Monday Tuesday Wednesday Thursday Friday: I. Objectives

Grades 1 to 12 School Grade Level Grade VI
DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Week 3 (June 18-22, 2018) Quarter First Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
Content Standards
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
Performance Standards
Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for each
Describe the characteristics Prepare useful colloids and Prepare beneficial and Communicate the uses of Describe the appearance and
and uses of simple colloids give its importance useful mixtures in food different mixtures (food uses of uniform and non-
preparation preparation) uniform mixtures
Colloids Use of Colloids Food Preparation of Food Presentation of Summative Assessment
II. CONTENT Mixtures Mixtures
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Other Learning Resources
IV. PROCEDURES
Reviewing previous lesson or Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
presenting the new lesson Charade. The teacher Unscramble Letters. The Brainstorming. The Think-Pair -Share. The Pre-test. The teacher give
should prepare terms such teacher should prepare teacher ask the students teacher asks the students reminders to the students on
mixtures, homogeneous, terms such mixtures, what things they what things they procedures of testing.
heterogeneous, salt heterogeneous, gelatin and remember when they remember on the
solution, and other related other related terms. The hear the word previous lesson. Find a
terms. students will unscramble “MIXTURE”. The partner and discuss then
the letters and give their students will write it in share to class.
ideas based from the their notebooks then on
previous lessons. the board.
Establishing a purpose for the Question of the day: Question of the day: Question of the day: Question of the day: Teacher’s Instruction
lesson How can we make a colloid? What are the mixtures What are the mixtures The teacher will tell that there
Gelatin is said to be a found in food found in food is a need to know the
mixture. What kind of preparation? preparation? knowledge earned from the
mixture is it? three weeks lesson.
Presenting examples/instances Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
of the new lesson Picture Analysis. The Activity 3.2 Oh my Jelo! The Activity 3.3 Catering for Activity 3.3 Catering for
teacher should prepare teacher will use the activity the PARTY! The teacher the PARTY! Presentation.
various pictures of colloids as guide. will use the activity as See Presentation Rubric
such as milk, cheese, guide.
mayonnaise, gelatin and
more.
Guide Question :
What is common among

these pictures?
Discussing new concepts and Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
practicing new skills #1 Activity 3.1 “Crazy Colloid”. Direct Instruction. The The teacher should
teacher will give information monitor the menu of the
on colloids and practical group.
applications.
Discussing new concepts and
practicing new skills #2
Developing mastery (leads to
Formative Assessment 3)
Finding practical applications

of concepts and skills in daily
living
Making generalizations and Teacher’s Instruction Teacher’s Instruction Continuation of Activity
abstractions about the lesson Four Corners. Using Think- Gelomember.
Look-Share, the students
will be asked for what they
learned in the activity. Next,
they need to find similar
answers to the question.
Then, they need to group
themselves in the corners
of the room. Finally, the
groups will explain/share. Let the students write inside
the gelatin the important
terms or concepts of the
lesson.
Evaluating learning This is based on the activity What is the importance of Continuation of Activity Based on the Activity 3.4 Mixtures Poster
sheet. colloids to us and the Presentation Rubrics Making
environment?
Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
above above above above
80% in the evaluation
No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
activities for remediation activities for remediation additional activities for additional activities for remediation activities for remediation
additional activities for remediation
remediation
Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up the lesson
work? No. of learners who lesson lesson the lesson the lesson
have caught up with the lesson

No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation require remediation require remediation remediation
to require remediation
Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with views of the locality views of the locality views of the locality views of the locality views of the locality
other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School: A.RACELIS ELEM. SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: JYSAN M. NAPOLES Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and
Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER
WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. Layunin
Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

A. Pamantayang Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
Pangnilalaman Naisasagawa ang mapanuring pagbasa sa iba’t ibang uri ng teksto at napalalawak ang talasalitaan
Naipamamalas ang iba’t ibang kasanayan upang maunawaan ang iba’t ibang teksto
Napauunlad ang ksanayan sa pagsulat ng iba’t ibang uri ng sulatin
Naipamamalas ang kakayahan sa mapanuring panood ng iba’t ibang uri ng media
Naipamamalas ang pagpapahalaga at ksanayan sa paggamit ng wika sa komunikasyob at pagbasa ng iba’t ibang uri ng panitikan
Nasasaulo ang isang tula/awit na napakinggan at naisasadula ang isang isyu o paksa mula sa tekstong napakinggan
B. Pamantayan sa Nakasasali sa isang usapan tungkol sa isyu
Nakabubuo ng sariling diksiyunaryo ng mga bagong salita mula sa mga binasa; naisasadula ang mga maaaring mangyari sa nabasang teksto Nagagamit ang
Pagganap nakalimbag at di-nakalimbag na mga kagamitan sa pagsasaliksik
Nakasusulat ng reaksyon sa isang isyu
Nakagagawa ng isang blog entry tungkol sa napanood
Naisasagawa ang pagsali sa mga usapan at talakayan, pagkukuwento, pagtula, pagsulat ng sariling tula atr kuwento
C. Mga Kasanayan Nabibigyang-kahulugan Nagagamit nang wasto ang mga Nasasagot ang mga tanong Nagagamit ang mga bagong Nagagamit ang
ang kilos ng mga tauhan pangngalan at panghalip sa tungkol sa tekstong salitang natutuhan sa pagsulat
sa Pagkatuto sa napakinggang pabula pakikipag-usap sa iba’t pangimpormasyon (procedure) ng sariling komposisyon Dewey Classification
F6PN-Ic-19 ibang sitwasyon F6PB-Ic-e-3.2.1 F6PT-Ic-8 System
F6WG-Ia-d-2 F6EP-Ic-9.3
Pagbibigay-Kahulugan sa Paggamit ng Pangngalan sa Iba’t Pagsagot sa mga Tanong Paggamit ng Salitang Paggamit ng Dewey
Kilos ng mga Tauhan sa Ibang Sitwasyon Tungkol sa Tekstong Classification System
II. NILALAMAN Natutuhan sa Pagsulat ng
Napakinggang Pabula Pangimpormasyon
(procedure) Sariling Komposisyon
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Pahina sa Gabay
ng Guro
2. Pahina sa
Kagamitan ng
Mag-aaral
3. Pahina sa
Batayang Aklat
4. Karagdagang MISOSA Kahulugan ng MISOSA Kahulugan ng Aralin 5 - Wastong Aralin 5 - Wastong

Kagamitan mula Matatalinghagang Salita Matatalinghagang Salita Pamamaraan ng Pag-iimbak ng Pamamaraan ng Pag-iimbak ng
sa Learning Pagkain Pagkain
Resource (LR) EPP Teaching Guide on EPP Teaching Guide on
portal Financial Literacy, pp. 49-55 Financial Literacy, pp. 49-55
B. Iba pang
kagamitang
panturo
IV. PAMAMARAAN
A. Balik-aral sa Itanong: Itanong: Ano-ano ang paraan ng pag- Ano ang Dewey
nakaraang Ano ang nauunawaan sa Ano ang pangngalan? iimbak ng pagkain? Classification System?
aralin at/o salitang salot?
pagsisimula ng Ipagamit ito sa sariling
bagong aralin pangungusap upang
matiyak na naunawaan
ito ng mag-aaral?
B. Paghahabi sa layunin Itanong: Pag-aralan. Ipakita ang larawan ng isang Ipabasang muli ang Ipangkat ang magaaral.
ng aralin Si Dagambu ang pinuno ng mga pinausukang isda.
Paano mo ipinapakita ang “Pagpapausok” Ipatalakay sa pangkat kung
dagang bukid.
pagmamalasakit sa paano ginagamit ang DCS.
kapuwa? Pinamamahalaan niya ang mga Ano ang mga salitang hindi mo Matapos ang inilaang oras,
daga sa bukid at gubat. naunawaan sa binasang
Hayaang magbahagi ng Si Metromaws naman ang pinuno tawagin ang bawat pangkat
tekstong pang-impormasyon?
karanasan ang magaaral. Talakayin ang kahulugan ng upang ibahagi ang kanilang
ng mga daga sa mga imbakan
bawat salitang babanggitin ng natapos na gawain.
at bodega.
Itanong: guro. Original File Submitted and
Image bank
Siguraduhing nauunawaan ng Formatted by DepEd Club
Ano ang mga pangngalan sa
bawat pangungusap? Nakatikim ka na ba nito? bawat isa ang kahulugan ng Member - visit depedclub.com
Paano ginamit ang bawat isa? salita bago tumungo sa for more
Paano kaya ito ginagawa?
susunod na salita.
C. Pag-uugnay ng Sabihin ang pamagat ng Ipabasa “ Pagpapausok ng Isda” p. Ano-ano ang dapat tandaan sa
mga halimbawa kuwentong babasahin at 55. pagsulat ng talata?
sa bagong aralin itanong: Ipagamit ang mga salitang
Bakit hindi nagkasundo pinagtalakayan upang
ang dalawang pangkat makasulat ng isang talata ang
ng mga daga? bawat mag-aaral.
D. Pagtalakay ng Basahin nang malakas Hayaang magbigay ang Matapos ang inilaang oras, Saan ginagamit ang DCS?
bagong ang “At Nalunod ang magaaral ng pangungusap sabihin sa mag-aaral na Paano ito ginagamit?
konsepto at mga Salot,” pp. 3 – 4. gamit ang pangngalan tungkol Ano-ano ang kailangan upang
makipagpalit ng papel sa
paglalahad sa mga tauhan na nakilala nila makagawa ng pinatuyong isda?
Bakit pinatuyong isda ang kanilang napiling kapareha.
ng bagong sa napakinggang kuwento. Sa Pabigyan ng puna ang natapos
kasanayan #1 bawat pagbibigay ng magaaral, tawag? Ano ang gagawin kung
tag-ulan o kaya naman ay na sulatin ng bawat isa.
itanong:
mahina ang sikat ng araw? Ipasulat muli ang sulatin batay
Ano ang pangngalang ginamit?
sa punang ibinigay ng kapareha.
E. Pagtalakay ng Balikan ang hinuha ng Ipangkat ang mag-aaral. Bawat Ipangkat ang mag-aaral. Magpatala ng mga aklat na
bagong mag-aaral bago basahin pangkat ay maghahanda ng Maghanda ng mga resipi para sa makukuha sa bawat
konsepto at ang kuwento. isang usapan ng mga daga na bawat pangkat. Lagyan din ng kategoryasa DCS. Ipasulat ang
paglalahad Isa-isahin ang mga ito at mapakikinggan sa gubat, bukid, tanong ang bawat inihandang sipi ID ng aklat at iba pang
ng bagong sabihin kung nangyari ba bodega at imbakan. Matapos ng resipi. impormasyon dito.
kasanayan #2 sa kuwento o hindi. ang inilaang oras, tawagin ang Ipabasa ito sa bawat pangkat at
bawat pangkat pasagutan ang mga inihandang
tanong.
para sa kanilang pagtatanghal.
Matapos ang inilaang oras,
Bigyang-halaga ang ginawa ng
tawagin ang bawat pangkat
bawat pangkat.
upang ibahagi ang natapos na
gawain.
F. Paglinang sa Sino si Dagambu? Paano Tumawag ng mag-aaral upang Ipabasa: Pag-aasin p. 55. Sagutin: Dalhin ang mag-aaral sa silid-
siya naging pinuno ng mga magbahagi ng kanilang aklatan.
Kabisahaan dagang bukid? Anong Itanong: Tama ba margin sa kanan at Obserbahan ang bawat isa
karanasan tungkol sa
(Tungo sa ginagawa ng mga dagang kaliwang bahagi ng aking kung paano bila ginamit ang
pagmamalasakit sa kapuwa. Bakit pag-aasin ang tawag sa
formative bukid sa taniman? Tama papel? kanilang kaalaman sa DCS.
Assessment) Siguraduhin na magagamit nila paraan ng pag-iimbak na ito?
ba ito? Bigyan ng tulong ang mag-
nang wasto ang pangngalan. Nabaybay ko ba nang wasto ang
Ano ang unang dapat gawin sa aaral na nakitang nahihirapan
Bakit hindi? Bakit nag- (Tawagin ang hindi pa lahat ng mga salita?
pagaasin ng isda o karne? pa sa paggamit nito.
away ang pangkat ng nakapagbahagi noong unang
mga dagang bukid at arawa) Ano ang sumunod?
dagang lungsod?
Kailangan bang masunod ang
bawat panuto na mga ito?
Bakit?
Sino-sino ang tauhan sa Naisulat ko ba nang wasto at may

Ano ang mangyayari kung may hindi
napakinggang kuwento? ka gagawing hakbang? sapat na layo ang mga salita?
Ano ang ikinilos ng
bawat isa? Tama ba ang mga pagkakasulat ko ng
mga pangungusap?
Ano ang mensaheng
hatid ng ikinilos ng Tama ba ang ginamit kong mga
bawat isa? bantas?
G. Paglalapat ng Kung ikaw si Bakit kailangang magtipid sa Ano ang dapat tandaan sa
Aralin sa pagkain at sa iba pang mga bagay paggamit ng mga hiniram na
Pangaraw- Metromaws, gagawin
na mayroon tayo? aklat?
araw na mo rin ba ang kaniyang
buhay ginawa? Pangatwiranan
mo ang iyong sagot.
Ano ang kahalagahan ng
pagkakaroon ng
pagmamalasakit sa
kapuwa?
Paano mo ipinakikita
ang pagmamalasakit
sa iyong kapuwa?
H. Paglalahat ng Anong magandang aral Ano ang halaga ng Ano ang natutuhan no sa aralin? Isa-isahin ang mga dapat tandaan Paano ginagamit ang Dewey
ang natutuhan mo sa paggamit ng pangngalan sa pagsulat ng talata o sariling Classification
Aralin
kuwento? batay sa iyong pakikilahok komposisyon. System?
sa mga gawain sa mga
araling ito?
I. Pagtataya ng Sagutin ng oo o hindi ang

sumusunod.
Aralin
Binasa ko bang mabuti ang mga
hakbang?
Nasagot ko ba nang wasto ang mga
tanong tungkol sa binasa kong
teskto?
J. Karagdagang
gawain para sa
takdang-aralin
at remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang 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 mga
magaaral na
magpapatuloy sa
remediation.
E. Alin sa mga Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
istratehiyang
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
pagtuturo __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
nakatulong ng __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
lubos?
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong __Kakulangan sa makabagong
aking naranasan na
__Kakulangan sa makabagong kagamitang panturo. panturo. kagamitang panturo. kagamitang panturo.
solusyunan sa tulong kagamitang panturo. __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga
ng aking __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata bata.
mga bata. __Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Mapanupil/mapang-aping mga bata
punongguro at
__Mapanupil/mapang-aping bata lalo na sa pagbabasa. lalo na sa pagbabasa. __Kakulangan sa Kahandaan ng mga
superbisor? mga bata __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng bata lalo na sa pagbabasa.
__Kakulangan sa Kahandaan mga bata lalo na sa pagbabasa. makabagong teknolohiya makabagong teknolohiya __Kakulangan ng guro sa kaalaman ng
ng mga bata lalo na sa __Kakulangan ng guro sa __Kamalayang makadayuhan __Kamalayang makadayuhan makabagong teknolohiya
pagbabasa. kaalaman ng makabagong __Kamalayang makadayuhan
__Kakulangan ng guro sa teknolohiya
kaalaman ng makabagong __Kamalayang makadayuhan
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
presentation presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
panturo ang aking
__Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning
nadibuho na nais __Community Language __Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
kong ibahagi sa mga Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
__Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
kapuwa ko guro?
__ Ang pagkatutong Task __Instraksyunal na material
Based
__Instraksyunal na material
Paaralan: MANUEL AUSTRIA MEMORIAL ELEM.SCHOOL Baitang / Antas: VI
GRADES 1 to 12 Guro: RAQUEL C. PILPIL Asignatura: ESP
DAILY LESSON LOG
(Pang-Araw-araw na Tala sa Pagtuturo) Petsa / Oras: JUNE 18 - 22 , 2018 (Week 3) Markahan: 1st Quarter

LAYUNIN
Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
Mga Kasanayan sa Pagkatuto
Isulat ang code sa bawat 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
kasanayan 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng impormasyon Code: EsP6PKP-Ia-i-37
NILALAMAN
Paksa: Pagyamanin ang mapanuring pag-iisip
Kaugnay na Pagpapahalaga: Mapanuring pag-iisip (Critical thinking)
KAGAMITANG PANTURO
Sanggunian
Mga Pahina sa Gabay ng Guro
Mga Pahina sa Kagamitang

Pang-Mag-aaral
Mga Pahina sa Teksbuk
Karagdagang Kagamitan mula

sa portal ng Learning
Resource
Iba pang Kagamitang Panturo 1. EsP DLP, Unang Markahan, Ikatlong Linggo - Aralin 3: Pagyamanin ang Mapanuring Pag-iisip, pahina 1-7
2. Maaaring gamitin ang video sa: https://www.youtube.com/watch?v=zJcTtetwB0E
3. http://philosophy.hku.hk/think/critical/ct.php
4. laptop, projector, powerpoint presentation na inihanda ng guro, mga larawan para sa picture analysis, manila paper na may nakaguhit na graphic organizer, metacards,
pentel pen
PAMAMARAAN
Balik-Aral sa Nakaraang Aralin at/o Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at Batiin ang mga mag-aaral at
Pagsisimula ng Bagong Aralin itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga itala ang bilang ng mga
pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban. pumasok at lumiban.
Tumawag ng ilang magaaral Magkaroon ng maikling Magkaroon ng maikling Magkaroon ng maikling Bilang pagbabalik-aral,
na magbabasa ng isinulat balik-aral sa ginawa ng balik-aral sa ginawa ng balik-aral sa ginawa ng itanong sa mga magaaral:
nila sa kanilang nakaraang araw. nakaraang araw. nakaraang araw. “Ano-ano ang dapat
TALAARAWAN. Itanong: isaalang-alang sa
Bakit kailangan nating pagkakaroon ng
gumawa ng mga tamang mapanuring pag-iisip
desisyon?
Paghahabi sa Layunin ng Aralin Sumangguni sa EsP DLP,
Unang Markahan, Ikatlong
Linggo - Aralin 3, pahina 2.
Pag-uugnay ng mga Halimbawa sa Sumangguni sa EsP DLP,

Bagong Aralin Unang Markahan, Ikatlong
Linggo - Aralin 3, pahina 2
(Picture Analysis).
Pagtalakay ng Bagong Konsepto at Ipapanood ang mungkahing
Paglalahad ng Bagong Kasanayan #1 video clip na may pamagat
na “Gustin”. Sumangguni sa
EsP DLP,
Unang Markahan, Ikatlong
Linggo - Aralin 3, pahina 3.
Tandaan:
Maaaring gumamit ng iba
pangng video clip/s na may
kahalintulad na paksa.
Ipasagot ang mga tanong sa
pahina 3 ng DLP, at iproseso
ang sagot ng mga mag-
aaral.
Pagtalakay ng Bagong Konsepto at Ipagawa ang Pangkatang

Paglalahad ng Bagong Kasanayan #2 Gawain na makikita sa
EsP DLP, Unang
Markahan, Ikatlong Linggo
- Aralin 3, pahina 3
Magkaroon ng
pagpoproseso ng karanasan
gamit ang mga tanong sa
pahina 3 ng EsP DLP, Unang
Markahan,
Ikatlong Linggo - Aralin 3.
Sabihin sa mga mag-aaral
na magbahagi sila ng
kanilang personal na
karanasan na nagpapakita
nang mapanuring pag-iisip.
Paglinang sa Kabiihasaan Gamit ang manila paper
(Tungo sa Formative Assessment) na may nakaguhit na
graphic organizer,
ipagawa ang
Gawain na makikita sa
EsP DLP, Unang
Markahan, Ikatlong
Linggo - Aralin 3, pahina
4.
Paglalapat ng Aralin sa Pang-Araw- Ipagawa ang Indibidwal na

araw na Buhay Gawain na makikita sa
EsP DLP, Unang
Markahan, Ikatlong Linggo -
Aralin 3, pahina 4-5.
Paglalahat ng Aralin kritikal na pag-iisip para sa kanila.
Palawakin ang talakayan sa
naging kasagutan ng mga mag-
aaral upang mas
maintindihan nila ang
pagpapahalagang nililinang sa
araling ito.
Magbigay din ng karagdagang
impormasyon tungkol sa
pagpapahalagang mapanuring
pag-iisip.
Maaaring gawing gabay ang
nakasulat sa EsP
DLP, Unang Markahan,
Ikatlong Linggo - Aralin 3: pahina
5-6.
Pagtataya ng Aralin Ipasagot sa kuwaderno ng mga
mag-aaral ang pagtataya na
makikita sa EsP DLP, Unang
Markahan, Ikatlong Linggo -
Aralin 3: pahina 6.
Gamitin ang patnubay na mga
tanong sa pahina 7 ng DLP
Karagdagang Gawain para sa Takdang- Ipagawa ang karagdagang gawain

Aralin at Remediation na makikita sa EsP DLP, Unang
Markahan,
Ikatlong Linggo - Aralin 3: pahina
7.
V. MGA TALA
PAGNINILAY
Bilang ng mag-aaral na nakakuha ng 80%

sa pagtataya
Bilang ng mag-aaral na nangangailangan

ng iba pang gawain para sa
remediation
Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa
sa aralin.
Bilang ng mag-aaral na magpapatuloy sa
remediation
Alin sa mga istratehiyang pagtuturo ang
nakatulong ng lubos?
Paano ito nakatulong?
Anong suliranin ang aking naranasan na

solusyunan sa tulong ng aking
punongguro at superbisor?
Anong kagamitang panturo ang aking
nadibuho na nais kong ibahagi sa
mga kapwa ko guro?
School: Grade Level: VI
GRADES 1 to 12 Teacher: Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner... The learner... The learner... The learner... The learner...
Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding
various linguistics nodes to various linguistics nodes to various linguistics nodes to various linguistics nodes to of various linguistics nodes to
comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts. comprehend various texts.
Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding to Demonstrates understanding
A. Content Standards text types to listen for different text types to listen for different text types to listen for different text types to listen for different to text types to listen for
purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. purposes from a variety of texts. different purposes from a
variety of texts.
Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of
text types in order to construct text types in order to construct text types in order to construct text types in order to construct Demonstrates understanding
feedback. feedback. feedback. feedback. of text types in order to
construct feedback.
The learner... The learner... The learner... The learner... The learner...
Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to effectively Analyzes text types to
understand understand understand information/message understand information/message effectively understand
information/message (s) information/message (s) (s) (s) information/message (s)
Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to effectively Uses linguistic cues to
B. Performance Standards construct meaning from a construct meaning from a construct meaning from a variety construct meaning from a variety effectively construct meaning
variety of text for a variety of variety of text for a variety of of text for a variety of purposes. of text for a variety of purposes. from a variety of text for a
purposes. purposes. variety of purposes.
Uses literal information from text Uses literal information from text
Uses literal information from Uses literal information from heard to construct an appropriate heard to construct an appropriate Uses literal information from
text heard to construct an text heard to construct an feedback. feedback. text heard to construct an
appropriate feedback. appropriate feedback. appropriate feedback.
C. Learning Competencies/ Analyze sound devices (irony Infer meaning of idiomatic Determine tone, mood, and Compose clear and coherent Compose clear and coherent
Objectives Write the LC code for and hyperbole) in a text heard expressions using- roots purpose of the author sentences using appropriate sentences using appropriate
each structures: tenses of verbs structures: tenses of verbs
EN6LC-Ic-2.3.8 EN6V-Ic-12.4.1.1 EN6RC-Ic-6.5 EN6G-Ic-3.2 EN6G-Ic-3.2
EN6LC-Ic-2.3.7 EN6RC-Ic-6.6
Relate an experience EN6RC-Ic-6.7 Describe different forms and Describe different forms and
Observe politeness at all times appropriate to the occasion conventions of film and moving conventions of film and
Read aloud grade level pictures (direction) moving pictures (direction)
EN6LC-Ic-16 EN6OL-Ic-17 appropriate text with an accuracy
rate of 95-100% EN6VC-Ic-5.1.3 EN6VC-Ic-5.1.3
Show openness to criticism
EN6F-Ic-1.6 Show tactfulness when
EN6A-Ic-18 communicating with others
EN6GA-Ic-17
Figurative Language Idiomatic Expressions Determine the Purpose of the Tenses of Verb Tenses of Verb
II. CONTENT
(Irony and Hyperbole) (Using Roots) Authors

A. References
Lesson Guide in Elementary Lesson Guide in Elementary Sample Lesson Plan in English pp.
1. Teacher’s Guide pages English pp. 222-224 English pp. 146-148 156-160
English for All Times TM p. 102
2. Learner’s Material pages
English for All Times Reading p. Growing in English Reading pp. English for All Times Reading pp.
3. Textbook pages
145 228-229 127-130
MISOSA MISOSA English 6 Determining the MISOSA Using the Simple Present MISOSA Using the Simple
Purpose of the Author Form of the Verb that Agrees with Present Form of the Verb that
BEAM English 6 DLP Module 12 the Subject in Number Agrees with the Subject in
4. Additional Materials for
Determining the Purpose of the Original File Submitted and Number
Learning Resource Portal
Author Formatted by DepEd Club
Member - visit depedclub.com for
more
pocket chart, activity cards, CD, chart, activity sheets, poem passage (tarpapel), paragraph activity cards, pocket chart tarpapel, activity sheets
B. Other Learning Resources
CD Player
IV. PROCEDURES
Write S in the blank if the figure Pick out a rolled paper in the Choose the right idiom from the Read the following paragraph and Say: As I flash the card, tell
of speech is a Simile, M if box. Read and tell whether if it is list to complete each sentence. pick out the action word in every whether if it is in the present,
Metaphor. Then, write the two irony or hyperbole. -with a golden heart sentence. past or future tense.
things being compared. -awakened on the right side of Peter and Paul help their
A. Her hair looks like the sun’s the bed parents at home. Every morning sits will sing
rays. -opened up they feed the ducks and chickens.
1. -start the ball rolling Paul washes the dishes after walked spoke
2. _____ and ______ -be a star breakfast. On Saturday they clean
B. The river is like a big crawling the house. Paul scrubs the floor.
is reading
snake. 1. If you want to _______in the Peter dusts the tables and chairs.
A. Reviewing previous lesson or 3. class, you have to study hard. On Sundays, they go to church. In
presenting the new lesson 4. _____ and ______ 2. A famous basketball player was the afternoon, Peter usually goes
C. The room was a beehive of invited to _______ on the opening with nis friends to play basketball.
busy boys and girls. day of the sports fest.
5. 3. It takes one with an ______ to
6. _____ and ______ accept other’s opinions calmly.
4. Mother will go to the market, so
I’ll stay to ________ my baby
sister.
5. Mother Teresa was one lady
_______.
Arrange the jumbled words to Say to the learners: Picture showing a girl who is Catch the fish using a fishing rod.
form a sentence. Children, listen how I speak to reading. Find the fish with a verb printed
1. mountain is a Mother dishes you. on its body. Then, place it in the
of washing. Children, listen to me! (2x) Say: Tell something about the pocket chart.
2. brain size a He pea of has. (speak in a loud voice and the picture.
read boy
3. me over You the feather other speaks in a gentle voice).
B. Establishing a purpose for the s
knocked. Let us say it together in 2 ways.
lesson bag
Marie nobody is kind so be Which way do you like to say it? writes
friends her that. Why?
go sings
cat cooked
C. Presenting examples/ Listening to a radio broad Read the poem (on chart) Read the passage 1 and 2 Read the following sentences. Read the story and pay
instances of the new lesson casting. “Speak Gently” (written on tarpapel) 1. Her parents come from Tarlac. attention to the underlined
1. A bicycle is your best means of 2. They visit our village monthly. words.
Ask: What is the message of the transportation in China. There are 3. I cried bitterly when my dog
poem? so many people in the cities that died three years ago. Do you know about the
can create enormous traffic jams. 4. Mother brought me to my little frog that lived near a
Bikes on the other hand, are Aunt’s house a year after. pond? He never smiled. He
smaller and easier to manoeuvre. 5. In June, Melissa will be in High never laughed. He snapped at
And of course, you save gasoline. School. everyone. A little puppy with
You absolutely must get a bike. 6. We shall visit in an agricultural a friendly smile stopped by.
2. Have you ever tried eating with collage four years from now. He wagged his tail. He
chopsticks? As far as I’m flapped his ears. But the little
concerned, people who use these frog snapped at him. A cricket
are magicians. I am not a with a friendly smile passed
magician. I’m somebody who can’t by. He rubbed his wings. He
get this soup to stay in my wished a song. But the little
chopsticks. frog frowned and snapped at
him.
Group the class into four. Give Ask: What do the following Ask: In no. 1, what is the author’s Say: From the sentences given, Group the class into three.
them activity card. Let them phrases mean? (power point) purpose? pick out the action words/verbs. Use activity sheets. (Role
answer and compare their work. - Is a little dropped in the heart’s In no 2, what is his purpose? Group them into three playing about the tenses of
D. Discussing new concepts and
deep well What is the author’s device to tenses. the verb based on the story
-rule by love; rule by fear bring out his message? read.
-it’s love be sure to gain
-teach in accents soft and mild
Say: Listen attentively. As I read Do the activity by group. Group yourself into 4. Give them Read each of the following
the sentence, tell whether if its Group 1 activity sheets. sentences and write present, past
irony o hyperbole. 2 or future on the line.
3 Read the following paragraphs.
Have them answer and report it Determine the purpose of the 1. Betsy saw a black snake.
in the class. author in writing each paragraph _______
whether to entertain to inform, or 2. Gwen will go to school.
E. Discussing new concepts and
to persuade. _______
1. You’ll never get me up in one of 3. Mike eats ice cream. _______
those things; said Mandy, eying 4. Cindy will play basketball.
the huge hot-air balloon. Then she _______
took another picture. 5. Ashley feeds her three cats.
2. How to make pork curry: heat _______
oil and sauté pork with garlic,
onion, pork broth cube and curry.
Add eggplant and red pepper.
Pour evaporated milk and season
chili sauce.
3. Unfortunately, many species of
bats are endangered or already
extinct. It is vital that we join
forces to protect the bats that
remain. Bats feed on harmful
insect pests. They are also
responsible for up to 95% of the
residing of the tropical rain
forests. Without those forests our
delicate balance of oxygen and
moisture could be destroyed.
4. Our day a hungry fox runt

searching for food. Soon he saw
some ripe grape at the top of a
vine that grew up along a high
wall.
5. Water from this river will
overflow if there are no trees to
stop it. And if this will happen. Our
plants and animals will die and
people will be very much affected.
Let’s do thru-planting activities.
Let us all unite our efforts so that
we will all survive in this world
Listening through CD and CD Read and analyze the sentences. Read each paragraph. Think about Choose the correct letter of the Encircle the correct verb form
player. Underline the idioms. the authors’ purpose in writing verb to match the tenses in the in the parenthesis.
Pupils will listen carefully. Then, 1. The foreigner can easily get them. Write E if the purpose is to parenthesis 1. We (wake, woke, will wake)
F. Developing mastery answer the given questions. along with the native. entertain, I if to inform, P if to 1. Marion ________ at Jacob to up early to catch the first trip
(Leads to Formative 2. The sampaguita in your car persuade. stop running. (past tense) to Baguio City.
Assessment 3) gives off a sweet smell. 1. The earth is made up of three a. yelled b. yells c. will yell 2. Mother (will prepare,
3. Eden has a very attractive get layers: the crust, the mantle and 2. Cathy ______cookies every prepare, prepared) breakfast
up. the core. week. (present tense) with different fruits.
4. We have to look up to our The outer layer, called the crust, is a. baked b. bakes c. will bake 3. My sister (works, will work,
parents. between 16 and 40 kilometers 3. Charles _____ the ball to worked) eight hours a day in
5. My mother looks forward to thick. It floats on a thicker layer Claudia. (future tense) the office.
coming of my sister from Hawaii. known as the mantle, which is 4. Glen _____ a picture of a dog. 4. Father (scolded, scolds, will
2,895 kilometers thick. The core, (past tense) scold) the children for coming
which is 3,475 kilometres thick, is a. painted b. paints home late.
surrounded by the mantle. c. will paint 5. We (rushes, rushed, will
The innermost part is solid (the 5. Make _______ the baby to the rush) the production of
inner core) while the outer part is car. (future) school paper for submission.
liquid (the outer core). a. carried b. carries
2. An old man suffering from a c. will carry
nagging back ache went to see his
doctor. The doctor wrote the
prescription and told the man to
apply it on his back.
After a week, he came back still
complaining about the pain. The
doctor asked him if he followed
the directions.
The man turned and on his back
was the prescription firmly posted.
3. At no time in history have
humans produced so much waste.
Ours is a throw-away society. No
matter which area is examined, it
is found that for health, safety,
advertising, or other reasons, we
produce more waste. We have to
implement ways to make use of
people’s waste to prevent further
damage to humanity.
4. The year is 2020. Global warfare
is raging. Not one country against
another. This is all-out war-
humans against computers. Back
in 2018 – what seems ages ago –
the Athan Computer Group
perfected a revolutionary new
chip that enabled computers to
learn. And learn they did – at a
rate incomprehensible to humans.
5. Residents of a small village in
Nueva Vizcaya can now look
forward to a continuous supply of
clean and safe water with the
completion of a water system
project. The new water system in
Barangay Bangaan here, which
was funded by the
Church of Jesus Christ of the
Latter-Day Saints, was formally
inaugurated last week.
Cite examples of irony and Think of common idioms that Read the paragraphs. Determine Write a sentence using an action Write a short paragraph
hyperbole. you can use to relate your own the purpose of the author in verb in the correct tense. about your favourite
experience on the last occasion writing each paragraph. 1.past tense _________ teleserye using the tenses of
happened in your life. 1. Once upon a time in a far away 2.present tense________ the verb.
village there lived a beautiful 3. future tense_________
maiden named Ursula. All the men 4. past tense__________
in the village wanted to win her 5. present tense_______
heart. But Ursula only loves one
man and he is Artemio.
G. Finding practical application
2. Our city is getting dirty, people
do not show concern anymore. Yet
living
people are the ones largely
responsible for all the dirt and
mess in the city. Let us work
together hand in hand in making
this place beautiful once more,
you can do it. Together we can
make something out of it.
3. Preparing salad is very easy.
First gather all your ingredients.
Next dice the ingredients in the
size desired then pour the cream
and mix thoroughly. Refrigerate.
What is irony and hyperbole? Complete the fish bone map to Ask: What are the purposes of the Complete the chart below. Complete the chart below.
remember idioms. author in writing a
paragraph/passage. Simple Use Simple Use
Tense Tense
1. Present To express: 1. Present To express:
H. Making generaliz and
abstractions about the lesson
2. Past To express: 2. Past To express:
3. Future To express: 3. Future To express:
Draw a triangle ( ) in the blank if Put your “heart” in the right Read the passages, on the blank Choose the correct tenses of the Match Column A with Column
the sentence is irony and square place. before the number write author’s verb that best complete each B. Choose the correct verb to
( ) if it is hyperbole. T wears his heart on his purpose. sentence below. complete each sentence.
1. I really enjoy her company but sleeve 1. I’m sorry I was not able to 1. Sam sits down and _______ Column A
I can’t go with her anymore. R heart to heart attend your birthday party. My (write, writes) in his notebook. ___1. He _______ television
2. He’s so hungry that he could E have hearts of stone mother was rushed to the hospital 2. The energetic puppy ______ only on weekends.
eat a house. H to lose heart because she was complaining of (is, was) happy yesterday. ___2. The post man _____ us
3. Mother is washing a mountain A by heart having a chest pain. I hope to visit 3. Mrs. Smith ______ (sang, will our letters every day.
of dishes. you this coming summer vacation. sing) a song in the talent show ___3. Jenny ______ his class
4. Marilou is so kind that nobody 1. When you try and fail, it is 2. Fossils are usually formed on next month. because of the heavy traffic
befriends her. easy ________. hard rocks. Prints on rocks are not 4. They _______ (talk, talked) this morning.
I. Evaluating learning 5. He’s such a poor fellow he 2. They must _______ to say no easily destroyed or washed away. three hours last night. ___4. After an hour, ______
could eat dish. to the kitten’s cries. Plants, insects and bodies of 5. My baby sister ________ jogging to eat breakfast.
3. Good actors know their lines animals are sometimes buried in (speaks, speak) the first time ___5. Agriculturists _______
_________ so their acting is layers of sedimentary rocks. yesterday. in the cultivation of fields.
good. Because of heat and pressure,
4. Mom and I had a _______ talk they become parts of the Column B
about the problems. hardened rocks. a. brings
5. Ted cares so much for Jill that 3. Kites come in many shapes and b. will miss
he __________. sizes. They can be constructed c. stopped
from a large variety of materials, d. watches
from the simplest, such as paper e. engage
or cloth, to the most advanced,
such as carbon fibre and tear-
proof sail sheet.
4. A thesaurus is a dictionary of
synonyms and antonyms. It is a
special dictionary that given a
listing of words with words that
are similar and opposite in
meaning. This book is important to
everyone who wishes to
communicate his ideas precisely
and vividly by using different
words.
5. What is El Niño? It is a Spanish
word which means little boy or
child Jesus. Peruvian Anchovy
fisherman used the term
traditionally to describe the
appearance of warm ocean
current following the South
American Coast. El Niño is a large
oceanic fisherman that developed
in the Pacific Ocean and which is
associated with extreme climate
variability.
Read the poem “The Child in Complete the sentences with Write 4-5 sentences following the Study the sentences in the Use the following verbs in a
Me”. Pick out the figurative the appropriate idiom in the box concept of the purpose required. paragraph. Correct the wrong sentence.
languages that are found in the TOPIC: The services offered by verb forms. 1. will buy
raining cats and dogs
poem. your barangay in promoting the 2. speak
call in cleared the air health and safety of the people. It is Clean-up Day at 3. talked
PURPOSE: To inform Poblacion, Marbel. The people 4. will dance
rubbed elbows
J. Additional activities for started early in the morning. The 5. travels
application or remediation well-to-do family men cleared the canals and the
1. come
The truth will always ____.
to light dirty places. Young boys and girls
2. The streets are flooded, it’s sweep the streets. As usual, the
__________. little children played as they
3. She was born to a ______. amuse the tired folks.
4. My sister will _______ me for
a visit.
5. The president __________
between Mar Roxas and Jojo
Binay.
V. REMARKS ___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not ___ out of ___ pupils did not
reach the ML reach the ML reach the ML reach the ML reach the ML
VI. REFLECTION
A. No. of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above
80% in the evaluation
B. No. of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
additional activities for
remediation who scored below
80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the
work? No. of Learners who have lesson lesson lesson lesson
caught up with the lessons
D, No. of Learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why did ___ Games ___ Games ___ Games ___ Games ___ Games
these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encountered which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Prepared by:
Ma’am SHIRLEY O. BUERA, Teacher III – Suba ES
Ma’am RONILA C. NOMBRADO, Teacher III – Suba ES
School Pozorrubio Central School Grade Level VI
Daily Lesson Log Teacher AMOR Q. TOLENTINO Learning Area MAPEH
Teaching Week & Dates/Time June 18-22, 2018 Quarter I

I. OBJECTIVE/S
Content Standard Demonstrates demonstrates understanding Demonstrates demonstrates understanding of
understanding of personal health of the concept of rhythm by understanding of the participation and assessment of
issues and concerns and the applying notes and rests, use of lines, shapes, physical activity and physical
importance of health appraisal rhythmic patterns, and time colors, texture, and the fitness
procedures and signatures principles of emphasis
community resources in preventing or and contrast in drawing
managing them a logo and own cartoon
character using new
technologies in drawing
Performance Standard practices self-management responds to beats in Creates concepts through art participates and assesses
skills to prevent and control personal music heard with processes, elements, and performance in physical
health issues and appropriate principles using new activities assesses physical
concerns conducting patterns of technologies (hardware and fitness
2 3 4 and 6 software) to create personal
4 4 4 8 or class logo.
designs cartoon character
onthe spot using new
technologies
Learning Competencies Differentiates among 2 3 4 utilizes art skills in using 1.explains the
(write the LC Code) discusses health 4 4 4 new technologies nature/background of the
appraisal procedures And 6 time signatures (hardware and software) games
during puberty 8 A6PR-Ic PE6GS-Ib-1
H6PH-Ic-20 •Describes the3 describes the skills involved in
4 time signature the games
MU6RH-Ic-e-2 PE6GS-Ib-2
observes safety precautions
PE6GS-Ib-h-
recognizes the value of
participation in physical
activities
PE6PF-Ib-h-19
assesses regularly
activities based on the
Philippines physical activity
pyramid
PE6PF-Ib-h-18
displays joy of effort, respect
for others and fair play during
activities
PE6PF-Ib-h-20
identifies areas for
improvement
PE6PF-Ib-h-22
RHYTHM . Process: Assessment of
Musical Symbols and DRAWING – NEW physical
Undergoing Health Appraisal Concepts: TECHNOLOGIES activities and
Procedures (height and weight 1. Notes and Rests .1 logo physical fitness
II. CONTENT
measurement, breast selfexamination 2. Meters .2 cartoon character Target games
for girls, hearing 3. Rhythmic Patterns Batuhang
test, vision screening, scoliosis Bola,
test and health and dental
examinations
References
TG/CG pages
Learner’s Materials
pages
Textbook pages OHSP Health 1Q1 Module 1 Reading 2 ASE P.E Module 2 pp.6-7,12-13
pp.
12-13 21st Century MAPEH in Action
2. Gerardo C. Lacia pp.
EdukasyongPangkatawan,Kalusugan,at Copyright 2016,pp126
Musika I. DepED. Abejo, Mary Placid
Sr. et.
al. 1991. pp.49-50;54-59;69-71.
Materials downloaded
from LRMDS
Other Learning Materials MISOSA5-module6 Musika at Laptop, computer, tablet, or
Sining 6. Sunico, Raul cellphone
M. et al, 2000. Projector,
laptop, musical scale of the
songs HaranasaBukid, or any
folk songs in three-four time
signature
pp.8-10
*Umawit at Gumuhit
6.Valdecantos,
Emelita C. 1999. pp.5-20
IV. PROCEDURES
Reviewing previous lesson Let the pupils sing the song Review the concepts on the Review the previous lesson
and presenting new Review previous lesson “HARANA SA bUKID“. Let the use of software menus,
lesson pupils clap/ tap the rhythmic commands
pattern of the song .
Establishing a purpose for Today, we are going to describe Today we are going to draw Would you like to play another
the lesson What do you expect to learn in our the 3 using the technology game ? We’re going to play a
lesson ? 4 time game. Do you know how to play
signature batuhangbola ?
Presenting . What is the time signature of ( This lesson will be done in E- Fill the pride of being a Filipino
examples/instances of Divide the class into four the song ?WHAT is meant by 3 classroom. Pixel art will be used with Batuhang Bola. This game
the lesson ? 4 ?What are the notes and as alternative to this art activity promote healthful lifestyle.
Each member of the group will rests used in the song? What is ) Furthermore,they promote:
perform Health Appraisal the value of the quarter Before the art activity Remind patriotism( to feel the pride of
Procedures: note/rest, eight note/rest , half the pupils of the Dos and being Filipino) Bonding( to build
height and weight note/rest ? How many beats DONTs while doing the artwork bridge of fun and closeness
measurement are there in each measure of among neighborhood to
breast self examination for the song ? develop camaraderie with
girls peers) and sportsmanship ( to
hearing test build a positive outlook on
vision screening acceptance of winning and
scoliosis test and being defeated
health and dental
examinations
Discussing new concepts Help the students clap/ tap the Allow the students to explore Remind the pupils of the
and practicing new rhythmic pattern of the song and tell them to create their precautionary measures they
skills #1 “HaranasaBukid “ artwork using new tehnology ( should do to avoid accident/
laptop, computer, tablet or being hurt when playing.
cellphones Let the pupils choose their
team mates
Discussing new concepts ( May use the rhythmic Bring them to the playground
and practicing new syllables to represent each note and let them play Batuhang
skills #2 in the rhythmic pattern ) Bola
Developing mastery (lead to After the game, ask the
formative assessment following questions:
3) What are the skills used in
playing the game ? ( Catching,
throwing the ball, escaping )
Will this game help you
develop physically?
Finding practical application Sing “Bahay Kubo” ART Appreciation
of concepts and skills Clap the rhythmic pattern Teach the pupils to appreciate
in daily living Tap the beat of the song his artwork or the work of
Sing and dance the song others
Making generalization and What did you do ? How would you describe the 3 What skills are develop in the
abstractions about the 4 game ?How would you assess
lesson Time signature your physical fitness after
playing the game ?
Evaluating learning Use rubrics to assess the 1.Did you enjoy the game ?
performance of the pupils 2. Describe the skills involved in
the game ?
3.Did you observe safety
precautions ?
4. Did you display joy of effort,
respect for others and
fair play during your
participation to the game ?
5.Do you feel proud being
Filipino while playing the game?
application or
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
80% in the evaluation ___ of Learners who earned 80% above
No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
acquired additional activities activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
for remediation who scored
below 80%
work? No. of learners who ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
have caught up with the lesson lesson lesson lesson lesson
lesson.
No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continue to require remediation remediation remediation remediation remediation
remediation.
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
encountered which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal can help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
used/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
School: STA. MARIA ELEMENTARY Grade Level: VI
GRADES 1 to 12 Teacher: MRS. LORD MARIE V. LAT Learning Area: MATHEMATICS

OBJECTIVES
Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real -
life situations.
Learning Competencies/Objectives:
Write the LC Code for each M 6N S -Ic - 96 .2 M 6N S -Ic - 97 .2 M 6N S -Ic - 97 .2 M 6N S -Ic - 98 .2
The learner divides The learner solves routine The learner solves routine The learner creates problems (with reasonable answers)
simple fractions and mixed problems involving division problems involving division with involving division without or with any of the other
fractions. without any of the other any of the other operations of operations of fractions and mixed numbers.
operations of fractions fractions
and mixed fractions using and mixed fractions using .
appropriate problem appropriate problem
solving strategies and tools solving strategies and tools
correctly. correctly.
II. Content
Solving Routine Problems Solving Routine Problems Creating Problems (With Reasonable Answers) Involving
Involving Division Involving Division Division Without or With any other operations of Fractions
and Mixed Fractions
Division of Fractions and Mixed without any other operations with any other operations of
Numbers of Fractions and Mixed Fractions and Mixed Fractions
Fractions Using Using
Appropriate Problem Appropriate Problem
Solving Strategies and Solving Strategies and
Tools Tools
LEARNING RESOURCES
References
Teacher’s Guide Pages

Learner’s Materials Pages
Textbook Pages
Additional Materials from Learning BEAM LG Grade 6, Module 10 DLP Gr. 6 Module 40 BEAM LG Gr. 6 Module 10 BEAM LG Gr. 6 Module 10
Resource (LR) portal BEAM LG Gr. 6 Module 10 p.
pp. 6 – 7 33
BEAM LG Gr. 6 Module 10 p. 32
Other Learning Resources Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets Teacher-made worksheets
Videos: https://youtu.be/hTIQd
Rqh7eg
https://youtu.be/4aOVp
cBHeNM
PROCEDURES
Reviewing Previous Lesson or Picture Equation: (Review of Group Game: The class will be
Presenting the New Lesson multiplying fractions) Students Group Activity: The class will be divided into 5 groups. Each
divided in groups with five Collaborative Activity: The class Give a group activity to the group will make a problem
will be grouped into 5. Each
members. As a group, they will will be divided into 10 groups. class (see DLP Creating similar to the one posted by
group will be given set of
answer questions given by the Each group will be given a Problemreview) Ask the the teacher. After making the
pictures illustrating various following questions:
teacher involving division of worksheet to recall the concept problem, each group will
fractions. What the pupils will
do is to find the pictures of
fractions. The group who will get of division of fractions and its 1. How do you find the activity? exchange their work and
the highest score will be application in problem solving. answer the problems made by
fractions that will give the declared the winner. 2. What did you consider in the other group. “Mark makes
(Worksheet No. 4) Note: You
indicated product when arranging the phrases? 3. What decorative candles. He has 3
can limit the number of groups
multiplied. 1. 6/8 ÷ 2/5 can you say about the problems 2/3 kg of wax at home and
formed? buys 5 1/4 kg more. If he uses
2. 5 7/8 ÷ 3/5 3/7 kg of wax for each candle,
4. Do you think it is easy to how many candles can he
Example: 2/ 3 𝑥 ¾ make problems?
3. 9 1/6 ÷ 5 make in all?”
4. 10 / 2 ÷ 4 1/4
5. 7/15 ÷ 3 1/5
Establishing a Purpose for the Lesson Ask the learners: 1. How did Ask the learners: Inform the class that the Facilitate the processing of
Post a problem and instruct the
you arrive with your answer in target for today’s lesson is to the pupils’ works.
learners to solve it using any 1. How do we divide fractions?
method. “There were 10 1/2 write interesting and
each one? loaves of bread which were (cite various examples given challenging word problems
equally shared with 21 street different types of fractions, ex. for their classmates to solve.
2. How do we multiply fractions children. What part of the bread Dividing whole number by a Ask them what they already
and mixed numbers? did each child get?” Call for fraction; a fraction by another know about creating word
volunteers to solve the problem fraction etc.) problems.
3. In what instances do we on the board. Allow the students
need to divide fractions and to explain their work and 2. How do we solve word
mixed numbers? compare it with the others. problems?
Presenting Examples/Instances of the Give an overview on dividing Introduce Polya’s 4 steps in To facilitate the presentation Introduce another way of
Lesson fractions through video solving problems:  Understand Give a new set of problems of the lesson, refer to the crafting word problems, this
presentation. Direct solution: the problem What is asked? (combination of different attached DLP (“During the time given the mathematical
(https://youtu.be/hTIQ What are the given?  Devise a operations) and ask the pupils to lesson” part). sentences.
dRqh7eg) Using bar model: plan What operation to be used? analyze and differentiate it from
(https://youtu.be/4aOV What is the number sentence?  other problems they have
pcBHeNM) Carry out the plan What is the encountered.
complete solution?  Look back
and evaluate the solution Check 1. Mother gave 2/7 of a cake to
if the answer is correct. her sister and 1/5 to her father. If
she will divide the remaining cake
Note: You may also show the
to her 3 children, what part of the
solution using bar mode
cake will each get? 2. Mike drank
1/2 glass of milk at breakfast, 2/3
glass at lunch and 4/5 glass at
dinner. If he has one bottle of
milk which is good for 6 glasses,
will it last for 4 days?
Discussing New Concepts and Think-pair-share: Using bar Think-pair-share: Two (2) Collaborative activity: Give
Practicing New Skills #1 models, divide the following problems will be posted and will Triads: The class will be divided this problem as an exercise
fractions. be solved by the pupils in pairs. into group of three. Each group (problem that was already
(refer to DLP Gr. 6 Module 40 will be provided with a task card. presented to them before):
1. 8 ÷ 1/2 pp. 6 – 7) (Worksheet No. 5) Mikka did 2/13 of a load of
2. 5/6 ÷ 3 laundry on Thursday and 5/13
of a load of laundry on Friday.
3. 4/6 ÷ 1/3 If she will still do laundry on
Saturday and Sunday, what
4. 3 1/2 ÷ 1/3
part of the remaining laundry
5. 1/5 ÷ 2 1/5 will each day have?
Discussing New Concepts and Practicing Collaborative Activity: The class Collaborative Activity: Give a After the activity, the teacher Collaborative Activity: Post
New Skills #2 will work on this activity in task card that each group will will ask the pupils their insights mathematical statements on
groups. “Follow Me” Complete solve. (Refer to Worksheet 2 – and experiences while doing the the board which the class
instruction and activity sheets Let’s Investigate) A rubric on task. will try to form word
could be found in BEAM LG Gr. how the work of the pupils be problems about.
6 Module 10 pp. 22-28 graded will also be provided.
1. 5 3/4 ÷ 4
(from BEAM LG Gr. 6 Module
10 pp. 32) 2. 3 5 7 ÷ 2 3
Write on the board the

problems that the pupils may
think. Then volunteers will
solve each problem on the
board.
Developing Mastery Individual Activity: Find each Individual Activity: In their Individual Activity: Let the pupils Individual Activity: Let the
(Leads to Formative Assessment 3) quotient. notebook, let the pupils solve solve the following individually. pupils do the following
these problems. 1. Margarita solicited 10 2/3 individually.
1. 5/8 ÷ 2/3
litres of paint for the Brigada
1. Shane has a piece of rope 1. Write a problem similar to
2. 3 1/3 ÷ 2/5 Eskwela. Their City Mayor gave
that is 7 4/5 meters long. If he “Don Antonio has 7 7/8
their school another 7 2/5 litres
3. 5 3/5 ÷ 4 cuts it into pieces that are each hectares of land. His wife has
of paint. If each classroom
3/5 of a unit long, how many 2/3 of what he has. If they
needs 2 3/7 litres, how many
4. 4 1/2 ÷ 2 1/3 pieces does he have? will divide their lands among
classrooms can be painted?
their 7 children, what part
5. 7/9 ÷ 2 3/4 2. Dawn is making pan cakes
2. Rona has 20 1/2 meters of will each child have?”
for her friends. Each pan cake
cloth, she uses 2/3 of it for a
requires 4 1/3 table spoon of 2. Write a story problem that
girls’ dress. The remaining cloth
flour. If she has 10 friends, do
will be used for a baby dress. If shows: 3 5/7 ÷ 4/5 = �
you think 43 1/2 spoons of
each dress needs 4/5 meters,
flour is enough? Explain.
how many baby dress can Rona
make?
Finding Practical Applications of Ask: In your everyday life, how Ask the students if the Ask: From all the activities that Ask: If you will relate to a
Concepts and Skills in Daily Living can the concept of dividing problems they encounter we had, aside from the concept song your experience in
fractions be helpful to you? during the lesson really do of dividing fractions, what other creating word problems,
Explain the reason of saying so. happen in real-life. ideas do you think are useful in what would it be and why?
our daily lives?
Making Generalizations and “How do we divide a whole Let the pupils recall and Encourage the pupils to Let the pupils discuss to the Let the pupils discuss to the
Abstractions about the Lesson number by a fraction? a generalize the steps in solving identify the techniques and class the points to remember class the points to remember
fraction by another fraction? a word problems. strategies they applied in order when creating word problems. when creating word
mixed number by a fraction? a to solve the problems the problems.
1. Understand the problem
mixed number by a whole? quickest way possible aside
mixed numbers? a Fraction by a 2. Devise a plan from the steps you’ve given
mixed number? them.
3. Carry out the plan
4. Look back and evaluate the

solution
Evaluating Learning Refer to worksheet No. 1 Refer to worksheet No. 3 Refer to worksheet No. 6 1. Write a word problem that
can be solved by the
statement 12 5/7 ÷ 2 1/5 . 2.
Create a problem similar to
this: “Martin is a long distance
runner. He can run a mile at a
consistent pace of 8 2/5
minutes. How many miles can
he run in 1 1/3 hours if he
keeps that pace?”
Additional Activities for Application or Make a journal stating what Make a poster showing real-life Write a paragraph explaining
Remediation you have learned and how you situations of solving word your experience in creating
will apply the concept of problems about fractions. word problems and discuss its
division of fraction inside your importance to your daily life.
home.
REMARKS
REFLECTION
___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
No. of learners who earned 80% in the above above
evaluation
No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation
activities for remediation
Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
learners who have caught up with the
lesson lesson lesson lesson lesson
lesson
No. of learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
Which of my teaching strategies work
well? Why did these work? ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
What difficulties did I encounter which __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
my principal or supervisor can help me __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
solve? Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
What innovations or localized materials __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
did I used/discover which I wish to
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
share with other teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
File created by Ma'am NORMITA B. PINEDA

GRADES 1 to 12 Teacher: Learning Area: EPP-AGRICULTURE

OBJECTIVES
Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees
Performance Standards Applies knowledge and skills in planting trees and fruit trees
Learning Competencies / .Identify types of orchard Identify trees appropriate Demonstrate proper way of Identify sources of fruit bearing Identify how to care for seedlings
Objectives farms in the country for orchard gardening based planting/propagating trees( trees
Write the LC code for each (community) on location, climate, and budding, Marcotting, and
.Prepares layout design of market demands grafting)
an orchard garden using the TLE6AG-Oc-3-1.3.2
TLE6AG-Oc-3-1.3.4
information gathered TLE6AG-Oc-3-1.3.5
TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4 TLE6AG-Oc-3-1.3.3
CONTENT Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit Propagating trees and fruit trees Propagating trees and fruit trees
trees trees trees
LEARNING RESOURCES
References
Teacher’s Guide Pages CG: TLE6AG-Od-5.2
Learner’s Materials Pages MISOSA VI:
ASEKSWAL/ARTIPISYAL NA
PAGPAPARAMI NG HALAMAN
Textbook Pages MGA GAWAIN SA
PAGPAPAUNLAD NG BUHAY
pp. 137-144.
Additional Materials from OHSP TLE Agri-Fishery_ Laptop EPP Module 1
Learning Resource (LR) Portal Quarter 1&2. Module No. 3 projector Starting a Garden in a smart way
Other Learning Resources https://youtu.be/KWEmBZop_HQ
http://www.gardenguides.com/111768-
care-flower-seedlings.html
PROCEDURES
Reviewing previous What are the types of * Checking of Assignments What is budding, Marcotting and * Checking of Assignments
lesson orchard? grafting?
*Asks: *Asks
1. What are we need to 1. What is grafting?

consider in an orchard 2. What are the steps in doing so?
gardening?
Call a volunteer to share his/her answer
2. What are the steps in doing with her classmates
so?
* Call a volunteer to share

his/her answer with her
classmates
stablishing a purpose for the lesson Types of orchard Teacher will flash a picture of * Have the pupils recite the Teacher will flash different kinds of Analyze the situation below, then
Seed Orchards different plants and fruit poem fruit bearing trees picture answer the questions that follow.
According to the Food and bearing trees using projector (Localized fruit bearing trees)
Agriculture Organization of “A TREE” with correct Kenneth is a grade six pupil. He has a
the United Nations, seed pronunciation and expression project in vegetable production. He
orchards focus primarily on (using power point- by rows) bought a
growing trees that produce
seeds rather than nuts or pack of pechay seeds from an ambulant
fruit. These seeds are then vendor who sells ornamental plants and
sold to commercial fertilizers.
distributors for resale to the
public in small seed packets. When he sowed the pechay seeds in a
They may also be sold to seed box, he was surprised that only
large agricultural facilities or few of the
used for food production.
seeds germinated.
Seed orchards can further
be divided into two .
categories based on how
they are established. In a
seedling orchard, trees are
selected through controlled
pollination. In a clonal seed
orchard, seeds are
distributed through
methods such as cutting and
tissue culture, resulting in an
easier harvest overall. What do you see?
Nut Orchards Do you know those fruit bearing
Nut orchards include a large trees?
variety of facilities that Do we have here in our community?
produce nut-bearing trees.
These include orchards that
grow popular nuts like
pecans, cashews, walnuts
and almonds. This category
also includes cocoa and
chocolate-producing nuts, as
well as coconuts. Some
orchard owners produce
pine trees for their edible
pine nuts. Orchards that
focus on this type of pine
production also fall under
this category.
Fruit Orchards
Fruit orchards include any
facility focused on growing
tree-bearing fruits. Some
popular options include
apples, olives, dates and
figs. Citrus trees, such as
those bearing lemons, limes
or oranges, may be grown
all together in large citrus
orchards, or individually in
smaller facilities. Plantations
that grow fruit-bearing
bushes generally don't fall
under this category. These
include berries and other
fruits not grown on trees.
Presenting examples / Game: Balloons Popping Can you classify those plants Unlocking of difficulty: Semantic web Step 1
instances of the new Inside the balloons a word and fruit bearing plants?
lesson of types of orchard. The *Video presentation in one of Keep seedlings indoors in cool, well-lit
pupils will say something the scientific ways in Pupils will give the fruit bearing area until you are ready to transplant
about the word that he get. propagating trees and fruit trees them. Set them where they receive at
trees – least six hours of sunlight, such as by a
BUDDING south-facing window.
FRUIT Step 2
MARCOTTING
BEARING
GRAFTING TREES Water the seedlings when the soil
surface just begins to feel dry. Water
until the excess moisture drains from
the bottom of the seedling pots. Avoid
*Encourage pupils to tell
something about the video wetting the foliage; water at the base of
clip. the plant. Empty the drip tray after
watering, as standing water breeds
disease.
Step 3
Fertilize the seedlings beginning five

days after germination and then every
two weeks thereafter. Apply a soluble
flower fertilizer at one-half the label-
recommended rate.
Step 4
Pinch off the top ¼ inch of the plant

stems when seedlings are
approximately 6 inches tall and have
grown in at least three sets of leaves.
Pinching encourages lateral stem
growth and leads to stockier plants.
Step 5
Prepare seedlings for transplanting

outdoors. Set the seedlings outside in
an area protected from high winds and
direct sunlight once all spring frost
danger is past. Leave the seedlings
outside during the day, and bring them
back inside at night. Gradually move
them into direct light over the course of
Discussing new This time, we are going to Defining the term Group Work: Group Work *Group pupils into 5
concepts and have an activity on how to Climate Group pupils into 5
practicing new skills Location *Group pupils into 5 Let them choose their own leader *Let them choose their own leader
#1 layout .sample picture using Market demands will guide the members
*Let them choose their own *The leader will guide their group
projector Group I- List of fruit bearing trees
leader mates to do step 1 followed by step 2
inside the school
Group II- Draw different kinds of and so on.
*The leader will guide/tour the
members in the School fruit bearing trees
Group III- make a jingle
Nursery
Group IV- make a slogan
*Instruct them to observe and Group V- Make a poem
look for a plants best to apply
Budding, Marcotting, Grafting
*Have them list down

Discussing new Group activities: Group activities GROUP ACTIVITY: (provide GROUP ACTIVITY: (provide materials Video presentation on how tp take care
concepts and practicing Each group will make a materials for the pupils) for the pupils) the seedlings
new skills #2 layout on orchard using soft Group I- explain and
drink straw, matches stick, elaborate the word climate *Return-demonstration of *Return-demonstration of pupils (by
used newspaper, and ice Group II- explain and give pupils (by group) group
drop stick example about the location
Group 1 – soft drink straw Group III – explain and give
Group II- matches stick an example of market
Group III- used newspapers demands
Group IV- ice drop stick
Developing Mastery Group presentation A fruit bearing tree- is a tree which GROUP ACTIVITY: (provide materials for
(Leads to Formative Why we consider these? bears fruit that is consumed or used the pupils)
Assessment 3) Budding- a mode of sexual by humans and some animals — all
reproduction, in which a small trees that are flowering *Return-demonstration of pupils (by
part of the substance of the plantsproduce fruit, which are the group
parent (mother plant) is ripened ovaries of flowers containing
produced as a bud and one or more seeds.
developed into a new In horticultural usage, the term 'fruit
organism. tree' is limited to those that provide
Marcotting- a method for the fruit for human food
vegetative propagation of
plants in which a part of the
stem or branch is packed with
moss until roots have formed
and the treated part is ready
for independent growth.
Grafting- a shoot inserted to a
tree or plant, so as to become
a living part of it
- the place where the coin is

inserted in a stock.
Why we need to study first the location,

Finding Practical In doing those activities Presentation and Reporting of Are fruit bearing trees are Presentation and Reporting of outputs
climate and market demand before putting
applications of concepts what should we consider? outputs through: essential to all human beings? through jingle
an orchard?
and skills Why?
* Poem.
Making generalizations and What are the types of an What are we going to What are the three ways on Why we need to plant more fruit Seedlings - are more tender than
abstractions about orchard? remember in putting an plants and fruit bearing trees bearing trees? mature plants and often cannot
the lesson orchard? propagations? tolerate too much cold or heat. They
How are going to to layout are also more susceptible to pests and
your orchard? drought conditions. Caring for them
correctly also ensures that they
continue to thrive once outside and
throughout the entire growing season.
Evaluating Learning Enumerate the type of Make your own word and In own words explain briefly Write a paragraph expanding the In your own understanding, how are
orchard and prepare your explain why in putting an the procedure/steps in importance of fruit bearing trees in you going to take care of your
layout in an orchard. orchard gardening is in an Budding, Marcotting and animals and human beings. seedlings?
appropriate location, climate grafting.
and market demands.
ditional activities for application or

remediation
REMARKS
REFLECTION
No. of learners who ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above above above
earned 80% in the
evaluation
No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional activities
additional activities for remediation additional activities for remediation activities for remediation activities for remediation for remediation
require additional
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
work? No. of learners
lesson lesson lesson
who have caught up with
the lesson
No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require
require remediation require remediation require remediation remediation remediation
continue to require
remediation
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Group member’s Cooperation ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
can help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
What innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? as Instructional Materials as Instructional Materials Instructional Materials Instructional Materials Instructional Materials
GRADES 1 to 12 Teacher: RODOLF S. FLORO Learning Area: TLE-INDUSTRIAL ARTS
DAILY LESSON LOG Teaching Dates and Time: JUNE 18-22, 2018 (WEEK 3) Quarter:
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

Y
I. OBJECTIVES
A.Content Demonstrates an Demonstrates an WEEK
Standards understanding of knowledge understanding of LY
and skills in knowledge and skills in Demonstrates an understanding of knowledge and Demonstrates an understanding of knowledge and TEST
enhancing/decorating products enhancing/decorating skills in enhancing/decorating products as an skills in enhancing/decorating products as an
as an alternative source of products as an alternative source of income alternative source of income
income alternative source of
income
B.Performance Performs necessary skill in Performs necessary

Objective enhancing/ decorating finished skill in enhancing/ Performs necessary skill in enhancing/ decorating Performs necessary skill in enhancing/ decorating
products decorating finished finished products finished products
products
C.Learning Discusses the effects

Competencies/ Discusses the effects of of innovative finishing
Objectives innovative finishing materials materials and creative Enhances bamboo, wood, metal, and other finished Enhances bamboo, wood, metal, and other finished
and creative accessories on the accessories on the products through sketching, shading, and products through sketching, shading, and outlining
( Write the LC marketability of products marketability of outlining(TLE6IA‐0c‐5) (TLE6IA‐0c‐5)
code for each) (TLE6IA‐0c‐4) products
(TLE6IA‐0c‐4)
Enhancing/decora Enhancing/decorating finished products Enhancing/decorating finished products

ting finished
CONTENT Enhancing/decorating finished products
products
( Subject Matter)
II.LEARNINGRESOURCES
A.References
1.Teachers Guide
pages
2.Learners Material
Pages
B. Other Learning
Resources
III. PROCEDURES
A.Reviewing past What is a survey?

lesson or
Effects of innovative
Presenting the new
finishing materials on Effects of creative accessories on the marketability of Effects of creative accessories on the marketability of
lesson
the marketability of products products
(Drill/Review/Unlo products
cking of difficulties)
B.Establishing a For this learning episode, we are For this learning

purpose of the new going to discuss the effects of episode, we are going
lesson (Motivation) innovative finishing materials to discuss the effects
and creative accessories on the of innovative finishing
marketability of products. materials and creative
accessories on the
marketability of
products.
C.Presenting Group activity:

Examples/
With the use of
instances of the Group activity:
internet or other
new lesson
With the use of internet or information gathering
(Presentation) other information gathering methods, answer the
methods, answer the following following questions:
questions:
1. What is creative
1. What is finishing materials? accessories? Prepare an activity focusing on the processes of Prepare an activity focusing on the processes of
sketching, shading and outlining to enhance bamboo sketching, shading and outlining to enhance bamboo
2. Write some examples of 2. Write some
projects/products. projects/products.
finishing materials that can be examples of creative
found in our community. accessories that can be
found in our
3. What are the effects of
community.
finishing materials in the
marketability of 3. What are the effects
products/projects? of creative accessories
in the marketability of
products/projects?
D.Discussing new
concepts and Group Group
practicing new presentations/discussions of presentations/discussi Group presentations/discussions of their outputs. Group presentations/discussions of their outputs.
skills no.1. their outputs. ons of their outputs.
(Modeling)
E. Discussing new Discuss the effects of innovative

concepts and finishing materials on the
Discuss the effects of
practicing new marketability of products.
creative accessories on Discuss how to enhance bamboo products/projects Discuss how to enhance wood products/projects
skills no.2 (Guided Teacher also gives examples of
the marketability of through sketching, outlining and shading. through sketching, outlining and shading.
Practice) the different finishing materials
products
that can be found in our
community.
F.Developing
Mastery
Write 5 common
(Leads to Formative Write 5 common finishing
creative accessories
materials that can be found in
Assessment 3.) that can be found in
your community.
your community.
(Independent
Practice)
G. Finding practical Why do we need to

Why do we need to apply
application of concepts apply finishing touch Original File Submitted and Formatted by DepEd Club
finishing touch on a
and skills in daily living on a product/project? Member - visit depedclub.com for more
product/project? Does it affect
(Application/Valuing) Does it affect the
the marketability of the project?
marketability of the
How?
project? How?
H. Making
Generalization and What are the effects of
What are the effects of finishing
creative accessories in
abstraction about materials in the marketability of How do we enhance bamboo projects/products? How do we enhance wood projects/products?
the marketability of
the lesson the products?
the products?
(Generalization)
I. Evaluating Direction: Essay 5 pts. Discuss Direction: Essay 5 pts. The class will be grouped into four. Each group will The class will be grouped into four. Each group will
learning the effects of finishing materials Discuss the effects of enhance the bamboo products through sketching, enhance the bamboo products through sketching,
in the marketability of the finishing materials in shading and outlining. The teacher will show four shading and outlining. The teacher will show four
products. the marketability of bamboo products to be enhance by the learners. (use bamboo products to be enhance by the learners. (use
the products. rubrics to assess the performance of learners) rubrics to assess the performance of learners)
(use rubrics to assess the
answers of learners) (use rubrics to assess Creativity/ Effort/ Craftsmansh Cooperation/ PT Creativity/ Effort/ Craftsmansh Cooperation/ PT
ip/ S. ip/ S.
the answers of Originality Perseveran Attitude Originality Perseveran Attitude
CRITERIA POINTS
learners) ce Skill ce Skill
The essay is focused, 5
purposeful, and reflects original CRITERIA POINT The The project The artwork The student The The project The artwork The student
insight and ideas. S student was was willingly student was was willingly
explored continued beautiful participated explored continued beautiful participated
Uses correct grammar, spelling, The essay is 5 several until it was and in necessary several until it was and in necessary
and punctuation throughout focused, choices complete patiently preparation choices complete patiently preparation
with very few errors purposeful, before as the done; it was or work for before as the done; it was or work for
and reflects Selecting student as good as classroom, Selecting student as good as classroom,
The essay is focused on the 4 original insight one, could hard work was sensitive one, could hard work was sensitive
topic and includes relevant and ideas. generated make it; could make to the generated make it; could make to the
ideas. many gave it it. feelings and 10 many gave it it. feelings and 10
Uses correct
ideas, tried effort far knowledge of ideas, tried effort far knowledge of
Uses correct grammar, spelling, grammar,
unusual beyond others, unusual beyond others,
and punctuation with few spelling, and
combinatio that exhibited a combinatio that exhibited a
errors. punctuation
ns or required. positive ns or required. positive
throughout
The essay is focused on topic 3 changes, attitude changes, attitude
with very few
and includes few loosely related used toward used toward
errors
problem- assignment. problem- assignment.
ideas
The essay is 4 solving solving
Contains frequent errors in
focused on the skills. skills.
grammar, spelling, and
punctuation. topic and
The The With a little The student The The With a little The student
includes
The essay poorly addresses 2 student student more effort, participated student student more effort, participated
relevant ideas.
tried a few worked the work enthusiastica tried a few worked the work enthusiastica
topic and includes irrelevant
Uses correct ideas hard and could have lly, ideas hard and could have lly,
ideas.
grammar, before completed been performed before completed been performed
Many errors in grammar, spelling, and selecting the outstanding; more than selecting the outstanding; more than
spelling, and punctuation, punctuation one or project, lacks the adequately, one or project, lacks the adequately,
makes reader’s comprehension with few based but with a finishing assisted in based but with a finishing assisted in
difficult. errors. his/her bit more touches. preparation his/her bit more touches. preparation
7 7
work on effort it and cleanup. work on effort it and cleanup.
The essay is 3 someone might have someone might have
focused on else’s idea, been else’s idea, been
topic and made outstandin made outstandin
includes few decision g. decision g.
loosely related after after
ideas referring referring
Contains to one to one
frequent source. source.
errors in
grammar, The The The student The student The The The student The student
spelling, and student student showed was student student showed was
punctuation. tried an finished average apathetic tried an finished average apathetic
idea but it the craftsmanshi toward the 5 idea but it the craftsmanshi toward the 5
The essay 2 lacked project, p; adequate, assignment, lacked project, p; adequate, assignment,
poorly originality, but it could but not as complained, originality, but it could but not as complained,
addresses might have have been good as it assisted in might have have been good as it assisted in
topic and copied improved could have preparation copied improved could have preparation
includes work, with more been, a bit and cleanup work, with more been, a bit and cleanup
irrelevant substituted effort, careless when asked. substituted effort, careless when asked.
ideas. “symbols” chose an “symbols” chose an
for easy for easy
Many errors in personal project and personal project and
grammar, expression. did it expression. did it
spelling, and indifferentl indifferentl
punctuation, y. y.
makes
reader’s The The The student The student The The The student The student
comprehensio student student showed allowed student student showed allowed
n difficult. fulfilled fulfilled the average others to do fulfilled fulfilled the average others to do
the requireme craftsmanshi most of the requireme craftsmanshi most of
requireme nts of the p, lack of his/her work, requireme nts of the p, lack of his/her work,
nts of the assignment pride in participated nts of the assignment pride in participated
assignment , but gave finished minimally, 3 assignment , but gave finished minimally, 3
, but gave no work exhibited no , but gave no work exhibited no
no evidence interest in no evidence interest in
evidence of trying the project evidence of trying the project
of trying anything of trying anything
anything unusual anything unusual
unusual unusual
J. Additional
activities for
application and
remediation
(Assignment)
IV REMARKS
V. REFLECTION
A. No. of learner ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who
who earned 80% earned 80% above
B .No. of learner ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation
activities for remediation additional activities for
who scored below
remediation
80% ( needs
remediation)
C. No. of learners ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
who have caught lesson caught up the lesson
up with the lesson
D. No of learner ___ of Learners who continue to ___ of Learners who ___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
require remediation continue to require
who continue to remediation
require
remediation
E. Which of my Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work well:
___ Group collaboration well: ___ Group collaboration ___ Group collaboration
teaching strategies ___ Games ___ Group collaboration ___ Games ___ Games
work well? Why? ___ Power Point Presentation ___ Games ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Power Point ___ Answering preliminary ___ Answering preliminary
activities/exercises Presentation activities/exercises activities/exercises
___ Discussion ___ Answering preliminary ___ Discussion ___ Discussion
___ Case Method activities/exercises ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Discussion ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Case Method ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories ___ Think-Pair-Share (TPS) Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Rereading of ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama Paragraphs/ ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method Poems/Stories ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Differentiated ___ Lecture Method ___ Lecture Method
Why? Instruction Why? Why?
___ Complete IMs ___ Role Playing/Drama ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Discovery Method ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Lecture Method ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in Why? ___ Group member’s ___ Group member’s
doing their tasks ___ Complete IMs Cooperation in doing their tasks Cooperation in doing their tasks
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
did I encounter __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
which my principal __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
/supervisor can __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
help me solve? Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
or localized __ Making use big books from __ Making use big books __ Making use big books from __ Making use big books from
materials did I views of the locality from views of the locality views of the locality
__ Recycling of plastics to be used as views of the locality __ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional Materials
use/discover which Instructional Materials __ Recycling of plastics to __ local poetical composition __ local poetical composition
I wish to share __ local poetical composition be used as Instructional __Fashcards __Fashcards
w/other teacher? __Fashcards Materials __Pictures __Pictures
__Pictures __ local poetical
composition
__Fashcards
__Pictures
GRADE 1 to 12 School DON PEDRO ELEMENTARY SCHOOL Grade Level VI
DAILY LESSON LOG Teacher JAIFE E. MACARAEG Learning Area EPP 6 – ENTREPRENEURSHIP & ICT
Teaching Dates and Time JUNE 18-22, 2018 Quarter

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
OBJECTIVES
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.
Content Standard demonstrates knowledge and skills in the safe and responsible use of wikis, blogs, and audio and video conferencing tools.
Performance Standard practices safe and responsible use of wikis, blogs, and audio and video conferencing tools.
Learning Competency/Objectives Define what ICT is. Create a gmail account. Define what Blog is. Create a Blogger Interact using their
Write the LC code for each. Identify the benefits of Create a wiki account on Identify different Blog account. wiki and blog
ICT. wikispaces. sites. Design their blog. accounts.
Define what Wiki is. TLEIE6-0c-5 Enumerate some internet TLEIE6-0c-6 Update/post
Identify different Wiki safety tips. something in their
sites Show steps in making a wiki and blog
Give the uses of Wiki Blogger account accounts.
Show the steps in TLEIE6-0c-6 TLEIE6-0c-5
creating a wiki. TLEIE6-0c-6
TLEIE6-0c-5
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.
CONTENT
USING WIKI MY WIKI USING BLOGS MY BLOGGER BLOG FREE GUIDED ACTIVITY
ON WIKI AND BLOG
LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages The Basics of Better Family ICT and Entrepreneurship The Basics of Better Family ICT and Entrepreneurship ICT and
Living pp. 14-16 pp. 30 Living pp. 16-18 pp. 38 Entrepreneurship
pp. 23-38
ICT and Entrepreneurship ICT and Entrepreneurship
pp. 23-29 page 31-37
Additional Materials from
Learning Resource
(LR)portal
Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
PROCEDURES
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Reviewing previous lesson Review of previous lessons Review of previous lessons Review of previous
or presenting the new about. about. lessons about.
lesson What is ICT? What is Blog? What is ICT?
What are the benefits of Give ways on how we What is Wiki?
technology to can be safe in the What is Blog?
enterprise? internet.
What is Wiki?
Establishing a purpose for Ask the learners what they
the lesson know about ICT.
Presenting Discuss the benefits that
examples/Instances of the technology can provide to
new lesson enterprise of TX The Basics of
Better Family Living pp. 14-16
Discussing new concepts Discuss “Using Wikis” on GUIDED ACTIVITY
and practicing new skills # pages 23-29 of Textbook ICT The Teacher will make
1 and Entrepreneurship. his/her own Gmail
Account. (if already
available move to number
2)
Guide the learners in making
their Gmail Account.
The teacher will make
his/her own Wikispace
account as Teacher. (if
already available move to
number 4)
Guide the pupils in making
their Wikispaces account.
Refer also to page 30 of TX

“ICT and Entrepreneurship”
Discussing new concepts Discuss GUIDED ACTIVITY
and practicing new skills # “Using Blogs” on pages Guide the learners/groups in
2 31-37 of Textbook ICT making their Blogs.
and Entrepreneurship
Internet Safety on pages Refer also to page 38 of TX
16-18 of TX “The Basics “ICT and Entrepreneurship”
of Better Family Living”
Developing mastery FREE GUIDED ACTIVITY
(leads to Formative Assessment Let the
3) Learners/Groups
interact using their
wikispace account.
Let the
Learners/Groups
update their post
on their blogs. (Add
pictures, videos, or
files)
Finding practical
application of concepts
and skills in daily living
Making generalizations
and abstractions about
the lesson
Evaluating learning
application or
remediation
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
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.
No. of learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
___ of Learners who earned 80% above above
earned 80% in the
evaluation
No. of learners who ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for
require additional remediation
who scored below 80%
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? No. of learners lesson lesson lesson lesson the lesson
who have caught up with
the lesson
No. of learners who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation remediation require remediation
continue to require
remediation
strategies worked well? ___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be
Instructional Materials Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials
teachers? __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
GRADES 1 to 12 Teacher: Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER

BIYERNES
I. Layunin
Pamantayang Nilalaman
(Content Standard) Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang
ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipini.
Pamantayan sa Pagganap
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance Standard)
Pamantayan sa Pagkatuto 5. Nasusuri ang mga ginawa mg mg makabayang Pilipino sa pagkamit ng kalayaan.
(Learning Competencies) 5.1 Natatalakay ang kilusan para sa sekularisasyon ng mga parokya at ang Cavite Mutiny (1872)
5.2 Naipapaliwanag ang ambag ng Kilusang Propaganda sa pagpukaw ng damdaming makabayan ng mga Pilipino (hal. L Liga Filipina, Asociacion Hispano Filipino)
5.3 Natatalakay ang pagtatag at paglaganap ng Katipunan
5.4 Nahihinuha ang implikasyon ng kawalan ng pagkakaisa sa himagsikan/kilusan at pagbubuo ng Pilipinas bilang isang bansa.
Day 1 Day 2 Day 3 Day 4 Day 5
Layunin (Lesson Objectives) Cognitive- Cognitive- Cognitive-. Cognitive- Cognitive-

.Natutukoy/Nahihinuha ang
Natatalakay ang mga Natutukoy ang mga ambag ng Natatalakay ang mahalagang Nahihinuha ang kahalagahan ng
implikasyon ng kawalan ng
pangyayari na nagbigay daan Kilusang Propaganda sa detalye sa pagkakatatag ng pagbubuo ng Pilipinas bilang isang
pagkakaisa sa
sa pagbuo ng Kilusang pagpukaw ng damdaming Katipunan. bansa
himagsikan/kilusan.
Sekularisasyon. makabayan ng mga Pilipino.
Affective-Napahahalagahan Affective-Napahahalagahan
Affective-Napapahalagahan ang Affective-
ang mga nagawa ng Kilusang ang mga ambag ng Kilusang Affective- Nakapagpapahayag
pagkakatatag at paglaganap ng
Sekularisasyon sa pagbangon Propaganda sa pagpukaw ng ng sariling pananaw o saloobin Napaninindigan ang kahalagahan
Katipunan pagkakamit ng
ng damdaming makabayan. damdaming Makabayan ng tungkol sa implikasyon ng ng pagbubuo ng Pilipinas bilang
kalayaan sa pamamagitan ng
mga Pilipino. kawalan ng pagkakaisa sa isang bansa.
Psychomotor-Nakabubuo ng malikhaing pagtatanghal
himagsikan/kilusan.
sanaysay/poster na Psychomotor- Nakasusulat ng
Psychomotor-Nakalilikha ng
nagpapahayag ng damdaming talaarawan ukol sa mga ambag
collage tungkol sa pagkakatatag
makabayan. ng Kilusang Propaganda.
at paglaganap ng katipunan. Psychomotor- Naipakikita sa
pamamagitan ng malikhaing
presentasyon tungkol sa
Psychomotor- Nakapagpapahayag
kawalan ng pagkakaisa sa
himagsikan/kilusan. ng saloobin hinggil sa kahalagahan
ng pagbubuo ng Pilipinas bilang
isang bansa.
Paksang Aralin Implikasyon ng kawalan ng

Sekularisasyon at ang Cavite Pagtatatag at paglaganap ng Pagbubuo ng Pilipinas bilang isang
Kilusang Propaganda pagkakaisa sa himagsikan at
(Subject Matter) Mutiny katipunan bansa
kilusan.
CG- AP6PMK-Ic-5
TG_____
LM_____
EASEI Modyul 8
Pilipinas Bansang Papaunlad 6 2000. Pp179-183,218-220
Pilipinas Isang Sulyap at Pagyakap (Batayang Aklat) I. 2006.pp123-126,130-159
Gamitang Panturo HEKASI para sa mga batang Pilipino 4.2000 pp 244-245
(Learning Resources) Pamana 5.1999pp.114-118
Ang Unang Republika ng Pilipinas (Philippine Non-formal Education Program) 1998. Pp. 9-16
Huwg Kalimutan Bayani ng Bayan (Philippine Non-formal Education Program) 1998.pp 8-11
Ang Bayan Kong Mahal 4.1999.194-196
Pilipinas Bansang Pinagpala,(Batayang Aklat)4,2000.pp 206-207
Pilipinas Bansang Malaya (Batayang Aklat)5. 2000.pp 97-102
Pilipino Ako, Pilipinas ang Bayang Ko, (Patnubay ng Guro) 5 .1999 pp 65-68
Ang Bayan Kong Mahal 5. 1999 pp. 77-82
Pilipinas an gating Bansa, (Batayang Aklat)5. 2000 pp 76-78,80-90
Pilipino Ako, Pilipinas ang Bayan ko, Batayang Aklat 5. 19999. Pp 82 89
Pamamaraan
(Procedure)
Pagpapakilala sa dalawang Game – Pinoy Henyo Sino sino ang kasapi ng kilusang Paano naitatag at lumaganap Pagbabalik-aral hinggil sa kilusang
pangkat ng mga pari - Paring Propaganda? ang katipunan? propaganda.
(Pagtukoy sa mga Makabayang
a. Reviewing previous lesson/s Regular at Paring Sekular sa Papaano napukaw ng kilusang
Pilipino na nakipaglaban para sa
or presenting the new lesson pamamagitan ng mga larawan propaganda ang damdaming
pagkamit ng kalayaan ng bansa.
makabayan ng mga Pilipino?
Paghahambing sa dalawang Sagutin ang tanong: Ang isang Sino ang nakapanood ng Pagpapakita ng bahagi ng Pagpapanood ng Video clips na
b. Establishing a purpose for uri ng pangkat ng mga pari sa batang katulad mo ay maari rin pelikulang Katipunan? Sinong pelikula na nagpapamalas ng nagpapamalas ng pagkakaroon ng
the lesson pamamagitan ng Venn bang maging isang bayani? bayani ang pinahahalagahan nito? hindi pagkakaisa ng mga mga sariling pagpapakilanlan ng
diagram sinaunang Pilipino noong Bansang Pilipinas
Oo o hindi? Bakit?
panahon ng himagsikan.
Pagpapakita ng larawan ng Papangkatin ang mga Pagpapanood sa mga bata ng Ano ang napansin ninyo sa
tatlong paring martyr. mag-aaral sa apat na maikling video clip buhat sa ipinakitang senaryo sa pelikula?
Pagkilala sa mga tao at grupo. penikulang katipunan.
kaganapan tungkol sa larawan Bibigyan ng guro ang Base sa napanood na video clips,
sa pamamagitan ng pagkalap mga mag-aaral ng mga kailan at saan itinatag ang
ng mga datos gamit ang mga larawan tungkol sa mga Katipunan?
mahahalagang
downloaded materials na Sino ang namuno sa kilusang
pangyayari kaugnay ng
inihanda ng guro Katipunan at mga naging
mga Kilusang
Propaganda tulad ng: miyembro nito?
Circulo Hispano-Filipino
c. Presenting
examples/instances of the new Pagtalakay sa video clips
La Solidaridad
lesson
Associacion Hispano Filipina
La Liga Filipina upang

pagsunod-sunurin ayan sa
kaganapan.
Pagkatapos ng ___
minuto, iuulat ng mga
mag-aaral ang
kanilang nabuong
photo-timeline.
Pagtatalakay sa mga Talakayan: Pangkatang Gawain *Batay sa napanood, ano-ano Pagtalakay sa konsepto ng
pangyayaring nagbigay daan Pangkat I : (Semantic Web) ang naging epekto o implikasyon kahalagahan ng pagbubuo ng isang
Batay sa photo timeline na
sa pagbuo ng Kilusan bunga ng Mangalap ng datos sa ng kawalan ng pagkakaisa ng bansa sa pamamagitan ng tseklist.
nabuo, sagutin ang mga
Sekularisasyon at Cavite mahahalagang detalye tungo sa mga namuno sa himagsikan
sumusunod na tanong: (Gagawa ang guro ng tseklist)
Mutiny sa pamamagitan ng pagkatatag ng lipunan. /kilusan ?
d. Discussing new concept
pangkatang pagbuo ng Fact- Ano-ano ang mga Pangkat II : (Dula-dulaan) (See attachment 1)
storming web mahahalagang Pagsasadula sa mga panyayari
pangyayari kaugnay ng nagbigay daan sa paglaganap ng
kilusang propaganda ? katipunan Pangkat
Ano-ano ang mga III : (Akronim)
layunin ng kilusang Pagbibigay ng kahulugan sa
propaganda? akronim ng KKK. Pangkat IV:
Paano isnulong ng mga (Collage Making)
propagandista ang Gamit ang mga ginupit na
kanilang mga layunin? larawan, bumuo ng collage na
Ano ang nagging nagpapakita ng mga taong may
reaksyon ng
mahalagang ginampanan sa
pamahalaang kolonyal
pagkakatatag at pagpapalaganap
sa kilusang
propaganda? ng Katipunan.
Epektibo baa ng
ginamit na paraan ng
mga propagandista sa
pagkamit ng mga
reporma?
Pag-uulat sa klase. Mga propagandista at kanilang Pag-uulat ng bawat pangkat at Pangkatang Gawain: Itanong sa mga mag-aaral ang
pluma pagtalakay ng aralin. kanilang paninindigan sa
*Hahatiin ang klase sa 5 kahalagahan ng pagbuo ng isang
1. Paano nangalap ng kasapi ang
pangkat. bansa.
Katipunan? 2. Anu-ano ang iba't-
ibang antas ng konsehong
bumubuo sa balangkas ng
estrukturang Katipunan. *Ipapasaliksik sa mga mag-aaral
ang naging epekto o implikasyon
ng kawalan ng pagkakaisa ng
mga Filipino noong panahon ng
himagsikan.
e. Continuation of the
discussion of new concept
* Gabay na tanong:
- Ano ang naging dahilan ng

pagbagsak ng mga Filipino
noong panahon ng himagsikan?
* Sagutin ito sa pamamagitan ng

pagpapamalas ng malikhaing
presentasyon; tula, role playing,
jingle, awit .(Bawat Pangkat )
f. Developing Mastery Palitang-kuro sa pamamagitan Pagbuo ng tsart: Bilang batang Gentriseno , sino *Pagsasagawa ng mga mag- Pagpapagawa ng burador sa mga
(Paglalagay ng mga ang kilala ninyong lokal na aaral sa KWL. *Hayaan ang mga mag-aaral hinggil sa kanilang
ng Buzz session hinihinging bayaning may kinalaman sa mag-aaral na sagutan ang ; saloobin sa kahalagahan ng pagbuo
impormasyon ukol sa kilusang Katipunan.(Lokalisasyon) ng isang bansa. (Maaaring gumamit
-What you KNOW? ng explicit approach para sa
propaganda at ambag May naging kontribusyon ba sia sa
nito sa pagpukaw ng kilusan? pangkatang Gawain.)
-WANT to know
damdaming
makabayan ng mga -What you have LEARN?
Filipino.
ayon sa kanilang nakalap sa
pagsasaliksik hinggil sa
implikasyon ng kawalan ng
pagkakaisa ng mga Filipino
noong panahon ng himagsikan.
*Punan ang tsart na ito.
Know Want Learn
*Iulat sa klase ang output(Bawat

pangkat)
Pagsulat ng isang sanaysay Sagutin: Bilang mag-aaral, ano ang *Sa inyong palagay, ano ang Pagbabahagi ng nagawang burador
tungkol sa nagawa ng masasabi mo sa pagkakatatag ni naging dahilan ng pagkatalo ng sa pamamagitan ng talumpati.
Ano-ano ang mga patakaran sa
Sekularisasyon at Cavite Andres Bonifacio sa Katipunan? mga Filipino sa himagsikan?
paaralan na ipinatutupad upang
Mutiny sa pagbangon ng Nagpapatuloy pa ba ang
mapanatili ang kaayusan at
damdaming makabayan ng katipunan hanggang ngayon?
g. Finding practical application kapayapaan?
mga Pilipino Bakit? *Paano ninyo maipakikita ang
living pagkakaisa sa silid-aralan,
tahanan at komunidad?
Ano sa palagay ninyo ang
maaring mangyari kung ang ilan
sa mga mag-aaral hindi susunod
sa mga patakarang ito?
Paano nakaapekto ang Pagsunod-sunod ng mga salita Ang KKK o Kataas -taasang *Anu-ano ang implikasyon ng Palabunutan:Paiikutin ang roleta .
paggarote sa tatlong pari sa upang buuin ang kaisipang kagalang -galangan n2a katipunan kawalan ng pagkakaisa sa Paglalahad sa mga kahalagahan.
pagusbong ng makabayang tungkol sa ambag ng kilusang ng mga Anak ng Bayan ay itinatag himagsikan/kilusan? Bakit mahalaga ang magkaroon ng
damdamin ng mga Pilipino? Propaganda sa pagpukaw ng ni Andres Bonifacio noong hulyo 7 sariling pagkakakilanlan.
damdaming makabayan ng mga , 1892. Siya ang Ama ng
Filipino. Katipunan . Katipunero ang tawag
sa kasapi sa Katipunan. Ang "Utak
Hal.
ng Katipunan" ay si Emilio Jacinto
sa mga Filipino dahil siya ang sumulat ng mga aral
ng katipunan na tinawag na
Kilusang Propaganda sa tunay Kartilya.
na kalagayan ng pamamahala
h. Making generalizations and
ng Spain
abstractions about the lesson
ng nagmulat
Pilipinas sa ilalim ng
(Kilusang Propaganda ng
nagmulat sa mga Filipino sa
tunay na kalagayan ng
Pilipinas sa ilalim ng
pamamahala ng Spain.)
Malayang pagpapahayag ng Bumuo ng hugot Panuto: Sagutin ang mga Sumulat ng maikling sanaysay 5 aytem na pagsusulit tungkol sa
saloobin tungkol sa line/tagline/tugma na sumusunod na tanong . Isulat ang hinggil sa implikasyon ng kahalagahan ng sariling
sekularisasyon at Cavite nagpapahayag ng ambag ng titik ng tamang sagot. kawalan ng pagkakaisa sa pagkakakilanlan.
Mutiny sa pamamagitan ng kilusang Propaganda sa 1. Sino ang namuno sa kilusang himagsikan/kilusan?
sanaysay pagpukaw ng damdaming Katipunan? A. Emilio Jacinto
makabayan ng mga Filipino B. Andres Bonifacio
i.Evaluating learning katulad ng: C. Emilio Aguinaldo
D. Apolinario Mabini
2. Ano ang maaaring magyayari
Rizal, Del Pilar, Jaena at Luna kung hindi naitatag ang Kilusang
Katipunan?
Bumuo ng kilusan gamit ang A. Magkakaroon ng
pluma pangkalahatang kalayaan ang
Pilipinas
B. Hindi magsisimula ang
Hangad ay kalayaan nitong
himagsikan
Inang Bayan
C. Hindi susuko ang mga Pilipino
D. Magkakaroon ng Kontrol ang
mga Pilipino sa buong bansa
3. Ano kaya ang maibubunga kung
sakaling hindi nagtagumpay ang
mga Katipunero?
A. Lubos na naipalaganap ang
Kristiyanismo
B. Mahihikayat ang mga Pilipino
na Mag-alsa
C. Hindi lalaganap ang Katipunan
sa ating bansa
D. Malayang maipapahayag ang
dadamin ng bawat isa
Paggawa ng poster na Pumili ng isang propagandista. Mangalap ng impormasyon Magsaliksik tungkol sa Magpagawa ng isang
nagpapakita na ang Magsaliksik tungkol sa kanyang hinggil sa Implikasyon ng kawalan kahalagahan ng pagbubuo ng tula/awit/poster na magpapaalab
j.Additional Activities for sekularisasyon at Cavite talambuhay at gawan ng profile. ng pagkakaisa sa Pilipinas bilang isang bansa. sa kahalagahan ng pagkakaroon ng
application or remediation Mutiny ang naging dahilan ng Maaring gumamit ng illustration himagsikan/kilusa at pagbubuo ng isang bansa.
pagbuo ng mga kilusan tungo board. Ihanda ang sarili sa Pilipinas bilang isang Bansa.
sa pagkakamit ng kalayaan pgbabahagi ng ginawa sa klase.
Remarks
Reflection
a. No. of learners for

application or remediation
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

Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
__ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
e. Which of my teaching __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
__Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
strategies worked well?
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
Why did these work? __Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
__Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong __Kakulangan sa makabagong
kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo. kagamitang panturo.
__Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga __Di-magandang pag-uugali ng mga
mga bata. bata. bata. bata. bata.
f. What difficulties did I __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga __Mapanupil/mapang-aping mga bata
encounter which my principal bata bata bata bata __Kakulangan sa Kahandaan ng mga
or supervisor can help me __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng __Kakulangan sa Kahandaan ng mga __Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa.
solve? mga bata lalo na sa pagbabasa. mga bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman ng
__Kakulangan ng guro sa __Kakulangan ng guro sa kaalaman __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman makabagong teknolohiya
kaalaman ng makabagong ng makabagong teknolohiya makabagong teknolohiya ng makabagong teknolohiya __Kamalayang makadayuhan
teknolohiya __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kamalayang makadayuhan
__Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation
presentation presentation presentation presentation __Paggamit ng Big Book
g. What innovation or localized __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning
materials did I use/discover __Community Language Learning __Community Language Learning __Community Language Learning __Community Language Learning __Ang “Suggestopedia”
which I wish to share with __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __ Ang pagkatutong Task Based
other teachers? __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __Instraksyunal na material
__Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material

Monday Tuesday Wednesday Thursday Friday: I. Objectives

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Grades 1 to 12 School Grade Level Grade VI

DAILY LESSON LOG Teacher Learning Area Science

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

What is common among

Finding practical applications

have caught up with the lesson

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan

F6PN-Ic-19 ibang sitwasyon F6PB-Ic-e-3.2.1 F6PT-Ic-8 System

4. Karagdagang MISOSA Kahulugan ng MISOSA Kahulugan ng Aralin 5 - Wastong Aralin 5 - Wastong

Sino-sino ang tauhan sa Naisulat ko ba nang wasto at may

I. Pagtataya ng Sagutin ng oo o hindi ang

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Mga Pahina sa Kagamitang

Karagdagang Kagamitan mula

Pag-uugnay ng mga Halimbawa sa Sumangguni sa EsP DLP,

Pagtalakay ng Bagong Konsepto at Ipagawa ang Pangkatang

Paglalapat ng Aralin sa Pang-Araw- Ipagawa ang Indibidwal na

Karagdagang Gawain para sa Takdang- Ipagawa ang karagdagang gawain

Bilang ng mag-aaral na nakakuha ng 80%

Bilang ng mag-aaral na nangangailangan

Anong suliranin ang aking naranasan na

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

2. Learner’s Material pages

4. Our day a hungry fox runt

3. Future To express: 3. Future To express:

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Teacher’s Guide Pages

Write on the board the

4. Look back and evaluate the

File created by Ma'am NORMITA B. PINEDA

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. What are we need to 1. What is grafting?

* Call a volunteer to share

Fertilize the seedlings beginning five

Pinch off the top ¼ inch of the plant

Prepare seedlings for transplanting

*Have them list down

- the place where the coin is

Why we need to study first the location,

ditional activities for application or

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

B.Performance Performs necessary skill in Performs necessary

C.Learning Discusses the effects

Enhancing/decora Enhancing/decorating finished products Enhancing/decorating finished products

A.Reviewing past What is a survey?

B.Establishing a For this learning episode, we are For this learning

C.Presenting Group activity:

E. Discussing new Discuss the effects of innovative

G. Finding practical Why do we need to

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Refer also to page 30 of TX

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Layunin (Lesson Objectives) Cognitive- Cognitive- Cognitive-. Cognitive- Cognitive-

Paksang Aralin Implikasyon ng kawalan ng

Associacion Hispano Filipina

La Liga Filipina upang

- Ano ang naging dahilan ng

* Sagutin ito sa pamamagitan ng

*Punan ang tsart na ito.