept The Internal structure of the earth can be described through its layers
( crust, mantle and core) and their chemical compositions.
Reference/s K to 12 Grade 10 Science Learners’ Module, pp. 44-53
DRRE perform disaster preparedness measures and mitigation actions
Instructional Materials multimedia/manila paper & pentel pens, art materials, styrofoam ball
https://www.youtube.com/watch?v=hmgR4PiGp1E,
https://www.youtube.com/watch?v=N9ncfAsmiSg,
https://www.youtube.com/watch?v=faXNNHcyXXk&pbjreload=10
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1.Engage
( 8 minutes ) A. Pre-test
Multiple
(10 i Choice Test: Choose the best answer from the given choices.
1.n The two types of seismic waves are body waves and surface waves.
u Which of these two types can cause most damage to the internal
t structure of the earth during an earthquake?
e a. P waves b. S waves c. Body waves d. Surface waves
2.s Which is used to analyze the composition and internal structure of
) the earth?
a. seismic waves b. exploration
c. high pressure d. Tremendous heat
3. Which type of waves is useful to seismologists in their study of the
earth’s interior?
a. Surface waves b. Love waves
c. Body waves d. Rayleigh waves
4. Which layer of the earth generates magnetic field?
a. crust b. mantle c. lithosphere d. core
5. Which elements are present in the earth’s core?

a. aluminum & nickel b. calcium & iron
c. nickel & aluminum d. calcium & aluminum
Possible answers:
1. d 2. a 3. c 4. d 5. C
B. Motivation
ASK:
1. How many planets are there in the solar system?
Possible answer: 8
2. Which among the eight planets is the existence of life possible?
Possible answer: earth
3. What do you know about the structure of the earth?
Answers may vary.
SAY:
Let’s watch the video clip “A journey towards the Earth’s interior”. Take note of
the scene where the team went down the opening of the earth.
https://www.youtube.com/watch?v=zoZAftUdr28
ASK:
1. What did you see in the video clip?
Possible Answer: A team searching for the opening towards the
center of the earth
2. What did you feel after watching the movie?
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Answers may vary.
3. Where did the team go?
Possible Answer: inside the earth
4. If you were the anthropologist in the video clip, would you also
explore the earth’s interior? Why? Why not?
Answers may vary.
2.Explore Form the students into four groups to perform the activity.
(15 minutes)
Note: Remind the students on the safety measures in performing the
experiment.
Group Activity 1 ( 5 minutes)
Materials:
boiled egg ripe avocado plastic knife
Procedure:
1.Cut the egg and the avocado into halves using the plastic knife.
2.Observe and compare the thickness of each layer.
ASK:
1. How do you describe the earth’s interior?
Possible Answer: There are layers.
2. How many layers are there is the Earth?
Possible Answer: three
3. Describe the thickness of the earth.
Answers may vary.
Note: Each group will be assigned to a learning station.
Fill in the given activity cards.
Group Activity 2 ( 5 minutes )
Group One-Station 1: Interesting Facts About the Earth’s Layer

http://www.softschools.com/facts/geography/earth_layers_facts/2264/
The Core
The core is divided into two layers: the inner core and outer core. The
temperature in the outer core reaches up to 2000C at this very high
temperature, iron and nickel melt. The inner core is made up of solid iron
and nickel and has a radius of 1300 kilometers. Its temperature reaches to
about 500C. The extreme temperature could have molten the iron and nickel
but is believed to have solidified as a result of pressure freezing which is
common to liquids subjected under tremendous pressure.
The mantle
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The mantle is separated into upper and lower mantle. Although made up of
solid rock, the mantle is not completely hard. It is similar to play dough
because it is moldable, but it is also extremely hot. The movement of the
mantle is what causes volcanoes to erupt and earthquakes to occur.
Beneath the crust is the mantle which extends to about 2900 kilometers
from the Earth’s surface. It makes up about 80% of the Earth’s total volume
and about 68% 0f its mass. Scientists also studied rocks from the ocean floor.
They have determined that the mantle is mostly made of the elements
silicon, oxygen, iron, and magnesium
CRUST
The earth's outer layer is the crust. It is made up of solid rock, and granite,
and topped with sand, crushed rock, and water or soil at the surface
(depending whether it is an oceanic or continental crust).
The crust is divided into two regions; continental crust is mainly made up of
silicon, oxygen, aluminium, calcium, sodium and potassium. The thickness
of the continental crust is mostly 35-40 kilometers. The oceanic crust is
around 7-10 kilometers thick which is the average thickness is 8 kilometers.
It is found under the ocean floor and is made of dense rocks such as basalt
Table 1. Thickness of the different layers of the Earth

Layer Thickness in kilometers
Crust 40
Mantle 2900
Outer Core 2200
Inner Core 1278
Group Two-Station 2: Facts about the Periodic Table

softschools.com
1. Columns of elements help to distinguish groups in the periodic table.

Elements within a group share several common properties and often
have the same outer electron arrangement.
2. Most of the elements on the periodic table are metals. The alkali
metals, alkaline earths, basic metals, transition metals, lanthanides,
and actinides all are groups of metals.
The present periodic table has room for 118 elements.
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Group Three-Station 3: Types of Seismic Waves
(https://study.com/academy/lesson/how-scientists-study-earths-interior-
structure.html
Let's first review the two types of seismic waves. Body waves are seismic
waves that travel through Earth's interior, or its 'body.' Surface waves are
seismic waves that travel through Earth's surface. Makes sense, right?
Surface waves are important, but they don't provide much information about
what happens below the surface. For this, we need to study body waves so
that we can see what Earth's 'body' is like.
There are two types of body waves, called P waves and S waves. P stands for
primary waves because these waves travel the fastest and are detected first.
S stands for secondary waves because these are slower than P waves, arriving
second on the seismogram.
Earth's Interior
P waves can travel through both liquid and solid material, but S waves can
only travel through solids. Since both P waves and S waves travel through the
mantle, this means that it must be a layer of solid material. The really
interesting part about this 'solid' layer is that even though it is rock, it 'flows'
like a very thick liquid. It's similar to the consistency of silly putty, which if you
punch hard, feels like a solid, but if you stretch slowly, moves like a liquid.
The P wave travel faster than the S wave. The P waves is also called a
compressional waves, travel by particles to vibrating parallel to the direction
the wave travel. They force the ground to move backward and forward as
they are compressed and expanded. The S- waves move as shear or tranverse
222 | P a g e
waves and force the ground to sway from side to side, in rolling motion that
shakes the ground back and forth perdicular to the direction of the waves.
Group Four-Station 4: Earth’s Crust Science Learner’s Module

Elements in the Earth’s Crust
Gallery Element Percentage

Walk: Oxygen 46.60
Learning Silicon 27.72
Activity Aluminum 8.13
Cards. Each Iron 5.00
group will Calcium 3.63
be given Sodium 2.83
this Potassium 2.59
Activity Magnesium 2.09
card to be Titanium 0.40
filled in Hydrogen 0.14
during the
gallery walk.
1.Facts about the Earth’s Layer

Possible answers:
Layers of the Earth Thickness in kilometers
crust 40
mantle 2900
Outer core 2200
Inner core 1278
2.Use the Periodic table to write the symbol of the elements present in the
layers of the Earth.
Possible Answers:
Elements Present in Each Layer Symbol
silicon Si
oxygen O
aluminum Al
calcium Ca
sodium Na
potassium K
iron Fe
magnesium Mg
nickel Ni
3. Body Waves
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Possible Answers:
Comparison between S wave and P wave

P- wave S-wave
Medium of propagation solid and liquid Solid

Speed fast Slow
Direction of movement compressional waves transverse waves
4 . Elements found in the earth’s crust.

Possible Answers:
Element Percentage
Oxygen 46.60
Silicon 27.72
Aluminum 8.13
Iron 5.00
Calcium 3.63
Sodium 2.83
Potassium 2.59
Magnesium 2.09
Titanium 0.40
Hydrogen 0.14
3.Explain Present the answers by group.( 5 minutes)

(10 minutes) ASK: Why is there a need to study the layers of the earth?
Possible Answers:
We need to understand how the Earth, our very own planet, works. Knowing
its layers is important because we are part of this planet, and it is our right to
know why the occurrences of some phenomena happen such as what causes
volcanoes to erupt, why are there high tides and low tides, why are there
tsunamis and earthquakes, the gravity, and the likes which can only be
answered via understanding the layers of the Earth-the inner and outer core,
the mantle and the crust. Only then, we can tell how great God is.
What should we do when we experience an earthquake? DRRE
Possible Answer: We should observe the duck, cover and hold and go to an
open space / evacuation center for safety.
4. Elaborate Watching a video clip https://www.youtube.com/watch?v=NAHY6965o08 about
(10 minutes) the composition of the earth’s interior. ( 3 minutes)
ASK:
1. What is the most abundant element in the earth’s crust?
Possible Answer: Oxygen (O)
2. What element/s make up most of the mantle?
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Possible Answer: silicon, oxygen, iron and magnesium
3. What elements make up the inner core?
Possible Answer: solid iron and nickel
4. How do you describe the inner core?
Possible Answer It is solid, it is believed to have solidified as a result
to pressure freezing.
5. Which type of seismic waves were useful to seismologists in their
study of the earth’s interior?
Possible Answer: Body waves: S and P waves
6. What are the layers of the earth?
Possible Answers: Crust, mantle and core
7. How do scientists get information about the Earth’s internal
structure?
Possible Answer: by studying how seismic waves travel through the
Earth
8. How does each layer differ in terms of behavior and characteristics?
Possible Answers: The crust is the thinnest and the outermost layer
of the earth that extends from the surface to about 32 km below. It
is composed of element, O, Si, Al, Fe, Ca, Na, Mg, K, Ti and H; The
mantle is beneath the crust which extends to about 2900 km from
the earth’s surface. It is made up of silicate rocks, and it is solid since
both S and P waves pass through it; the core is divided into two
types, inner and outer core. The outer core is 2900 km below the
earth’s surface and is 2250 km thick and is made up of iron and
nickel.)
5.Evaluate 1.Using a Styrofoam ball and a water color or any coloring materials
(15 minutes) available, each group will make a model of the Earth’s Interior and label the
parts. (Please refer to appendix C of the sample model of the earth using a
Styrofoam ball. )
2. Group presentation of the prepared model of the earth.

Rubrics for scoring the Group output (htpps://www.scribd.com)
Levels Points Indicators
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Exemplary 20 Work/ project is exceptional and impressive. A
distinctive and sophisticated application of
knowledge and skills are evident
Proficient 15 Work /project meets the standards; acceptable

and it displays the application of essential
knowledge and skills.
Developing 10 Work/ project does not yet meet the standards;
shows basic, but inconsistent application of
knowledge and skills; work needs further development.
Emerging 5 Work/ project shows partial application of
knowlegde and skills; lacks depth or incomplete and
needs considerable development, errors and
omissions are present.
VI. Learning Enablement Enhancement ( advance topic to be discussed)

Task: Do the given activity by group.
Verbal Logical/Math Bodily Visual/Spatial
ematical Kinesthetic
Do a research Draw a map Create a Draw or illustrate the
about the which shows continental evolution of Pangea
Continental Drift the jigsaw puzzle from Permian
Theory and distribution which would 250 million years
prepare to of fossils show that the ago) to Present Day
present your across edge of one
continent match
work in a creative different
with the edge of
manner. continents.
the other
continents.
Example
Antartica and
Australlia

References:
Internet: https://www.youtube.com/watch?v=hmgR4PiGp1E,
https://www.youtube.com/watch?v=zoZAftUdr28
https://www.youtube.com/watch?v=N9ncfAsmiSg,
https://www.youtube.com/watch?v=NAHY6965o08
https://www.youtube.com/watch?v=faXNNHcyXXk&pbjreload=10
https://study.com/academy/lesson/how-scientists-study-earths-interior-structure.ht
226 | P a g e
Prepared by
MERLINDA A. LORENZANA
Master Teacher II
Compostela National High School (Day Class), Compostela District
227 | P a g e
Appendix A
Pre Test
Mutiple Choice Test: Choose the best answer from the given choices:
1.The two types of seismic waves are body waves and surface waves. Which of
this two types can cause the most damage to structures during an earthquake.
(d)
a. P waves b. S waves
c. Body waves d. Surface waves
1. Which is used to analyze the composition and internal structure of the earth. (a)
a. Seismic waves b.exploration
b. c. High pressure d. Tremendous heat
2. Which type of waves were useful to seismologists in their study of the earth’s interior?
(c)
a. Surface waves b. Love waves
c. Body waves d. Rayleigh waves
3. Which layer of the earth generates magnetic field? (d)
a. Crust b. Mantle
b. c. Lithosphere d. Core
5.Which element/s is/are present in the earth’s core?(a&b)
a.Nickel b. Iron
c. Aluminum d. Calcium
6. Label the parts below: (6-10)
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Appendix B.
Station 1 Interesting Earth Layers Facts

The Core
The core is divided into two layers: the inner core and outer core. The temperature in the outer core
reaches up to 2000C at this very high temperature, iron and nickel melt. The inner core is made up of
solid iron and nickel and has a radius of 1300 kilometers. Its temperature reaches to about 500C. The
extreme temperature could have molten the iron and nickel but is believed to have solidified as a result
of pressure freezing which is common to liquids subjected under tremendous pressure.
The mantle
is separated into the upper and lower mantle. They are separated by a transition zone.
Although made up of solid rock, the mantle is not completely hard. It is similar to play dough because it
is moldable, but it is also extremely hot.The movement of the mantle is what causes volcanoes to erupt
and Earthquakes to occur.
The mantle
Beneath the crust is the mantle which extends to about 2900 kilometers from the earth’s
surface. It makes up about 80% of the Earth’s total volume and about 68% 0f its mass. Scientists
also studied rocks from the ocean floor. They have determined that the mantle is mostly made
of the elements silicon, oxygen, iron, and magnesium
CRUST
The earth's outer layer is the crust. It is made up of solid rock, and granite,
and topped with sand, crushed rock, and water or soil at the surface
(depending whether it is an oceanic or continental crust).
The crust is divided into two regions; continental crust is mainly made up of silicon, oxygen,
aluminium, calcium, sodium and potassium. The thickness of the continental crust is mostly
35-40 kilometers. The oceanic crust is around 7-10 kilometers thick which is the average
thickness is 8 kilometers. It is found under the ocean floor and is made of dense rocks such as
basalt.
Station 2: Facts about the Periodic Table
4. Columns of elements help to distinguish groups in the periodic table. Elements within a
group share several common properties and often have the same outer electron
arrangement.
5. Most of the elements on the periodic table are metals. The alkali metals, alkaline earths,
basic metals, transition metals, lanthanides, and actinides all are groups of metals.
6. The present periodic table has room for 118 elements. Elements aren't discovered or
created in order of atomic number. usually decrease in size as you move from left to
229 | P a g e
Station 3: Types of Seismic Waves
( https://study.com/academy/lesson/how-scientists-study-earths-interior-structure.html
Let's first review the two types of seismic waves. Body waves are seismic waves that travel
through Earth's interior, or its 'body.' Surface waves are seismic waves that travel through
Earth's surface. Makes sense, right?
Surface waves are important, but they don't provide much information about what happens
below the surface. For this, we need to study body waves so that we can see what Earth's
'body' is like.
There are two types of body waves, called P waves and S waves. P stands for primary waves
because these waves travel the fastest and are detected first. S stands for secondary waves
because these are slower than P waves, arriving second on the seismogram.
Earth's Interior
P waves can travel through both liquid and solid material, but S waves can only travel through
solids. Since both P waves and S waves travel through the mantle, this means that it must be a
layer of solid material. The really interesting part about this 'solid' layer is that even though it is
rock, it 'flows' like a very thick liquid. It's similar to the consistency of silly putty, which if you
punch hard, feels like a solid, but if you stretch slowly, moves like a liquid.
The P wave travel faster than the S wave. The P waves is also called a compressional waves,
travel by particles to vibrating parallel to the direction the wave travel. They force the ground
to move backward and forward as they are compressed and expanded. The S- waves move as
shear or tranverse waves and force the ground to sway from side to side, in rolling motion that
shakes the ground back and forth perdicular to the direction of the waves.
Station 4: Earth’s Crust Science Learner’s Module

Elements in the Earth’s Crust
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Element Percentage
Oxygen 46.60
Silicon 27.72
Aluminum 8.13
Iron 5.00
Calcium 3.63
Sodium 2.83
Potassium 2.59
Magnesium 2.09
Titanium 0.40
Hydrogen 0.14
Gallery Walk:
1.Facts about the Earth’s Layer

Layers of the Earth Thickness in kilometers
2.Use the Periodic table to write the symbol of the elements present in the layers of
the Earth.
Elements Present in Each Layer Symbol
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3. Body Waves
Comparison between S wave and P wave
P- wave S-wave
Medium of propagation
Speed
Direction of movement
4 . Elements found in the earth’s crust.
Elements present in the Earth’s Crust Percentage
232 | P a g e
Appendix C.
233 | P a g e
Appendix D
Rubrics for scoring the Group output (htpps://www.scribd.com)
Levels Points Indicators

exemplary 25 Work/ project is exceptional and impressive. A distinctive and
sophisticated application of knowledge and skills are evident
Strong 10 Work /project exceeds the standards; thorough and effective
application of knowledge and skills are evident.
Profecient 15 Work /project meets the standards; acceptable and it displays
the application of essential knowledge and skills.
Developing 10 Work/ project does not yet meet the standards; shows basic,
but inconsistent application of knowledge and skills; work
needs further development.
Emerging 5 Work/ project shows partial application of knowlegde and
skills; lacks depth or incomplete and needs considerable
development, errors and omissions are present.
234 | P a g e
GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Mathematics Quarter: 1 Duration: 50
minutes Learning Area/s Integrated: Araling Panlipunan, Science &
Arts
* Intradisciplinary and Fusion Approach
I. 21st Century Skills to be developed

M10AL-Ij-2 solve problems involving polynomials and polynomial equations

Number and Numbers Geometry Measurement
Sense
M7NS-Ia-1 describe well- M7GE-IIIe-2 illustrate polygons: M7ME-IIb-1 convert
defined sets, subsets, universal (a) convexity; (b) angles; and (c) measurements from one unit to
sets, and the null set and sides another in both Metric and
cardinality of sets English systems
III. Focused GAD principle to be Integrated:

promote the role of men and women as partners in community development
Knowledge discuss how to solve problems involving polynomials
Skills solve word problems involving polynomials
Attitude manifest willingness to learn through active participation
Values show appreciation of other’s ideas in performing group tasks
235 | P a g e
V. Learning
Solving Word Problem Involving Polynomials
Content
In solving problems involving polynomials, analyze the problem first then gather facts or
information that will help create an expression or equation. In finding the solution, factoring
Concept
or synthetic division can be applied.
References K to 12 Grades 7 & 10 Curriculum Guides, TGs & LMs

Theme Independence Day
DRRE perform disaster preparedness and mitigation actions based on given situations
IMs multimedia, pictures (Independence Day Celebration in the Philippines, Philippine flag),
manila paper, pentel pens, chalk, worksheets & art materials

1. Engage A. Pre-Test :
(15 minutes)
Solve the following:
1. A shipping company is hiring male and female applicants for the position for Third
Mate. What must be the value of x, if x - 3 represents the number of male amd female
applicants, and there are 26 applicants in all?
2. Agnes is a first aider and her first aid kit contains (x) different essential medicines.
How many types of essential medicines are there if x+7 is equal to 15?
3. Nayong Filipino is in the form of a rectangle with an area of 6 300 square meters. Find
its dimensions (length and width) if its width is 20 less than its length?
Possible Answers: 1. X = 29 2. 8 types of essential medicines 3. L = 90 m ; W = 70 m

B. Present these pictures on screen.
https;//wethepvblic.com https://pcoo.gov.ph
ASK:
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1. What do these pictures show?
Possible Answer:
The first picture shows about the Philippine Independence Day Celebration.
The second picture depicts equal participation of men and women during the
celebration.
2. If you are asked to attend the parade during the Philippine Independence Day
Celebration, what will you do to protect yourself from the heat of the sun?
Possible Answers:
Wear a hat and bring an umbrella.
Drink plenty of water to avoid dehydration.
Apply sunblock to prevent sunburn and skin irritation.
3. If you are the organizer of the celebration, what must you do to prevent any
untoward incident?
Possible Answer:
Establish committees on security, medics, parade and others.
4. If the total number of persons who attended the celebration is 3x + 5 = 6 395,

how many persons were there?
Possible Answer: X = 2,130 , therefore, there were 2,130 persons
5. If there is only one flag in the 1st picture, and it is represented by x – 5, what must
be the value of x?
Possible Answer: X = 6
A. DYADS. Answer the following on a ½ lengthwise.

Write True if the statement is correct and False if it is wrong and justify your answer.
2. Explore (15
mins.)
https://en.m.wikipedia.org
1. Set A is a set that contains blue, red, white and yellow. The cardinality of set A is 4.
2. The picture depicts only one set, set of colors.
3. Set B contains polygons. The sun in the picture is a polygon.
4. Set C is a null set because it contains numbers.
5. Set B is a set of polygons and contains rectangle, trapezoid, triangle and star.
Possible Answers:
1. True
2. False - It is also shows set of shapes.
237 | P a g e
3. False - The shape of the sun is circular, and a polygon is a closed figure with at
least three straight sides.
4. True
5. True
Note: Teacher provides inputs during the checking of answers such as:
Set is a well-defined group of objects.
Examples: set of flowers, set of school supplies, set of kitchen utensils
Null set is a set that has no element. It is an empty set.
Cardinality of a set refers to the number of elements in a given set.
Polygon is a closed plane figure bounded by straight lines.
B. GROUP ACTIVITY. In groups of three, solve the given problems.
SAY:
Choose a leader and a rapporteur. Solve and discuss one problem. Show your
solution and state it in a complete sentence.
RUBRIC
Indicator 1 - The answer is correct.
Indicator 2 - The solution is correct.
Indicator 3 - The idea of the sentence is correct.
Indicator 4 - The sentence is grammatically correct.
POINTS 5 4 3 2 1
All Three Two One No indicator

INDICATORS indicators indicators indicators indicator is observed.
are present. are present. are present. is present.
1. The length of the Philippine Flag is twice as its width. What is the length if its width
is (x+2) cm?
Possible Answer:
The length of the flag with the width of (x +2) cm is (2x + 4) cm.
If x= 5, then the width is 7 cm and the length is 14 cm.
2. Refer to problem #1.

What is the width of the flag if x is equal to 98 cm? How about its length?
Possible Answer:
The width of the flag if x is 98 cm is 100 cm and its length is 200 cm.
3. The length of the flag is 3.6 meters, what is its length in cm? What is its width in
cm?
Possible Answer:
The flag is 360 cm long.
The width of the flag in centimeter is 180.
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1. How did you find the activity?
3.Explain Possible Answer:
(10 mins.) The activity gives us a review on sets, polygons, and conversion of metric units.
It deepens our understanding on Polynomials and Polynomial Equations.
2. How did you find the answers to the problems?

Possible Answer:
We applied the concept on finding solutions to quadratic equations by
factoring or by synthetic division.
3. How to solve word problems involving polynomials?

Possible Answer:
In solving problems involving polynomials,
1. analyze the problem;
2. gather facts or information;
3. create an expression or equation;
4. solve by finding solutions of polynomial equations by
factoring or by synthetic division; and
5. verify/check the answer.
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4. Elaborate Each group will collaboratively solve a problem on their seats, and then one of the
(5 minutes) members in each group will do it on the board and explain.
1. In preparation for the celebration of Independence Day, the mayor of Compostela

requested five of his employees to prepare snacks for the attendees. If there are
x + 5 persons expected to come, and the budget for each is 2x pesos, how much
budget is needed?
Possible Answer: 2x2 + 10 x Pesos ( If x = 50, then the budget needed is P5,500.00)
2. If the congressman has to attend the Independence Day Celebration, and travels
(x2+3x-10) km in (x + 5) hours, what is the average speed in km/hr?
Possible Answer: Speed = Distance/ Time
(x -2) km/hr.
3. What should be the desired number of persons to attend the celebration, if the area
for the occasion is x2 + 2x -15 cm2, and each one consumes x-3 cm?
Possible Answer: x + 5 persons (If x = 50, then the venue can accommodate 55
persons.)
ASK:
If the venue can only accommodate 55 persons, what could be the possible hazards if
there will be 500 attendees?
Possible Answer:
It may cause health problems like heat stroke and heart attack.
Solve the following on a ¼ sheet of paper.
5. Evaluate 1. Virginia Foods Incorporated is hiring applicants for the position for Regional
( 5 minutes) Manager. Male or female can apply. (x-3) represents the number of applicants.
What must be the value of x if there are 18 applicants in all?
Possible Answer: X = 21
2. Emanuelle’s health aid kit contains (x) types of bandages. How many types of
bandages are there if x + 5 is equal to 9?
Possible Answer: There are four types of bandages.
3. The Rizal Park skating rink is a rectangle with an area of 4,800 square meters. Find
its dimensions (width and length) if its length is 20 greater than its width?
Possible Answers:
1. x= 21
2. There are 4 types of bandages.
3. The width of the skating rink is 60 m and its length is 80 m.
240 | P a g e
VII. Learning LOGICAL/MATHEMATICAL VERBAL/LINGUISTIC LEARNING VISUAL/SPATIAL
Enablement
Create two word Write three sentences on how Make a Philippine flag using
( to be done problems involving polynomials are applied in your construction paper or art
after class polynomials with daily activities. paper or in short – sized
hours in solutions. bond paper and
school or at indicate its dimension
home) using polynomial
expressions.

References:
https;//wethepvblic.com
https://pcoo.gov.ph
https://en.m.wikipedia.org
Prepared by
PAMELA P. SESALDO
Master Teacher 1
Compostela National High School (Day Class), Compostela District
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GAD-based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Araling Panlipunan Quarter: I Duration: 60 minutes

Learning Area/s Integrated: Science, English, MAPEH & EsP

* Fusion
IV. 21st Century Skills to be developed (Please tick.)
// Communication Learning and Innovation / Problem Solving
ll. Focused Learning Competency:
AP10KSP-1c-4 nasusuri ang epekto ng mga suliraning pangkapaligiran
Integrated Learning Competencies:

SCIENCE ENGLISH MAPEH EsP
S9ES-Ia36.1 EN10VC-Ie 25 MU10C-Ic-h-6 EsP10MP-Ic-2.3
describe the express insights explore other naipapaliwanag
distribution of based on the arts and na ang isip at
active volcanoes, ideas media kilos-loob ay
earthquake presented in through live ginagamit para
epicenters and the material performances sa paghahanap
major mountain viewed ng katotohanan
belts at sa
paglilingkod

nakabubuo ng pantay na pagpapasya ang mga kalalakihan at kababaihan

Knowledge naipapaliwanag ang epekto ng suliraning pangkapaligiran sa pamumuhay ng tao
naisasakilos ang isang malikhaing pagtatanghal sa mga ilang gawain ng Disaster
Skills Control Group
Attitude naipapakita ang mga kilos na may positibong pananaw upang maibsan o
maiwasan ang masamang dulot ng kalamidad
Values nabibigyang-diin ang pagpapahalaga ng mga tungkulin ng tao sa pangangalaga sa
kapaligiran
242 | P a g e
V. Learning
Content/s Konteksto ng Suliraning Pangkapaligiran
Concept Magkaroon ng positibong pananaw sa lahat ng mga pagsubok sa buhay.
Theme Pandaigdigang Araw ng Kapaligiran
DRRE nasusuri ang mga dahilan at epekto ng likas na sakuna
IMs mapa, larawan, grapo, speaker, multimedia, meta kard at bond paper
VI . Learning Experiences ( 5 Es )
1. Engage PANIMULANG PAGTATAYA
(5 Panuto: Unawaing mabuti ang bawat pahayag. Piliin ang titik ng tamang sagot at
mins) isulat sa kapat na papel.
1. Nakita mo sa telebisyon ang balita tungkol sa malakas na bagyo. Alin sa mga
sumusunod ang inaasahang gagawin?
a. Iwanan ang tinitirhan at lilipat ng tirahan.
b. Ipagbili ang mga ari-arian sa mababang halaga.
c. Itali ang bubong ng bahay lalo na kung ito ay gawa sa “light materials.”
Inaasahang sagot: c
2. Sa unang linggo ng pasukan ay nagtatakda ng “earthquake drill” ang inyong
mga guro. Bilang mag-aaral, inaasahan na
a. hindi ka papasok sa paaralan dahil siguradong walang klase.
b. tatawanan mo ang nasabing pangyayari dahil wala itong kabuluhan.
c. aktibo kang sasali upang magkaroon ng kahandaan sakaling mangyayari
ang sakuna.
Inaasahang sagot: c
3. Habang kayo ay nasa loob ng silid-aralan sa inyong paaralan at
naramdaman ninyo ang lindol, ano ang inyong gagawin?
a. Maging mahinahon, lalabas sa silid-aralan patungo sa hayagang lugar.
b. Maging mahinahon, ilagay ang bag sa ibabaw ng ulo at lalabas
patungo sa hayagang lugar at uupo.
c. Maging mahinahon, ilagay ang bag sa ibabaw ng ulo at lalabas patungo sa
hayagang lugar.
Inaasahang sagot: b
4. Nagkaroon ng pagtitipon ang kapitan ng barangay upang bumuo ng
disaster control group. Marami ang dumalo tulad ng kababaihan,
kalalakihan at ilang mga kabataan. Ang labing-tatlong taong gulang na si
Analiza ay isa sa mga dumalo. Siya ay kusang nagpalista bilang kasapi sa
disaster control group. Ano ang iyong masasabi sa ginawa ni Analiza?
a. Ang pagsali ni Analiza ay may kaakibat na pagkukutya mula sa mga
kalalakihan.
b. Ang pagsali ni Analiza sa murang edad ay naglalagay sa kanya sa
kapahamakan.
c. Ang pagsali ni Analiza ay nagpapatunay na hindi mahalaga kung ano ang
iyong edad at kasarian sa pagtupad ng tungkulin.
Inaasahang sagot: c
5. Ang kaalaman hinggil sa lokasyon ng evacuation center at ang pagtala ng
mga emergency numbers ay nabibilang sa
a. pag-iwas at paghahanda sa sakuna
243 | P a g e
b. paghahanda at pagresponde
c. rehabilitasyon at pagbangon
Inaasahang sagot: a
SABIHIN: Tingnan ang mapa na nakapaskil sa pisara. Alamin ang mga lugar sa
ating bansa na may aktibong faults at trenches.
PAGPAPAKITA NG MAPA
Datos ng mga Aktibong Faults at Trenches sa Pilipinas
PINAGKUKUNAN:
https://www.google.com/search?ei=B8z9XPmuJ5nXhwPB-
ryoAg&q=faults+and+trenches+in+the+philippines&oq
ITANONG:
1. Ano ang ipinapakita sa mapa?
Inaasahang sagot: ang kinalalagyan ng mga aktibong faults at trenches sa
Pilipinas
2. Ano ang kaugnayan nito sa mga nangyayaring kalamidad?
Inaasahang sagot: ang “faults at trenches ay kadalasan maging sanhi ng
pagkakaroon o pagkakaranas ng lindol, ang lindol ay uri ng likas na sakuna.
SABIHIN: Ipinapakita sa loob ng mapa na halos lahat ng mga lugar ay

2. Explore puwedeng madaanan ng lindol. Alamin natin ngayon kung ano kaya ang ibig
(20 mins.) ipahiwatig sa bawat larawan.
PAALALA: Sa bahaging ito magpapakita ang guro ng larawan ng mga

suliraning pangkapaligiran.
PANGKATANG GAWAIN
A. Lakad-Galleria
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Hatiin ang klase sa apat na pangkat. Bigyan ng larawan ang bawat
pangkat.
Unang Pangkat Ikalawang Pangkat
Ikatlong Pangkat Ikaapat na Pangkat
PINAGKUKUNAN:
https://www.google.com/search?ei=D7oIXe6TD8bywQPoqpbYBg&q=pictures+of+calami
ties+and+disasters&oq=pictures+of+calamit&gs
https://www.shutterstock.com/search/environmental+problems
Panuto:
1. Bumuo ng isang tanong hango sa larawang pinagmasdan.
2. Isulat sa kapat na kartolina ang tanong na nabuo.
3. Ilahad sa klase ang mga tanong sa pamamagitan ng lakad-galleria.
PAALALA: Sa gagawing gallery walk ang guro ay maaaring gagamit ng pito
o kampana na maghuhudyat sa bawat galaw na gagawin ng mga mag-
aaral sa gallery walk.
Tandaan ang mga sumusunod sa gagawing lakad-galleria.
1. Pumili ng tatlong kasapi sa bawat grupo.
245 | P a g e
2. Ang unang kasapi ang tagabitbit ng larawan; ang pangalawang
kasapi ang tagabitbit sa kartolina na may nakasulat na tanong; at
ang panghuli ang siyang tagasulat sa mga sagot ng tanong.
3. Ang mga naiwang kasapi ay manatili sa kanilang upuan upang
sasagot sa mga tanong.
Kinalabasan ng lakad-galleria
a. Sagutin ang mga tanong na nabuo batay sa ipinakitang larawan.
b. Itatala ng pangatlong kasapi ang mga sagot ng pangkat hanggang sa
matapos nilang itala ang mga sagot ng katanungan at makabalik sa
kanilang sariling pangkat.
c. Iuulat ng kinatawan ng bawat pangkat ang nalikom na mga sagot.
ITANONG: Ano-ano ang inyong natutunan habang kayo ay naglilibot sa bawat

pangkat?
Inaasahang sagot: mga kalamidad na nararanasan bunga ng suliraning
pangkapaligiran, mga likas na sakuna dahil sa pag-aabuso sa kapaligiran,
nanganganib ang buhay ng tao, pagkukulang ng pinagkukunan ng pagkain
SABIHIN: Mula sa mga larawan ay natukoy ninyo ang mga suliraning dulot ng
kalamidad. Tatalakayin natin ngayon ang mga suliraning pangkapaligiran na
naranasan ng ating bansa.
3.
Explain PAGTATALAKAY:
(10 1.Ano-ano ang mga suliraning pangkapaligiran na nararanasan ng ating bansa?
mins) Inaasahang sagot:Suliranin sa solid waste, Pagkasira ng likas na yaman, Climate
Change
2.Paano nakaapekto ang suliraning pangkapaligiran sa pamumuhay ng tao?
Inaasahang sagot: mapanganib sa kalusugan ng tao ang katas ng basura mula sa
mga dumpsite, magdudulot ng pagkabara sa mga lagusan ng tubig na siyang
sanhi ng malawakang pagbaha, mawawalan ng pangkabuhayan ang mga taong
umaasa sa kalikasan, panganib sa food security dahil ang sektor ng agrikultura
ang unang matatamaan sa mga sakuna
3.Sa panahon ng kalamidad, sino o anong grupo ang kadalasang nagbibigay tugon
sa pangangailangan ng mamamayan?
Inaasahang sagot:Disaster Risk Reduction Management (DRRM), disaster control
group na tumutulong sa mga mamamayan mula sa pagbibigay ng maagang
babala, paglilikas, pagtugon ng pangangailangan ng pagkain, gamot at iba pa.
4.Paano ginampanan ng disaster control group ang pagtugon sa panahon ng
kalamidad ang kanilang mga gawain tulad ng pagbibigay ng early warning signal,
paglikas ng mga apektadong pamilya, pamimigay ng relief goods, at pagkakaloob
ng tulong medical?
Inaasahang sagot: pagpapairal ng isip o katalinuhan sa pagtugon sa sitwasyon,
ang buhay ay mahalaga at ang isang maliit na pagkakamali ay maaaring magdulot
ng pinsala o pagbuwis ng buhay, isang hamon sa bawat tao ang pagbibigay ng
kanyang buong suporta at kusang loob sa pagtulong para sa kabutihan at
246 | P a g e
kaligtasan ng nakararami, maituturing na isang kabayanihan ang pagsali sa mga
Disaster Control Group.
5.Sa siklo na ipinapakita, saan napabilang ang mga gawain ng Disaster Control
Group na nabanggit sa ikaapat na tanong?
Inaasahang sagot:pagbibigay ng maagang babala- bago ang sakuna
paglikas ng mga apektadong pamilya- bago ang sakuna
pamimigay ng relief goods-pagtama ng sakuna
pagtugon ng pangangailangan ng pagkain at gamot- pagtama ng sakuna
PINAGKUKUNAN:
http://www.rdmuch.jp/en/project/itc/training_guide/sections/section_3/module
1_4.html
PAALAALA: Bigyang-diin ng guro ang paggamit ng katalinuhan at kusang-loob.
Kailangang maging alerto sa panahon ng kalamidad at may kusang-loob sa
pagbibigay tulong sa iba lalo na sa panahon ng sakuna.
ITANONG:
Anong katangian ang dapat taglayin sa pagharap sa mga kalamidad na
darating sa buhay?
Inaasahang sagot: Magkaroon ng positibong pananaw sa lahat ng mga
pagsubok sa buhay.
4. MALIKHAING PAGTATANGHAL: Gawain ng Disaster Control Group

Elaborate
(20 mins.) SABIHIN: Tingnan natin kung paano ninyo ipapakita ang bawat pangyayari sa mga
sumusunod na sitwasyon kung ang mga ito ba ay nagpapakita ng
positibong pananaw.
Bumuo ng malikhaing gawain batay sa mga nakatala sa meta kard ang

bawat pangkat. Gagawin lamang ang paghahanda sa limang minuto.
Unang Ikalawang Ikatlong Ikaapat na

Pangkat Pangkat Pangkat Pangkat
247 | P a g e
Paggawa ng Pagbabalita Pagsasadula Interpretatibong
Rap Sayaw
Pagbibigay ng Paglilikas ng mga Pamimigay ng Pagkakaloob ng

maagang apektadong mga relief tulong medikal
babala pamilya goods
PAALALA: Ang guro ay magbibigay ng karagdagang impormasyon tungkol sa

kinalabasan ng gawain.
Rubrik sa Malikhaing Pagtataghal

Pamantayan Indikasyon Puntos Nakukuhang
Puntos
Naipapakita ang
Mensahe kahusayan sa nabuong 25
mensahe at naayon sa
tema
Mahusay na pagkapili at
Kagamitan paggamit ng kagamitan na 15
naayon sa tema
Lubos na nakapukaw ng
Dating sa atensyon sa mga tao ang 10
Madla ipinakitang pagtatanghal
Kabuuang puntos 50
Pamprosesong Tanong:
1. Paano nakatutulong ang pagbibigay ng maagang babala sa mga
mamamayan?
Inaasahang Sagot: mababawasan o maiiwasan ang pinsala sa ari-arian at buhay
na mararanasan ng mga tao. nagbibigay kahandaan sa nalalapit na kalamidad.
2. Naranasan niyo na bang maging biktima ng kalamidad? Paano naiibsan
ang inyong kalungkutan at pagbangon mula sa kalamidad?
Inaasahang Sagot: ang pagtanggap ng relief goods ay nakagagaan sa puso at
naiibsan ang hirap at kalungkutan, pansamantala itong nakalulunas sa gipit na
pangangailangan at nakapagbibigay saya sa mga tao, nagpapakita ng pagkakaisa
at pagtutulungan ng kapwa, nagsasalamin ng kabutihan loob at pakikipagkapwa
tao ano man ang antas sa buhay.
3. Paano nakikilahok ang mga kababaehan at kalalakehan sa pamayanan
upang matugonan ang mga pangangailangan sa panahon ng kalamidad?
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Inaasahang sagot: ang pagtulong sa kapwa ay isang panlipunang gampanin ng
lahat ng tao, babae o lalaki, ang nagagawa ng kalalakihan ay kaya ring gampanan
ng mga kababaihan, kabalikat ng mga lalaki ang mga babae sa pagtulong, kapwa
may kakayahan na makapagbigay ng tamang desisyon sa panahon ng kalamidad
PAALAALA: Bigyang-diin ng guro sa talakayan ang kusang pagtulong sa panahon

ng kalamidad bilang isang tungkuling panlipunan.
6. Evaluate 1. Ano-anong mga ahensya ng pamahalaan ang inaatasang magbibigay ng

(5 kaukulang tulong sa mga biktima upang maibsan ang masamang epekto ng
minutes) suliraning pangkapaligiran?
Inaasahang sagot: Department of Social Welfare and Development (DSWD)-sila
ang nangangasiwa sa pagbibigay tulong tulad ng pagkain, relief goods, gamot at
iba pang mga pangangailangan sa mga nasalanta sa kalamidad.
Department of Health (DOH) – sila ang gagamot sa mga nasasaktang biktima at
nagtataguyod ng kaligtasan
2.Paano ninyo pinaghahandaan ang kalamidad?
Inaasahang sagot: pag-alam sa lokasyon ng “evacuation center”, paghanda sa
“emergency bag” na naglalaman ng mga pangunahing pangangailangan,
pagtatago o pagsegurong ligtas ang mga mahalagang dokumento, kagamitan,
hayupan
3. Bilang mag-aaral, ano ang iyong magagawa upang makatutulong sa
pamahalaan na maibsan o maiwasan ang suliraning pangkapaligiran?
Inaasahang sagot: sisimulan sa sarili ang ugali ng tamang pagtapon ng basura
gaya ng pagtupad sa “waste segregation”, paghikayat sa mga kaibigan at pamilya
na magtayo ng “material recovery facility”.
4. Magbigay ng mga tamang paraan kung paano natin pangangalagaan ang
ating kapaligiran.
Inaasahang sagot: tamang disiplina sa sarili upang mapanatiling malinis ang
paligid at walang plastic na nagkakalat.
maging aktibo sa programa ng paaralan at pamahalaan sa muling pagbabalik
gubat, pagsunod sa batas na nagpapatupad ng pagpreserba at pangangalaga sa
kalikasan
VII. Gumawa ng slogan na naglalayong solusyonan ang epekto ng suliraning

Learning pangkapaligiran. Isulat sa long size bondpaper.
Enable-
ment Rubrik sa Paggawa ng Slogan
( to be
done after Pamantayan Indikador Puntos Natatamong
class hours Puntos
in school or Nilalaman Naipakita at 15
at home) naipaliwanag nang
maayos ang ugnayan ng
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lahat ng konsepto sa
paggawa ng slogan
Kaangkupan ng Maliwanag at angkup 10
Konsepto ang mensahe sa
paglalarawan ng
konsepto
Kakanyahan Orihinal ang ideya sa 10
paggawa ng slogan
Kabuuang Malinis at maayos ang 10

Presentasyon kabuuang presentasyon
Gumamit ng tamang 5
kombinasyon ng kulay
Pagkamalikhain upang maipahayag ang
konsepto
Kabuuang puntos 50
Prepared by
TITA A. CENIZA, Dev.Ed.D.

Master Teacher-1
TUBURAN NHS, Tuburan District 1
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GAD-Based iC CEBU
LESSON EXEMPLAR
GRADE LEVEL: GRADE 10 Quarter: I Duration: 50 Minutes

LEARNING AREA: PHYSICAL EDUCATION
LEARNING AREA/S INTEGRATED: SUB DISCIPLINES: Sports, Dance, Exercise and Gymnastics
FUSION: Health, Math and English
INTEGRATION APPROACH USED:
✔ Multidisciplinary Interdisciplinary Transdisciplinary
*Intradisciplinary and Fusion Approach
I. ST
21 CENTURY SKILLS TO BE DEVELOPED
✔ Communication Learning and Innovation ✔ Problem Solving
✔ Critical Thinking Information Media and Technology ✔ Life and Career
II. FOCUSED LEARNING COMPETENCY
PE10PF-Ia-h-39 assess physical activity, exercise and eating habits
III. FOCUSED GAD PRINCIPLE TO BE INTEGRATED
promote equal opportunities during physical activities
IV. INTENDED LEARNING OUTCOMES
list assessed physical activities and eating habits to be improved for a
healthier body
KNOWLEDGE
classify own BMI (Body Mass Index) and identify the weight management
system to be applied
plan new sets of fitness activities following the FITT (Frequency, Intensity,
Time and Type) principle
SKILLS
implement a better diet by diligently following the meal plan made
designed from the food pyramid
compare previous lifestyle and weight management to present to build
ATTITUDE
up wellness
work cooperatively with partner and group members to foster helping
VALUES
and oneness
select correct basic first aid procedures and transport methods in times
DRRE
of injury
V. LEARNING CONTENT:
Lifestyle and Weight Management (Physical Activity and Eating Habits)
CONCEPT Lifestyle and weight management promote community fitness.
Assessing physical activities and eating habits lead to ones awareness
for a healthy living.
REFERENCE/S Physical Education and Health 10 Learner’s Materials
https://www.nhlbi.nih.gov
https://www.webmd.com
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THEME Intramurals
IMS slide decks/ written visual aids, pictures, metacards, score board, manila
paper and markers
VI. LEARNING EXPERIENCES (5 ES)
1. ENGAGE A. Pre-Test: Race for Gold
(10 minutes)  a 10-items pre-test is conducted through a game (items may be
posted on the board/ through a slideshow presentation/
dictation)
 the learners are instructed to follow the given procedure:
 If your metacard is labeled PT, it’s your time
 Identify your code (1a and 1b to 10a and 10b)
 Come in front and answer
 Time limit: 10 seconds
 The group whose member answers correctly is given a
point
 here are the pre-test items:
1. What do you call a person’s typical pattern of behavior?

Possible Answer: Lifestyle
2. This includes a balance of healthy eating and physical exercise to
equate energy expenditure and intake.
Possible Answer: Weight Management
3. Give one aspect that may elevate health risks.
Possible Answer: Food choice/Eating Habits/Physical Activity
4. Name one health risk factor that is non-negotiable.
Possible Answer: Age/Genetics/Physical make-up
5. What does unhealthy lifestyle bring?
Possible Answer: Non-communicable diseases
6. Name one weight management approach.
Possible Answer: Weight Maintenance/Weight Gain/Weight Loss
7. What is BMI?
Possible Answer: Body Mass Index
8. What is FITT?
Possible Answer: Frequency, Intensity, Time, Type
9. What BMI classification is 18.5 below?
Possible Answer: under
10. What BMI classification is 40 above?
Possible Answer: Extreme Obesity
B. Forming Groups
 a motion/ printed out picture showing an awarding of champions
is flashed on screen/ posted on the board
Note: localize, select a photo available and well-known in your place
SAY: Give your observations and answer the following:
 What does the picture show?
Possible Answer: awarding of champions
 As a student, can you become a champion?
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Possible Answer: yes
 What should your first step be?
Possible Answer: to start working hard and follow a step by
step process
SAY: “To be a champion is a process and it begins with proper
attitude. Let us start by following classroom procedures.”
Note: Further instructions are then given to smoothly form groups
following the procedure:
 Get one piece of metacard from your row leaders.
 Look for your classmates with the same metacard color.
(4 colors)
(groups are named as: Exercise, Dance, Sports and
Gymnastics)
 Find your color in one of the corners to form your home
group.
 Open the folded metacard to know the name of your
group.
 Stand if the metacard contains any of the capital letters:
C, A, K, T, and M.
 SAY: ( Metacards may contain codes, word/s and questions to be
used all throughout the session.)
 “C” are tasked as Coaches (Leader)

 “A” are the Aces (Spokesperson 1)
 “K” are Captains (Secretary)
 “T” are the strategists or Tacticians (Ideas Collector)
 “M” are MVPs (Materials Collector)
 scores are tallied each time a correct use of metacard is
done
These are the contents of the metacards:

COLOR 1 COLOR 2 COLOR 3 COLOR 4
C and PT-1a C and PT-1b C and PT-2a C and PT-2b
A and PT-3a A and PT-4a A and and PT-3b A and PT-4b
K and PT-6a K and PT-5a K and PT-5b K and PT-6b
T and PT-7a T and PT-7b T and PT-8a T and PT-8b
M and PT-10a M and PT-9a M and 10b M and PT-9b
What do you
How often do think are the
Will you consider How do you
you participate in factors to
yourself healthy? describe a
these fitness consider for
why? healthy person?
activities? someone to be
healthy?
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A persons typical
Food choice and
Lifestyle Eating habit patterns of
eating pattern
behavior
More food intake Body movements
with less physical Physical Activity requiring energy Weight gain
exertion expenditure
Physical exertion Less food intake
Weight
Weight loss is equal to food with more
maintenance
intake physical exertion
The number of Amount of effort
times exercise is Frequency Intensity invested in an
done exercise
Duration of Form of exercise
Time Type
exercise done
*number of metacards may vary depending on your class population, colors
depend on your available materials. If your class size is smaller, merge a
maximum of two functions into one. If the class size is bigger, you may add
functions for each student to have one metacard each. In this case, the sample
is made good for 44 learners. Therefore, the team roles – Captain, Ace, Coach,
Tactician, and MVP for each group is given two functions.
ASK:
1. What have you discovered in the activity? In the pre-test? In the group
activity?
Possible Answer: Pre-Test: Physical Activities
Group Activity: Lifestyle
2. Have you tried doing the mentioned physical activities? How often?
Possible Answer: Yes, many times.
2. EXPLORE ACTIVITY 1: FITNESS PARTICIPATION
(10 minutes) SAY: ( Group Activity)
 In a ¼ size manila paper, list down fitness activities you
have participated based on your group name.
 List down as many as you can.
 After two minutes share your outputs to the whole

class.
ASK:
 How often do you participate in these fitness activities?
Possible Answers: daily, weekly, monthly, never
 Will you consider yourself healthy? why?
Possible Answers: Yes, because I am fit, No, because I am
not fit and I have an illness
 How do you describe a healthy person?
Possible Answer: someone who does not easily get sick
and is active
 What do you think are the factors to consider for someone
to be healthy?
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Possible Answer: lifestyle, food choice, eating habits and
physical activity participation
SAY: This time, reassess the result of your work if you are really healthy.
Pay special attention to your eating habits.
Activity 2: Eating Habits, Gone Wrong?

 Each group is tasked to name common food they have selected
which they think are not healthy.
SAY: Using the back part of your manila paper, list down the eating
habits’ malpractices you’re involved in. After two minutes, share your
answer to the class.
Note: Common eating malpractices are clustered and corrected.

3. EXPLAIN SAY: “Having assessed oneself and having identified malpractices in
(15 minutes) eating with the lack of participation in fitness activities, it is time that we
learn the measures to be taken to have a healthy body because obesity
can be acquired by both gender”.
Note: Interactive discussion is done based on the keywords below.

KEYWORDS DESCRIPTIONS
Lifestyle A person’s typical patterns of behavior
Eating habit Food choice and eating pattern
Physical activity Body movements requiring energy expenditure
Weight Gain More food intake with less physical exertion
Weight Loss Less food intake with more physical exertion
Weight Maintenance Physical exertion is equal to food intake
Frequency The number of times an exercise is done
Intensity Amount of effort invested in an exercise
Time The duration of exercise
Type The form of exercise done
Body Mass Measurement of weight in kilograms divided by
height in meter square.
Activity 3: Perfect Match

 20 learners’ metacards contain keywords and definitions
 10 learners holding the metacards with the terms are to look for
their 10 corresponding definitions held by another and explain it
to the class
 If incorrectly paired, corrections will be made
 procedure are as follows:
 if you are holding a metacard with the code A3, it’s your time
to find your match
 your perfect match is holding a keyword or description
 connect them correctly within a minute
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 after, share your ideas about the term and description you
have with your partner
ASK: 1. What learning insights did you get from the activity?
Possible Answer: Answers may vary.
2. What possible injuries you will be prone to if you are overweight?
Possible Answer: Sprain, Muscle Pain and Cramps, Fracture
3. Do you know your body mass?
Possible Answer: No.
4. ELABORATE Activity 4:
(15 minutes) SAY: It’s time to compute.
 In 2 minutes, compute your own body mass using the
formula below.
Weight in Kg.
𝐵𝑀𝐼 =
(Height in Meter)2
 Categorize the result.
 Based on the result, classify if your eating habit is healthy or
not.
 Fill in the worksheet.
 Select volunteers to share.
ASK: After learning your body mass what do you plan to do?
Possible Answer: Be conscious on the food we eat/lifestyle
(NAME OF SCHOOL)
S.Y. 2019 – 2020
PHYSICAL EDUCATION 10
Worksheet 1
MY BMI
NAME GRADE & SECTION
DATE SCORE
ANTHROPOMETRIC MEASUREMENTS
HEIGHT: (inches) WEIGHT: (pounds)
CONVERTED
HEIGHT (meters) WEIGHT (kilograms)
COMPUTATION
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RESULT
BODY MASS INDEX
CLASSIFICATION BMI
Underweight <18.5
Normal 18.5-24.9
Overweight 25.0-29.9
Obesity (I) 30.0-34.9
Obesity (II) 35.0-39.9
Extreme Obesity ≥ 40.0
CLASSIFICATION
WEIGHT MANAGEMENT
____________________________
PARENT’S NAME AND SIGNATURE
END
*The raw scores will be multiplied to the specific percentage of each criterion*
REMARKS
RECEIVED:
(NAME OF TEACHER)
MAPEH 10 TEACHER
5. EVALUATE CHECK-UP TEST: BY PAIR
(5 minutes)  learners explain the following together with their partner based
on their learning experience:
1. What is lifestyle?
Possible Answer: Lifestyle is a person’s typical pattern of
behavior.
2. What is weight management?
Possible Answer: Weight management includes a balance
of healthy eating and physical exercise to equate energy
expenditure and intake.
3. What are the three factors that elevate health risks?
Possible Answers: Food choice, Eating Habits, Physical
Activity
4. What are the three non-negotiable health risk factors?
Possible Answers: Age, Genetics, Physical make-up
5. What are the three weigh management systems?
Possible Answers: Weight Maintenance, Weight Gain,
Weight Loss
6. What is BMI?
Possible Answer: Body Mass Index
7-10. Explain the FITT principle.
Possible Answers: Frequency is the number of times
exercise is done in a week.
Intensity is the level of difficulty.
Time is the duration of exercise.
Type is the kind of exercise done.
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VII. LEARNING ENABLEMENT (5 minutes)
 With the learners’ working buddies, accomplish an exercise plan for the month following
the FITT principle, done in a weekly basis and a corresponding meal plan that would help
you achieve your ideal BMI according to your weight management scheme.
 Outputs will be graded using the attached rubrics in worksheets 2 and 3.
(NAME OF SCHOOL)
S.Y. 2019 – 2020
Worksheet 2
MY EXERCISE PLAN
DATE SCORE
WEIGHT
MANAGEMENT
JUNE
WEEK NO. ___ FREQUENCY: (number of days having exercise)
DATE INTENSITY TYPE TIME
WEEK NO. ___ FREQUENCY: (number of days having exercise)

FREQUENCY: (number of days having exercise)

WEEK NO. ___
____________________________
RUBRIC
CRITERIA 8-10 POINTS 5-7 POINTS 3-4 POINTS 1-2 POINTS
INSTRUCTIONS All instructions were carried The instructions were Most of the instructions were
The instructions were not
FOLLOWED out correctly with very followed but errors were not followed and errors were
carried out.
(30%) minimum error. evident. evident.
The sets of activities Most of the activities set are Some activities are doable
FEASIBILITY The sets of activities
scheduled are applicable and doable for the student’s level for the level of the student
(25%) scheduled are too unrealistic.
real. but some are too demanding. but most are too demanding.
Most of the scheduled
All the activities scheduled fit Most of the scheduled
activities are not suitable
SUITABILITY the need of the student for activities would fit the The scheduled activities do
and would not aid the
(25%) the adapted weight student’s need for the not aid the student’s target.
student’s weight
management. adapted weight management.
management.
Frequency of exercise is The days of the week are well
Most days of the week are The days of the week are not
ideal, Intensity is well distributed for rest and
spent more on rest or distributed with the number
ACCURACY controlled, Time variable is exercise, Intensity somehow
exercise, Intensity pattern do of exercise and rest days,
(15%) dependent to set activities goes higher or lower
not increase or decrease Intensity is too much or low,
that would not cause too abruptly, Time is dependent
fairly, Time is somehow short Time is too long or short, and
much stress and Type varies. to set activities but some
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may cause too much stress or long for exercise and Type Type of exercises remain the
and Type changes fairly. rarely changes. same.
REMARKS:
RECEIVED BY:
(NAME OF TEACHER)
MAPEH 10 TEACHER
APPENDIX E
(NAME OF SCHOOL)
S.Y. 2019 – 2020
Worksheet 3
MY MEAL PLAN
DATE SCORE
WEIGHT MANAGEMENT
JUNE
WEEK NO. ___
DATE BREAKFAST SNACKS LUNCH SNACKS DINNER
WEEK NO. ___

WEEK NO. ___

____________________________
RUBRIC
CRITERIA 8-10 POINTS 5-7 POINTS 3-4 POINTS 1-2 POINTS
INSTRUCTIONS All instructions were carried The instructions were Most of the instructions
The instructions were not
FOLLOWED out correctly with very followed but errors were were not followed and errors
carried out.
(30%) minimum error. evident. were evident.
The meal plan best suits the The meal plan in most of the Most of the meal plan
SUITABILITY The meal plan is too light or
need of the student to days aids in the student’s schedule do not suit the
(25%) heavy.
achieve the desired BMI. target BMI. student’s nutrient needs.
AUTHENTICITY All the planned and placed The meal plan is superficial
--- ---
(25%) meals are realistic. and non-realistic.
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The worksheet was The worksheet was The worksheet was The worksheet was
TIMELINESS
submitted on time or before submitted 1 day after the submitted 3 days later than submitted after another set
(20%)
the deadline. deadline. the deadline. of activities was given.
REMARKS:
RECEIVED BY:
(NAME OF TEACHER)
MAPEH 10 TEACHER
References: PHYSICAL EDUCATION AND HEALTH 10 LEARNER’S MATERIAL

https://www.nhlbi.nih.gov
https://www.webmd.com
Prepared by:
STEVEN D. MISOLES
Teacher 1
Minglanilla Science High School, Minglanilla District I
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GAD-Based iC CEBU
Lesson Exemplar
Grade Level: 10 Learning Area: Edukasyon sa Pagpapakatao Quarter: I Duration: 60 minutes

Learning Area/s Integrated: Araling Panlipunan, Arts, PE & Filipino
√√ Multidisciplinary Interdisciplinary Transdisciplinary
√*
I. 21st Century Skills to be developed
√ Communication Learning and Innovation Problem Solving
√ Critical Thinking Information, Media & Technology Life and Career
II. √Focused Learning Competency
EsP10MP-Ie-3.4 nakagagawa ng angkop na kilos upang maisabuhay ang paggamit ng
tunay na mapanagutang kalayaan: tumugon sa tawag ng pagmamahal at
paglilingkod
AP Filipino Arts PE
AP10IPE-Ia-2 F10PU-Ig-h-69 A10PR-Ic-e-3 PE10PF-Ib-h-48
nasusuri ang naisasadula ang apply different express a sense of
kahalagahan ng isang pangyayari sa media techniques purpose and
pagiging mulat sa tunay na buhay na and processes to belongingness by
mga may pagkakatulad communicate participating in
kontemporaryong sa mga piling ideas, experiences, physical activity-
isyu sa lipunan at pangyayari sa and stories showing related community
daigdig nobela the characteristics services and
of the various art programs
movements
(e.g., the use of
industrial materials
or found objects,
Silkscreen Printing,
etc.)

naipapakita ang pantay-pantay ang kakayahan ng kapwa lalaki at babae sa paggamit ng
maayos at mapanagutang kalayaan
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Knowledge naipamamalas ng mag-aaral ang pag-unawa sa tunay na paggamit ng

mapanagutang kalayaan
Skills naisagagawa ang angkop na kilos at kakayahan tungo sa pag-unawa

naisabubuhay ang paggamit ng tunay na mapanagutang kalayaan
Attitude
napahahalagahan ang tunay na kalayaan na tumutugon sa tawag ng
Values pagmamahal at paglilingkod
IV. Learning
Content/s Mapanagutang Paggamit ng Kalayaan
Concept ang tunay na kalayaan ay ang kakayahang tumugon sa tawag ng

pagmamahal at paglilingkod.
gumawa ng alternatibong aksyon upang maibsan ang epekto ng mga

DRRE sakuna
References Gabay Kurikulum sa EsP 10, Gabay sa Pagtuturo sa EsP 10, Batayang
Aklat sa EsP 10
Theme Mapanagutang Kalayaan

multimedia projector, TV, slide decks, speakers, activity cards, manila
IMs paper, pentel pen, cartolina
1.Engage A.PANIMULANG PAGTATAYA

(20 minutes)
Panuto: Piliin ang tamang titik ng tamang sagot at isulat sa kapat na
papel.
1. Makakaapekto ba ang kasarian sa paggawa at pagtamo sa

mapanagutang paggamit ng kalayaan?
a. Oo, dahil may iba’t-ibang paniniwala ang bawat isa sa atin.

b. Hindi, dahil tayo ay nabibilang sa isang lahi.
c. Hindi, dahil sa paggamit ng mapanagutang kalayaan, walang
kinikilala o pinipiling kasarian.
d. Oo, dahil sa paggamit ng mapanagutag kalayaan at walang
kinikilalang kasarian.
2. Sino sa kanila ang nagpapakita ng tunay na kalayaan?

a. Nagsasabi si Juan sa gusto niyang sabihin sa isang tao.
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b. Hindi inalintana ni Sting ang pagod at hirap sa trabaho sa
kanyang pagtulong sa pagsugod sa kanyang kapitbahay sa
ospital.
c. Anumang oras niyang gustuhin, naggawa ni Aubrey ang
mamasyal sa mall.
d. Umamin si Jap sa kanyang kasalanan.
3. Kambal ng kalayaan kung ituring:

a. Pagmamahal
b. Kilos-loob
c. Responsibilidad
d. Konsensiya
4. Ayon sa kasabihan, sa loob ng tao nagmumula at hindi sa labas

ng tao nanggaling ang pinakamalaking hadlang sa kalayaan ng
tao. Nais ipakahulugan nito na…
a. Ang antas ng pagiging malaya ay nasa loob ng tao
b. Ang sariling pag-uugali ay ang hadlang sa pagiging malaya.
c. Matatagpuan sa sarili ang kalayaang inaasam-asam
d. Sa pagkamit ng kalayaan ay ang hadlang sa kapwa at sa
kanilang kalayaan.
5. Ang kalayaan ng tao ay para sa?

a. Masayang buhay ng tao na walang hadlang sa paggawa ng
kanyang nais
b. Paglinang sa pagkatao ng tao sa pamamagitan sa pagtamo
sa mga layunin ng kanyang buhay.
c. Paglinang sa kakayahan ng tao mapili ang mabuti upang
maibigay sa kaniya ang kalayaan.
d. Kalayaan ng tao sa pansariling kahinaan at sa pagtugon sa
pangangailangan ng sitwasyon.
Mga Inaasahang Sagot: 1.c 2.b 3.c 4.b 5.d
B.PANIMULANG GAWAIN
PAALALA: Ang video clip ay hindi kailangang tapusin
PANIMULANG TANONG:
Ano ang kahulugan ng kalayaan para sa inyo?
Inaasahang Sagot: Ang kalayaan kapag ginamit at maunawaan
ng husto, ay pweding ang ibig sabihin ay ating sarili, dahil sa
pag-aalaga natin sa ibang tao ay para narin nating iniaalagan
ang sarili natin.
Ipanuod sa mga mag-aaral ang “ME: Freedom of the Human

Person” video clip
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https://www.youtube.com/watch?v=LzQu1qutOgo. Ipasagot
ang mga sumusunod ng tanong:
1. Ano ang natutunan ninyo sa video clip na inyong napanood?

Inaasahang Sagot: Tungkol sa kalayaan
2. Kailan natin mararanasan ang paggamit ng mapanagutang
kalayaan?
Inaasahang Sagot: Kung may tamang respito at paggalang sa
kalayaan ng iba.
2. Explore Pangkatin ang klase sa apat, at bigyan ang bawat pangkat ng mga
(15minutes) pangalan na gamit ang mga sitwasyon :
a. relasyon (barkada or magnobyo or pamilya)
b. bisyo (maganda or di masyadong maganda)
c. sitwasyon (maayos o di masyadong maayos)
d. emosyon (kaaya-aya o di masyadong kaaya-aya)
Ipasadula sa bawat pangkat ang sumusunod na sitwasyon.
Unang Pangkat: (Relasyon)

Magbabarkadang mag-aaral kung saan ang isang mag-aaral
ay may pag-aalinlangan na kung hindi sya makikilahok sa mga
lakwatsa ng barkada ay hindi na siya ituturing na bahagi ng
barkadahan
Ikalawang Pangkat: (Bisyo)
Nagpakalulong sa bisyo dahil sa mga problemang di
matapos-tapos
Ikatlong Pangkat: (Sitwasyon)

Isang “media man” na tumanggap ng suhol upang ipala-
ganap ang di totoong balita o isang taong napipilitang
win ang isang bagay dahil sa pagbabanta sa kanyang buhay.
Ikaapat na Pangkat: (Emosyon)

Ang pinakamatalik mong kaibigan ay nagsisinungaling sa
iyo bagay na di mo nagustuhan at nakasira sa araw mo
3. Explain ITANONG:
1. Sa isang relasyon, ano ang dapat tandaan upang mapanatili
(5 minutes) ang pagmamahalan at respeto sa isa’t isa?
2. Bakit kailangang iwasang malulong sa bisyo ang isang tao?
3. Paano ka magbigay ng reaksiyon sa isang sitwasyon na hindi
mo nagustuhan?
264 | P a g e
4. Paano mo ma pigilan ang iyong emosyon sa hindi mong
inaasahang pangyayari?
(Inaasahan ang iba’t ibang sagot mula sa mag mag-aaral)
PAALAALA: Tatalakayin ng guro ang mga sumusunod:
1. Dalawang Pakahulugan ng Pananagutan na Nakaapekto sa

Ideya ng Kalayaan ayon kay Johann (G10, p73)
2. Dalawang Aspekto ng Kalayaan (G10, p75)
4. Elaborate Pangkatang Gawain: Isang kanta na maghihimok sa lahat na

(15mins.) magsagawa ng mga angkop na kilos sa isang taong upang maisabuhay
ang paggamit ng tunay na mapanagutang kalayaan: tumugon sa tawag
ng pagmamahal at paglilingkod
Rubrik ng Kanta

5 4 3 1
Ang kanta ay: Kulang ng isa Kulang ng Kulang ng
1. angkop sa sa mga dalawa sa tatlo sa mga
sitwasyon/isyu nabanggit na mga nabanggit
2. may malinaw na pamantayan nabanggit na
ideya o mensahe na pamantayan
3.may pagkakaisa at pamantayan
pagtutulungan ang
lahat ng kasapi ng
pangkat
4. may kakanyahan
at nagpapakita ng
pagkamalikhain
5. Angkop na pagpili
ng awitin
PANGKATANG GAWAIN
5. Evaluate Interpretative Dance na maghihimok sa lahat na magsagawa ng mga
( 5mins. ) angkop na kilos upang maisabuhay ang paggamit ng tunay na
mapanagutang kalayaan: tumugon sa tawag ng pagmamahal at
paglilingkod at alternatibong aksyon upang maibsan ang epekto ng
mga sakuna.
265 | P a g e
Rubrik ng Interpretative Dance

5 4 3 1
Ang interpretative Kulang ng isa Kulang ng Kulang ng
dance ay: sa mga dalawa sa tatlo sa mga
1. angkop sa nabanggit na mga nabanggit
sitwasyon/isyu pamantayan nabanggit na
2. may malinaw na na pamantayan
ideya o mensahe pamantayan
3.may pagkakaisa at
pagtutulungan ng
lahat ng kasapi ng
pangkat
4. may kakanyahan
at nagpapakita ng
pagkamalikhain
5. Angkop na pagpili
ng awitin
Gumawa ng isang reflective journal tungkol sa kahalagahan sa

6. Learning pagsasabuhay ng tunay na mapanagutang Kalayaan na tumugon ng
Enableme pagmamahal at paglilingkod.
nt
Rubrik ng Reflective Journal

4 3 2 1
kumpleto at kumpleto ang may ilang hindi malinaw
komprehensibo nilalaman kakulangan sa ang nilalaman
ang nilalaman nilalaman
organisado, malinaw, maayos ang hindi maayos

malinaw, simple simple at pagkakasunod- ang
at may tamang may tamang sunod ng mga pagkakasunod-
pagkakasunod- pagkakasu- kaisipan, may sunod ng mga
sunod ang daloy nod-sunod bahaging hindi kaisipan,
at pagkakalahad ang daloy at gaanong maraming
ng kaisipan pagkakalahad malinaw bahagi ang
ng kaisipan hindi malinaw
nakikitaan ng nakikitaan ng hindi hindi
pagkamalik-hain pagkamalik- masyadong nakikitaan ng
at naiugnay ang hain at hindi nakikitaan ng pagkamalik-
266 | P a g e
opinyon sa naiugnay ang pagkamalikhain at
totoong buhay opinyon sa hain at naiugnay ang
totoong naiugnay ang opinyon sa
buhay opinyon sa totoong buhay
totoong buhay
References:
Edukasyon sa Pagpapakatao – Ikasampung Baitang Gabay ng Guro (Edisyon 2015)
Edukasyon sa Pagpapakatao – Ikasampung Baitang Modyul ng Mag-aaral (Edisyon 2015)
Philip, J. (2006). I Choose to be Free: The Power of Faith Hope & Charity. Manila: Sinag-
Tala Publishers
Mula sa Internet:
Guy Berryman, Jon Buckland, Chris Martin, Will Champion, People & Blogs Lifestyle Topic
https://youtu.be/2_1cgbdP4g0
Inihanda ni:
DOMINIC L. VALPARAISO, Ed.D.

Teacher 1
Minglanilla Science High School, Minglanilla, Cebu
267 | P a g e

Ic Cebu Model Refined - May 15 - Version5 - GRADE10

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GAD-based iC CEBU

A GAD-Based Curriculum Implementation Division CID Banner Project

Learning Beyond Borders

Figure 1: iC CEBU Model

Figure 1 illustrates the conceptual framework of iC CEBU Model. The empowered

Figure 2: Multidisciplinary Integration

The different approaches to the multidisciplinary perspective, as follows:

Figure 3: Interdisciplinary Integration

3.) Transdisciplinary approach to integration, teachers organize curriculum around student

Figure 4: Transdisciplinary Integration

How the Three Approaches Connect with Each Other

Table 1. Connection Between and Among the Three Approaches to Integration

Multidisciplinary Interdisciplinary Transdisciplinary

V. PEDAGOGICAL TEACHING-LEARNING PROCESSES

To ensure effective delivery of GAD-based iC CEBU as an intervention, the

(Examples of exploration activities are experimentation or experimental modeling, solving

VI. EXPECTED OUTCOME

The iC CEBU Model envisions every Cebuano learner to be empowered demonstrating

The GAD-based iC CEBU is developed as a means to scaffold the teaching-learning

Activities Dates Participants Expected Outputs

Refinement Nov. 2019 EPSVRs GAD-based iC CEBU

Master Teachers (MTs)

Education Program Supervisors (EPSs)

Aiko Antonyeth B. Paton-og

Dr. Rhea Mar A. Angtud

Classroom Observation Results using Classroom Observation Tool (COT)

Content-Based Curriculum for High-Ability Learners, by Joyce Van Tassel-Baska School of

5 E's Engage, Explore, Explain, Elaborate, Evaluate

BEC Basic Education Curriculum

COT Classroom Observation Tool

eSAT Electronic Self-Assessment Tool

iC CEBU Integrated Curriculum for Cebuano learners to Engage for Better

ICM Integrated Curriculum Model

KSAV Knowledge, Skills, Attitudes and Values

MEA Monitoring, Evaluation and Adjustment

MIT Multi-Disciplinary, Interdisciplinary and Transdisciplinary

NAT National Achievement Test

PPST Philippine Professional Standards for Teachers

GAD-based iC CEBU Model

I. 21st Century Skills to be developed (Please tick.)

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

Grade Level: 6 Learning Area: FILIPINO Quarter 1 Duration: 50 minuto

III. Focused GAD Principle: Use of Gender – Sensitive Language

IV. Intended Learning Outcomes

Skills nagagamit nang wasto ang mga pangngalan at panghalip sa

nakabubuo ng maikling kuwento

Attitude nagagamit ang magagalang na pananalita sa pagpapahayag ng saloobin

Pag-uulat sa nabuong mga tanong at ipasasagot sa ibang pangkat.

Pagbibigay ng mga paunang tanong tungkol sa kuwento (real- life

5) Pagkatapos ng pagbabasa, lilipat ang mga mag-aaral sa

Pagbibigay kahulugan sa di-pamilyar na salita

Pagpapabasa sa buong kuwento ( slide deck)

Pagbibigay hinuha sa kalalabasan ng mga pangyayari sa

2. Explore a. Baguhin ang mga pangungusap sa kuwento gamit ang

b. Pagpapatala sa mga pangngalan at panghalip na nasa

3. Explain Pagpapaliwanag tungkol sa gamit ng pangngalan at panghalip sa

4. Elaborate Pagpapalawak kung gaano kahalaga ang pagsunod sa utos sa mga

5. Evaluate Magpapakita ng mga larawan na may problema (maruming

VII. Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

I. 21st Century Skills to be developed (Please tick.)

IV. Intended Learning Outcomes

Theme Independence Day

2. Joan bought some food in the school canteen.