110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
110 109G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 109 17/05/2018 1:45 PM
1119G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
112 111G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
TEACHING-LEARNING PLAN FLOW(A 3-DAY TEACHING-LEARNING SESSION)
Tirso P. ArcillaBasak Elementary School
Basak, Mandaue City, CebuDivision of Mandaue City
Core Topic:Lesson Integration:
Icons:
Subjects:
“Community Food Resources for Preservation”Arts, Cultural Treasures/Assets of Bantayan Island, Mandaue
City, and Guadalupe, Cebu City, Cebu ProvinceDanggit (Rabbitfish, Siganus canaliculatus), dried mangoes,
masarealInterdisciplinary: Science, Mathematics, Araling Panlipunan,
MAPEH, English/Filipino
1st Day (Science, Math, AP, MAPEH and Fil./Eng. Integrated)
OBJECTIVES:At the end of the 1st day session, the students are expected to:
Knowledge:• Identify the ingredients used for salting and drying danggit
Skill:• Introduce the characteristics of danggit and explain how to sell it in a market.
Competencies:• Apply the preserving ingredients to danggit and dry it under the sun. • Discuss the methods of preserving danggit.
ACTIVITY 1
Title:
Time:Strategy:Type of Activity:
Type of Assesment:Level of Assesment:
Instructions to Teacher:
“DANGGIT PRESERVATION USING SALTING & DRYINGMETHOD”
50 minutesDemonstration and Creative PresentationExplanation of Process in Class and Individual Practical
ApplicationDiagnostic and Practical TestKnowledge and Skills
Pre-teaching
1. The class sings the Folksong “Si Filemon, Si Filemon”:
Lesson Exemplar Vol2.indd 111 17/05/2018 1:45 PM
1139G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
112 T I R S O P. A R C I L L A
“Si Filemon, Si Filemon ”(Cebuano Folksong)Si Filemon, Si Filemon, namasol sa kadagatanNakakuha, nakakuha, ug isdang tambasakanGibaligya, gibaligya, sa merkadong gubaAng halin pulos kura, ang halin pulos kuraIgo rang gipanuba.
“Si Filemon, Si Filemon ”(Filipino Translation)Si Filemon, Si Filemon, nangisda sa karagatanNakahuli, nakahuli, ng isdang tambasakanPinagbili, pinagbili, sa isang talipapaKumita ng kaunting pera, kumita ng kaunting peraIbinili ng alak na tuba.
The teacher then asks the students what the dramatic situation of the song is and the simple narrative it is trying to convey. After the students answer successfully, the teacher asks: “Aside from selling it to the market immediately, what else can be done to the fish?” If the students are able to answer “fish preservation” then they may skip activity 2. If not, the teacher can use activity 2 as a clue.
2. Rowing of Boat, then Picture-puzzle of danggit dried fish with descriptions. (Group Activity)
2.1 Teacher distributes cut pictures to each group. 2.2 Teacher gives instructions on how to form the picture-puzzle.2.3 Each group checks the formed picture-puzzle against the model with descriptions.2.4 Each group explains to the class the picture-puzzle they have formed.
UNSALTED DANGGIT BONELESS DANGGIT
3. The teacher asks the students to read an article on Julia Gandionco – the successful owner of Julie’s Bakeshop.
PINOY SUCCESS STORYBy Ray Butch Gamboa (The Philippine Star) - August 31, 2013http://beta.philstar.com/business/2013/08/31/1153291/pinoy-success-story
Franchising has really gone big in the Philippines. That the Philippines has become known as the franchising hub in this part of the world speaks volumes of how far the business of franchising has grown in the country. So many success stories have been documented and shared by the franchise association, and though not all of them
Lesson Exemplar Vol2.indd 112 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
114 113G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
have grown as big as, say, Mang Inasal, some are even more remarkable in that they started ever so humbly and just grew exponentially over the years.
One of the Cinderella success stories in local entrepreneurship is Julie’s Bakeshop which had its roots in Cebu City. Business & Leisure talked with Mr. Bien Topacio, a member of the Gandionco clan which started Julie’s Bakeshop and is now the franchise business development manager of Julie’s, and he traced the humble beginnings of the bakeshop.
Julie’s came into being in 1981. Prior to that, Mrs. Julie Gandionco, the clan’s matriarch who started it all, toiled hard as a canteen concessionaire of a large factory in Cebu that employed thousands. If you run the canteen of such a huge company serving thousands of hungry employees, one can imagine the volume of cooked food that comes out of Julie’s kitchen, day in and day out, from morning to afternoon. Even the bread that she served in the canteen accounted for a big volume, such that she had to farm out her daily orders to many small bakeries just to keep us with her daily bread allocation. In one of these bakeries, one of the employees, a baker himself, remarked on how big her volume of daily bread needs was, and shouldn’t she just consider putting up her own bakeshop instead of giving the business to others?
According to Bien, Julie herself loved to cook, which is essentially why she chose the canteen business to start with, but she didn’t know a thing about baking. She was hesitant to go into the bakery business, until the baker himself offered: Why don’t you just get me to bake for you and you can open your own bakeshop?
That was in 1981, and Julie’s Bakeshop opened in Wireless, Mandaue in Cebu. It was an immediate hit, and not too long after, a second branch opened in Urgello St., and the chain of bakeshops was well on its way. In 1988, the first Julie’s Bake Shop opened outside of Cebu, in Iloilo City. All these stores were family-owned, (some with partners) a testament to how hard-working the family was and how the driven matriarch ruled by example. Here was a housewife/mother-turned-businesswoman who did not have fancy educational credits to her name, no masteral or PhDs to speak of, just a lot of perseverance, hard work and good business sense. Thirty two years later, Julie’s Bakeshop is the largest chain of bake shops in the Philippines. In this country where there is a bakeshop in every corner in every community, this is no mean feat.
It was in 1998 that Julie’s decided to venture into franchising. As Bien says, the company had to move on, they had to step up. They could afford to be passive; they had to bedynamic all the way. Embracing the franchising concept fully, back in the late ‘90s when the concept had not really caught on with Filipinos, Julie’sBake Shop now has 500 stores nationwide, an amazing feat indeed for a lady who
Lesson Exemplar Vol2.indd 113 17/05/2018 1:45 PM
1159G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
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114 T I R S O P. A R C I L L A
didn’t even know how to bake when she opened her first bakeshop in Mandaue.
This country has no dearth of bakeshops, and as an American friend commented, how can these neighborhood bakeshops earn when there seems to be one in every corner? The first Julie’s Bakeshop in Cebu was not big, Bien recalls that it must have been around 70 sq. meters which housed the bakery, the sales counter and a small snack area. This set-up continues to be the typical set-up of Julie’s, and all their stores are located in neighborhoods, which makes a lot of sense because that is precisely their market. Julie’s positions itself as a neighborhood bakery, and they have shunned the malls to this day. They pioneered the concept of a visible production area where bread is baked fresh on an hourly basis, and this seems to be their best selling proposition. The small snack area is for the neighborhood mainstays who like to eat their bread warm from the oven, no frills of a fancy sandwich with lettuce, just gulped down plainly with a cold drink. That tops the list of the small joys for many folks.
Now, Julie’s has 130 franchises spread over 500 stores across the land. If the math doesn’t add up, it is because many of the franchisees have multiple stores, some owning 10 to 15 stores. That is also testament to how viable the business is. They have also stepped up the business even further, they have just gone international.The first store outside the Philippines is set to open in the 4th week of September inTangara, a city just outside Jakarta in Indonesia. They met up with a Filipinobusinessman there who has been living in Indonesia for 30 years now and is, essentially more Indonesian than Filipino. They are, of course, looking at otherAsian countries where there is a large concentration of Filipinos who grew up withJulie’s breads. In a survey among Filipinos residing abroad, many of them yearned for Julie’s products and wanted one right in their neighborhood.
To be sure, some of Julie’s bread products will have to be tweaked to cater to the local markets abroad. After all, they are targeting not only the Filipinos living in those countries but the mainstream residents as well. In the meantime, Julie’s R&D continues to be strong. New products will still have to be developed. Bien also tells us that, like a good corporate citizen, Julie’s corporate social responsibility likewise continues to grow through their feeding programs. For them, Julie’s is more than just baking bread, it is baking bread to feed people. Together with their domestic expansion, their global expansion will take hold in the next few years.
Instructions to Teacher: Teaching Proper
Mabuhay!!! Be proud to be a Filipino.1. The class reads the following account on danggit or rabbit fish:
Lesson Exemplar Vol2.indd 114 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
116 115G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Danggit or Rabbit Fish is a well-known buwad or dried fish in Bantayan Island, Province of Cebu, and is usually served for breakfast. Deep fried danggit is best paired with eggs and fried rice. It is also makes a good side dish for lunch and dinner.
Before, there were 3 sizes for the dried danggit: small, medium, and large. But in order to protect the dwindling danggit population, there was an agreement between fishermen to only catch the maturedanggit and leave the small ones alone or bring them back to sea once caught.
The medium-sized fish are usually used for the marinated version of danggit while the large sized fish are used in the making of the salted variety. Themedium sized danggit is around 2 to 3 inches in length and is very crunchy when deep fried. You can eat almost everything in medium sized danggit even the head and bones, these parts are usually eaten in large sized dried danggit.
Danggit Dried Fish: Bantayan Island, Cebu
(https://www.google.com.ph/?gws_rd=ssl#q=danggit+in+bantayan+island%2C+cebu)
2. Teacher discusses the different ways of preserving the danggit using drying and salting method.
FISH PRESERVATION THROUGH SALTING & DRYING
Our country, the Philippines, is surrounded by fishing grounds. Fisher folks almostalways enjoy abundant catch, but because fresh fish spoil easily, they need to be processed and preserved. Preserved fish products serve as alternative to fresh fish especially when there is scarcity of supply. Fish processing includes steps and procedures to preserve and improve the quality of fish products.
One of the most popular methods to preserved fish is through canning; the veryevident products are tuna and sardines that are mostly consumed by many peoplenowadays. In canning, fish sealed in an airtight container such as a sealed tin can, and subjected to heat. Canning is a method of preserving food, and provides a typical shelf life ranging from one to five years.
On the other hand, there is also a practical way of preserving fish, and that is what we called salting and drying. It is a method of fish preservation using dry edible salt and expose to the heat of the sunlight. It is related to pickling (preparing food with brine, that is, salty water) and is one form of curing. It is one of the oldest methods of preserving food, and two historically significant salt-cured foods are salted fish (usually dried and salted cod or salted herring) and salt-cured meat (such as bacon). Salting is used because most bacteria, fungi and other potentially pathogenic organisms cannot survive in a highly salty environment, due to the hypertonic nature of salt. Any living cell in such an environment will become dehydrated through osmosis and die or become temporarily inactivated. It was discovered in the 19th century that salt mixed with nitrites (saltpetre) would color meats red, rather than grey, and consumers at that time then strongly preferred the red-colored meat. The food hence preserved stays healthy and fresh for days avoiding bacterial decay.
Lesson Exemplar Vol2.indd 115 17/05/2018 1:45 PM
1179G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
116 T I R S O P. A R C I L L A
Fish preservation by drying is a way of preserving fish by removing water from its body through heating them. This system is very popular and about all types of fish can preserved by drying. Sunlight, solar dryer, oven etc. are used for preservation of fish.Generally huge amount of fish caught from the internal water reservoir like pond, bill, stream etc. If itbecomes not possible to consume or sell all fish then drying is a suitable way for preserving. Fish collected from sea needs to preserve by drying. Preservation is also needed in such place where there is poor or no transportation system. Fish is very fast rotting being.
So, drying is must to keep them free from rotting. Drying fish has a great demand in the market. It also helps to meet up the fish or protein demand. Nowadays drying fish is also being used as nutritious protein food for poultry. Dried fish stays for long time. As the drying weights less so, it costs less while transporting.
(https://en.wikipedia.org/wiki/Fishpreservation)
3. Let the students follow the procedures of salting and drying danggit. (Hands-on Activity)
3.1 Inform the students to prepare the ingredients and tools to be used for processing.3.2 Demonstrate every step of the procedures and let the students apply what they observed. 3.3 Remind all students of safety measures when slicing the fish and removing its spines.
All activities involving knives and other potentially lethal objects must be done according to high levels of precaution.
PROCEDURES FOR SALTING & DRYING OF DANGGIT1. Partially fillet the fish without taking off an entire side.2. Certain entrails were set aside on the table while other undesirable bits were thrown to the garbage pail.3. Neatly separate the bones, leaving a nicely cleaned, spineless (boneless) fish.4. The boneless fish are then readied for a rinse and light salting before being dried.5. Expose the boneless/spineless danggit under the extreme hot rays of the sun at least one hour or more until it will be dried.
GUIDE QUESTIONS1. What is danggit or rabbit fish? What are its characteristics?2. Have you tried eating danggit or dried fish?3. What are the reasons behind why this dried fish is popular to many people?4. What are the secrets to maintain its delicious taste and crunchiness?5. How can the taste of this fish last long?
Lesson Exemplar Vol2.indd 116 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
118 117G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
BASAK ELEMENTARY SCHOOLBasak, Mandaue City, Cebu
H.E.L.E 4/ E.P.P 4Worksheet 1: SIMPLE RECALL
Name: _____________________________ Grade & Section: _____________________A. Identify the following statements that are associated with danggit and Dried Fish. Choose the correct answers from the box and write it on the space provided before the number.
_________________1. What island in Cebu Province is danggit most well-known?_________________2. Another name for danggit._________________3. What are the two basic methods of_________________4. preserving danggit?_________________5. What should you expose this fish to for drying?
B. Rearrange the sentences below to arrive at the correct order of procedures for drying and preserving danggit. Write your answer on the blanks below.
1. Certain entrails were set aside on the table while other undesirable bits were flicked off the table to a waiting garbage pail.2. Partially fillet the fish without taking off an entire side.3. Expose the boneless/spineless danggit under the extreme hot rays of the sun at least one hour or more until it will be dried. 4. Neatly separate the bones, leaving a nice cleaned, spineless (boneless) fish.5. The boneless fish are then readied for a rinse and light salting before being dried.
1.____________________________________________________________________2.____________________________________________________________________3.____________________________________________________________________4.____________________________________________________________________5.____________________________________________________________________
DryingSaltingRabbit FishBantayan IslandHeat of the Sun
Lesson Exemplar Vol2.indd 117 17/05/2018 1:45 PM
1199G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
118 T I R S O P. A R C I L L A
ASSIGNMENT:Research on the retail prices of danggit in public markets and supermarkets. Compare their prices by tabulating how much they retail per pack and how much it costs per gram.Write your data on the table.
DANGGIT DRIED FISH RETAIL PRICES
MARKETS/PASALUBONG CENTERS PRICE PER PACK PRICES PER GRAM
1. Taboan Public Market
2. Carbon Public Market
3. Mandaue City Public Market
4. SM Supermarket
5. Shamrock “Pasalubong” Market
Lesson Exemplar Vol2.indd 118 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
120 119G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
2nd Day (Science, Math, AP, MAPEH and Fil./Eng. Integrated)
OBJECTIVES:At the end of the 2nd day session, students are expected to:
Knowledge:a. Estimate the gross expenses, net profit and return of investment of dried mangoesb. Describe the characteristics of dried mangoes.
Skill: a. Discuss the procedures of preserving mangoes using drying and sugaring method.
Competencies:a. Apply the ingredients for processing dried mangoes. b. Demonstrate the process of presenting and marketing products, and arranging them properly for display in a shop or store.
ACTIVITY 3
1. Show pictures and/or actual dried mangoes.
Instructions to Teacher: Teaching Proper
1. Describe the characteristics of Dried Mangoes.
Lesson Exemplar Vol2.indd 119 17/05/2018 1:45 PM
1219G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
120 T I R S O P. A R C I L L A
PRESERVING MANGOES IN GUADALUPE, CEBU CITY
Preserving fruits is a way of preventing the growth ofmicroorganisms as well as slowing the oxidation of fats that cause rancidity. Fruit preservation may also include processes that inhibit visual deterioration, such as the enzymatic browning reaction after they are cut during food preparation. The most common method of preserving fruits is through fruit jam. The best well-known example of fruit jam is the “strawberry jam” that involves boiling to reduce the fruit’s moisture content and to kill bacteria. Also include in the process is the use of sugar aspreservative. It must be stored in a glass container and sealed tightly.
There is also a typical way of preserving fruits, using drying and sugaring method. This is commonly applied in mango fruits, and the product is what we called “dried mango”. In Cebu, it is well-known for its very delicious and tasty which is one of the favorite “pasalubong” fruit snacks of Filipinos here and abroad. In Guadalupe, Cebu City, Philippines has the sweetestmangoes and without a doubt, the best tasting dried mangoes in the world!
These dried mangoes have a sweet, non-acidic flavor, lush, sweet, tasty, rich in vitamins, and a healthy alternative tosugary snack. Dried mangoes can be eaten as is, as snack anddessert or used as ingredients for ice cream mixes andtoppings. Mangoes are a very valuable fruit. They are both very important for providing adequate energy in times of foodshortage and also for vitamins, especially Vitamin A.
By preserving the fruit, the benefits from mangoes can beextended throughout a longer period, and the products are easier to sell. Drying of mangoes can make use of the energy in the fructose at a time when food is short. When there are many mangoes they are difficult to sell so many are wasted. If they are dried, they can be eaten later. For selling dried mangoes need to look good, but for home or local consumption this is not so important. Simple drying of mangoes is not difficult.
(http://www.cebu-tourism.techcellar.net/dried-mangoes/)
Lesson Exemplar Vol2.indd 120 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
122 121G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
DRIED MANGO RECIPEIngredients:– 10 kilograms firm ripe mangoes– 1800 grams refined sugar– 4 Litres purified drinking water– 10 grams sodium metabisulfite (preservative)
2. Enumerate the ingredients used in the production of dried mangoes.
3. Explain the procedures in processing dried mangoes.
PROCEDURES IN MAKING DRIED MANGOES1. Wash mangoes thoroughly. Peel using stainless steel peeler.2. Slice diagonally about 5/16 of an inch thick.3. Prepare syrup by mixing sugar, water and sodium metabisulfite.4. Heat the syrup then add the mango slices. Heat until 90 degree Celsius. 5. Soak mangoes in syrup for 6 hours overnight.6. Drain the mangoes from the syrup.7. Spread on trays and dry at 45-55 degree Celsius for at least 18 hours.8. Sweat in cheesecloth overnight.9. Pack in polyethylene bags and seal.
GUIDE QUESTIONS1. How would you describe the mango fruit?2. How would appreciate the taste of a mango fruit if it is ripe? If it is raw? 3. What should be done to avoid spoiling the mango?4. Since mangoes are seasonal fruits, how can one enjoy its flavor when it is not in season?
ACTIVITY 4
Title:
Time:Strategy:Type of Activity:Type of Assesment:Level of Assesment:
Instructions to Teacher:
“ARTISTIC ARRANGEMENT, CONVINCING PRESENTATION andMARKETING of PRODUCTS”
50 minutesCreative Presentation, Role Playing, and Group workSmall GroupsFormative AssessmentUnderstanding and Application
1. Divide the class into 5 groups.2. Give them 20 minutes to conceptualize and plan (a) separate package designs for danggit and dried mangoes, and (b) how they are to be arranged or organized in conventional displays found in Supermarkets
Lesson Exemplar Vol2.indd 121 17/05/2018 1:45 PM
1239G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
122 T I R S O P. A R C I L L A
and Pasalubong Centers. Explain to the students the following criteria: a. The net content weight of each package b. The requirements of the people who will buy them (easy to put in the bag lightweight, etc.) c. How the packages and decor should be low cost but still capture the culture and identity of Cebu d. If they have time, they can compose a jingle for at least one of the products to convince people to buy. If not, they should at least come up with a catchy slogan for both products.
3. Give each group 3-5 minutes to present their output in class.
GUIDE QUESTIONS1. How does packaging help in increasing the value of locally manufactured products?2. What other processes are there in selling the finished products from the factory then distributed to many consumers?3. Why do people love to buy danggit and dried mangoes as pasalubong?4. Why is it important to store the danggit and dried mangoes in sealed plastic containers?5. How important is sugar for preserving dried mangoes?
BASAK ELEMENTARY SCHOOLBasak, Mandaue City, Cebu
H.E.L.E 4/ E.P.P 4CREATIVE ARTS & VISUAL ARTS
Group Members Grade & Section: ____________________1._____________________________________2._____________________________________3._____________________________________4._____________________________________5._____________________________________6._____________________________________7._____________________________________8._____________________________________9._____________________________________10.____________________________________
Draw the intended package design you have for the danggit and dried mangoes on the space provided below. Indicate the dimensions of their respective packages and important design choices.
Lesson Exemplar Vol2.indd 122 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
124 123G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Plan your display. How will they be arranged in a shop, grocery, in the airport? Remember, these products are competing for space and attention in very crowded places. Efficient planning will not only attract potential customers, they will also allow you to stock up on more products. On the spaces provided, draw at least four 2D sketches of how you want the intended place to look. Don’t forget to label each box with the specific store you have in mind.
Location:______________________
Location:______________________
Location:______________________
Location:______________________
Write your slogan for each of the products on the space provided. If you are able to write a jingle, even better. The jingle does not have to be long as most advertisements last only 30 seconds. Use a separate sheet if needed.
SLOGAN FOR DANGGIT
SLOGAN FOR DRIED MANGOES
Lesson Exemplar Vol2.indd 123 17/05/2018 1:45 PM
1259G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
124 T I R S O P. A R C I L L A
COMMENTS: _______________________________________________________________________________________________________________________________________________________
ASSIGNMENT:1. Make a mock-up of the packaging for both the danggit and dried mangoes. They should reflect the original dimensions indicated in the design you submitted. Fill each of them with danggit and dried mangoes respectively and seal them properly. On a piece of paper, don’t forget to write the names of the members of the group before stapling or clipping them to both package designs you have created. 2. Make an advertising video of either the dried mangoes or danggit for TV. Because it will be played on TV, advertising costs are at a premium so make sure that the ad does not run longer than 30 seconds. If video recording and editing devices are unavailable, create a 30 second spot for a radio ad instead. You don’t have to record this, you can play it out live in the classroom.
3rd Day (Science, Math, AP, MAPEH and Fil./Eng. Integrated)
OBJECTIVES:At the end of the 3rd day session, students are expected to:
Knowledge:a. Feature the place from where masareal is manufactured. (AP)b. Describe the characteristics of masareal. (English/Filipino)c. Identify the mixtures of masareal. (Science)d. Enumerate the nutrients that can be found in masareal. (Health)
Skill:a. Investigate the economic status of people involved in manufacturing masareal. b. Explain the methods and processes of preserving the product.c. Sell the product through creative presentations in advertising, and composing and singing a jingle song. d. Evaluate the best possible development of business according to profitability and sustainability.
Competencies:a. Apply the performing ability on how to utilize the ingredients in processing the masarealb. Predict production output based on the different quantities and qualities of the product.c. Demonstrate design capabilities through presenting and marketing
masareal.d. Calculate the estimated overall income of the product in 4 weeks or 1 month.
Lesson Exemplar Vol2.indd 124 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
126 125G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Title:
Time:Strategy:Type of Activity:Type of Assesment:Level of Assesment:
Instructions to Teacher:
“MASAREAL PRODUCTION USING PEANUT AND SUGAR ASPRESERVATIVE”
50 minutesBrainstorming, Creative Thinking and Cooperative LearningGROUP WORKSummative AssessmentUnderstanding, Knowledge and Skills
ACTIVITY 5
1. Divide the class into 5 groups 2. State the characteristics of the product, where and how it was manufactured, and the economic status of the company and the people working with company.
“MASAREAL AND ITS PRODUCTIONS INMANDAUE CITY, CEBU”
Peanuts can also be considered as perishable goods. People think of many different ideas on how to store it for a longerperiod of time, and the ideal way is to undergo methods ofpreservation. One common example is the manufacturing of “peanut butter” which is usually consumed as sandwich spreads. Peanuts crushed into tiny pieces and mixed withsugar as preservative. It must be store in glass jar and sealed securely.
There is also a unique preservation of peanuts; it is theproduction of masareal. This is very popular delicacy of Cebu which has originated in the city of Mandaue. Its pieces are in a form of rectangular bars and are grouped and packed in paper. The packing in paper, then it is being secured by using a piece of plastic twine or string.
The ingredients of masareal include the peanuts, which are finely ground, and sugar syrup. Together, they are mixed to create a sweet and delicious mouth-watering delight. A bar of masareal is a favorite among kids. Even adults want it. This is especially true of our balikbayans.
The most popular masareal comes from a family enterprise in Doña Rosario Village in Mandaue City, Cebu. Interestingly, the masareal today has adapted new changes and innovations,including its new shapes and sizes.
(http://www.choosephilippines.com/eat/local-flavors/509/masareal/)
Lesson Exemplar Vol2.indd 125 17/05/2018 1:45 PM
1279G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
Lesson Exemplar Vol2.indd 9 17/05/2018 1:44 PM
126 T I R S O P. A R C I L L A
3. Discuss the procedures and ingredients of the product and the method of preservation in processing.
SPECIAL MASAREALIngredients: 1. 1 kilogram of peanuts2. 1 cup of sugar3. 1 cup water (250 ml.)4. 1 bottle syrup (100 ml.)
PROCEDURE: 1. Boil unshelled peanuts in water. When done, cool. Shell and grind the peanuts fine.2. Prepare syrup of 1 cup white sugar and 1 cup water. 3. Before the syrup thickens, add the ground peanuts, and keep on stirring until thick. 4. Remove from fire, and pour over a thin baking sheet. 5. Flatten the surface. Cut into 1 inch by 5 inches rectangular strips. 6. Wrap each piece in white paper, if desired.
PEANUTS PRESERVATION
Processed before storage: processing peanuts before the preservation of three main stages: sorting, drying and cleaning.
1. Sort: after harvesting beans, peanuts should bedistributed according to breed, type, color, grain size, the quality of shipments to be uniform, insect-infected seeds to separate. Dried peanuts or dried by sun exposure.
To dry beans, peanut field distribution must be dry, clean and be exposed to hot temperatures on the field reached 25°C-20 started conducting dry seeds.However to the sun, drying temperature is too high to collect particles in shade to prevent flow of oil, andexfoliate skin dark. Sun exposure not only for nuts but works after prevention.
Drying: Drying equipment to meet the technical criteriamainly the following: drying temperature notexceeding 70 degree celsius, grain dryingtemperature not exceeding 50oC. When using thedevice for drying peanuts to prevent interestedphenomena millers, bordering crushed seeds, silk peel skin, dark skin color. Peanut is a seed oil, so theprocess of drying, drying need to note the temperature is not higher than, storage for oil are not metamorphic, causing rancid infamous and change content as well as quality fat particles, it is often dried at temperatures up 60 degree Celsius.(http://kibaco.com.vn/default.asp?id_news_dt=81&language=2)
Lesson Exemplar Vol2.indd 126 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
128 127G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
4. Tell the students to prepare a written report and a creative presentation consisting of visual aides to accompany their report and suggestions on packaging, and store arrangement similar to the previous exercise on the danggit and dried mangoes. Let them think of a creative arrangement of presenting the finished products and the practice of composing a jingle for advertising the product.
5. The written report should be show the following:
PRODUCTION OF MASAREAL AND INCOME ESTIMATION IN 4 WEEKS OR ONE MONTH
INGREDIENT CAPITAL WEEKLY INCOME PROFIT
1 kilograms of peanuts1 cup of sugar1 cup water (250 ml.) 1 bottle syrup (100 ml.)
1st WeekPhp___________
1st WeekPhp___________
1st WeekPhp___________
2 kilograms of peanuts2 cup of sugar2 cup water (250 ml.) 2 bottle syrup (100 ml.)
2nd WeekPhp___________
2nd WeekPhp___________
2nd WeekPhp___________
3 kilograms of peanuts3 cup of sugar3 cup water (250 ml.) 3 bottle syrup (100 ml.)
3rd WeekPhp___________
3rd WeekPhp___________
3rd WeekPhp___________
4 kilograms of peanuts4 cup of sugar4 cup water (250 ml.) 4 bottle syrup (100 ml.)
4th WeekPhp___________
4th WeekPhp___________
4th WeekPhp___________
Total:__________ Total:__________ Total:__________
COMMENTS:
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1299G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
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128 T I R S O P. A R C I L L A
BASAK ELEMENTARY SCHOOLBasak, Mandaue City, Cebu
H.E.L.E 4/ E.P.P 4PERFORMING ARTS
Group Members Grade & Section: _____________________1._____________________________________2._____________________________________3._____________________________________4._____________________________________5._____________________________________6._____________________________________7._____________________________________8._____________________________________9._____________________________________10.____________________________________
With prior knowledge acquired during the discussions of making masareal, the students are requested to perform the process with less supervision.
1. Write the ingredients and utensils to be used for processing the masareal.
A. Ingredients B. Utensils1. 1.2. 2. 3. 3.
4. 4.
2. Write the procedures on how to process the products.1.________________________________________________________________________________2.________________________________________________________________________________3.________________________________________________________________________________4.________________________________________________________________________________5.________________________________________________________________________________6.________________________________________________________________________________
Attach the pictures of your outputs here.
POST EVALUATION:1. Creativity (25%) ______________2. Punctuality (25%) ______________3. Accuracy (25%) ______________4. Cleanliness (25%) ______________ Total: (100%) ______________
1 32 4 5
Lesson Exemplar Vol2.indd 128 17/05/2018 1:45 PM
110 T I R S O P. A R C I L L A
A. T
each
ing
Tool
s
Mot
ivat
ion
1.
Fol
kson
g ( S
i File
mon
– S
i File
mon
)
2. R
ole
Play
ing
(Row
ing
of B
oat a
nd F
ishin
g)
3.
Suc
cess
Sto
ry o
f Jul
ia G
andi
onco
: Ow
ner o
f Jul
ie’s
Bak
esho
p
B. L
earn
ing
Proc
ess
(Met
hods
of P
rese
rvin
g Fo
ods)
1. D
angg
it :S
altin
g an
d Dr
ying
Pres
erva
tion
2. D
ried
Man
goes
: Sug
ar P
rese
rvat
ion
3. M
asar
eal:
Pean
ut P
rese
rvat
ion
C. A
sses
smen
t1.
Iden
tifica
tion
of te
rmin
olog
ies a
ssoc
iated
with
dan
ggit
,
drie
d m
ango
es a
nd m
asar
eal.
2. P
rese
ntat
ion
of fi
nish
ed p
rodu
cts.
3. E
stim
atio
n of
cap
ital,
retu
rn o
f inv
estm
ent,
and
prof
it.4.
Lab
ellin
g of
sug
gest
ed re
tail p
rices
of p
rodu
cts
sold
in
p
ublic
mar
kets
, sup
erm
arke
ts, a
nd p
asalu
bong
cen
ters
.
D. E
nabl
ing
Activ
ities
(Gro
up A
ctiv
ities
) 1
. Pre
sent
atio
n of
Pro
duct
s th
roug
h Ar
ts a
nd C
rafts
(Ex
hibi
t). 2
. Visu
al Ar
ts in
the
form
of P
oste
r Mak
ing
to c
onvin
ce th
e
buy
ers.
3
. Rad
io a
nd T
elevis
ion
Adve
rtise
men
t abo
ut th
e pr
oduc
ts.
4. J
ingl
es a
bout
the
prod
ucts
(Rap
Son
g).
5. D
escr
iptiv
e w
ritin
g ab
out t
he p
rodu
ct.
Know
ledg
e•
Iden
tify
the
mixt
ures
use
d in
pre
serv
ing
fish,
man
go, a
nd p
eanu
t (Sc
ienc
e)•
Estim
ate
the
gros
s ex
pens
es, n
et p
rofit
and
retu
rn o
f inv
estm
ent (
Mat
h)•
Feat
ure
the
plac
es w
here
man
ufac
turin
g of
food
s ta
ke p
lace
(AP)
• De
scrib
e ho
w to
pre
sent
or m
arke
t the
pro
duct
s w
ith a
ttrac
tive
deco
ratio
n
and
eye-
catc
hing
arra
ngem
ent (
MAP
EH)
• Li
st d
own
the
shap
es, s
izes,
weig
ht, a
nd c
olor
s of
the
prod
ucts
(Fil/
Eng)
Com
pete
ncie
s•
Appl
y th
e pe
rform
ing
abilit
y in
utili
zing
all in
gred
ients
in fo
od
pres
erva
tion.
(Sci
ence
)•
Calcu
late
the
over
all in
com
e of
fini
shed
pro
duct
s to
be
sold
. (M
ath)
• Re
sear
ch th
e m
ain s
ourc
e of
livin
g or
food
pro
duct
ion
of a
cer
tain
plac
e.(A
P)
• De
mon
stra
te th
e pr
oces
s of
pre
sent
ing
and
mar
ketin
g of
pro
duct
s an
d
the
prop
er w
ay o
f arra
ngem
ent a
nd d
ecor
atio
n. (M
APEH
)•
Pred
icts
the
outc
omes
of t
he p
rodu
cts
base
d on
the
diffe
rent
qua
ntitie
s
and
quali
ties
of th
e pr
oduc
ts. (
Fil/E
ng)
Skill
s•
Intro
duce
and
exp
lain
how
to s
old
the
dang
git,
dried
man
goes
and
mas
area
l. (S
cien
ce)
• Co
llect
info
rmat
ion
of th
e ov
erall
inco
me
of fi
nish
ed p
rodu
cts
to b
e so
ld.
(M
ath)
• In
vest
igat
e th
e ec
onom
ic st
atus
of t
he m
anuf
actu
ring
com
pani
es. (
AP)
• Pe
rform
the
met
hods
of s
ellin
g th
e pr
oduc
ts th
roug
h ar
ts a
nd c
rafts
,
visua
l arts
, aud
io p
rese
ntat
ion
such
as
singi
ng (M
APEH
)•
Evalu
ate
the
best
pos
sible
deve
lopm
ent o
f bus
ines
s ac
cord
ing
to
pr
ofits
.(Fil/
Eng)
Valu
es•
Cons
erve
our
Nat
ural
Reso
urce
s as
our
main
sou
rce
of fo
od p
rodu
ctio
n.
(S
cien
ce)
• Pr
actic
e th
e cr
eativ
e w
ay o
f mar
ketin
g th
e pr
oduc
ts. (
Mat
h)•
Patro
nize
our
ow
n fo
od p
rodu
cts
as a
sym
bol o
f our
Filip
ino
Cultu
re. (
AP)
• Pr
actic
e th
e ar
tistic
pre
sent
atio
n or
mar
ketin
g of
pro
duct
s to
gen
erat
e
rapi
d in
com
es. (
MAP
EH)
• In
tern
alize
d th
e re
levan
ce o
f eac
h pr
oduc
t bas
ed o
n its
diffe
renc
es in
their
reta
il pric
es o
r mar
ket p
rices
. (Fi
l./En
g.)
GU
IDIN
G P
RIN
CIP
LES
1. L
earn
ing
by D
oing
(Joh
n De
wey
)Al
l lear
ning
act
ivitie
s un
derta
ken
thro
ugho
ut lif
e, w
ith th
e aim
of i
mpr
ovin
g kn
owled
ge, s
kills
and
com
pete
nces
with
in a
per
sona
l, civ
ic, a
nd s
ocial
-relat
ed
pers
pect
ive, i
n w
hich
the
know
ledge
take
n fro
m th
e co
mbi
natio
n of
gra
spin
g ex
perie
nces
and
tran
sfor
min
g th
em .
2. M
etac
ogni
tive
Skill
s (J
ohn
Flav
ell)
The
learn
er h
as a
ctive
con
trol o
ver t
he c
ogni
tive
proc
esse
s en
gage
d in
lear
ning
.. Th
ey h
ave
to p
lan, m
onito
r, an
d as
sess
one
’s un
ders
tand
ing
and
perfo
rman
ce
usin
g th
eir c
ritica
l aw
aren
ess
of o
ne’s
thin
king
and
learn
ing
ones
elf a
s a
thin
ker a
nd le
arne
r.3.
Exp
erie
ntia
l Lea
rnin
g (D
avid
Kol
b)Le
arne
rs m
ake
disc
over
ies a
nd e
xper
imen
ts w
ith k
now
ledge
firs
than
d, in
stea
d of
hea
ring
or re
adin
g ab
out o
ther
s' e
xper
ience
s. It
pro
vides
opp
ortu
nitie
s in
a
stud
ent’s
field
of i
nter
est i
n a
valu
able
expe
rient
ial le
arni
ng w
hich
con
tribu
tes
signi
fican
tly to
their
ove
rall u
nder
stan
ding
of t
he re
al-life
env
ironm
ent.
4. In
tegr
ativ
e Le
arni
ng (J
eann
ie Br
own
Leon
ard)
A m
ovem
ent t
owar
d in
tegr
ated
less
ons
help
ing
stud
ents
mak
es c
onne
ctio
ns a
cros
s th
e cu
rricu
lum
. It c
omes
in m
any
varie
ties
such
as
conn
ectin
g sk
ills a
nd
know
ledge
from
mul
tiple
sour
ces
and
expe
rienc
es, a
pplyi
ng s
kills
and
prac
tices
in v
ario
us s
ettin
gs, u
tilizin
g di
vers
e an
d ev
en c
ontra
dict
ory
poin
ts o
f view
, and
un
ders
tand
ing
issue
s an
d po
sitio
ns c
onte
xtua
lly.
SCH
EMAT
IC D
IAG
RAM
ON
CO
NTE
XTU
ALIZ
ING
HEL
E / E
PP G
RAD
E 4
LESS
ON
AC
RO
SS T
HE
CU
RR
ICU
LUM
IN C
ULT
UR
E-BA
SED
TEA
CH
ING
Tirs
o P.
Arc
illa
Divis
ion
of M
anda
ue C
ityBA
SAK
ELEM
ENTA
RY S
CHO
OL
Bas
ak, M
anda
ue C
ity, C
ebu
ARTS
& C
ULT
UR
ALTR
EASU
RES
/ ASS
ETS
HEL
E (G
rade
IV)
Cor
e Su
bjec
t
OTH
ER S
UBJ
ECTS
TO B
E IN
TEG
RAT
ED
INTE
GR
ATIO
NC
ON
TEN
TS &
OU
TPU
TSO
F C
OR
E SU
BJEC
TS:
HEL
E IV
/ EPP
IV“C
OM
MU
NIT
Y FO
OD
RES
OU
RC
ES F
OR
PR
ESEV
ATIO
N”
1. F
olk
Song
:
“Si F
ilem
on, S
i File
mon
”
1. S
cien
ce
Met
hods
of P
rese
rvin
g Fo
ods
2. M
athe
mat
ics
R
etur
n of
Inve
stm
ent
Net P
rofit
3. A
ralin
g Pa
nlip
unan
To
pogr
aphy
/ Geo
grap
hyEc
onom
ic Sy
stem
Cust
oms/
Beli
efs/
Tra
ditio
ns4.
MAP
EH
Pres
enta
tion/
Mar
ketin
g of
Pro
duct
sAr
ts a
nd C
rafts
Jingl
esNu
trien
ts e
xtra
cted
from
the
prod
ucts
5. F
ILIP
INO
/ EN
GLI
SH P
ang-
uri/
Adjec
tives
Ayos
ng
Pang
-uri/
Ord
er o
f Adj
ectiv
e
2. C
ebua
no Ic
ons
D
angg
it (B
anta
yan
Islan
d, C
ebu)
D
ried
Man
goes
(Gua
dalu
pe, C
ebu
City
)
Mas
area
l (Man
daue
City
, Ceb
u)
3. E
xhib
it of
Fin
ishe
d
Pro
duct
s
Dan
ggit
(sea
led in
plas
tic w
ith la
bel)
D
ried
Man
goes
(sea
led in
plas
tic w
ith
lab
el)
Mas
area
l (pac
ked
in a
box
with
labe
l)
Know
ledg
e | P
rese
nt a
pro
ject p
lan o
n alt
erna
tive
sour
ce o
f in
com
e th
roug
h co
mm
unity
reso
urce
s (ic
ons)
Com
pete
ncie
s | D
emon
stra
te m
etho
ds o
f foo
d pr
eser
vatio
n
Skill
s | A
pply
met
hods
of f
ood
pres
erva
tion
thro
ugh:
saltin
g an
d dr
ying
- dan
ggit
suga
r pre
serv
atio
n - d
ried
man
goes
pean
ut p
rese
rvat
ion
- mas
area
l
Valu
es |
Reco
gnize
d th
e sig
nific
ance
of n
ative
pro
duct
s to
ou
r eco
nom
ic sy
stem
and
pr
ogre
ss.
- Qua
ntity
/ Dam
i- Q
uality
/ Kali
dad
- Size
/ Lak
i
- Age
/ Eda
d- S
hape
/ Hug
is- C
olor
/ Kul
ay
Lesson Exemplar Vol2.indd 110 17/05/2018 1:45 PM
130 129G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
ASSIGNMENT:Make a Project Plan of your Finished Product.
Name: ____________________________________ Grade & Section: ________________School:____________________________________ Date:___________________________Subject: ___________________________________ Teacher:________________________
I - Name of the Project: “PRODUCTION OF MASAREAL AND METHODS OF PRESERVING PEANUTS”
II - Purpose of the Project: (What do you want to achieve in making this project)____________1._____________________________________________________________________________2._____________________________________________________________________________3._____________________________________________________________________________4._____________________________________________________________________________5._____________________________________________________________________________
III - Drawing/Sketch of the Project:(Different shapes, sizes, and colors of finished products)
IV - Materials Needed: (Includes the quantity, cost of ingredients and specification of each material.)
NAME OF ITEM QUANTITY UNIT PRICE TOTALpeanuts 2 kilogram 200 400sugar 1 kilogram 56 56syrup 1 milliliter 44 44water 4 milliliter 16 60
Total: 8 Total: 315 Total: 550
V - Tools & Equipment Needed1.______________________________________2.______________________________________3.______________________________________4.______________________________________5.______________________________________
VI - Procedures in Doing the Project1._________________________________________________________________________________2._________________________________________________________________________________3._________________________________________________________________________________4._________________________________________________________________________________5._________________________________________________________________________________6._________________________________________________________________________________
1 32 4 5
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1319G A B AY S A A R A L I N G S A G I S A G K U LT U R A N G F I L I P I N A S L E S S O N E X E M P L A R V O L . 2
Mga Kasanayang Inaasahan sa Pag-aaral ng Sarsuwela (Department of Education, 104).
Pag-unawa sa Napakinggan
(PN)
Pag-unawasa Binasa
(PB)
Paglinang sa Talasalitaan
(PT)
Panonood(PD)
Sarswela(8 sesyon)
F8PN-IIe-f-25Naisasalaysay ang magkakaugnay na pangyayari sa napakinggan
F8PB-IIe-f-25Naipahayag angpangangatwiran sa napiling alternatibong solusyon oproposisyon sa suliraning inilahad sa tekstong binasa
F8PT-IIe-f-25Naibibigay ang kasing-kahulugan at kasalungat na kahulugan ng mahihirap na salitang ginamit sa akda
F8PD-IIe-f-25Napahahalagahan angkulturang Pilipino namasaaslamin sa pinanood na sarsuwela
Pagsasalita(PS)
Pagsulat(PU)
Wika atGramatika
(WG)
Estratehiya sa Pag-aaral(EP)
F8PS-IIe-f-26Naitatanghal ang ilang bahagi ng alinmang sarsuwelang nabasa, napanood onapakinggan
F8PU-IIe-f-26Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa
F8WG-II-e-f-26Nagagamit ang iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela
F8EP-IIe-f-9Naisasagawa angsistematikong pananaliksik tungkol sa paksa gamit ang iba’t ibang batis ngimpormasyon resorse
Sa ikapitong hanay (ang kategorya ng “Wika at Gramatika”), matutunghayan ang kalunos-lunos na relegasyon ng anyong pantanghal sa isang kasangkapang gagamit sa “iba’t ibang aspekto ng pandiwa sa isasagawang pagsusuri ng sarsuwela”. Maliban sa pag-isa-isa sa mga pandiwang pilit na iiba-ibahin ang aspekto para pagkasyahin sa mga hinihinging rekisitos, walang korelasyon sa kung paano nakakatulong ang pagbabago-bago ng aspekto ng pandiwa sa paggawa ng pagsusuri ng isang sarsuwela. Walang lohika ito. Bakit hindi talakayin ang pagsama ng musika ng sarsuwela, at kung paano ito nakikipagtalaban sa mga salita para bumuo ng isang anyo ng pagtatanghal na naiiba sa ibang dula? Bakit walang puwang para suriin ang kasaysayan ng sarsuwela at ang kontribusyon nito sa paguuri ng mga relihiyon? Sa anong konteksto umusbong ang sarsuwela? Anu-anong mga tradisyong banyaga at katutubo ang binibigkis nito? Ano ang naging papel nito sa kolonisasyon ng Pilipinas? O kung kailangan talagang pagtuunan ang teknikalidad ng gramatika, bakit hindi suriin ang ambag ng naturang anyo sa pagbubuo ng tradisyon ng wika ng panulaang popular? Kataka-taka, kung hindi matatalakay ang mga ito at iba pang katangian ng sarsuwela, paano pa maisasagawa ang kahilingan ng “Pagsulat” sa ikaanim na hanay kung inaasahan sa mag-aaral na masuri “ang papel na ginagampanan ng sarsuwela sa pagpapataas ng kamalayan ng mga Pilipino sa kultura ng iba’t ibang rehiyon sa bansa”? Maaaring ipagpalagay na sinisimulan pa lamang sa baitang na ito ang pagpapakilala sa sarsuwela. Sa kasamaang palad, hindi na pagyayamanin pa ng kurikulum ang diskurso ng nasabing anyo ng dula. Sa halip na balikan muli ang anyo na ito sa iba pang markahan o baitang, ikabit ito sa ibang mga dula at anyong pampanitikan upang pagyamanin ang mga kaisipang naituro sa ika-walong baitang, hindi na mababanggit kailanman ang sarsuwela sa kurikulim, at anumang kasaysayan ng pag-angkop sa banyagang anyo at kultura na bumubuo ngayon sa ating mga tradisyon ay isasantabi sa ngalan ng pagtuturo ng aspekto ng pandiwa.
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130 T I R S O P. A R C I L L A
VIII - Suggestions/Recommendations:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
VII - Evaluation of the Project: (Assessment using rubrics)1. Creativity (25%) ______________2. Punctuality (25%) ______________3. Accuracy (25%) ______________4. Cleanliness (25%) ______________ Total: (100%) ______________
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