Division Memorandum No. 99 S.2015 School Forms and Monthly Report Sample Templates

GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-AGRICULTURE

DAILY LESSON LOG
Teaching Dates and Time: JANUARY 3-4, 2019 (WEEK 8) Quarter: 3RD QUARTER
WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
B. Performance Standards Applies knowledge and skills in planting trees and fruit trees
C. Learning Competencies / TLE6AG0g-8 8.1 Identify other varieties of 8.2.design and lay out of 8.3 Identification of plantation 8.4 discussion on proper care of
Objectives 8 Develops plan for expansion trees and seedlings available possible plantation expansion requirement of additional plants additional trees and seedlings
Write the LC code for each of planting trees and seedling for planting expansion and seedlings ready for expansions for expansion
production
III. CONTENT 8.1.1. Varieties of tress, fruit 8.2.1 Design/lay out options for 8.3.1 Identifying plantation 8.4.1 Proper caring techniques
Multi-cropping trees and seedling for plantation expansion requirements for expansion for additional trees , fruit trees
Plan/lay out for plantation plantation expansion and seedling
expansion
IV. LEARNING RESOURCES

1. References
2. Teacher’s Guide Pages Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI- Curriculum Guide for Grade VI-
Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32 Agriculture p.32
3. Learner’s Materials MISOSA VI:
Pages ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
4. Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY pp.
137-144.
5. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Resource Teachers Guide Teachers Guide Teachers Guide
(LR) Portal
6. Other Learning Resources Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
object, Guidebook, internet object, Guidebook, internet object, Guidebook, internet , object, Guidebook, internet object, Guidebook
Structural plans Structural plans
7. PROCEDURES
A. Reviewing previous lesson
Discuss before the class the Demonstrate some Scientific . Proper record keeping of Discuss the different Marketing Advantages of on-line
different strategies in knowledge/skills in identifying events, expenses, sales and strategy as follows: marketing strategy
marketing trees and fruit trees fruits and seedlings for sale improvement of orchards Transactional
Ripeness Word of Mouth
Physiological maturity Personalized
Colouring Free sample marketing
Organoleptic quality Telemarketing
Commercial maturity Community marketing
B. B. Establishing a purpose for

the lesson Evaluate orchard area for Analyze other variety of Develop design and plans for Identify some plantation List down proper caring
possible plantation expansion trees and fruit trees for plantation expansion requirements needed for expansion techniques applied to additional
possible multi cropping trees and fruit trees needed for
expansion
C. Presenting examples / Practice alternate planting in Characteristics of trees and Develop new design and plans Identification of additional Analyze other way in caring for
instances of the new orchard plantation fruit trees for multi cropping for plantation expansion plantation requirements trees and fruit trees during
lesson plantation expansion
D. Discussing new concepts Perform multi cropping Study varieties and Design proper lay out of orchard Presentation of Modern orchard Scientific and modern way of
and practicing new skills #1 characteristic of trees and fruit for expansion plantation lay out and design caring for additional trees and
trees for multi cropping fruit trees for plantation
expansion
E. Discussing new concepts Introduction to Green House Applying Proper Watering and Application of sprinkler inside
and practicing new skills #2 technology irrigation of Orchard the orchard
F. Developing Mastery
(Leads to Formative Assessment 3) Discuss multi cropping Classification of crops Identification of facilities and Discuss the advantages of a fully Discuss the importance of
techniques in orchard applicable to multi cropping amenities of modern orchard equipped orchard plantation applying proper care for trees
plantation plantation and fruit trees during plantation
expansion
G. Finding Practical applications of Develop proper records and
concepts and skills Explain the principles of Present some photos of inventories of standard Perform an interview to an Practice modern approach in
multi cropping orchard practicing multi amenities for modern orchard orchard owner who is applying caring for additional trees and
cropping plantation modern techniques in maintaining fruit trees inside the orchard
an orchard plantation
A. H. Making generalizations and Identify some benefit derived Be able to present pictures of Take video footages of an ideal Present before the class the video Benefit derived from modern
abstractions about the lesson from multi cropping different multi crops for orchard practicing multi footages of an interview to an approach in caring for orchard
orchard expansion cropping orchard owner applying modern plantation
techniques in maintaining orchard.
I. Evaluating Learning Written examination Oral recitation Reporting and presentation Group presentation Written examination
Demonstrations Demonstrations skills Role Play Word Puzzle
Role Play Demonstration Direct Observation
Ocular Inspection
J. Additional activities for application multi cropping orchard Make your own design/plan of Present pictures of orchard Invite speaker who is an authority Video presentation of an
or remediation plantation an ideal orchard plantation design and plans practicing in orchard plantation expansion orchard practicing modern
specifying expansion plantation expansion strategy in caring for trees and
fruit trees
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
80% in the evaluation 80% above 80% above 80% above above 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for remediation additional activities for
remediation remediation remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up
have caught up with the lesson up the lesson up the lesson the lesson lesson the lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
to require remediation to require remediation to require remediation to require remediation require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? ___ Complete IMs Why? Why?
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s
___ Group member’s Cooperation in doing their doing their tasks in Cooperation in
Cooperation in doing their tasks doing their tasks doing their tasks
tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve?
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovative or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers?
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
DAILY LESSON LOG Teacher: Learning Area: TLE-ENTREP & ICT

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard demonstrates knowledge and skills in using audio, video conferencing tools, and e-group
B. Performance Standard communicates and collaborates online through audio, video conferencing, and e-group
C.Learning  Create a Google  Identify the steps on  Site ways on finding  Create a Google  Anticipate the
Competency/Objectives Group how to invite others and joining a Group. Group use of Gogle
Write the LC code for each.  Give steps in in joining the Google TLEIE6-0h-14  Invite friends in Groups in
creating a Google groups. Google Group. school.
Group.  Give steps in sending  Post message in  Create a
TLEIE6-0h-14 a post to a google Google Group. google group
group. TLEIE6-0h-14 and invite
TLEIE6-0h-14 friends.
TLEIE6-0h-14
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
COMMUNICATING AND
COLLABORATING USING ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 102-104 pp. 104-107 pp. 108-109 pp. 102-109 Entrepreneurship
pp. 110
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
IV. PROCEDURES
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review of previous lesson Review previous lesson about Review previous lesson about
presenting the new lesson about using skype in creating a Google Group. steps in inviting others in
collaboration. joining a google group and
steps in sending a post to a
google group.
B. Establishing a purpose for the
lesson
C. Presenting Present “Let’s Study” on
examples/Instances of the page 102.
new lesson
D. Discussing new concepts and Discuss Discovering Google Discuss the steps on how to Discuss the ways on finding GROUP ACTIVITY:
practicing new skills # 1 Groups “Creating a Google invite others in joining the and joining a Group on pages  Create a Google
Group” on pages 102-104 of Google groups. Give steps in 108-109 of TX. Group
TX sending a post to a google  Invite friends in
group on pages 104-107 of Google Group.
TX
E. Discussing new concepts and GROUP ACTIVITY:
practicing new skills # 2  Post message
in Google
Group.
 Send file on
google group.
F. Developing mastery GROUP ACTIVITY:
(leads to Formative Assessment Let each group work
3) on Activity 5.2 on page
110 of TX.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and  What is Google
abstractions about the lesson Group?
 What are the
steps in
creating a
Google Group?
 How do we
invite friend
and send post
in a google
group?
I. Evaluating learning 20 item quiz on
Microsoft Excel.
J. Additional activities for Let each Group finish/finalize
application or remediation their Google Group at home if
unfinished.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
80% in the evaluation 80% above 80% above 80% above 80% above earned 80% above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
additional activities for additional activities for additional activities for additional activities for additional activities for require additional activities
remediation who scored remediation remediation remediation remediation for remediation
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? No. of learners who ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
have caught up with the the lesson the lesson the lesson the lesson caught up the lesson
lesson
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who
to require remediation to require remediation to require remediation to require remediation to require remediation continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
did these work? ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Games
activities/exercises activities/exercises activities/exercises activities/exercises ___ Answering preliminary
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) activities/exercises
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Differentiated
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Discovery Method Instruction
___ Discovery Method ___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama
___ Lecture Method Why? ___ Complete IMs Why? ___ Discovery Method
Why? ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Lecture Method
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why?
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete IMs
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in ___ Group member’s ___ Availability of
___ Group member’s Cooperation in doing their doing their tasks Cooperation in Materials
Cooperation in doing their tasks doing their tasks ___ Pupils’ eagerness to
tasks learn
___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment (AVR/LCD)
__ Additional Clerical
works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical
composition
DAILY LESSON LOG Teacher: Learning Area: TLE-H.E.

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional
lessons,exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES
Valuing objectives support the learning of content and competencies and enable children to find significance an d joy in learning the lessons.Weekly objectives shall be
derived from the curriculum guides.
A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed 3.3.2 observes safety rules in food preservation/processing
C. Learning Competencies /
3.3 preserves food applying principles based on availability of raw materials,
Objectives
and skills in food market demands, and trends in the
Write the LC code for each
preservation/processing community
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete
and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
3. Textbook pages
4. Additional Materials from MISOSA-VI Pagimbak at Preserbatiba (not
Learning Resource (LR)portal accessible)
Preservation of Fruits and
B. Other Learning Resources Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
Recap of previous lesson. Recap of what happened Recap of the previous Recap of the previous lesson. Recap of the previous lesson.
Last week, the class prepared for the the previous day. lesson.
presentation of processed/preserved Mention the names of the The teacher mentions that The teacher mentions that
products. Today, the class will present by group who completed The teacher again yesterday, they discussed the yesterday the class discussed the
A. Reviewing previous lesson their presentation.
group. congratulates the several factors that need to be practices to ensure sanitation
or presenting the new lesson The presentation of the
As mentioned, the presentation will class for a job well considered in the selection of food and safety of
contain the following: rest of the groups willl done. The teacher items to be processed: processed/preserved foods.
 Recipe of the preserved/processed food continue (Groups 5-8). underscores the
importance of food  Raw materials The class was asked to bring
 Tools / instruments used in the activity. preservation. photos or drawing illustrating
 Market Demands measures to ensure safety and
 Equipment used in the activity  Trends in the Community. sanitation in food
processing/preservation.
 Steps in preserving/processing of food
The class also has learned that if
the three factors were
 Name and role of each member of the considered this would be a good
group
source of income for the learners.
The teacher suggested the inclusion of a

workplan, cost estimates, photo
documentation. This is optional. .
.
Tell the class that on one hand through Can you identify the Today’s lesson will be on The teacher will emphasize that if
the activity, each learner will gain insights processed/preserved observing safety rules in food the learners fail to practice safety
from each group. On the other hand, the food items that were preservation / processing. and sanitation in food
members of the group continue to learn presented during the preparation, all the efforts will be
from each other through collaborating last two days? The teacher asks the class: “What in vain because it often leads to
and working with one another. did they do to observe safety rules food spoilage or food
B. Establishing a purpose for contamination.
The possible answers in food processing while working
the lesson
are fish, meat, fruits, on their project?”
vegetables etc.
How about the rest

of the ingredients
that were
used?
The teacher requests the class to give Ask the class if it is Based on the response of the The class will bring out their
each of their group a name. easy for them to learners, provide a segue to the assignments. The teacher will call
C. Presenting examples/ come up with the following: some learners to tell something
instances of the new lesson The following are the 8 groups who will needed food items about the pictures or drawings
present for their project. If  Did you use caps or head they have brought to class.
Group 1 - Drying the answer is either bands?
yes or no, request the
Group 2 - Salting
Group 3 - Freezing learners to explain  Did you wash your hands
Group 4 –Processing why. properly before and after
Group 5 – Drying working?
Group 6 – Salting Is there a demand for  Did you refrain from talking
Group 7 - Freezing the food items? Why while working?
or why not?  Did you wash the tools and
Group 8 – Processing
equipment properly?
Order of presentation will be agreed by the
What preserved food  Did you properly wash the
items do you think ingredients before they were
class.
are in demand? used?
In your respective
community, what are
the food trends?
The teacher explains

The teacher presents the mechanics of that there are The teacher will call learners to The teacher will play a video on
the presentation: several factors that answer the question. the safe preparation of processed
need, to be and/or preserved food.
Each group will present for a maximum of considered in the If the answer of the learner is yes,
8 minutes. selection of food ask him/her to explain why?
items to be
processed:
After every presentation, clarifications
may be raised by the rest of the group (3
minutes)  Raw materials
D. Discussing new concepts
 Market Demands
and practicing new skills #1
 Trends in the
Community.
The teacher will

provide the definition
and give examples as
well.
E. Discussing new concepts and Actual group presentation Mention that food Food for human consumption The teacher will ask the learners
practicing new skills#2 Groups 1 -4 preservation/food should be produced under to comment on the video.
processing can be a conditions of cleanliness and
source of additional hygienic decency. No consumer What part in the video is the
income, if the above would knowingly wish to most significant to the learner?
factors are consume food prepared in
considered. unhygienic environment. Does the video manifest safety
and sanitation in food
preservation/food processing?
How?
F. Developing mastery The teacher explains At your own level, how will you
(Leads to Formative Assessment that in our country, ensure safety and sanitation in
3) there are provinces food preservation/food
which have processing?
abundance of food
items. The teacher
gives examples:
General Santos City in
Mindanao – tuna
Guimaras in the
Visayas – mangoes
Pangasinan in Luzon –
milkfish
Cebu in the Visayas -

Rabbit fish with white
dots (danggit)
Ask the learners how

the above food items
can be
preserved/processed.
G. Finding practical applications Engage the learners Cleanliness and sanitation not
of concepts and skills in daily in the discussion by only includes maintenance of
living asking them, “ when clean and well-sanitized surfaces
you go to the of all equipment, but also proper
province during disposal of wastes.
summer, what foods
are abundant in their
areas?
What are done by

their relatives/friends
in order to preserve
them?
H.Making generalizations and Mention that food Think of other ways to ensure Underscore the importance of
abstractions about the lesson preservation/food that processed foods are sanitation and safety in food
processing can be a prepared observing the principles processing / food preservation.
source of additional of sanitation and safety.
income, if the above
factors are
considered.
I. Evaluating learning True or False

1. The tools and equipment
stored in the cabinet need
not be washed after storage
for a long time.
2. The harvested fruits and
vegetables in your own
backyard are clean; hence,
they need not be washed.
3. The wearing of hairnet
during cooking of food to be
sold is optional because of
the climate in the Philippines.
4. Safety and sanitation in food
includes proper waste
disposal.
5. The use of plastic kitchen
gloves is advisable in the
preparation of food.
J. Additional activities for Completion of Think of food items Bring photos or drawing of
application or remediation presentation. which the learner measures to ensure safety and
wants to preserve sanitation in food
The teacher thanks the and possibly processing/preservation.
members of the class for provide a source of
the effort they have income for them.
exerted.
The teacher mentions

that he/she was
impressed with all of the
presentation. (if
applicable)
Remember that if a group

was not able to deliver
well, it may reflect on the
guidance provided by the
teacher during the
preparation.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VI. REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho ___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned ___ of Learners who earned 80% above
80% above ___ of Learners who 80% above
earned80%onthe formative earned 80% above
assessment
B. No.oflearnerswho ___ of Learners who require ___ of Learners who ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional activities for remediation
additional activities for require additional activities for remediation additional activities for
requireadditionalactivities remediation activities for remediation
forremediation. remediation
C. Didtheremediallessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who ____ of Learners who caught up the lesson ____ of Learners who caught ____ of Learners who caught up the lesson
No.oflearnerswho up the lesson caught up the lesson up the lesson
havecaughtupwiththe lesson.
D. No.oflearnerswho ___ of Learners who continue ___ of Learners who ___ of Learners who continue to require ___ of Learners who ___ of Learners who continue to require remediation
to require remediation continue to require remediation continue to require
continuetorequire remediation remediation remediation
E. Whichofmyteaching Strategies used that work well: Strategies used that Strategies used that work well: Strategies used that work Strategies used that work well:
___ Group collaboration work well: ___ Group collaboration well: ___ Group collaboration
strategiesworkedwell?Why ___ Games ___ Group ___ Games ___ Group collaboration ___ Games
didthesework? ___ Power Point Presentation collaboration ___ Power Point Presentation ___ Games ___ Power Point Presentation
___ Answering preliminary ___ Games ___ Answering preliminary ___ Power Point Presentation ___ Answering preliminary
activities/exercises ___ Power Point activities/exercises ___ Answering preliminary activities/exercises
___ Discussion Presentation ___ Discussion activities/exercises ___ Discussion
___ Case Method ___ Answering ___ Case Method ___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) preliminary ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ activities/exercises ___ Rereading of Paragraphs/ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/
Poems/Stories ___ Discussion Poems/Stories ___ Rereading of Paragraphs/ Poems/Stories
___ Differentiated Instruction ___ Case Method ___ Differentiated Instruction Poems/Stories ___ Differentiated Instruction
___ Role Playing/Drama ___ Think-Pair-Share ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method (TPS) ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Rereading of ___ Lecture Method ___ Discovery Method ___ Lecture Method
Why? Paragraphs/ Why? ___ Lecture Method Why?
___ Complete IMs Poems/Stories ___ Complete IMs Why? ___ Complete IMs
___ Availability of Materials ___ Differentiated ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn Instruction ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Role Playing/Drama ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s
Cooperation in doing their ___ Discovery Method Cooperation in doing their tasks ___ Group member’s Cooperation in doing their tasks
tasks ___ Lecture Method Cooperation in doing their
Why? tasks
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing
their tasks
F. WhatdifficultiesdidI __ Bullying among pupils __ Bullying among __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude pupils __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounterwhichmy __ Colorful IMs __ Pupils’ __ Colorful IMs __ Colorful IMs __ Colorful IMs
principalorsupervisorcan __ Unavailable Technology behavior/attitude __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
helpmesolve? Equipment (AVR/LCD) __ Colorful IMs Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Unavailable __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Technology Internet Lab Internet Lab Internet Lab
__ Additional Clerical works Equipment __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness (AVR/LCD) __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __ Science/ Computer/ __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
Internet Lab
works
__Reading Readiness
__Lack of Interest of
pupils
G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover __ Making use big books from __ Making use big __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality books from views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be views of the locality __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used as Instructional Materials
used as Instructional Materials __ Recycling of plastics Instructional Materials used as Instructional __ local poetical composition
__ local poetical composition to be used as __ local poetical composition Materials __Fashcards
__Fashcards Instructional Materials __Fashcards __ local poetical composition __Pictures
__Pictures __ local poetical __Pictures __Fashcards
composition __Pictures
__Fashcards
__Pictures
Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of and skills in repairing simple gadgets/ furniture/furnishing/ furnishings at home and school
B. Performance Standards Makes simple repairs with ease and dexterity or manipulative skill
Gathers data on how to do simple Repairs broken furniture ( chairs, cabinet and table) door Assesses repaired gadgets Improve repairs undertaken
C. Learning Competencies / Objectives repairs using technology or other knobs, extensions cords, lampshades, and other products /furniture/furnishing as to its TLE6IA‐oh‐10
Write the LC code for each data TLE6IA‐oh‐10 reusability and functionality
TLE6IA‐oh‐10 using of rubrics TLE6IA‐oh‐10
II. CONTENT Repair simple gadget s/ furniture / furnishing at home and school
A. References
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resources
IV. PROCEDURES
Ask the pupils: What furniture do you The teachers call each group and instruct them to The teacher will ask Why is assessment important
A. Reviewing previous lesson or have at home that needs to be repaired? look for a broken appliances or furniture inside their the pupils common in any task you are going to
presenting the new lesson classroom or outside their classroom. The teacher problems at home perform?
gives at least 10 minutes. that needs simple
repairs
The teacher will ask the pupils some of The teacher will ask the pupils some of their Teacher will assess After assessing your work and
their experiences on how they managed experiences about repairing some of the broken the work of each you found out that it needs
B. Establishing a purpose for the lesson
or planned to repair broken furniture. The furniture at home by themselves. The teacher will group improvement, what will you
teacher will write on the board the pupils’ ask the pupils to give 5 very “very good clap” for do?
answers. those pupils who made the fixing by themselves.
C. Presenting examples/ instances of In repairing, why is planning or gathering The teacher will The teacher will present Each group will Each group will present the
the new lesson data important? present examples of examples of simple home present their work to assessment given by the other
different hand tools for the class. The teacher group.
home repairs. Refer to repairs: 2. Electrical and the other group
appendix 1 The teacher Repairs will assess the
will present examples 3. Placing hinges (refer to presented output
of simple home repairs: appendix2)
1. Plumbing Repairs
(refer to appendix 2)
The teacher and the pupils will have The teacher and the The teacher and the The teacher will ask The group who will make
interaction on the different data needed pupils will talk about pupils will have the following some improvements and
in simple home repairs the different hand tools cooperative discussion on question to each remediation will be taken care
needed for home the lessons presented group: of with the teacher’s
repairs 1. What method did supervision
you use in repairing
the assigned task?
2. Can you tell the
steps you did in
D. Discussing new concepts and practicing
repairing the assigned
new skills #1
task?
3. What different
tools did you use?
4. Are you sure that
you follow the steps
carefully? 5. In a rate
of 1‐5, 5 is the
excellent how will you
rate your work?
E. Discussing new concepts and practicing Each group will present their
new skills#2 output and the teacher will
commend or evaluate them.
F. Developing mastery The teacher will tell the pupils to look Guessing game Divide the pupils into 4 Checking and The teacher will rate their
(Leads to Formative Assessment 3) around their room and find out which one Refer to activity 1 groups. Distribute the Evaluating of the improved work using rubrics
needs repair. Example: door knob, broken activity sheets with a work of each group
chair, broken table, and door hinges. situation that needs using the rubrics. The
Pupils will write their assessment the simple repair Example: teacher might praise
damage that needs to be repaired and the leaking faucet, broken or give
tools needed. armchair etc. commendation and
suggestions to those
output that needs
further improvement.
G. Finding practical applications of What is the importance How can you help your Why is proper Being a member of a team,
concepts and skills in daily living of having some hand family save financially by assessment in doing what should be your attitude
tools for home repairs having the knowledge in any task necessary for for a fast performance on an
at home? simple home repairs? a good quality of assigned task?
work or output?
H.Making generalizations and Why is planning and Why is planning and What are the different How is having a full In this lesson what What is the importance of
abstractions about the lesson gathering data important in making simple hand tools you should knowledge of simple did you gain? Why is producing a good quality of
home repairs? have at home ready for home repairs can help you it important? work?
home repairs? and other people/
community make life
easier?
I. Evaluating learning Show a broken chair. Tell the pupils to Complete the table Divide the class into 4 Ask the pupils to Write a short insight on the
write necessary datas needed for Refer to activity 2 groups. exchange their work importance of being a good
repairing. Ask the pupils to repair a to other group and team member in doing an
broken furniture ask for an assessment assigned task.
presented to each group
(the teacher will provide
the broken furnitures for
each group)
V. REMARKS
VI. REFLECTION
A. No .of learners who earned80%onthe ___ of Learners who ___ of Learners who earned 80% ___ of Learners who ___ of Learners who ___ of Learners who earned 80% above
formative assessment earned 80% above above earned 80% above earned 80% above
B. No. of learners who require additional ___ of Learners who ___ of Learners who require ___ of Learners who ___ of Learners who ___ of Learners who require additional
activities for remediation. require additional additional activities for require additional require additional activities activities for remediation
activities for remediation remediation activities for for remediation
remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the ____ of Learners who ____ of Learners who caught up ____ of Learners who ____ of Learners who ____ of Learners who caught up the
lesson. caught up the lesson the lesson caught up the lesson caught up the lesson lesson
D. No .of learners who continue to require ___ of Learners who ___ of Learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who continue to require
remediation continue to require require remediation continue to require continue to require remediation
remediation remediation remediation
E. Which of my teaching strategies Strategies used that work Strategies used that work well: Strategies used that Strategies used that work Strategies used that work well:
worked well? Why did these work? well: ___ Group collaboration work well: well: ___ Group collaboration
___ Group collaboration ___ Games ___ Group collaboration ___ Games
___ Games ___ Answering preliminary ___ Group ___ Games ___ Answering preliminary
___ Answering preliminary activities/exercises collaboration ___ Answering preliminary activities/exercises
activities/exercises ___ Think-Pair-Share (TPS) ___ Games activities/exercises ___ Think-Pair-Share (TPS)
___ Carousel ___ Differentiated Instruction ___ Answering ___ Think-Pair-Share (TPS) ___ Differentiated Instruction
___ Think-Pair-Share (TPS) ___ Role Playing/Drama preliminary ___ Differentiated ___ Role Playing/Drama
___ Differentiated ___ Discovery Method activities/exercises Instruction ___ Discovery Method
Instruction ___ Lecture Method ___ Think-Pair-Share ___ Role Playing/Drama ___ Lecture Method
___ Role Playing/Drama Why? (TPS) ___ Discovery Method Why?
___ Discovery Method ___ Complete IMs ___ Role ___ Lecture Method ___ Complete IMs
___ Lecture Method ___ Availability of Materials Playing/Drama Why? ___ Availability of Materials
Why? ___ Pupils’ eagerness to learn ___ Discovery Method ___ Complete IMs ___ Pupils’ eagerness to learn
___ Complete Ims ___ Group member’s ___ Lecture Method ___ Availability of Materials ___ Group member’s Cooperation in
___ Availability of Cooperation in doing their tasks Why? ___ Pupils’ eagerness to doing their tasks
Materials ___ Complete IMs learn
___ Pupils’ eagerness to ___ Availability of ___ Group member’s
learn Materials Cooperation in
___ Group member’s ___ Pupils’ eagerness doing their tasks
Cooperation in doing to learn
their tasks ___ Group member’s
Cooperation in
doing their tasks
F. What difficulties did I encounter which __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
my principal or supervisor can help me behavior/attitude __ Colorful IMs behavior/attitude __ Colorful IMs __ Colorful IMs
solve? __ Colorful IMs __ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology
__ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD)
Equipment (AVR/LCD) __ Additional Clerical works Technology __ Additional Clerical works __ Additional Clerical works
__ Additional Clerical Equipment
works (AVR/LCD)
works
G.What innovation or localized materials Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
did I use/discover which I wish to share __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
with other teachers? __ Making big books from __ Making big books from __ Making big books __ Making big books from __ Making big books from
views of the locality views of the locality from views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics to be views of the locality __ Recycling of plastics to __ Recycling of plastics to be used as
be used as Instructional used as Instructional Materials __ Recycling of plastics be used as Instructional Instructional Materials
Materials __ local poetical composition to be used as Materials __ local poetical composition
__ local poetical Instructional Materials __ local poetical
composition __ local poetical composition
composition
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Pamantayang Pangnilalaman Naipamamalas ang mas malalim na pag-unawa at pagpapahalaga sa pagpupunyagi ng mga Pilipino tungo sa pagtugon sa mga suliranin ,
isyu at hamon ng kasarinlan
Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng
kasarinlan
Mga Kasanayan sa Pagkatuto Nakapagbibigay ng sariling pananaw tungkol sa mga pagtugon ng mga Pilipino sa patuloy na mga suliranin, isyu at hamon ng kasarinlan sa
(Isulat ang code ng bawat kasanayan) kasalukuyan
(AP6SHK-IIIh-7)
I. Layunin
Nakakilala sa mga suliranin at hamon Nakapagbubuod sa
ng kasarinlan sa kasalukuyan paksang tinalakay sa
Cognitive mga pagtugon ng
Pilipino sa patuloy sa
suliranin, isyu at
hamon ng kasarinlan
sa kasalukuyan
Nakapagsisiyasat sa mga suliranin at Nakapagpapahalaga
hamon ng kasarinlan sa kasalukuyan sa mga pagtugon ng
mga Pilipino sa
Affective patuloy sa suliranin,
isyu at hamon ng
kasarinlan sa
kasalukuyan
Nakagawa ng story map tungkol sa mga Makagagawa ng
suliranin at hamo ng kasarinlan at concept map bilang
Psychomotor iuugnay ito sa mga hamon sa paliwanag sa
kasalukuyan pagtugon ng mga
Pilipino sa suliraning
pangkabuhayan
pagkatapos ng
digmaan.
II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa Mga Suliranin at Hamon ng Mga Pagtugon ng Pilipino
Kasarinlan sa Kasalukuyan sa Patuloy na Suliranin,
Isyu at Hamon ng
Kasarinlan sa Kasalukuyan
B. Sanggunian Aklat sa AP6, TG, CG Aklat sa AP6, TG, CG
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o Anu-ano ang mga isyu ng Anu-ano ang gimawa ng
pagsisimula ng bagong aralin kasarinlan sa kasalukuyan mga Pilipino sa suliranin at
hamon ng kasarinlan sa
kasalukuyan.
B. Paghahabi sa layunin ng aralin Ipakita ang iba’t ibang isyu ng Magpakita ng larawan ng
kasarinlan sa kasalukuyan nagpapahayag ng isang
suliranin.
C. Pag-uugnay ng mga halimbawa sa Ilahad muli ang mga isyu ng Pag-usapan ang larawan.
bagong aralin kasarinlan sa kasalukuyan
D. Pagtatalakay ng bagong konsepto at Pangkatang Gawain: Pangkatang Gawain:

paglalahad ng bagong kasanayan #1 Pangkat 1: Tula Pangkat 1: Paggawa ng
Pangkat 2: Jingle Concept Map
Pangkat 3: Drama Pangkat 2: Broad
Casting
Pangkat 3: talk Show
E. Pagtatalakay ng bagong konsepto at Pag-uulat at pagtatalakayan Ipepresenta sa klase
paglalahad ng bagong kasanayan #2 ng bawat grupo ang Gawain ng bawat
pangkat. Suriin ng guro
at magbigay ng
karagdagang
impormasyon.
F. Paglinang sa Kabihasan Anu-ano ang mga suliranin at Paano natutugunan ng

(Tungo sa Formative Assessment) hamon ng kasarinlan sa mga Pilipino ang isyu at
kasaysayan? kasarinlan sa kasalukuyan.
G. Paglalapat ng aralin sa pang-araw- Pagpapakita ng iba’t-ibang isyu Sa palagay ninyo, Lubos na

araw na buhay ng kasarinlan bang Malaya ang Pilipinas?
H. Paglalahat ng Aralin Paano mabigyang sulosyon ang Paano natin haharapin
mga isyu ng kasarinlan? ang mga isyu at suliranin at
hamon sa kasalukuyan ng
kasarinlan sa kasalukuyan
I. Pagtataya ng Aralin Pumili ng isang isyu ng kasarinlan Naagagawa ng buod sa
at ipaliwanag. tulong ng GO sa mga
pagtugon sa mga
suliranin,isyu at hamon ng
kasarinlan sa kasalukuyan.
J. Karagdagang gawain para sa Ano ang mabigat na isyu sa Magtala ng 3 pruweba na
takdang-aralin at remediation kasalukuyan ? Ipaliwanag.. nagpapakiat ng kasarinlan
ng bansa.
IV. Mga Tala

V. Pagninilay
A. No. of learners who earned 80%

on this formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter

which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I used/discover which I
wish to share with other teacher?
Teacher: Learning Area: ENGLISH
DAILY LESSON LOG
I. OBJECTIVES
A .Content Standards  Demonstrates understanding of various non-verbal elements in orally communicating information
 Demonstrates understanding that words are composed of different parts to know that their meaning changes depending in context
 Demonstrated understanding of writing styles to comprehend the author’s message
 Demonstrates understanding of the research process to write a variety of texts
 Demonstrates understanding of verbal and non-verbal elements of communication to respond back
B. Performance Standards  Orally communicates information, opinions, and ideas effectively to different audiences using a variety of literary activities.
 Uses strategies to decode correctly the meaning of words in isolation and in context
 Uses diction (choice of words) to accurately analyze author’s tone, mood, and point of view
 Uses a variety of research strategies to effectively write a variety of texts for various audiences and purposes
 Uses a variety of strategies to provide appropriate feedback
C. Learning Competencies/ Oral Language Vocabulary Fluency Study Strategies/ Research Attitude
Objectives
Write the LC code for each Present a coherent , comprehensive Infer meaning of content specific Observe accuracy, appropriate Organize information from Show tactfulness
report on differing viewpoints on an terms using context clues-affixes rate and proper expressions in a secondary sources in when communicating
issue and roots and other strategies dialogs preparation for writing, with others
reporting and similar academic
tasks in collaboration with
others
Write for the LC code for each EN6OL-IIIh-1.9 EN6V-IIIh-12.4.2.3 EN6F-IIIh-3.2, EN6F-IIIh-3.6 EN6SS-IIIh-4 EN6A-IIIh-17
II. CONTENT Composing clear and coherent Inferring meaning of content Observing accuracy, appropriate Organizing information from Showing tactfulness
report on differing viewpoints on an specific terms using context clues- rate and proper expressions in a secondary sources in when communicating
issue affixes and roots and other dialogs preparation for writing, with others
strategies reporting and similar academic
tasks in collaboration with
others
A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
3.Textbook Pages English for You and Me reading Lesson Guide in Elementary English English for You and Me reading English for You and Me reading
textbook pp.37 Grade 6 pp.134 textbook pp.106 textbook
Reading textbook pp.181
4.Additional Materials from Learning https://www.google.com/search https://www.google.com/searc : http://business.inquirer.ne https://www.google.c

Resource(LR)portal http://www.pennlive.com h om/search
www.youtube.com/watch? t/217120/what-does-
v=gEOFWD#E separation-from-us-mean
https://www.youtube.com/watc : http://newsinfo.inquirer.net
h
?v=XvK8tBs7Dgo
B. Other Learning Resources Charts/paragraph Charts, pictures Charts, pictures Charts,newspaper,strips Charts,
of cartolina
IV. PROCEDURES
A. Reviewing previous lesson or Read the following sentences. Then, How do we compose clear and How do we infer meaning of How will you observe accuracy, How do we organize
presenting the new lesson pick out all the words with prefix. coherent report on differing content specific terms using appropriate rate and proper information from
viewpoint? context clues-affixes and roots expressions in secondary sources in
and other strategies? Dialog? preparation for
writing, reporting and
similar academic tasks
in collaboration with
others?
B. Establishing a purpose for the What is your favourite teleserye What reading material do you Setting the stage
lesson If you belong to a family that plays in the evening? have at home? Read the sentence
favouritism, what would you feel? How do the actresses and below.
Why would you feel that way? actors deliver their dialog? I didn’t mean it. My
-newspapers mistake oops...that’s
-magazine not what i mean,
-books
Are newspapers good to read?
Setting the stage.
. I’m sorry ...
Look at the picture. Describe it.
-a serial publication containing My fault.....
news, other informative I didn’t mean it
articles
What comes into your
mind when you read
this messages?
C. Presenting examples / instances of Explaining the Student What to Do? Explaining the Student What to Explaining the Student What to Explaining the Student What Explaining the
the new lesson Say: Class our lesson for today is Do? Do? to Do? Student What to Do?
about Composing clear and coherent Present the “Parable of Division” in Today, we will learn how to The teacher will group the class
report on differing viewpoints on an a Manila Paper observe accurate, appropriate into 4;each group will read an Class our lesson for
issue rate and proper expressions in article and they will write the today is about
Vocabulary Words dialog important facts from it which showing tactfulness
Evolved will be use for writing or when communicating
guarantee Fur Coat for Sale reporting. with others
equitable Adapted from messenger of St. Class this activity has
appellation Anthony something to do with our
disappointed lesson for today which is
eddied out The two were surprised were organizing information from
accosted surprised to see other animals secondary sources in
coming from different preparation for writing,
directions. They met, faced reporting and similar academic
each and talked about their tasks in collaboration with
skin being made into fur coats. others.
“Nenita, turn on the lights
outside”her sister
summoned.Lights were turn on
and every animal walked
towards the gate.People from
the apartment were now
awaken there was a commotion
in their store and Mr. De Vera
came out with his gun on his
hand.
“Shut the gate, they are
leaving”he cried out loud.
“Ana the animals took on the
coat s on display!” he said.Mr.
de Vera said”Look at what
they’re doing !They got back
their own skins!People were
shouting.
“My tiger Skin!”
“My wolf blanket!”
“My leopard Coat!
My mink coat!”The animals
wore back their skin and slowly
walked down the street.
D. Discussing new concepts and Modeling Modeling Modeling Modeling Modeling
practicing new skills #1 Read the paragraph below and “The Parable of Division “The young Jesus, you startled me. I wasn’t The teacher will show the class Read the tactless
answer the questions after the boy and his older brother were expecting you here. on how to get the important blunt and more
paragraph taught by their parents to divide It’s been a real day for points in writing report. tactful in the graphic
materials things equally and fairly. expectations. Where were you? organizer.
Let us read the selection about the This they tried to follow . A system I’ve been waiting here for an Got to be in Tactless:
lentent season .Ash was evolved, in which one does the hour. You didn’t leave a note Adapted from Ambato -stupid! Later. I can’t
Wednesday: Marks the beginning of dividing and the other gets the or— Magazine understand!
the Lenten season. selecting first. This guaranteed an I wasn’t planning on going
Palm Sunday: The Sunday before equitable cutting. Otherwise, the anywhere— Rally, the boy who is used to It’s your fault, you did
Easter, Palm Sunday commemorates one who divided would be in the I can see that. Where’s your watch to watch TV every hour not proper read my
Jesus's triumphant entrance into losing end. One day the two boys coat? of the day felt very latest text
Jerusalem. On that day the crowd had a pair of fish for lunch. One big I left the house in a hurry. I… disappointed when he woke up
put palm branches on the ground fish and the other a small one. The um… my mother… one Saturday morning and Tactful
beneath the feet of the donkey Jesus young boy thought that his older The hospital reached you? God, there was no electric power. _I should understand
was riding. . brother will give in. “magparaya”to I’m sorry. That’s why— it, as there is no
Maundy Thursday: Also known as him a younger and weaker brother, The hospital? He could not listen to the confusing word in this
Holy Thursday, this day focuses on please go ahead and make a best They called me when they musical radio program or letter, could you
the last supper Jesus had with his choice”. couldn’t get you. watch his favourite TV explain it once again?
disciples, before he was The older brother got the bigger I don’t understand. program. “Rally, eat breakfast -Sometimes my words
arrested. Good Friday: Also known fish . The younger boy was Your mother. You said — here in the kitchen” his mother are not precise can
as Black Friday, this day disappointed to get the smaller I ran out to buy some flowers said .He saw breakfast on the you explain it once
commemorates the crucifixion and fish.” If I were you said the older for her. She’s been so down. table but he was looking for again?
Jesus's death. On this day, many brother, I would have taken the For three hours you’ve been some fruits. He opened the
Christians will also do the Stations of smaller fish. What are you buying flowers? refrigerator and found a slice
the Cross, which includes 14 prayers complaining about?” answered the And then I drove around. I’ve of papaya. He smiled pulled the Ask:
and moments of reflection regarding old boy. “You got what you want”. had… a lot on my mind. But I’m chair and sat quietly. He ate 1. What is the
14 events leading up to Jesus's Next time around the two boys had fine now. Fine. fast and got ready to bathe. He difference
death. to share a bottle of soft drink. They You didn’t go by the hospital? hoped that after an hour the between
Easter Sunday: This day recognizes were in the rice field with no No. Look, I’m freezing. Let’s go power would be back. tactless and
the resurrection of Jesus Christ and glasses or containers available. “Let inside. Why did the hospital tactful
is a triumphant day for Christians, us just drink directly from the call? Does the doctor need my communicat
serving as a reminder of the Christ's bottle”Be sure it is exactly half. signature for more tests? or?
conquering of death and the Questions We have to go to the hospital. 2. Do you think
forgiveness of sins. I’ve had a terrible— there is a
1. What good value have the We have to go to the hospital. careful
parents of the two boys Now. The rest of your family is consideratio
. taught? already there. n of the
Questions: 2. Why did the younger Oh. Oh, God. Mom’s all right, feelings and
brother drink all the isn’t she? Oh, Christ, she isn’t. values of
What marks the beginning of contents of the whole I’m being punished… she’s dead. another in a
Lenten season? bottle? tactful
What prayer reflects regarding the 3. Would you agree with 1. Who was in the hurry communicati
suffering and death of Jesus?
what the younger brother to reach the hospital? on?
What is the report all about?
did? 2. Who were already in
the hospital before he
came?
3. Who died in the
hospital?
The teacher will explain
how the words are
properly pronounced,
read. She will also
explain the proper and
accurate expression
when reading the
dialog.
The teacher will group

the class into
Group1. –choral singing
Group 2-speech
Group 3-poem
recitation
E. Discussing new concepts and Guided Practice Draw a Guided Practice Guided Practice Guided Practice Guided Practice
practicing new skills #2 The teacher will show a video
Draw a happy face if it gives the
if you agree and if you disagree clip showing choral recitation Arrange the ff. Sentences to ”Think before you
correct meaning and sad face and guides the pupil to make form a report. Follow the speak “your friend
Exercise1 if it’s not. their own critic format below. need to go home
1. Early pregnancy is one of the 1. Residents in Antipolice City, early for some
problems we have in our country. 1. Evolved means produced https://www.youtube.com/watc Rizal on Thursday (Sept.10) appointment. How
2. Women and children are not court by natural means. h expressed concern over the will you answer your
the man. ?v=XvK8tBs7Dgo
3. The stability peso will depend on 2. Guarantee means to possible effects of an oil spill in friend in a positive
the president only. answer for something as in Teresa-Morongo River channel. way?
loan or pledge. 2. They said that the oil spill
4. A political leader of our country is 3. Equitable would mean fair which happened on Tuesday
Mr. Rodrigo Road Deterge. and equal. (September 8) is causing fears
5. Drug free country is the dream of 4. An appellation is a title. over the hazardous effects on Choose you answer
every Filipino. 5. To be disappointed means people's health and adverse and explain.
to fall in expectation. effect on their livelihood. 1. We need to work as
3. Oil slicks on the riverbank team shall nobody go
are seen as traces of the 2,000 home early.
liters of bunker oil that spilled 2. Ok you may go.
from a fuel storage tank owned 3. Let us finish the
by a cement company in task and later let’s go
Antipolice City. home together.
4. Solid Cement Corporation,
the company allegedly
responsible for the oil spill, said
the bunker oil spilled into the
Teresa-Morongo river system
that leads to Laguna Lake
5.The possible effects of an oil
spill in Rizal
Title_________________
___________
Introduction:___________
____________
Main
Points:_______________
___
1.___________________
___
2.___________________
3.__________________
Conclusion
1.______________
2._______________
.
F. Developing Mastery Exercise II. (Group Work) EXERCISE II. Independent Practice . Independent
(Leads to Formative Assessment) Choose the correct meaning of One a whole sheet of paper Practice
From the picture below share your suffixes and prefixes. Match column arrange the sentence into a What can
feelings/reactions about it. Write a A with Column B. news report. you say about this
report on your own point of view. situation?
1. Repaint a. Not like 1.In re-establishing a region of
2. rewrite b. Not happy peace in Asia, many are more One of your team
3. unhappy c. worthy of optimistic in seeing trade and member is regularly
loving investment levels soar to late for sport dance
4. lovable d. Write again greater heights.” practice for school
5.dislike e. paint again 2. For China alone, they intramurals
continue to be the Philippines’ competitions and it
second major trading partner affects her
with $17 billion value in total performance. After
trade. another missed
3. Another promising area deadline you’re
again is investment from China. tempted to call her
Their investment to the Out of the team
Philippines (Investment meeting. Although
Promotion Agency- approved) this might make you
dropped to only $32 million in feel better in the
2015. short term, it’s
4. We will maintain relations insensitive –a more
with our other partners but we tactful approach
would revive the stronger would be to speak
integration with our with her privately
neighbours. about her tardiness.
5.“The president just gave a
very important speech. The
cabinet will move strongly and
swiftly towards regional
economic integration.
G. Finding practical application of Practice Independent Practice Independent Independent Practice Let pupils group organize the Independent Practice
concepts and skills in daily living Pupils will be asked to complete the given ideas from news How tactful are you?
As shown in the picture, what table below. Teacher will post chart on the clippings. Use this scale to
happened in the environment? Word Base board with dialog and each
Meanin Sentenc describe your
Why is it important to be prepared with Word g e group will be asked to read the 1.The NDRRMC reported that tactfulness.
during the typhoon? prefix designated story with dialog 113 houses were damaged by 5-I always do this
Lawin, including six houses that 4-I often do this
were totally damaged and 107 3-I sometimes do this
others that were partially 2-I seldom do this
damaged. 1-I never do this
2.At a press briefing, NDRRMC

spokesperson Romina a. I recognize
Marasigan said electric that how I
companies are doubling its say
something is
efforts to restore power in
just as
these areas immediately. important as
3. Regions I, III, Calabarzon, what I say
and the whole of CAR are b. I analyze my
experiencing brownouts due to communicati
broken power lines. on style to
4. At its peak on Wednesday, determine
what non
the supertyphoon had reached
verbal
a level of "Category 5" in some message I
areas including Cagayan, send
Isabela, Kalinga, and Apayao. c. I make a
5. A total of 38 passengers genuine
were also stranded due to effort to
impassable roads in Aparri and listen to
ideas with
canceled sea trips in Cagayan.
which I don’t
agree
d. I look for
ways to
improve my
listening
skills
e. I always
listen to the
person I talk
with
H. Making generalizations and How to compose clear and coherent How are you going to decode or Closure Closure Closure
abstractions about the lesson report on differing viewpoints on an deduce the meaning of unfamiliar . Observe accuracy, appropriate What is the meaning
issue? word? rate and proper expressions in a What are the points to of the word tact?
1. The report must have a dialogs remember in writing reports? Tact is the ability to
single generalization that Context clues-the meaning of a 1. Understanding the deliver a difficult
serves as the focus of new word can often be found in report message in a way that
attention, that is, a topic other parts of the sentence 2. Gathering and considers other
sentence. Prefix-is an affix placed before a selecting information people’s feelings and
2. A writer must control the root word or base form to form a 3. Organizing materials preserves
content of every other new meaning. 4. Analyzing your relationships. It
sentence in the report's Suffixes –is an affix placed after a materials encompasses many
body such that (a) it root word to form a new word. things such as
contains more specific emotional
information than the topic intelligence,
sentence and (b) it discretion,
maintains the same focus of compassion, honesty
attention as the topic and courtesy.
sentence.
I. Evaluating learning Arrange the following sentences to Determine the meaning of each The teacher will give an On one whole sheet of paper Identify the sentences
make a coherent report. word. envelope to each group arrange and write the whether tactful or
1.Even small animals as bear, cats, containing task card and the sentences into news report. tactless.
and skunks have a difficult time student will present it in given 1. Corner them
finding homes. situation. later and tell
2. Everyday there is more people on Group1-Choral singing 1.President Rodrigo Duterte them off
earth. Group II-Reader theatre wants the fight with the Abu 2. I
3. They are building more and more Group III-Echo Reading Sayyaf to end in the bandit apologizeand
homes. group’s annihilation that he is set a
4. Thousand of kilometers of roads even willing to hire fearless reminder on
are being built. hatchet men or mercenaries to my phine
5.Trees are cut in the forest. make this happen, according to 3. Change the
a ranking Cabinet official. subject.
2. Agriculture Secretary Maybe I’ve
Emmanuel Piñol said in a bored her.
1.uncomfortable Facebook post on Sunday that 4. It”s fine were
2. irregular during a meeting with security friend right?
3.unconfident officials and some Cabinet 5. I don’t like it!
4.disrespect members that
5.respectfully started Saturday evening and
ended about 4 a.m. on
3.Sunday, Duterte was so
furious at the Abu Sayyaf’s
terror attacks, especially in the
wake of the bomb attack
here on Friday.
4. There’s no other option.
These people are like germs,
which must be eliminated,”
5.Piñol quoted the President as
saying about the Abu Sayyaf.
J. Additional activities for application Make 2 sentences using prefix,3 Read a newspaper
or remediation sentences using suffix and 1 Write a brief report about what
sentence using the context clue. you read from the article.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on this formative assessment
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor help
me solve?
materials did I used/discover which I
wish to share with other teacher?
Teacher: Learning Area: ESP
DAILY LESSON LOG
I.LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa maunlad, mapayapa at mapagkalingang pamayanan.
B.Pamantayan sa Pagganap Naipakikita ang wastong pangangalaga sa kapaligiran para sa kasalukuyan at susunod na henerasyon.
C. Mga Kasanayan sa Pagkatuto Nakapagpapakita ng tapat na pagsunod sa mga batas pambansa at pandaigdigan tungkol sa pangangalaga sa kapaligiran
Isulat ang code ng bawat EsP6PPP-IIIf-37
kasanayan
II.NILALAMAN Pagsunod sa Batas Pambansa at Pandaigdigan Tungo sa Pangangalaga ng Kapaligiran
III. KAGAMITANG PANTURO
A.Sanggunian EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86 EsP - K to 12 CG p. 86
1.Mga pahina sa Gabay ng Guro
2.Mga Pahina sa Kagamitang Pang-
Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa videoclip, laptop, manila paper, permanent marker, masking tape at meta kard
portal ng Learning Resource https://www.youtube.com/watch?v=3EKSKMwHMy
https://www.youtube.com/watch?v=3EKSKMwHMy
B.Iba pang Kagamitang Panturo
IV.PAMAMARAAN
A.Balik-Aral sa nakaraang aralin 1. Pagbati ng guro ng 1. Pagbati sa mag-aaral. 1. Pagbati sa mga-aaral 1. Pagbati sa mga-aaral 1. Magkaroon ng balik-aral sa
at/o pagsisimula ng aralin magandang buhay sa mag-aaral 2. Balik-aral. Itanong : 2. Balik-aral sa nakaraang 2. Magbalik-aral sa mga nakaraang araw.
at pag-aayos ng kwarto. a. Ano ang tinalakay natin talakayan. nakaraang talakayan. 2. Ihanda ang mag-aaral sa
2. Pagtitsek kung sinong liban sa kahapon? isang pagsusulit.
klase.
b. Anong pagpapahalaga
ang napulot mo tungkol sa
kapaligiran?
c. Paano ito
nakaiimpluwensya sa iyo
bilang mag-aaral.
Ipaliwanag.
B. Paghahabi sa layunin ng aralin Pagpapakita ng larawan ng
magagandang kapaligiran at
mga likas na yaman.
Halimbawa ng mgalarawan
C. Pag-uugnay ng mga halimbawa sa Ipasagot ang mga tanong:
bagong aralin a. Ano ang nakikita ninyo sa
larawan?
b. Ano ang naramdaman mo sa
ipinakitang larawan? Bakit?
c. Sa kasalukuyan, ganito pa rin
ba kaganda ang mga ito?
Ipaliwanag.
d. Sa iyong palagay, ano ang
kahalagahan na naidudulot ng
magandang kapaligiran? Bakit?
D. Pagtatalakay ng bagong konsepto Alamin Natin
at paglalahad ng bagong kasanayan
#1 1. Sabihin na ang mga larawang
ipinakita ay may kinalaman sa
babasahing batas tungkol sa
pangangalaga ng kapaligiran
upang manatiling maganda at
lalong kapakipakinabang ang
mga ito.
2. Ipabasa ng artikulo tungkol sa
pangangalaga ng kalikasan
PD 705 o “Revised Forestry
Code”
3. Magtanong tungkol sa
binasang artikulo:
a. Tungkol saan ang binasa?
b. Ano ang gustong ipahiwatig
ng PD 705 o Revised Forestry
Code?
c. Sa inyong palagay, bakit
nagtakda ang pamahalaan ng
mga batas hinggil sa
pangangalaga sa kapaligiran?
d. Bilang isang mag-aaral, sang-
ayon ka ba sa batas na ito?
Bakit?
e. Ano kaya ang mangyayari sa
ating kapaligiran kung hindi
natin pinahalagahan ang ating
kalikasan?
f. Anong pagpapahalaga ang
inyong natutunan sa araw na
ito?
E. Pagtatalakay ng bagong konsepto Isagawa Natin
at paglalahad ng bagong kasanayan
#2 1. Pagpaparinig ng awiting
“Masdan Mo Ang Kapaligiran”.
https://www.youtube.com/wat
ch?v=3EKSKMwHMy
2. Hatiian ang klase sa apat.

(Pangkatang Gawain).
Pangkat I: Gumawa ng isang
skit na nagpapakita kung ano
ang Kasalukuyang nangyayari
sa kapaligiran
Pangkat II: Gumawa ng poster
kung paan mapangangalagaan
ang kalikasan
Pangkat III: Maglista ng mga
bagay na nagpapakita ng
pagmamahal sa kapaligiran.
Pangkat IV: Gumawa ng isang
sulat para sa mga kabataan na
naglalayong hikayatin ang
kanilang kapwa para makiisa
sa mga programang
pangkalikasan.
3. Ipakita ang mungkahing

rubric na maaring
mapagkasunduan ng guro at
mag-aaral para sa pamantayan
sa pagbibigay ng puntos sa
kanilang gagawin.
4. Iproseso ang ginawa ng

bawat grupo. Magkaroon ng
talakayan
a. Ano ang naramdaman ninyo
pagkatapos ng inyong gawain?
b. Ano ang nais ipahiwatig ng
Pangkat I? Pangkat II, Pangkat
III? Pangkat IV?
c. Ano ano ang epekto ng mga
ito sa iyong lipunang
ginagalawan? Magbigay ng
halimbawa.
d. Papaano ninyo susundin ang
mga batas pangkalikasan?
F. Paglinang sa Kabihasaan (Tungo Isapuso Natin
sa Formative Assesment 3)
1. Magpakita ng video clip ng
balita
https://www.youtube.com/wat
ch?v=T-M68bKOZQw
2. Talakayinangnapanood
a. Tungkol saan ang video clip
na iyong napanood?
b. Pagkatapos mong mapanood
ang balita, ano ang
naramdaman mo?
c. Ano ang naging bunga ng
paglilinis ng mga kabataan sa
ilog?
d. Kung bibigyan ka ng
pagkakataon, gagawin mo rin
ba ng ginawa ng mga kabataan
katulad ng iyong napanood?
Bakit?
e. Mahalaga ba na sundin ang
mga batas pangkalikasan?
Bakit?
f. Ipabasa ang bahaging
Tandaan.
g. Maaaring magbigay ng
takdang aralin:
Kapanayamin ang isang opisyal
ng inyong barangay ukol sa
pagpapatupad ng batas sa
pangangalaga ng kapaligiran.
G. Paglalapat ng aralin sa pang Isabuhay Natin
araw-araw na buhay
1. Maghanda para sa isahang
gawain
Sabihin:
Gamit ang inyong papel,
gumawa ng pangako sa
pagsunod sa batas para sa
pangangalaga sa kalikasan.
Ako si
_______________________
nasa ika-anim na baiting.
Nakatira sa
__________________ ay
nangangakong tutupad sa batas
pangkalikasan upang
_________________________
_____________
_________________________
_________________________
__________.
4. Tumawag ng ilang mag-aaral
upang ibahagi ang kanilang
ginawang pangako.
5. Iproseso ang kanilang
ginawa.
6. Ipapaskil ang lahat ng
kanilang ginawa sa paskilan ng
Edukasyon sa Pagpapakatao
upang palagi nilang maalala ang
kanilang pangako.
H. Paglalahat ng Aralin Hayaang magbigay ang mga

bata ng kahulugan nito:
“Kalikasan ay Ating Pag-ingatan
Upang Kalamidad ay
Maiwasan”
I. Pagtataya ng Aralin
Maglagay ng salita o mga
salitang naaangkop upang
magkaroon ng isang maayos at
naaayon na pangungusap.
1. Ang pagputol ng mga maliliit

na puno ay nagpapakita ng
isang __________________.
2. Ang _______________ ay
isang paraan ng pagmamahal sa
kapaligiran.
3. Upang hindi masira ang ozone
layer, ang mga tao ay nararapat
lamang na tumigil sa
_______________.
4. Ang pangingisda ay dapat
ginagamitan ng
__________________.
5. Ang mga puno ay
nakakabawas ng polusyon sa
hangin, kung kayat
________________.
J. Karagdagang gawain para sa
takdang-aralin at remediation
V.MGA TALA
VI. PAGNINILAY
A.Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya
B. Blgng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng
Patuturo nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa tulong
ng aking punongguro at superbisor?
G.Anong kagamitang panturo ang
aking na dibuho na naiskong ibahagi
sa mga kapwa ko guro?
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Pakikinig Pagsasalita Pagbasa Pagsulat
Naipapamalas ang kakayahan sa Naipapamalas ang kakayahan at  Naisasagawa ang isang mapanuring Napauunlad ang kasanyan sa
A. Pamantayang mapanuring pakikinig at pag- tatas sa pagsasalita at pagbasa sa iba’t ibang uri ng teksto pagsulat ng iba’t ibang uri ng sulatin.
unawa sa napakinggan. pagpapahayag ng sariling ideya, at napapalawak ang talasalitaan.
Pangnilalaman
 Naipamamalas ang iba’t ibang
kaisipan, karanasan at damdamin.
kasanayan upang maunawaan ang
iba’t ibang teksto.
Naisasagawa ang mga hakbang Nakapagbibigay ng isang panuto.  Nakabubuo ng isang nakalarawang Nakasusulat ng isang talambuhay at
panutong napakinggan. balangkas. orihinal na tula.
B. Pamantayan sa Pagganap  Nakagagawa ng nakalarawang
balangkas upang maipakita ang
nakalap na datos o impormasyon.
F6PN-IIIh-8.4 F6PT-IIIh-1.10 F6PD-IIIfh-16 80-100% ng mga tanong
Napagsusunod-sunod na F6PS-IIIh-6.6 sa lingguhang
kronolohikal ang mga Naisasalaysay muli ang Naibibigay ang kahulugan ng pamilyar Nasusuri ang tauhan at tagpuan sa pagsusulit/ kasanayan sa
pangyayari sa napakinggang napakinggang teksto gamit ang at di-pamilyar na salita sa napanood na maikling pelikula. pagganap ay nasasagot/
teksto. sariling salita. pamamagitan ng pormal na (Panonood) naisasagawa ng mga
depinisyon. mag-aaral.
F6WG-IIIh-11
C. Mga Kasanayan sa Nagagamit nang wasto ang mga F6PB-IIIh-5.5
Pagkatuto (Isulat ang code ng pangatnig sa pakikipagtalastasan.
bawat kasanayan) Napagsusunod-sunos ang mga
pangyayari sa kuwento sa
pamamagitan ng dugtungan.
F6PL-0a-j-3
Naipamamalas ang paggalang sa
ideya, damdamin at kultura ng may
akda ng tekstong napakinggan o
nabasa.
Pagsusunod-sunod na Paggamit nang wasto ang mga Pagbibigay ng kahulugan ng pamilyar Pagsusuri ng tauhan at tagpuan sa Lingguhang Pagtataya
kronolohikal ang mga pangatnig sa pakikipagtalastasan. at di-pamilyar na salita sa napanood na maikling pelikula.
II. NILALAMAN pangyayari sa napakinggang pamamagitan ng pormal na (Panonood)
teksto. depinisyon.
Pagsusunod-sunod ng mga pangyayari
Kuwento: May Mali bas a sa kuwento sa pamamagitan ng
Pagsasaayos kay Mali? dugtungan.
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng

Guro
2. Mga pahina sa Gabay ng
Pang-mag-aaral
3. Mga pahina Teksbuk
4. Karagdagang Kagamitan
mula sa portal ng Learning
Resource
Ugnayan 5 pah. 20-23, Baybayin Yaman ng Pamana 6 pah.304, Baybayin 6 pah. 225-226 Baybayin 6 pah.226, Test Notebook, papel,
B. Iba pang Kagamitang 6 , pah.225-226 Show me board, Baybayin 6 pah.218, Alab ng Show-me-board, larawan ng elepante, https://www.youtube.com/ ballpen at test paper
pangturo metacard, larawan, video ni Mali Wikang Filipino 6 pah. 314-315 youtube (Ako’y Pilipino) watch?v=9R59gMsTEr0
(youtube) Bulaklak na gawa sa cardboard,
IV. PAMAMARAAN
Paunang Pagtataya: Balik-aral: Balik-aral: Balik-aral: Pagbabalik-aral:
Ibigay ang paunang pagtataya sa Ano ang mga dapat tandaan sa Ano ang pangatnig? Magbigay ng -Paano ang pagsusunod ng Sabihin:
ibaba upang malaman ang pagsususnod-sunod ng pangungusap na may pangatnig. pangayayari ng kuwento/tula/awitin Balikan natin ang ating
kahandaan ng mag-aaral para sa kronolohikal na pangyayari sa sa pamamagitan ng dugtungan? nakarang mga aralin.
aralin. napakinggang kuwento? Gamitin ang vocabulary knowledge Ano-ano ang mga
A. Balik –Aral sa nakaraang Ano ang pamagat ng kuwento scale sa pagtatasa sa talasalitaang Pamantayan sa panonood ng nakaraang aralin natin?
aralin at/o pagsisimula ng Lagyan ng tsek (/) kung natin kahapon? gagamitin para sa aralin sa pakikinig. maikling palabas:
bagong aralin magagawa mo nang tama ang Maaari mo bang isalaysay muli -Ano ang dapat tandaan sa kapag Pamantayan sa
pahayag at ekis (x) kung hindi. ito na gamit ang inyong sariling Vocabulary Knowledge Scale kayo ay nanonood ng palabas? Pagsusulit
_____1. Kaya kong gawin ang salita? Sa bawat salitang ipapakita ng guro na (Magtatanong ang guro)
(Panimulang Gawain) mga tungkuling iniatas sa akin. nakasulat sa bituin, isusulat nila sa Ano ang mga dapat
_____2. Makikipagtulungan ako papel ang bilang kung 5-1 kung saan tandaan kapag kayo ay
sa aking kagrupo. nag-uugnay ang kanilang kumukuha ng
_____3. Makikinig ako nang nararamdaman o naiisip. pagsusulit?
mabuti sa aking guro.  5-alam ko ang salita/parirala at
_____4. Matatapos ko ang mga kaya kong gamitin sa
gawain ng aming guro. pangungusap
_____5. Makasusunod ako sa  4- alam ko ang salita/parirala at
mga panuto ng aming guro. maibibigay ko ang kahulugan
Gamitin ang vocabulary  3-nakita ko na dati itong
knowledge scale sa pagtatasa sa salita/parirala. Sa palagay ko
talasalitaang gagamitin para sa maibibigay ko ang kahulugan.
aralin sa pakikinig.  2-Nakita ko na dati ang
salita/parirala ngunit di ko alam
Vocabulary Knowledge Scale ang kahulugan.
Sa bawat salitang ipapakita ng  1-hindi ko pa nakikita ang
guro na nakasulat sa bituin, salita/parirala.
isusulat nila sa papel ang bilang
kung 5-1 kung saan nag-uugnay beterinaryo
ang kanilang nararamdaman o
nangangampanya
naiisip.
 5-alam ko ang alkalde binalangkas
salita/parirala at kaya
kong gamitin sa probisyon
pangungusap
 4- alam ko ang
salita/parirala at Pagpapaunlad ng Talasalitaan:
maibibigay ko ang Hanapin ang kahulugan ng salitang
kahulugan naka-bold gamit ang diksyunaryo.
 3-nakita ko na dati itong Isulat ang sagot sa patlang.
salita/parirala. Sa palagay _____1. Ano ang trabaho ng isang
ko maibibigay ko ang beterinaryo?
kahulugan. _____2. Ano ang ginagawa kapag
 2-Nakita ko na dati ang nangangampanya ang isang tao o
salita/parirala ngunit di ko grupo ng tao?
alam ang kahulugan. _____3. Ano ang dapat gawin kapag
 1-hindi ko pa nakikita ang binalangkas ang isang gawain?
salita/parirala. _____4. Ano ang ginagawa ng alkalde
sa isang bayan?
_____5. Ano ang bahagi ng probisyon
makapamuha
ng isang batas?
y
palayai naaayo Pamantayan sa pagbasa nang
n n
pasalita:
(Pagkatapos ng guro na -Ano ang mga dapat tandaan kapag
maipakita ang mga salita, gawin may nagbabasa sa inyong harapan?
ang talasalitaan)
Talasalitaan:
Ibigay ang kasingkahulugan ng
mga salitang nakasalungguhit.
1. Nais dalhin si Mali sa Thailand
upang doon makapamuhay na
naaayon sa kanyang kapaligiran.
2. Ayon sa PETA, dapat palayain
na si Mali sa kagubatan.
3. Sanhi ng limitadong espasyo,
hindi makapaglakad si Mali na
siya ring dahilan ng hindi
naaayong timbang ng elepante.
Pamantayan sa pakikinig ng
kuwento:
Ano ang dapat tandaan kapag
ang guro ay nagbabasa kuwento
sa inyo?
Pagganyak: Paglalahad/Pagmomodelo: Paganyak: Pagganyak: Pagsasagawa ng gawain
-Pagpapakita ng larawan ng Basahin at pag-aralan ang mga -Kayo ba ay may alagang hayop? -Mahilig ba kayong manood ng sa pagsusulit/pagganap
elepante. pangungusap hango sa kuwento. Anong uri ng hayop ang inyong pelikula?
-Ano ang masasabi nyo sa 1. Samantala, ayon sa mayor ng inaalagaan? -Sa inyong pinapanood, ano-ano ang A. Paghahanda
B. Paghahabi ng layunin ng larawan? Lungsod ng Manila, hindi niya -Paano ninyo ito inaalagaan? mayroon sa pelikula? B. Pagbibigay ng panuto
aralin at paglalahat pinayagan si Mali na mailipat sa -Saan natin nakikita ang elepanteng ng pagsusulit.
-Pakinggan ang kuwentong ibang bansa. ito? Panonood ng maikling palabas: C. Pagsusulit ng mga
babasahin ng guro (May Mali ba 2. Kailangang malinis ang pasilidad - Panonoorin ng mga bata ang bata
(Pagmomodelo at Paglalahat) sa Pagsasaayos kay Mali?). ng mga hayop upang hindi sila Pangganyak na Tanong: tungkol sa wastong pag-aalaga ng D. Pagwawasto ng
madapuan ng sakit. -Ano ang problemang kinahaharap ni hayop. pagsusulit
Pagbasa ng kuwento ng guro. 3. Kapag inilipat si Mali sa ibang Mali? E. Pagtatala ng iskor
Handa na ba kayong makinig? bansa, ibig sabihin ay hindi kaya ng Paglalahad/Pagmomodelo:
Tanong na Pang-unawa: Pilipinas na alagaan siya.
1. Ano ang isyu tungkol kay Mali? 4. Nagkaroon ng sugat ang mga paa Pagbasa nang Pasalita -Sino ang tauhan sa inyong Pagbibigay ng komento
2. Ano ang nais mangyari ng mga ni Mali dahil sa bigat ng kanyang -Tatawag ang guro ng isang mag-aaral pinanood? o suhestiyon
PETA kay Mali? katawan. upang basahin ang kuwento. -Saan ito naganap?
3. Bakit nagkaroon ng sugat si -Ano ano ang nalalaman mong
Mali? - Ano ang mga salitang Tanong na Pang-unawa: pamamaraan ng pangangalaga ng
nakasalungguhit? Pagsagot sa Pangganyak na tanong hayop?
Paglalahad/Pagmomodelo: - Alam mo ba kung ano ang salita a. Ano-anong impormasyon ang -Ngayon alam mo na kung paano ang
Pagsunud-sunurin ang sa mga salitang ito? narinig ninyo tungkol sa Manila Zoo? wastong pangangalaga ng mga
pangyayari sa kuwento. (Ang - Ano ang tawag sa mga katagang b. Paano nalutas ang problemang hayop? Bakit kailangang alagaang
pangungusap ay nakasulat sa pinag-ugnay? kinahaharap ng elepante? mabuti ang mga hayop?
metacard na ididkit ng guro sa - Natalakay na natin kung ano ang c. Kung kayo ang may-ari ng Manila
pisara. Gagabayan ng guro ang pangatnig. Zoo, ano-anong hakbang ang gagawin Paglalahat:
mga bata sa pagsunod-sunod ng - Paano ginagamit ang pangatnig ninyo para matiyak ang kaligtasan ng Ang pinakapundasyon sa pagsusuri
pangyayari.) sa pangungusap o talata? pamumuhay ng mga hayop dito? ng pelikula ay nagsasad ng
-Ang mga salitang nakakahon ay d. Sa inyong palagay, dapat bang pinakapaksa, layunin o mensahe, ang
Magbibigay ng dalawang
elepante upang magkaroon pangatnig ngunit may gamit ang pakawalan na si Mali? Bakit? mga tauhan at mga pinagganapan
ng kasama si Mali. mga yan. Paano kaya ginamit ang nito.
subalit, ngunit…? Paglalahad/Pagmomodelo Dapat ding nailalarawan ng mga
Nitong nakaraang taon, nasa
ilalim ang Manila Zoo sa -Gamitin mo nga sa pangungusap Basahin ang pangungusap. Hanapin sa manonood ang tauhan at kung ano
matinding isyu.
ang mga pangatnig na ito? Pumili ibaba ang karugtong nito. ang ginagampanan nila sa pelikula.
lamang ng isa. 1. Ayon kay Mayor Estrada hindi niya
Mula sa pag-aaral ng isang papayagan ang
beterinaryo, nagkaroon ng
sugat ang elepante. Paglalahat: _______________________
May mga gamit ang pangatnig: Ano ang karugtong ng pangungusap
1. Pangatnig na Pamukod- nag- na ito?
Kinakailangang magkaroon uugnay sa magkatulad na kaisipan 2. Sanhi ng limitadong lugar
ng sapat, malinis at
naaayong pasilidad ang o ideya. ( o, at, ni, maging, saka ) _______________________
anumang lugar na 2. Pangatnig na Panalungat- nag- Dugtungan ang pangungusap.
pinapangalagaan upang
mamuhay ang mga hayop uugnay sa magkasalungat na ideya
sa pinakaakmang hindi makapaglakad si Mali na
( gayon, ngunit, subalit, datapwat,
kondisyon. siya ring dahilan nang hindi
bagama’t) naaayong timbang ng elepante.
3.Pangatnig na Panubali- kapag,
kung
4. Pangatnig na Pananhi- nag- paglipat ni Mali sa ibang bansa.
Paglalahat: uugnay ng dahilan at bunga ng

Ang pagkakasunod-sunod ng pangyayari ( dahil sa, sapagkat,
kronolohikal: palibhasa, upang, kaya )
Paglalahat:
 Ang paksa nito ay tao o 5. Pangatnig na Panlinaw- nag- Paano ang pagsusunod-sunurin ang
kung ano pa mang uugnay sa panahong ikinaganap pangyayari sa kuwento sa
bagay na inilalahad sa ang kilos ( kaya, kung gayon, sana, pamamagitan ng dugtungan?
isang paraan batay sa habang, nang, samantalang) -Kailangang unawaing mabuti ang
isang tiyak na baryabol kuwentong inyong binabasa.
 Impormasyon at -Dapat ay natatandaan din ang mga
mahahalagang pangyayari sa teksto upang madali na
pangyayari itong madugtungan.
 Ginagamit ayon sa
petsa gaya ng araw at
tiyak na taon
Gawin Natin 1: Gawin Natin 1: Gawin Natin 1: Gawin Natin 1:
(Ipapagawa ng guro ang (Ipapagawa ng guro ang (Ipapagawa ng guro ang pangkatang (Ipapagawa ng guro ang pangkatang
pangkatang gawain) pangkatang gawain) gawain) gawain)
Pangkatang-gawain: Pangkatang-gawain: Pangkatang-gawain: Pangkatang-gawain:

Sa loob ng envelop ay may mga Pangkatin sa apat ang klase. -Ano ang mga dapat tandaan sa Panoorin ninyo si Mali sa Manila Zoo.
larawan ng mga pangulo ng Bawat pangkat ay may lider. pangkatang-gawain? https://www.youtube.com/watch
Pilipinas. Pagsunud-sunurin ang Pumunta ang lider sa guro. -Alam ninyo ba ang awit na “Ako’y ?v=Yy0DwWnhBco
mga larawan ng pangulo ayon sa Bibigyan ng guro ng gagawin ang Pilipino”? Pakinggang mabuti ang Sagutin ang mga sumusunod na
kanilang panunungkulan. bawat pangkat. awitin. Tandaan ang liriko ng awit. tanong:
C.Pag-uugnay ng mga (Tingnan sa LM) Babalik sa bawat pangkat ang mga Ngayon wala ng tugtog inyong 1. Sino ang tauhan sa palabas?
halimbawa sa bagong aralin lider at pag-usapan ang gagawin dudugtungan ang linya ng awit kung 2. Ilarawan mo nga ang elepanteng
ninyo. saan tumigil ang bawat pangkat. Ang inyong pinanood?
Gawain: (Round-Table Discussion) pangkat na mali ang liriko ay di na 3. Ano ang pangalan ng elepante?
(Pinatnubayang Pagsasanay) Susulat ang bawat pangkat ng isang kasali sa laro. Ang pangkat na natira 4. Ilang taon na siya?
usapan na may paksa na gagamitan ang siyang panalo. 5. Saan ninyo siya makikita?
nila ng pangatnig ang usapan. Naiintindihan ninyo ba? Handa na ba 6. Ano ang balak ng pamahalaang
Ipapakita ang usapan sa harap ng kayo? lokal ng Maynila kay Mali?
klase. (Gagabayan ng guro ang mga bata)
Pangkat I- Pangangalaga sa Likas na
Yaman
Pangkat II- Paghahanda sa
Kalamidad
Pangkat III- Pagtulong sa Kapwa
Pangkat IV- Paggalang sa
Nakatatanda
Gawin Natin 2: Gawin Natin 2: Gawin Natin 2: Gawin Natin 2:
(Ipapagawa ng guro ang (Ipapagawa ng guro ang (Ipapagawa ng guro ang pangkatang (Ipapagawa ng guro ang pangkatang
pangkatang gawain) pangkatang gawain) gawain) gawain)
Panuto: Think-Pair-Share Basahin ang kuwento. Dugtungan ang Pangkatang Gawain:

Pangkatin sa apat ang mga bata. Lumapit ang batang nasa unahan pangungusap at isulat sa show-me- Manonood uli kayo ng palabas. Ibang
Babasahin ng kuwentong ng upuan. Bibigyan kayo ng gawain board ang sagot. hayop naman ito.
D. Pagtalakay ng bagong Singapore ang guro. Pagsusunud- ng inyong guro. Pagkatapos mong 1. Ang mga Dumagat sa Tanay, Rizal -Panooring mabuti ang maikling
konsepto at paglalahad ng sunurin ang mga pangyayari na basahin sa iyong sarili ipakita mo sa _____________________. palabas at itala sa manila paper ang
bagong kasanayan # 1 nakasulat sa metacard. Idikit ito kaklase mong nasa likuran ang mga 2. Umiigib siya ng tubig, nangangahoy mga tauhan at katungkulan nila sa
sa manila paper. pangungusap. Pag-usapan ninyo at _______________________. palabas. Saan ito ginanap?
ang inyong gagawain. Pagkatapos, 3. Sa panahon ng panunuyo,
(Pinatnubayang Pagsasanay) i-share ninyo sa kaklase ninyong _______________________. Nainggit si Kikang Kalabaw
Ika – 3 ng Hunyo, 1959 nasa likod. Ibigay ang gamit ng 4. Kapag nagkasundo na ang binata at https://www.youtube.com/
nang magsarili ang pangatnig. Buuin ang mga dalaga, __________ watch?v=IlvT__0ZQUY
Singapore.
pangungusap. Dugtungan lamang _______________________.
ito ng angkop na salita. Gumamit 5. Sa sandaling pumayag ang mga
Batay sa mga ulat ng Malay,
noong 1160 A.D. matapos ng mga pangatnig sa magulang ng dalaga,___
ang isang bagyo, si Utama pagdurugtong. ______________________.
ay napagawi sa isang bayan 1. Naging hamon ang paggawa niya 6. Ang hitso ay pinapalitan naman ng
na kung tawagin ay
Temasek. ng anunsyo salapi _______________________.
________________________
2. Hindi naman nabigo ang pangkat
Noong 1819, itinatag ni ng mga advertisers
Sir Thomas Stamford ________________________
Raffles ang makabagong 3. Bilang mga kabataan sa
Singapore.
kasalukuyan, ipakita ang pagtulong
sa pag-unlad ng ekonomiya
_____________
_______________________
4. Dapat na tugunan ng
pamahalaan ang mga suliraning
pang-ekonomiya
________________________
5. Hindi dapat umasa lamang sa
pamahalaan ang mga mamamayan
sa paglutas ng ekonomiya ng bansa
________________________
Gawin Ninyo 1: Gawin Ninyo 1: Gawin Ninyo 1: (Ipapagawa ng guro Gawin Ninyo 1: .
(Ipapagawa ng guro ang (Ipapagawa ng guro ang ang pangkatang gawain) Panoorin ninyo ang maikling pelikula
pangkatang gawain) pangkatang gawain) na may pamagat na
Panuto: “Yapak”
Panuto: Panuto: Alam ninyo ba ang awit na Pilipinas https://www.youtube.com
E. Pagtalakay ng bagong Tatawag ang guro ng batang Tatawag ang guro ng bata para Kong Mahal. Sisimulan ng guro ang /watch?v=zXOH1TL-Qhs
konsepto at paglalahad ng magbabasa ng teksto. (Ang magbigay ng pangungusap na may pag-awit pagkatapos ay ituturo ng Panonood ng pelikula.
bagong kasanayan # 2 Tipaklong at ang Paru-paro). pangatnig. Siya naman ang tatawag guro ang isa sa pangkat para Sagutin ang mga sumusunod na
Pagkatapos basahin, ibibigay ng sa kaklase niya para magbigay ng dugtungan ang awit. Tatawag naman pagsasanay.
guro ang envelop na may pangungusap at ibigay ang uri ng ang grupong nakaawit na ng ibang Pangkat I – Itala ang pangalan ng
metacard sa loob. Unahang pangatnig na kanyang ginamit sa grupo para dugtungan ang sunod na bawat tauhan at ibigay ang katangian
isaayos ang inyong pangkat ayon pangungusap. linya ng awit. Pag di alam ang liriko ng ng bawat isa.
(Pagpapalawak ng sa pagkakasunud-sunod ng mga awit talo na sila. Pangkat II – Ilarawan ang tagpuan sa
Kasanayan) pangyayari sa kuwento. pelikulang napanood.
Pangkat III – Itala ang mga
Nadarama ang lamig ng
hangin, ng mga pangyayaring naibigan ninyo at
nababasang bulaklak. ipaliwanag kung bakit ninyo ito
Nahawakan ang dulas ng
naibigan.
mga dahon
Patuloy naat halaman.
pag-ihip ng Pangkat IV – Itala ang di – kanais –
malakas
Sabay na na hangin.
lumapit sa nais na pangyayari sa pelikulang
bulaklak ang
napanood at ipaliwanag kung bakit.
magkaibigang paruparo
at tipaklong.
Nagtago sa ilalim
bulaklak ang paruparo at
binantayan siya ni
Tipaklong.
May bagyo nang

umagang iyon. Malakas
ang ulan at hangin.
Gawin Ninyo 2! Gawin Ninyo 2! Gawin Ninyo 2! Gawin Ninyo 2!

(Ipapagawa ng guro ang laro sa (Ipapagawa ng guro ang laro sa (Ipapagawa ng guro ang laro sa mga (Ipapagawa ng guro ang laro sa mga
mga bata.) mga bata.) bata.) bata.)
Maglaro Tayo: Maglaro Tayo: Humanap ng kapareha. Ilabas ang May mga pelikula na ba kayong
Panuto: IPASA MO show-me-board. Basahin muna ang naalala?
Unahang pagsunud-sunurin ang Panuto: tula sa pisara. Pagkatapos, tatakpan ng Humanap ng kapareha at mag-isip ng
inyong mga miyembro ayon sa Mayroon akong bulaklak na hawak. guro ang ilang bahagi ng tulang inyong pelikulang kanilang napanood.
kanilang: Sa talulot ng bulaklak ay may mga binasa. Hanapin ninyo ang karugtong Maaari bang ikuwento ninyo ang
1. petsa ng kaarawan pangatnig na nakasulat. Pag tumigil ng linyang nawawala sa tula. Isusulat pinakamahalagang pangyayari sa
2. edad ang tugtog at kung sino ang may ang sagot sa show-me-board. Kapag pelikula?
F. Paglinang sa kabihasaan 3. pangalan hawak kukuha siya ng isang talulot ang sagot ninyo ay mali talo na kayo. Ibigay ninyo ang pamagat, mga
(Tungo sa Formative Sabihin: ng bulaklak at gagamitin niya ang Tingnan natin kung sino sa inyo ang tauhan at saan ito nangyari?
Assessment) Ang unang pangkat na makakuha pangatnig sa pangungusap. Sabihin magaling ang magaling magdugtong Isulat ang sagot sa isang malinis na
ng 3 puntos ang mananalo. ang uri ng pangatnig na ginamit. ng tula. Ang matira ang siyang panalo. papel.
Naiintindihan ninyo ba? -Nauunawaan ninyo ba ang panuto?
Handa na ba kayo? -Handa na ba kayo? (nasa LM ang tula
A. Sa pagdapo, paglipad, pag-usbong
at paglago
B. Sa sangang malalabay walang
makasusukat.
C. yaong mga mata
D. espesya sa paningin
E. Puno’t halaman masdan sa parang
F. Tutubi’t ttipaklong
G. kanina pa nagliliparan.
H. sa dahon panay ang buklat
I. Sa sangang malalabay walang
makasusukat.
Gawin Mo! Gawin Mo! Gawin Mo! Gawin Mo!

(Ipapagawa ng guro ang gawain (Ipapagawa ng guro ang gawain sa (Ipapagawa ng guro ang gawain sa Panoorin ang palabas na
sa ibaba.) ibaba.) ibaba.) Ang Bakunawa at ang Pitong Buwan
Panuto: Panuto: Panuto: https://www.youtube.com/
Humanap ng kapareha. Ang Humanap ng kapareha. Pag-usapan Basahin ang kuwento tungkol sa watch?v=3lHledCP9XU
kapartner mo ang magbabasa ng ninyo kung anong angkop na kasaysayan. Dugtungan ng angkop na Sagutin ang mga tanong:
kuwento.
pangatnig ang gagamitin sa talata. pangyayari ang sumusunod na mga 1.Sino ang mga tauhan sa kuwento?
Pakinggan ang kuwentong
babasahin ng kapareha mo. isulat ang uri ng pangatnig. pangungusap. 2. Bakit sumisigaw ang bata sa
Pagsunud-sunurin ninyo nang Ang pagkakaisa _____ 1. Nang dumating si Ku sa isla ng palabas?
wasto ang mga pangyayari sa pagkakasundo ay mahalaga sa Hawaii __________. 3. Sino si Bakunawa?
kuwentong napakinggan. Lagyan isang bansa. Ang pagpapalaganap 2. Dahil sa kanyang matikas na 4. Saan naganap ang unang
G. Paglalapat ng aralin sa pangangatawan,
ng bilang 1-5 ang patlang. nito ay isa sa mga layunin ng pangyayari?
pang-araw araw na buhay. _____1. Dinala sa isang _______________________
Samahan ng Nagkakaisang mga 3. Nagkaroon ng matinding taggutom 5.Bakit hindi siya pinaniniwalan ng
paupahang bahay at ginamot ng
Bansa ______ United Nations (UN). sa nayon kaya, mga tao sa bayan?
Samaritano ang lalaki.
(Aplikasyon) _____2. Nakita ng isang taong Binibigyang-diin ang kahalagahan ______________________ 6. Ano ang huling pangyayari?
simbahan ang nakahandusay na ng kapayapaan _____ lalong 4. Ilang araw ang lumipas, 7. Ano ang aral ng maikling pelikula?
lalaki. umunlad ang bansa. Ang mga ______________________
_____3. Hinarang ng kalalakihan bansang kasapi nito ay 5. Nang malaman ito ng buong nayon,
ang lalaki. nagtutulungan sa panahon ng ______________________
_____4. Naparaan ang taong digmaan ______ naiaayos ang
relihiyoso sa walang malay na
kaligtasan ng bansa. Nagkakaroon
lalaki.
_____5. Kinuha ng mga lalaki din ng matatag na samahan ang
ang mga gamit at damit ng lalaki mga bansa _______ iisa ang
at binugbog. kanilang layunin para sa
kapayapaan ng bayan.
H. Pagtataya ng aralin Gawin Mo 2: Gawin Mo 2: Gawin Mo 2: Gawin Mo 2:

(Optional na gawain para sa (Ipapagawa ng guro ang mga (Ipapagawa ng guro ang mga (Ipapagawa ng guro ang mga Mag-isip ng isang maikling pelikula.
guro kung maganda ang pagsasanay sa ibaba.) pagsasanay sa ibaba.) pagsasanay sa ibaba.) Isulat ang pamagat, mga tauhan at
kinalalabasan ng Gawin Mo) Pagsunud-sunurin ang mga lugar ng pinangyarihan.
pangyayari sa kuwentong Isulat ang sagot sa kuwaderno ng
Buuin ang pangungusap. Lagyan Isulat sa patlang ang kasunod na
napakinggan. (Pag-aaral ng pagsasanay.
ng angkop na pangatnig at isulat pangyayari na nasa bawat bilang.
Bibliya)
(Malayang Pagsasanay) ang gamit nito.
____Pagpapasalamat at1. 1.Umuwi na siya _________ 1. Sagisag ng ating bansa
paghiling nagbagong buhay. ____________________.
____Pagbabahaginan ng2. 2. Dadalaw sana si Eden sa inyo 2. Ang walo nitong sinag
karanasan
_________ hindi siya pinayagan. ____________________.
____Pagdarasal sa Banal na
Espiritu upang maunawaan ang3. 3. _________ ngayong gabi, hindi 3. Dapat nating pag-ukulan ng
aming pag-aaralan matutuloy ang programa. __________________.
____Pag-awit ng papuri sa Diyos4. Mag-aral ka nang maigi 4. Habang itinataas ang bandila sa
____Pag-uusap kung paano5. 4. __________ umunlad ang iyong tagdan sa hapon, tayo ay dapat ding
magagamit ang natutuhan sa buhay. tumayo nang tuwid bilang
araw-araw na pamumuhay. 6. 5. Nadulas si Ana _________ siya ____________________.
ay napilay. 5. Marami sa ating mga bayani ang
nagbuwis ng buhay
________________.
Ipagawa ang pangkatang- Ipagawa ang pangkatang-gawaing Ipagawa ang pangkatang-gawaing ito Ipagawa ang pangkatang-gawaing ito
gawaing ito ayon sa kasanayan ito ayon sa kasanayan ng mga bata. ayon sa kasanayan ng mga bata. ayon sa kasanayan ng mga bata.
ng mga bata.
May Kasanayan May Kasanayan May Kasanayan
May Kasanayan
(Mag-aaral na nakakuha (Mag-aaral na nakakuha ng 80- (Mag-aaral na nakakuha ng 80-100%) (Mag-aaral na nakakuha ng 80-100%)
ng 80-100%) 100%) Basahin ang maikling kuwento at Manood ng isang maikling pelikula.
Magsaliksik ng kuwento Sumulat ng usapan tungkol sa dugtungan ito upang mabuo ang Itala sa papel ang; 1. Mga tauhan sa
na may kronolohikal na kalikasan. Gumamit ng mga pangyayari. pelikula.
pangyayari. Ilagay ito sa
pangatnig sa usapan. 1.Ang lugar na pinangyarihan ng
puting papel.
Tumutugon pelikula.
Tumutugon Tumutugon (Mag-aaral na nakakuha ng 75-79%) 2. Ang lugar na pinangyarihan ng
(Mag-aaral na (Mag-aaral na nakakuha ng 75- Bibigyan ng kopya ng tula ang pangkat. pelikula.
I. Karagdagan Gawain para sa
nakakuha ng 75-79%) 79%) Babasahin ng isang kasapi ang tula at
takdang aralin at remediation Basahin ng isang Gamitin sa pangungusap ang pagkatapos ay dudugtungan nila ang Tumutugon
miyembro ang kuwento
sumusunod na mga pangatnig. tula upang mabuo ito. (Mag-aaral na nakakuha ng 75-79%)
at isusulat nila ang
pagkakasunod-sunod ng Iugnay ang mga pangungusap sa
pangyayari sa kuwento. pagiging matatag, makabayan, at Nagsisimula Manood ng isang maikling pelikula.
may pagpapahalaga sa ekonomiya (Mag-aaral na nakakuha ng 74- Itala sa papel ang; Ang lugar na
Nagsisimula ng bansa. pababa) pinangyarihan ng pelikula.
(Mag-aaral na 1. kaya Magsaliksik at basahin ng kuwento
nakakuha ng 74- 2. kung gayon tungkol sa Ang Mabuting Samaritano. Nagsisimula
pababa)
Humanap ng kapareha at 3. palibhasa Dugtungan ang mga sumusunod (Mag-aaral na nakakuha ng 74-
pagtulungan ninyong 4. sapagkat upang mabuo ang pangyayari. pababa)
basahin ang kuwento at 5. bagamat Manood ng isang maikling pelikula.
piliin ang pagkakasunod Itala sa papel ang:
na pangyayari sa
kuwento.
Nagsisimula 1. Noon, may isang taong naglalakbay Mga tauhan at ano ang ginampanan
(Mag-aaral na nakakuha ng 74- mula sa nila sa pelikula?
pababa) ___________________________
Mula sa pangungusap na 2. Maya-maya isang Levita ang
ibibigay ng guro tukuyin ang lumapit. ____________________
pangatnig sa pangungusap. 3. Nang Makita ng Samaritano ang
sugatang lalaki.
___________________________
4. Kinausap din niya ang paupahang
silid ___________________________
5. Alam niyang kaaway ng mga
Samaritano ang taga-Jerusalem.
V.MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
Gawain para sa remediation
C. Nakatulong ba ang
remediation? Bilang ng mag-
aaral na nakaunawa sa aralin.
D Bilang ng mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga estratehiyang
pagtuturo na nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyon sa
tulong ng aking punungguro
at superbisor?
G. Anong kagamitang
panturo ang aking
ginamit/nadiskubre na nais
kong ibahagi sa mga kapwa
ko guro?
Teacher: Learning Area: MAPEH
DAILY LESSON LOG

I. OBJECTIVE/S MUSIC MUSIC MUSIC MUSIC MUSIC
A. Content Standard Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
the concept of timbre through the concept of timbre through the concept of timbre through
recognizing musical instruments recognizing musical instruments recognizing musical instruments
aurally and visually. aurally and visually. aurally and visually.
B. Performance Aurally determines the sound of Aurally determines the sound of a Aurally determines the sound of
Standard a single instrument in any single instrument in any section of a single instrument in any
section of the orchestra. the orchestra. section of the orchestra.
C. Learning Identifies visually and aurally the Distinguishing aurally the sound of Identifies the characteristics of
Competencies instrument sections of the each section of the Western each instrument in each section
(write the LC Code) Western orchestra Orchestra of the instrument.
MU6TB-IIId-1 .MU6TB-IIId-e-2 MU6TB-IIId-3
II. CONTENT Introduction of Musical Introduction of Musical Introduction of Musical

Instruments Instruments Instruments
A. References
1. TG/CG pages 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6 21st Century Mapeh in Action 6
2. Learner’s Materials
pages
3. Textbook pages pp.51-53 pp.51-53 . pp.51-53
4. Materials
downloaded from
LRMDS
B. Other Learning Manwal ng Guro Manwal ng Guro Manwal ng Guro
Materials Umawit at Gumuhit 6 Umawit at Gumuhit 6 Umawit at Gumuhit 6
Valdecantos.Emelita C. 1999 pp. Valdecantos.Emelita C. 1999 pp. Valdecantos.Emelita C. 1999 pp.
47-48 47-48 47-48
IV. PROCEDURES
A. Reviewing previous What is the classification of
lesson and musical instruments?
presenting new
lesson
Give the characteristics of the ff
instruments.
B. Establishing a Do you like playing musical Groupings. How do we play instruments in

purpose for the instruments? What instruments Form 4 groups. Each group will be the percussion family? String?
lesson do you want to play? assigned to a musical Brass? Woodwind?
classification. They will write as
many musical instruments that
they know.
C. Presenting Let the students write as many Discuss the different classifications Groupings. Form 2 groups. Each
examples/instances musical instruments that they of musical instruments according will imitate how to play the said
of the lesson know. to each picture. instrument while the other
group will identify the
instrument and its kind.
1. Snare Drum
2. Triangle
3. Flute
4. Harp
5. Maracas
D. Discussing new Identify the instruments The teacher will enumerate Classification of Instruments
concepts and according to their classification. instruments and the pupils will 1. String-are instruments
practicing new skills Write whether string, give the sound of each instrument. that are plucked or
#1 woodwind, brass or percussion. 1. Flute bowed and often
2. Drums referred to as the
3. Triangle backbone of the
4. Maracas orchestra. Ex. Violin
1. 5. Violin cello double bass and
harp.
2. Woodwind-produce
music when musicians
2. blow the mouthpiece.
Ex. Piccolo flute oboe
clarinet bassoon
3. Brass-are used to
produce sound by
means of blowing.
3. They are made of brass
metal. Ex. Trumpet,
trombone, French
horn, Tuba.
4. Percussion- are played
by striking the
instrument with sticks
or hammers while
others through shaking
4. or rubbing like
maracas. Ex. Timpani,
snare drum, bass drum
5.
E. Discussing new What are the classifications of Let the students give the different Identify how the following
concepts and musical instruments? sound produce by instruments instruments are played.
practicing new skills 1. String through Hula BIra game. 1. Bass drum
#2 2. Woodwind 1. Trumpet 2. Tuba
3. Percussion 2. Harp 3. Oboe
3. Timpani
4. Brass 4. Harp
4. Cymbals
5. Tuba 5. Violin
6. Bass drum 6. Timpani
7. French horn 7. Clarinet
8. Clarinet 8. Trumpet
9. Piccolo 9. Maracas
10. cello 10. Bassoon
F. Developing mastery Give the sounds of the following

(lead to formative musical instruments. Name the The teacher will discuss the
assessment 3) following instruments. different sounds of the
1. instruments.
(google)
2.
3.
4.
5.
G. Finding practical
application of
concepts and skills
in daily living
H. Making What is the classification of How can we distinguish the Give the characteristics of the
generalization and musical instruments? different instruments according to different instruments.
abstractions about its sounds?
the lesson
I. Evaluating learning Identify the following according Match the sound corresponding to True or False
to their classification. the instrument. 1. Percussion instruments
Write W-woodwind, P- A. can be played by
percussion, B-brass and S- for 1. trumpet rubbing, striking.(T)
string. 2. drum
2. String instruments
1. Trumpet 3. flute
4. harp used to produce sound
2. Harp
5. tuba by blowing.(F)
3. Timpani
B. 3. Brass instruments can
4. Cymbals
a. pluck the strings like be played by plucked
5. Tuba guitar(harp) or bowed.(F)
6. Bass drum b. buzzing (trumpet) 4. Woodwind instruments
7. French horn c. pop (drum)
can be played by
8. Clarinet d. buzz(tuba)
e. tootle-too(flute)
9. Piccolo blowing the
10. cello mouthpiece.(T)
5. There are four
classifications of
instruments. (T)
J. Additional activities Research on the different kinds Have a copy of the list of Study more about the different
for application or of instruments. instruments according to its kinds of instruments.
remediation characteristics.
V. REMARKS
VI. REFLECTION Assessing you as a teacher and analyzing the students’ progress this week.
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did
I used/discover which
I wish to share with
other teachers?
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG

I. OBJECTIVES The learner…..
A. Content Standard demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
B. Performance Standard is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life
situations
C. Learning Competencies / visualizes and describes surface area and visualizes and describes surface area and visualizes and describes surface
Objectives names the unit of measure used for measuring names the unit of measure used for area and names the unit of
the surface area of cubes and prisms. measuring the surface area of cylinders and measure used for measuring the
M6ME-IIIi-9 pyramids surface area of cones and
derives a formula for finding the surface area M6ME-IIIi-9 spheres.
of cubes and prisms derives a formula for finding the surface M6ME-IIIi-9
M6ME-IIIi-92 area of pyramids and cylinders. derives a formula for finding the
M6ME-IIIi-92 surface area of cones and
spheres.
M6ME-IIIi-92
Measurement Measurement
A. References
1. Teacher’s Guide pages 21ST Century Mathletes, 108-112
2. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285

3. Textbook pages 21st Century Mathletes 6, p. 272-285
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Mathletes 6 textbook, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson or Mental Computation Drill: Solving for Areas of Drill: Match the picture w/ the formula for Find the area of the ff.:
presenting the new lesson Plane Figures the area:
Play “Pass-It-On”
a)Teacher divides the class into 6 groups (per
column).
b)Teacher instructs the pupils in front to prepare
1
a piece of paper ( 4 sheet), which will be the
group’s answer sheet.
c)Teacher shows a picture of a plane figure with
given dimensions. For example:
6m
10 cm 5m
20 m 6 dm 10 m Review:
8m
Find the surface area of a cube with a side
of length 3 cm
d)Pupils in front solve mentally for the area and Solution:
write their answer on the piece of paper, with Given that s = 3
the proper label. Surface area of a cube = 6s2 = 6(3)2 = 54
e)Teacher shows another picture of a plane cm2 Review: Find the surface area of
figure with given dimensions. Calculate the surface area of the following the ff. cylinders and pyramids.
f)The pupils in front pass the paper to the one prism.
behind them who, in turn, solve mentally for the Solution:
area. There are 2 triangles with the base = 4 cm
g)Continue this until everyone in the group or and height = 3 cm.
column has participated. Area of the 2 bases
h)Teacher gives the correct answers. = 12 cm2
i)The group with the correct answer and label 1 rectangle with length = 7 cm and width =
gets 2 pts. 5 cm
j)The group with the most number of points wins. Area = lw = 7 × 5 = 35 cm2
Review: Formulas in Solving for the Areas of the 1 rectangle with length =7cm and width
Following: Square, Rectangle, Parallelogram, 3m
Trapezoid, Triangle Area = lw = 7 × 3 = 21 cm2
Give one example each for the above shapes. 1 rectangle with length = 7 cm and width
These may be in the form of a word problem or a 4m
picture with given dimensions. Let the class Area = lw = 7 × 4 = 28 cm2
solve for the area of each. The total surface area is 12 + 35 + 21 + 28
= 96 cm2
We can also use the formula
Surface area of prism = 2 × area of base +
perimeter of base × height Ans.: L.A. = 2340 units2;
= 2 × 6 + (3 + 4 + 5) × 7 = 96 cm2 SA = 3240 units2
B. Establishing a purpose for Show a cube. The teacher will show pictures of a The teacher will show pictures of
the lesson Ask: sardines can and a tent. Tell the pupils an ice cream cone and a ball. Tell
1)How many faces does it have ? that these are examples of space figures. the pupils that these are
2)What is the shape of each face? examples of space figures.
3)Are the faces congruent?
4)What is the formula for the area of square?
b)Show a rectangular prism.
Ask:
1)How many faces does it have?
2)Which faces are congruent?
3)What is the shape of each face?
4)What is the formula for the area of a
rectangle?
c)Show a cylinder, cone, pyramid, and sphere.
Ask questions similar to the ones above.
C. Presenting Present the ff. problem in the class. If we cut a label from a sardine can, we Surface Area of a Cone:
Examples/Instances of new 1. Mother is celebrating her birthday. Her will see that the label is a rectangle. The Let us use a net to help see how
lesson children prepared a gift for her. They height or width of the rectangle is the the formula for the surface area
have a gift wrapping paper that height of the can. The base length of the of a right cone is derived. (See
measures 900 square inches. Each edge rectangle is the circumference of the can. page 2770
of the box is 12 inches. Do you think the
children have enough wrapping paper to
cover the gift?
The pupils will investigate the ff.
a.Name of the solid Surface Area of a Cylinder:
b.Number of faces The lateral area of a cylinder is the
c.Shapes of faces product of the circumference of the base the surface area of a cone is the
and the height of the cylinder. sum of the lateral area (L.A.)) and
L.A. = 2πrh area of its base (B)
The surface area of a cylinder is the sum To find the L.A., imagine cutting
of the lateral areas of the 2 bases. the lateral surface into wedges
Surface Area = L.A. + 2B and arranging the wedges to
Example: Find the surface area of the can form a figure like a parallelogram.
of milk belowt. Use π= 3.14 Example: Find the surface area of
the ice cream cone at the right.
Use π= 3.14
D. Discussing new concepts and Ask the ff. questions: Surface Area of Pyramids: Surface area of a Sphere:
practicing new skills #1 a. What is the name of the solid figure? The surface area of a pyramid is the sum The area of the circle that
(cube) of the areas of all the faces, including the contains the center of the sphere
b. How many faces does it have?(6 faces) base. We can use the net to find a general is πr2
c. What is the shape of the faces? (square) formula that will help us find the surface
d. How do we know that the wrapping area of a pyramid.
paper is enough? Present to the class
the net of the cube.
It would take exactly 4 of these

circles to wrap the sphere
completely.
Find the area of each face. Explain the solution. Example:Find the surface area of the right
Area of a square= s x s square pyramid below.
Example: Find the surface area of
= 12 x 12
the basketball at the right with a
=144 square inches
radius 0f 4.89 dm. Round your
Total area of all faces = 144 x 6 = 864 sq. inches
answer to the nearest tenths.
Therefore, the children have enough wrapping
paper to cover the gift. How do you call the total
area of all the faces of a solid figure?
a.Define surface area. Page. 273

b. Based on the answers to the above questions,
derive the formula for the surface area of a cube.
E. Discussing new concepts and Present the problem on page 272. Group Activity: Discuss how to get the surface
practicing new skills #2 Gerald owns an antique shop. He is refinishing a area of a cone and sphere. Let
rectangular jewelry box shown below. The can of the group answer the ff.
varnish he is using is enough liquid left in it to activities:
cover 30 cm2 is there enough varnish left in the
can to refinish the jewelry box?
Discuss the content on page 272 -273 of 21st
Century Mathletes Textbook.
Let the pupils derive the formula in finding the
surface area of a prism.
Discuss Example 1 on page 274 of txtbk
Evaluate the following problems. (Take π =

3.14 and round to the nearest
hundredths)
1) Calculate the surface area of a cylinder
with diameter of 32 cm and height 20 cm.
Area = cm2
2) Calculate the surface area of a cylinder
with diameter of 14 cm and height 30 cm.
Area = cm2
3) A steel pipe has an outer radius of 6 cm
and an inner radius of 5.6 cm. It has a
length of 12 cm.
a) Find the area of the outer curved
surface of the pipe.
Area of outer curved surface
= cm2
b) Find the area of the inner curved

surface of the pipe.
Area of outer curved surface
= cm2
c) Find the total surface area of the pipe.
Total area = cm2
F. Developing mastery Activity (in groups of 5) Activity (in groups of 5) Activity (in groups of 5)
(Leads to Formative 1)Give each group a spatial figure. For example, 1)Give each group a spatial figure. For 1)Give each group a spatial
Assessment) a shoe box. example, a sardines can, a milk can, a figure. For example, cone , a ball,
2)Let each group measure the dimensions of paper weight shaped like a pyramid. a globe, etc.
their spatial figure and solve for its surface area. 2)Let each group measure the dimensions 2)Let each group measure the
3)Presentation for each group follows of their spatial figure and solve for its dimensions of their spatial figure
surface area. and solve for its surface area.
3.) write the correct unit of measure of 3.) write the correct unit of
each object. measure of each object.
4)Presentation for each group follows 4)Presentation for each group
follows
G. Finding practical applications Group Activity: Write the formula then solve. Group Activity: Write the formula then Group Activity: Write the formula
of concepts and skills in daily Write the unit of measure to be used in each solve. Write the unit of measure to be then solve. Write the unit of
living problem. used in each problem. measure to be used in each
1)a cube whose edge is 15 cm problem.
2.)Cube: s=18cm
3.Rectangular Solid: l=18 cm, w= 7 cm, h=9 cm
1.
2.
4.) 1.
3.
5.)
2.
4.
3.
4.
5.
H. Making generalizations and What is surface area? What is surface area? What is surface area?
abstractions about the The surface area of a solid object is a measure of The surface area of a solid object is a The surface area of a solid object
lesson the total area that the surface of the object measure of the total area that is a measure of the total area that
occupies. the surface of the object occupies. the surface of the object
How do we find the surface area of cubes? How do we find the surface area of a occupies.
Prisms? cylinder? How do we find the surface area
A cube is a rectangular prism where all its sides The surface area of a cylinder can be of a cone?
are the same. The formula to find the surface found by breaking it down into three The first step in finding the
area of a rectangular prism is A = 2wl + 2lh + parts: surface area of a cone is to
2hw, where w is the width, the l is the length, The two circles that make up the ends of measure the radius of the circle
and the h is the height. To use this formula, we the cylinder. part of the cone. The next step is
plug in our values and then evaluate. The side of the cylinder, which when to find the area of the circle, or
"unrolled" is a rectangle base. The area of a circle is 3.14
Combining these parts we get the times the radius squared (πr2).
formula: Now, you will need to find the
area=2πr2 + 2πrh area of the cone itself. In order to
where: do this, you must measure the
π is Pi, approximately 3.142 side (slant height) of the cone.
r is the radius of the cylinder Make sure you use the same form
h height of the cylinder of measurement as the radius.
How do we find the surface area of a You can now use the
pyramid? measurement of the side to find
The area of the base is s . There is no the area of the cone. The formula
formula for a surface area of a non- for the area of a cone is 3.14
regular pyramid since slant height is not times the radius times the side
defined. To find the area, find the area of (πrl).
each face and the area of the base and So the surface area of the cone
add them. equals the area of the circle plus
the area of the cone and the final
formula is given by:
SA = πr2 + πrl
How do we find the surface area
of a cone?
To find the surface area of a
sphere, use the formula (4πr2),
where r = the radius of the circle
I. Evaluating Learning Evaluate item no. 1-12 on page 282-283 of Evaluate item no. 13-34 on page 282-284 Evaluate item no. 35-40 on page
Mathletes Textbook. of Mathletes Textbook 284 of Mathletes Textbook.
J. Additional activities for Answer Math Challenge on page 286-287

application and remediation
V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
strategies worked well? Why
did this work?
F. What difficulties did I

encountered which my
principal or supervisor can
help me solve?
materials did I use/discover
which I wish to share with
other teachers?
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
I. OBJECTIVES
The learners demonstrate gravity The learners demonstrate gravity How energy is transformed in The learners demonstrate
and friction affect movement objects and friction affect movement simple machines understanding of the uses of
A. Content Standards
and how energy is transformed in objects and how energy is simple machines ( pulley and
simple machines transformed in simple machines screw
The learners should be able to The learners should be able to Create a marketing strategy for The learners should be able to
produce an advertisement , produce an advertisement , a new product or light efficiency manipulate simple machines to
demonstrate road safety, create a demonstrate road safety, create a describe their characteristics
marketing strategy for a new marketing strategy for a new and uses.
B. Performance Standards
product on electrical, create a product on electrical, create a
marketing strategy for a new marketing strategy for a new
product on electrical or light product on electrical or light
efficiency efficiency
List the different uses of wedge List the different uses of pulley Weekly Test
Manipulate simple machines to
Manipulate simple machines to and lever. S6FE –IIIg-I - 3 and screw. 1.Administering test
describe their characteristics and
describe their characteristics and Act out the use of wedge in the Investigate the different uses questions correctly
uses. (S6FE-IIIg-i-3)
uses. (S6FE-IIIg-i-3) different situation given in the of pulley and screw. 2. Administering of
*List the different uses of inclined
*List the different uses of wheel and activity. Appreciate the importance of weekly test in Science
C. Learning plane
axle Be careful in using wedge and the different uses of pulley and 6
Competencies/Objectives *Tell the different uses of inclined
*Tell the different uses of wheel and lever screw in our daily living. S6FE- 3. Setting of
plane
axle IIIg-i-3 Standards
*Appreciate the importance of uses
*Appreciate the importance of uses 4. Test Proper
of inclined plane
of wheel and axle 5. Checking of Test
Uses of Inclined Plane
Results
Uses of simple machines

II. CONTENT / TOPIC Uses of Wheel and Axle Uses of Inclined Plane Uses of wedge and lever
(pulley and screw)
III. LEARNING
RESOURCES
A. References

Explore and Experience Science
6 pp.276-278 pp.286-288
The New Science Link pp.359-
3. Textbook pages The Science Connection 5
360
pp.182-183 pp.190-192
Science Links 6 pp.234-235
4. Additional materials from
LRMDS portal
B. Other Materials
IV. PROCEDURES
The teacher asks about the part of Thumbs up or down. Show a video using wedge and Choose the best class of lever
the activity the students performed lever. to use when lifting or moving
the other day. The teacher shows pictures of the following loads.Put a check
A. Reviewing previous lesson or
various objects then pupils will mark (/) inside the box. See
presenting the new lesson
show thumbs up if it shows uses of pp.271-Explore and
wheel and axle and thumbs down if Experience6
not.
The teacher asks about students’ What do you know about inclined What was the video all about? If you lift an object to a tall
prior idea about wheel and axle. plane? Have you experienced the same building, How will you do it?
situation just what have you
seen in the video?
B. Establishing a purpose for the
What if the man in the video did
lesson
not use a bolo in cutting the
branches of the tree?
You will answer that through
your activity.
Watch the video clip Watch the video clip The teacher will give a different Show a video presentation
https://youtu.be/avacJJsI80M https://youtu.be/E_ErI0QjNos situation where the children will What did you observe in the
C. Presenting examples/
select the right simple machine video?
instances of the new lesson
Do the following Activities Do the following Activities to be used. What are the activities uses
pulley?
Group 1- Jingle about the uses of Group 1- Jingle about the uses of What other simple machines
Wheel and axle Inclined Plane did you observe?
Group 2- Rap about the uses of Group 2- Rap about the uses of How is screw useful in the
Wheel and axle Inclined Plane video?
Group 3- Act-out about the uses of Group 3- Act-out about the uses of Do you think screw is useful in
Wheel and axle Inclined Plane our daily living to make our
Group 4- Song about the uses of Group 4- Song about the uses of work easier?
Wheel and axle Inclined Plane
Group 5- Poem about the uses of Group 5- Poem about the uses of
Wheel and axle Inclined Plane
Pupils present their output on the Pupils present their output on the Giving standards in doing GROUP ACTIVITY
D. Discussing new concepts and
activity. The teacher will give activity. The teacher will give activity? (see attach activity sheet)
practicing new skills #1
feedback about the result. feedback about the result. Group activity. GROUP PRESENTATION
Presentation of activity. What are the simple machines?
How simple machines do
makes work easier and faster?
How are simple machines used
in everyday life?
What are activities uses pulley?
How pulley is makes work
easier?
E. Discussing new concepts and How can you use pulley to help
practicing new skills #2 you in the school? Building?
What are the two types of
pulley?
What is the difference between
fixed and movable pulley?
How screw useful in our daily
living?
Cite some examples of srew
that you see in your home.
• Based from the activity, what
are the use of the first order
F. Developing mastery lever? second order lever? third
(leads to formative assessment ) order lever?
• How beneficial it is in our daily
living?
• Why is it important to keep
them in its proper place?
• Can we make our work easier
without the use of the different
levers we learned today?
Tell what is in the picture and give its Tell what is in the picture and relate Directions: Act out the correct Suppose you see a lady driver
uses: this to your own experiences: wedge to be used in the with a flat tire on the side of
different situation given below the road. What would you do?
(using only an improvised simple What tool would you lend her?
machine made from a hard
board for the safety of the
children) . You are only given 2
minutes only to perform the
given activity.
Group Activity:
G. Finding practical applications I – Your father wanted to chop
of concepts and skills in daily the wood to be used by your
living mother in cooking.(axe)
II – A brother of your friend will
cut the plywood for the project
in wood working. He is going to
make a tool box (rip saw)
III – Your mother is going to slice
the ingredients in her chicken
adobo.(knife)
IV – your sister wanted to eat an
apple.
H. Making generalization and What are the uses of Wheel and What are the uses of Inclined What are the use of wedge and What are the different uses of
abstraction about the lesson Axle? Plane? lever? pulley and screw?
Answer the following questions: Answer the following questions: Directions: List the different use A. Choose the letter of the
1. Wheel and axle refers to the 1. Which of the following is the use of lever and wedge by writing correct answer.
assembly formed by two discs of of inclined plane? the correct answer only in a 1. Which of the following is not
different diameter mounted so that a. It lessens the effort exerted in given situation. a simple machine?
they rotate together around the transporting weight over a distance a. screw
same axis. What is the use of this? and height A. b. lever
I. Use to hold an object in place b. To lift an object easier by 1. Your sister will about to finish c. pulley
II. Use to wrapped a cylinder changing the direction of the effort her short. It’s only one thing d. board
III. Use for raising weights force missing to finish it. What will 2. Which of the following
IVFor raising water buckets from c. To deliver a person from high she use to finish her short? makes use of the ptinciple of
wells area to low area a. zipper the screw?
a. I & II d. To deliver a person from low b. scissors a. pencil sharpener
b. II & III area to high area c. knife b. scissors
c. III& II 2. How does an inclined plane help d. none of the above c. knife
d. III & IV
in transporting a load from a higher 2. The grade six pupils will cut d. auto jack
2. In wheel and axle how do the
place? their wood in making their dust 3. It consists of an inclined
radius affect the axle?
a. If the length of the plane is 30 cm pan holder. What are they going plane wrapped around a pole
a. The same
b. Bigger and the height of plane 50 cm to use? or cylinder.
c. Smaller b. If the length of the plane is 50 cm a. saw a. friction
I. Evaluating learning and the height is 30 cm b. knife b. wheel and axle
d. Nothing
3. Which of the following supports c. If the height of the plane is 70 cm c. wheel barrow c. screw
the axle in allowing rotation? and the height of the plane is 30 cm d. axe d. pulley
a. Hinge d. If the height of the plane is 70 cm 3. Gina wants to eat hotcake, 4. It is a combination of two
b. Socket and the height is 30 cm but it is very hot. What will she inclined planes put back-to-
c. Pulley 3. Why do you need to use an use to put the hotcake on her back.
d. Wedge
inclined plane? plate and eat it? a. inclined plane
4. Which of the following devices
a. It lessens the time used in certain a. spoon b. ramp
uses the wheel and axle?
thing b. hammer c. wedge
a. Belt driver
b. Flag pole b. It lessens the effort over a c. food tong d. pulley
c. Wheel barrow distance d. scissors 5. A knife is an example of this
d. Tweezers c. It lessens the resistance exerted 4. To attach the plywood in kind of simple machine.
5. How the mechanical advantage of over a place making the door, what will you a. inclined plane
a wheel and axle equal to the radius d. It can be used to lift cars. use to do it? b. rope
of the wheel and the radius of the 4. Which of the following are the a. saw c. wedge
axle ways of transporting the toy car in a b. knife d. pulley
a. Adding 1 foot height pile of books on the c. wheel barrow
b. Subtracting table? d. nail
c. Multiplying I.by lifting
d. Dividing
II. by rolling on the inclined plane 5. Mang Ambo will open a buko B. Write T if the statement is
III. by using a spring scale for his son. What will he use to true and F if the statement is
a. I & II open it? false.
b. I & III a. saw __6.Apencil sharpener is a kind
c. II & III b. bolo of pulley
d. I, II, III
c. wheel barrow ___7.The flag is raised and
5. If your father who is sick needs a
d. nail lowered with a pulley.
wheelchair and a wheelchair ramps
___8.Work is made easier with
what is the use of this?
B. List the use of lever and the help of machine.
a. To go places where they want to
wedge by writing the correct ____9.Anail is an example of a
go
answer only. wedge.
b. To lessen their effort
____10.Acar is an example of
c. To get over obstacle without
6. A carjack works on the an inclined plane.
exceeding their strength
principle of __________
d. To feel comfortable and
a. overcoming a large force with
satisfaction in using this
a large force
6. The inclined plane is a flat
b. reducing the weight of an
supporting surface tilted at an
object
angle. Which of the following
c. increasing the time taken to
statements is true?
do a job
a. The effort applied is greater than
d. overcoming a large force with
the distance
a smaller force
b. The lesser angle machine the
7. What is the use of the wheel
longer the distance and the lesser
barrow?
the effort needed
a. to move a load
c. The greater the effort applied the
b. exert a large force over a
longer the distance
small distance
d. All of the above
c. exert only small distanceat
7. Inclined is important to us
one end by exerting only a small
because it helps our work easier
force over a greater distance at
and faster. Which of the following
the other
belongs to inclined plane?
d. a and c
a. Axe and blade
b. Wheel barrow and bottle 8. What is the use of our teeth?
opener I. cutting and grinding
c. Ramp slope II. cutting and splitting food
d. Bicycle, gears, doorknob III. cutting and tightening food
IV. separate the food
a. I only
8. Inclined is a simple machine that b. II only
is useful to people because of the c. I and III
following: d. I and IV
a. Use and raising and lowering load 9. What is the use of an axe?
b. To lessen the effort exerted over a. to cut the wood into pieces
a distance b. to fasten two object like
c. A only wood in making the wall in the
d. A and B house
9. Inclined plane is widely used, c. to gather any materials to
why do you say so? lighten the work
a. It can move heavy objects d. to cut the union in the kitchen
b. For raising and lowering a load 10. What is the use of hammer?
c. To get over obstacle without a. to cut the wood into pieces
their strength b. to fasten two object like
d. All of the above wood in making the wall in the
10. You wanted to carry a sack of house
rice using a inclined plane, which c. to gather any materials to
illustration will you use. lighten the work
a. d. to remove the nail from a
b. wood.
c.
d.
J. Additional activities for List other uses of wedge and

application / remediation lever.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
additional activities for
remediation
C. Did the remedial lessons work
? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
strategies worked well ? Why
did this work ?
F. What difficulties did my
principal or supervisor can help
me solve ?
materials did I use/discover
which I wish to share with
other teachers ?

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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE-AGRICULTURE

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING RESOURCES

B. B. Establishing a purpose for

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The teacher suggested the inclusion of a

How about the rest

The teacher explains

The teacher will

Cebu in the Visayas -

Ask the learners how

What are done by

I. Evaluating learning True or False

The teacher mentions

Remember that if a group

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

D. Pagtatalakay ng bagong konsepto at Pangkatang Gawain: Pangkatang Gawain:

F. Paglinang sa Kabihasan Anu-ano ang mga suliranin at Paano natutugunan ng

G. Paglalapat ng aralin sa pang-araw- Pagpapakita ng iba’t-ibang isyu Sa palagay ninyo, Lubos na

IV. Mga Tala

A. No. of learners who earned 80%

F. What difficulties did I encounter

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4.Additional Materials from Learning https://www.google.com/search https://www.google.com/searc : http://business.inquirer.ne https://www.google.c

The teacher will group

2.At a press briefing, NDRRMC

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Hatiian ang klase sa apat.

3. Ipakita ang mungkahing

4. Iproseso ang ginawa ng

H. Paglalahat ng Aralin Hayaang magbigay ang mga

1. Ang pagputol ng mga maliliit

WEEK 8 LUNES MARTES MIYERKULES HUWEBES BIYERNES

III. KAGAMITANG PANTURO

1. Mga pahina sa Gabay ng

3. Mga pahina Teksbuk

Paglalahat: uugnay ng dahilan at bunga ng

Pangkatang-gawain: Pangkatang-gawain: Pangkatang-gawain: Pangkatang-gawain:

Panuto: Think-Pair-Share Basahin ang kuwento. Dugtungan ang Pangkatang Gawain:

May bagyo nang

Gawin Ninyo 2! Gawin Ninyo 2! Gawin Ninyo 2! Gawin Ninyo 2!

Gawin Mo! Gawin Mo! Gawin Mo! Gawin Mo!

H. Pagtataya ng aralin Gawin Mo 2: Gawin Mo 2: Gawin Mo 2: Gawin Mo 2:

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. CONTENT Introduction of Musical Introduction of Musical Introduction of Musical

B. Establishing a Do you like playing musical Groupings. How do we play instruments in

F. Developing mastery Give the sounds of the following

A. No. of learners who

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285

It would take exactly 4 of these

a.Define surface area. Page. 273

Discuss Example 1 on page 274 of txtbk

Evaluate the following problems. (Take π =

b) Find the area of the inner curved

Total area = cm2

J. Additional activities for Answer Math Challenge on page 286-287

F. What difficulties did I

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Uses of simple machines