DLL G6 Q1 Week 3

GRADE 6 School Grade Level VI
Teacher Learning Area SCIENCE

DAILY LESSON LOG
Teaching Dates and Time JUNE 17-21, 2019 (WEEK 3) Quarter 1ST QUARTER
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

D. No. of learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
require remediation require remediation require remediation require remediation remediation
to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
which I wish to share with views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
other teachers? Instructional Materials Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 School STA. QUITERIA ELEMENTARY SCHOOL Grade Level VI
Teacher KATRIN VERNISE Y. HIPOLITO Learning Area FILIPINO
DAILY LESSON LOG
WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

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

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

Kagamitan mula Matatalinghagang Salita Matatalinghagang Salita Pamamaraan ng Pag-iimbak ng Pamamaraan ng Pag-iimbak ng
sa Learning Pagkain Pagkain
Resource (LR) EPP Teaching Guide on EPP Teaching Guide on
portal Financial Literacy, pp. 49-55 Financial Literacy, pp. 49-55
B. Iba pang
kagamitang
panturo
IV. PAMAMARAAN
A. Balik-aral sa Itanong: Itanong: Ano-ano ang paraan ng pag- Ano ang Dewey
nakaraang Ano ang nauunawaan sa Ano ang pangngalan? iimbak ng pagkain? Classification System?
aralin at/o salitang salot?
pagsisimula ng Ipagamit ito sa sariling
bagong aralin pangungusap upang
matiyak na naunawaan
ito ng mag-aaral?
B. Paghahabi sa layunin Itanong: Pag-aralan. Ipakita ang larawan ng isang Ipabasang muli ang Ipangkat ang magaaral.
ng aralin 1. Si Dagambu ang pinausukang isda.
Paano mo ipinapakita ang “Pagpapausok” Ipatalakay sa pangkat kung
pinuno ng mga
pagmamalasakit sa paano ginagamit ang DCS.
dagang bukid. Ano ang mga salitang hindi mo
kapuwa? Matapos ang inilaang oras,
2. Pinamamahalaan naunawaan sa binasang
Hayaang magbahagi ng tawagin ang bawat pangkat
niya ang mga daga sa tekstong pang-impormasyon?
bukid at gubat. Talakayin ang kahulugan ng upang ibahagi ang kanilang
karanasan ang magaaral.
bawat salitang babanggitin ng natapos na gawain.
3. Si Metromaws
naman ang pinuno guro. Original File Submitted and
ng mga daga sa mga Image bank
Siguraduhing nauunawaan ng Formatted by DepEd Club
imbakan at bodega. Nakatikim ka na ba nito? Member - visit depedclub.com
bawat isa ang kahulugan ng
Itanong: for more
salita bago tumungo sa
Paano kaya ito ginagawa?
Ano ang mga pangngalan sa susunod na salita.
bawat pangungusap?
Paano ginamit ang bawat isa?
C. Pag-uugnay ng Sabihin ang pamagat ng Ipabasa “ Pagpapausok ng Isda” p. Ano-ano ang dapat tandaan sa
mga halimbawa kuwentong babasahin at 55. pagsulat ng talata?
sa bagong aralin itanong: Ipagamit ang mga salitang
Bakit hindi nagkasundo pinagtalakayan upang
ang dalawang pangkat makasulat ng isang talata ang
ng mga daga? bawat mag-aaral.
D. Pagtalakay ng Basahin nang malakas Hayaang magbigay ang Matapos ang inilaang oras, Saan ginagamit ang DCS?
bagong ang “At Nalunod ang magaaral ng pangungusap sabihin sa mag-aaral na Paano ito ginagamit?
konsepto at mga Salot,” pp. 3 – 4. gamit ang pangngalan tungkol Ano-ano ang kailangan upang
makipagpalit ng papel sa
paglalahad sa mga tauhan na nakilala nila makagawa ng pinatuyong isda?
Bakit pinatuyong isda ang kanilang napiling kapareha.
ng bagong sa napakinggang kuwento. Sa Pabigyan ng puna ang natapos
kasanayan #1 bawat pagbibigay ng magaaral, tawag? Ano ang gagawin kung
tag-ulan o kaya naman ay na sulatin ng bawat isa.
itanong:
mahina ang sikat ng araw? Ipasulat muli ang sulatin batay
Ano ang pangngalang ginamit?
sa punang ibinigay ng kapareha.
E. Pagtalakay ng Balikan ang hinuha ng Ipangkat ang mag-aaral. Bawat Ipangkat ang mag-aaral. Magpatala ng mga aklat na
bagong mag-aaral bago basahin pangkat ay maghahanda ng Maghanda ng mga resipi para sa makukuha sa bawat
konsepto at ang kuwento. isang usapan ng mga daga na bawat pangkat. Lagyan din ng kategoryasa DCS. Ipasulat ang
paglalahad Isa-isahin ang mga ito at mapakikinggan sa gubat, bukid, tanong ang bawat inihandang sipi ID ng aklat at iba pang
ng bagong sabihin kung nangyari ba bodega at imbakan. Matapos ng resipi. impormasyon dito.
kasanayan #2 sa kuwento o hindi. ang inilaang oras, tawagin ang Ipabasa ito sa bawat pangkat at
bawat pangkat pasagutan ang mga inihandang
tanong.
para sa kanilang pagtatanghal.
Matapos ang inilaang oras,
Bigyang-halaga ang ginawa ng
tawagin ang bawat pangkat
bawat pangkat.
upang ibahagi ang natapos na
gawain.
F. Paglinang sa Sino si Dagambu? Paano Tumawag ng mag-aaral upang Ipabasa: Pag-aasin p. 55. Sagutin: Dalhin ang mag-aaral sa silid-
siya naging pinuno ng mga magbahagi ng kanilang aklatan.
Kabisahaan dagang bukid? Anong Itanong: 1. Tama ba margin sa Obserbahan ang bawat isa kung
karanasan tungkol sa
(Tungo sa ginagawa ng mga dagang kanan at kaliwang paano bila ginamit ang kanilang
pagmamalasakit sa kapuwa. Bakit pag-aasin ang tawag sa
formative bukid sa taniman? Tama bahagi ng aking papel? kaalaman sa DCS.
Assessment) Siguraduhin na magagamit nila paraan ng pag-iimbak na ito?
ba ito? Bigyan ng tulong ang mag-
nang wasto ang pangngalan. 2. Nabaybay ko ba nang
Ano ang unang dapat gawin sa aaral na nakitang nahihirapan
Bakit hindi? Bakit nag- (Tawagin ang hindi pa wasto ang lahat ng mga
pagaasin ng isda o karne? pa sa paggamit nito.
away ang pangkat ng nakapagbahagi noong unang salita?
mga dagang bukid at arawa) Ano ang sumunod?
dagang lungsod? Kailangan bang masunod ang
bawat panuto na mga ito?
Bakit?
Sino-sino ang tauhan sa Ano ang mangyayari kung may hindi 3. Naisulat ko ba nang wasto
napakinggang kuwento? ka gagawing hakbang? at may sapat na layo ang
Ano ang ikinilos ng mga salita?
bawat isa?
4. Tama ba ang mga
Ano ang mensaheng pagkakasulat ko ng mga
hatid ng ikinilos ng pangungusap?
bawat isa?
5. Tama ba ang ginamit
kong mga bantas?
G. Paglalapat ng Kung ikaw si Bakit kailangang magtipid sa Ano ang dapat tandaan sa
Aralin sa pagkain at sa iba pang mga bagay paggamit ng mga hiniram na
Pangaraw- Metromaws, gagawin
na mayroon tayo? aklat?
araw na mo rin ba ang kaniyang
buhay ginawa? Pangatwiranan
mo ang iyong sagot.
Ano ang kahalagahan ng
pagkakaroon ng
pagmamalasakit sa
kapuwa?
Paano mo ipinakikita
ang pagmamalasakit
sa iyong kapuwa?
H. Paglalahat ng Anong magandang aral Ano ang halaga ng Ano ang natutuhan no sa aralin? Isa-isahin ang mga dapat Paano ginagamit ang Dewey
ang natutuhan mo sa paggamit ng pangngalan tandaan sa pagsulat ng talata o Classification
Aralin
kuwento? batay sa iyong pakikilahok sariling komposisyon.
System?
sa mga gawain sa mga
araling ito?
I. Pagtataya ng Sagutin ng oo o hindi ang

sumusunod.
Aralin
1. Binasa ko bang mabuti ang
mga hakbang?
2. Nasagot ko ba nang wasto
ang mga tanong tungkol sa
binasa kong teskto?
J. Karagdagang
gawain para sa
takdang-aralin at
remediation
V. MGA TALA
VI. PAGNINILAY
A. Bilang mag-aaral na
nakakuha ng 80% sa
pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng
iba pang gawain para
sa remediation
C. Nakatulong ba ang
remedial? Bilang ng
mag-aaral na
nakaunawa sa aralin.
D. Bilang ng mga
magaaral na
magpapatuloy sa
remediation.
E. Alin sa mga Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin: Stratehiyang dapat gamitin:
__Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon __Koaborasyon
istratehiyang
__Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain __Pangkatang Gawain
pagtuturo __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL __ANA / KWL
nakatulong ng __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner __Fishbone Planner
lubos? __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga __Sanhi at Bunga
__Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture __Paint Me A Picture
__Event Map __Event Map __Event Map __Event Map __Event Map
__Decision Chart __Decision Chart __Decision Chart __Decision Chart __Decision Chart
__Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart __Data Retrieval Chart
__I –Search __I –Search __I –Search __I –Search __I –Search
__Discussion __Discussion __Discussion __Discussion __Discussion
F. Anong suliranin ang Mga Suliraning aking Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan: Mga Suliraning aking naranasan:
naranasan: __Kakulangan sa makabagong __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong kagamitang __Kakulangan sa makabagong
aking naranasan na
__Kakulangan sa makabagong kagamitang panturo. panturo. panturo. kagamitang panturo.
solusyunan sa tulong kagamitang panturo. __Di-magandang pag-uugali ng __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata. __Di-magandang pag-uugali ng mga bata.
ng aking __Di-magandang pag-uugali ng mga bata. __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata __Mapanupil/mapang-aping mga bata
punongguro at mga bata. __Mapanupil/mapang-aping mga __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata __Kakulangan sa Kahandaan ng mga bata
__Mapanupil/mapang-aping bata lalo na sa pagbabasa. lalo na sa pagbabasa. lalo na sa pagbabasa.
superbisor? mga bata __Kakulangan sa Kahandaan ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng __Kakulangan ng guro sa kaalaman ng
__Kakulangan sa Kahandaan ng mga bata lalo na sa pagbabasa. makabagong teknolohiya makabagong teknolohiya makabagong teknolohiya
mga bata lalo na sa pagbabasa. __Kakulangan ng guro sa kaalaman __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang makadayuhan
__Kakulangan ng guro sa ng makabagong teknolohiya
kaalaman ng makabagong __Kamalayang makadayuhan
teknolohiya
__Kamalayang makadayuhan
G. Anong kagamitang __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation __Pagpapanuod ng video presentation
presentation presentation __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
panturo ang aking
__Paggamit ng Big Book __Paggamit ng Big Book __Community Language Learning __Community Language Learning __Community Language Learning
nadibuho na nais __Community Language __Community Language Learning __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
kong ibahagi sa mga Learning __Ang “Suggestopedia” __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based __ Ang pagkatutong Task Based
kapuwa ko guro? __Ang “Suggestopedia” __ Ang pagkatutong Task Based __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material
__ Ang pagkatutong Task __Instraksyunal na material
Based
__Instraksyunal na material
GRADE 6 School STA. QUITERIA ELEMENTARY SCHOOL Grade Level VI
Teacher KATRIN VERNISE Y. HIPOLITO Learning Area ESP
DAILY LESSON LOG
WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

I. LAYUNIN
A. Pamantayang Pangnilalaman Naipamamalas ang pag-unawa sa kahalagahan ng pagsunod sa mga tamang hakbang bago makagawa ng isang desisyon para sa ikabubuti ng lahat
B. Pamantayan sa Pagganap Naisasagawa ang tamang desisyon nang may katatagan ng loob para sa ikabubuti ng lahat
C. Mga Kasanayan sa Pagkatuto
Isulat ang code sa bawat 1. Naisasagawa ang mga tamang hakbang na makatutulong sa pagbuo ng isang desisyon na makabubuti sa pamilya
kasanayan 1.1. pagsusuri nang mabuti sa mga bagay na may kinalaman sa pangyayari
1.2. pagsang-ayon sa pasya ng nakararami kung nakabubuti ito
1.3. paggamit ng impormasyon Code: EsP6PKP-Ia-i-37
Paksa: Pagyamanin ang mapanuring pag-iisip

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

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

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

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

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

80% sa pagtataya
B. Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na nakaunawa sa
aralin.
D. Bilang ng mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakatulong?
F. Anong suliranin ang aking naranasan

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

GRADE 6 Teacher Learning Area ENGLISH
DAILY LESSON LOG

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

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

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

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

I. OBJECTIVES
A. Content Standards:
The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real-
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each M6 N S- Ic - 96 .2 M6 N S- I c- 9 7. 2 M6 N S- I c- 9 7. 2 M6 N S- I c- 9 8. 2
The learner divides The learner solves routine The learner solves routine The learner creates problems (with reasonable answers)
simple fractions and mixed problems involving division problems involving division with involving division without or with any of the other
fractions. without any of the other any of the other operations of operations of fractions and mixed numbers.
operations of fractions fractions
and mixed fractions using and mixed fractions using .
appropriate problem appropriate problem
solving strategies and tools solving strategies and tools
correctly. correctly.
II. Content
Solving Routine Problems Solving Routine Problems Creating Problems (With Reasonable Answers) Involving
Involving Division Involving Division Division Without or With any other operations of Fractions
and Mixed Fractions
Division of Fractions and Mixed without any other operations with any other operations of
Numbers of Fractions and Mixed Fractions and Mixed Fractions
Fractions Using Using
Appropriate Problem Appropriate Problem
Solving Strategies and Solving Strategies and
Tools Tools
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages

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

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

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

GRADES 1 to 12 Teacher: Learning Area: EPP-AGRICULTURE
Teaching Dates and Time: JUNE 18-22, 2018 (WEEK 3) Quarter: 1ST QUARTER
DAILY LESSON LOG

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

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

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

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

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

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

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

application or
remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
above above
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
remediation
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the
work? No. of learners who
lesson lesson lesson lesson
have caught up with the
lesson
D. No. of learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
require remediation require remediation remediation remediation remediation
continue to require
remediation
strategies worked well?
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
encounter which my
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal or supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
help me solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
G. What innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
__ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality views of the locality
to share with other __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
teachers? Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Teacher Learning Area TLE – I.A.
DAILY LESSON LOG

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

Performs necessary skill in enhancing/ Performs necessary skill in enhancing/
enhancing/ decorating finished enhancing/ decorating finished
decorating finished products decorating finished products
products products
C.Learning Competencies/ Discusses the effects of innovative

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

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

Presenting the new lesson Effects of innovative finishing materials Effects of creative accessories on the Effects of creative accessories on
(Drill/Review/Unlocking of on the marketability of products marketability of products the marketability of products
difficulties)
B.Establishing a purpose of For this learning episode, we are For this learning episode, we are going
the new lesson going to discuss the effects of to discuss the effects of innovative
(Motivation) innovative finishing materials and finishing materials and creative
creative accessories on the accessories on the marketability of
marketability of products. products.
C.Presenting Examples/ Group activity: Group activity:

instances of the new lesson
With the use of internet or other With the use of internet or other
(Presentation)
information gathering methods, information gathering methods, answer
answer the following questions: the following questions:
Prepare an activity focusing on the Prepare an activity focusing on the
1. What is finishing materials? 1. What is creative accessories?
processes of sketching, shading and processes of sketching, shading
2. Write some examples of finishing 2. Write some examples of creative outlining to enhance bamboo and outlining to enhance bamboo
materials that can be found in our accessories that can be found in our projects/products. projects/products.
community. community.
3. What are the effects of finishing 3. What are the effects of creative
materials in the marketability of accessories in the marketability of
products/projects? products/projects?
D.Discussing new concepts

and practicing new skills Group presentations/discussions of Group presentations/discussions of Group presentations/discussions of Group presentations/discussions
no.1. (Modeling) their outputs. their outputs. their outputs. of their outputs.
E. Discussing new concepts Discuss the effects of innovative

and practicing new skills finishing materials on the
Discuss the effects of creative Discuss how to enhance bamboo Discuss how to enhance wood
no.2 (Guided Practice) marketability of products. Teacher
accessories on the marketability of products/projects through sketching, products/projects through
also gives examples of the different
products outlining and shading. sketching, outlining and shading.
finishing materials that can be found
in our community.
F.Developing Mastery
Write 5 common finishing materials
(Leads to Formative Write 5 common creative accessories
that can be found in your
Assessment 3.) that can be found in your community.
community.
(Independent Practice)
G. Finding practical application Why do we need to apply finishing Why do we need to apply finishing Original File Submitted and Formatted
of concepts and skills in daily touch on a product/project? Does it touch on a product/project? Does it by DepEd Club Member - visit
living (Application/Valuing) affect the marketability of the affect the marketability of the project? depedclub.com for more
project? How? How?
H. Making Generalization What are the effects of finishing What are the effects of creative
How do we enhance bamboo How do we enhance wood
and abstraction about the materials in the marketability of the accessories in the marketability of the
projects/products? projects/products?
lesson (Generalization) products? products?
I. Evaluating learning Direction: Essay 5 pts. Discuss the Direction: Essay 5 pts. Discuss the The class will be grouped into four. The class will be grouped into four.
effects of finishing materials in the effects of finishing materials in the Each group will enhance the bamboo Each group will enhance the
marketability of the products. marketability of the products. products through sketching, shading bamboo products through
and outlining. The teacher will show sketching, shading and outlining.
(use rubrics to assess the answers of (use rubrics to assess the answers of four bamboo products to be enhance The teacher will show four
learners) learners) bamboo products to be enhance
by the learners. (use rubrics to
CRITERIA PO CRITERIA POI assess the performance of by the learners. (use rubrics to
IN NT learners) assess the performance of
TS S learners)
Creativi Effort/ Craftsm Cooper P
The essay is focused, purposeful, and 5 The essay is focused, purposeful, and 5 Creati Effort Craftsm Coop PTS
ty/ anship/ ation/ T
reflects original insight and ideas. reflects original insight and ideas. Perseve vity/ / anship/ eratio .
S
Original rance Skill Attitud . n/
Uses correct grammar, spelling, and Uses correct grammar, spelling, and Origin Perse Skill
ity e
punctuation throughout with very punctuation throughout with very few ality veran Attitu
few errors errors The The The The ce de
student project artwork student
The essay is focused on the topic and 4 The essay is focused on the topic and 4 The The The The 10
explore was was willingl
includes relevant ideas. includes relevant ideas. stude projec artwor stude
d continu beautif y
several ed until ul and particip nt t was k was nt
Uses correct grammar, spelling, and Uses correct grammar, spelling, and
choices it was patientl ated in explor contin beautif willin
punctuation with few errors. punctuation with few errors.
before comple y done; necessa ed ued ul and gly
The essay is focused on topic and 3 The essay is focused on topic and 3 Selectin te as it was ry sever until patientl partici
includes few loosely related ideas includes few loosely related ideas g one, the as good prepara al it was y done; pated
Contains frequent errors in grammar, Contains frequent errors in grammar, generat student as hard tion or choic compl it was in
spelling, and punctuation. spelling, and punctuation. ed could work work es ete as as good neces
many make it; could for befor the as hard sary
The essay poorly addresses topic and 2 The essay poorly addresses topic and 2 ideas, gave it make it. classro e stude work prepa
includes irrelevant ideas. includes irrelevant ideas. tried effort om, Selec nt could ration
1 ting could make or
unusual far was
Many errors in grammar, spelling, Many errors in grammar, spelling, and 0 one, make it. work
combin beyond sensitiv
and punctuation, makes reader’s punctuation, makes reader’s gener it; for
ations that e to the
comprehension difficult. comprehension difficult. ated gave classr
or require feelings
change d. and many it oom,
s, used knowle ideas, effort was
proble dge of tried far sensi
m- others, unusu beyon tive to
solving exhibite al d that the
skills. da combi requir feelin
positive natio ed. gs
attitude ns or and
toward chang knowl
assign es, edge
ment. used of
probl other
The The With a The em- s,
student student little student solvin exhibi
tried a worked more particip g ted a
few hard effort, ated skills. positi
ideas and the enthusi ve
before comple work astically attitu
selectin ted the could , de
g one project, have perfor towar
or but been med d
based with a outstan more assign
his/her bit ding; than ment.
work more lacks adequa
7 The The With a The
on effort it the tely,
someo might finishin assisted stude stude little stude
ne have g in nt nt more nt
else’s been touches prepara tried worke effort, partici
idea, outstan . tion a few d the pated
made ding. and ideas hard work enthu
decisio cleanup befor and could siastic
n after . e compl have ally,
referrin selec eted been perfor
g to ting the outstan med
one one projec ding; more
source. or t, but lacks than
based with a the adequ
The The The The his/he bit finishin ately,
student student student student r more g assist
7
tried an finished showed was work effort touche ed in
idea the average apathe on it s. prepa
but it project, craftsm tic some might ration
lacked but it anship; toward one have and
original could adequa the else’s been clean
ity, have te, but assign idea, outsta up.
might been not as ment, made nding.
have improv good as complai decisi
5
copied ed with it could ned, on
work, more have assisted after
substitu effort, been, a in referri
ted chose bit prepara ng to
“symbo an easy careless tion one
ls” for project and sourc
person and did cleanup e.
al it when
express indiffer asked. The The The The
ion. ently. stude stude student stude
nt nt showe nt
tried finish d was
5
an ed averag apath
idea the e etic
but it projec craftsm towar
lacked t, but anship; d the
origin it adequa assign
The The The The ality, could te, but ment,
student student student student might have not as compl
fulfilled fulfilled showed allowed have been good as ained,
the the average others copie impro it could assist
require require craftsm to do d ved have ed in
ments ments anship, most of work, with been, a prepa
of the of the lack of his/her substi more bit ration
assign assign pride in work, tuted effort, careles and
ment, ment, finished particip 3 “symb chose s clean
but but work ated ols” an up
gave no gave no minima for easy when
evidenc evidenc lly, perso projec asked.
e of e of exhibite nal t and
trying trying d no expre did it
anythin anythin interest ssion. indiffe
g g in the rently.
unusual unusual project
The The The The
stude stude student stude
nt nt showe nt
fulfille fulfille d allow
d the d the averag ed
requir requir e other
emen emen craftsm s to
ts of ts of anship, do
the the lack of most
assign assign pride in of
ment, ment, finishe his/he
but but d work r
gave gave work, 3
no no partici
evide evide pated
nce of nce of minim
trying trying ally,
anythi anythi exhibi
ng ng ted
unusu unusu no
al al intere
st in
the
projec
t

application and
remediation (Assignment)
IV REMARKS
V. REFLECTION
A. No. of learner who ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who earned 80% above
earned 80%
B .No. of learner who ___ of Learners who require additional ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional
activities for remediation for remediation activities for remediation activities for remediation
scored below 80% ( needs
remediation)
C. No. of learners who have ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
caught up with the lesson
D. No of learner who ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies work well? Why? ___ Games ___ Games ___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s
their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
encounter which my __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
principal /supervisor can __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
help me solve? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__Reading Readiness __Reading Readiness __Reading Readiness __Reading Readiness
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
localized materials did I __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
use/discover which I wish views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as __ Recycling of plastics to be used as
to share w/other teacher? Instructional Materials Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures
Teacher Learning Area TLE - ENTREP
DAILY LESSON LOG

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

“ICT and Entrepreneurship”
E. Discussing new concepts and Discuss GUIDED ACTIVITY
practicing new skills # 2  “Using Blogs” on pages 1. Guide the
31-37 of Textbook ICT learners/groups in
and Entrepreneurship making their Blogs.
 Internet Safety on pages
16-18 of TX “The Basics Refer also to page 38 of TX
of Better Family Living” “ICT and Entrepreneurship”
F. Developing mastery FREE GUIDED ACTIVITY

(leads to Formative Assessment 3) 1. Let the
Learners/Groups
interact using their
wikispace account.
2. Let the
Learners/Groups
update their post on
their blogs. (Add
pictures, videos, or
files)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
I. Evaluating learning
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
___ of Learners who earned 80% above above
B. No. of learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
activities for remediation activities for remediation activities for remediation activities for remediation additional activities for
additional activities for remediation
remediation who scored
below 80%
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
work? No. of learners who lesson lesson lesson lesson the lesson
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
remediation remediation remediation remediation require remediation
strategies worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Games
did these work? ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
encounter which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
which I wish to share with views of the locality views of the locality views of the locality views of the locality views of the locality
other teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials Instructional Materials as Instructional Materials
Teacher Learning Area ARALING PANLIPUNAN
DAILY LESSON LOG
MIYERKULES HUWEBES
WEEK 3 LUNES MARTES HUWEBES BIYERNES
BIYERNES
I. Layunin
Pamantayang Nilalaman
(Content Standard) Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang
ambag ng malayang kaisipan sa pag-usbong ng nasyonalismong Pilipini.
Pamantayan sa Pagganap
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
(Performance Standard)
Pamantayan sa Pagkatuto 5. Nasusuri ang mga ginawa mg mg makabayang Pilipino sa pagkamit ng kalayaan.
(Learning Competencies) 5.1 Natatalakay ang kilusan para sa sekularisasyon ng mga parokya at ang Cavite Mutiny (1872)
5.2 Naipapaliwanag ang ambag ng Kilusang Propaganda sa pagpukaw ng damdaming makabayan ng mga Pilipino (hal. L Liga Filipina, Asociacion Hispano Filipino)
5.3 Natatalakay ang pagtatag at paglaganap ng Katipunan
5.4 Nahihinuha ang implikasyon ng kawalan ng pagkakaisa sa himagsikan/kilusan at pagbubuo ng Pilipinas bilang isang bansa.
Day 1 Day 2 Day 3 Day 4 Day 5
Layunin (Lesson Objectives) Cognitive- Cognitive- Cognitive-. Cognitive-.Natutukoy/Nahihinuh Cognitive-

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

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

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

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

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

Know Want Learn
*Iulat sa klase ang output(Bawat

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

b. No. of learners who require

remediation who scored below
80%
c. Did the remedial lessons

work?
No. of learners who have

caught up with the lesson
d. No. of learners who continue

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

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GRADE 6 School Grade Level VI

Teacher Learning Area SCIENCE

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

What is common among

G. Finding practical applications

have caught up with the lesson

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

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

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

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

I. Pagtataya ng Sagutin ng oo o hindi ang

WEEK 3 LUNES MARTES MIYERKULES HUWEBES BIYERNES

Paksa: Pagyamanin ang mapanuring pag-iisip

2. Mga Pahina sa Kagamitang

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

E. Pagtalakay ng Bagong Konsepto at Ipagawa ang Pangkatang

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

C. Karagdagang Gawain para sa Ipagawa ang karagdagang gawain

A. Bilang ng mag-aaral na nakakuha ng

F. Anong suliranin ang aking naranasan

School Grade Level VI

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

2. Learner’s Material pages

4. Our day a hungry fox runt

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

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

II. LEARNING RESOURCES

1. Teacher’s Guide Pages

Write on the board the

4. Look back and evaluate the

School: Grade Level: VI

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

Fertilize the seedlings beginning

Pinch off the top ¼ inch of the

Prepare seedlings for

*Have them list down

- the place where the coin is

D. Additional activities for

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B.Performance Objective Performs necessary skill in Performs necessary skill in

C.Learning Competencies/ Discusses the effects of innovative

Enhancing/decorating finished Enhancing/decorating finished Enhancing/decorating finished

A.Reviewing past lesson or What is a survey?

C.Presenting Examples/ Group activity: Group activity:

D.Discussing new concepts

E. Discussing new concepts Discuss the effects of innovative

J. Additional activities for

WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Refer also to page 30 of TX

F. Developing mastery FREE GUIDED ACTIVITY

Layunin (Lesson Objectives) Cognitive- Cognitive- Cognitive-. Cognitive-.Natutukoy/Nahihinuh Cognitive-

Paksang Aralin Implikasyon ng kawalan ng

Associacion Hispano Filipina

La Liga Filipina upang

- Ano ang naging dahilan ng

* Sagutin ito sa pamamagitan ng

*Punan ang tsart na ito.

*Iulat sa klase ang output(Bawat

a. No. of learners for