GRADE 6 School: Grade Level: VI

Teacher: Learning Area: TLE - H.E

DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards Demonstrates an understanding of and skills in managing family resources

B. Performance Standards Manages family resources applying the principles of home management
a. Allocates budget for basic and social needs such as:
i.food and clothing
ii.shelter and education
C. Learning Competencies /
Objectives iii. social needs: social, and moral obligations
Write the LC code for each (birthdays, baptisms, etc.), family activities, school
affairs
iv. savings/emergency budget (health, house, repair)

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
Management of family resources
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
III. LEARNING RESOURCES
manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from THE II Teacher’s Manual. 1991. THE II Teacher’s Manual.
Learning Resource Pp. 23-24 1991.pp. 23-24
(LR)portal
Bantigue, R.M. and Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Pangilinan,
Pangilinan, J.P. (2014) J.P. (2014) Growing up with J.P. (2014) Growing up with J.P. (2014) Growing up with
Growing up with Home Home Economics and Livelihood Home Economics and Livelihood Home Economics and
B. Other Learning Resources Economics and Livelihood Education. FNB Educational, Inc. Education. FNB Educational, Inc. Livelihood Education. FNB
Education. FNB Educational, QC. QC. Educational, Inc. QC.
Inc. QC.
IV. PROCEDURES
A. Reviewing previous Last week, there was a Recap of the lesson the previous Recap of the lesson the previous Recap of the lesson of the Recap of the lesson of the
lesson or presenting the new discussion on management day day previous day previous day
lesson of the family income.
Management of family As a segue, mention that the day Yesterday, we discussed the Yesterday, we learned
 income means allocating it
to provide for the basic
needs of members and for
comfortable living.
Ask the class about the
relationship between
management and budgeting
of family income.
B. Establishing a purpose
for the lesson
C. Presenting examples/ By means of budgeting, the
instances of the new family can properly allot the
lesson
before, the class learned the
factors that should be considered
in budgeting.
For the day’s lesson, the class will
identify where the income goes or
what the family includes in the
budget.
Aside from the knowledge of
what comprises a family budget,
the class needs to be aware of
certain principles to be applied
effectively in order to make family
budgeting a successful and
fulfilling task.
According to Bantigue and
Pangilinan (2014), the summary
of the principles that should be
applied to make family budgeting
a successful and fulfilling task are
as follows:
 Know the family’s income.
 List your expenses. Know
which components are fixed
and which are flexible.
 Set priorities.
 Keep records of expenses.
 Allocate an amount for
savings.
Ask the class to bring out the
photos they were asked to bring.
principles that need to be applied
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that
were included in the family
budget.
Ask what items are included in
the budget.
Then, present the following list
culled from the book:
 Food and clothing
 Shelter and education
 Social needs
 social and moral obligations
 family activities
 school affairs
 Savings/emergency budget
 health
 house repair
budgeting and how it can be
applied to the family.
Budgeting is critical because it
is oftentimes difficult to ensure
that we will be able to make
both ends meet when times
are hard.
How can we prudently manage
the financial resources of the
family?
Group the class into four (4).
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion
will be processed by the
teachers.
Show photos of different Divide the class into four (4)
items/situations. groups.
 income. A family should Group the class into 4 (four). Let
have a knowledge of family the class identify where or what Ask the learners if they are Using the concepts learned
budgeting to know how the family includes in the budget. needs or wants. yesterday, come up with an
much is spent for family Prioritize the items. The class will activity that will demonstrate
needs and where the income be given ten minutes to complete Ask why they think it is a need the difference between needs
goes. Through family the activity. Reporting follows. or want. and wants. Think of activities
budgeting, the members will outside the box.
learn to spend wisely, save
regularly, participate in
family matters more actively
with the maximum benefit
from the wise use of
resources, like time, energy,
and abilities.
Ask: What are the factors SHORT SKIT Mention that a family budget also The teacher writes two Presentation per group.
that need to be considered Using the previous group provides for the following needs: columns on the board. One
when budgeting? assignment, discuss among the Refer to the examples given by column has the heading NEEDS.
 Size of the family group the principles in making the learners. If it was already The other column has the
 Family income family budgeting a successful and mentioned, do not include in the heading WANTS.
 Kind of work each fullfilling task. The twist is this list.
D. Discussing new concepts family member will be presented in a short skit. Randomly distribute metacards
and practicing new skills #1 does Food, shelter, clothing, education, containing a list of needs and
 Talents and abilities The group will be given five (5) household operations, wants.
of each member minutes to present the short maintenance/repair, utilities
 Locality where the skit. (water, electricity, telephone, Ask the learners to post the
family lives transportation, medical and metacards on the board.
dental care, rest and recreation,
stipend, savings. Ask the learner to
explain/defend his/her choice.
. Presentations Based on the activity that was
 Group 1 conducted ask the learners to
 Group 2 differentiate needs from wants.
 Group 3
 Group 4 A need is a requirement for
E.Discussing new concepts and survival, e.g. breathable air.
practicing new skills#2 A want is a desire. It may be
the desire for a need (e.g. a
choking person generally wants
to be able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who
Let the learners cite
examples of the factors that
need to be considered when
budgeting.
Aside from what was
mentioned, can you think of
other factors that need to be
considered when budgeting?
Explain.
Today we determine the
relationships between
management and budgeting
of family income. We also
looked into the factors that
need to be considered when
budgeting.
Bring photos or drawing
where family budget is spent
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
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Comments on group Show a short clip on managing Giving feedback on
presentations: money: Needs versus Wants presentations.
 Group 4 will comment on Group
1 Analyze the movie and relate it Examples of guide questiona:
 Group 3 will comment on Group to needs versus wants. Note
2 that some of the contents of Was the group effective in
 Group 2 will comment on Group the video may be debatable emphasizing the difference
3 e.g. chocolates is needed by between needs and wants? If
 Group 1 will comment on Group soldiers for endurance in the yes, How?
4 middle of a war while in a
normal situation it is a want for
Limit the comments on the What concepts in the
another individual.
contents of the presentation. presentation had an impact on
Does the presentation manifests you? Why?
the principles in making family
budgeting a successful and Do you think the presentations
fulfilling task? can further be improved? In
what way?
-do- -do-
Synthesize the discussion on what There is a need to distinguish
and where the family budget is between need and want . This
allotted, as well as the principles will enable us to prioritize
to take into consideration to make needs over wants, hence
family budgeting successful and ensuring that the budget is
fulfilling. enough to make both ends
meet moreso when times are
hard.
Ask the learners to share their .If you were to make a personal
insights on the lesson for the day budget, what would you
include? Why?
 earned80%onthe 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 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
encounter which my principal
or supervisor can help me
solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 GRADE School Grade Level VI
Teacher Learning Area TLE – ENTREPRENEURSHIP & ICT
6 Teaching Dates and Time
DAILY LESSON LOG OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C.Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
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. 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.
demonstrates knowledge and skills that will lead to one becoming an ideal entrepreneur.
sells products based on needs and demands.
 Identify the values of  Give ways on how to  Give two basic ways  Make a simple  Make a business
a successful start own business. to earn money. product. proposal of
entrepreneur.  Identify the Buyer  Identify steps or TLE6IE-0a-1.2 owned simple
 Identify the types of and Seller relations. guide in making own product.
entrepreneur. simple products. TLE6IE-0a-1.2
TLE6IE-0a-1.1 TLE6IE-0a-1.1  Plan a simple
product.
TLE6IE-0a-1.2
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.
BE A SUCCESSFUL
AN IDEAL ENTREPRENEUR I CAN BE AN ENTREPRENEUR MY SIMPLE PRODUCT BUSINESS PROPOSAL
ENTREPRENEUR
The Basics of Better Family The Basics of Better Family ICT and Entrepreneurship ICT and Entrepreneurship ICT and
Living pp. 2-5 Living pp. 5-13 pp. 3 & 11-12 pp. 13 Entrepreneurship
pp. 7
ICT and Entrepreneurship
pp. 2-3
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 learn
new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
previous knowledge. Indicate the time allotment for each step.
Review the Qualities and Review ways on how to start Review ways, steps or guides
Types of Entrepreneur. own business & identify the to create their own product
Buyer and Seller relations.
Motivate the child by
presenting a K-W-L Chart
about Entrepreneur.
Ask the pupils where can they
find different entrepreneur.
Discuss the Qualities of an
ideal entrepreneur and its
types on pp. 3-6
Discuss ways on how to start Group Work:
own business & identify the  Let the pupils
Buyer and Seller relations. On identify ways, steps
pages. TXT 5-13 & TXT 2-3 or guides to create
their own product.
See page 11-12
 Plan their own
product.
See page 3.
 Report it in class.
Group Work: Make their
own simple product using
available ingredients in the
community. And report it in
class.
See page 13
Group Work: Make
their own business
proposal for their
chosen product. See
page 7 and report it in
class
Let the pupils describe
an ideal entrepreneur
using manila paper
Complete the K-W-L Chart Evaluate the products
about Entrepreneur. presented by each group.
J. Additional activities for Research some
application or remediation successful Filipino
Entrepreneurs.
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
VI. REFLECTION done to 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
80% in the evaluation
B. No. of learners who require
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
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

GRADE 6
DAILY LESSON LOG
WEEK 1
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous
Lessons
B. Establishing purpose
for the Lesson
School Grade Level VI
Teacher Learning Area TLE – INDUSTRIAL ARTS
Teaching Date & Time OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
Performs necessary skill in enhancing/ decorating finished products
Discusses the importance and methods of enhancing/decorating bamboo, wood, and metal Demonstrates creativity and innovativeness in enhancing/decorating
products (TLE6IA-0a-1) bamboo, wood, and metal products (TLE6IA-0a-2)
Enhancing/ decorating finished products
Ask : What are the most Ask : What are the most Review with each group their plans
widely used techniques in widely used techniques in from Activity Sheet No. 4
enhancing bamboo and enhancing metal craft
wood products ? products ?
Intro: Ask: For the Intro: Refer to each group output from
There are many different 1. Are there metal craft shops Activity Sheet
industrial ways or present in your The Facilitator will situate No. 4 (matrix 1 and matrix
methods to enhance and communities? and encourage learners to 2)
decorate bamboo, wood, 2. What techniques do you think of ways on how they
and metal products. mostly see while they will be able to use the  Let each group discuss if they will
These methods help work on their products? concepts learned from the apply all enhancements that they
improve not only the previous three (3) day have planned or they
quality of our products sessions (wood and metal
but also the life of the enhancing techniques).
families engaged in
various livelihood
 activities. Enhancing is Say (Loud) : Are your will include other items.
carried out basically to groups ready ? (15-20 minutes)
improve the aesthetics
and the functional
properties of
a material.

Ask:
1. Are there wooden
furniture shops
present in your
communities?
2. What techniques do
you mostly see while
they work on their
products?
C. Presenting examples Discuss with the learners The Facilitator will use
/instances of the the usual techniques two identical wood/metal
new lessons being used in furniture products found in his
shops based on their home or shops. Show the
observations from their class the transformation
community of a product from its
original appearance (1st
piece) ---- to its enhanced
version
(2nd piece).

Discuss with the class

evident changes that they
can see on the two
product samples created
through/by enhancements
techniques.
D. Discussing new Refer to Activity Sheet No. Refer to Activity Sheet No. 2 Refer to Activity Sheet No. Refer to Activity Sheet No.
concepts and 1 (attached) - Puzzle 3 – Learning Stations 4 – Enhancing
practicing new skills – (attached) Wood/Metal Products
#1. Pair and Share (attached) (attached)
E. Discussing new
concepts &
practicing new
 Discuss with the learners
their observations on the
usual techniques being used
skills #2 in shops in their community
that produces metalcrafts.

F. Developing Mastery After the activity, instruct all the groups

(Leads to Formative to rate the output of other group using
Assessment 3) the matrix 2 (rubric). One group will
rate the work of another group.

G. Finding Practical Ask: What are some of
Applications of the sample products in
concepts and bamboo and woodcraft?
skills in daily (Expected answers :
Bamboo lamp, bamboo
living
bottle holders, bamboo
plant box, desktop
organizer, candle holder,
furniture, etc.
H. Making Ask : How important is the
Generalizations & knowledge on the different
Abstractions about techniques on enhancing
the lessons the beauty of bamboo and
woodcrafts ?
Ask: What are some of the
sample products in metal
craft?
(Expected answers: Accessories,
pen holder, wind chimes, etc.
Ask : How important is the
knowledge on the different
techniques on enhancing
the beauty of metal crafts ?
Ask: What do you think
now are the essence of
knowing the various ways
of enhancing wood and
metal crafts ?
1. If you are interested in
craft designing and
production, which will
you choose, wood crafts
or metal craft?
2. In the Philippines, which
do you think should be
given focus, wood or
metal crafts ?
Ask:
What benefits does a craftsman get
from the know-how of enhancing wood
and metal products?
(Expected response) Products made of
bamboo, wood and metal can be
enhanced through different techniques
in order to increase their marketability
and saleability.

I. Evaluating Learning Ask the learners to
enumerate the wood craft
enhancing techniques
Ask the learners to enumerate
the metal craft enhancing
techniques
Ask: After knowing the
different techniques on
how to improve or
enhance wood and metal
products, what effects do
you think it will do to a
products’ marketability?
 J. Additional activities for Before the session ends:
application or - Break the class into
remediation subgroups with 5
members per group.
- Let them choose a
leader and a
secretary/documenter
Say: Think/look for any
wood or metal products in
your home. Think of ways
on how to enhance or
improve its appearance.
Tell the learners to conduct a
survey (group of three (3) on:
 What types of finishing
processes does wood and
metal craft artisans in their
communities used to
enhance their products .
Reminder:
What sort of wood /metal
products did you found in
your homes, and your
group is planning to work
on as an application of the
three

- Bring the following for our

two (2) day activity
(Thursday & Friday):
- Old wooden or metal
product in your homes
- Any material that can
be used to
enhance/improve the
chosen product
o gift wrapper, glitters,
spray paint, etc.
o Small wood/metal
glue
V. Remarks
VI. Reflection
A. No.of learners who earned
80% in the evaluation
B. No.of learners who requires
additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. 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/ 1.1 Explains benefits derived 1.1 Explains benefits derived 1.1.2 Identifies successful To administer a Pre Test To administer a Pre Test
Objectives from planting trees and fruit- from planting trees and fruit- orchard growers in the
( Write the L Ccode for each) bearing trees to families and bearing trees to families and community or adjacent
communities communities communities
TLE6AG-Oa-1 TLE6AG-Oa-1 TLE6AG-Oa-1

II. CONTENT Benefits derived from Benefits derived from planting Successful orchard growers in
( Subject Matter) planting trees and fruit trees and fruit bearing trees to the community
bearing trees to families and families and communities
communities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. pp.
2. Learner’s Material pages pp. pp.

3. Textbook pages
4. Additional Materials from https://plantyourtrees.com/c https://plantyourtrees.com/cat
Learning Resource LR atalog/information/bene fits- alog/information/bene fits-of-
portal of-trees trees
B. Other Learning Resources LED tv, ppt, materials for LED tv, ppt, materials for LED tv, ppt, speakers, LED tv, ppt, speakers, LED tv, ppt, speakers,
activity activity
IV. PROCEDURE
A. Reviewing previous Lesson or Energizer Energizer Energizer
presenting new lesson What have you learned about What have you learned about What are the benefits derived
agriculture when you are in agriculture when you are in from planting trees and fruit-
Grade Five? Grade Five? bearing trees?

B. Establishing a purpose for the Show a picture of an orchard Show a picture of an orchard or Group the pupils into three. Let
lesson or a farm? a farm? them list down the persons that
Ask: What can you say about Ask: What can you say about has an orchard in their
the pictures? the pictures? community?
a. Presenting examples/ instances
of the new lesson.
b. Discussing new concepts and
practicing new skills.#1
c. Discussing new concepts and
practicing new skills #2.
d. Developing Mastery
(Lead to Formative Assessment 3)
e. Finding practical application of
concepts and skills in daily living
f. Making Generalizations and
Abstraction about the Lesson.
g. Evaluating Learning
h. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners earned 80%in
the evaluation.
B . No. of learners who required
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
Group Activites
Group Reporting
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
Why is it good to plant trees
or fruit –bearing trees?
Draw a fruit-bearing tree and
explain the benefits of it.
Group Activites
Group Reporting
What are the benefits derived
from planting trees and fruit-
bearing trees?
1.The teacher further explains
and discuss the background
information through inquiry
approach
2. Have the pupils master the
concepts.
Why it is necessary to plant
trees?
What have you learned?
What are the benefits of
planting trees?
Why is it good to plant trees or
fruit –bearing trees?
Draw a fruit-bearing tree and
explain the benefits of it.
Let the group present their
output.
Discuss their output.
The teacher further gives
examples of orchard growers in
the community.
If you were an orchard grower
how can you help other people?
How can we say that an orchard
owner is a successful?
List down all the orchard
growers in your community.
Draw an orchard that you have
in your community.
D. No. of learner 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 can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other teachers?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Pamantayang 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
Pangnilalaman

Pamantayan sa Pagaganap Nakakapagpakita ng pagmamalaki sa kontribusyon ng mga nagpunyaging mga Pilipino sa pagkamit ng ganap na kalayaan at hamon ng kasarinlan

1.Nasusuri ang mga pangunahing suliranin at hamon sa kasarinlan pagkatapos ng Ikalawang Digmaang Pandaigdig
Mga Kasanayan sa Pagkatuto 1.1 Natalakay ang Suliraning Pangkabuhayan pagkatapos ng digmaan at ang naging pagtugon sa mga suliranin
(Isulat ang code ng bawat 1.2 Natatalakay ang ugnayang Pilipino-Amerikano sa konteksto ng Kasunduang Militar na nagbigay daan sa pagtayo ng Base Militar ng Estados Unidos sa Pilipinas
kasanayan) 1.3 Natatalakay ang “Parity rights” at ang ugnayang kalakalan sa Estados Unidos
1.4 Naipaliliwanag ang epekto ng “Colonial Mentality” pagkatapos ng Ikalawang Digmaang Pandaigdig.
AP6SHK-IIIa-b-1

I. Layunin
Natatalakay ang mga Hamon at
Suliranin sa kasarinlan pagkatapos ng
Cognitive Ikalawang Digmaang Pandaigdig
Naipahahayag ang damdamin tungkol
sa pagtugon sa hamon at suliranin sa
kasarinlan pagkatapos ng Ikalawang
Affective Digmaang Pandaigdig;
Nakagagawa ng graphic organizer sa
pagtugon ng mga hamon at suliranin
Psychomotor ng kasarinlan pagkatapos ng
Ikalawang Digmaang Pandaigdig.
II. NILALAMAN
KAGAMITANG PANTURO
A. Paksa A. Mga hamon at suliranin sa
kasarinlan ng Pilipinas pagkatapos ng
Ikalawang Digmaang Pandaigdig.
Natatalakay ang ugnayang Pilipino-
Amerikano sa kontexto ng ng
kasunduang military na nagbibigay-
daan sa pagtayo ng base militar ng
Estados Unidos.
Naipapahayag ang damdamin ng
mga Pilipino tungkol sa ugnayang
Pilipino-Amerikano sa kontexto ng
kasunduang military na nagbibigay-
daan sa pagtayo ng base militar ng
Estados Unidos.
Nakasusulat ng kanta tungkol sa
ugnayang Pilipino-Amerikano sa
kontexto ng kasunduang militar na
nagbibigay-daan sa pagtayo ng base
militar ng Estados Unidos.
Ugnayang Pilipino-Amerikano at
Kasunduang Militar
Naibibigay ang ugnayang
kalakalan ng Pilipinas sa Estados
Unidos
Nabibigyang halaga ang
ugnayan ng Pilipinas at Estados
Unidos;
Nakakagawa ng balangkas ng
ugnayang kalakalan ng Pilipinas
sa Estados Unidos
Ugnayang Kalakalan sa United
States
Natutukoy ang kasunduan sa Natatalakay ang
Payne Aldrich Act pagsandal sa
ekonomiya ng US
Naiisa-isa ang hindi pantay na Nakapagbibigay ng
kasunduan sa Payne Aldrich Act magandang resulta sa
pagsandal ng Pilipino
sa ekonomiya ng US
Nailalarawan ang epekto ng hindi Nakapaglalahad ng
pantay na kasunduan sa Payne positibo/negatibong
Aldrich Act resulta sa pagsandal
ng ekonomiya sa
Pilipinas ng US
Ang hindi pantay na kasunduan Ang pagsandal sa
sa Payne Aldrich Act ekonomiya ng Estados
Unidos

B. Sanggunian
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin
B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa
sa bagong aralin
D. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
B. Mga Pagtugon sa Hamon at
Suliraning Pangkabuhayan .
AP6
TG 6, LM 6
Pagpapakita ng mga larawan at tunog Pagpapakita ng larawan ng mga
na may kinalaman sa digmaan
Magpakita ng larawan tungkol sa mga Sa tulong ng video clip, hayaan ang
pangyayari pagkatapos ng Ikalawang
Digmaang pandaigdig.
1. Ano ang masasabi ninyo sa mga
larawan na nakikita ninyo?
2. Ano-ano ang mga iniwang pinsala
ng Ikalawang Digmaan Pangdaigdig sa
Pilipinas?
Ilahad ang KWL tsart. Pasagutan ito sa Magpakita ng iba pang larawan na
mga bata.
Ipapakita ng guro ang tsart ng mga
hamon, suliranin at ang mga tugon
nito.
1. Ano-ano ang mga
hamon at suliranin sa
pagkatapos ng
Ikalawang Digmaang
Pandaigdig?
2. Ano ang ginawa ng
pamahalaan upang
Batayang Aklat sa AP 6
LM, TG, CG, BOW
Pilipino at Amerikano na
nagkakaroon ng pag-uusap.
1. Sinu-sino ang makikita sa
larawan?
2. Ano sa palagay niyo ang
kanilang pinag-uusapan?
3. Masasabi nyo ba na ang
kanilang pag-uusap ay may
pagkakasundo? Bakit?
mga mag-aaral na mapanood ang
mga pangyayari na may kinalaman
sa kasunduang militar sa pagitan ng
Pilipinas at Estados Unidos.
kuha sa video clip na ipinakita.
Mga gabay na tanong:
Ano ang base-militar?
Bakit mahalaga ang pakikipag-
ugnayan sa ibang bansa? Ano ang
kabutihang maidududlot ng
pakikipag-ugnayan ng Pilipinas sa
ibang bansa?
Kailan
nilagdaan ang
kasunduan sa
pagtatayo ng
Base Militar ng
Amerika?
Ano ang
nilalaman ng
AP6 CG, mga larawan, tsart, TM,
TG
4 pics in a word
Pagpapakita ng 4 na larawan na
may kinalaman sa kalakalan sa
pagitan ng Pilipinas at estados
Unidos.
Magpakita ng tsart na nahati sa
dalawa: Ang unang hanay ay
nagpapakita ng paraan ng
kalakalan noon at ang ikalawang
hanay ay nagpapakita ng
kalakalan ngayon
Pagsagot ng mga mag-aaral sa
KWL hinggil sa parity rights.
Pangkatin ang mga bata sa
tatlong Pangkat at ang bawat
grupo ay gagawa ng retrieval
tsart tungkol sa ibat-ibang
kasunduan na napapaloob sa
Parity Rights.
Group I-Present in a form of
Jingle)
AP6 CG, mga larawan, tsart, TM, AP6 CG, mga larawan,
TG tsart, TM, TG
Anu ang naging epekto ng Paglalahad ng mga
ugnayang Pilipino, Amerikano nasaliksik na
tungkol sa kasunduang “Parity impormasyon tungkol
Right”? sa negatibong epekto
ng pagtatayo ng base
militar ng Estados
Unidos sa ating bansa.
Anu ang inyong napapansin sa Larong Pinoy Henyo:
kasunduang Parity Right? Pahuhulaan ng guro
ang mga salita sa
pamamagitan ng
pagbibigay ng
halimbawa o
paglalarawan nito.
(Colonial Mentality,
Japan, U.S.)
.Anu-ano ang mga batas na Magpakita ng mga
ipinatupad ng pangulong Roxas? larawan tungkol sa
Anu ang nakapaloob sa epekto ng Colonial
kasunduang Parity Right? Mentality ng mga
2. Mahalaga bang Pilipino at pagsandal
malaman natin ang sa ekonomiya ng
epekto ng Estados Unidos.
kasunduang Patnubayan ang
Pilipino, Amerikano mga bata sa paggawa
tulad ng:“parity ng Graphic Organizer
Right” atbp? tungkol dito.
Magkaroon ng
1.Paano nakipag kasundo si Pres. talakayan tungkol sa
Roxas sa Estados Unidos tungkol kolonyal na kaisipan at
sa Parity Rights at sa ibang pang epekto nito sa
kasunduan? ekonomiya ng bansa
2.Kung kayo si Pres. Roxas maki
pag kasundo ba kayo sa Estados
Gamitin ang graphic
Unidos sa pamamagitan nga pag

E. Pagtatalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative
Assessment)
G. Paglalapat ng aralin sa pang-
araw-araw na buhay
matugunan ang mga
suliranin pagkatapos
ng Ikalawang
Digmaang
Pandaigdig?
Paano binigyang lunas ng
pamahalaan ang mga suliranin
kinaharap ng bansa pagkatapos ng
Ikalawang Digmaang Pandaigdig.
Pangkatang Gawain
Pangkat 1 : Paggawa ng Data Retrieval
Chart tungkol sa mga suliranin sa
pagkatapos ng Ikalawang Digmaang
Pandaigdig.
Pangkat 2: Paggawa ng reflection
tungkol sa mga hamon pagkatapos ng
Ikalawang Digmaang Pandaigdig.
kasunduang
ito?
Ano ang kabutihang maidulot
ng kasunduan sa mga Pilipino?
Ano ang naging reaksyon ng
mga Pilipino sa kasunduan?
Gumawa ng Semantic Web tungkol
sa kasunduan sa pagtatayo ng base
militar sa pagitan ng Piipino at
Amerikano
Bumuo ng 4 na pangkat.
Sa loob ng 10 minuto,
lumikha ng awit na may 5 linya na
may inspirasyong “Base Militar”
Itanghal sa buong klase sa
malikhaing paraan.
Group II-(Poster and Slogan)
Group III-( Balita)
Ipaulat sa mga bata ang natapos
na Gawain
Think–Pair- Share
Ano-ano ang mga patakaran sa
ugnayang panlabas ng Pilipinas?
. Bilang isang mag-aaral,
paano mo lubusang
mapapanagalagaan bilang isang
mag-aaral ang pagmamalasakit
sa ating likas na yaman?
Bilang isang mag-aaral, paano
mo maipapakita ang mabuting
ugnayan sa iyong kaklase o
lagda ng ibat ibang kasunduan? organizer bilang
Bakit? patnubay sa talakayan
ng aralin.
Pangkatang Gawain: Magbigay ng iba pang
halimbawa na
Gamit ang Graphic organizer- magpapalalim sa pag
unawa ng mga bata sa
Balangkas o Outline, Isa-isahin
aralin.
ang mga epekto ng mga
kasunduang “Parity Right”.
Ipaliwanag ang ilan sa mga
nagawa ng administrasyong
Roxas.
Sa pamamagitan ng Data retrieval Hayaang mailahad ng
Chart isulat ang ibat ibang epekto mga bata ang kanilang
nga mga kasunduang nilagdaan ni saloobin sa
Pres. Roxas. pamamagitan ng
debate kung ano ang
epekto ng “Colonial
Mentality” at
pagsandal ng Pilipinas
sa ekonomiya ng
Estados Unidos
pagkatapos ng
Ikalawang Digmaang
Pandaigdig at kung
mahalaga ba o hindi
na ito ay iwaksi.
Iulat ang ibat ibang epekto ng Tanong: Ano ang
mga kasunduang “Parity Right” at dapat mong bilhin?
ipaliwanag ang bawat isa.. produktong gawa ng
mga Pilipino o galling
sa ibang bansa?
 kaibigan?
Pangkat 3: Pagsulat ng maikling tula
tungkol sa pagtugon ng pamahalaan
sa hamon at suliranin.

Pangkat4: Magtanghal ng mga

makabayang awit na nagpapakita ng
pagmamahal sa bayan.

H. Paglalahat ng Aralin Walang kabutihang naidudulot ang
digmaan.
I. Pagtataya ng Aralin Pagsasagawa ng graphic organizer
hinggil sa mga naging epekto ng
ikalawang digmaaang pandaigdig sa
panlipunan at pang-ekonomiyang
aspeto.
Paglalahad ng rubrics ng guro
J. Karagdagang gawain para sa Magsaliksik tungkol sa Epekto ng
takdang-aralin at remediation Ikalawang Digmaang Pandaigdig.
IV. Mga Tala
Kailan nilagdaan ang kasunduan sa
pagitan ng Pilipinas at Amerika ukol
sa pagtatayo ng base militar sa
bansa?
Nakatutulong ba ang nilalaman nito
pag-unlad ng bansa? Bakit?
I.Magbigay ng 3 probisyon na
napapaloob sa kasunduang Militar
at ipaliwanag ito.
Ano ang nagging epekto ng
pagkakaroon ng Base Mlitar ng mga
Amerikano sa Pilipinas?
Ang Pilipinas ay para sa mga
Pilipino.. ganun din namn na ang
Amerika ay para lamang sa
mbga Amerikano… May kanya
kanyang probisyon ang ating
Saligang Batas na ang may higit
na karapatang mag-ari at
magpayaman sa ating likas na
yaman ay ang mga Pilipino.
Paggawa ng mga mag-aaral
balangkas ukol sa nilalaman ng
parity rights.
Sagutin ang Tanong:
Ano ang magandang naidulot ng
parity rights sa ugnayan ng
Pilipinas sa Esatados Unidos
Kung ikaw ay nabubuhay Ano ang epekto ng
noong panahong yon, anu ang “Colonial Mentality”
iyong mararamdaman at gagawin at pagsandal ng
para maipa dama sa Pilipinas sa ekonomiya
administrasyong Roxas ang ng Estados Unidos
negatibong epekto ng pagkatapos ng
kasunduang Parity Right Ikalawang Digmaan?
Ipaliwanag.
Gumawa ng isang awit tungkol sa Gumawa ng isang ng
negatibong epekto sa ugnayang maikling sanaysay na
Pilipino Amerikano sa kontexto nagpapaliwanag ng
ng kasunduang militar na nag epekto ng Colonial
bibigay daan sa pag tayo ng base Mentality at
militar ng Estados Unidos . pagsandal sa
ekonomiya ng Estados
Unidos
Magsaliksik ng iba pang Anu-ano ang
impormasyon tungkol sa impluwensya ng
negatibong epekto ng pag tayo ng Amerika sa Pilipinas?
base militar ng Estados unidos sa
ating bansa.

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?
 GRADE 6 School Grade Level VI
Teacher Learning Area ENGLISH
DAILY LESSON LOG
Teaching Dates And Time OCTOBER 29-31, 2018 (WEEK 1) Quarter 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards
B. Performance Standards
 Demonstrates understanding of various linguistics nodes to comprehend various texts.
 Demonstrates understanding of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience
 Demonstrates command of the conventions of standard English grammar and usage when writing or speaking
 Demonstrates understanding of different formats to write for a variety of audiences and purpose.
 Demonstrates understanding of verbal and non verbal elements of communication to respond back
Analyzes text types to effectively understand information/message(s)

Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively

Uses linguistic cues to appropriately construct meaning from a variety of purposes.

Speaks and writes using good command of the conventions of standard English

Edit texts using appropriate text types for a variety of audiences and purpose.

Uses a variety of strategies to provide appropriate feedback

C. Learning Competencies/ Listening Comprehension
Objectives Oral Language
Note significant details in the
story
Provide evidences using
opinion
Write the LC code for each EN6LC-IIIa-2.2
EN6OL-IIIa-1.27
II.CONTENT Noting significant details in the
story and express opinions
using evidences.
“The Boastful Shrimp”
III. LEARNING RESOURCES
Reading Comprehension
Distinguish text type according
to purpose and language
features through enumeration
EN6RC-IIIa-3.2.8
Distinguishing text type
according to purpose and
language features through
enumeration
“The Fox in the Well”
Study Strategies/Research
Use a particular kind of
sentence for a specific
purpose and audience
-asking permission
EN6SS-IIIa-1.8.1
Relaying Commands and
Request Using Indirect
Discourse
Writing and Composition
Plan a composition using an
outline/other graphic
organizers
EN6Wc-IIIa-1.1.6.1
Organizing Ideas Using
Graphic Aids
Attitude
Show tactfulness when
communicating with others
EN6A-IIIa-17
Show tactfulness when
communicating with others.
A. References
1.Teacher’s Guide/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Elementary English pp.303-307
A copy of the story “The
Boastful Shrimp”, a tablespoon,
charts
tarpapel
Recapitulation of the previous
lesson on the Varieties of
Sentences;
-Compound Sentence
-Simple Sentence
-Complex Sentence
With the use of proper
conjunctions.
Elementary English p. 309
A copy of the story, The Fox in
the Well, short stories, charts
Review the summary of the
story that was read yesterday.
-What important values did
you get from the story?
Elementary English
pp.239-244
Comic strips, flash cards,
Show Me Boards
Recapitulation on the
characteristics of a fable.
What is the purpose of the
fable?
What is the most important
lesson you learned from the
selection?
Elementary English
pp.423-429
Graphics organizer, map or Pictures, copy of the selection
globe
-What is the difference -What is a graphic organizer?
between a command and a
request? -How does it help the
- The command plainly gives beginners to write a selection?
an order while a request asks
a favor to do or act at a Why should we be familiar with
certain task. graphic organizers?
-What is a direct and indirect
discourse?
1. John said, “wash the dishes
Anna.”
-John ordered Anna to wash
the dishes.
2. “Please give me a piece of
advice.” Jay said.
-Jay asked me to give him a
piece of advice.
How do you deliver a direct
and indirect discourse?
In the reported command,
the verb “said” is not used,
instead, “told”. The word “to”

B. Establishing a purpose The teacher shows a spoon
for the lesson -It is used for eating. Aside
from it is used as eating utensil,
it can be used in several ways.
Give some of its uses.
Examples: ice cream scooper,
taking in medicines, can
opener, as a pestle etc.
Recall an instance in your life
when you did a certain thing
without thinking of the
consequences.
What do you think will happen
if you did a certain thing
without thinking of the
consequences?
Have the pupils relate their
experiences.
Enhance vocabulary words
through body language.
-Read the words aloud
Hind legs
A.
B. Fore legs
leap
C.
Without the second
thought
D.
is added before the verb.
-In reporting request, the
verb “asked” or “requested”
is used instead of “told”
. The word “please” is
dropped.
Use flash cards/show me Show a video clip about the Show a picture of a true friend.
boards. Write R if the children from the different
statement states request parts of the world. -Do you have a friend?
and C if it shows Command. Let them share opinion.
1. Listen attentively. -Compare the Filipino -What do you like most about
2. Please keep your things in Children with the Children of your friend?
order. the world.
3. Avoid making too much -The teacher presents a -What do you dislike about
noise. semantic web. What word him/ her?
4. Stop going around please. can you associate with the
5. Observe silence. word CHILDREN? If you want to say an honest
mistake of your friend how do
CHILDREN
Answers may vary. you do it?
N
-Play a game: Simon says. Unlock vocabulary words.
(Teacher uses command or Match column A with column
request. B and write the letter of the
correct answer.
1. Go to the wash room.
2. Keep right! A B
3. Kindly speak in a soft 1rebozos a. a pendant
voice. 2. kimono braid of hair at
4. Please lend me your ears. 3. queue the back of
5. Come with us. 4. igloo the head.
5. fleet b. an Eskimo
6. hut house
c. boat house
d. cottage
e. a Japanese
lose robe fastened with a
sash.
f. a long scarf of

C. Presenting examples/
instances of the new lesson
B. Do you have a pet? Share a
heroic deed it has done for you
or for others.
Unlocking of Difficulties:
Synonym hunt through
multiple choice. Encircle the
letter of the correct answer
1. The sharp protrusion of a
shrimp is used to fight against
its enemies.
a. a part of the body that is
pointed
b. a part of the body that is
hidden.
c. a part of the that is plain.
d. a part of the body that is
dull.
2. Nothing can pierce an iron
shield even an iron sword.
a. to rip of c. to crush
b. to spin d. to go through
3. The beautiful white pearl is
glistening under the rays of the
sun.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off
his knowledge about martial
arts.
a. humble c. naughty
b. overly confident d. shy
5. His colorful lantern has
-Have you seen a fox?
(Yes/ Not yet
-What are the qualities of the
fox in some common stories?
(Often times fox is wise and
bad)
-Let us find out if the fox is still
the fox we have known before.
Ask the pupils to read and
analyze the comic strip.
Mother: “Lock your room
before leaving, Jim”.
Jim: “Yes, Mother”.
Rina: Mother told Jim to
lock his door before leaving.
Ms.Aguila: “Please polish
the floor, Mang Ambo.”
Mang Ambo: “Yes Maám”.
Ricky: Ms. Aguila requested
Mang Ambo to polish the
floor.
silk worn wrapped about
the head and shoulder and
sometimes over face.
A. Motive Questions: A. Motive Question:
1. How do children from Why do we need to be tactful
around the world differ from all the time?
each other?
2. How do children differ in
complexion.
3. How do you compare the
clothing’s of the children
from around the world?
4. Can you make distinctions
as the types of houses in
which children from around
the world lives?
5. What do they have in
common?

D. Discussion new concepts
and practicing new skills #1
scorched because of the
constant raining.
a. dried c. dyed
b. worn d. a and b
Motive Question: Why is that
the story titled the Boastful
Shrimp?
The teacher uses the popcorn
reading strategy while the
other pupils listen very
carefully The Boastful
Shrimp
Once there was a shrimp
who thought he was the most
handsome shrimp in all the
world. In fact, he believed that
he was more handsome than
any other creatures on earth.
“Just look at my sword,” he
proudly told the other young
shrimps, pointing to the sharp
pointed protrusion at the end
of his nose. Of course, as far as
shrimps were concerned, the
end of the nose was the most
natural place for the sword to
be.
“And look at my thick,
smooth shield,” Like other
shrimps he carried his shield,”
he would continue. “Nothing
can pierce the shield,” like
other shrimps he carried his
shield on his head. All he
needed to do to show off his
head was to hold his head high.
“You are indeed a
handsome shrimp,” said an old
Read the story.
The Fox in the Well
A fox once fell into the well.
He tried to jump out but each
time he did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw
the fox. “Hello,” he called.
“What are you doing down
there?”
“Drinking some water of
course!” replied the fox. “Is it
good?” asked the goat.
“Good? It is the best water I
ever tasted in my whole life,”
answered the fox, drinking a
gulp of water.
Without a second thought,
the goat jumped in. After
drinking some water, he
looked about for a way to get
out of the well. “How do we
get out of here? “he asked the
fox?
“I know what we can do,”
said the fox. Looking at the
goat from the corner of his
eye. “Stand on your hind legs.
Plant your fore legs firmly
What kind of sentences
were used?
-Study the charts of direct
and indirect discourse
-Differentiate a direct and
indirect discourse.
-Differentiate command
from request based on their
usage.
Point out also their
similarities.
Read the poem:
Children Around the World
(by Jo Feniford)
Some children are brown like
newly baked bread,
Some children are yellow and
some are red,
Some children are white and
some almost blue,
Their colors are different, the
children like you.
Some children wear sweaters
and some rebozos
Some children wear furs and
some kimonos’
Some children go naked, and
wear only their queue,
Their clothes may be
different, the children like
you.
A. Read the dialogues.
Joana: Hey, Susan! It smells
stinky, Is that you Susan!
Susan: No! (She cried and
ran outside.)
Joana: Oh! I don’t mean to
hurt you, I just want to be
frank!
B.
Frieda: Hi, Jenna. Can we
talk outside?
Jenna: Sure! Perhaps it is a
very important matter
right?
Frieda: Yes Jenna. I am your
friend and I am concern
about your wellness. Being
a teenager we must be
concern with our personal
hygiene. Taking a bath
everyday will help a lot. It is
more of loving and
experienced shrimp. “But you
are just reaching adulthood
and have had no experience of
the world. Do not display
yourself too much or else one
of those humans might grab
you,” said the old shrimp
pointing with one of his many
legs to a young man swimming
nearby.
“Grab me? Who? That
soft- skinned two – legged
creature? “scoffed the young
shrimp. “He does not even
have a proper shell. He has
those funny little bits of shell
on the ends of his fingers and
toes, which do not protect him
at all, as far as I can tell. All I
need to do is stab him with my
sharp sword, and that will be
end of him. Someday, he and
other two- legged humans will
look at me and admire me!”
said the young shrimp.
“Well if you won’t listen to
my advice,” said the old
shrimp, “you will have to learn
your lessons the hard way.”
The young shrimp soon
forget about the old shrimp’s
advice. He continued his habit
of looking for groups of other
young shrimps his age and
showing off before them. He
would engage in shrimp
gymnastics, bending his body
this way and that, to let them
see how strong his muscles
against the side of the well. I’ll
climb on your back, and I’ll
step on your horns. Then I can
get out. When I’m out, I’ll help
you get out too.”
“That’s a good idea!” said
the goat happily as he did
what the fox told him to do.
The fox climbed on the
goat’s back and horns. Then
he jumped out of the well and
started on his way.
“Hey!” shouted the goat.
“Help me out of here. You
promised to help me.”
“You silly goat,” said the
fox. You should have thought
of that before you jumped in.
Next time, look before you
leap.”
-Answer the Comprehension
Check.
1. Where did the story
happen?
2. Who fell into the well?
3. Who jumped into the well?
4. Why do you think the goat
believed the fox? Explain.
5. How did the fox get out of
the well?
6. Why did the goat decided to
jump into the well?
Some children have houses of
stone in the streets,
Some lived in igloos and
some lived in fleets,
Some lived in old straw huts
and some in new,
Their homes may be
different, the children like
you.
Some children are Finnish,
and some from Japan,
Some are Norwegian and
some from Sudan.
Oh yes, we have children in
valley, or pike,
Their countries are different-
the children alike.
Oh if they could dance and if
they could play
Altogether what a wonderful
day!
Some could come sailing and
some could just hike!
So much would be different-
The children alike.
-Using the Clustering
Organizer, discuss how
respecting ourselves.
Jenna: Thank you Frieda,
indeed you are a true
friend. Thank you, and I
appreciate it very much.
Comprehension Check:
1. How did Susan react to
Joana’s statement?
2. Do you think Joana’s
action is right?
3. If you were Susan, will
you feel the same?
4. In the dialogue B, How
did Frieda approach
Jenna?
5. Did Jenna got angry?
Did she feel
embarrassed? Why?
6. If you were Jenna, will
you get mad at Frieda?
7. Why?
8. If you will choose
between Joana and
Frieda, who will you
choose? Why?
inside his beautifully glistening
white shell, which hardly had
any dark dots or lines on them,
unlike the other shrimps
around him.
One day, a fishing boat
passed by, with fisherman on
board looking for a good catch.
The boastful shrimp saw his
chance to display his athletic
form before them. He swam to
the surface of the water. The
fisherman saw him. They cast
their net and in a few minutes,
the boastful young shrimp was
caught in the net, along with
other shrimps and fish.
That day, at lunch time,
the boastful shrimp was seen
on the end of a barbeque stick,
his shell now in beautiful colors
of pink, red and brown with
some scorched spots from the
coals over which he was
roasted.
“What a fine, fat shrimp!”
explained the persons around
the dining table.
“It’s the best shrimp I’ve
ever tasted!” said the person
who picked up the barbeque
stick and cut up the shrimp,
after putting a little portion in
his mouth. The boastful, young
shrimp got his wish at last to
be admired by humans.
B. Answer the Comprehension
Check-up.
1. Describe the Shrimp based
children from different parts
7. If you were the goat, will of the world differ from each
you do the same? other.
8. If you were the fox, will you
do the same? Color of
yelloww red
the Skin
9. What is the moral of the
story? hut
Sudan
Children
Around the
B. Enumerate the story
Country of Origin
Types of Shelter World
grammar of the selection
read.
fleet
Japan
-Characters: The Fox and the
Goat
Forms of Clothing
rebozo
kimono
-Settings: at the well
-Plot: The goat saw the Fox
dinking at the well so the goat -Let pupils label the sub
did the same without giving a clusters.
second thought. In the end
the goat left at the well all by Can you give reasons why
himself. they have different
complexions?
-What does the author want (They came from different
us to feel? parts of the world)
-What do you think is the Cite countries and their skin
purpose of the author in color.
writing the story? ( Filipinos have brown
complexion, China and Japan
have yellow complexion,
Americans have white
complexion, Africans have
black complexions)

E. Discussing new concepts
and practicing new skill #2
on his outer and inner
appearance.
2. Why did the old shrimp
advised the boastful shrimp
not to display the latter’s shell
too much?
3. Did the boastful shrimp
listen to his advice? Why?
4. What happened to him?
5. What lesson did you learn
from the selection?
-Explain answers by giving
one’s opinion and supporting
idea
Group Work
Each group will have the
review of the selection listened
to.
A graphic organizer is used in
presenting and developing the
skill. The teacher asks each
group on action taken by the
boastful shrimp and later asks
for inferences on alternative
actions.
-What did we do to be able to
give alternative actions to the
action taken by the character in
the story they read.
-Presentation of each group
What is a Fable?
(The Fable is a short fictional
story that is characterized by
animals and it always gives us
a lesson in life.)
-What is the purpose of a
fable?
(The purpose of a fable is to
entertain and to inform.)
-What makes it unique?
(It is characterized by animals
having the attributes of
humans.)
The teacher reads 10
statements and the pupils will
identify whether it is a fact or
Present a Bubble Talk.
Teacher calls on three pupils
to act out the dialogue and
complete the indirect
command or request.
A.
Grandfather: “Obey your
parents, Jojo”.
Jojo: “Yes Lolo”.
Shiella: Obey your parents,
Jojo.
B.
Millie: “Rizza, Please help
me finish my homework”.
Rizza: “Sure”.
Raffy:
Millie____Rizza____finish__
-Locate using map or globe
where these children are
found.
Use your own graphic Group Work:
organizer, and supply the Each group will share an
missing details asked by each instance in their life when they
sub topic. experienced the tactlessness of
A. SHELTER a certain person.
B. CLOTHES How they reacted on it.
Children Around the
world
.
C. COLOR OF THE SKIN
D. COUNTRY ORIGIN

F. Developing mastery Enumerate the characters in
(Leads to Formative the story.
Assessment 3) ( The Shrimp, The Old Shrimp)
-What line in the story tells
about the characteristics of the
shrimp?
-What part of the story you
a bluff. (FACT OR BLUFF CARD) ___project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help
Bluff 2. The goat is a friend to her finish her project.
the fox.
Fact 3. The fox belongs to the
dog family.
Fact 4. The goat is a hog.
Fact 5. The fable is fictional.
Fact 6. Animals have their own
ways of communicating with
one another.
Fact 7. All fables give a lesson
in life.
Bluff 8. Talking animals like
humans is true.
Bluff 9. A fox is smarter than a
goat.
Fact 10. In the story, the fox is
representing the smart
people.
Enumerate the different The teacher gives request GROUP WORK Create a simple skit that shows
purposes of a selection. and command statements. Present a Fishbone Mapping tactfulness in school.
Graphic Organizer. Checking.
-to entertain Fill in the blanks the missing Provide the needed data or
words to complete the details to conclude the
-to inform sentences. Letters A to D general concept of children
of the world similarities and
-to persuade A. Rico said, “Eric waters the differences.
plants”. Similarities and differences

G. Finding
practical/applications of
concepts and skills in daily
living
liked best?
A. FIND THE GEMS:
-Read the story of the selection
The Story of the Tiny Frog.
A. ACT ME OUT:
- Group the pupils into 3 to
of the Children of the World
-Rico_______ water the
Plants.
B. Liza said, “Please check
the papers for me, Annie.”
-Liza ____Annie ________
the papers for ____.
C. Mr. Mirasol said, “Jose,
submit your project early
tomorrow.”
-Mr. Mirasol ____ Jose
Each group will present each
_____ project early
work.
tomorrow.
Explain why they chose the
D. The maid said, “Please
said organizer.
stay in your room, children.”
- The maid ____the children
_____ stay in _____ room.
Answers:
1. Rico ordered Eric to water
the plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to
submit his project early
tomorrow.
4. The maid requested the
children to stay in their
room.
A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and
Prepare an outline about think of a situation.
- Find a partner and how you want to spend your Deliver a one minute dialogue
GROUP WORK: Group the
pupils into four.
-Group I is assigned to look for
the Characters in the story.
-Group II is assigned to look for
the Settings.
-Group III is assigned to look
for the Plot by sequencing the
events in the story in five
sentences.
- Group IV is assigned to look
for the Theme of the Story.
-Write each output in the
Manila Paper and each groupo
will assign a presentor in front
of the class.
-The teacher gives the final
correction/ clarification after
each presentor.
The Story of The Tiny Frog
There once was a bunch of tiny
frogs who got together to
arrange a competition to reach
to the top of the highest tower
in town.
As the date for the competition
was announced, the news
spread everywhere and crowd
in large numbers gathered
around the tower to see this
interesting competition and
cheer on the contestants. The
crowd did not really believe
any of these little frogs were
going to make it to the top of
the tower. Yet they were
curious…
role play the selection below. create a usual Christmas using the using the tactful way of
-Group I to entertain scenario in class clustering of ideas. communicating with others.
that shows the use Checking after immediate The teacher checks the activity
-Group II to persuade or of a command and submission of work. immediately using the RUBRIC.
convince. request in direct and
-Group III to inform indirect discourse.
- Each tandem is
A Raven and a Swan
expected to present
e
their work in one
A Raven, which you know is
minute.
black as coal, was envious of
the Swan, because her
feathers were as white as the B. The teacher checks
purest snow. The foolish bird the pupils work
got the idea that if he lived immediately. Using
like the Swan, swimming and the Rubric for
diving all day long and eating making a dialogue.
the weeds and plants that
grow in the water, his feathers
would turn white like the
Swan's. So he left his home in
the woods and fields and flew
down to live on the lakes and
in the marshes. But though he
washed and washed all day
long, almost drowning himself
at it, his feathers remained as
black as ever. And as the water
weeds he ate did not agree
with him, he got thinner and
thinner, and at last he died.
B. The teacher uses the
Rubrics below for checking the
role play.
Role-Play Rubric BLM G–17
Name:
_________________________
The competition began, the _____ Date:
frogs quickly started to ascend _____________________
and the crowd cheered! Activity:
________________________
As a few moments passed, Role played:
someone from the crowd _____________________
shouted, "Not a chance that Assessment done by:
they will succeed! The tower is _________________________
too high!" _____________________
Criteria: Rating: Speech was
Another spectator said, "Yes, clear with appropriate volume
they will never make it to the and inflection. 5 4 3 2 1 Role
top. It's way too difficult!" was played in a convincing,
consistent manner. 5 4 3 2 1
As the competition continued, Arguments and viewpoints
some of the tiny frogs began expressed fit role played. 5 4 3
collapsing. One by one… tired… 2 1 Costumes and props were
exhausted… But the race effectively used. 5 4 3 2 1
continued… as those who still Role-play was well prepared
had the fight left, passionately and organized. 5 4 3 2 1 Role-
continued to climb higher and play captured and maintained
higher… audience interest. 5 4 3 2 1
Additional Criteria:
_________________________
In the excitement and anxiety
_________________________
the crowd continued to yell, "It
____________
is too difficult. No one will
_________________________
make it!"
_________________________
____________
More tiny frogs got tired and
_________________________
gave up. They all continued to
_________________________
give up one by one, until there
____________
was only ONE little frog left in
_________________________
the competition who
_________________________
continued to climb higher and
____________ Comments:
higher and higher…
_________________________
_________________________
This one wouldn’t give up! ____________
_________________________
This one tiny frog who, after a
 big effort was the only one
who reached the top! This little
soul was the winner! He made
it! He got the glory!
Naturally, everyone wanted to
know how this one tiny frog
managed to pull it off when
every other contestant gave
up. Everybody wanted to know
how this tiny frog had found
the strength to reach this goal
that everyone else thought it
was impossible. So, they asked
questions.
It turned out that the winner
was deaf
H. Making generalization Ask: How do we get the
and abstraction about the significant details in the story
lesson. read?
Concept Formation: Noting the
significant detail is reading
between the lines to get the
main idea of the story, how it
started, developed and ended
with the help of the characters
and other elements of the
story.
_________________________
____________
_________________________
________________
Pupils will state the Fable’s
concepts.
Concept Formation:
Fable is a fictional story that
has a purpose of entertaining
and informing the readers. It is
peopled by animals that are
capable of talking and
expressing feelings as humans
Ask: What is Command?
What is Request?
-What is a direct discourse?
-What is indirect discourse?
Concept Formation:
In the reported command,
the verb “said” is not used,
instead, “told”. The word
“to” is added before the
verb.
-In reporting request, the
verb “asked” or “requested”
is used instead of “told”. The
word “please” is dropped.
The quotation marks are
dropped.
Ask: What is the importance
of organizing ideas through
graphic organizer?
Concept Formation: The
clustering graphic organizer
shows and separates the
developed ideas from other
ideas. The use of the CGO
provides the organization of
ideas easy to understand,
making learning more
enjoyable
.
Ask; How do we show
tactfulness in communicating
with others?
Concept Formation:
1. Be honest but always
consider the feelings of others.
There are many ways in
communicating without hurting
the feelings of others.

I. Evaluating Learning Number each statement
according on how the story
happened.
_____The old shrimp advised
the handsome shrimp not to
show off too much.
_____When one day a
fisherman was looking for a
good catch.
_____The handsome Shrimp
starts to brag about his
handsomeness and athletic
figure.
_____He was caught by fishing
net of the fisherman.
_____The boastful shrimp was
cooked and eaten at lunch.
The teacher will read the
selections orally and the pupils
will identify its purpose.
1. Ultra was lying down on the
back porch when suddenly his
friend Kitten went to him and
she invited him to visit their
friend Sky at the pen.
2. The Frog went out for she
hate himself for being useless.
He couldn’t croak and jump.
After he fell into a deep well
and was about to face his
death, he was able to bring his
best and did even better. He is
certain that no one could help
us except our own self.
3. The Free Bird cried, “My
Darling sing the song of the
woodlands.”
The caged bird said, “Sit by my
side; I’ll teach you the speech
of the learned.”
4. There was a turtle that
couldn’t stop talking and the
geese made a challenge to
bring her to the nice place if
Necessary changes are
made in the pronouns.
Examples:
Direct:
1. “Put down your bag,”
mother said to Leo.
2. “Please try the other
button,” Lyka said.
Read the short paragraph
below. Follow what you are
asked to do.
It was vacation time.
Being the eldest, Lina was
assigned by her mother to
clean the house. In order to
finish early, she called her
brothers and sisters to help
her.
Identify her statement if it is
a command or request then
transform each into a
reported form.
_______1. “Kevin, please
dust the furniture”.
_______2. “Susie, arrange
the books and magazines”.
_______3. “Husk the floor,
Ruben.”
_______4. “Help me put
some plants inside, Roy”.
_______5. “Please be
careful with the plates,
Use a graphic aid to organize
the ideas in the given
paragraph.
Provide a Title to the
paragraph.
pp.428-429
1. The Filipino is a very
respectful person. He shows
due respect to his parents,
elders and to people in
authority. He never misses
saying the word “po” and
“opo”. This is a Filipino way
Of showing respect, which
we are very proud of. He
kisses the hands of parents
and grandparents as a unique
way of showing respect to
elders. He calls his older
brother “Kuya and his older
sister “ate”.
Write T if it shows tactfulness
for each situation.
______1. Kindly do your work
on time because it can help in
our performance rating.
_______2. Work fast, you
waste our time.
_______3. We can finish the
task on time if we will help
each other.
_______4. It is much better if
we are a help than a burden to
other,
_______5. Speak like no one is
listening to you.

J. Additional activities for
application or remediation
V.REMARKS
VI. REFLECTION
A.No of learners who
earned 80% in the
evaluation
B. No of learners who
require additional activities
for remediation who scored
below 80%
Read a short story or dialogue.
Write the plot in 5 sentences.
-Be ready to share it in class.
she could promise not to talk Susie”.
because she will be carrying a
stick on her mouth. The turtle
agreed and so they flew to the
place. They heard people
saying something about them
and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so
wise ate all the bananas and
went down without noticing
the thorns planted by his
friend turtle. His selfishness
ruined him.
Read another fable and fill up Read and tell what the Write a paragraph from the Cut out a comic strip and
the SWBS Chart meeting the person in each sentence given topics and present it to compose a comic balloon for
details in the story. said. the class using a graphic each conversation. Always use
SWBS: Plot AUTHOR:__________ organizer. a tactful way of communicating
Chart 1. Father said, “Avoid playing
PURPOSE:_________ A. Effect of Smoking on One’s your thoughts and feelings.
TITLE:____ near the pool, John”. Health
S- 2. “Please help me with my B. Students’ Addiction to
Somebody toy, Sandy”, Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping Ela”, C. How Do You Celebrate
B- But aunt Norma said. Christmas?
S- So 4. Estella said, “Please allow
me to visit my friend,
Grandma.”
5. “Proceed to my office”
the Principal said.
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 works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 6 Paaralan: Baitang / Antas: VI
Guro: Asignatura: FILIPINO
DAILY LESSON LOG
Petsa / Oras: OCTOBER 29-31, 2018 (WEEK 1) Markahan: 3RD QUARTER

WEEK1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I.LAYUNIN (Objectives) Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
A.Pamantayang Pangnilalaman
( Content Standards)

B.Pamantayan sa Pagganap Nagagamit sa pagsasalaysay Nabibigyang kahulugan ang Nakasusulat ng isang Nakasusulat ng isang Natutukoy ang mga
(Performance Standards) ang mga pandiwa na nasa iba’t- kilos, gawi at pananalita ng maikling reaksyon maikling reaksyon pandiwang ginamit at
ibang aspekto mga tauhan sa akda tungkol sa tungkol sa napapanahong ang aspekto nito
napapanahong paksa paksa
C. Mga Kasanayan sa Pagkatuto Paggamit sa Pagsasalaysay ng Pagbibigay Kahulugan sa Pagsulat ng Isang Pagsulat ng Isang Pagtukoy sa mga
(Learning Competencies) mga Pandiwa na Nasa Iba’t- Kilos, Gawi at Pananalita ng Maikling Reaksyon Maikling Reaksyon Pandiwang Ginamit at
ibang Aspekto mga Tauhan sa Akda Tungkol sa Tungkol sa ang Aspekto Nito
Napapanahong Paksa Napapanahong Paksa
II.NILALAMAN (Content)
III. KAGAMITANG PANTURO (Learning
Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide BEC/PELC FIL. VI PAGSASALITA BEC/PELC FIL. VI PAGBASA BEC/PELC FIL. VI BEC/PELC FIL. VI PAGSULAT BEC/PELC FIL VI
Pages) PH. 4 ph. 4 PAGSULAT ph. 4 ph. 4 PAGSASALITA Ph. 4
2.Mga Pahina sa Kagamitang Pang-Mag-aaral
(Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages) Banghay Aralin sa Filipino Banghay Aralin sa Filipino Banghay Aralin sa Filipino 6,
6, ph. 142-146 6, ph. 110-111 ph. 110-111
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource (Additional Materials from Learning
Resources (LR) Portal)
B.Iba pang Kagamitang Panturo (Other Manila Paper, Larawan Larawan, Tsart Tsart Tsart Manila paper
Learning Resources)
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa nakaraang aralin at/o Ano ang pandiwa? Magbigay ng Ano-ano ang aspekto ng Ano-ano ang mga dapat Ano-ano ang mga dapat Ano-ano ang mga dapat
pagsisimula ng aralin (Review Previous halimbawa ng mga salitang pandiwa? tandaan sa pagbibigay ng tandaan sa pagbibigay ng tandaan sa pagbibigay ng
Lessons) kilos o pandiwa at gamitin sa Magbigay ng halimbawa at kahulugan sa kilos, gawi kahulugan sa kilos, gawi at reaksyon?

B. Paghahabi sa layunin ng aralin
(Establishing purpose for the Lesson)
C. Pag-uugnay ng mga halimbawa sa
bagong aralin (Presenting examples
/instances of the new lessons)
sariling pangungusap.
Sino-sino angating mga ninuno
na unang dumating sa
Pilipinas?
Hanggang sa mgayon ay
nakikita parin natin ang mga
lahi nila. Maaari mo bang
ilarawan ang kanilang naging
pamumuhay?
Alam niyo bang sa Kalibo Aklan
ay taon-taon nilang
ipinagdiriwang ang Ati-atihan?
Paano kaya nagsimula ang
ganitong pagdiriwang?
Alamin natin.
Pagbasa sa talatang nakasulat
sa Manila Paper,”Ati-atihan sa
Kalibo Aklan”.
gamitin sa pangungusap.
Pagwawasto sa Itinakdang-
Gawain.
Paano mahihinuha ang
katangian o damdaming
ipinahahayag ng iyong
kapwa? Madali ba itong
Makita?
Paghawan ng balakid:
Hanapin ang kahulugan ng
tambalang-salita na nasa
kaliwa sa mga salita o
pariralang nasa kanan.
Isulat lamang ang titik.
____1. Bukang-liwayway
____2 . basing-sisiw
____3. Buhay-hari
____4.kakaning-itik
a.madaling-araw
b.api-apihan
c.mayaman
d.kaawa-awa
Sino sa inyo ang umaalis ng
bahay kahit hindi
pinapayagan? Alam ba
ninyo ang nararamdaman
ng mga magulang kapag
hindi sinusunod ang
kanilang payo?
Pagbasa sa
kuwentong”Liwanag sa
Dilim”.
at pananalita ng mga pananalita ng mga tauhan Pagwawasto sa takdang-
tauhan sa akda? sa akda? aralin.
Pagwawasto sa Takdang- Pagwawasto sa Takdang-
Aralin. Aralin.
Ano-ano ang mga Ano-ano ang mga Sino sa inyo ang may
napapanahong isyu o napapanahong isyu o alagang pato?
pinag-uusapan ngayon? pinag-uusapan ngayon? Ano-anong mga
pakinabang ang
Ano naman ang inyong Ano naman ang inyong makukuhan natin sa
masasabi tungkol dito? masasabi tungkol dito? pag-aalaga nito?
Paghawan ng balakid:
1.Mapapawi ang sakit
kung ating gagamutin.
2.Mag-ingat ka sa iyong
daraanan baka ka
matalisod.
3.Tumatawa at tila
nanunuya pa ang
kanyang kaaway nang
siya ay pagalitan.
Pagbasa sa maikling Pagbasa sa maikling Paglalahad sa tulang”Ang
kuwento na nasa ph. kuwento na nasa ph. 111- Pato at ang Bulati”.
111-112, Gintong Aklat 112, Gintong Aklat sa
sa Pagbasa. Pagbasa. Tumawag ng isang mag-
aaral na mahusay
bumasa at ipabasa ito
nang malakas.
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
(Discussing new concepts and
practicing new skills #1.
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
(Discussing new concepts & practicing
new slills #2)
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assesment 3)
Developing Mastery (Leads to
Formative Assesment 3)
1.Tungkol saan ang talata?
2.Ayon sa talata, sino sa ating
mga ninuno ang unang
dumating sa lugar ng Panay?
3.Ilarawan ang naging buhay ng
mga Ati sa kabundukan? Mga
Malayo?
4.Paano nagkaroon ng Ati-
atihan sa Kalibo Aklan?
Balikan natin ang talata:
1.Ano-anong pandiwa ang
ginamit sa talata?
2.Isulat ito sa pisara.
3.Ipabasa ang lahat ng
pandiwang naibigay.
4.Nasa anong aspekto ang mga
pandiwang ginamit sa talata?
5.Magpabigay ng iba pang
halimbawa ng mga pandiwang
nasa iba’t-ibang aspekto at
ipagamit ang mga ito sa
pangungusap.
1.Bakit nagpasya si Henry 1.Bakit nagtungo ang 1.Bakit nagtungo ang 1.Bakit tinawag ng inahin
na sumama sa mga Pangulo at Unang Ginang Pangulo at Unang Ginang sa ang mga inakay?
naghahanap ng sa Barangay Kalayaan? Barangay Kalayaan? 2.Ano ang samo ng
kayamanan? 2.Paano makatutulong 2.Paano makatutulong ang bulati?
2.Ano-anong mga ang pabahay sa mga pabahay sa mga iskwater? 3.Dapat bang maniwala
katangian ni Henry ang iskwater? 3.Sa inyong palagay, agad tayo sa pangako ng
iyong kaibigan? 3.Sa inyong palagay, makatutulong bas a mga isang tao? Bakit?
3.Kubng ikaw ang nanay ni makatutulong bas a mga iskwater ang pagkawala ng 4.Anong aral ang iyong
Henry, anong payo ang iskwater ang pagkawala Smokey Mountain? Bakit? napulot sa tula?
maibibigay mo sa kanya? ng Smokey Mountain?
4.Angkop baa ng kuwento Bakit?
ang pamagat na “Liwanag
sa Dilim”? Ipaliwanang ang
sagot.
1.Pagsagot sa mga tanong Pangkatang Gawain: Pangkatang Gawain: Isulat Pagbasa sa mga
na may pag-iisip. Isulat sa isang manila sa isang manila paper ang pandiwang ginamit sa
2.Ipakita ang semantic paper ang inyong sagot inyong sagot sa mga tula. Halimbawa:
webbing ang katangian ni sa mga katanungan katanungan kasama ng
Henry at ng kanyang Ina. kasama ng iyong iyong pangkat. Humanda sa tinawag, tinuka
pangkat. Humanda sa paglalahad nito sa klase.
H
paglalahad nito sa klase. Kailan ginawa ang kilos?
Paano natin gagawin ang
mga pandiwang ito sa
aspektong ginagawa pa,
e
at gagawin pa lamang?
Anong panlapi ang
idinagdag upang mabuo
ang aspektong ginagawa
n
at gagawin pa lamang?
Ipagawa ang Magbigay ng iba pang
Pagpapayamang halimbawa at tumawag
ng ilang mag-aaral na
r
Gawain:Gawain 1 sa ph.
gagawa sa pisara.
143 banghay aralin sa
Filipino 6. Ibigay ang aspektong
y
ginagawa at gagawin pa
lamang:

G. Paglalapat ng aralin sa pang araw-
araw na buhay (Finding Practical
Applications of concepts and skills in
daily living)
H. Paglalahat ng Aralin (Making
Generalizations & Abstractions about
the lessons)
I.Pagtataya ng Aralin (Evaluating
Learning)
Pangkatang Gawain:
Pangkatin ang klase. Sabihing
sila ay gagawa o susulat ng
isang talata tungkol sa kanilang
magiging paksa. Gumamit ng
mga pandiwang nasa iba’t-
ibang aspekto. Ipaalala ang
wastong hakbang sa pagsusulat
ng talata.
“Paano Ipinagdiriwang ang
Araw ng Undas?”
Pagkatapos hayaang ilahad ng
bawat pangkat ang kani-
kanilang talata. Iwasto at
bigyan ng iba pang
impormasyon na makakatulong
sa pagpapabuti ng kanilang
talata.
Ano-ano ang mga aspekto ng
pandiwa?
Ano-ano ang mga dapat
tandaan sa pagsusulat ng isang
talata?
PANUTO: Isalaysay ang iyong
karanasan tungkol sa mga
sumusunod na paksa. Gumamit
ng mga pandiwa na nasa iba’t-
ibang aspekto. Pumili ng nais
mong paksa
1.Ang Aking Paglalakbay
Papunta sa Isang Lugar
2.Ang Pagdiriwang ng Aking
Ano-ano ang mga dapat
tandaan sa pagbibigay ng
kahulugan sa kilos, gawi at
pananalita ng mga tauhan
sa akda?
Basahin ang mga talata na
ibibgay ng guro. Lagyan ng
nababagay na damdamin o
katangian ng bawat tauhan
sa ibaba ng talata.
1.sumayaw
2.tinuruan
3.ipinagluto
Magbigay ng iyong Magbigay ng iyong Pangkatang Gawain:
reaksyon tungkol sa reaksyon tungkol sa Magbigay ng tiglimang
nagaganap na isyu nagaganap na isyu tungkol pandiwa na nasa iba’t-
tungkol sa droga sa ating sa droga sa ating bansa. ibang aspekto at gamitin
bansa. ito sa pangungusap.
Ano-ano ang mga dapat Ano-ano ang mga dapat Ano ang tatlong aspekto
tandaan sa pagbibigay ng tandaan sa pagbibigay ng ng pandiwa?
reaksyon? reaksyon?
Magbigay ng iyong Magbigay ng iyong Tukuyin ang pandiwang
reaksyon tungkol sa reaksyon tungkol sa maling ginamit at ang aspekto
maling pagtatapon ng pagtatapon ng basura sa nito sa bawat
basura sa karagatan at karagatan at paggamit ng pangungusap.
paggamit ng maling maling pamamaraan sa
pamamaraan sa pangingisda. 1.Malayo ang nilakbay ng
pangingisda. aking ama galing
Maynila.
2.Dadalo kami sa
kaarawan ng aking
 Kaarawan
3.Paano Ko Pasasalamatan Ang
Aking Mga Magulang?
J. Karagdagang gawain para satakdang- Isalaysay kung paano ka
aralin at remediation (Additional makatutulong sa
activities for application or pagpapanatiling maayos at
remediation) maaliwalas ang iyong
kapaligiran. Gumamit ng mga
pandiwa na nasa iba’t-ibang
aspekto pagkatapos guhitan
ang mga ito.
V.MGA TALA (Remarks)
pinsan sa Pangasinan.
3.Nanonood sila ng liga
sa plaza kasama ang
aking kapatid.
Sumulat ng pahayag ayon Magbigay ng iyong Magbigay ng iyong maikling Gamitin sa pangungusap
sa hinihinging damdamin. maikling reaksyon reaksyon tungkol sa ang mga sumusunod na
tungkol sa pagmimina ng pagmimina ng ginto sa mga pandiwa at tukuyin kung
1.paghanga ginto sa mga kabundukan. nasa anong aspekto ang
2.pagkabigla kabundukan. mga ito.
3.pagwawalang-bahala
1.Kinakabahan
2.Nilapitan
2.Pumipitas
4.Dumalaw
5.Magbabakasakali

VI. PAGNINILAY (Reflection)

A.Bilangng mag-aaralnanakakuhang 75%
sapagtataya (No.of learners who earned 75%
in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba
pang gawain para sa remediation (No.of
learners who requires additional acts.for
remediation who scored below 75%)
C. Nakatulongbaang remedial? Bilangng
mag-aaralnanakaunawasaaralin? (Did the
remedial lessons work? No.of learners who
caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa
remediation? (No.of learners who continue
to require remediation)
E.
Alinsamgaistrateheyangpatuturonakatulongn
glubos? Paanoitonakatulong? (Which of my
teaching strategies worked well? Why did
this work?)
F.
Anongsuliraninangakingnaranasannasolusyo
nansatulongngakingpunongguro at
superbisor? (What difficulties did I encounter
which my principal/supervisor can help me
solve?)
G.
Anongkagamitangpanturoangakingnadibuho
nanaiskongibahagisamgakapwakoguro?
(What innovations or localized materials did I
used/discover which I wish to share with
other teachers?)
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MAPEH-MUSIC
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of the Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Weekly Test
concept of musical forms and musical the concept of musical forms and the concept of musical forms and the concept of musical forms 1. Administerin
symbols musical symbols musical symbols and musical symbols g test
questions
correctly
2. Administerin
g of weekly
test in Music
6
3. Setting of
Standards
4. Test Proper
5. Checking of
Test Results
B.Performance Standards Performs accurately the design of Performs accurately the design of Performs accurately the design of Performs accurately the design
structure of a given musical piece structure of a given musical piece structure of a given musical piece of structure of a given musical
piece
C.Learning Analyzes the musical forms of the Analyzes the musical forms of the Uses the different repeat marks Uses the different repeat marks
Competencies/Objectives following following that are related to form; that are related to form;
1. Leron Leron Sinta 1. Leron Leron Sinta 1. Da Capo (D.c) Da Capo (D.c)
2. Silent Night 2. Silent Night 2. Dal Segno (D.S.) Dal Segno (D.S.)
3. Happy Birthday 3. Happy Birthday 3. Al Fine (up to the end) Al Fine (up to the end)
4. Joy to the world 4. Joy to the world 4. D.C. al Fine (repeat from D.C. al Fine (repeat from
5. Bahay Kubo 5. Bahay Kubo beginning until the word beginning until the word fine)
6. Ili-Ili Tulog Anay 6. Ili-Ili Tulog Anay fine) II: :II
7. Paru-Parung Bukid 7. Paru-Parung Bukid 5. II: :II /----/ /-----/
8. Ang Bayan Ko 8. Ang Bayan Ko 6. /----/ /-----/ (Ending 1, ending 2)
9. Pamulinawen 9. Pamulinawen (Ending 1, ending 2) MU6FO-IIIc-3
10. Tinikling 10. Tinikling MU6FO-IIIc-3
11. Lupang Hinirang 11. Lupang Hinirang
MU6FO-IIIa-b-2 MU6FO-IIIa-b-2
II.CONTENT Forms Forms Forms Forms
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
The 21st Century MAPEH in Action The 21st Century MAPEH in Action The 21st Century MAPEH in The 21st Century MAPEH in
p.44-47 p.44-47 Action p.48 Action p.48
MISOSAA$-module 23 MISOSAA$-module 23 MISOSA4-module 17 MISOSA4-module 17
Manwal ng Guro Umawit at Manwal ng Guro Umawit at
Gumuhit 5 Valdecantos, Emelita Gumuhit 5 Valdecantos, Emelita
C, 1999 pp. 39, 38-40 C, 1999 pp. 39, 38-40

A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances
of the new lesson
D.Discussing new concepts and
practicing new skills #1
What is pollution?
Give the different types.
Let the pupils identify the different
songs.
1. Happy birthday
2. Bahay Kubo
Let them identify the forms of the
songs..How many times did u sing it?
Form in music is the way a
musical composition is arranged.
This composition could be either
any musical piece as sung by
vocalists or singers or the music
created by means of musical
instruments.
What is form?
Form 4 groups. Each will be giving
examples of songs according to
forms. Let the other group guess
the forms.
Singing of songs according to the
different forms
What is form?
What is ternary? Identify the symbol
II: :II
Give the symbol for repeat marks What is the importance of
in music. musical symbols like repeat
marks or ending marks in a
musical composition?
Draw the repeat and ending Identify the repeat marks in the
sign for music. Ex II: :II composition.
(The teacher shall provide a
copy with symbols)
Repeat marks for forms are the Using the songs given to them
following: they will form 4 groups and they
1. Da Capo(D.C.) repeat will sing the song according to
from beginning of the the musical marks.
composition
2. Dal Segno(D.S )indicates
that the musical piece is
to be repeated from the
sign S.
3. Da Capo And Dal Segno-
have the same purpose
in repeating the
particular sections
except in the exact
places where to begin.
They also end with the
word “Fine”.
4. D.C. Al Fine- means that
the section is to be
repeated from the
beginning up to the
word “Fine” or up to the
end.
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
Diff Kinds Of Forms: Review on the different kinds of What is a Choir?
1. Unitary Form- contains only forms Have u been a member of a
one section which remains choir?
the same all throughout the
whole composition ex.
Dandansoy
2. Binary(AB)- made up of two
musical parts or has two
different melodic ideas. Ex
Paru-Parung Bukid
3. Ternary- utilizes a three-part
form represented by (ABC)
and sometimes, third part is
a repititon of the first part
represented by (ABA) Ex.
Lupang Hinirang
4. Rondo (ABACA) is made up
five or more musical parts
with some repetitions. Ex.
Maligayang Araw
What are the different forms? Give What are the different forms? Give Give the different repeat marks What are the different repeat
examples for each. examples for each. related to form with its meaning. marks?
Identify the musical forms of the Give examples of each form by Identify the following repeat
Following songs group (singing) marks.
1. Happy Birthday 1. have the same
2. Maligayang Araw purpose in repeating
3. Leron Leron Sinta the particular
4. Dandansoy sections except in the
5. Lupang Hinirang exact places where to
begin. They also end
with the word “Fine”.
2. repeat from
beginning of the
composition
3. means that the
section is to be
repeated from the
beginning up to the
word “Fine” or up to
the end.
 4. indicates that the
musical piece is to be
repeated from the
sign S.
5.end of the song.
J.additional activities for
application or remediation
V.MGA TALA
VI.PAGNINILAY
A.Bilangng mag-aaralnanakauhang
80% sapagtatayao.
B.Bilangng mag-
aaralnanangangailanganngiba pang
Gawain para sa remediation
C.Nakatulongbaangremedial?
Bilangng mag-
aaralnanakaunawasaaralin.
D.Bilangng mag-
aaralnamagpapatuloysa
remediation
E.Alinsamgaestratehiyangpagtutur
oangnakatulongnglubos?
Paanoitonakatulong?
F.Anongsulioraninangakingnaranas
annasolusyunansatulongngakingpu
nungguro at superbisor?
G.Anongkagamitangpanturoangaki
ngnadibuhonanaiskongibahagisaka
pwakoguro?
 GRADE 6 School: Grade Level: VI
Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: OCTOBER 29-31, 2018 (WEEK 1) Quarter: 3RD QUARTER

WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
LRMDS portal
B. Other Materials
The learners demonstrate understanding of gravity and friction affect movement of objects
The learners should be able to produce an advertisement demonstrate road safety.
Infer how friction and gravity affects movements of different objects. Infer how friction and gravity  Identify ways
- Define friction affect movements of different to reduce
- Identify the different kinds of friction objects S6FE-IIIa-c-1 friction
- Demonstrate how friction work Describe how friction affects Infer how friction and gravity  Infer how
- Work cooperatively with the group
motion affect movements of different reducing
Identify conditions when friction objects. S6FE-IIIa-c-1 friction
seems to resist motion Knowledge: Describe how wastes
Compare how objects move in friction affects motion. matter as
different surfaces Skills: Demonstrate ways on how well as
friction affects motion. energy
Attitude: Develop awareness in  Appreciate
keeping a road trip safety. the value of
reducing
friction in
our daily life
Ways of Reducing
Describing How Friction Affects
Gravitation and Frictional Forces Gravitation and Frictional Forces Frictional Force Friction
Motion
Cyber Science 6, pp. 193-197 Cyber Science 6, pp. 193-197 Science Links 6, pp320-321 Explore and
Science Links 6, p. 314 Science Links 6, p. 314 Cyber Science 6 pp. 194-200 Experience Science 6
pp. 224-226
Powerpoint Presentation, Activity Powerpoint Presentation, Activity
Sheet Sheet
Explore and Experience Science 6,

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
Study the pictures. Identify the word
that could describe the picture.
Group activity
See activity sheet
Ask learners questions about the
previous lesson (friction).
Learners read again the definition
friction
Show example of friction
Group activity
See activity sheet
pp. 222 - 227
Teacher’s Instruction
Brainstorming. The teacher ask
the students what things they
remember when they hear the
word “FRICTION”. The students
will write it in their notebooks
then on the board.
Question of the day:
How friction affects motion?
Teacher’s Instruction
Activity 1.3 FRICTION FREE The
teacher will use the activity as
guide.
Students present their output on
the activity. The teacher will give
feedback about the result.
The teacher recalls the activity Let the pupils
during the other day. demonstrate on what
activities friction are
present. Ask your
pupils to define what
is friction.
The teacher will show the Let the students try to
signage or road sign “Slippery polish the floor
when wet”. The teacher asks without floor wax and
why there is a need to be careful the other pupil with
if the floor or road is wet. floor wax. Which is
easier to husk the
floor with wax or
without wax?
The teacher will introduce the
activity.
The pupils will do the activity.
The pupils recall the setting
standards in doing the science
activity.
Answer guided questions from ACTIVITY: Friction Free
the activity PROBLEM: How does
lubricant work?
MATERIALS:
A smooth metal tray
Notebook
Bottle
Water
A small flat glass
Soap
PROCEDURE:
1. Hold up the
 tray on the
books to
make a
slope.
2. Wet one side
of the tray
and slide the
bottle
3. Now, rub the
soap on the
wet side and
slide the
bottle down
again.
Observe the
movement of
the bottle.
OBSERVATION:
1. Is there
friction
between the
bottle and
the dry metal
tray?
2. Why did the
glass bottle
slide down
easily when
the surface
of the tray
was wet with
water?
3. What
happened
when you
rubbed the
soap ont
E. Discussing new concepts and Group discussion Group discussion Answer the Guide Questions. Group reporting or presentation GROUP
 Discuss how friction affects of their outputs through PRESENTATION/REPO
motion. differentiated activities. The RTING
teacher will give feedback on
See activity sheet See activity sheet the works of the pupils.
practicing new skills #2 Gr. I-Jingle Making
Gr. II. Dramatization
Gr. III. Poster Making
Gr. IV. Broadcasting
Gr. V. Advertisement
Analyze and discuss the outputs of Analyze and discuss the outputs of Video can be shown and 1.) What are the
the learners about friction the learners about the different discussed. common
kinds of friction https://www.youtube.com/watc household
h?v=PNDRIicw4E0 activities that
needs a reduce
friction?
2.) Why is reducing
friction
important?
3.) What are the
F. Developing mastery
common
(leads to formative assessment )
household
materials that
help us reduce
friction?
4.)

( Questions will arise

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
Ask learners to cite other activities
that has something to do with
friction
Discuss the pictures shown in the
motivation and ask learners about
the meaning of friction
Discuss within the class the
different kinds of friction
Ask learners on the different kinds
of friction
The teacher asks the importance
of friction in schools and at
home.
as the students
reacted to the
discussion )
Describe what will happen to a You find
vehicle that is running fast in difficulty in pedalling
highway if there is no friction. your bike because of
How about if roads are too the rusty surface.
rough? What should you do
and why?
Through the use of Venn What are ways to
Diagram, let the pupils describe reduce friction?
the effects of friction on the
 objects motion. (How friction
affects motion?)
Give multiple choice questions The teacher gives ten-question QUIZ NO. 1 QUIZ NO. 2
I. Evaluating learning about friction and different kinds of quiz about how friction affects
friction motion.
Learners search the internet or other Learners work on assignment of Teacher’s Instruction Group the class into 4. Let them List two reasons why
references on other activities in the their choice about the other Brainstorming. The teacher ask make their own advertisement friction is important
community that show friction examples of friction the students what things they about the road safety. Remind for you to function in
remember when they hear the them that their advertisement your everyday life.
J. Additional activities for word “FRICTION”. The students should be related to the concept
application / remediation will write it in their notebooks of the effects of friction on the
then on the board. motion of an objects

Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be

Lesson done : Lesson done : Lesson done : Lesson done : continued :
Lesson done :
Pas Fail ML T Pas Fail ML T Pas Fail ML T Pas Fail ML T
se ed se ed se ed se ed Pas Fail ML
d d d d se ed
M M M M d
V. REMARKS
MR MR MR MR M
IAP IAP IAP IAP MR
GC GC GC GC IAP
S S S S GC
S

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work
? 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 this work ?
F. What difficulties did my
principal or supervisor can help
me solve ?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers ?
 GRADE 6
DAILY LESSON LOG
WEEK 1
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
School
Teacher
Teaching Date and Time
MONDAY
The Learner…………..
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
49. visualizes the different solid figures: cube,
prism, pyramid, cylinder, cone, and sphere.
M6GE-IIIa-27
 Lesson Guide in Elem. Math Gr. 6 p.360, 363
21st Century Mathletes 6, pp166-199
DLP 6 Mod 69
Mathletes 6 textbook, video clip, power point
presentation
Mental Computation: Solving for Perimeter and
Area
Game 1
a)Divide the class into 6 groups. (per column)
b)Teacher provides an illustration board for
each group.
c)Teacher flashes a picture of a plane figure
with given measurements of sides.
14 cm
Ex.5 m 6 cm
d)The first student from each group solves for
the perimeter and area of the given figure.
He/she writes his/her answer on the illustration
board provided for each group.
e)The first to give the correct answers (with the
proper labels) and raises his/her board first,
gets 2 points.
f)Continue the game until everyone in the
column has participated.
g)The group with the most number of points
wins.
2.Review the previous lesson. Give 2 examples.
Grade Level VI
Learning Area MATH
OCTOBER 29-31, 2018 (WEEK 1) Quarter 3RD QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
49. describes the different solid figures: cube, 50. differentiates solid figures from plane HOLIDAY
prism, pyramid, cylinder, cone, and sphere. figures. M6GE-IIIa-28
M6GE-IIIa-27

21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
21st Century Mathletes 6, pp. 166-199 21st Century Mathletes 6, pp. 166-199
Mathletes 6 textbook, video clip, power point Mathletes 6 textbook, video clip, power point
presentation presentation
Before you begin this lesson, facilitate an Drill: Group Activity:
activity that creates
cooperative groups of 2-4. One piece of
paper will be given to each
cooperative group. Pupils will be instructed that
they will have only two
minutes to write down as many geometric
shapes as they can. Each pupil will write the
name of only one geometric shape and then
pass the paper to the next pupil. The game
ends when the time expires.
Let the representative of each group discuss
to the class all the geometric shapes they have
collected from the game. If the groups have
shared all their answers in the class, ask them
what did they notice among their answers?
Once the pupils’ figures that their answers
have all in
common which is flat and 2-dimensional,
have a review on geometric
figures especially the plane figures. That is, they
are figures that contain a
portion of a plane. That portion of the plane
will play a big part of the lesson for today.

B.Establishing a purpose for the
lesson
C.Presenting Examples/ instances of
the new lesson
Imagine that we have an aquarium and a
wooden box. If we will fill up both of them with
water until they become entirely full, which of
them will take more amount of water? Explain.
Based on the illustration, the aquarium will take
a greater amount of water as compared to the
wooden box because it has more space to hold
more amount of water. These objects are
examples of solid figures.
(Show the video of the song “3D shapes I
know”)
The big box below is another example of a solid
figure. What kind of solid figure is this?
Show these pictures to the pupils.
What do these objects have in common?
The given objects are solid figures. Solid figures
are three-dimensional figures. Explain and
describe the common solid figures.
Review:
Guessing Game:
1. I have 0 sides. I have 0 vertices. I
am round
2. I have 4 sides. My sides are equal. I
have 4 vertices.
3. I have 3 sides. My sides are not
always the same. I have 3 vertices.
4. I am a solid figure. I have no faces
or edges. I am round.
5. I am a solid figure. I have 6 faces. 8
vertices and 12 edges, all equal.
6. I am a solid figure. I am round and
have 1 round face. I have a point
and 1 round edge.
Present this problem:

D.Discussing new concepts and
practicing new skills #1
Look at the illustration of the box and try to
answer the ff. question.
What is the shape of the bottom part of box? Is
it the same with the shape of the top part?
What is the right side of the box? Does it have
same shape with the one on the left side?
Do the back and front sides of the box have the
same shape?
Objects in the real world are called three-
dimensional if they have length, width and
height. In Mathematics, the three-dimensional
objects are known as solid figures.
Discuss the content on pages 189-193 of their
Mathletes Textbook
A boy visited a toy store and he found the ff.:
From the items that he found, identify which
of them are plane figures and which of them
are solid figures.
Use the four-step plan to solve the problem.
Hint: (Recall the definition of plane figures.)
(See txbook page 197 for the answer to this
problem.)
Group Activity: Given the description, identify Discuss how to compare plane figures with
the solid figure that is being referred to. solid figures to the class.
1. A solid figure with a circular base, a vertex (You can also show a video on differentiating
that is not on the base, and bounded by a plane and solid figures.)
curved surface. Ans. Cone
2. A special type of prism that has six
congruent faces. Ans. Cube
3. A solid figure with a polygonal base and
triangular faces that meets at a common
point called apex. Ans. Pyramid
4. A solid figure with two parallel congruent
circles as bases and bounded by curved
surface. Ans.cylinder
5. A solid figure made up of all points that
are equidistant to a fixed point called

E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Practical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
center. Ans. sphere
Discuss the solid figures: Group Activity:
1. Divide yourselves into six groups.
2. Each group will make a model of the solid
figure that the teacher will assign to them.
3. Use your creativity in making the models.
4. You can use any materials available in the
classroom.
5. Display your works in the classroom
6. The leader of each group will describe the
solid figure assigned to them.
Identify the spatial figure represented by the Identify:
following: 1. A solid with bases are congruent circles.
1. ball 2. A solid whose base is a polygon and whose
2. globe lateral faces are triangles.
3. funnel 3. A solid bounded by flat surfaces that form
4. test tube polygons
5. tent 4. A prism made up of six congruent faces.
6. dice 5. A right prism bounded by parallelograms.
If you would like to place a basket ball in a Discuss where in real life the pupils have seen
container. What shape of container is the most shapes, like the ones
appropriate to use? Explain your answer. they have created in their group activity.
What are the different spatial figures. What are the different spatial figures. Describe
What are their common characteristics? each one.
Give examples of real life objects that represent
each spatial figure.
Ask the ff. questions:
What is a plane figure?
A plane figure is two dimensional figure
which possesses an area but the volume of
this figure is zero. The examples of plane
figures are square, circle, rectangle, triangle
etc. Plane figures can be drawn on a paper.
The unit of area of a plane figure is square of
unit of length. The study of plane figures is
called plane geometry.
2. What is a solid figure?
The three dimensional figures are called solid
figures. These figures have an surface area as
well as a volume. These figures cannot be
drawn on a paper. The examples of solid
figures are cuboid, parallelepiped, football,
solid sphere etc. The unit of area of a solid
figure is square of unit of length. Similarly,
the volume of three dimensional figure is
cube of unit of length
Group Activity:
1.Divide the class into cooperative groups of
five.
2.Each group is assigned a solid figure and
given their shape to examine .
3.They draw a picture of their shape, and list
its characteristics, including: the plane figure
that creates its faces.
4. The leader of the group will report the
work of the group.
Can you think of real objects that illustrate
the ff.?
1. rectangle and prism
2. circle and sphere
3. triangle and pyramid or cone
4. square and cube
What is the difference between a plane
figure and a solid figure?
ANSWER
The difference between plane and solid
figures is in their dimensions. Where a
square is a plane figure, its 3D counterpart,
the cube, is a solid figure. The same
comparison exists between a circle, or plane
figure, and a sphere, a solid figure.
Individuals create plane figures by connecting
points on a grid to create 2D geometrical
 shapes. The same shape takes on extra
dimension by adding additional points and
lines to give the shape height, width and
depth.
I.Evaluating learning A. Draw in your notebook objects that A. Describe the ff. solid figures. Sort-out the figures into their corresponding
resemble the following space figures. columns.
1) 2) 3) 4)

5)

B. Name the spatial figures that

resemble the following objects below:
B. B.True or False.
1) box
_______1. A cabinet is an example of a
2) ball
pyramid.
3) dice
_______2. A cube is a simplest kind of prism.
4) ice cream cone
_______3. All pyramids are solids.
5) globe
_______4. All prisms are solids.
_______5. All solids are prisms.
_______6. All solids are pyramids.
_______7. A triangle is a possible base of a
prism.
_______8. A cylinder is a prism.
_______9. The bases and faces of a prism is a
parallelogram.
_______10. A pyramid can have a circular base.

J.additional activities for application Name as many as you can of real- objects that Cut out pictures of objects from newspapers or Draw 2D shapes from the 3D shapes. Copy
or remediation represent the ff. solid figures: magazines that are models of spatial figures from different angles, and
1.cone describe each write the names of the 2D shapes.
2.cylinder
3.cube
4.prism
5. sphere
I. REMARKS
II. REFLECTION
A. No. of learners who earned 80%
of the 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 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 encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 GRADE 6 Paaralan: Baitang / Antas: VI
Guro: Asignatura: ESP
DAILY LESSON LOG
Petsa / Oras: OCTOBER 29-31, 2018 ( WEEK 1 ) Markahan: 3RD QUARTER

WEEK 1 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
Naipamamalas ang pag-unawa sa kahalagahan ng pagmamahal sa bansa at pandaigdigang pagkakaisa tungo sa isang maunlad, mapayapa at mapagkalingang pamayanan
A. Pamantayang
Pangnilalaman

B. Pamantayan sa Pagganap
C. Mga Kasanayan sa Pagkatuto
Isulat ang code sa bawat
kasanayan
Naipakikita ang mga gawaing tumutugon sa pagmamahal sa bansa sa pamamagitan ng aktibong pakikilahok na may dedikasyon at integridad
Nabibigyang-halaga ang mga batayang kalayaan na may kaukulang pananagutan at limitasyon
4.1.kalayaan sa pamamahayag
4.2.pagbibigay ng sariling opinyon, ideya o pananaw
Code: EsP6PPP- IIIa-c–34

Ako Tungo sa Kamalayang Pansibiko

II. NILALAMAN

III. KAGAMITANG PANTURO

A. Sanggunian
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 portal ng
Learning Resource
B. Iba pang Kagamitang Panturo Aralin 15: Ako at ang aking Papel Aralin 15: Ako at ang aking Aralin 15: Ako at ang aking Papel Aralin 15: Ako at ang aking Papel Aralin 15: Ako at ang aking
tungo sa Kamalayang Pansibiko Papel tungo sa Kamalayang tungo sa Kamalayang Pansibiko tungo sa Kamalayang Pansibiko Papel tungo sa Kamalayang
DLP Pansibiko DLP DLP Pansibiko
DLP DLP

IV. PAMAMARAAN
A. Balik-Aral sa Nakaraang Aralin 1.Pagbati ng guro ng magandang Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at
at/o Pagsisimula ng Bagong buhay sa mag-aaral. itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga
 Aralin
B. Paghahabi sa Layunin ng Aralin
C. Pag-uugnay ng mga Halimbawa
sa Bagong Aralin
D. Pagtalakay ng Bagong
Konsepto at Paglalahad ng
Bagong Kasanayan #1
2.Pagdarasal pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
3.Pagtitsek kung sinong liban sa 1.Tungkol saan ang ating Magkaroon nang maikling Magkaroon nang maikling Magkaroon nang maikling
klase. talakayan kahapon? balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng
4.Pagpapaayos ng silid at mga 2.pagpagpapahalaga ang nakaraang araw. nakaraang araw. nakaraang araw.
upuan iyong natutuhan tungkol sa
aralin?
3.Paano ito
nakaimpluwensiya sa iyo at
sa bansa bilang miyembro
ng lipunang iyong
ginagalawan?
5.Pagpapakita ng mga larawan ng
pagka kanya-kanya o kawalang
pakialam sa kapwa at kumonidad.
Hayaang magbigay ng opinyon o
ideya ang bawat isa
a. Ano-anong tagpo ang makikita sa c.Pangkatin sa lima mga
larawan. Isa-isahin? mag-aaral at ibigay ang
b. Sino-sino ang kabilang sa mga sumusunod na gawain:
larawan at ano ang kanilang
ginagawa?
c. Nakikita o namamasdan nyo ba
ang mga iyan sa inyong paligid?
d. Ano ang naisip o naramdaman
mo habang nakikita ang mga
larawan at inaalala ang aktwal na
nagaganap sa kapaligiran?
e. Tama ba o mali ang ipinakikita ng
 mga nasa larawan? Maghatol at
mangatwiran?

E. Pagtalakay ng Bagong Magpakita ng mga bagong larawan. Isapuso Natin

Konsepto at Paglalahad ng
Bagong Kasanayan #2
F. Paglinang sa Kabiihasaan
(Tungo sa Formative
Assessment)
Sa pagkakataong ito, ang mga
larawan ay nagpapamalas ng Civic
Consciousness o Kamalayang
Pansibiko.
Unang Pangkat: Ako,
kapwa at katarungan -
Impormal na debate
• Ikalawang Pangkat: Ako,
kapwa at kalikasan- Sayaw
interpretative
• Ikatlong Pangkat: Ako,
kapwa at edukasyon -
Pagguhit ng poster/collage
Naniniwala ka ba na
mabibigyan pa ng solusyon
ang mga suliranin ng bansa?
(Kapag sumagot na ng “opo”
ang mga mag-aaral, ipagawa
ang susunod na gawain.
Kung hindi ang sagot, i-
proseso upang sa huli ay
makumbinsi sila na may
paraan pa.)
Pagsulatin ang mga mag-aaral Isabuhay Natin
Sa paanong paraan ka
ng kanilang panunumpa o
makatutulong upang
pangako na makikiisa sa mabigyang solusyon ang
paglutas ng mga suliranin na mga suliraning
nararanasan ng bansa?
nangyayari sa bansa sa
pamamagitan ng pagkumpleto
nito:

G. Paglalapat ng Aralin sa Pang-
Araw-araw na Buhay
a.Ano ano naman ang makikita at
ginagawa ng mga tao na nasa
bagong mga larawang ipinakita?
b.Sa pagkakataong ito, ano ano
naman ang inyong naramdaman
habang pinagmamasdan ang mga
larawan?
c.Bumanggit ng mga pagkakatulad
d. Talakayin ang
mekaniks at ibigay ang iba
pang mga direksyon tulad ng:
1. Magkaroon ng sama-
samang pag-iisip
(brainstorming) tungkol sa
nabunot na konsepto/gawain
na dapat malaman ng isang
mag-aaral na bahagi ng isang
bansa.
2.Nakabase sa nakaatang na
Gamit ang aking kalayaan sa
pananalita at pagmamahal
sa bansa. makatutulong ako
sa paglutas ng mga
sumusunod na suliranin ng
bansa
_______________________
___
_______________________
__
_______________________
Bumuo ng isang mungkahi
para sa isang proyekto na
ikuunlad ng ating bansa
MUNGKAHING
PROYEKTO
Pangalan ng Proyekto:
Tagapagsulong:
Kailan at Saan Gaganapin:
Rationale: (Gabayan ang
 at pagkakaiba sa ipinakikita ng mga
larawan. Ano ang wala sa unang set
na nasa ikalawang set? (Magbigay
ng iba pang prompts hanggang mai-
direkta ang mga bata na kailangan
ng Kamalayang Pansibiko)
gawain, ipakita/talakayin ang
mga reyalidad ng buhay at
kung ano ang ideyal o
nararapat na isaisip at ikilos ng
tao.
Pangkatang pagtangahal
___ mga bata sa pagbuo nito.
Upang mangyari ito, Sabihin na magsimula sa
ipinapangako ko na gagawin ano ang kasalukuyang
ko suliranin (tungkol sa napili
_______________________ ng grupo) at paano
__ makatutulong ang
_______________________ proyektong nais isagawa.
__ Ilahad din ang inaasahang
Tulungan nawa ako ng magiging impact o mabuting
Diyos. epekto nito.

H. Paglalahat ng Aralin

Ano ang kahalagahan sa pag lahok ng mga gawaing pansibiko? Ibigay ang sariling oipinyon
Pagproseso

Gamitin ng tama ang kalayaan sa pamamahayag upang magkaroon ng kamalayang pampulitika, pang-ekonomiya, pang-edukasyon, pansosyal, pang-kalikasan at pangkultural. (Ipabigkas sa mga bata: MAKIALAM,
MAKI-JAM, MAKILAHOK.)

(Ipasulat ito sa papel na korteng puso. Hayaan din ang mga batang lagyan ito ng iba pang desinyo)

Bawat isa ay may magagawa o maitutulong. Ang kailangan ay: MAKIALAM, MAKI-JAM, MAKILAHOK.
Layunin: (Tulungan ang mga mag-aaral na gumawa nito sa pamamagitan ng mga halimbawa) Ipaunawang ito ay espisipik na mga gagawin at naisin na agad-agad maisasakatuparan sa pagsasagawa ng proyekto.

Mga Gawain: (Ano ano ang mga nakatakdang gawain mula sa pagpaplano hanggang sa pagsasakatuparan ng mga ito.

Paghahati ng mga gawain: (Ipasulat ang mga trabaho at kung sino ang gaganap dito.

Sasabihin ng guro: Kung hindi ikaw, sino? Kung hindi

ngayon, kalian?
Sasagot ang mga mag-aaral: MAKIALAM, MAKI-JAM, MAKILAHOK.
I. Pagtataya ng Aralin
 Tama o Mali

___1. Pabayaan ang gobyerno na maglinis ng mga estero.

___2. Tumugon sa panawagan tungkol sa tapat mo linis mo.

___3. Pagalitan ang mga batang nagpapalimos.

___4. Paigtingin ang pagtulong sa mahirap sa pamamagitan ng 4ps.

___5. Huwag pansinin ang ibang tao, sarili mo lang ang asikasuhin mo.

Ipabatid ang rubriks para sa gawain.

krayterya napahusay mahusay Kailangang

paunlarin
10 8 7
Lahat ng Isa Tatlo o higit
konseptong hanggang pang
nakapaloob dalawang konseptong
sa output konseptong nakapaloob
ay tumpak nakapaloob sa output
at may sa output ay tumpak
kinalaman ay tumpak at may
sa paksa at may kinalaman
kinalaman sa paksa
sa paksa

Tama o. Mali

___1. Gamitin ang kalayaan sa pagsasalita sa ikauunlad ng bansa

____2. Gamitin ang pmamahayag sap ag sikat sa buhay

___3. Hayaan ang gobyerno sa lahat ng bagay

____4. Kung may katuwiran ipaglaban mo sa maayos na paraan

____5. Huwag magpabingi o magpabulag sa mga pangyayari sa mundo .

Gumawa ng sariling
Mungkahe ng Proyekto sundin ang template sa taas

________________________

________________________

_________________________

________________________

________________________
TAMA o MALI

__1. Nagpapatuloy ang iba’t ibang suliranin sa bansa dahil sa kawalang kamalayan o pakialam sa mga pangyayari sa komunidad at bansa?
__2. A. Pagbibigay ng ideya o opinion
___3. Pagtupad sa malaya at responsableng pamamahayag
___4.Pakikipagtulungan sa bansa
___5.Walang pakialam.
J. Karagdagang Gawain para sa Takdang-Aralin at Remediation

V. MGA TALA
V. 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 remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakatulong?

F. Anong suliranin ang aking

naranasan na solusyunan sa tulong
ng aking punongguro at superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong ibahagi
sa mga kapwa ko guro?