LESSON PLAN IN ENGLISH V/VI

Day:_______________________ M:________ F:_______ T:______

Date: ______________________ MPS:_________________________

I. OBJECTIVES

Through a dialogue, the grade pupils with at least 75% accuracy are expected to ;

a. Differentiate regular and irregular verbs;
b. Locate action verbs in a text;
c. Formulate sentences and use action verbs in writing a paragraph;
d. Appreciate the importance of regular body exercises.

II. SUBJECT MATTER
Topic: Identifying regular and irregular verbs
Writing a paragraph using verbs

References : English for You and Me 6; Cada, Elodie A; pp. 91-93

Materials : Pictures, whistle,. strips of paper

Value Focus: Keeping your body healthy with regular exercise.

II. PROCEDURE
A. Review / Drill
Let the students classify the given words as nouns or pronouns
everyone police officer lady
Lissa herd something
somebody This myself
All engineer teacher
No one love him

B. Lesson Proper
1. Motivation
Introduce the lesson by asking students to stand up. Then have students jump in place. Let them
twist their waist; stretch their arms; bend their knees and move their heads around. Have pupilssit
back down and describe what they just did. Explain that they were doing an action. (jumping)
Ask students what they know about action verbs. Explain that when reading, action verbs help us
understand what characters are doing in the story.

2. Presentation
Have the pupils read the essay about health. Have them list any words they do not know. Let
them notice words that denote action.
3. Comparison and Abstraction
Discuss the essay with the students. Have them recall some of the actions in the text. To
see if the pupils understand action verbs, have them complete the action verb chart to be given by
the teacher. Discuss with them what regular and irregular verbs are then cite examples of each.

4. Generalization
Most verbs are regular verbs. Regular verbs are those whose past tense and past
participles are formed by adding a -d or an -ed to the end of the verb. Verbs in English are
irregular if they don't have a conventional -ed ending (like asked or ended) in the past tense
and/or past participle forms.

5. Application
a. Organize students in groups and allow them to pick out the action verbs in the book.
b. Play charade using verbs.
c. Let pupils create meaningful sentences using verbs. An alternative is to let two students create
a story and act it out together.

IV. EVALUATION
Directions: Supply the blanks with an appropriate verb that completes the thought of each
sentence.
1. On Saturday I ____________ computer games with my cousins.
2. My mum ____________ dinner last night.
3. I ____________ to school because there werent any buses.
4. They ____________ at the party.
5. My brother ____________ to Ireland last summer.

B. Write the past simple of these verbs and tell whether they are regular or irregular.
1. copy __________
2. revise __________
3. cycle __________
4. listen __________
5. practice __________
6. play __________
7. like __________
8. move __________
9. shout __________
10. start __________


V. ASSIGNMENT
List down 10 regular verbs and 10 irregular verbs. Choose 5 verbs to be used in a sentence.

Prepared by:

ALDRIN YASAY PAGUIRIGAN
(Class Adviser)
LESSON PLAN IN MATHEMATICS V/VI

Day:_______________________ M:________ F:_______ T:______
Date: ______________________ MPS:_________________________

I. OBJECTIVES
After presenting a factor tree, the pupils are expected to:
a. Apply factors and multiples;
b. Decompose numbers into their prime factorization (Fundamental Theorem of Arithmetic).
c. Determine the greatest common factor (GCF) and the least common multiple (LCM) for a set of
numbers.
d. Play well with others in group activities.
II. SUBJECT MATTER
Topic: Prime Factorization to determine the GCF and LCM for a set of numbers
Reference: Math For Life (pages ___)
Materials: charts, whistle,
Time allotment: 60 minutes

III. PROCEDURE
A. Drill
Recall the concepts about prime numbers. Review the rules in prime factorization of numbers.
Facilitate a game called Bizz Buzz. No materials are required. Students will learn to identify
common multiples of two numbers.

B. Lesson Proper
Present a factor tree. Emphasize the importance of this skill in identifying GCF and LCM. Discuss
the concepts about the two.

Greatest common Factor (GCF)
Between two numbers
List the factors of both the numbers
Find all the common factors, Circle them together.
Find the greatest common factor and circle them in different color.
This method is listing Method ask them to find the differences

Least Common Multiple (LCM)
Between two numbers
List the multiple of both the numbers
Find all the common factors and circle them.
Find the least common factor and circle them in different color.
This method is listing Method

Present the Mini Lesson and have the pupils complete a series of exercises afterwards.

Finding the Greatest Common Factor of Two Numbers (The GCF of 36 and 90)
Method 1
1) List the factors of each number
2) Circle the common factors.
3) The greatest of these will be your Greatest Common Factor: 18

Method 2
1) Prime factor each number.
36 = 2 2 3 3
90 = 2 3 3 5
2) Circle each pair of common prime factors.
3) The product of these common prime factors will be the greatest common factor: 2 3 3 = 18

Finding the Least Common Multiple of Two Numbers
The LCM of 12 and 15
Method 1
1) List the first few multiples of each number.
12: 12 24 36 48 60 72 84 90 108 120
15: 15 30 45 60 75 90 105 120 135
2) Circle the common multiples.
3) The least of these will be your Least Common Multiple: 60

Method 2
1) Prime factor each number.
12 = 2 2 3
15 = 5 3
2) Circle each pair of common prime factors.
3) Circle each remaining prime factor.
4) Multiply together one factor from each circle to get the Least Common Multiple: 3 2 2
5=60

Note that the common factor, 3, was only used once.

Method 3: Find both GCF and LCM at Once.
The GCF and LCM of 72 and 90
1) Make the following table.
9 72 90
2 8 10
4 5
2) Divide each number by a common factor.
3) Divide the new numbers by a common factor. Repeat this process until there is no longer a
common factor.

The product of the factors on the left is the GCF: 9 2 = 18
The product of the factors on the left and bottom is the LCM: 9 2 4 5 = 360

Guided Practice
Guided Practice Activity will be given to pupils with difficulty.

Independent Practice
Each group of students will work in small groups to complete the Independent Practice.
Group 1 4-4 & 4-7 Reteaching & Adapted Practice
Group 2 4-4 & 4-7 Practice
Group 3 4-4 & 4-7 Enrichment

IV. EVALUATION
Solve the following problems related to GCF and LCM.
1. Hot dogs come in packages of 8. Rolls come in bags of 6. Darla wants to buy the same number
of hot dogs and rolls. What is the smallest number of hotdogs Darla can buy?

2. Ms. Skinner was working with the volunteer club to make bags of treats for the nursing home
visit. She bought a bag of 18 chocolates and a bag of 12 pens. What is the greatest number of treats
each bag can contain?

3. Mrs. Wheatley was working on a craft with the second grade. She bought two spools of ribbon
in lengths of 6 inches and 24 inches. She needs to cut the ribbon into pieces of equal length. What
is the greatest possible length of the pieces?

4. A food store has bags of apples and bags of oranges. There are a total of 64 apples and 40
oranges. Each bag contains the same number of pieces of fruit. What is the greatest number of
pieces of fruit each bag could contain?

5. Mr. Brian is planning a staff party. Plates come in packs of 8 and napkins come in packs of 16.
Mr. Brian wants to buy the same number of napkins and plates. What is the smallest number of
plates Mr. Brian can buy?

6. Mrs. Smith and Mrs. Phippin bought cookies at Wal-Mart. Mrs. Smith bought 12 cookies and
Mrs. Phippin bought 8 cookies. The cookies are sold in packages only of a certain size. How many
cookies are in the package?

7. Mrs. Whites students are making school spirit packs. They have 24 bumper stickers and 18
window clings. Every pack must have the same contents, and there should be no leftover items.
What is the greatest number of packs they can make?

8. Sandi bought two pieces of wood in lengths of 24 inches and 20 inches. She needs to cut the
wood into pieces of equal length. What is the greatest possible length of the pieces?

9. A box of chocolate chip cookies holds 24 cookies. A box of peanut butter cookies holds 12
cookies. A group of students share the cookies in each box. Each student got an equal number of
chocolate chip and peanut butter cookies from each box. What is the greatest number of students
there could be in this group?

10. Ron bought 12 cupcakes and Kim bought 15 cupcakes. The cupcakes are sold only in packages
of a certain size. How many cupcakes are in the package?

V. HOMEWORK
Nine people plan to share equally 24 stamps from one set and 36 stamps from another set.
Explain why 9 people cannot share the stamps equally.
Whats the LCM for two numbers that have no common factors greater than 1? Explain
your reasoning.





































LESSON PLAN IN SCIENCE & HEALTH VI

Day:_______________________ M:________ F:_______ T:______
Date: ______________________ MPS:_________________________

I. OBJECTIVES

After defining what an ecosystem is, the students are expected to:
a. Know ecosystems can be characterized by their living and non-living components.
b. Explain how plants become the primary source of matter and energy entering most food
chains.
c. Illustrate that in a particular environment some kinds of plants and animals survive well, some
survive less well, and some cannot survive at all.


II. SUBJECT MATTER
Topic: Identifying the biotic and abiotic components of the ecosystem
References : __________________________________________ (pages__________)
Materials : Pictures of coral reefs,Pictures of kelp forests ,Ecosystem Observation Sheets
provided, Ecosystem worksheet provided
Value Focus: caring for our environment
Science Ideas:
An ecosystem is a system of relationships in a local environment, including the
relationships between organisms and between the organisms and the environment. This complex
system includes predator-prey relationships, photosynthesis, adaptations, survival, and more. Every
ecosystem has primary producers. These are the plants that produce their own food. In most cases,
other than parts of the deep sea, these primary producers make their own food through the process of
photosynthesis. Producers are eaten by primary consumers. Secondary and tertiary consumers are
animals that eat higher up on the food chain, and rely on other animals for food. An ecosystem not
only includes individual organisms, and populations of species, but also nonliving factors that
impact the living components. Depending on the ecosystem, abiotic, or nonliving factors might
include the following: temperature, sunlight, surface type, wave action, water, nutrients, wind, and
weather.

II. PROCEDURE

Show the pictures to the class. Have the pupils compare and contrast a coral reef and a kelp forest
ecosystem.

Let the pupils share their understanding of the following terms.
biotic abiotic
primary consumer secondary consumer tertiary consumer producer
environmental factor kelp forest coral reef
Explain to them what biotic and abiotic components are. Have the pupils identify the abiotic and
biotic factors within each picture shown.

Guided Practice:
1. Give each group a kelp forest habitat and a coral reef habitat board. 2. Pass out the abiotic options.
Students will decide where each belongs. 3. Pass out the bag of producers, followed by consumers.
4. Provide time for students to discuss what answers are correct.


IV. EVALUATION
Given a chart on the board, let the pupils complete the Ecosystem Worksheet to summarize the
difference between kelp forests and coral reef habitats.

V. HOMEWORK
Take a walk around your community. Choose a place that illustrates an ecosystem with abiotic and
biotic components. Draw it and color your work nicely.