School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C

GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/12:00-12:50 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Restate sentences heard in one’s own words
A. Content Standards The learner…

listens critically to different text types; expresses ideas logically in oral and written forms;

B. Performance Standards The learner…

demonstrates interest in reading to meet various needs.

C. Learning Competencies/Objectives 1. Restate sentences heard in one’s 1.Identify different meanings of 1. Distinguish text-types according to . Use compound sentences to Infer target audience.
Write the LC code for each own words. content specific words (denotation features (structural and language) – show cause and effect. EN5RC-IVa-3.2.8
2. Use appropriate facial and connotation) Enumeration 2. Show tactfulness when EN5F-IVa –1.6
expressions. EN5V-IVa-20.1 2. Read aloud grade level appropriate communicating with others. EN5SS-Iva-1.8
3. Observe politeness at all times. EN5V-Iva – 20.2 text with an accuracy rate of 95 – EN5G-IVa-1.8.1
EN5LC-IVa-3.11/EN5OL-IVa-2.6.1 100%. EN5VC-IVa –3.7
EN5A-IVa-16/Page 76 of 164 3. Take down relevant notes EN5A-Iva-17
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
II. CONTENT 1.Restating Sentences Heard in Identifying Different Meanings of 1.Distinguishing Text-Type According 1.Using Compound Sentences to A.Topic: Inferring Target Audience
One’s Own Words. Content Specific Words (Denotation to Features (Structural and Language) Show Cause and Effect
2.Using Appropriate Facial and Connotation) –Enumeration
Expressions. 2.Reading Aloud Grade Level
Appropriate Text with an Accuracy
Rate of 95-100%.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide/week 1
2. Learner’s Material pages
3. Textbook pages EN5LC –Iva-3.11 EN5V-IVa-20.1 Website/Internet- Types of Text
EN5OL-Iva-2.6.1 EN5V-Iva – 20.2 Structures in Informational
EN5A-Iva-16 Texts(Balance Literacy,2nd Grade)
Curriculum Guide p, 76
Internet (for emoticon)
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Flashcard Flashcard Flashcard Flashcard
Pictures, Charts, flashcards, Charts Charts Charts Charts
emoticons (different facial Pictures Pictures Pictures Pictures
expressions dictionary Website/Internet (Youtube)
Video Clips (Youtube) Dictionary
Vocabulary Worksheet

IV. PROCEDURES
A. Reviewing previous lesson or . Identify appropriate facialexpression
presenting the new lesson
B. Establishing a purpose for the lesson . A.Setting the stage:
1.Show the following faces:
a.Do you know who’s in the
picture?
b.What can you say about picture?
c.What emotions each
pictures
expressed?
2.Show again the emoticons to the
pupils.
a.Ask the pupils to name each
emoticon (based on their facial
expressions).
b.Let them name other facial
expressions and draw them on the
board.
C. Presenting examples/instances of the
new lesson Present a short story on the board.
(The Donkey)
Ask: Who are the characters in the
story?
How each animal expressed their
feeling?
D. Discussing new concepts and Teacher reads the short story.
practicing new skills #1 Pupils will listen.
The Donkey
A donkey found the skin of a dead
lion. He put it on and frightened all
the animals but did not make a
sound. One dog was suspicious; the
donkey tried to roar to frighten the
dog but brayed instead. When the
dog heard the donkey braying, he
Display the chart on the board.Ask
pupils: What comes into your mind
when you see the word “light”? What
comes into your mind when you see
the word “dark”? Examine the
definition of the words “light and
dark” in the meaning lists at the
learning materials. Ask: What other
words can you give for lights and
dark?
Today, we’re going to learn the
different meanings of content specific
words (denotation and connotation
1.Ask the pupils to point out what the
two words’ definitions have in
common. Students will likely point
out that they are both adjectives.
Continue the comparison and
contrast of the two words until they
come up with which word has the
positive and negative meanings, then
introduce the denotation and
Denotation and Connotation
A.Setting the stage:
1.Show the word “text type” on the
board.
Ask: Do you know what is a text type?
Let the pupils give their opinions
about text type.
Say :The phrase ‘text type’ is a way of
classifying and defining different types
of language interaction, both spoken
and written. It refers to the
purpose of a text and the way it is
written
At the end of the lesson, you will be
able to distinguish text-type according
to features (structural and language);
read aloud grade level appropriate
text with an accuracy
rate of 95 – 100% and take down
relevant notes.
1..Show the powerpoint presentation
about the topic.
..\TEXT TYPS.ppt
2..Discuss and explain to the
pupils the text type according to
features(structural and
language).Refer pupils to the
learners’ manual
Cause and Effect Chart
Two Travelers and the Bear
Different text type and its example
a.Show the picture to the pupils.
b.Ask: What do you think the boy
is doing?
Why the boy looks dizzy?
Tell the pupils that at the end of
the lesson, they will learn to use
compound sentences to show
cause and effect and be tactful in
communicating others.
1.Present the chart on the board.
2.Ask pupils to study what is
written in the chart.
Compound sentences are made up
of two simple sentences
connected by a coordinating
conjunction. These conjunctions
are also known as FANBOYS:
F - For
Checking of assignment
Cause and Effect
1.Setting the stage:
Ask the pupils the following
questions:
What is inferring?
What is target?
When we say “audience”, to
whom do we refer it?
At the end of the lesson, pupils are
able to infer the target audience
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2.Explaining the students what to
do
Let the pupils study the picture.
Discuss with them how to infer
target audience.
Ask the following questions:
-What is audience?
-Who should be the audience?
-What are the key aspects would
have been chosen to appeal on the

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
laughed and laughed.
Why do you think the dog laughed
and laughed at the donkey?
Was the donkey able to frighten
the animals? Why?
Show the facial expression of the
following characters
The dog was suspicious
The dog heard the donkey brays
The dog laughed and laughed
Call volunteer/s to restate
sentences heard on his own words.
Ask: What values you should
observed during listening to a story
and class discussions?
Restate the sentences heard on
one’s own words and give the
facial expression/s based on the
feeling/s expressed.
His mother became worried when
she didn't hear from him for two
days. _______
David is quite shy so he doesn't like
talking to people he doesn't know.
_______
A year after being fired from his
job, Alan is still very bitter. He has a
lot of resentment towards his
former boss. __________
Even though I am accustomed to
traveling for business, I still get
connotation
2.Modeling for students:
Tell the pupils that they will watch a
video clips about denotation and
connotation.
Remind them to observe the standard
rules in watching or viewing video
clips
3.Viewing video clips about
denotation and connotation
https://youtu.be/0juB4IFlFrc
(Reference: Youtube…Connotation
and Denotation
4.Comprehension Check-up:
a.What is denotation? Give examples
of denotation.
b.What is connotation? Give
examples of connotation.
c.Using Venn’s diagram, give the
comparison or contrast of the word
denotation and connotation.
C.Modeling for Students
Let the pupils answer the exercises on
Learners’ Material
D.Guided Practice
Below are eight different text types
and the purpose of those texts, but
they are mix up. Decide what the
purpose of each text type is and drag
it to the correct text type to the left.
Match the items on the right to the
items on the left
A c.She didn’t sleep well last night so
Explanation
Narrative
Discussion
Argumentative (Exposition)
Report
Procedure (Instruction)
A - And target market?
N - Nor
B - But
O - Or
Y - Yet
S– So
Cause is the reason why something
happens.
Effect is the result when
something happens..
Compound sentences show cause
and effect.
a.What is a compound sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for the
coordinating conjunction, what
does it means?
3.Modeling for Students 3.Modeling for Students
a.Ask pupils to analyze the 1.Show the video clips to the
sentence in flashcards pupils...\Inferring Audience
It was raining so hard outside so I (1).mp4
put on my raincoat. 2.Have them answer the exercises
The horse jumped at the lake given in “Try and Learn”
because she feel dirty.
The football player slipped and he
fell on the grass.
How is the sentence formed?
What are the two ideas formed in
the sentence?
4.Guided Practice 4.Guided Practice
Encircle the two ideas expressed in Students are given a copy of
a compound sentence then Advertising Inferences worksheet .
underline once the cause and Teacher plays 2 more
twice the effect. commercials, soliciting student
a.The dog barked at me because input . Students and teacher
she was hungry. complete 2 sections of the
b.It was my mom’s birthday today worksheet together .Teacher plays
so I make her a card. 2 more commercials and students
work with their group to complete
she feels weak today. 2 sections of the worksheet.
d.All her clothes were dirty
because her mother did not 5.Group Activity
washed their clothes. The teacher will group the pupils
e.Arnold dives in swimming pool into four. Each group will be given
and his head bump near the side an envelope containing pictures of
homesick if I am away from my
home for more than a week.
__________
I am absolutely furious!! I cannot
believe that my dog chewed my
favorite shoes. Now they're ruined!
____________
Recount of the pool. different commercials or TV ads.
Description They will infer who the target
audience in each pictures.
B Let them give the following date:
To relate past experience or events, Target audience:
either real or imagined. _______________________
To persuade the reader to agree with Age:
the writer’s position/opinion. _______________________
To instruct the reader how to make or Gender:
do something. _______________________
To explore more than one side of an Interest:
issue/To inform and persuade. _______________________
To show how things work and why
things happen.
To present a record of information
after careful observation and analysis.
To entertain through telling a story.
To help the reader create a picture of
scenes, events, people, etc....
G. Finding practical applications of
concepts and skills in daily living
The teacher will show the flashcard
with sentence/s. The teacher will
call someone to read the
sentence/s. Then the pupil who
read the sentence/s will call
another pupil to restate the
sentences on his/her own words
and use/ show the appropriate
facial expressions stated on the
sentence/s.
Cats are so curious that they often
get into trouble. Once, my cat fell
into the bath tub because she
wanted to know what was inside!
When Dave found out that the
plumber charged him double the
normal amount to fix his toilet, he
felt cheated.
After his grandmother passed
away, Ken was so grief-stricken he
couldn't get out of bed.
When Emily has a lot of work to do
and feels stressed, she becomes
very tense and cannot relax.
Our friend Lily makes us feel left
out when she has a party but
doesn't invite us.
Guided Practice:
The teacher will guide the pupils in
answering the exercises on LM.
Below are examples of denotative
and connotative meanings of words.
Choose inside the box the word being
referred by the denotative and
connotative meaning. Write your
answer on the first column.
Shark hot crazychick
dead cool
D.Group Activity::
1.Organize the class into small groups
or teams with no more than five
members in each group. Then hand
each group a blank “Connotation and
Denotation Chart”
2.Explain to the groups that you are
about to distribute a list of 10
adjective words listed in a random
order. When you scream “Go” it will
be each group’s job to sort the words
into a list of 5 pairs pupils need to
accurately complete the
“Connotation and Denotation Chart”
by correct identifying the word in
each pair. The first team that sings
F.Independent Practice
Ask pupils to answer the work sheet
on learners’ manual.
Tell :To help you better understand
the concept of text types try to match
the examples of particular texts on the
right with the text types on the left by
connecting them to the correct text
type.
6.Independent Practice 6.Independent Practice
Let the pupils do the activity at “ Directions: Infer the target
Learn some more” Encircle the two audience. Match the words in
ideas expressed in compound column A to the words
sentences then underline once the in column B.
cause and twice the effect. A
1.The dog barked at me because
she was hungry. 1.Seminar/Training Workshop of
2.It was my mom’s birthday today Teachers in Math
so I make her a card. 2.How to Make a House
3.She didn’t sleep well last night so 3. Making Pastries, Cakes and
she feels weak today. Breads
4.All her clothes were dirty 4. Snow White and the Beast
because her mother did not wash 5. Wrestling
their clothes. B
5.Arnold dives in swimming pool a. Carpenters
and his head bump near the side b. . Bakers
of the pool. c. Teachers
6.Tara didn’t understand the d. Men
homework assignment, so she e. Little boys and girls
asked a friend for help.
7.The students tried to prepare for
the test but they didn't realize how
difficult the test was.
8.We needed some groceries for
the week so we went to the
supermarket.
9.It was raining so hard outside so I
put on my raincoat.
10.The horse jumped at the lake
because she feel dirty.
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What have you learned from
today’s lesson?
Restate the sentences heard on
one’s own words. Draw
appropriate facial expressions after
the sentences.
Grandpa was very proud of me
when I got a promotion at work. He
took me out to dinner to celebrate.
I'm a little doubtful about whether
to get married or not..
We are delighted that you will be
coming to visit us. It will be so nice
to have you here.
After waiting in line for an hour at
the bank, the woman grew
impatient and left.
They were shocked to learn that
their beloved neighbor, Miss Ann,
had stolen their car.
Ask the pupils about what they have
learned from today’s lesson.
G.Evaluation:
Identify the meaning of words if it is a
connotation, write C, and if it is a
denotation, write D. Write your
answer on the blank.
Blue
____ a. Mommy, please buy me a
blue bike.
______b. Linda got low score in her
tst. She is blue.
2.Snake
_____ a. Lito saw a big snake in their
backyard.
_____ b. Mario is a snake. He spank
the little boy.
3.Cool
______a. The weather is verycool.
______b. I like your jacket. It is very
cool.
4.Cheap
______a. Linda goes with different
man that’s why she is being called
cheap.
______b. The dress in the store is
cheap.
5.Rats
What have learned from today’s
lesson?
(Game )Pupils will pass a ball while
singing a song. When the song stops,
the one who holds the ball will give
what he/she learned from the day’s
topic.
Different text types
Text types as to structures
Text types as to language
H. Evaluation
Directions: Give the meaning of the
following text type. Write your
answer on the box opposite of the
words
TEXT TYPE
MEANING
Connectors such as because, for Ask the pupils about what they
this reason, that is why, so, have learned from the topic.
therefore, for, and since can be
used to show cause-and-effect
relationships.
A cause-and-effect relationship
describes something that happens
and explains why it happens.
Compound sentences are made up
of two simple sentences
connected by a coordinating
conjunction. These conjunctions
are also known as FANBOYS:
Directions: Complete the following 8.Evaluation
sentences. You may use a word or Pupils will be asked to do the
a group of words as signals for following activity:
cause-and-effect relationships. 1.Think of a commercial or TV Ads
you like. Answer the date below:
1. The clouds were turning
dark, _______________ we started Name of commercial/TV Ads :
packing our picnic baskets. _________________________
2. Road blocks were set up Target Audience:
by the military, ______________ __________________________
they could catch the terrorists. Age:
3. Tourists flock to Boracay __________________________
____________they are amazed of Gender:
its white sand ___________________________
4. The diligent son worked Interest:
in the morning and studied at ___________________________
night ___________ his father died
three years ago.
5. The economy of the
country is improving
_______________ dedicated
government officials worked hard.
6. The wind blew and the
papers were scattered on the
floor.
7. He opened the box and a
letter fell into his hands.
8. The rain stop and the
rainbow appeared in the sky.
9. Maria steps on a banana
feeling and she fell on the ground.
10. Juan accidentally broke
the flower base, his mother got
angry.

J. Additional activities for application or Pupils will restate the sentences
remediation heard on one’ own words. Then,
show to the class the appropriate
facial expressions expressed in the
sentence.
Even in hard times when I don't
have a lot of money, I stay hopeful
and believe that next month will be
better.
When I see that puzzled look on
your face, I know that you didn't
understand my question.
Wow! I'm really impressed that
Ashley can speak 7 languages,
whereas I only speak one!
Ugh! I don't have anything to do.
I'm so bored!!
After Kylie had her heart broken by
her ex-boyfriend, she felt so down
and blue. She is very sad.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the
in the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___Pupils did not find difficulties in
additional activities for remediation answering their lesson.
who scored below 80% ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book
in the car.
Ask the pupils to answer the
activities under “Do and Learn
. Activity 2: Write five (5) compound
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
Write I example of each text type
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
Directions: Do the following
activities:
Activity 1: Read the compound
sentence silently.
sentences. Underline once the
cause and twice the effect .
Encircle the conjunction used in
the sentence.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
Watch a television commercial at
home or find an ad in a newspaper
or magazine
Then , write one paragraph
describing the ad, making an
inference about who the target
audience is, and explaining why
they think this.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
 ___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Did the remedial lessons work? No. of ___ of Learners who earned 80%
learners who have caught up with the above
lesson
D. No. of learners who continue to ___ of Learners who require
require remediation additional activities for remediation
E. Which of my teaching strategies ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up
the lesson
F. What difficulties did I encounter ___ of Learners who continue to
which my principal or supervisor can require remediation
help me solve?
G. What innovation or localized Strategies used that work well:
materials did I use/discover which I  ___Metacognitive Development: 
wish to share with other teachers? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.  
 
 ___Contextualization:  
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.  
 
 ___Text Representation:  
 Examples: Student created
drawings, videos, and games.  ___Modeling: Examples:
 ___Modeling: Examples: Speaking
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:
Examples: Student created drawings,
videos, and games.

Speaking
slowly and clearly, modeling the
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
Examples: Demonstrations, media, 

manipulatives, repetition, and local
opportunities.
 ___Text Representation:

Examples: Student created drawings,
videos, and games.  Examples:
___Modeling: Examples: Speaking

slowly and clearly, modeling the
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development: 
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.

___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:  ___Contextualization:

Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Student created
drawings, videos, and games.  ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
 Examples: Student created
drawings, videos, and games.
slowly and clearly, modeling the
language you want students to
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: FILIPINO
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/12:50-1:40 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-unawa
sa napakinggan
Nakabubuo ng nakalarawang
balangkas batay sa napakinggan
Nakakagawa ng dayagram ng
ugnayang sanhi at bunga mula sa
tekstong napakinggan F5PN-IVa-d-22
Paggawa ng Dayagram ng Ugnayang
Sanhi at Bunga Mula sa Tekstong
Napakinggan
Curriculum Guidepp.91
Bagong Likha 5 Wika at Pagbasa
pp.157,pp.169; Filipino sa
Makabagong Panahon 5 pp.18-19
LED TV,larawan, organizer,
pocketchart
Mga bata mayroon ako ditong mga
salita na nakasulat sa piraso ng
kartolina. Titingnan ko kung mapag-
uugnay-ugnay ninyo ang mga parirala
o salita sa dahlia kung bakit ang isang
bata ay kailangang mag-aaral ng
mabuti. Bumuo ng 3 pangkat at
Naipamamalas ang kakayahan at
tatas sa pagsasalita at pagpapahayag
ng sariling ideya, kaisipan, karanasan
at damdamin
Nakagagawa ng radio
broadcast/teleradyo, debate at ng
isang forum
Nagagamit ang magagalang na
pananalita sa pag-uulat ng
nasaksihang pangyayari
F5PS-IVa-12.21
Nagagamit ang iba‘t ibang uri ng
pangungusap sa pagsasalaysay ng
napakinggang balita F5WG-IVa-13.1
Iba‘t ibang Uri ng Pangungusap sa
Pagsasalaysay
Curriculum Guidepp.91
Filipino 5 PUNLA Tungo sa
Globalization pp.7-9; Bagong Likha 5
Wika at Pagbasa pp. 45-46
tsart, organizer, LED TV, larawan
Tumayo kung nagpapahayag ng sanhi
at umupo kung nagpapahayag ng
bunga.
>maraming mga mangingisda ang
gumagamit ng dinamita
>maraming naliligo
>marami ang nagtatapon ng basura
Naisasagawa ang mapanuring
pagbasa sa iba‘t ibang uri ng teksto
at napapalawak ang talasalitaan
Nakagagawa ng grap o tsart tungkol
sa binasa, nakapagsasagawa ng isang
debate tungkol sa isang isyu o
binasang paksa
Naibibigay ang kahulugan ng salitang
pamilyar at di-pamilyar sa
pamamagitan ng pag-uugnay sa
sariling karanasan/panayam F5PT-
IVa-b-1.12
Nakababasa para kumuha ng
impormasyon F5PB-IVa-25
Pagbibigay ng kahulugan ng salitang
pamilyar at di-pamilyar na mga salita
sa pamamagitan ng pag-uugnay sa
sariling karanasan/panayam
Curriculum Guidepp.91
Filipino PUNLA 5 Tungo sa
Globalization pah. 175-179
Larawan, LED TV, video
peresentation,
Basahin ang bawat pangungusap.
Ibigay ang kahulugan ng mga may
salungguhit na salita sa papamagitan
ng pagbibigay ng kanilang kasalungat.
Isulat ang sagot sa sagutang papel
1. Dahil sa global warming ang ating
nararanasang klima ngayon.
Naipamamalas ang iba‘t ibang
kasanayan upang maunawaan ang
iba‘t ibang teksto
Nagagamit ang silid-aklatan sa
pagsasaliksik
Nagagamit ang nakalarawang
balangkas upang maipakita ang
nakalap na impormasyon
F5EP-IVa-8
Paggamit ng Nakalarawang Natataya ang kaalaman ng mga
Balangkas Upang Maipakita ang bata sa kasanayang tinalakay
Nakalap na Impormasyon
Curriculum Guidepp.91
larawan, LEDTV, kuwento/balangkas
Hanapin sa hanay B ang kasalungat
na kahulugan ng mga salita sa hanay
A. Isulat ang titik sa tapat ng salita.
A
B
1. ibinilanggo a. pinintasan
2. pagsubaybay b. itinago

B.Paghahabi sa layunin ng aralin
magkaroon ng isang laro.
Nakatapos ng pag-aaral si Maricel
Sumusunod sa payo ng magulang
Araw-araw nagbabasa ng aralin si
Janett
Tumaas ang kanyang marka
Nangunguna sa klase si Irene
Sinabitan siya ng medalya
Pagpapakita ng guro ng larawan ng
batang lansangan.
Mga bata, anong tawag natin sa mga
batang palaboy sa kalye? Ang ating
kuwento ngayon ay tungkol sa kanila.
sa ilog
>naubos ang mga isda
>mabango at malinaw ang tubig
>maraming pabrika ang itinayo
Buuin ang habi ng mga katangian ni
Ramon Magsaysay. Ibinigay rin ang
una at huling titik ng bawat
katangian. Buuin ang salita ayon sa
pahiwatig ng mga linya.
2. Maraming ang namamatay ng 3. pinuri c. magbunyi o
dahil sa heat stress. magsaya
3. Kailangan nating matutunan ang 4. isinuko d. sentro ng
composting sa ating paaralan. bayan
4. Itaguyod ang epektibong 5. magdusa e. pagtalikod
pangangalaga sa kagubatan. 6. malinis f. pinakawalan
5. Protektahan ang mga mangroves 7. matanda g. kabagalan
at damong dagat. 8. puspusan h. makupad
6. Nagkaroon ng komvokasyon ang 9. mabilis i. bata
klase ni Gng.Mendoza. 10. liblib j. marumi
k. pag-atras
Maraming nagaganap na pagbabago Maraming mga insekto tayong
sa kasalukuyan. Mararapat lang na nakikita sa ating kapaligiran. Isa na
imulat tayo sa mga pangyayari at diyan ang tutubi, na maituturing
kaganapan sa kasalukuyang panahon nakaibigan at kalaro ng mga paslit
maging sa loob ng bansa hanggang sa kapag sila‘y naglalaro sa bukid, sa
palibot ng mundo. Kasabay naman ng parang at kahit sa hardin.
pag-usad ng progreso sa teknolohiya Magbigay ng apat na salita na may
at industriya ang suliranin sa kaugnayan sa salitang TUTUBI.
kapaligiran sa polusyon ng tubig at Original File Submitted and
hangin. Formatted by DepEd Club
Mayroon akong ipapakita sa inyong Member - visit depedclub.com
larawan. Pagmasdan itong mabuti at
for more
unawain.
Anong masasabi ninyo sa bawat isang
larawan?
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
1. Sino ang inilalarawan sa kuwento?
2. Bakit sila kaawa-awa?
3. Ano ang maaring dahilan ng
pagiging palaboy nila?
4. Ano ang pananagutan ng
magulang sa anak?
5. Ayon sa kuwento, sino ang
nagbibigay sa atin ng gabay at
pagmamahal?
Basahin ang balita
Sa isang pagtitipon ay ipinakilala na
naging Kinatawang Arzadon si
Dominador Cariaga kay Magsaysay.
―O, kumusta?‖ ang bati ni
Magsaysay, Napansin niyang si
Cariaga ay walang kaliwang bisig at
wa ring mga paa.
Nadama niya ang mahirap na
kalagayan ng abang si Cariaga. Noon
din ay nagkaroon siya ng malaking
pagnanasang matulungan ito.
―Pag ako‘y nahalal, G. Cariaga, ika‘y
tutulungan ko upang magkaroon ka
ng trabaho.‖
Si Cariaga‘y nagalak sa kanyang
narinig.
Nang mag-eleksiyon, si Magsaysay
ang siyang nagtagumpay. Sa mga
nagdiwang sa kanyang pagwawagi ay
isa na si Dominador Cariaga
Nang si Cariaga ay nagtungo sa
Malacaῆang, siya ay binigyan ng
isang sulat ng Pangulo para sa mga
Tagapangasiwa ng Pangasiwaan ng
Kagalingang Panlipunan o Social
Welfare Administration (SWA).
Global Warming
Nagkaroon ng komvokasyon ang
klase ni Gng. Mendoza at ang naging
tagapagsalita ay si G. Zaplan.
Unang nagtanong si Garie, ―Umiinit
po ba ang mundo?‖
―Ang mundo ay umiinit at ang
sistema ng klima ay mapanganib na
nagpapalit. Mula noong 1860, ang
naitalang pinakamainit ay noong
1982, 1983, 1990, 1993, 1995, 1997.
Noong tag-init ang lokal na
temperature ng Maynila ay tumataas
pa sa 38‫ ۀ‬C.‖
Sunod namang nagtanong si ArJay,
―Bakit tayo kailangang mabahal
tungkol sa global warming?‖
―Ang pagbabago-bago sa sistema ng
klima tulad ng global warming ay
may grabeng pagbabanta sa lahat ng
anyo ng buhay sa mundo. Ang global
warming ay maaringmagdulot ng
seryosong mga epekto.Magiging
sanhi ito ng malaking pagkasira ng
mga tao at sa kapaligiran.
―Ano po ang mga bagay na
maiuugnay sa global warming?‖
Basahin at unawain ang talata
Ang tutubi ay isang insektong
naninirahan sa mga pook na malapit
sa tubig. Bukod sa maliit at payat,
mahaba ang mala-karayom na
katawan nito. Dalawang pares ng
malalaki ngunit maninipis na pakpak
ang nakatutulong upang madali
itong makalipad. Ang tutubi ay may
malaking matang nakatutulong
upang makakita ito nang malinaw
maging sa layong higit pa sa
animnapung talampakan. May
maliliit ngunit matutulis itong
ngiping ginagamit sa panghuhuli at
pagkain ng mga insekto.
Nangingitlog sa tubig ang inahing
tutubi. Napipisa ang mga
mumunting itlog nito pagkaraan ng
ilang araw. Sa simula ay naninirahan
sa tubig ang mga batang tutubi. Di
tulad ng malalaking tutubi, sa una
animo‘y isdang may hasang ang
mga batang tutubi. Ang labi nila‘y
nagagawa nilang pahabain upang
makapanghuli ng ibang insektong
kanilang makakain. Habang lumalaki
Ang pangulo‘y nagsadya roon upang
tiyakin kung siya ay natanggap na sa
SWA.
tanong ni Nicole. ang batang tutubi, ilang ulit itong
―Ang pagkawala ng maraming nagpapalit ng balat. Pagkalipas ng
buhay kung talagang sobrang init ay ilang panahon, ang mga batang
tinatawag na heat stress. tutubi ay nagkakaroon ng pakpak at
Nagkakaroon ng mga pumapatay.ng nililisan ang tubig na pinaninirahan
mga sakit o killer diseases tular ng nila
dengue, malaria, tipus, encephalitis, Sagutin ang mga tanong:
meningitis, iba pang mga 1. Anong uri ng nilalang ang tutubi?
karamdamang sa paghinga, at atake 2. Saan sila nakatira?
sa puso. 3. Paano mo ilalarawan ang mga
―Anu-anu po ang sanhi ng global tutubi?
warming?‖ tanong naman ni Lian. 4. Sino at saan nangingitlog ang
―Sa tuwing tinitipid natin ang tutubi?
enerhiya o ginagamit nang may 5. Kailan napipsa ang mga itlog ng
malaking kakayahan, hindi lamang tutubi?
pera ang matitipid natin kundi 6. Ilang beses silang nagpapalit ng
mapapababa ang pangangailangan sa balat
fossil na panggatong tulad ng karbon, 7. Paano nakakahinga ang mga
langis at natural na gas. Ang kaunting tutubi sa ilalim ng tubig?
pagsunod ng fossil na panggatong ay
nangangahulugang pagpapababa ng
emisyon ng carbon dioxide, ang
pangunahing tagapag-ambag sa
global warming.‖
Narito ang ilan sa mga tulong o gabay
upang maiwasan ang global warming:
Gamitin at alagaan ang mga
kagamitan nang may kakayahan at
pagtitipid.
Magtanim ng puno, magpraktis ng
composting.
Pangalagaan ang kapaligiran,
bawasan ang pag-aaksaya,
magrecycle at gamiting muli ang mga
patapong bagay.
Protektahan ang mga mangroves at
damong-dagat.
―Maraming salamat po G. Zaplan.
Winawakasan na po namin anga
ming pagtatanong.
Marami kaming natutuhan sa inyong
panayam. Sa ngalan po ng Baitang 5-
Pangkat Topaz, taos puso po kaming
nagpapasalamat sa inyo. Mabuhay
kayo at sana‘y dumami pa ang taong
katulad ninyo.‖
Nababakas ang kaligayahan sa mukha
ng lahat sa pagtatapos ng kanilang
makabuluhang komvokasyon.

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Balikan nating muli ang kuwentong
―Ang Batang Lansangan‖. Ilagay ang
sanhi at bunga na napakinggang
kuwento ―Ang Batang Lansangan‖
PANGKATANG GAWAIN
Isulat ang sanhi at bunga ng bawat
sitwasyon.
PANGKAT I – Napagalitan si Janella
ng kanyang ina.
PANGKAT II-Patuloy na nagtatapon
ng basura si Nelia sa dagat
PANGKAT III – Nag-aral nang mabuti
si Gerricho dahil mayroon silang
pagsususlit
1. Paano nakilala niCariaga si Ramon
Magsaysay?
2. Ano ang ipinangako agad ni Ramon
Magsaysay kay Cariaga sa una pa
lamang nilang
pagkikta?
3. Paano ipinakita ng Pangulo ang
kanyang pagmamalasakit sa
kagalingan ni Cariaga?
Basahin ang mga pangungusap hango
sa balita.
1. Sa isang pagtitipon ay ipinakilala
na nagging Kinatawang Arzadon si
Dominador Cariaga
kay Magsaysay.
2. O! kumusta?‖
3. Pag ako‘y nahalal, G. Cariaga, ika‘y
tutulungan ko.
Pagmasdang mabuti ang mga
pangungusap.
1. Ano ang napapansin ninyo dito?
2. Anong uri ng pangungusap ang
mga ito?
Sagutin ang mga tanong:
1. Ano ang paksa ng panayam ni G.
Zaplan?
2. Bakit tayo kailangang mabahala
tungkol sa global warming?
3. Anu-anu ang mga sakit na
pumapatay sa tao?
4. Anong kemikal ang nakakapag-
ambag ng labis sa global warming?
5. Ang ang tinatawag na fossil?
6. Ilarawan ang damdamin ng lahat
sa pagtatapos ng konvokasyon?
Ating balikan ang panayam.: Punan ng angkop na mga salita ang
1. Anu-anu ang mga salitang pamilyar mga kahon upang mabuo ang
at di –pamilyar sa inyong balangkas
pagkakaalam?
2. Tingnan ko nga kung maibibigay
ninyo ang mga kahulugan ng mga
salitang pamilyar at
di-pamilyar sa kuwento?
3. Ano ang tinatawag nating salitang
pamilyar? di-pamilyar na salita?
4. Magbigay ng mga salitang pamilyar
at di pamiyar at gamitin ito sa
pangungusap
Ibigay ang tinutukoy o kahulugan A. Punan ang mga kahon ng mga
batay sa paglalarawang nakatala sa pangyayaring nagaganap sa buhay
bawat bilang. Gawing gabay ang ng isang tutubi.
bilang ng linya at ilang mga titik sa
pagsagot
Pa__ __ __ aw
1. Pantanggal ng bara o mga bagay
na di kaaya-aya
particular sa loob ng katawan ng tao
m___ ___ ___ ng ___ n
2. Iba pang tawag sa taong mayabang
o may mataas na
pagtingin sa sarili.
k ___ ___ ___ r ___ an
3. Pamayanan o lugar kung saan ang
mga naninirahan

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
Pag-uulat nang bawat pangkat ng
kanilang pangkatang gawain at
pagbibigay ng puna at puntos sa
pangkatang gawain gamit ang
rubrics.
RUBRICS SA PANGKATANG GAWAIN
Sa iyong paglalakad sa daan ay may
nakita kang isang batang lansangan
na sa tingin mo ay hindi pa kumakain.
Ano ang maaring gawin o
maitutulong sa batang ito? Bakit?
May mga dahilan sa pagbibigay ng
sanhi at bunga ang bawat
pangyayari.
Dapat matukoy na mabuti ang sanhi
upang malutas ang suliranin at
maging maganda ang bunga.
Pangkatang Gawain
Ipagawa sa mga bata ang mga
sumusunod gamit ang iba‘t ibang uri
ng pangungusap.
Pangkat I-Tula
Pangkat II-Rap
Pangkat III-Jazz Chant
Nagagamit ba natin sa ating pang-
araw-araw na pamumuhay ang iba-
ibang uri ng pangungusap? Sa
paanong paraan?
Uri ng Pangungusap Ayon sa Gamit
1. Pasalaysay – nagsasalaysay o
nagkukuwento; nagtatapos sa tuldok
(.)
Halimbawa: Si Ramon Magsaysay ay
malapit sa puso ng masa.
2. Patanong - nagtatanong;
nagtatapos sa tandang pananong (?).
Halimbawa: Paano siya naglingkod sa
bayan?
3. Pautos o Pakiusap- ang pautos ay
nag-uutos; ang pakiusap ay nag-
uutos sa anyong nakikiusap. Ang
pautos ay nagtatapos sa tuldok; ang
pakiusap ay maaring nagtatapos
sa tuldok (.) o tandang pananong (?).
Halimbawa: Tawagin mo ang iyong
kaibigan.
Maaari bang pumarito na kayo?
4. Padamdam – nagpapahayag ng
ay magkakalahi o magkakauri at
karaniwang
pinamumunuan ng hari
t ___ ___ n ___
4. Luklukan o upuan ng
makapangyarihan gaya ng hari
o obispo.
n ___ tr ___ sy ___ ___
5. Iba pang tawag sa proseso ng
pagbibigay at pagtanggap
ng sustansiya.
Pangkatang Gawain
Ipagawa sa mga bata ang mga
sumusunod gamit ang iba‘t ibang uri
ng pangungusap na may salitang
pamilyar at di-pamilyar.
Pangkat I-Tula
Pangkat II-Rap
Pangkat III-Jazz Chant
Bilang isang mag-aaral, paano mo
mapapangalagaan ang ating
kalikasan at mapigilan ang global
warming? Bakit?
Ang mga pamilyar na salita ay yaong
mga salitang karaniwang ginagamit
sa ating pang-ara-araw na
pamumuhay samantalang ang di-
pamilyar na salita ay mga salitang di
madalas marinig at gamitin sa araw-
araw.
Pangkatang Gawain
Igawa ng balangkas ang mga
sumusunod na sitwasyon.
Pangkat I- Nalalapit na Pasko
Pangkat II- Kaarawan ng iyong
Magulang
Pangkat III- Buhay ng iyong
hinahangaang artista
Pangkat IV- Magandang Lugar na
iyong napuntahan
Sa iyong paglalakad pauwi sa
paaralan, nakita mo ang iyong
kaibigan na walang humpay sa
panghuhuli ng tutubi pero
pinaglalaruan nila ito hanggang sa
mamatay. Ano ang gagawin mo?
Bakit?
Ang pagsusunud-sunod ng mga
pangyayari o kaisipan ng kuwentong
binasa ay nagiging madali sa
paggamit ng balangkas. Ang
balangkas ang naggsisilbing gabay
sa pag-aayos ng mga kaisipan o
paksa ng kuwento o talatang binasa.

I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
Pagtambalin ang mga sanhi na nasa
kahon at ang mga bunga s
sumusunod na mga bilang. Isulat ang
sagot sa patlang.
Malulusog ang mga tanim na
halaman ni Mang Andong.
______________________________
_________________
Malakas na umiiyak ang bunsong
anak ni Nemia.
______________________________
_________________
Napapatawa ang bawat masalubong
ni Carina.
______________________________
_________________
Pinuri ng guro at pinalakpakan ng
mga kamag-aral si Pauline.
______________________________
_________________
Malungkot na malungkot nang
umuwi mula sa pabrika si Mang Ador.
______________________________
_________________
a. Mataas na mataas ang kanyang
lagnat.
b. Tinanggal siya sa trabaho.
c. Alaga niya sa dilig at pataba ang
mga halaman
d. Dumating ang kanyang kapatid
e. Tamang lahat ang mga sagot niya
sa pagsusulit
f. Magkaiba ang kulay ng suot niyang
pares ng sapatos
Ano ang maaaring bunga ng
sumusunod na mga sanhi? Isulat sa
patlang ang sagot.
1. Naglaro at mataagal na naligo sa
ulan si James.
matinding damdamin; nagtatapos sa
tandang
Padamdam (!).
Halimbawa: Talagang kahanga-hanga
siya!
Tukuyin ang uri ng pangungusap.
Isulat ang PS sa patlang kung
pasalaysay, PT kung patanong, PK
kung pakiusap, PU kung pautos at PD
kung padamdam.
____1. Nagsisisigaw pa rin ba si
Emma?
____2. Hinahamon niya ako ng away.
____3. Hoy! Ang yabang mo.
____4. Pakisabi kay Angie na gusto
ko siyang makausap.
____5. Inalalayang tumayo ni Joan si
JayAr.
Bantasan ang bawat pangungusap at
tukuyin ang uri nito. Isulat ang
pasalaysay, patanong, padamdam,
pautos at pakiusap.
__________1. Huwaran siya sa
Ibigay ang kahulugan ng mga
pamilyar at di-pamilyar na salita na
may salungguhit sa pangungusap.
Piliin ang tamang sagot sa kahon na
nasa ibaba.
1. Ang mg balong panustos ng tubig
ay salat.
2. Marami ang biyayang ipinagkaloob
ng Diyos sa atin.
3. Animo isang malaking telebisyon
ang lumitaw sa kumpol ng alapaap.
4. Mabilis na tumalima ang katulong
sa utos ni Janett.
5. Naging bulagsak ang maraming tao
sa paggamit ng tubig.
sumunod mapag-aksaya
kulang na kulang ibinigay
kalangitan nawala
Magtala ng tig-limang pamilyar na
salita at 5 di-pamilyar na salita, ibigay
ang kahulugan ng bawat isa. Gamitin
ito sa pangungusap
Buuin ang balangkas sa tulong ng
seleksyon/talata.
Marami sa mga butones na ating
ginagamit sa ating mga kasuotan ay
nagmula sa mga kabibeng minsan
ay nagging tirahan ng mg hayop-
dagat. Matitigas ang mga kabibeng
ito kaya‘t mainam na gamiting
butones. Maaaring lagyan ng butas
ang mga ito at itubog sa iba-ibang
kulay.
Kung minsan, ang malalaking kabibe
ay nagagawang plato o tray. Marahil
ay nakakita na kayo ng ganitong
mga lalagyan ng pagkain sa
malalaking handaan. Paminsan-
minsan, ang ilang pangkaing-dagat
ay inihahain din sa kabibe.
Ang Kahalagahan ng Kabibe
I. Nagagamit sa iba-ibang paraan an
kabibe
A.
_____________________________
___
B.
_____________________________
___
C.
_____________________________
___
II. Ginagamit na tray oplato ang
malalaking kabibe.
_____________________________
___
_____________________________
___
_____________________________
___
Gumawa ng isang balangkas tungkol
sa iyong paboritong bayani. Isulat
ito sa inyong kuwaderno

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80%
sa pagtatayao.
B.Bilang ng mag-aaralna nangangailangan
ng iba pang Gawain para sa remediation
______________________________
_________
2. Makakapiling na ni Gerric ang
asawang matagal nang nawalay sa
kanya.
______________________________
_____________________________
3. Pumasok siya sa paaralan nang
hindi nag-almusal at hindi rin siya
nagtanghalian.
______________________________
______________________________
_____
4. Tumaas na naman ang presyo ng
langis at gasoline.
______________________________
______________________________
____
5. Naiwala ni Thelma ang perang
pambayad sa kanyang matrikula.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
kabaitan
__________2. Basahin mo ang
kanyang talambuhay
__________3. Pakisulat mo na rin ng
buod nito
__________4. Kay galing mo talaga
__________5. Sino ang nakatapos na
sa proyekto
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ 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%
mag-aaral na nakaunawa sa aralin. above above above above above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation

E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the
lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to
solusyunansa tulong ng aking punungguro require remediation
at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development:
guro? Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
 ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
___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
lesson lesson lesson the lesson
___ 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
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
charts. charts. anticipatory charts. anticipatory charts.
  
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
 projects. projects.
 ___Contextualization:  

Examples: Demonstrations, media, Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
manipulatives, repetition, and local 
manipulatives, repetition, and local 
Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
 opportunities. and local opportunities.
 ___Text Representation:  ___Text Representation:

 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:  Examples: Student created
videos, and games. videos, and games. videos, and games.  Examples: Student created drawings, videos, and games.

 ___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
drawings, videos, and games.  ___Modeling: Examples:
___Modeling: Examples: Speaking Speaking slowly and clearly,
slowly and clearly, modeling the modeling the language you want
language you want students to use, students to use, and providing
and providing samples of student samples of student work.
work. Other Techniques and Strategies
used:
Other Techniques and Strategies ___ Explicit Teaching
___ Group collaboration
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
throuh ___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
throuh ___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
used:
___ Explicit Teaching
throuh ___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: TAPIA ELEMENTARY SCHOOL Grade Level: V-B
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/1:40-2:20 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates
demonstrates understanding of demonstrates understanding of demonstrates understanding of understanding of basic demonstrates
concepts pertaining to volume in concepts pertaining to volume in colors, shapes, space, repetition, and first aid principles and understanding of
music music balance through sculpture and 3- procedures for common participation and
dimensional craft. assessment of physical
activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates fundamental
applies dynamics to musical applies dynamics to musical construction skills in making a 3- practices appropriate first aid participates and assesses
selections selections dimensional craft that expresses principles and procedures for common performance in physical
balance, artistic design, and repeated injuries activities.
variation assesses physical fitness
of decorations and colors
1. papier-mâché jars with patterns
2. paper beads
constructs 3-D craft using primary
and secondary colors, geometric
shapes, space, and repetition of
colors to show balance of the
structure and shape
C. Learning Competencies/Objectives identifies the different dynamic Napahahalagahan ang Dynamics sa Natutukoy at naiisa-isa ang mga a.Naipaliliwanag ang mga layunin ng describes the Philippines
Write the LC code for each levels used in a song heard madamdaming pagpapahayag ng kagamitan sa paglikha ng 3 mga pangunang lunas physical activity pyramid
musika. dimensyonal craft na paper beads b.Naibibigay ang mga pangunahing
MU5DY-IVa-b-1 MU5DY-IVa-b-1 kasanayan sa pangunang lunas PE5PF-IVa-16/ Page 29 of 6
A5EL-IVa H5IS-IVa-34 / Page 35 of 66

II. CONTENT ANG PAGKAKAIBA-IBA NG MGA : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga Pagpapanatili at Pagpapaunlad ng
TEMPO GINAMIT SA AWITING pagpapahayag ng musika Dimensyonal Craft na Paper Beads Pangunang Lunas Physical Fitness
MUSIKAL

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide,
2. Learner’s Material pages Umawit at Gumuhit 5
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources tsart ng mga awit, mga larawan, Paper ( magazine pages, wrapping
CD/CD player
paper, wallpaper, coloured and art
paper), Pencil, ruler, scissors, thin
wooden dowel, 2 soft paint brush,
glue, wooden sticks, varnish

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Pakinggang mabuti ang awiting
“Kalesa”.
1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang Ano ang masasabi ninyo sa
a. Rhythmic Pagpapakita ng mga larawan ng mga masigla at malusog na pamilya na di imbentaryo ng inyong
i. Clapping/Paagpalakpak kagamitang ginamit sa paggawa ng 3 gumagamit ng gateway drugs. gawaing pisikal?
dimensyonal craft na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba ng
larawan.

B. Establishing a purpose for the identifies the different dynamic Gawain Pagpapakita ng larawan tungkol sa describes the Philippines
lesson levels used in a song heard 1.Pagganyak paunang panlunas. physical activity pyramid

Panoorin ang video ng awit Ako ay

Pilipino/ Pakinggan ang pyesa ng awit
Ako ay Pilipino.

C. Presenting examples/instances of Anong uri ng transportasyon ang
the new lesson kalesa?
Sa anong uri ng pamayanan makikita
ang kalesa?
Ano ang mabuting naidudulot sa
kapaligiran ang paggamit ng kalesa?
Kung kayo ay mabibigyan ng
pagkakataong makagamit pa ng
2.Paglalahad
Higit na gumaganda ang isang
awit o tugtugin kapag naipahayag ng
maayos ang isinasaad sa
pamamagitan ng wastong paglakas at
paghina nito sa mga bahagi ng
komposisyon na kakikitaan ng antas.
Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
1.Paglalahad Pag-usapan sa klase ang larawan sa Nalilinang ba ng mga gawaing ito
“Pag-usapan Natin” sa LM. ang mga sangkap ng skill-related
Ang paggawa ng paper bead ay isang Pasagutan ang mga tanong sa ibaba fitness?
gawaing nakakalibang na maaring Original File Submitted and
pagkakitaan kung gagamitan ng Formatted by DepEd Club Member
kaalaman sa paglikha ng mga - visit depedclub.com for more
palamuti. Ito ay nagmula pa sa
bansang Inglatera na kung saan ang
 kalesa, nanaisin ba ninyo? Bakit?
Paano ninyo maipakikita ang
pagpapahalaga sa kapaligiran?
Sa awiting “Kalesa”, ano ang inyong
napansin sa tempo nito?
Aling bahagi ng awitin ang may
mabagal na tempo? May mabilis na
tempo?
Ang pagsunod sa mga sagisag ng
dynamics ay nagbibigay ng kakaibang
sigla at kahulugan nito
mga kababaihan ay matiyagang
nagbibilot ng maliliit na papel upang
makulayan at matuhog para gawing
palamuti sa katawan gayundin upang
maging palamuti sa bahay tulad
kurtinang gawa sa tinuhog na beads.
Nangangailangan ng
masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang
makalikha ng beads na kukulayan ng
pintura at didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Pakinggan ang mga sumusunod na
awitin at tukuyin ang tempo ng
awiting napakinggan.
1. “Rikiting-kiting” C , so
2. 4. “Rock-a-Bye Baby” F, la
3. “Dandansoy” C, m
4. 5. “Daniw” C, so
5. “Pandangguhan” F, fa
Tukuyin ang tempo ng mga
bahaging awiting
“Pandangguhan”.Awitin ng
wastong may tamang tempo.
Pagtalakay
Pakinggang muli ang
awit ng Ako ay Pilipino
habang sumusunod sa Iskor
ng awit na nakasulat sa
Manila Paper.
A.Sagutin ang mga tanong
a.Saang parte ng awit ginamit ang
paghina ng boses?
b.Saang parte ng awit naramdaman
ang paglakas ng awit?
. mga kagamitan sa paggawa ng
paper beads;
1.Papel – magasin , art paper at
coloured ay maaaring gamitin
2.Lapis- para sa pagguhit sa korte ng
papel
3.Ruler- para sa pagsusukat
4.Gunting- para sa paggupit ng mga
papel
5.Mainipis na kahoy na dowel- para
sa pagrorolyo ng papel
6.Malambot na brush ng pinta-para
sa pag-aaplay ng glu sa papel
7.Glue/ pandikit- para sa pagdidikit
ng mga paper beads
8.Patpat na kahoy-para sa
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid ng
barnis
10.Barnis- para magkakulay at hindi
kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
3.Pagpapalalim ng Pag-unawa
1.Ano-ano ang mga kagamitang
ginamit sa paggawa ng Paper Beads ?
2.Itala sa inyong mga papel ang mga
kagamitang iyong nakikita na
maaring gamitin sa paggawa ng
Pag-usapan sa klase ang larawan sa
“Pag-usapan Natin” sa LM.
Pasagutan ang mga tanong sa ibaba.
Ang 3 pangunahing mga layunin ng
paunang tulong-panlunas, na mas
kilala bilang 3 P (tatlong P) ang mga
sumusunod:
• Pagpapanatili ng buhay
(Preserve life)
• Pag-iwas mula sa
pagkakaroon ng mga dagdag na
pinsala o pag-iwas sa paglala ng
kapinsalaan o karamdaman (Prevent
further injury or illness)
• Pagtataguyod sa paggaling
(Promote recovery)
Bigyan ng oras ang mga bata na
basahin at pag-aralan ang 3
mahahalagang layunin ng pangunang
lunas.
Mga Pangunahing kasanayan sa
Pagbibigay ng Pangunahing Tulong-
Muling bigyan ng pansin ang anim
na sangkap ng skill-related fitness.
Kagaya ng mga sangkap ng health-
related fitness, mahalaga ring
dapat pagtuunan ng pansin na
linangin ang skill-related fitness.
Ang mga sangkap na ito ang
kalimitang ginagamit sa mga
gawaing pang-isports. Ang iba’t
ibang laro at isports ay nagtataglay
ng iba’t ibang bahagi ng skill-
related fitness. Karamihan sa mga
isports na ito ay nangangailangan
ng mas higit sa isang sangkap.
Ang anim na sangkap ng skill-
related fitness ay ang sumusunod:
ilisan at naaayon sa pagkilos. Ang
isang taong maliksi ay kalimitang
mahusay sa mga isports na
wrestling, diving, soccer, tennis,
badminton, at iba pa.
paper beads Panlunas Balance (balanse) – ang kakayahan
ng katawan na panatilihing nasa
wastong tikas at kapanatagan
habang nakatayo sa isa o dalawang
paa (static balance), kumikilos sa
sariling espasyo at patag na lugar
(dynamic balance) o sa
pag-ikot sa ere (in flight). Ang isang
tao na nagtataglay ng kasanayan
sa pagbalanse ay kalimitang
mahusay sa mga gawain tulad ng
gymnastics at ice skating.
Coordination (koordinasyon) – ang
kakayahang magamit ang mga
pandama kasabay ng isang parte o
higit pang parte ng katawan. Ito
ang kakayahan ng iba’t ibang parte
ng katawan na kumilos nang
sabay-sabay na parang iisa na
walang kalituhan. Ang mga
manlalaro ng basketbol, baseball,
softball, tennis, at golf ay
nagtataglay ng ganitong
kakayahan.

Power – ang kakayahang gamitin

nang mabilis ang lakas. Ito ay
kombinasyon ng bilis at lakas.
Sinasabing ang puwersa ay
“combined part of fitness” sa
dahilang ang bilis ay skill-related at
ang lakas naman ay health-related.
Ang mga manlalaro ng swimming,
athletics, at football ay ilan lamang
sa mga gumagamit ng power.

Speed (bilis) – ang kakayahan ng

katawan na gumalaw o
makasaklaw ng distansiya sa
maikling takdang panahon. Ang
lakas ay kalimitang ginagamit sa
mga larong takbuhan, gayundin sa
mabilisang pagpasa o pagbato at
pagsalo ng bola.

Reaction Time – ang sapat na oras

na ginagamit sa paggalaw kapag
naisip ang pangangailangan sa

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Pangkatang gawain
Ano ang inyong naramdaman
habang nakikinig kayo sa mga awitin
na may iba’t-ibang tempo?
Pangkatang gawain
5.Paglalapat
Gawin ang Pangkatang
Gawain
Hatiin sa dalawang pangkat ang klase
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
2.Gawaing Pansining
Sumangguni sa LM ( GAWAIN)
2.Repleksyon
Paano mo mabibigyang halaga ang
mga kagamitan na makikita sa iyong
kapaligiran na maaari naman gamitin
sa paggawa ng paper beads?
Bumuo ng tatlong grupo kung saan
ang bawat grupo ay tatalakayin ang
bawat layunin ng pangunang lunas.
pagtugon sa galaw. Ito ang
kakayahan ng mga bahagi ng
katawan sa mabilisang pagkilos sa
pagsalo, pag-abot at pagtanggap
ng paparating na bagay o sa
mabilisang pag-iwas sa hindi
inaasahang bagay o pangyayari.
Ang pagtugon ng katawan sa
hudyat ng pito (whistle), gamit
panimula sa pagtakbo (starting
gun), o mga kagamitang tulad ng
flag sa pagtakbo ay isang
halimbawa ng pagpapakita ng
reaction time.
Hahatiin ang klase sa anim na
pangkat. Bawat pangkat ay
bibigyan ng isang sangkap ng skill-
related fitness. Bibigyan ng laang
oras ang bawat pangkat para
umisip ng isang gawain, laro
/isports, at sayaw na lumilinang sa
ibinigay na sangkap sa grupo. Sa
pamamagitan ng malikhaing
presentasyon, ipapakita ng bawat
pangkat ang naisip na gawain,
laro/isports, at sayaw. Huhulaan
ito ng iba pang pangkat. Ang
sinumang makahula ay bibigyan ng
karampatang puntos.
Pangkatang Gawain
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Ang tempong largo ay mabagal na
matatag samantalang ang presto ay
mabilis na nagmamadali. Ang allegro
ay mabilis habang ang moderato ay
may katamtamang bilis. Ang
andante ay mabagal at ang vivace ay
mas mabilis sa allegro samantalang
ang ritardando ay papabagal at ang
accelerando ay papabilis.
Sumangguni sa LM__________.
Sumangguni sa LM__________.
4.Paglalahat
Kung ang Dynamics ay tumutukoy sa
paglakas at paghina ng pag-awit at
pagtugtog.
Anu-ano naman ang tatlong antas ng
Dynamics?
(p) – Mahinang pag-awit
(mf) –Katamtamang lakas ng pag-
awit
(f) –Malakas na pag-awit
Pagtataya
Isulat sa 5pangungusap ang
kahalagahan ng pag-awit ng may
wastong lakas at wastong hina gamit
ang antas ng dynamics
Takdang-aralin
Sumipi ng awit at isulat sa papel Ang
Bayan ko.
1.Paglalahat
Ang paggawa ng paper beads ay isa
sa mga kapakipakinabang hindi
lamang ito nakadaragdag ng palamuti
ito rin ay pwede pagkakitaan.
SURIIN
Punan ang patlang ng wastong sagot.
1.Ang __________ay ginagamit
upang mairolyo ng maayos ang
papel.
2.Ang __________ay para sa pag-
aaplay ng glue sa papel.
3. Ginagamit ang _______sa
pagsusukat
4. Ang barnis ay ay para magkaroon
ng _____at upang maiwasan ang
pagkapit ng dumi.
5. Ang malambot na Brush ng pinta
ay ginagamit para sa pagpapahid ng
______.
Sumangguni sa LM__________.
.Ano ang paunang lunas at ang
mahalagang layunin nito?
Ulat Pangkalusugan
Isulat ang Tama kung tama
ang isinasaad ng Pangungusap at Mali
kung ang
isinasaad ay mali.
Makipanayam sa mga “ Health
Workers” sa Sentrong Pangkalusugan
ng barangay tungkol sa pgbibigay ng
pangunang lunas sa mga sanggol at
matatanda na biglang nagkasakit o
napinsala.
Ang agility (liksi), balance
(balanse), coordination
(koordinasyon), power, speed
(bilis), at reaction time ay mga
sangkap ng skill-related fitness na
dapat linangin upang magawa ang
mga kasanayan sa paglalaro,
pagsasayaw, o mga gawaing pang-
araw-araw nang buong husay. Ang
mga sangkap na ito ay bubuo sa
wastong pagtupad ng kalusugang
dapat matamo ng bawat isa. Sa
pamamagitan ng pagbalik-tanaw
sa mga sangkap na ito, ang lubos
na pag-unawa sa mga konsepto at
kasanayan ay kinakailangan para
sa pagpapaunlad ng kaalaman sa
physical fitness.
1. Basahin ang mga sumusunod na
pangungusap na nasa
kahon at sagutin ang tanong.
2. Gumuhit ng mga gawaing
nakalilinang ng mga sumusunod na
sangkap ng skill-related fitness.
Gumawa ng isang islogan na
naaayon kung paano ito
mapauunlad:
a. Agility (liksi)
b. Speed (bilis)
c. Power
Takdang- aralin
Laging isaisip na sa lahat ng ating
pang-araw-araw na gawain ay
ginagamit natin ang mga sangkap
ng skill-related fitness upang mas
maging madali at ligtas ang mga
gawain.
Gumawa ng personal na kontrata
para sa paglinang ng mga sangkap
na nabanggit. Ipasa ang kontrata
sa susunod na pagkikita.
All rights reserved. No part of this
material may be reproduced or
transmitted in any form or by any

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
means - electronic or mechanical
including photocopying – without
written permission from the
DepEd Central Office. First Edition,
2015. 71
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
 can help me solve?
G. What innovation or localized Strategies used that work well:
materials did I use/discover which ___Metacognitive 
Development:
I wish to share with other Examples: Self assessments, note
teachers? taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.  
 
 ___Contextualization:  
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.  
 
 ___Text Representation:  
 Examples: Student created
drawings, videos, and games.  ___Modeling: Examples:
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:
Examples: Student created drawings,
videos, and games.

Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 projects.
 ___Contextualization:

Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 local opportunities.
 ___Text Representation:

Examples: Student created drawings,
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well: Strategies used that work well:
___Metacognitive 
Development: ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques,
vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and
charts. anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and

Examples: Demonstrations, media,  ___Contextualization:

manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. manipulatives, repetition, and
___Text Representation:

Examples: Student created drawings, Examples: Student created
videos, and games. drawings, videos, and games.
___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to
and providing samples of student use, and providing samples of
work. student work.
Other Techniques and Strategies
Other Techniques and Strategies used:
used: ___ Explicit Teaching
___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___Gamification/Learning throuh
___Gamification/Learning throuh play play
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation
collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks
in doing their tasks in doing their tasks ___ Audio Visual Presentation ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson
of the lesson of the lesson
 School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/2:20-3:00 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VII. OBJECTIVES
D. Content Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates
demonstrates understanding of demonstrates understanding of demonstrates understanding of understanding of basic demonstrates
concepts pertaining to volume in concepts pertaining to volume in colors, shapes, space, repetition, and first aid principles and understanding of
music music balance through sculpture and 3- procedures for common participation and
dimensional craft. assessment of physical
activity and physical
fitness
E. Performance Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates fundamental
applies dynamics to musical applies dynamics to musical construction skills in making a 3- practices appropriate first aid participates and assesses
selections selections dimensional craft that expresses principles and procedures for common performance in physical
balance, artistic design, and repeated injuries activities.
variation assesses physical fitness
of decorations and colors
1. papier-mâché jars with patterns
2. paper beads
constructs 3-D craft using primary
and secondary colors, geometric
shapes, space, and repetition of
colors to show balance of the
structure and shape
F. Learning Competencies/Objectives identifies the different dynamic Napahahalagahan ang Dynamics sa Natutukoy at naiisa-isa ang mga a.Naipaliliwanag ang mga layunin ng describes the Philippines
Write the LC code for each levels used in a song heard madamdaming pagpapahayag ng kagamitan sa paglikha ng 3 mga pangunang lunas physical activity pyramid
musika. dimensyonal craft na paper beads b.Naibibigay ang mga pangunahing
MU5DY-IVa-b-1 MU5DY-IVa-b-1 kasanayan sa pangunang lunas PE5PF-IVa-16/ Page 29 of 6
A5EL-IVa H5IS-IVa-34 / Page 35 of 66

VIII. CONTENT ANG PAGKAKAIBA-IBA NG MGA : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga Pagpapanatili at Pagpapaunlad ng
TEMPO GINAMIT SA AWITING pagpapahayag ng musika Dimensyonal Craft na Paper Beads Pangunang Lunas Physical Fitness
MUSIKAL

IX. LEARNING RESOURCES

C. References
5. Teacher’s Guide pages K to 12 Curriculum Guide,
6. Learner’s Material pages Umawit at Gumuhit 5
7. Textbook pages
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources tsart ng mga awit, mga larawan, Paper ( magazine pages, wrapping
CD/CD player
paper, wallpaper, coloured and art
paper), Pencil, ruler, scissors, thin
wooden dowel, 2 soft paint brush,
glue, wooden sticks, varnish

X. PROCEDURES
K. Reviewing previous lesson or Pakinggang mabuti ang awiting 1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang Ano ang masasabi ninyo sa
presenting the new lesson “Kalesa”. a. Rhythmic Pagpapakita ng mga larawan ng mga masigla at malusog na pamilya na di imbentaryo ng inyong
i. Clapping/Paagpalakpak kagamitang ginamit sa paggawa ng 3 gumagamit ng gateway drugs. gawaing pisikal?
dimensyonal craft na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba ng
larawan.

L. Establishing a purpose for the identifies the different dynamic Gawain Pagpapakita ng larawan tungkol sa describes the Philippines
lesson levels used in a song heard 1.Pagganyak paunang panlunas. physical activity pyramid

Panoorin ang video ng awit Ako ay

Pilipino/ Pakinggan ang pyesa ng awit
Ako ay Pilipino.

M. Presenting examples/instances of
the new lesson
Anong uri ng transportasyon ang
kalesa?
Sa anong uri ng pamayanan makikita
ang kalesa?
Ano ang mabuting naidudulot sa
kapaligiran ang paggamit ng kalesa?
Kung kayo ay mabibigyan ng
pagkakataong makagamit pa ng
2.Paglalahad
Higit na gumaganda ang isang
awit o tugtugin kapag naipahayag ng
maayos ang isinasaad sa
pamamagitan ng wastong paglakas at
paghina nito sa mga bahagi ng
komposisyon na kakikitaan ng antas.
Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
1.Paglalahad Pag-usapan sa klase ang larawan sa Nalilinang ba ng mga gawaing ito
“Pag-usapan Natin” sa LM. ang mga sangkap ng skill-related
Ang paggawa ng paper bead ay isang Pasagutan ang mga tanong sa ibaba fitness?
gawaing nakakalibang na maaring Original File Submitted and
pagkakitaan kung gagamitan ng Formatted by DepEd Club Member
kaalaman sa paglikha ng mga - visit depedclub.com for more
palamuti. Ito ay nagmula pa sa
bansang Inglatera na kung saan ang
 kalesa, nanaisin ba ninyo? Bakit?
Paano ninyo maipakikita ang
pagpapahalaga sa kapaligiran?
Sa awiting “Kalesa”, ano ang inyong
napansin sa tempo nito?
Aling bahagi ng awitin ang may
mabagal na tempo? May mabilis na
tempo?
Ang pagsunod sa mga sagisag ng
dynamics ay nagbibigay ng kakaibang
sigla at kahulugan nito
mga kababaihan ay matiyagang
nagbibilot ng maliliit na papel upang
makulayan at matuhog para gawing
palamuti sa katawan gayundin upang
maging palamuti sa bahay tulad
kurtinang gawa sa tinuhog na beads.
Nangangailangan ng
masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang
makalikha ng beads na kukulayan ng
pintura at didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.

N. Discussing new concepts and
practicing new skills #1
O. Discussing new concepts and
practicing new skills #2
Pakinggan ang mga sumusunod na
awitin at tukuyin ang tempo ng
awiting napakinggan.
6. “Rikiting-kiting” C , so
7. 4. “Rock-a-Bye Baby” F, la
8. “Dandansoy” C, m
9. 5. “Daniw” C, so
10. “Pandangguhan” F, fa
Tukuyin ang tempo ng mga
bahaging awiting
“Pandangguhan”.Awitin ng
wastong may tamang tempo.
Pagtalakay
Pakinggang muli ang
awit ng Ako ay Pilipino
habang sumusunod sa Iskor
ng awit na nakasulat sa
Manila Paper.
A.Sagutin ang mga tanong
a.Saang parte ng awit ginamit ang
paghina ng boses?
b.Saang parte ng awit naramdaman
ang paglakas ng awit?
. mga kagamitan sa paggawa ng
paper beads;
1.Papel – magasin , art paper at
coloured ay maaaring gamitin
2.Lapis- para sa pagguhit sa korte ng
papel
3.Ruler- para sa pagsusukat
4.Gunting- para sa paggupit ng mga
papel
5.Mainipis na kahoy na dowel- para
sa pagrorolyo ng papel
6.Malambot na brush ng pinta-para
sa pag-aaplay ng glu sa papel
7.Glue/ pandikit- para sa pagdidikit
ng mga paper beads
8.Patpat na kahoy-para sa
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid ng
barnis
10.Barnis- para magkakulay at hindi
kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
3.Pagpapalalim ng Pag-unawa
1.Ano-ano ang mga kagamitang
ginamit sa paggawa ng Paper Beads ?
2.Itala sa inyong mga papel ang mga
kagamitang iyong nakikita na
maaring gamitin sa paggawa ng
Pag-usapan sa klase ang larawan sa
“Pag-usapan Natin” sa LM.
Pasagutan ang mga tanong sa ibaba.
Ang 3 pangunahing mga layunin ng
paunang tulong-panlunas, na mas
kilala bilang 3 P (tatlong P) ang mga
sumusunod:
• Pagpapanatili ng buhay
(Preserve life)
• Pag-iwas mula sa
pagkakaroon ng mga dagdag na
pinsala o pag-iwas sa paglala ng
kapinsalaan o karamdaman (Prevent
further injury or illness)
• Pagtataguyod sa paggaling
(Promote recovery)
Bigyan ng oras ang mga bata na
basahin at pag-aralan ang 3
mahahalagang layunin ng pangunang
lunas.
Mga Pangunahing kasanayan sa
Pagbibigay ng Pangunahing Tulong-
Muling bigyan ng pansin ang anim
na sangkap ng skill-related fitness.
Kagaya ng mga sangkap ng health-
related fitness, mahalaga ring
dapat pagtuunan ng pansin na
linangin ang skill-related fitness.
Ang mga sangkap na ito ang
kalimitang ginagamit sa mga
gawaing pang-isports. Ang iba’t
ibang laro at isports ay nagtataglay
ng iba’t ibang bahagi ng skill-
related fitness. Karamihan sa mga
isports na ito ay nangangailangan
ng mas higit sa isang sangkap.
Ang anim na sangkap ng skill-
related fitness ay ang sumusunod:
ilisan at naaayon sa pagkilos. Ang
isang taong maliksi ay kalimitang
mahusay sa mga isports na
wrestling, diving, soccer, tennis,
badminton, at iba pa.
paper beads Panlunas Balance (balanse) – ang kakayahan
ng katawan na panatilihing nasa
wastong tikas at kapanatagan
habang nakatayo sa isa o dalawang
paa (static balance), kumikilos sa
sariling espasyo at patag na lugar
(dynamic balance) o sa
pag-ikot sa ere (in flight). Ang isang
tao na nagtataglay ng kasanayan
sa pagbalanse ay kalimitang
mahusay sa mga gawain tulad ng
gymnastics at ice skating.
Coordination (koordinasyon) – ang
kakayahang magamit ang mga
pandama kasabay ng isang parte o
higit pang parte ng katawan. Ito
ang kakayahan ng iba’t ibang parte
ng katawan na kumilos nang
sabay-sabay na parang iisa na
walang kalituhan. Ang mga
manlalaro ng basketbol, baseball,
softball, tennis, at golf ay
nagtataglay ng ganitong
kakayahan.

Power – ang kakayahang gamitin

nang mabilis ang lakas. Ito ay
kombinasyon ng bilis at lakas.
Sinasabing ang puwersa ay
“combined part of fitness” sa
dahilang ang bilis ay skill-related at
ang lakas naman ay health-related.
Ang mga manlalaro ng swimming,
athletics, at football ay ilan lamang
sa mga gumagamit ng power.

Speed (bilis) – ang kakayahan ng

katawan na gumalaw o
makasaklaw ng distansiya sa
maikling takdang panahon. Ang
lakas ay kalimitang ginagamit sa
mga larong takbuhan, gayundin sa
mabilisang pagpasa o pagbato at
pagsalo ng bola.

Reaction Time – ang sapat na oras

na ginagamit sa paggalaw kapag
naisip ang pangangailangan sa

P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
Pangkatang gawain
Ano ang inyong naramdaman
habang nakikinig kayo sa mga awitin
na may iba’t-ibang tempo?
Pangkatang gawain
5.Paglalapat
Gawin ang Pangkatang
Gawain
Hatiin sa dalawang pangkat ang klase
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
2.Gawaing Pansining
Sumangguni sa LM ( GAWAIN)
2.Repleksyon
Paano mo mabibigyang halaga ang
mga kagamitan na makikita sa iyong
kapaligiran na maaari naman gamitin
sa paggawa ng paper beads?
Bumuo ng tatlong grupo kung saan
ang bawat grupo ay tatalakayin ang
bawat layunin ng pangunang lunas.
pagtugon sa galaw. Ito ang
kakayahan ng mga bahagi ng
katawan sa mabilisang pagkilos sa
pagsalo, pag-abot at pagtanggap
ng paparating na bagay o sa
mabilisang pag-iwas sa hindi
inaasahang bagay o pangyayari.
Ang pagtugon ng katawan sa
hudyat ng pito (whistle), gamit
panimula sa pagtakbo (starting
gun), o mga kagamitang tulad ng
flag sa pagtakbo ay isang
halimbawa ng pagpapakita ng
reaction time.
Hahatiin ang klase sa anim na
pangkat. Bawat pangkat ay
bibigyan ng isang sangkap ng skill-
related fitness. Bibigyan ng laang
oras ang bawat pangkat para
umisip ng isang gawain, laro
/isports, at sayaw na lumilinang sa
ibinigay na sangkap sa grupo. Sa
pamamagitan ng malikhaing
presentasyon, ipapakita ng bawat
pangkat ang naisip na gawain,
laro/isports, at sayaw. Huhulaan
ito ng iba pang pangkat. Ang
sinumang makahula ay bibigyan ng
karampatang puntos.
Pangkatang Gawain
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
T. Additional activities for
application or remediation
Ang tempong largo ay mabagal na
matatag samantalang ang presto ay
mabilis na nagmamadali. Ang allegro
ay mabilis habang ang moderato ay
may katamtamang bilis. Ang
andante ay mabagal at ang vivace ay
mas mabilis sa allegro samantalang
ang ritardando ay papabagal at ang
accelerando ay papabilis.
Sumangguni sa LM__________.
Sumangguni sa LM__________.
4.Paglalahat
Kung ang Dynamics ay tumutukoy sa
paglakas at paghina ng pag-awit at
pagtugtog.
Anu-ano naman ang tatlong antas ng
Dynamics?
(p) – Mahinang pag-awit
(mf) –Katamtamang lakas ng pag-
awit
(f) –Malakas na pag-awit
Pagtataya
Isulat sa 5pangungusap ang
kahalagahan ng pag-awit ng may
wastong lakas at wastong hina gamit
ang antas ng dynamics
Takdang-aralin
Sumipi ng awit at isulat sa papel Ang
Bayan ko.
1.Paglalahat
Ang paggawa ng paper beads ay isa
sa mga kapakipakinabang hindi
lamang ito nakadaragdag ng palamuti
ito rin ay pwede pagkakitaan.
SURIIN
Punan ang patlang ng wastong sagot.
1.Ang __________ay ginagamit
upang mairolyo ng maayos ang
papel.
2.Ang __________ay para sa pag-
aaplay ng glue sa papel.
3. Ginagamit ang _______sa
pagsusukat
4. Ang barnis ay ay para magkaroon
ng _____at upang maiwasan ang
pagkapit ng dumi.
5. Ang malambot na Brush ng pinta
ay ginagamit para sa pagpapahid ng
______.
Sumangguni sa LM__________.
.Ano ang paunang lunas at ang
mahalagang layunin nito?
Ulat Pangkalusugan
Isulat ang Tama kung tama
ang isinasaad ng Pangungusap at Mali
kung ang
isinasaad ay mali.
Makipanayam sa mga “ Health
Workers” sa Sentrong Pangkalusugan
ng barangay tungkol sa pgbibigay ng
pangunang lunas sa mga sanggol at
matatanda na biglang nagkasakit o
napinsala.
Ang agility (liksi), balance
(balanse), coordination
(koordinasyon), power, speed
(bilis), at reaction time ay mga
sangkap ng skill-related fitness na
dapat linangin upang magawa ang
mga kasanayan sa paglalaro,
pagsasayaw, o mga gawaing pang-
araw-araw nang buong husay. Ang
mga sangkap na ito ay bubuo sa
wastong pagtupad ng kalusugang
dapat matamo ng bawat isa. Sa
pamamagitan ng pagbalik-tanaw
sa mga sangkap na ito, ang lubos
na pag-unawa sa mga konsepto at
kasanayan ay kinakailangan para
sa pagpapaunlad ng kaalaman sa
physical fitness.
1. Basahin ang mga sumusunod na
pangungusap na nasa
kahon at sagutin ang tanong.
2. Gumuhit ng mga gawaing
nakalilinang ng mga sumusunod na
sangkap ng skill-related fitness.
Gumawa ng isang islogan na
naaayon kung paano ito
mapauunlad:
a. Agility (liksi)
b. Speed (bilis)
c. Power
Takdang- aralin
Laging isaisip na sa lahat ng ating
pang-araw-araw na gawain ay
ginagamit natin ang mga sangkap
ng skill-related fitness upang mas
maging madali at ligtas ang mga
gawain.
Gumawa ng personal na kontrata
para sa paglinang ng mga sangkap
na nabanggit. Ipasa ang kontrata
sa susunod na pagkikita.
All rights reserved. No part of this
material may be reproduced or
transmitted in any form or by any

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
remediation who scored below
80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these
work?
M. What difficulties did I encounter
which my principal or supervisor
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
means - electronic or mechanical
including photocopying – without
written permission from the
DepEd Central Office. First Edition,
2015. 71
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
 can help me solve?
N. What innovation or localized Strategies used that work well:
materials did I use/discover which ___Metacognitive 
Development:
I wish to share with other Examples: Self assessments, note
teachers? taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.  
 
 ___Contextualization:  
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.  
 
 ___Text Representation:  
 Examples: Student created
drawings, videos, and games.  ___Modeling: Examples:
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:
Examples: Student created drawings,
videos, and games.

Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 projects.
 ___Contextualization:

Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 local opportunities.
 ___Text Representation:

Examples: Student created drawings,
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.

___Schema-Building:
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.

Examples: Demonstrations, media, 

manipulatives, repetition, and local
opportunities.

Examples: Student created drawings,
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Group member’s ___ Group member’s collaboration/cooperation collaboration/cooperation
collaboration/cooperation collaboration/cooperation in doing their tasks in doing their tasks
in doing their tasks in doing their tasks ___ Audio Visual Presentation ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson of the lesson
of the lesson of the lesson

GRADES 1 to 12
DAILY LESSON LOG
I.LAYUNIN
A.Pamantayang Pangnilalaman
B.Pamantayan sa Pagganap
C.Mga Kasanayan sa Pagkatuto
II.NILALAMAN
III.KAGAMITANG PANTURO
A.Sanggunian
1.Mga pahina sa Gabay ng Guro
2.Mga pahina sa kagamitang pang-mag-
aaral
3.Mga pahina sa teksbuk
4.Karagdagang kagamitan mula sa portal ng
Learning Resource
B.Iba pang kagamitang panturo
IV.PROCEDURES
A.Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
Teaching Dates and Time:
MONDAY
Naipamamalas ang kakayahan sa
mapanuring pakikinig at pag-unawa
sa napakinggan
Nakabubuo ng nakalarawang
balangkas batay sa napakinggan
Nakakagawa ng dayagram ng
ugnayang sanhi at bunga mula sa
tekstong napakinggan F5PN-IVa-d-22
Paggawa ng Dayagram ng Ugnayang
Sanhi at Bunga Mula sa Tekstong
Napakinggan
Curriculum Guidepp.91
Bagong Likha 5 Wika at Pagbasa
pp.157,pp.169; Filipino sa
Makabagong Panahon 5 pp.18-19
LED TV,larawan, organizer,
pocketchart
Mga bata mayroon ako ditong mga
salita na nakasulat sa piraso ng
kartolina. Titingnan ko kung mapag-
uugnay-ugnay ninyo ang mga parirala
o salita sa dahlia kung bakit ang isang
bata ay kailangang mag-aaral ng
School: TAPIA ELEMENTARY SCHOOL
Teacher: RUBILYN M. LUMBRES
FEBRUARY 3-7, 2020 (WEEK 1)/3:10-4:00
TUESDAY
Naipamamalas ang kakayahan at
tatas sa pagsasalita at pagpapahayag
ng sariling ideya, kaisipan, karanasan
at damdamin
Nakagagawa ng radio
broadcast/teleradyo, debate at ng
isang forum
Nagagamit ang magagalang na
pananalita sa pag-uulat ng
nasaksihang pangyayari
F5PS-IVa-12.21
Nagagamit ang iba‘t ibang uri ng
pangungusap sa pagsasalaysay ng
napakinggang balita F5WG-IVa-13.1
Iba‘t ibang Uri ng Pangungusap sa
Pagsasalaysay
Curriculum Guidepp.91
Filipino 5 PUNLA Tungo sa
Globalization pp.7-9; Bagong Likha 5
Wika at Pagbasa pp. 45-46
tsart, organizer, LED TV, larawan
Tumayo kung nagpapahayag ng sanhi
at umupo kung nagpapahayag ng
bunga.
>maraming mga mangingisda ang
gumagamit ng dinamita
>maraming naliligo
WEDNESDAY
Naisasagawa ang mapanuring
pagbasa sa iba‘t ibang uri ng teksto
at napapalawak ang talasalitaan
Nakagagawa ng grap o tsart tungkol
sa binasa, nakapagsasagawa ng isang
debate tungkol sa isang isyu o
binasang paksa
Naibibigay ang kahulugan ng salitang
pamilyar at di-pamilyar sa
pamamagitan ng pag-uugnay sa
sariling karanasan/panayam F5PT-
IVa-b-1.12
Nakababasa para kumuha ng
impormasyon F5PB-IVa-25
Pagbibigay ng kahulugan ng salitang
pamilyar at di-pamilyar na mga salita
sa pamamagitan ng pag-uugnay sa
sariling karanasan/panayam
Curriculum Guidepp.91
Filipino PUNLA 5 Tungo sa
Globalization pah. 175-179
Larawan, LED TV, video
peresentation,
Basahin ang bawat pangungusap.
Ibigay ang kahulugan ng mga may
salungguhit na salita sa papamagitan
ng pagbibigay ng kanilang kasalungat.
Isulat ang sagot sa sagutang papel
1. Dahil sa global warming ang ating
Grade Level: V-B
Learning Area: FILIPINO
Quarter: 4TH QUARTER
THURSDAY FRIDAY
Naipamamalas ang iba‘t ibang
kasanayan upang maunawaan ang
iba‘t ibang teksto
Nagagamit ang silid-aklatan sa
pagsasaliksik
Nagagamit ang nakalarawang
balangkas upang maipakita ang
nakalap na impormasyon
F5EP-IVa-8
Paggamit ng Nakalarawang Natataya ang kaalaman ng mga
Balangkas Upang Maipakita ang bata sa kasanayang tinalakay
Nakalap na Impormasyon
Curriculum Guidepp.91
larawan, LEDTV, kuwento/balangkas
Hanapin sa hanay B ang kasalungat
na kahulugan ng mga salita sa hanay
A. Isulat ang titik sa tapat ng salita.
A
B
1. ibinilanggo a. pinintasan

B.Paghahabi sa layunin ng aralin
mabuti. Bumuo ng 3 pangkat at
magkaroon ng isang laro.
Nakatapos ng pag-aaral si Maricel
Sumusunod sa payo ng magulang
Araw-araw nagbabasa ng aralin si
Janett
Tumaas ang kanyang marka
Nangunguna sa klase si Irene
Sinabitan siya ng medalya
Pagpapakita ng guro ng larawan ng
batang lansangan.
Mga bata, anong tawag natin sa mga
batang palaboy sa kalye? Ang ating
kuwento ngayon ay tungkol sa kanila.
>marami ang nagtatapon ng basura
sa ilog
>naubos ang mga isda
>mabango at malinaw ang tubig
>maraming pabrika ang itinayo
Buuin ang habi ng mga katangian ni
Ramon Magsaysay. Ibinigay rin ang
una at huling titik ng bawat
katangian. Buuin ang salita ayon sa
pahiwatig ng mga linya.
nararanasang klima ngayon. 2. pagsubaybay b. itinago
2. Maraming ang namamatay ng 3. pinuri c. magbunyi o
dahil sa heat stress. magsaya
3. Kailangan nating matutunan ang 4. isinuko d. sentro ng
composting sa ating paaralan. bayan
4. Itaguyod ang epektibong 5. magdusa e. pagtalikod
pangangalaga sa kagubatan. 6. malinis f. pinakawalan
5. Protektahan ang mga mangroves 7. matanda g. kabagalan
at damong dagat. 8. puspusan h. makupad
6. Nagkaroon ng komvokasyon ang 9. mabilis i. bata
klase ni Gng.Mendoza. 10. liblib j. marumi
k. pag-atras
Maraming nagaganap na pagbabago Maraming mga insekto tayong
sa kasalukuyan. Mararapat lang na nakikita sa ating kapaligiran. Isa na
imulat tayo sa mga pangyayari at diyan ang tutubi, na maituturing
kaganapan sa kasalukuyang panahon nakaibigan at kalaro ng mga paslit
maging sa loob ng bansa hanggang sa kapag sila‘y naglalaro sa bukid, sa
palibot ng mundo. Kasabay naman ng parang at kahit sa hardin.
pag-usad ng progreso sa teknolohiya Magbigay ng apat na salita na may
at industriya ang suliranin sa kaugnayan sa salitang TUTUBI.
kapaligiran sa polusyon ng tubig at Original File Submitted and
hangin. Formatted by DepEd Club
Mayroon akong ipapakita sa inyong Member - visit depedclub.com
larawan. Pagmasdan itong mabuti at
for more
unawain.
Anong masasabi ninyo sa bawat isang
larawan?
C.Pag-uugnay ng mga halimbawa sa bagong
ralin
1. Sino ang inilalarawan sa kuwento?
2. Bakit sila kaawa-awa?
3. Ano ang maaring dahilan ng
pagiging palaboy nila?
4. Ano ang pananagutan ng
magulang sa anak?
5. Ayon sa kuwento, sino ang
nagbibigay sa atin ng gabay at
pagmamahal?
Basahin ang balita
Sa isang pagtitipon ay ipinakilala na
naging Kinatawang Arzadon si
Dominador Cariaga kay Magsaysay.
―O, kumusta?‖ ang bati ni
Magsaysay, Napansin niyang si
Cariaga ay walang kaliwang bisig at
wa ring mga paa.
Nadama niya ang mahirap na
kalagayan ng abang si Cariaga. Noon
din ay nagkaroon siya ng malaking
pagnanasang matulungan ito.
―Pag ako‘y nahalal, G. Cariaga, ika‘y
tutulungan ko upang magkaroon ka
ng trabaho.‖
Si Cariaga‘y nagalak sa kanyang
narinig.
Nang mag-eleksiyon, si Magsaysay
ang siyang nagtagumpay. Sa mga
nagdiwang sa kanyang pagwawagi ay
isa na si Dominador Cariaga
Nang si Cariaga ay nagtungo sa
Malacaῆang, siya ay binigyan ng
isang sulat ng Pangulo para sa mga
Tagapangasiwa ng Pangasiwaan ng
Kagalingang Panlipunan o Social
Welfare Administration (SWA).
Global Warming
Nagkaroon ng komvokasyon ang
klase ni Gng. Mendoza at ang naging
tagapagsalita ay si G. Zaplan.
Unang nagtanong si Garie, ―Umiinit
po ba ang mundo?‖
―Ang mundo ay umiinit at ang
sistema ng klima ay mapanganib na
nagpapalit. Mula noong 1860, ang
naitalang pinakamainit ay noong
1982, 1983, 1990, 1993, 1995, 1997.
Noong tag-init ang lokal na
temperature ng Maynila ay tumataas
pa sa 38‫ ۀ‬C.‖
Sunod namang nagtanong si ArJay,
―Bakit tayo kailangang mabahal
tungkol sa global warming?‖
―Ang pagbabago-bago sa sistema ng
klima tulad ng global warming ay
may grabeng pagbabanta sa lahat ng
anyo ng buhay sa mundo. Ang global
warming ay maaringmagdulot ng
seryosong mga epekto.Magiging
sanhi ito ng malaking pagkasira ng
mga tao at sa kapaligiran.
―Ano po ang mga bagay na
maiuugnay sa global warming?‖
Basahin at unawain ang talata
Ang tutubi ay isang insektong
naninirahan sa mga pook na malapit
sa tubig. Bukod sa maliit at payat,
mahaba ang mala-karayom na
katawan nito. Dalawang pares ng
malalaki ngunit maninipis na pakpak
ang nakatutulong upang madali
itong makalipad. Ang tutubi ay may
malaking matang nakatutulong
upang makakita ito nang malinaw
maging sa layong higit pa sa
animnapung talampakan. May
maliliit ngunit matutulis itong
ngiping ginagamit sa panghuhuli at
pagkain ng mga insekto.
Nangingitlog sa tubig ang inahing
tutubi. Napipisa ang mga
mumunting itlog nito pagkaraan ng
ilang araw. Sa simula ay naninirahan
sa tubig ang mga batang tutubi. Di
tulad ng malalaking tutubi, sa una
animo‘y isdang may hasang ang
mga batang tutubi. Ang labi nila‘y
nagagawa nilang pahabain upang
makapanghuli ng ibang insektong
kanilang makakain. Habang lumalaki
Ang pangulo‘y nagsadya roon upang
tiyakin kung siya ay natanggap na sa
SWA.
tanong ni Nicole. ang batang tutubi, ilang ulit itong
―Ang pagkawala ng maraming nagpapalit ng balat. Pagkalipas ng
buhay kung talagang sobrang init ay ilang panahon, ang mga batang
tinatawag na heat stress. tutubi ay nagkakaroon ng pakpak at
Nagkakaroon ng mga pumapatay.ng nililisan ang tubig na pinaninirahan
mga sakit o killer diseases tular ng nila
dengue, malaria, tipus, encephalitis, Sagutin ang mga tanong:
meningitis, iba pang mga 1. Anong uri ng nilalang ang tutubi?
karamdamang sa paghinga, at atake 2. Saan sila nakatira?
sa puso. 3. Paano mo ilalarawan ang mga
―Anu-anu po ang sanhi ng global tutubi?
warming?‖ tanong naman ni Lian. 4. Sino at saan nangingitlog ang
―Sa tuwing tinitipid natin ang tutubi?
enerhiya o ginagamit nang may 5. Kailan napipsa ang mga itlog ng
malaking kakayahan, hindi lamang tutubi?
pera ang matitipid natin kundi 6. Ilang beses silang nagpapalit ng
mapapababa ang pangangailangan sa balat
fossil na panggatong tulad ng karbon, 7. Paano nakakahinga ang mga
langis at natural na gas. Ang kaunting tutubi sa ilalim ng tubig?
pagsunod ng fossil na panggatong ay
nangangahulugang pagpapababa ng
emisyon ng carbon dioxide, ang
pangunahing tagapag-ambag sa
global warming.‖
Narito ang ilan sa mga tulong o gabay
upang maiwasan ang global warming:
Gamitin at alagaan ang mga
kagamitan nang may kakayahan at
pagtitipid.
Magtanim ng puno, magpraktis ng
composting.
Pangalagaan ang kapaligiran,
bawasan ang pag-aaksaya,
magrecycle at gamiting muli ang mga
patapong bagay.
Protektahan ang mga mangroves at
damong-dagat.
―Maraming salamat po G. Zaplan.
Winawakasan na po namin anga
ming pagtatanong.
Marami kaming natutuhan sa inyong
panayam. Sa ngalan po ng Baitang 5-
Pangkat Topaz, taos puso po kaming
nagpapasalamat sa inyo. Mabuhay
kayo at sana‘y dumami pa ang taong
katulad ninyo.‖
Nababakas ang kaligayahan sa mukha
ng lahat sa pagtatapos ng kanilang
makabuluhang komvokasyon.

D.Pagtalakay ng bagong konspto at
paglalahad ng bagong kasanayan #1
E.Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
Balikan nating muli ang kuwentong
―Ang Batang Lansangan‖. Ilagay ang
sanhi at bunga na napakinggang
kuwento ―Ang Batang Lansangan‖
PANGKATANG GAWAIN
Isulat ang sanhi at bunga ng bawat
sitwasyon.
PANGKAT I – Napagalitan si Janella
ng kanyang ina.
PANGKAT II-Patuloy na nagtatapon
ng basura si Nelia sa dagat
PANGKAT III – Nag-aral nang mabuti
si Gerricho dahil mayroon silang
pagsususlit
1. Paano nakilala niCariaga si Ramon
Magsaysay?
2. Ano ang ipinangako agad ni Ramon
Magsaysay kay Cariaga sa una pa
lamang nilang
pagkikta?
3. Paano ipinakita ng Pangulo ang
kanyang pagmamalasakit sa
kagalingan ni Cariaga?
Basahin ang mga pangungusap hango
sa balita.
1. Sa isang pagtitipon ay ipinakilala
na nagging Kinatawang Arzadon si
Dominador Cariaga
kay Magsaysay.
2. O! kumusta?‖
3. Pag ako‘y nahalal, G. Cariaga, ika‘y
tutulungan ko.
Pagmasdang mabuti ang mga
pangungusap.
1. Ano ang napapansin ninyo dito?
2. Anong uri ng pangungusap ang
mga ito?
Sagutin ang mga tanong:
1. Ano ang paksa ng panayam ni G.
Zaplan?
2. Bakit tayo kailangang mabahala
tungkol sa global warming?
3. Anu-anu ang mga sakit na
pumapatay sa tao?
4. Anong kemikal ang nakakapag-
ambag ng labis sa global warming?
5. Ang ang tinatawag na fossil?
6. Ilarawan ang damdamin ng lahat
sa pagtatapos ng konvokasyon?
Ating balikan ang panayam.: Punan ng angkop na mga salita ang
1. Anu-anu ang mga salitang pamilyar mga kahon upang mabuo ang
at di –pamilyar sa inyong balangkas
pagkakaalam?
2. Tingnan ko nga kung maibibigay
ninyo ang mga kahulugan ng mga
salitang pamilyar at
di-pamilyar sa kuwento?
3. Ano ang tinatawag nating salitang
pamilyar? di-pamilyar na salita?
4. Magbigay ng mga salitang pamilyar
at di pamiyar at gamitin ito sa
pangungusap
Ibigay ang tinutukoy o kahulugan A. Punan ang mga kahon ng mga
batay sa paglalarawang nakatala sa pangyayaring nagaganap sa buhay
bawat bilang. Gawing gabay ang ng isang tutubi.
bilang ng linya at ilang mga titik sa
pagsagot
Pa__ __ __ aw
1. Pantanggal ng bara o mga bagay
na di kaaya-aya
particular sa loob ng katawan ng tao
m___ ___ ___ ng ___ n
2. Iba pang tawag sa taong mayabang
o may mataas na
pagtingin sa sarili.
k ___ ___ ___ r ___ an
3. Pamayanan o lugar kung saan ang
mga naninirahan

F.Paglinang na Kabihasaan
G.Paglalapat ng aralin sa pangaraw-araw na
buhay
H.Paglalahat ng aralin
Pag-uulat nang bawat pangkat ng
kanilang pangkatang gawain at
pagbibigay ng puna at puntos sa
pangkatang gawain gamit ang
rubrics.
RUBRICS SA PANGKATANG GAWAIN
Sa iyong paglalakad sa daan ay may
nakita kang isang batang lansangan
na sa tingin mo ay hindi pa kumakain.
Ano ang maaring gawin o
maitutulong sa batang ito? Bakit?
May mga dahilan sa pagbibigay ng
sanhi at bunga ang bawat
pangyayari.
Dapat matukoy na mabuti ang sanhi
upang malutas ang suliranin at
maging maganda ang bunga.
Pangkatang Gawain
Ipagawa sa mga bata ang mga
sumusunod gamit ang iba‘t ibang uri
ng pangungusap.
Pangkat I-Tula
Pangkat II-Rap
Pangkat III-Jazz Chant
Nagagamit ba natin sa ating pang-
araw-araw na pamumuhay ang iba-
ibang uri ng pangungusap? Sa
paanong paraan?
Uri ng Pangungusap Ayon sa Gamit
1. Pasalaysay – nagsasalaysay o
nagkukuwento; nagtatapos sa tuldok
(.)
Halimbawa: Si Ramon Magsaysay ay
malapit sa puso ng masa.
2. Patanong - nagtatanong;
nagtatapos sa tandang pananong (?).
Halimbawa: Paano siya naglingkod sa
bayan?
3. Pautos o Pakiusap- ang pautos ay
nag-uutos; ang pakiusap ay nag-
uutos sa anyong nakikiusap. Ang
pautos ay nagtatapos sa tuldok; ang
pakiusap ay maaring nagtatapos
sa tuldok (.) o tandang pananong (?).
Halimbawa: Tawagin mo ang iyong
kaibigan.
Maaari bang pumarito na kayo?
4. Padamdam – nagpapahayag ng
ay magkakalahi o magkakauri at
karaniwang
pinamumunuan ng hari
t ___ ___ n ___
4. Luklukan o upuan ng
makapangyarihan gaya ng hari
o obispo.
n ___ tr ___ sy ___ ___
5. Iba pang tawag sa proseso ng
pagbibigay at pagtanggap
ng sustansiya.
Pangkatang Gawain
Ipagawa sa mga bata ang mga
sumusunod gamit ang iba‘t ibang uri
ng pangungusap na may salitang
pamilyar at di-pamilyar.
Pangkat I-Tula
Pangkat II-Rap
Pangkat III-Jazz Chant
Bilang isang mag-aaral, paano mo
mapapangalagaan ang ating
kalikasan at mapigilan ang global
warming? Bakit?
Ang mga pamilyar na salita ay yaong
mga salitang karaniwang ginagamit
sa ating pang-ara-araw na
pamumuhay samantalang ang di-
pamilyar na salita ay mga salitang di
madalas marinig at gamitin sa araw-
araw.
Pangkatang Gawain
Igawa ng balangkas ang mga
sumusunod na sitwasyon.
Pangkat I- Nalalapit na Pasko
Pangkat II- Kaarawan ng iyong
Magulang
Pangkat III- Buhay ng iyong
hinahangaang artista
Pangkat IV- Magandang Lugar na
iyong napuntahan
Sa iyong paglalakad pauwi sa
paaralan, nakita mo ang iyong
kaibigan na walang humpay sa
panghuhuli ng tutubi pero
pinaglalaruan nila ito hanggang sa
mamatay. Ano ang gagawin mo?
Bakit?
Ang pagsusunud-sunod ng mga
pangyayari o kaisipan ng kuwentong
binasa ay nagiging madali sa
paggamit ng balangkas. Ang
balangkas ang naggsisilbing gabay
sa pag-aayos ng mga kaisipan o
paksa ng kuwento o talatang binasa.

I.Pagtataya ng aralin
J.Karagdagang Gawain para sa takdang
aralin at remediation
Pagtambalin ang mga sanhi na nasa
kahon at ang mga bunga s
sumusunod na mga bilang. Isulat ang
sagot sa patlang.
Malulusog ang mga tanim na
halaman ni Mang Andong.
______________________________
_________________
Malakas na umiiyak ang bunsong
anak ni Nemia.
______________________________
_________________
Napapatawa ang bawat masalubong
ni Carina.
______________________________
_________________
Pinuri ng guro at pinalakpakan ng
mga kamag-aral si Pauline.
______________________________
_________________
Malungkot na malungkot nang
umuwi mula sa pabrika si Mang Ador.
______________________________
_________________
a. Mataas na mataas ang kanyang
lagnat.
b. Tinanggal siya sa trabaho.
c. Alaga niya sa dilig at pataba ang
mga halaman
d. Dumating ang kanyang kapatid
e. Tamang lahat ang mga sagot niya
sa pagsusulit
f. Magkaiba ang kulay ng suot niyang
pares ng sapatos
Ano ang maaaring bunga ng
sumusunod na mga sanhi? Isulat sa
patlang ang sagot.
1. Naglaro at mataagal na naligo sa
ulan si James.
matinding damdamin; nagtatapos sa
tandang
Padamdam (!).
Halimbawa: Talagang kahanga-hanga
siya!
Tukuyin ang uri ng pangungusap.
Isulat ang PS sa patlang kung
pasalaysay, PT kung patanong, PK
kung pakiusap, PU kung pautos at PD
kung padamdam.
____1. Nagsisisigaw pa rin ba si
Emma?
____2. Hinahamon niya ako ng away.
____3. Hoy! Ang yabang mo.
____4. Pakisabi kay Angie na gusto
ko siyang makausap.
____5. Inalalayang tumayo ni Joan si
JayAr.
Bantasan ang bawat pangungusap at
tukuyin ang uri nito. Isulat ang
pasalaysay, patanong, padamdam,
pautos at pakiusap.
__________1. Huwaran siya sa
Ibigay ang kahulugan ng mga
pamilyar at di-pamilyar na salita na
may salungguhit sa pangungusap.
Piliin ang tamang sagot sa kahon na
nasa ibaba.
1. Ang mg balong panustos ng tubig
ay salat.
2. Marami ang biyayang ipinagkaloob
ng Diyos sa atin.
3. Animo isang malaking telebisyon
ang lumitaw sa kumpol ng alapaap.
4. Mabilis na tumalima ang katulong
sa utos ni Janett.
5. Naging bulagsak ang maraming tao
sa paggamit ng tubig.
sumunod mapag-aksaya
kulang na kulang ibinigay
kalangitan nawala
Magtala ng tig-limang pamilyar na
salita at 5 di-pamilyar na salita, ibigay
ang kahulugan ng bawat isa. Gamitin
ito sa pangungusap
Buuin ang balangkas sa tulong ng
seleksyon/talata.
Marami sa mga butones na ating
ginagamit sa ating mga kasuotan ay
nagmula sa mga kabibeng minsan
ay nagging tirahan ng mg hayop-
dagat. Matitigas ang mga kabibeng
ito kaya‘t mainam na gamiting
butones. Maaaring lagyan ng butas
ang mga ito at itubog sa iba-ibang
kulay.
Kung minsan, ang malalaking kabibe
ay nagagawang plato o tray. Marahil
ay nakakita na kayo ng ganitong
mga lalagyan ng pagkain sa
malalaking handaan. Paminsan-
minsan, ang ilang pangkaing-dagat
ay inihahain din sa kabibe.
Ang Kahalagahan ng Kabibe
I. Nagagamit sa iba-ibang paraan an
kabibe
A.
_____________________________
___
B.
_____________________________
___
C.
_____________________________
___
II. Ginagamit na tray oplato ang
malalaking kabibe.
_____________________________
___
_____________________________
___
_____________________________
___
Gumawa ng isang balangkas tungkol
sa iyong paboritong bayani. Isulat
ito sa inyong kuwaderno

V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng 80%
sa pagtatayao.
B.Bilang ng mag-aaralna nangangailangan
ng iba pang Gawain para sa remediation
______________________________
_________
2. Makakapiling na ni Gerric ang
asawang matagal nang nawalay sa
kanya.
______________________________
_____________________________
3. Pumasok siya sa paaralan nang
hindi nag-almusal at hindi rin siya
nagtanghalian.
______________________________
______________________________
_____
4. Tumaas na naman ang presyo ng
langis at gasoline.
______________________________
______________________________
____
5. Naiwala ni Thelma ang perang
pambayad sa kanyang matrikula.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
kabaitan
__________2. Basahin mo ang
kanyang talambuhay
__________3. Pakisulat mo na rin ng
buod nito
__________4. Kay galing mo talaga
__________5. Sino ang nakatapos na
sa proyekto
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Nakatulong ba ang remedial? Bilang ng ___ 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%
mag-aaral na nakaunawa sa aralin. above above above above above

D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation

E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up the
lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to
solusyunansa tulong ng aking punungguro require remediation
at superbisor?
G.Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development:
guro? Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
 ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
___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
lesson lesson lesson the lesson
___ 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
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and
charts. charts. anticipatory charts. anticipatory charts.
  
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
 projects. projects.
 ___Contextualization:  

Examples: Demonstrations, media, Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
manipulatives, repetition, and local 
manipulatives, repetition, and local 
Examples: Demonstrations, media, Examples: Demonstrations,
opportunities. opportunities. manipulatives, repetition, and local media, manipulatives, repetition,
 opportunities. and local opportunities.
 ___Text Representation:  ___Text Representation:

 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:  Examples: Student created
videos, and games. videos, and games. videos, and games.  Examples: Student created drawings, videos, and games.

 ___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
drawings, videos, and games.  ___Modeling: Examples:
___Modeling: Examples: Speaking Speaking slowly and clearly,
slowly and clearly, modeling the modeling the language you want
language you want students to use, students to use, and providing
and providing samples of student samples of student work.
work. Other Techniques and Strategies
used:
Other Techniques and Strategies ___ Explicit Teaching
___ Group collaboration
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
throuh ___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Explicit Teaching
___ Group collaboration
throuh ___Gamification/Learning
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
used:
___ Explicit Teaching
throuh ___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/4:00-4:40 Quarter: 4TH QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Naipapahayag ang saloobin sa kahalagahan ng pagganap ng sariling tungkulin sa pagsulong ng kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon
A. Pamantayang Pangnilalaman
Naipamamalas ang mapanuring pag-unawa sa bahaging ginampanan ng kolonyalismong Espanyol at pandaigdigang koteksto ng reporma sa pag-usbong ng kamalayang pambansa attungo sa
pagkabuo ng Pilipinas bilang isang nasyon

B. Pamantayan sa Pagaganap Nakapagpapahayag ng pagmamalaki sa pagpupunyagi ng mga makabayang Pilipino sa gitna ng kolonyalismong Espanyol at sa mahalagang papel na ginagampanan nito sa pag-usbong ng
kamalayang pambansa tungo sa pagkabuo ng Pilipinas bilang isang nasyon

C. Mga Kasanayan sa Pagkatuto (Isulat
ang code ng bawat kasanayan)
Natatalakay ang mga lokal na
pangyayari tungo sa pag-usbong ng
pakikibaka ng bayan
• Reporma sa ekonomiya at
pagtatatag ng monopolyang tabako
AP5PKB-IVa-b-1 / Pahina 54 ng 120
Natatalakay ang mga lokal na
pangyayari tungo sa pag-usbong ng
pakikibaka ng bayan
• Mga pag-aalsa sa loob ng
estadong kolonyal
AP5PKB-IVa-b-1 / Pahina 54 ng 120
Natatalakay ang mga lokal na
pangyayari tungo sa pag-usbong ng
pakikibaka ng bayan
• Kilusang Agraryo ng 1745
AP5PKB-IVa-b-1 / Pahina 54 ng 120
Natatalakay ang mga lokal na
pangyayari tungo sa pag-usbong ng
pakikibaka ng bayan
• Pag-aalsa ng Kapatiran ng
San Jose
AP5PKB-IVa-b-1 / Pahina 54 ng 120
Natatalakay ang mga lokal na
pangyayari tungo sa pag-usbong
ng pakikibaka ng bayan
• Okupasyon ng Ingles sa
Maynila
AP5PKB-IVa-b-1 / Pahina 54 ng
120

II. NILALAMAN Monopolya ng Pag-aalsa sa Estadong Kolonyal Kilusang Agraryo ng Pilipinas Pag-aalsa ng Kapatiran ng San Jose Okupasyon ng Ingles sa Maynila
tabako
KAGAMITANG PANTURO

A. Sanggunian

1. Mga pahina sa Gabay ng Guro

2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk K to 12 – AP5PKB-IVj-8 K to 12 – AP5PKB-IVj-8 K to 12 – AP5PKB-IVj-8 K to 12 – AP5PKB-IVj-8 K to 12 – AP5PKB-IVj-8

4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo powerpoint presentation, manila powerpoint presentation, manila powerpoint presentation, mapa ng powerpoint presentation powerpoint presentation, manila
paper, pentel pen paper, pentel pen Luzon, manila paper, pentel pen paper, pentel pen

III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin Pagkakaroon ng balitaan na may Pagkakaroon ng balitaan na may 1.Balitaan. Pag-usapan ang 1.Magbalik-tanaw sa nakaraang 1.Magbalik-tanaw sa nakaraang
at/o pagsisimula ng bagong kaugnayan sa paksang tatalakayin. kaugnayan sa paksang tatalakayin. napapanahong balita na may aralin. aralin.
aralin Ipabasa nang malakas ang tula. 1. Magbalik tanaw sa nakaraang kaugnayan sa paksang aralin.
Bigyang-konteksto ito. aralin. Halimbawa: Naniniwala ba kayo na
maunlad na ang Pilipinas kung

B. Paghahabi sa layunin ng aralin
C. Pag-uugnay ng mga halimbawa sa
bagong aralin
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasan
(Tungo sa Formative Assessment)
G. Paglalapat ng aralin sa pang-araw-
araw na buhay
1.Tumawag ng mga boluntir. Gamit
ang kanilang katawan, ipasulat ang
mga letrang bumubuo sa mga
salitang, gawain at sibika. Ipahula sa
pangkat o klase ang nabuong salita.
Bigyan ng kredit ang naunang
nakahula
2. Itanong
•Madali bang hulaan ang mga letra
kapag isinusulat gamit ang katawan?
•Alam ba ninyo ang ibig sabihin ng
salitang nabuo ninyo?
•Sa palagay ninyo, ano ang ibig
sabihin ng mga salitang,
Monopolya?
3.Isulat sa pisara ang mga sagot ng
mga bata.
4.Iugnay ang mga ito sa aralin.
1.Ilahad ang aralin gamit ang mga
susing tanong sa Alamin Mo, LM,
pahina ___
Anu-ano ang mga kabutihang dulot
ng monopolyo ng tabako?
2.Magdaos ng brainstorming
kaugnay ng mga tanong. Tanggapin
lahat ang sagot ng mag-aaral.
Ipabasa ang Alamin Mo sa LM, p.
___
Talakayin ang paksa
Ipagawa ang mga Gawain A-C.
•Ipasagot ang mga tanong sa
Gawain A.
•Talakayin ang sagot ng mga bata.
•Ipagawa ang Gawain B, p. _____.
Ipasulat ang sagot sa notbuk.
•Ipangkat ang klase at ipagawa ang
Gawain C.
Anong katangian ang inyong
nagustuhan? Tignan ang larawan sa
LM, ph.____. Pag-usapan ito.
1.Ilahad ang aralin sa pamamagitan
ng susing tanong sa Alamin Mo sa LM
p. _____. Tanggapin lahat ang sagot
ng mag-aaral.
Bakit nag-alsa ang mga katutubo?
.Ipabasa ang Alamin Mo sa LM, p.
___
3.Talakayin ang paksa.
Pag-aalsa sa Estadong Kolonyal
4.Ipagawa ang mga Gawain A-C.
•Ipasagot ang mga tanong sa Gawain
A.
•Ipagawa ang Gawain B, p. _____.
Ipasulat ang sagot sa notbuk.
•Cooperative Learning Technique
(CLT). Hatiin ang klase sa limang
ihahambing sa nakalipas na mga
panahon?
2.Ipakita ang mga larawan ng paring
Dominicano, Heswita, at Agustino.
Talakayin at iugnay ito sa aralin.
1.Ilahad ang aralin sa pamamagitan ng
susing tanong sa Alamin Mo sa LM p.
_____. Tanggapin lahat ang sagot ng
mag-aaral.
Ano ang Kilusang Agraryo? Bakit ito
nangyari?
.Ipabasa ang Alamin Mo sa LM, p. ___
.Talakayin ang paksa.
Kilusang Agraryo ng Pilipinas
Ipagawa ang mga Gawain A-C.
 Ipagawa ang Gawain A,
maaaring pasagutan ito na
pasalita o ipasulat ito sa
notbuk.
•Ipagawa ang Gawain B. Tignan ang
mapa. Tukuyin ang mga lugar kung
saan naganap ang kilusang agraryo
noong 1745.
Pag-aalsa ni Hermano Pule
1.Ilahad ang aralin sa pamamagitan
ng susing tanong sa Alamin Mo sa LM
p. _____.
Tanggapin lahat ang sagot ng mag-
aaral.
. Ano ang kapatirang ito? Bakit
nagsipag-alsa ang mga kasapi?
.Ipabasa ang Alamin Mo sa LM, p.
___
3.Talakayin ang paksa.
Pag-aalsa ng Kapatiran ng San Jose
4.Ipagawa ang mga Gawain A-C.
• Ipasagot ang mga tanong
sa Gawain A.
•Ipagawa ang Gawain B, p. _____.
•Ipagawa ang Gawain C, p._____.
Talakayin at iwasto ang mga sagot ng
bata
1.Ilahad ang aralin sa
pamamagitan ng susing tanong sa
Alamin Mo sa LM p. _____
Tanggapin lahat ang sagot ng
mag-aaral.
Nasakop pala ng Great Britain ang
Maynila.
Bakit at paano?
2.Ipabasa ang Alamin Mo sa LM,
p. ___
3.Talakayin ang paksa
Pananakop ng mga Ingles sa
Maynila
4.Ipagawa ang mga Gawain A-C.
•Ipasagot ang mga tanong sa
Gawain A.
Original File Submitted and
Formatted by DepEd Club
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for more
•Ipagawa ang Gawain B, p.
_____.
•Ipagawa ang Gawain C, p._____.
Talakayin at iwasto ang mga

H. Paglalahat ng Arallin Bigyang-diin ang mga kaisipan sa
Tandaan Mo sa LM, p____
• Upang lumaki ang kita,
nagkaroon ng pagbabago sa
ekonomiya sa panahon ni
Gobernador-Heneral Jose Basco.
• Ang monopolyo ng tabako
ay naitatag.
Tabako lamang ang itinatanim sa
Hilagang Luzon.
• May takdang dami ng
itatanim at may takdang presyo rin.
Nahirapan ang mga Pilipino dahil
kinapos sa pagkain.
I. Pagtataya ng Aralin Ipagawa ang Natutuhan Ko, ph.
_______ ng LM.
Iguhit ang masayang mukha ang
bilang kung ang pahayag ay
nagpapakita ng kagandahang
naidulot na monopolyo ng tabako,
malungkot na mukha
kung ito ay nagpapakita ng
kasamaang naidulot nito sa ating
bansa. Gawin ito sa notbuk.
_____ 1. Marami sa mga opisyal ng
pamahalaan ang naging
mapagsamantala.
_____ 2. Natutustusan na ng kinikita
sa monopolyo ng tabako ang
pangangailangan ng kolonya at hindi
na kailangan pang humingi ng
suporta mula sa Espanya
_____ 3. Malaking lupain din ang
nalinang upang gawing taniman ng
tabako.
_____ 4. Naging mapang-abuso ang
ilang mga opisyal sa tuwing
maghahalungkat ng mga bahay ng
magsasaka na pinaghihinalaang
nagtatago ng tabako.
_____ 5. Nanguna ang Pilipinas sa
pag-aani ng tabako sa buong
silangan.
pangkat. Ipagawa ang Gawain C sa
LM, ph. _____ at ipaulat ito sa buong
klase
5.Bigyang-diin ang mga kaisipan sa
Tandaan Mo sa LM, p_____
Nagsipaglaban sa mga Espanyol ang
mga Pilipino upang tutulan ang mga
kalupitan at di-makatarungang
pamamahala. Karamihan sa mga pag-
aalsa ay nabigo dahil kanya-kanya sila
ng ipinaglalaban. Ilan sa mga ito ay
pinamunuan ni Lakan Dula, Magat
Salamat, Bancao, Tamblot, Silang,
Sumuroy, Maniago, Malong,
Dagohoy, Pule at Tapar.
Ipagawa ang Natutuhan Ko, ph.
_______ ng LM.
Bilugan ang letra ng tamang sagot.
1. Sino ang namuno sa pag-
aalsa ng mga Tagalog?
A. Diego Silang
C. Hermano Pule
B. Felipe Catabay
D. Magat Salamat
2. Bakit nag-alsa si Tamblot?
Ano ang ipinaglaban niya?
A. Nais nilang bumalik sa
pananampalataya sa mga diyos ng
kanilang mga ninuno.
B. Inalis ni Gobernador Heneral
Guido de Lavezares ang karapatang
ipinagkaloob ni Legazpi sa mga
katutubo.
C. Ipinadala ng mga manggagawang
taga-Samar sa Cavite upang
magtrabaho sa gawaan ng barko.
D. Tinutulan nila ang sapilitang
pagtratrabaho ng mga Español.
3.Anong pangkat-etniko sa Luzon ang
sumuko sa pakikipaglaban sa mga
Español?
A. Apayao
C.Cebuano
B. Badjao D. Gaddang
•Ipagawa ang Gawain C, ph._____.
Talakayin at iwasto ang mga sagot ng
bata
5.Bigyang-diin ang mga kaisipan sa
Tandaan Mo sa LM, p_____.
Ang pag-aalsang ito ay bunsod ng
hindi makatarungang pang-aagaw at
pangangamkam ng mga pari sa lupa ng
mga katutubo. Libo-libong mga
Pilipino ang humawak ng sandata
upang ipakita ang kanilang pagtutol
dito. Nangyari ang mga ganitong uri ng
pag-aalsa sa Silang, Cavite noong Abril
1745 na mabilis na kumalat sa mga
nayon ng Taguig, Parañaque,
Hagonoy, Bacoor, San Mateo, at
Bulacan.
Ipasagot ang Natutuhan Ko, ph.
_______
Isulat ang Tama kung wasto ang
ipinapahayg ng bwat pangungusap.
Kung mali, iwasto ang mga
nakasalungguhit na salita.
1.Ang mga lupain at kita nito ay
napupunta sa mga relihiyosong pari
tulad ng mga Indiano, Heswita, at
Agustino.
2.Tatlong piso ang bayad ng mga
biyudo at biyuda sa lupain.
3.Sa Kabisayaan ang sentro ng kilusang
agraryo.
4.Isa sa mga dahilan ng pag-aalsa ay
ang pandaraya sa mga lupain at hindi
makatarungang paniningil ng buwis sa
kanilang lupain
5.Tinanggalan ng mga nakamulatang
karapatan ang mga katutubo.
5.Bigyang-diin ang mga kaisipan sa
Tandaan Mo sa LM, p_____.
Naitatag ang Samahan ng San Jose
dahil sa isyu ng diskriminasyon sa
lahi. Ginawa itong kahalili ng
Katolisismo ng mga kasapi. Nag-
umpisa ang pag-aalsa nang
sumalakay sa kanila ang mga
Español. Bagama't nagtanggol ang
mga Pilipino, tinalo sila ng mga
kalaban
Isulat ang mga salitang nawawala sa
bawat pangungusap. Humanap ng
kasagutan sa loob ng kahon.
1.Itinatag ni Pule ang
_____________________, isang
samahan na Pilipino lamang ang
pwedeng sumali.
2.Sa tulong ni
_____________________, hiniling ni
Pule na kilalanin ng pamahalaan at
ng simbahan ang kanyang samahan.
3.Mula sa punong himpilan ng nito sa
__________________, nagkaroon
sila ng malawak na kapatiran sa iba’t
ibang lalawigan.
4.Sinalakay ng mga
________________ ang kapatiran
noong Oktubre, 1841.
5.Nahuli si Pule at hinatulang
mamatay sa
______________________.
sagot ng bata.
5.Bigyang-diin ang mga kaisipan
sa Tandaan Mo sa LM, p_____.
Nasakop ng Britanya ang Maynila.
Ito ay nangangahulugang hindi na
ang Espanya ang pinakamalakas
na bansa. Mahina na ito at kaya
nang talunin ng mga Pilipino.
Ipasagot ang Natutuhan Ko, ph.
_______
Punan ang patlang ng tamang
sagot. Pumili sa mga konseptong
nasa loob ng kahon.
1.Si _____________________ ay
itinalaga bilang isang British
Governor-General ng Maynila.
2.Nang lusubin ng mga Ingles ang
Look ng Maynila, isa si
_______________sa mga
namuno nito.
3.Noong____________________,
pinagsumikapang lumaban ng
mga Español upang di
mapasakamay ng mga Ingles ang
Maynila.
4.Itinatag ni Governor General
Drake ang_________________ na
may ganap na kapangyarihang
ipabilanggo ang sinumang nais
niyang ipabilanggo.
5.Noong__________________
sinalakay ng mga Ingles ang
Pilipinas upang maging bahagi ito
ng kanilang imperyo sa Asya.
 Chottry Court
4. Ano ang isa sa mga dahilan Rear-Admiral Samuel
ng pag-aalsa ng mga katutubo laban Cornish
sa mga Español? Oktubre 5, 1762
A. Pagyakap sa relihiyong Dawsonne Drake
Kristiyanismo. Setyembre 24, 1762
B. Mabuting pakikitungo ng mga
Español sa mga katutubo.
C. Pangangamkam ng mga lupain ng
mga pinunong Español.
D. Paniningil ng tamang buwis sa mga
katutubong Pilipino.

5.Bakit hindi nagtagumpay ang mga

rebelyon ng mga Pilipino laban sa
mga Español?
A. Wala silang pinuno.
C. Wala silang pagkakaisa.
B. Wala silang mga armas.
D. Wala silang sapat na dahilan.

J. Karagdagang gawain para sa Takdang Aralin Takdang Aralin.

takdang-aralin at remediation Ilarawan. Sagutin ang katanungan.
Sino sa mga Pilipinong
nag-alsa laban sa mga Español ang
higit mong hinangaan? Bakit?

IV. Mga Tala

V. Pagninilay
A. Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked by

C. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa
aralin
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
naranasan na solusyunan sa tulong
ng aking punungguro at superbisor?
G. Anong kagamitang panturo ang
aking nadibuho na nais kong
ibahagi sa mga kapwa ko guro?
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.  
 
 ___Contextualization:  
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.  
 
 ___Text Representation:  
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  ___Text Representation:
Examples: Student created drawings,
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 projects.
 ___Contextualization:

Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 and local opportunities.
 ___Text Representation:

Examples: Student created drawings,
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.

___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.

Examples: Demonstrations, media, 

manipulatives, repetition, and local
opportunities.

Examples: Student created drawings,
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
___Text Representation:
Examples: Student created
 Examples: Student created
drawings, videos, and games.  ___Modeling: Examples:
 ___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
videos, and games.

Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
videos, and games.
___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson
 School: TAPIA ELEMENTARY SCHOOL Grade Level: V-C
GRADES 1 to 12 Teacher: RUBILYN M. LUMBRES Learning Area: ESP
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2020 (WEEK 1)/5:30-6:00 Quarter: 4TH QUARTER

LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN Pagsasaalang-alang sa Kapakanan ng Kapuwa at sa
Kinabibilangang pamayanan (EsP5PD-IV-a-d-14)
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pananalig sa Diyos na nagbigay ng buhay

B. Pamantayan sa Pagaganap Naisasabuhay ang tunay na pasasalamat sa Diyos na nagkaloob ng buhay

Hal.
- palagiang paggawa ng mabuti sa lahat

C. Mga Kasanayan sa Pagkatuto (Isulat Nakapagpapakita nang tunay na

ang code ng bawat kasanayan)
pagmamahal sa kapwa tulad ng:
1. pagsasaalang-alang sa kapakanan ng kapwa at sa kinabibilangang pamayanan
2. pakikiisa sa pagdarasal para sa kabutihan ng lahat
3. pagkalinga at pagtulong sa kapwa

II. NILALAMAN
KAGAMITANG PANTURO
A. Sanggunian
1. Mga pahina sa Gabay ng Guro
2. Mga pahina sa Kagamitang Pang-
Mag-aaral
3. Mga pahina sa Teksbuk Wastong Pag-uugali sa
Makabagong Panahon
Edukasyon sa Pagpapahalaga 5

4. Karagdagang Kagamitan mula sa

portal ng Learning Resource
B. Iba pang Kagamitang Panturo Larawan ng kalamidad at mga biktima,Kuwaderno, bond paper, papel na sulatan ng tanong tulad ng makikita sa Kagamitan ng mag-aaral, mga sinaliksik tungkol sa programa ng iba’t ibang
ahensiya ng pamahalaan para sa biktima ng kalamidad at para sa mahihirap.
Wastong Pag-uugali sa Makabagong Panahon, pah. 183
III. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o Simulan ang aralin sa Isagawa Natin (Day 2)
pagsisimula ng bagong aralin
pamamagitan ng isang 1. Balikan sandali ang nakaraang
pagninilay(reflection) tungkol sa talakayan. Sikaping maipaliwanag
mga nangyayari sa ating ng mga mag-aaral ang kanilang
nalaman na mga programa ng
 kapaligiran. pamahalaan para sa mahihirap at
mga biktima ng trahedya.

B. Paghahabi sa layunin ng aralin Pagsasaalang-alang sa Kapakanan Original File Submitted and

ng Kapuwa at sa Formatted by DepEd Club
Kinabibilangang pamayanan
Member - visit depedclub.com
(EsP5PD-IV-a-d-14)
for more
C. Pag-uugnay ng mga halimbawa sa Hingan ng halimbawa ang mag- “Ano-anong ahensiya ng
bagong aralin
aaral sa mga nangyayaring pamahalaan ang nagbibigay ng
kalamidad sa ating bansa. Ano ang tulong sa mga naging biktima ng
karanasan nila sa pagtulong sa kalamidad?
mga biktima ng kalamidad?
D. Pagtatalakay ng bagong konsepto at Ipasulat muna ang kanilang tanong Magdagdag ng kaalaman sa mga Isapuso Natin (Day 3)
paglalahad ng bagong kasanayan #1
sa papel na sulatan ng tanong. mag-aaral tungkol sa mga programa 1. Ang sulat para sa DSWD ay
Gabayan sila sa pagtatanong ng pamahalaan. Maaari itong gagawin ng magkapareha. Maaari
upang mailabas ng mag-aaral ang makita sa Internet o diyaryo. pang pumili ng ibang ahensiya ng
tunay na pag-unawa sa damdamin pamahalaan na may kaparehong
ng kapuwa. Hayaang pumili ng programa. Ipabasa at i-proseso
lider upang mapag-usapan ang ang nakasaad sa kanilang liham.
mga sagot sa mga tanong sa Itanong:”
Kagamitan ng Mag-aaral. Bakit ang ahensiyang ito ang
napili ninyong sulatan upang ilapit
ang mga biktima ng
kalamidad?(tanggapin ang iba’t
ibang katuwiran ng bata
E. Pagtatalakay ng bagong konsepto at Mahalagang ipaunawa sa mag-aaral 2.Napakahalaga ng aspektong ito
paglalahad ng bagong kasanayan #2
na hindi mabuti na laging umaasa sa sapagkat dito mararamdaman ng
bigay ng mga ahensiya ng mga mag-aaral ang tunay na
pamahalaan. Bigyang diin na mas kahulugan ng pakikipagkapuwa-
mabuting kumikilos sa sariling tao.
pagsisikap, Itanong: “ Ano ang iyong
nararamdaman tuwing nagbibigay
 ka ng tulong sa iyong kapuwa?
Asahan ang iba’t ibang sagot
F. Paglinang sa Kabihasan Matapos ang limang minuto, Pangkatin ang klase sa apat. Suriin Itanong: “Paano natin maipakikita
(Tungo sa Formative Assessment)
magpapalitan ng ginawang plano ang sitwasyon sa Kagamitan ng ang pagmamahal at malasakit sa
ang mga mag-aaral. Gabayan sila Mag-aaral. Gawin ng bawat grupo kapuwa.”
kung paano bibigyang puna ang kung ano ang maaari mong gawin Inaasahang sagot: “Ang
ginawang plano. bilang katugunan sa bawat pagbibigay sa kapuwa ay
sitwasyon. ginagawa nang bukal sa loob at
may pag-unawa sa kanilang
damdamin?
G. Paglalapat ng aralin sa pang-araw- Isabuhay Natin (Day 4)
araw na buhay
Sa puntong ito ay
naipakikita na ng mga mag-aaral ang
pagdamay sa kapuwa at handa na
silang magbigay ng tulong ng bukal sa
loob.
Bilang mag-aaral,
makakatulong din tayo at ang ating
paaralan sa mga taong
nangangailangan. Bukod sa pagkain,
salapi, at damit na ibinibigay, mabuti
rin na turuan natin sila ng mga
gawaing mapagkakakitaan upang
makapagsarili sa mga darating na
araw.
H. Paglalahat ng Arallin . Ipabasa ng may pang-unawa sa
mga mag-aaral ang Tandaan Natin
sa Kagamitan ng mga ag-aaral.
I. Pagtataya ng Aralin Subukin Natin (Day 5)
Pasagutan ang mga tanong na nasa
Kagamitan ng Mag-aaral.

J. Karagdagang gawain para sa takdang- Bilang gawaing bahay, Ipasaliksik

aralin at remediation ang mga ginagawa ng Department
of Social Welfare and
Development (DSWD) para sa mga
 biktima ng kalamidad. Ipasaliksik
din ang mga ahensiya at programa
ng pamahalaan para sa
kalamidad.at mahihirap.
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha ___Lesson carried. Move on to the
ng 80% sa pagtataya next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. Bilang ng mag-aaral na ___Pupils did not find difficulties in
nangangailangan ng iba pang gawain answering their lesson.
para sa remediation ___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned 80%
mag-aaral na nakaunawa sa aralin above
D. Bilang ng mga mag-aaral na ___ of Learners who require
magpapatuloy sa remediation additional activities for
remediation
E. Alin sa mga istratehiyang pagtuturo ___Yes ___No
nakatulong ng lubos? Paano ito ____ of Learners who caught up
nakatulong? the lesson
F. Anong suliranin ang aking naranasan ___ of Learners who continue to
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
 na solusyunan sa tulong ng aking require remediation
punungguro at superbisor?
G. Anong kagamitang panturo ang aking Strategies used that work well:
nadibuho na nais kong ibahagi sa mga ___Metacognitive Development: 
kapwa ko guro? Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
 
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 
 
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
 
 ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
 
 ___Text Representation:  ___Text Representation:
 Examples: Student 
created
drawings, videos, and games.
 
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
require remediation require remediation
Strategies used that work well: Strategies used that work well:
___Metacognitive Development:  ___Metacognitive Development: 
Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques,
vocabulary assignments. and vocabulary assignments.

___Bridging: Examples: Think-pair- 
___Bridging: Examples: Think-
share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts.
 
___Schema-Building: 
Examples: 
___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and
projects. projects.  
 
 ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations,
manipulatives, repetition, and local media, manipulatives, repetition,
opportunities. and local opportunities.  ___Text Representation:
 
 ___Text Representation:
Examples: Student 
created Examples: Student created
drawings, videos, and games. drawings, videos, and games. 
___Modeling: Examples: Speaking  ___Modeling: Examples:
slowly and clearly, modeling the Speaking slowly and clearly,
language you want students to use, modeling the language you want
and providing samples of student students to use, and providing
work. samples of student work.
Other Techniques and Strategies Other Techniques and Strategies
used: used:
___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh
play play
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.

___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:  Examples: Student created drawings,
 Examples: Student created drawings,
videos, and games.  ___Modeling: Examples:
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
videos, and games.
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson