Grade 5 English — Budget of Work

Term 1 (context: national holidays)

Receptive — literary text: identifying story grammar elements (character, setting, plot, conflict, theme); sequencing 7 or more textually stated and implied events; distinguishing a sequential plot from other plot structures; recognizing sound devices (alliteration, onomatopoeia, rhyme) and figurative language (simile, metaphor, personification); inferring characters' feelings, traits, and motives from their actions and dialogue; making and confirming predictions before, during, and after reading; determining the main idea and supporting details; producing a summary of a text. Receptive — informational text: analyzing text structures such as outlining and the inverted pyramid; distinguishing explanation texts from news reports by purpose and structure; identifying the author's purpose (to inform, persuade, or entertain); differentiating fact from opinion. Productive — vocabulary & grammar: distinguishing denotative from connotative word meaning using analogy as a context clue; identifying and using verb-forming suffixes (-ize, -ify, -en); using a dictionary to check meaning, pronunciation, and part of speech; adopting a formal tone suited to audience and purpose; subject-verb agreement with collective, concrete, and abstract nouns; demonstrative and relative pronouns; distinguishing helping, linking, and transitive verbs; progressive verb tenses (past/present/future progressive); ordering adjectives in a series; adverbs of manner and time; noun complements; composing compound-complex sentences. Productive — composing: writing narrative, explanation, and news-report text types; writing friendly letters with correct parts; using non-verbal cues (gesture, facial expression, tone of voice) in oral communication; accomplishing personal and school forms (enrollment forms, permission slips). Viewing: analyzing visual layout elements (headlines, captions, images) in print/digital texts; interpreting tone and mood conveyed by visuals; recognizing stereotypes related to age, gender, and socio-economic status in media; identifying audio elements (music, sound effects) in multimedia presentations.

Special Science enrichment: Push inference and evaluation further than identification — require Damien to defend a character-motive inference or a fact-vs-opinion judgment with a direct quote from the text, and to critique a real news report's structure and possible bias rather than just label its parts.

Term 2 (context: Ramadan & Chinese New Year)

Builds on Term 1 and adds — receptive: recognizing flashback as a plot/text-organization pattern; identifying metaphor, personification, and hyperbole in literary texts; using appositives as a context clue for word meaning; using a glossary to find a word's meaning within a specific text. Productive — vocabulary & grammar: identifying and using adverb-forming suffixes (-ly, -ward, -wise); possessive and compound nouns; relative pronouns (who, which, that) in complex sentences; adverbs of place, frequency, and intensity; noun and pronoun complements. Productive — composing: accurately filling out bank and government forms (e.g. deposit slip, application form) with correct personal information. Viewing: recognizing directionality (left-to-right, top-to-bottom, and culturally specific reading paths) in visual texts; identifying video-specific multimedia elements (transitions, captions, pacing).

Special Science enrichment: Have Damien explain how a flashback changes a reader's understanding of cause-and-effect in a story, and compare the effect of a metaphor versus a hyperbole used for the same idea — an analytical, not just identification, task.

Term 3 (context: Indigenous Peoples & regional celebrations)

Builds on Terms 1-2 and adds — receptive: identifying personification and hyperbole in texts describing culture and tradition; using an encyclopedia (print or digital) to research a topic. Productive — vocabulary & grammar: correctly using reflexive pronouns (myself, himself, themselves); identifying and using degrees of comparison (positive, comparative, superlative) for regular and irregular adverbs; recognizing noun, pronoun, and adjective complements in sentences. Productive — composing: planning and creating an original short multimedia text (e.g. a slideshow or short video) that presents researched information about an Indigenous group or a regional celebration.

Special Science enrichment: Require the multimedia research project to draw on and cross-check at least two sources, include Damien's own analytical commentary rather than retold facts, and justify his vocabulary and tone choices for the intended audience.

Baitang 5 Filipino — Budget of Work

Unang Termino (tekstong naratibo: mito, epiko, tulang pambata, kuwentong kababalaghan; tekstong impormatibo: panuto/hakbang/proseso)

Pag-unawa sa binasa/napakinggan: pagtukoy sa pagkakasunod-sunod ng 7 o higit pang pangyayari sa akda, paglalarawan sa katangian ng tauhan batay sa kanyang mga kilos at salita, paghihiwalay ng realidad laban sa pantasya sa akdang binasa, pagkilala at pagpapaliwanag sa tayutay (pagwawangis/simili, metapora, personipikasyon), paghula ng kahulugan ng salita gamit ang konteksto ng pangungusap. Gramatika at retorika: pagkilala sa denotasyon at konotasyon ng salita, paggamit ng kasingkahulugan at kasalungat sa pagpapayaman ng talasalitaan, pagpili ng angkop na diksiyon batay sa sitwasyon o tagapakinig, pagbuo ng hugnayang pangungusap (pinag-isang payak na pangungusap gamit ang pangatnig), paggamit ng pang-uri sa antas na palansak at pahambing, pang-abay na panang-ayon at panalungat, at pandiwa ayon sa pokus (tagaganap/actor focus, tagatanggap/object focus). Pagsulat: pagbuo ng liham pangkaibigan (bahagi: petsa, pambating panimula, katawan, pambating pangwakas, lagda) at wastong pagsagot sa enrolment form; paggamit ng angkop na mga nakagawiang di-berbal na hudyat sa pagpapahayag (pagtuon ng tingin, pandama o paghawak) sa pakikihalubilo sa ibang tao (pagpapakilala, pangungumusta, pag-anyaya sa pagkain, pagpapatuloy sa bahay). Sanggunian: paggamit ng diksiyonaryo (alpabetikong ayos, guhit-bigkas/pronunciation guide), ensayklopidya, at direktoryo sa paghahanap ng impormasyon. Panonood: pagsusuri at pagpapaliwanag ng impormasyong nakapaloob sa multimedia text/graphics — text elements (headlines, subtitles, slogans) at graphics (still images, drawings, graphs, illustrations, icons); pagsusuri sa kaangkupan ng mga elementong multimedia sa target na manonood.

Ikalawang Termino (tekstong naratibo: kuwentong katatakutan, maikling kuwento, dulang pambata; tekstong impormatibo: balita/balitang lathalain) — integrasyon ng konteksto: Ramadan, Chinese New Year

Karagdagang pag-unawa: pagkilala sa kabalintunaan/ironiya bilang tayutay, pagsusuri sa mensahe ng balita/balitang lathalain (5W1H), pagkilala sa punto de bista ng manunulat. Gramatika: pagbuo ng langkapang pangungusap (punong sugnay at kaugnay na sugnay), pang-uri sa antas pahambing na pasukdol (superlative), pang-abay na kondisyonal, at pandiwa ayon sa pokus na panlayon (object focus) at pangkagamitan (instrumental focus). Pagsulat: wastong pagsagot sa ID form at Library Card application form; paggamit ng angkop na mga nakagawiang di-berbal na hudyat sa pagpapahayag (pagtuon ng tingin, pandama o paghawak), kaangkop sa konteksto ng Ramadan at Chinese New Year. Sanggunian: paggamit ng almanac at atlas bilang karagdagang pinagkukunan ng impormasyon. Panonood: pagsusuri sa audio-video-animation multimedia text (dialogue, recorded narration, music, sound effects; video clip, film, tv ads, slide shows; two/three-dimensional animation) — epekto ng tunog, biswal, at galaw sa paghahatid ng mensahe.

Ikatlong Termino (tekstong naratibo: tulang pambata, kuwentong katatakutan, dulang pambata; tekstong impormatibo: eksposisyon) — integrasyon ng konteksto: katutubo at panrehiyong pagdiriwang (hal. Kadayawan, Panagbenga, Sinulog)

Karagdagang pag-unawa: pagkilala sa pagmamalabis/hyperbole bilang tayutay, pagsusuri sa ugnayang sanhi at bunga sa tekstong eksposisyon, paghahambing ng impormasyon mula sa dalawa o higit pang tekstong eksposisyon. Gramatika: pang-uri sa antas patakda (pagkakapareho), pandiwa ayon sa pokus na sanhi (causative), ganapan (benefactive), at direksiyonal (directional). Pagsulat: pagbuo ng Request Form/liham-kahilingan nang wasto ang anyo at wikang ginamit. Sanggunian: paggamit ng pahayagan, magasin, at handbook bilang pinagmumulan ng kasalukuyang impormasyon.

Grade 5 Mathematics — Budget of Work

Term 1

• Wk1: Converting time between 12-hour and 24-hour (military) notation; solving elapsed-time word problems
• Wk2: Reading world time zones relative to Philippine Standard Time (UTC+8); computing the local time in another zone given the time difference
• Wk3-4: Applying GMDAS (Grouping, Multiplication, Division, Addition, Subtraction) order of operations to expressions with 3 or more operations, with and without grouping symbols; multiplying fractions (proper fraction × proper fraction, fraction × whole number) using area/array models
• Wk5: Solving multi-step word problems that require multiplying fractions
• Wk6-7: Deriving and applying the area formulas for a parallelogram (base × height), a triangle (½ × base × height), and a trapezoid (½ × sum of the bases × height); correctly identifying the height relative to a given base; estimating area by counting/overlaying a grid
• Wk8: Dividing fractions (whole number ÷ fraction, fraction ÷ fraction) using visual models such as fraction bars or number lines
• Wk9: Solving multi-step word problems that require dividing fractions
• Wk10: Decimal place value through thousandths; reading and writing decimals in standard, word, and expanded form

Special Science enrichment: Combine skills from the term into one non-routine, multi-step problem (e.g. a room-tiling or recipe-scaling scenario that requires GMDAS, a fraction operation, and an area formula together), rather than practicing each skill in isolation.

Term 2

• Wk11: Converting terminating decimals to fractions in lowest terms and back; comparing and ordering decimals using place value
• Wk12: Rounding decimals to the nearest whole number, tenth, or hundredth; adding and subtracting decimals up to three decimal places, with regrouping
• Wk13: Solving multi-step word problems requiring addition/subtraction of decimals, including money computations such as budgeting and computing change
• Wk14-15: Divisibility rules for 2, 5, 10; for 3, 6, 9; and for 4, 8, 11, 12; identifying prime versus composite numbers using the Sieve of Eratosthenes
• Wk16: Collecting and organizing bivariate/categorical data; deciding whether a bar graph or a line graph best represents a given data set
• Wk17-18: Constructing and interpreting double bar graphs and double line graphs, including title, legend, scale, and axis labels
• Wk19: Solving problems that require reading and comparing values shown on a double bar or double line graph
• Wk20: Finding the theoretical probability of simple events by listing the sample space and expressing favorable outcomes over total outcomes

Special Science enrichment: Have Damien pose his own data question, collect or simulate real data for it, and justify in writing why a bar graph or line graph is the better fit; then run an actual coin/dice trial to compare the observed results against the theoretical probability and explain any difference.

Term 3

• Wk21-22: Estimating products of decimals using rounding/front-end strategies; multiplying decimals up to two decimal places (decimal × decimal, decimal × whole number); solving multi-step multiplication word problems involving money
• Wk23-24: Estimating quotients of decimals; dividing decimals (decimal ÷ decimal, decimal ÷ whole number); solving multi-step division word problems involving money
• Wk25: Applying GMDAS to expressions that combine fractions and decimals
• Wk26: Identifying and describing solid figures (cube, rectangular prism, cylinder, cone, sphere, pyramid); relating the faces of a solid to their corresponding plane figures
• Wk27: Differentiating prisms from pyramids by counting vertices, faces, and edges; drawing and folding nets of solid figures
• Wk28: Finding the surface area of a solid figure by summing the areas of its faces
• Wk29: Solving surface-area word problems; comparing the surface area of a cube and a rectangular prism of similar volume
• Wk30: Estimating volume using non-standard units (unit cubes); describing the rotation of an object about a fixed point (quarter, half, and full turns)

Special Science enrichment: Extend the Wk28-29 surface-area work to a composite/irregular solid (e.g. two joined rectangular prisms) that has no single ready-made formula, requiring Damien to break it into parts and justify each step of the calculation.

Grade 5 Science — Budget of Work

Term 1

• Wk1-2: Matter has mass (a quantity that can be measured) and takes up space (volume); the three states of matter — solid, liquid, gas — classified by whether shape and volume are fixed or not fixed; sorting familiar classroom/household materials into the correct state
• Wk2-4: Comparing properties of solids, liquids, and gases (definite vs. indefinite shape/volume); measuring the volume of liquids using a graduated container (mL, L); reading a thermometer in °C; observing how heating/cooling causes a change of state (melting, freezing, evaporation, condensation) and naming melting point/boiling point
• Wk5-7: The steps of a simple scientific investigation — stating the problem/question, listing materials, describing the procedure, recording findings and a conclusion; using appropriate units for mass (mg, g, kg) and temperature (°C); guided practice planning a simple investigation (e.g. "Do gases have mass?", "Does water temperature affect how fast sugar dissolves?")
• Wk8-10: Classifying living things into plants, animals, and microorganisms based on observable characteristics; identifying specialized plant structures for storage, protection, or support (rhizomes, tubers, thorns, bulbs, aerial roots, tendrils); explaining how these structures help a plant survive unfavorable conditions such as drought, strong wind, or being eaten

Special Science enrichment: Have Damien design his own testable question (not just follow a given one) for the Wk5-7 investigation unit — e.g. comparing evaporation rate across two liquids — and explicitly name what he is keeping the same (control) vs. changing (variable) before running it.

Term 2

• Wk11-13: Animal body systems built as labeled models/diagrams — digestive (mouth, esophagus/gullet, stomach, small and large intestine) tracing the path food takes; respiratory (nose, trachea/windpipe, lungs) tracing the path air takes; reproductive system introduced only at an age-appropriate, functional level (its role in growth and development, not detailed anatomy) — intentional child-safety simplification, not a curriculum gap: DepEd's official Grade 5 competency asks for labeled diagrams naming ovaries, uterus, vagina, prostate, and testis, which this app deliberately omits; do not "correct" this toward the literal official wording without a product decision to do so
• Wk14-16: Comparing live-bearing (viviparous) and egg-laying (oviparous) animals; animal adaptations for survival — mimicry, camouflage, protective coloration, structural adaptations (e.g. sharp claws, thick fur); comparing the life cycles of mammals, birds, and plants
• Wk17: Contact forces (push/pull) and how applying one changes an object's speed or direction of motion; identifying contact forces in everyday activities
• Wk18-19: Friction as a contact force — how surface texture (rough vs. smooth) affects it, heat produced by friction, ways to reduce it (lubricants, wheels, smoother surfaces) or increase it (treads, grip material); planning and carrying out an investigation that identifies and controls the variables affecting friction (e.g. surface type, weight, contact area)
• Wk20-21: Gravity as a non-contact force pulling objects toward Earth; observing falling objects; how gravity shapes the motion of rolling, falling, and thrown objects

Special Science enrichment: For the Wk18-19 friction investigation, require a genuine fair test — Damien tests 3 or more surface materials, changes only one variable at a time, records numeric results (e.g. distance traveled, time), and graphs them, rather than just describing friction qualitatively.

Term 3

• Wk22-23: Static electricity produced by friction (rubbing a comb, rubber rod, or balloon) and the attraction/repulsion this causes; building a simple series circuit (battery, wire, switch, bulb) that lights a bulb; sorting materials into conductors and insulators; building and testing the strength of a simple electromagnet (nail, coiled wire, battery)
• Wk24-26: Major landforms (mountains, plains, plateaus, valleys) and bodies of water (rivers, lakes, seas, oceans) and how each influences the climate and livelihood of nearby communities; classifying rocks by texture, color, and grain size; how soil forms through weathering, and factors that speed up or slow down erosion
• Wk27: The stages of the water cycle — evaporation, condensation, precipitation, and collection/runoff; building and labeling a physical or drawn model of the cycle
• Wk28-30: Weather disturbances common in the Philippines (tropical cyclones/bagyo, monsoon rains); PAGASA Public Storm Warning Signal levels (Signal No. 1 to 5) and the wind conditions each represents; safety preparations to take before, during, and after a tropical cyclone
• Wk31-32: The structure of the solar system — the Sun, the eight planets, and moons, and their relative scale; how Earth's rotation causes day and night and how its revolution relates to the year; how the changing positions of Earth, Moon, and Sun produce the phases of the Moon

Special Science enrichment: During Wk28-30, have Damien track an actual PAGASA weather bulletin for a real or recent tropical cyclone over several days and chart how the Signal Number and expected impact changed, rather than only memorizing the signal-number scale from a textbook table.

Grade 5 Araling Panlipunan — Budget of Work

Term 1: Pinagmulan at Kalinangan ng Sinaunang Pilipinas

• Wk1: Kahulugan ng kasaysayan bilang pag-aaral ng nakaraan ng tao at lipunan; layunin at kahalagahan nito sa pagkakakilanlang Pilipino; mga batayan at pamamaraan ng pag-aaral nito — mga pinagkukunang-bagay (primary/secondary sources: dokumento, labi/artifact, tradisyong pasalita), disiplinang tumutulong dito (arkeolohiya, palaeontolohiya, geolohiya, epigrapiya); iba't ibang pananaw sa pagsusuri ng kasaysayan (panlipunan, pangkabuhayan, pampulitika); paggamit ng kronolohiya/timeline
• Wk2: Pinagmulan ng Pilipinas bilang lupang-kapuluan sa tatlong lente — agham (teoryang geological/land bridge tungkol sa pagkabuo ng kapuluan noong Ice Age), kaalamang-bayan (mga alamat ng paglikha, gaya ng alamat ng unang babae at lalaki o ng mga isla), at relihiyon (paniniwala sa paglikha ng Diyos/Bathala); pagkakaiba ng tatlong paraan ng pagpapaliwanag
• Wk3: Pinagmulan ng sinaunang tao sa Pilipinas batay sa agham (ebidensiyang arkeolohikal — Tabon Man sa Palawan, Callao Man sa Cagayan; Wave Migration Theory ni H. Otley Beyer; Core Population Theory ni F. Landa Jocano) at kaalamang-bayan (mga alamat/paniniwala tungkol sa pinagmulan ng unang Pilipino)
• Wk4: Kaugnayan ng heograpikong lokasyon ng Pilipinas (latitude/longitude, katayuan bilang kapuluan sa Timog Silangang Asya, kalapitan sa sinaunang ruta ng kalakalan) sa paghubog ng kasaysayan nito — dahilan ng pagiging madaanan ng kalakalan at target ng mga dayuhang mananakop dahil sa likas na yaman at estratehikong posisyon
• Wk5: Sinaunang bayang Pilipino batay sa organisasyong panlipunan (istruktura ng barangay; antas ng lipunan — datu, maharlika/timawa, alipin), pang-ekonomiya (pagsasaka, pangingisda, kalakalang barter bilang ikinabubuhay), at pampolitika (papel ng datu bilang pinuno, kaugalian at batas ng barangay)
• Wk6: Papel ng kababaihan sa sinaunang lipunan (babaylan/katalonan bilang pinuno-relihiyoso, karapatang magmay-ari ng lupa at magmana nang pantay sa lalaki); konsepto ng kalinangan/kultura bilang kabuuan ng paraan ng pamumuhay, wika, sining, at paniniwalang ipinasa sa sunod na salinlahi
• Wk7: Paniniwala, relihiyon, at tradisyon ng sinaunang Pilipino — animismo, anito/diwata, ritwal (pag-aalay, pamahiin), papel ng babaylan bilang tagapamagitan sa mundo-espiritwal, kaugaliang pangkasal, panganganak, at paglilibing
• Wk8: Sinaunang sining at palamuti (pagpipinta sa yero/kuweba, paglililok, disenyo sa pananahi/paghahabi), arkitektura (bahay-kubo, bale ng Ifugao, torogan ng Maranao) at mga rice terraces ng Cordillera bilang patunay ng inhinyeriyang katutubo
• Wk9: Pagdating ng Islam sa Mindanao at Sulu sa pangunguna nina Sharif Karim ul-Makhdum at Rajah Baguinda; pagkakatatag ng Sultanato ng Sulu at Sultanato ng Maguindanao; sistema ng pamamahala sa ilalim ng sultanato at epekto ng Islam sa kultura at kalakalan sa katimugang Pilipinas
• Wk10: Ugnayang pangkalakalan at kultural ng sinaunang Pilipinas sa Tsina (barter/tribute trade), Indya, Arabia, at kalapit-rehiyon sa Timog Silangang Asya (Borneo, Champa, Srivijaya, Majapahit) — mga kalakal na ipinagpalit (seda, porselana, ginto, perlas) at impluwensyang idinulot nito

Term 2: Kolonyalismong Espanyol

• Wk11-12: Kahulugan ng kolonisasyon/imperyalismo; mga dahilan ng pananakop ng Espanya (God, Gold, Glory — pagpapalaganap ng Kristiyanismo, pagkuha ng kayamanan/espesya, paghahangad ng kapangyarihan at prestihiyo); layuning maabot ang Moluccas/Spice Islands; ang ekspedisyon nina Ferdinand Magellan (1521) at Miguel Lopez de Legazpi (1565); Unang Misa sa Limasawa; Kasunduan ng Tordesillas
• Wk13-15: Patakarang kolonyal ng Espanya — sistema ng pamahalaang kolonyal (Gobernador-Heneral, Real Audiencia, alcalde mayor, gobernadorcillo, cabeza de barangay); patakarang pang-ekonomiya (sistemang encomienda, polo y servicio/sapilitang paggawa, bandala, pagbubuwis/tributo, monopolyo sa Galyon Trade sa Maynila-Acapulco); patakarang panlipunan (reduccion o pagsasama-sama sa bayan, sistema ng antas-panlipunan — Peninsulares, Insulares, mestizo, indio); Kristiyanisasyon sa pamamagitan ng sistemang parokya at misyon ng mga prayle
• Wk16-17: Pag-aangkop at pagtugon ng mga Pilipino sa kolonyalismo — sinkretismong relihiyoso at kultural, mga pag-aalsang sinaunang panahon ng kolonya (Dagohoy Rebellion sa Bohol, Tamblot Uprising, Sumuroy Revolt sa Samar, Silang Revolt sa Ilocos) at dahilan ng paulit-ulit na pagkabigo nito (kawalan ng pagkakaisang pambansa, lokal lamang ang saklaw)
• Wk18: Katayuan ng kababaihan sa kolonyal na panahon — pagkawala ng dating karapatang pampolitika at relihiyoso na taglay noong sinaunang panahon, pagkabuo ng idyal na "Maria Clara", edukasyong nakatuon sa gawaing bahay sa mga beaterio, at halimbawa ng kababaihang lumaban gaya ni Gabriela Silang
• Wk19-20: Pagpupunyagi at pagtatanggol ng iba't ibang sektor upang mapanatili ang kalayaan — papel ng magsasaka, katutubong pinuno, at grupong relihiyoso sa patuloy na paglaban; pananatiling malaya ng Cordillera at ng Sultanato ng Sulu/Maguindanao laban sa lubusang pananakop ng Espanya bilang patunay ng di-natitinag na diwang makabayan

Term 3: Nasyonalismo at Pagkakakilanlang Pilipino

• Wk21: Konsepto ng nasyonalismo — damdamin ng pagmamahal at pagkakakilanlan bilang iisang bansa, pagkakaiba ng "bayan" (lokal na pamayanan) at "bansa" (pambansang kamalayan); mga salik na nag-ambag sa paglago ng pambansang kamalayan (edukasyon, imprentang pahayagan, karanasan ng sama-samang pagsalungat sa kolonyal na pang-aabuso)
• Wk22-23: Kaisipang liberal — pagpasok ng liberalismong Kanluranin sa Pilipinas bunga ng impluwensya ng French Revolution at Rebolusyong Amerikano, saglit na pagpapatupad ng liberal na Konstitusyon ng Cadiz (1812) sa Pilipinas, pagbubukas ng Suez Canal (1869) at mga daungan sa dayuhang kalakalan bilang bintana ng bagong ideya para sa mga edukadong Pilipino
• Wk24-25: Ambag ng panggitnang uri (inilustrado) — paglago ng mga anak ng mayamang Pilipino/mestizo na nakapag-aral sa Europa, papel ng Educational Decree of 1863 (libre at sapilitang edukasyong primarya, pagtatayo ng Escuela Normal), at ambag ng mga ilustrado sa pagpapalaganap ng makabagong kaisipang makabayan
• Wk26: Sekularisasyon at Pilipinisasyon ng Parokya — kontrobersiya sa pagitan ng sekular na klerong Pilipino at ng regular na klerong prayle sa karapatang mamahala ng parokya, papel nina Padre Pedro Pelaez at Padre Jose Burgos sa kampanya para sa karapatan ng Pilipinong pari
• Wk27: Cavite Mutiny at GOMBURZA — pag-aalsa ng mga sundalo at manggagawa sa arsenal ng Cavite noong 1872 matapos alisin ang kanilang exemption sa polo y servicio at tributo; pagkakasangkot at pagbitay nina Padre Mariano Gomez, Padre Jose Burgos, at Padre Jacinto Zamora sa paratang na sedisyon, at ang naging epekto nito sa paggising ng damdaming makabayan
• Wk28-29: Layunin ng Kilusang Propaganda — asimilasyon ng Pilipinas bilang lalawigan ng Espanya, representasyon sa Cortes Generales, sekularisasyon ng mga parokya, kalayaan sa pamamahayag, at pagkakapantay-pantay sa harap ng batas; pagtatatag ng pahayagang La Solidaridad sa Espanya bilang opisyal na tinig ng kampanya
• Wk30: Papel ng Kilusang Propaganda — mga pangunahing personalidad at kontribusyon (Jose Rizal sa Noli Me Tangere at El Filibusterismo, Graciano Lopez Jaena sa Fray Botod, Marcelo H. del Pilar sa mga sanaysay at karikatura, Mariano Ponce bilang tagapamahala), at ang kabiguan ng makatwirang kahilingan bilang isa sa naging dahilan ng paglitaw ng mas radikal na kilusan sa hinaharap

Grade 5 GMRC (Good Manners and Right Conduct) — Budget of Work

Term 1 (self-understanding)

• Wk1: Respect for life — valuing human life as sacred and worthy of protection, recognizing that respecting one's own life and the life of others (avoiding actions that endanger health or safety) is a basic expression of moral character
• Wk2: Valuing oneself, changes during puberty — identifying the physical, emotional, and social changes that come with pagbibinata/pagdadalaga, practicing proper hygiene and self-care during this stage, and seeking guidance and support from parents/guardians as part of valuing oneself
• Wk3: Promptness (saving/budgeting) — practicing discipline in managing time and money, budgeting a fixed allowance for needs versus wants, and developing a regular saving habit (e.g., using an alkansya or savings account)
• Wk4-5: Faith (prayer, reading scripture) — building a personal relationship with God through regular and sincere prayer, reading and reflecting on scripture or sacred texts appropriate to one's faith tradition, and drawing strength and guidance from faith in daily decisions; caring for and properly using one's Bible, sacred text, or its equivalent as a further expression of this faith
• Wk6-7: Prudence (proper e-waste disposal) — exercising wise and careful judgment in the use and disposal of gadgets/electronic devices, understanding the health and environmental hazards of improper e-waste disposal, and participating in proper recycling or turn-in programs
• Wk8-9: Obedience (traffic rules) — following pedestrian and traffic safety rules (using crosswalks, obeying traffic lights, wearing seatbelts/helmets) as a concrete expression of obedience to just laws that protect the common good
• Wk10: Gratitude (appreciating parents/guardians) — recognizing the sacrifices parents/guardians make for the family, and expressing genuine gratitude through respectful words, helpful actions, and improved behavior

Term 2 (caring for others)

• Wk11: Compassion (caring for sick/elderly/PWD) — showing empathy and practical acts of care toward sick family members, the elderly, and persons with disability, and recognizing their needs and dignity
• Wk12: Gratitude (appreciating OFWs) — recognizing the sacrifices of Overseas Filipino Workers (OFWs) for their families and the country, and expressing appreciation through regular communication and honoring their efforts
• Wk13: Respect (welcoming family members) — practicing proper hospitality and courteous behavior when welcoming relatives and visitors into the home
• Wk14: Accountability (family duties) — taking ownership of assigned household chores and responsibilities, and being a dependable, contributing member of the family
• Wk15: Faith (family religious practices) — actively joining family prayer and shared religious traditions/practices as a way of strengthening family bonds through faith
• Wk16: Gratitude (thanking God for blessings) — cultivating a daily habit of gratitude for blessings received, expressing thanks to God through prayer and generosity toward others
• Wk17: Cleanliness (home tidiness) — maintaining an orderly and clean home environment as a habit of self-discipline and shared responsibility among family members
• Wk18: Nationalism (supporting local products) — appreciating and choosing Filipino-made products, and understanding how patronizing local goods supports local farmers, artisans, and the national economy
• Wk19: Patience (self-emotional regulation) — recognizing and naming one's own emotions (anger, frustration, impatience) and practicing self-control and patience when facing conflict or difficult situations
• Wk20: Respect (proper treatment of elders) — showing paggalang through customary gestures (e.g., mano) and courteous language, and valuing the wisdom and life experience of elders

Term 3 (community & faith)

• Wk21: Faith (respecting others' religious symbols) — showing respect for religious symbols, practices, and beliefs different from one's own, and valuing religious diversity within the community
• Wk22: Faith (discernment/seeking wise counsel) — developing discernment guided by faith when making decisions, and learning to seek counsel from trusted elders, parents, or spiritual guides before acting
• Wk23: Carefulness (accident prevention) — practicing safety awareness at home, in school, and in the community, and identifying common hazards and the precautions needed to prevent accidents
• Wk24: Promptness (punctuality/respecting others' time) — valuing punctuality in commitments, appointments, and school obligations as a sign of respect for other people's time
• Wk25: Cheerfulness (greeting neighbors) — practicing warmth, friendliness, and small acts of kindness within the community through simple greetings and courteous exchanges with neighbors
• Wk26: Obedience (community rules) — understanding and following barangay/community rules and ordinances that maintain peace, order, and safety for everyone
• Wk27: Hope (faith amid community challenges) — maintaining hope and trust in God during community difficulties or calamities, and drawing strength from both personal faith and communal support
• Wk28: Optimism (positive view of others) — practicing a positive outlook toward other people, avoiding prejudgment, and choosing to assume good intent in others' words and actions
• Wk29: Accountability (environmental care) — taking personal and collective responsibility for caring for the environment and community surroundings (e.g., proper waste segregation, cleanliness drives, tree planting)
• Wk30: Nationalism (appreciating regional Filipino artworks) — appreciating diverse regional Filipino art forms and crafts as expressions of cultural identity, and valuing the richness of heritage across the country's different regions

Grade 5 MAPEH (Music, Arts, PE, Health) — Budget of Work

Term 1

Music/Arts: Theme — "Exploring Music and Arts according to Forms and Function as Influenced by the Pre-Colonial Period." Covers the functions, roles, and representations of early Philippine (pre-colonial) performing and visual arts tied to everyday life, the concept of birth-to-death, and commemoration of events, expressed through simple, readily available local forms, themes, and mediums. Performing arts strand: Music — timbre (Hornbostel-Sachs classification of instruments, vocal quality) and dynamics (dynamic markings); Theater — relevant local theater forms (subjects, themes, styles, symbolisms) and use of body/voice to create silhouettes and images; Dance — relevant local dance forms and their functions/roles. Visual Arts strand: subjects, themes, form, styles, symbolisms, and mediums of local/regional pre-colonial art, using observing, perceiving, drawing, and role-playing processes with locally available natural/synthetic materials. Builds toward categorizing works by mediums, patterns (rhythm, tempo), and symbolisms, and creating and evaluating original works inspired by pre-colonial conventions. PE/Health: Health strand — Mental and Emotional Health: healthy stress-coping strategies, and assertive behavior/help-seeking skills against bullying, harassment, discrimination, and violence; also introduces physical changes during puberty and the roles/support of family members during this stage. PE strand — Striking/Fielding Games (e.g., kickball, syato) and Net/Wall Games (e.g., pickleball, wall ball, ringo), applying game concepts of positioning, scoring (accurately hitting/striking to open or safe areas, maintaining a rally, court positioning) and defending (avoiding outs, covering space) to build agility, balance, and coordination.

Term 2

Music/Arts: Theme — "Exploring Music and Arts during the Early Spanish Colonial Period (1521-1600)." Compares the changing styles, functions, and conventions of performing/visual arts between the Pre-Colonial and Early Spanish Colonial periods. Music strand focuses on melody (systems of writing melody, melodic direction) and musical form (strophic, binary, free-form); Theater strand covers subjects/themes/styles/symbolisms seen in period rituals and performance practices; Dance strand explores movement vocabulary of the era; Visual Arts strand examines subjects, themes, styles, and mediums (observing, perceiving, drawing, painting, printing, engraving) from this period. Learners apply these mediums/patterns/forms to produce and examine creative works inspired by their locality/region during the Early Spanish Colonial period. PE/Health: Health strand — Prevention of Substance Use: proper use versus misuse of medicine, and the negative effects of gateway drugs. PE strand — Rhythmic Activities and Dances in 2/4 time: dance exercises (e.g., DepEd Galaw Pilipinas), movement exploration, fundamental dance movements and steps, and social dance mixers, developing agility, balance, coordination, and cardiovascular endurance.

Term 3

Music/Arts: Theme — "Exploring Music and Arts as Influenced by the Middle Spanish Colonial Period (1600-1800)." Music strand introduces harmony (melodic and harmonic intervals); Theater strand covers relevant theater forms, acting styles, actors' stage movements, and symbolisms of the period; Dance strand focuses on movement combinations; Visual Arts strand covers subjects, themes, styles, and mediums (observing, perceiving, drawing, painting, sculpting) of the era. Learners distinguish concepts/processes across periods, evaluate creative works based on period conventions, and produce contemporary creative works inspired by Middle Spanish Colonial conventions. PE/Health: Health strand — Safety and First Aid: identifying home, school, community, and outdoor safety hazards; practicing road safety self-management; and preventing injury during physical activity participation. PE strand — Rhythmic Activities and Dances in 3/4 time: dance exercises, movement exploration, fundamental dance movements and steps, and social dance mixers, continuing to build agility, balance, coordination, and cardiovascular endurance.

Grade 5 EPP: ICT — Budget of Work

Term 1: Internet Safety

• Wk1: Netiquette — rules of proper online conduct/etiquette when using the Internet (respectful language, avoiding flame wars/cyberbullying, being mindful of tone, respecting others' privacy and time online).
• Wk2: Web browsers — kinds/examples of web browsers (e.g., Chrome, Edge, Firefox, Safari) and their parts (address bar, tabs, bookmarks, back/forward/refresh buttons, menu).
• Wk3-6: Safe and responsible use of search engines — choosing effective search keywords, evaluating/filtering search results for credibility, avoiding fake news/misinformation, and safe, responsible research practices when browsing the web.
• Wk7-10: Sending safe and responsible email messages — parts/use of the e-mail interface, composing and sending messages, attaching files, email etiquette, and safety practices (recognizing suspicious/phishing emails, protecting personal information) when using e-mail.

Term 2: Productivity Software

• Wk11-13: Creating Word documents — inserting and formatting illustrations (shapes, images, SmartArt), inserting and formatting tables, using bullets and numbering, and setting a page background, to produce a complete word-processed document.
• Wk14-16: Creating presentation documents (slides) — inserting and formatting animations, slide transitions, and audio/video elements to build a complete slide presentation.
• Wk17-20: Creating desktop publishing documents (brochures/flyers) — applying page design, layout, borders/accents, and building blocks/templates to produce a desktop publishing document such as a brochure or flyer.

Term 3: Block Coding

• Wk21-24: Creating spreadsheets with basic functions/formulas — using SUM, AVERAGE, MIN, MAX, and COUNT to compute and organize data in a spreadsheet document.
• Wk25-26: Introduction to block coding's user interface — exploring block-coding platforms (e.g., Scratch, code.org, Canva) and identifying the different kinds/categories of block codes available in the interface.
• Wk27-30: Using events, motion, sound, looks, and backdrop blocks — combining these block-code categories to build simple animations or games in a block-coding platform.

Grade 5 EPP: AFA/FCS/IA — Budget of Work

Term 1 (Agriculture and Fishery Arts — Animal Production: Poultry)

• Wk1: Kahulugan ng animal production at mga sangay nito; kahalagahan at kabutihang dulot ng pag-aalaga ng poultry animals (manok, itik, pabo) sa natural na pamamaraan bilang mapagkukunan ng pagkain at kita ng pamilya (definition of animal production and its branches; importance and benefits of raising poultry animals naturally as a source of food and family income).
• Wk2: Mga piling batas, lokal na ordinansa, at ahensya ng gobyerno at NGO (hal. Animal Welfare Act, DA) na may kinalaman at serbisyong ibinibigay sa pag-aalaga ng poultry animals (selected laws, local ordinances, and government/NGO agencies relevant to and providing services for poultry-raising).
• Wk3: Matagumpay na mga tao sa larangan ng pag-aalaga ng poultry animals sa komunidad o bansa at ang mga katangiang taglay nila (successful local/national poultry raisers and the personal traits that made them succeed).
• Wk4: Mga salik na dapat isaalang-alang sa pag-aalaga ng poultry animals sa natural na pamamaraan — kulungan, bentilasyon, pagkain, tubig, kalinisan (factors to consider when raising poultry animals naturally — housing, ventilation, feed, water, cleanliness).
• Wk5: Karaniwang uri at lahi ng poultry animals na maaaring alagaan sa pamayanan; karaniwang sakit ng poultry animals — sanhi, palatandaan, pag-iwas, at panlunas (common types/breeds of poultry animals raised in the community; common poultry diseases — causes, signs, prevention, and treatment).
• Wk6-7: Pagsasagawa ng pangangalaga at pangangasiwa ng poultry animals sa natural na pamamaraan — pagpapakain, paglilinis ng kulungan, pagbibigay ng bitamina, lingguhang pagtitimbang (carrying out the natural care and management of poultry animals — feeding, cleaning the coop, giving vitamins, weekly weighing to monitor growth).
• Wk8: Pag-aani ng alagang poultry animals at mga produkto nito, hal. itlog, karne (harvesting raised poultry animals and their products, e.g. eggs, meat).
• Wk9-10: Pagbebenta ng mga inaning poultry animals at produkto nito — pagtutuos ng puhunan, presyo ng benta, at inaasahang kita (selling harvested poultry animals and their products — computing capital, selling price, and expected profit).

Term 2 (Family and Consumer Science — Sewing/Pananahi)

• Wk1: Kahalagahan ng pananahi bilang kasanayan; iba't ibang kagamitan sa pananahi at ang kanilang gamit (importance of sewing as a skill; sewing tools and their uses).
• Wk2: Mga basic hand stitch nang may pag-iingat — running stitch, back stitch, baste stitch, blanket stitch, whip stitch (basic hand stitches, done carefully).
• Wk3: Pagtukoy sa mga payak na sira ng kasuotan; angkop na pagkukumpuni ng simpleng sira ng kasuotan gamit ang basic hand stitch (identifying simple clothing damage; repairing it with basic hand stitches).
• Wk4: Mga bahagi ng sewing machine at wastong gamit nito; mga materyales sa pagbuo ng mga kagamitang pambahay (parts and proper use of the sewing machine; materials for making household items).
• Wk5: Mga solusyon sa karaniwang suliraning nararanasan sa pananahi gamit ang makina; mga hakbang sa paggamit ng makina (solutions to common machine-sewing problems; steps in using the sewing machine).
• Wk6-7: Paggawa ng simpleng kagamitang pambahay gamit ang makina nang may pag-iingat (making a simple household item using the sewing machine, carefully).
• Wk8: Mga kagamitan at wastong pamamaraan ng pagbuo ng embroidery stitches; mga kagamitan sa crochet stitches (embroidery tools and stitching procedure; crochet tools).
• Wk9: Paggawa ng crochet stitches (making crochet stitches).
• Wk10: Pagbebenta ng ginawang kagamitang pambahay (selling the finished household item).

Term 3 (Industrial Arts — Repair/Pagkukumpuni)

• Wk1: Mga karaniwang sira at pamamaraan ng pagkukumpuni ng mga produktong yari sa kahoy, kawayan, metal, at produktong de-kuryente (common defects and repair methods for wood, bamboo, metal, and electrical products).
• Wk2: Maingat na paggamit ng mga kasangkapan sa pagkukumpuni; mga uri ng materyales sa pagkukumpuni (careful use of repair tools; types of repair materials).
• Wk3: Wastong pangangalaga at pagsisinop ng kasangkapan at materyales sa pagkukumpuni (proper care and storage of repair tools and materials).
• Wk4-5: Pagkukumpuni ng mga kagamitang yari sa kahoy o kawayan nang may pag-iingat (repairing wood or bamboo items, carefully).
• Wk6-7: Pagkukumpuni ng mga kagamitang yari sa metal nang may pag-iingat (repairing metal items, carefully).
• Wk8-9: Pagkukumpuni ng mga kagamitang de-kuryente nang may pag-iingat (repairing electrical items, carefully, e.g. checking wiring/plugs).
• Wk10: Pagtutuos ng service cost sa inayos na kagamitan nang manwal o gamit ang electronic spreadsheet tool (computing the service cost of a repaired item manually or via spreadsheet).