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GRADE 6 School: Grade Level: VI

Teacher: Learning Area: ENGLISH


DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES

The learner demonstrates…


 understanding of various non-verbal elements in orally communicating information
 understanding of non-verbal communication to communicate with others
 understanding that English language is stress-timed to support comprehension
 command of the conventions of standard English grammar and usage when writing or
A. Content Standards speaking
 understanding that words are composed of different parts to know that their meaning
changes depending in context
 understanding of the research process to write a variety of texts
 express ideas effectively in formal and informal composition to fulfill their own purposes for
writing.

The learner…
 orally communicates information, opinions, and ideas effectively to different audiences using variety of literary
activities.
 reads with sufficient accuracy and fluency to support comprehension
 uses the correct function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in various
B. Performance Standards discourse (oral and written)
 uses strategies to decode correctly the meaning of words in isolation and in context
 utilizes discrete techniques (general or specific) and applies them appropriately to all or most fields of study
 applies knowledge of non-verbal skills to respectfully give the speaker undivided attention and acknowledge the
message
 rewrites/revises texts using appropriate text types for a variety of audiences and purposes

EN6OL-IIf-5 EN6V-IIf-12.3.3 EN6G-IIf-6.5 EN6SS-IIf-4 EN6WC-IIf-2.2.5


Share brief EN6V-IIf-12.4.1.3 Compose clear and Organize information Write a 4-paragraph
Learning Competencies
impromptu remarks EN6V-IIf-12.4.2.3 coherent sentences from secondary sources composition showing
about topics of Infer meaning of using appropriate in preparation for -cause and effect
interest borrowed words and grammatical writing, reporting and EN6A-IIf-16
EN6F-IIf-2.9 content specific structures: Adverbs of similar academic tasks in Show openness to
Self-correct when terms using place and time collaboration with criticisms
reading -context clues others
-affixes and roots EN6A-IIf-16
-other strategies Observe politeness at all
(EPP) times

Sharing Brief Impromptu Inferring Meaning of Borrowed Adverbs of Place and Organizing Information from Write a 4-Paragraph
Remarks Words and Content Specific Time Secondary Sources in Preparation Composition Showing
Terms Using for Writing, Reporting and Similar Cause and Effect
II. CONTENT
-Context Clues Academic Tasks in Collaboration
-Affixes and Roots with Others
-Other Strategies
(EPP)
III. LEARNING RESOURCES
A. References
Activity Sheets in English 6
B. Materials (Quarter 2: Week 6)
IV. PROCEDURES
A. Review/Presenting New Do “Let’s Try This” Ask: What are the adverbs of time
Do “Let’s Try This” Ask: What are the secondary
Lesson Activity Sheet in English 6 and place that you learned
Activity Sheet in English 6 Presentation of the learners’ sources from the situations
(Quarter 2: Week 6-Day 3, p.1) yesterday?
(Quarter 2: Week 6-Day 1, p. commercial output given to you?
Ask: What are the words used Can you give sentences using those
1) Let the learners identify the
to tell when the party will be words?
secondary sources.
celebrated?
Ask: Did you ever try to Ask: Who among you are good at Ask questions like: Do “Let’s Try This” Do “Let’s Try This”
B. Establishing a purpose for deliver a speech in front of cooking? When is your birthday? Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
the lesson many people? What do you cook? How often do you visit your Week 6-Day 4, p. 1) (Quarter 2: Week 6-Day 5, p.
How did it feel? Let the learners share their doctor? 1)
personal experiences. When do we celebrate
Christmas?
C. Presenting examples/ Do “Let’s Study This” Read “Let’s Study This” Read “Let’s Study This” Do “Let’s Study This” Read “Let’s Study This”
instances of the new Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Adverbs of place and time Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
lesson (Quarter 2: Week 6-Day 1, 1: Week 6-Day 2, p. 1) Activity Sheet in English 6 Week 6-Day 4, pp. 1-2) (Quarter 1: Week 6-Day 5,
pp. 1-2) (Quarter 2: Week 6-Day 3, pp. pp. 1-2)
1-2)
Do “Let’s Do This” Do Task 1: Let’s Talk About It Answer “Let’s Do This” Discuss the guide questions in Do “Let’s Do This”
Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Task 1 analyzing a secondary source. Task 1-Talk about the
(Quarter 2: Week 6-Day 1, p. 2: Week 6-Day 2, p. 2) Activity Sheet in English 6 Answer “Let’s Do This” important things to
2) (Quarter 2: Week 6-Day 3, p. 2) Activity Sheet in English 6
D. Discussing new concepts remember in making
and practicing new skills composition.
#1

Do “Task 2” Continuous Answer “Let’s Do More” Answer “Let’s Do More” (Quarter 2: Week 6-Day 4, p. 2) Activity Sheet in English 6
E. Discussing new concepts Story Task 2 – Pick the Clues Task 2 (Quarter 2: Week 6-Day 5, p.
and practicing new skills Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 2)
#2 (Quarter 2: Week 6-Day 1, 2: Week 6-Day 2, pp. 2-3) (Quarter 2: Week 6-Day 3, pp.
pp. 2-3) 2- 3)
Do. “Let’s Do Some More” Do “Let’s Do Some More” Do “Let’s Do More” Do “Let’s Do More”
F. Developing mastery (leads Task 3 Task 3 Task 2 Task 2
to Formative Assessment Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6 (Quarter 2: Activity Sheet in English 6
3) (Quarter 2: Week 6-Day 1, p. (Quarter 2: Week 6-Day 3, p. 3) Week 6-Day 4, pp. 3-5) (Quarter 2: Week 6-Day 5, p.
3) 3)
Ask: In what situations can Ask: When can we apply using Ask: In what in real life Ask: Where do we apply the skill in Ask: How do visual media
G. Finding practical we apply the skill in context clues in real life situations? situations can we apply the skill analysing different sources? help us understand what is
applications of concepts delivering impromptu in composing clear and being depicted?
and skills in daily living remarks? coherent sentences using
adverbs of time and place?
Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember” Read “Let’s Remember This” Discuss to the class:
H. Making generalizations Activity Sheet in English 6 Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 A good composition has an
and abstractions about (Quarter 2: Week 6-Day 1, p. 2: Week 6-Day 2, p. 4) (Quarter 2: Week 6-Day 3, p. 4) (Quarter 2: Week 6-Day 4, p. 7) introduction, a body, and a
the lesson 4) conclusion.

Do “Task 4” Do “Let’s Test Ourselves” Do “Let’s Test Ourselves” Answer “Let’s Test Ourselves” Do “Let’s Test Ourselves”
I. Evaluating learning Activity Sheet in English 6 Task 3 Task 4 Task 3 Task 3
(Quarter 2: Week 6-Day 1, p. Activity Sheet in English 6 (Quarter Activity Sheet in English 6 Activity Sheet in English 6 Activity Sheet in English 6
3) 2: Week 6-Day 2, p. 3) (Quarter 2: Week 6-Day 3, pp. (Quarter 2: Week 6-Day 4, pp. (Quarter 2: Week 6-Day 5, p.
3-4) 5-6) 4)

Let the learners practice how Do “Let’s Enrich Ourselves” Task 4 Answer “Let’s Enrich Ourselves”
J. Additional activities for to deliver impromptu Activity Sheet in English 6 (Quarter Task 4
application or remarks in any event. 2: Week 6-Day 2, p.4) Activity Sheet in English 6
remediation (Quarter 2: Week 6-Day 4, p. 7)

V. REMARKS
VI. REFLECTION
A. No. of learners earned 80% in ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to
evaluation. the next objective. objective. next objective. objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
additional activities for remediation. additional activities for activities for remediation additional activities for activities for remediation additional activities for
remediation remediation remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught up ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
with the lesson the lesson lesson lesson lesson up the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation. additional activities for activities for remediation additional activities for activities for remediation additional activities for
remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
worked well? Why did these work? ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Group collaboration ___ ___ Group collaboration ___ Games well:
Games ___ Power PointPresentation ___ Games ___ Power PointPresentation ___ ___ Group collaboration
___ Power PointPresentation Answering preliminary ___ Power PointPresentation ___ Answering preliminary ___ Games
___ Answering preliminary activities/exercises Answering preliminary activities/exercises ___ Power PointPresentation
activities/exercises ___ Discussion ___ Case activities/exercises ___ Discussion ___ Case ___ Answering preliminary
___ Discussion ___ Method ___ Discussion ___ Method activities/exercises
Case Method ___ Think-Pair-Share (TPS) ___ Case Method ___ Think-Pair-Share (TPS) ___ ___ Discussion ___
___ Think-Pair-Share (TPS) Rereading of Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/Poems/Stories Case Method
___ Rereading of ___ Differentiated Instruction ___ Rereading of ___ Differentiated Instruction ___ Role ___ Think-Pair-Share (TPS)
Paragraphs/Poems/Stories Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories Playing/Drama ___ Discovery Method ___ Rereading of
___ Differentiated Instruction Method ___ Lecture Method ___ Differentiated Instruction ___ Lecture Method Paragraphs/Poems/Stories
___ Role Playing/Drama ___ Why? ___ Role Playing/Drama ___ Why? ___ Differentiated Instruction
Discovery Method ___ ___ Complete Ims Discovery Method ___ Lecture ___ Complete Ims ___ Role Playing/Drama
Lecture Method ___ Availability of Materials ___ Method ___ Availability of Materials ___ ___ Discovery Method ___
Why? Pupils’ eagerness to learn ___ Group Why? Pupils’ eagerness to learn ___ Group Lecture Method
___ Complete Ims member’s Cooperation in doing their ___ Complete Ims member’s Cooperation in doing their Why?
___ Availability of Materials tasks ___ Availability of Materials ___ tasks ___ Complete Ims
___ Pupils’ eagerness to learn Pupils’ eagerness to learn ___ ___ Availability of Materials
___ Group member’s Group member’s Cooperation in ___ Pupils’ eagerness to learn
Cooperation in doing their doing their tasks ___ Group member’s
tasks Cooperation in doing their
tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology
Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer Internet __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet
Lab __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Lab
__ Additional Clerical works __Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __ Additional Clerical works
__Reading Readiness __Lack Interest of pupils Interest of pupils Interest of pupils __Reading Readiness
of Interest of pupils __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
wish to share with other teachers? __ Making use big books from __ Making use big books from views of __ Making use big books from __ Making use big books from views of __ Making use big books from
views of the locality the locality views of the locality the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used as __ Recycling of plastics to be
used as Instructional Materials Instructional Materials as Instructional Materials Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Flashcards __Flashcards __Flashcards __Flashcards __Flashcards
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: ESP
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.LAYUNIN
A. Pamantayang Naipamamalas ang pag-unawa sa kahagalahan ng pakikipagkapwa-tao na may kaakibat na paggalang at responsibilidad
Pangnilalaman
B. Pamantayan sa Pagganap Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
Alamin: . Nakapagpapakita ng Isagawa: . Nakapagpapakita ng Isapuso: . Nakapagpapakita ng Isabuhay: Nakapagpapakita ng Subukin: Nakapagpapakita
C. Mga Kasanayan sa paggalang sa ideya o suhestyon paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o suhestyon ng paggalang sa ideya o
Pagkatuto ng kapwa kapwa kapwa ng kapwa suhestyon ng kapwa
Isulat ang code ng bawat 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa 3. 1 Pagkakawanggawa
3. 1 Pagkakawanggawa
kasanayan Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31 Code: EsP6P-IId-i-31
Code: EsP6P-IId-i-31

II.NILALAMAN Paksa: “ Pagkakawanggawa.” Paksa: “ Pagkakawanggawa.” Paksa: “Pagkakawanggawa.” Paksa: “Pagkakawanggawa.” Paksa:“Pagkakawanggawa.”

III. KAGAMITANG PANTURO


A. Sanggunian
1.Mga pahina sa Gabay ng Guro EsP – K to 12 CG d. 82
2.Mga Pahina sa Kagamitang
Pang-Mag-aaral
3.Mga pahina sa Teksbuk
4. Karagdagang Kagamitan EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang Markahan, EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang EsP6 DLP, Ikalawang
mula sa portal ng Learning Markahan, Linggo – Aralin13: Linggo - Aralin Markahan,Unang Linggo - Aralin 13: Markahan,Unang Linggo - Aralin Markahan, Unang Linggo -
Resource “Pagkakawanggawa.” 13:“Pagkakawanggawa.” “Pagkakawanggawa.” 13: “Pagkakawanggawa.” Aralin 1: Pagkamapanagutan
(responsibility)
B. Iba pang Kagamitang powerpoint presention, metacards, permanent marker at masking tape, Short video, (https://www.youtube.com/watch?v=HB9sdqd0tvc)
Panturo show me board.
IV.PAMAMARAAN
A. Balik-Aral sa nakaraang Pagbati ng guro ng magandang a.Pagbati sa mag-aaral. Magandang Buhay mga bata! Sino Magandang Umaga sa inyong Pagbati ng guro ng
aralin at/o pagsisimula ng buhay sa mag-aaral. b.Balik-aral. Itanong : sino ang mga lumiban sa klase? lahat mga bata! magandang buhay sa mag-
aralin Pagtitsek kung sinong lumiban 1.Tungkol saan ang ating talakayan b.Balik-aral sa nakaraang May mga lumiban bas a ating aaral.
sa klase. kahapon? talakayan. klase? Pagtitsek kung sinong
Ipabasa: “Pangkakawanggawa” 2.Anong pagpagpapahalaga ang Itanong. Bilang isang mag-aaral, lumiban sa klase.
Ano ang mahalagang kaisipan iyong natutuhan tungkol sa aralin paano mo ipapakita ang
ang nalalaman tungkol dito. sa hapon? Pagkakawanggawa?
3.Paano ito nakaimpluwensiya sa
iyong sarili bilang miyembro ng
lipunang iyong ginagalawan?
B. Paghahabi sa layunin ng Film viewing; a. Picture clues: May narinig o napanood ba Magbigay ng salitang maaring
aralin Magpakita ng video clip b. Ipakita ang mga larawan na kayong balita sa radio at iugnay sa pagkakawanggawa.
presentation nagpapakita ng mga sumusunod na telebisyon?
(https://www.youtube.com/wat kasunduan at pangako: Ano ang tungkol sa balitang
ch?v=HB9sdqd0tvc) c. Panuto: narinig o napanood?
Iguhit ang mukhang masaya
kung nagpapakita ng angkop na
larawan at kung hindi

angkop sa bawat larawan.


1: batang nag-aaway
2: pamilyang nagtutulungan
3: tumutulong sa biktima ng
kalamidad
4: batang tumulong sa matanda
sa pagtawid sa daan
5: batang inaalagan ang
matandang may sakit
C. Pag-uugnay ng mga Mga tanong: Pangkatin ang mag-aaral sa lima at (Magkaroon ng Pagbabalita Sumulat ng isang awit o tula na Pangkatin ang mag-aaral sa
halimbawa sa bagong aralin 1 .Ano ang iyong nakita sa Video ipakita ang kanilang gagawin. tungkol sa iba’t ibang kalamidad o tungkol sa pagkakawanggawa. lima at ipakita ang kanilang
clip na napanood? Tema: pagtulong sa mga batang gagawin.
2 .Ano ang binigay ng lalaki sa “Pagkakawanggawa” lansangan.)
batang babae? Ibigay ang rubrics para sa gawain Bawat pangkat ay
3. Kung ikaw ang batang babae, Pangkat Gawain magbabahagi ng isang
tatanggapin mo ba ang keyk? sitwasyon kung saan
Bakit? Paggawa ng makikita natin ang
4 Bakit binigyan ng lalaki ng keyk Unang pagkakawanggawa
pangkat rap
ang batang babae?
5. Ano ang nagbunsod sa lalaki Ikalawang Anunsiyo
kung bakit siya nagbigay?
pangkat
6.Bilang isang mag-aaral,
gagawin mo rin ba ang ginawa Paggawa ng
Ikatlong
ng lalaki sa video clip? Bakit pangkat Poster
7. Sa paanong paraan ka
makatutulong sa iyong kapwa Ikaapat na Pantomima
bilang isang mabuting bata? pangkat

Ikalimang Interbyu
pangkat
Bigyan sila ng limang minuto para
sa preparasyon at karagdagang
dalawang minuto sa presentasyon.
D. Pagtatalakay ng bagong Anong pagpapahalaga ang Talakayin ang mga ginawa ng mga Talakayin ang mga ginawa ng mga Tumawag ng dalawang boluntir Pakitang gilas ng bawat
konsepto at paglalahad ng mabubuo sa mga jumbled mag-aaral. mag-aaral. na maglalahad ng kanilang pangkat sa pagbabalita o
bagong kasanayan #1 letters na nasa pisara? ginawa. pagbabahagi ng isang
Itanong: sitwasyon kung saan
GAKAAKPAWAGAGAWN Bilang mag-aaral, ano ang makikita natin ang
mararamdaman mo kung ang pagkakawanggawa
isang kaibigan mo ay hindi
nagpakita saiy o ng
pagkawanggawa noong ito’y iyong
kailangang kailangan?

Bilang mag-aaral, ano ano ang


kaya mong gawin para sa mga
biktima ng kalamidad o mga
batang lansangan?

Paano mo maipapakita ang


pagkakawanggawa base sa inyong
ipinrisentang pagbabalita?
E. Pagtatalakay ng bagong Ipaliwanag ang pagkakaintindi Paano ito makaaapekto sa iyong . Pagtalakay sa sagot ng mga Balitaktakan
konsepto at paglalahad ng sa nabuong salita. pakikipagkapuwa-tao? mag-aaral.
bagong kasanayan #2 “Pagkakawanggawa” Ano pang mga pangyayari o Ano ang iyong isinaalang-alang sa
Pagtulong sa kapwa karanasan ninyo sa buhay na pagbuo ng iyong awit o tula?
Ng walang aasahang kapalit na nagkaroon kayo ng
anuman sa kanila kundi ang pagkakawanggawa?
salitang SALAMAT.
Gawin ito sa pamamagitan ng
Kailan ninyo ipinapakita ang paggawa ng isang poster.
pagkakawanggawa? Paano? Isa sa bawat pangkat.
. Tema: “Pagkakawanggawa”.
F. Paglinang sa Kabihasaan Sa inyong palagay, bakit mahalaga Sa iyong journal, isulat ang iyong Muling itanong ang nasa
(Tungo sa Formative Assesment ang pagiging mapagkawanggawa karanasan tungkol sa pagtulong Isabuhay at tumawag ng
) sa kapwa? sa kapwa. ilang mag-aaral upang
magbahagi.

G. Paglalapat ng aralin sa pang Anu ano ang mga naidudulot ng Bakit kailangang matuto na maging Ipabasa sa mga mag-aaral ang Bilang isang mag-aaral,
araw-araw na buhay pagkakawanggawa? mapagkawanggawa sa kapwa? Tandaan Natin. Ipaulit ng paano mo ipapakita ang
. dalawang beses upang tumimo sa Pagkakawanggawa?
isipan ng mag-aaral. Matapos
maipabasa ay tumawag na mag-
aaral na kung saan ay magbibigay
siya ng kanya idelohiya batay sa
tandaan natin.
H. Paglalahat ng Aralin Ano ang dapat gawin kapag Magkaroon ng maikling paglalahat Magkaroon ng maikling paglalahat Para sa iyo ano aang kahalagahan Bumuo ng paglalahat ukol
nagkakawanggawa? sa nakaraang gawain. sa nakaraang gawain. ng pagiging mapagkawanggawa? sa paksang apag-aralan sa
buong lingo.
I. Pagtataya ng Aralin Ipaliwanag sa sariling salita ang Bakit dapat maging Bigyan ng kaukulang puntos ang Sumulat ng maikling talata
salitang PAgkakawanggawa. mapagkawanggawa? ginawang tula o awitin ng mga tungkol sa kahalagahan ng
bata batay sa napagkasunduang pagkakawanggawa
rubric.
J. Karagdagang gawain para sa Bumuo ng Akrostik sa salitang Bumuo ng maikling awitin ukol sa Naniniwala ka bang “ Ang Gumawa ng panata tungkol
takdang-aralin at remediation Pangkakawanggawa pagkakawanggawa pagtulong ay isang kaligayahan sa pagiging
hindi kayang tumbasan ng mapagkawanggawa
anumang salapi?
V.MGA TALA

VI. PAGNINILAY
A. Bilang ng mag-aaral na
nakakuha ng 80% sapagtataya
B. Bilang mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin?
D. Bilang ng mga mag-aaral na
magpatuloy sa remediation?
E. Alin sa mga istrateheya ng Cooperative grouping, picture Clues, ICT Integration, Differentiated instruction
pagtuturo ang nakatulong ng
lubos? Paano ito nakatulong?
F. Anong suliranin ang aking
naranasan na solusyonan sa
tulong ng aking punongguro at
superbisor?
G.Anong kagamitang panturo Power Point making
ang aking nadibuho na nais
kong ibahagi sa mga kapwa ko
guro?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: FILIPINO
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


A. I. LAYUNIN
B. A. Pamantayang Naipamamalas ang kakayahan sa mapanuring pakikinig at pag-unawa sa napakinggan
Pangnilalaman Naipamamalas ang kakayahan at tatas sa pagsasalita at pagpapahayag ng sariling ideya, kaisipan, karanasan at damdamin
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 kasanayan 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 kasanayan sa paggamit ng wika sa komunikasyon at pagbasa ng iba’t ibang uri ng panitikan
C. B. Pamantayan sa Pagganap Nakapagsasagawa ng isahang pagsasadula tungkol sa isang isyu o paksang napakinggan.
Naiuulat ang isang isyu o paksang napakinggan.
Nakagagawa ng character profile batay sa kuwento o tekstong binasa.
Nakagagawa ng graph o dayagram upang ipakita ang nakalap na impormasyon o datos.
Naisasakilos ang isang paksa o isyung napanood.
Napapahalagan ang wika at panitikan sa pamamagitan ng pagsali sa usapan at talakayan, paghiram sa aklatan, pagkukuwento, pagsulat ng tula at kuwento.
D. C. Mga Kasanayan sa Nabibigyang – kahulugan ang Nagagamit nang wasto ang Nabibigyang-kahulugan ang Nasasagot ang mga tanong Nagagamit ang iba’t
Pagkatuto. Isulat and code sawikain na napakinggan. pandiwa sa pakikipag-usap sa iba’t matalinhagang salita. tungkol sa binasang anekdota. ibang bahagi ng
ng bawat kasanayan F6PN-IIf-28 ibang sitwasyon. F6V-IIf-4.4 F6RC-IId-f-3.1.1 pahayagan sa pagkuha
Naipapahayag ang sariling opinion o F6L-IIf-j-5 ng kailangang
reaksiyon sa isang napakinggang impormasyon.
balita, isyu o usapan. F6SS-IIf-7.1
F6PS-IIf-i-1
E. II. NILALAMAN Pagbibigay – kahulugan sa sawikain Paggamit nang Wasto ang mga Pagbibigay-kahulugan sa Pagsagot sa mga tanong sa Paggamit ng Iba’t Ibang
Pagpapahayag ng sariling opinion o Pandiwa ayon sa Panahunan sa Matalinhagang Salita binasang anekdota Pahayagan Ayon sa
reaksiyon Pagsasalaysay Pangangailangan.
Tungkol sa Kasaysayan
F. III. KAGAMITANG PANTURO
A. A. Sanggunian
1. Mga pahina ng Gabay ng
Guro
2. Mga pahina ng
Kagamitang Pang-Mag-
aaral
3. Mga Pahina sa teksbuk Hiyas sa Wika 5 pp. 82-87
4. Karagdagang Kagamitan MISOSA Blg. 10
mula sa portal ng
Learning Resources (LR)
B. B. Iba pang kagamitang
panturo
IV. PAMAMARAAN

A. Balik-Aral sa nakaraang Pagsasanay Pagsunod sa panuto na may 3-5 Paano binibigyan ng kahulugan o Paano ang pagsulat ng balangkas A. Alin sa mga
aralin at/o pagsisimula ng Isulat ang mga sumusunod na hakbang. kasingkahulugan ang mga salitang ng talambuhay? Ano-ano ang sumusunod ang likhang
bagong aralin parirala sa plaskard: ginamit sa pangungusap? dapat tandaan sa paggawa ng isip lamang? Sipiin sa
itaga sa bato 1.Pagsasanay balangkas? sagutang kuwaderno at
mababaw ang luha a. masustansyang agahan lagyan ng tsek (√) ang
mababa ang loob bukal sa mga kahong
loob L M S nasa unahan.
balitang-kutsero Talaarawan
magdilang anghel Kasaysayan ng Pilipinas
tulak ng bibig Alamat ng
namuti ang mata b. tunghayan ang pangyayari Matsing Mga
magaan ang dugo T N N Kuwento ni Lola
matalas ang ulo Basyang
Bernardo
Carpio Si Juan
c. maghapong nilakbay ang Tamad
pook
N L K

d. awala ang pangamba


T K T

e.
pagtila ng ulan
P H A

B. Paghahabi sa layunin ng Ano ang masasabi ninyo sa (Ipakita na larawan ng May kilala ba kayong tao na hindi Pagbasa ng anekdota ni Pangulong Kayo ba ay nagbabasa
aralin kakayahan at katangian ng bawat Monumento ni Bonifacio, nakatapos ng pag-aaral dahil sa Manuel L. Quezon ng mga pahagan. Anong
nilikha? Liwasang Bonifacio Oblation sa katamaran o kawalang interes na Ngayong araw na ito sagutin ang pahayagan ang
Ano ang dapat ninyong gawin sa Pamantasan ng Pilipinas) mag-aral? Ano ang katayuan niya mga tanong na: nababasa ninyo?
mga bagay na hindi na pwedeng Kilala ninyo ba ang gumawa ng ngayon sa buhay?
palitan o baguhin? mga sumusunod na iskultura?
Ngayon babasahin natin anng Sino ang “Tala ng Baler?” Ano (Ipakita ang halimbawa
kwento na mapupulutan mo ng nagagawa niya sa ating bayan? ng iba’t ibang uri ng
magandang aral upang maging higit pahayagan.)
kayong magsipag sap ag-aaral. Ano ang anekdota o talambuhay?
Ipasulat sa kwaderno ng mga mag-
Matutunan mo rin sa araling ito ang aaral ang kanilang paunang sagot
pagbibigay-kahulugan sa salitang sa mga tanong na binigay.
matalinhaga.
C. Pag-uugnay ng mga Ipaalala ang mga panatayan sa Basahin Mo BASAHIN MO TUKLASIN MO Ano ang makikita mo sa
halimbawa sa bagong aralin wastong pakikinig. Kilalanin natin si Guillermo Pagbasa sa kwentong “Litong-Lito si A. Pagbasa ng anekdota sa larawan?
Ano ang masasabi ninyo sa Tolentino. Ben” (nasa MISOSA Blg. 10, ph. 2-3) ibaba
kakayahan at katangian ng bawat 1. Sino ang batang di mahilig mag- Fernando Amorsolo
nilikha? (Iba-iba ang kakayahan at aral sa kwento?
katangian ng bawat nilikha.) 2.Ano ang sinabi ng kanyang guro B.Ngayong kayang-kaya mo nang
dahil palagi siyang walang takdang- unawain ang anekdotang
aralin? babasahin o paksang aralin sa
3.Ano ang pagkakaunawa ni Ben sa araw na ito.
sinabi ng guro?
4.Sino ang nagpaliwanag kay Ben sa
nais ipahiwatig ng guro?
Ang Dakilang Iskultor
5.Bakit dapat siyang mag-aral na
MARISSA : Nakita mob a ang
mabuti?
bantayog ni Andres Bonifacio sa
6.Ano ang dapat gawin ni Ben
Lungsod ng Caloocan?
upang hindi siya makakuha ng
AURORA: Hindi pa.
kalabasa sa Marso? Anong uri ng
MARISSA: Alam mo ba kung sino
salita ng makakakuha ng kalabasa?
ang gumawa ng bantayog na iyan?
AURORA: Hindi. Sino nga ba?
MARISSA: Siya si Guillermo
Tolentino, ang kilalang “Prinsipe
ng mga Manlililokna Pilipino.”
AURORA: Bakit siya tinawag na
“Prinsipe ng mga Manlililok na
Pilipino?”
MARISSA: Ganito iyon. Bata pa
man siya, mahusay na siyang
lumilok. Pinangarap niyang
makapag-aral sa Amerika
at natupad ang kaniyang
pangarap. Dahil sa kaniyang
kasipagan at kahusayan sa sining,
inirekomenda siya ng Pangulong
Wilson sa isang milyonaryong
Amerikano, si Bernard Baruch na
siyang tumustos sa kaniyang pag-
aaral sa Beaux Arts Institute.
Pagkatapos niyang makapag-aral
sa Estados Unidos, bumalik siya sa
Pilipinas at nagtayo siya ng studio.
Dito niya pinasimulan ang
kaniyang mga malikhaing gawa sa
sining na nagbigay sa kaniya ng
katawagang “Prinsipe ng mga
Manlililok na Pilipino.”
AURORA: Napakahusay palang
lumilok ni Guillermo Tolentino.
MARISSA: Bukod sa monumento
ni Bonifacio sa Caloocan at sa
Liwasang Bonifacio, bungang isip
din ni Tolentino ang Oblation sa
Pamantasan ng Pilipinas. Naigawa
rin niya ng busto sina Quezon,
Laurel, Roxas, at Magsaysay.
D. Pagtalakay ng bagong Pagsagot sa mga Tanong Pang- Papaano nakapag-aral sa Estados Basahin ang mga pangungusap na Bago natin basahin ang Pagtatalakay sa bawat
konsepto at paglalahad ng unawa Unidos si Guillermo Tolentino? hinango sa kwento. Pansinin mo anekdota ni Manuel L. Quezon bahagi ng pahayagan
bagong kasanayan #1 Sinu-sino ang tauhan sa akda? Bakit siya tinawag na “Prinsipe ng ang mga salitang may salungguhit. ating munang alamin ang pah 5-10
Paano naging magkaibigan sina 1.Tiyak na makakakuha ng kalabasa kahulugan ng ilang salitang
mga Manlililok na Pilipino?
Maki at Waldo? si Ben pagdating ng Marso. ginagamit dito. Ilahad sa pisara
Bakit nagkaroon ng problema si Ngayon, alam mo na kung bakit 2.Kailangang magsunog ka ng kilay ang mga sumusunod na mga
Maki? tinawag na “Prinsipe ng mga anak, upang makapasa ka sa Marso. salita. Liwanagin ang kahulugan
Ano ang kanyang ginawa upang Manlililok na Pilipino” si 3.Sabi po ng guro itlog naman ang ng mga ito sa pamamagitan ng
mabigyang kasagutan ang kanyang Guillermo Tolentino. May ilan pa ibibigay ko ngayon. paggamit sa pangungusap.
mga tanong sa buhay? akong katanungan sa iyo. a. pinanganak
Paano siya ginabayan ng kanyang Masasagot mo kaya? Ano ang tawag sa mga ito? b. piskal
nanay? Matalinhagang salita, di ba? Ito ay Pagbasa ng anekdota ni Pangulong
Nang nasa Estados Unidos na si
Nagtagumpay ba siyang magkaroon mga salitang tago ang kahulugan at Manuel L. Quezon
ng katulad na sungay ni Waldo sa Guillermo Tolentino, paano siya kadalasan ang mga salitang ito ay
kagubatan? Paano niya natanggap nakapag-aral sa Beaux Arts nakakadagdag sa lalong ikalilinaw
ito? Institute? ng diwang nais ipahayag.
Kahit ikaw si Maki at nakahihigit ng Pagkatapos niyang makapag-
katangian ang iyong kaibigan na aral sa Estados Unidos, ano ang
popular, maraming nagkakagusto, ginawa niya?
at mas matalino, ano ang gagawin
1. Inirekomenda siya ng
mo? Ibigay ang iyong sariling
opinion/reaksiyon? Pangulong Wilson sa isang
Kung ikaw naman si Waldo at milyonaryong Amerikano, si
napansin mong naiingit sa iyo ang Bernard Baruch na siyang
iyong kaibigan, ano ang gagawin tumustos sa kaniyang pag-aaral
mo? sa Beaux Arts Institute.
Bakit kaya nasabi ni Maki ang 2. Bumalik siya sa Pilipinas
“Ako’y isang kambing, dapat kong
at nagtayo siya ng studio
taggapin ang katotohanan?”
Ikaw, ano ang sasabihin mo sa pagkatapos niyang makapag-
inyong sarili upang matanggap mo aralsa Estados Unidos.
kung ano ka at kung anong Pansinin ang mga salitang may
mayroon ka? salungguhit sa pangungusap..
Ano-ano ang mga salita?

Ang mga ito ay nagsasaad ng


aspekto o panahunan ng pandiwa.
Nagbabago ang anyo ng pandiwa
ayon sa aspekto nito. May mga
tuntuning dapat sundin sa
pagbabago ng anyo ng pandiwa.
E. Pagtalakay ng bagong Pansinin ang mga pangungusap sa Tandaan Ngayon, bigyan mo ng kahulugan Pag-usapan ang nilalaman ng Sagutin mo nga ang mga
konsepto at paglalahad ng ibaba: • Ang pandiwa ay ang mga sumusunod na salitang binasang anekdota sa tanong.
bagong kasanayan #2 Sina Maki at Waldo ay lumaking nagsasaad ng kilos o galaw. matalinghaga. pamamagitan ng 1. Paano nasusulat ang
nakabuhol ang pusod. pagsagot sa mga tanong. mga pamagat ng mga
• Ang pagbabago ng anyo Hanapin ang kahulugan nito sa
Kapwa na sila nasa kasibulan ng balita?
buhay subalit walang nabago sa ng pandiwa ay nasa kanyang hanay B. Isulat ang titik ng sagot sa 2. Bakit tinawag na
kanilang samahan. panahon kung kailan ito sagutang papel. panlalawigang balita ang
Pumunta si Maki sa pusod ng gubat naganap, nagaganap o Hanay A nasa naunang pahina?
upang makita ang engkantada. magaganap. Hanay B 3. Bakit tinawag na
Tiyak ba ang kanilang mga • _____1. pagsusunog ng balitang pandaigdig ang
kahulugan? 1. Naganap o pangnagdaan kilay a. masama ang mga nasa pahinang ito?
Sabihin: Ang mga sinalungguhitan
– natapos na o nagawa na ang ugali
ay mga salitang patalinhaga
na karaniwang ginagamit sa araw- kilos. _____2. nagdilang angel
araw. Ito ay nagbibigay ng di- Halimbawa: b. masakit sa damdamin
tiyakang kahulugan ng salitang 1. Binaril si Rizal sa _____3. walang itulak-
isinasaad ito. Bagumbayan. kabigin c. nagkatotoo
Halimbawa: 2. Sinulat sa ang sinabi
Itaga sa bato (tandaan) damdaming makabayan _____4. pasang krus
Mababa ang loob (maawain)
ang tula. d. mayabang
_____5. tupang itim
2. Nagaganap o e. pag-aaral nang
pangkasalukuyan – kasalukuyang
ginagawa ang kilos. mabuti
Halimbawa:
1. Binabasa ang f.
Noli at Fili ng mga di-alam ang pipiliin
Filipino.
2. Sinusulat ang
kasaysayan ng bawat
bayani.

3. Magaganap o
panghinaharap – gagawin pa
lamang ang kilos.
Halimbawa:
1. Babasahin pa ang mga
aklat ni Rizal.
2. Isusulit ang bawat
kasaysayan.

• Ang salitang-ugat at
panlapi kapag pinagsama ay
makakabuo bg pawatas. Ang
pawata ay binabanghay sa tatlong
aspekto ng pandiwa.

Halimbawa:
panlapi + salitang-ugat =
pawatas

um + ulan = umulan

hin + basa = basahin

i + sulat = isulat

Pawatas umulan
Naganap umulan
Nagaganap umuulan
Magaganap uulan
F. Paglinang ng Kabihasaan Pagpapayamang Gawain Gawin Ninyo Pagsanayan Mo Pagsasagawa ng iba’t- ibang Sagutin Pagsanayan Mo
( tungo sa Formative Gawin Natin Salungguhitan ang mga pandiwang Basahin ang mga pangungusap at gawain na ibibigay sa bawat pah. 11
Assessment ) Panuto: Piliin ang mga ginamit sa sanaysay. Isulat ang bigyan ng pansin ang mga grupo.
sawikain sa pangungusap. aspekto o panahunan ng pandiwa. talinhagang may salungguhit. Piliin
Si Tandang Sora ang kahulugan nito sa lipon ng mga
1. Parang aso’t pusa ang mga Ang kasaysayan ng bansa salitang nasa ibaba ng bawat bilang.
anak ni Aling Azon; lagi na ay hindi kailanman mawawaglit sa 1.Para akong natutunaw na kandila
lamang nagbabangayan. alaala. Isa si Mechora Aquino sa noong kinagagalitan ako ni Bb.
2. Mahilig sa kompyuter at nagbigay kaganapan sa isang Reyes.
cellphone ang mga bagong kasaysayan. Si Melchora Aquino ay a. sumasama ang katawan
dugo. kilala rin sa pangalang Tandang b. hiyang-hiya
3. Madaling mapapansin ang Sora.. Matanda na siya noong c. naiinitan
bagong salta sa magulong sumiklab ang himagsikang 2. Tila siya patabaing baboy
lunsod. pinamumunuan ni Andres sa kanilang bahay.
4. Laging may ngiti sa Bonifacio. Kinupkop niya ang mga a. mahilig sa matatabang
kanyang mga labi tuwing Katipunero. Binigyan niya ng pagkain
naiisip niya ang bakas ng pagkain at tirahan ang mga ito. b. marumi ang katawan
lumipas. Inalagaan niya ang mga may sakit c. kain lang nang kain nang
5. Balat-sibuyas ka pala. at sugatan. Lahat ng dumudulog sa walang ginagawa
Biniro ka lang ay munting tahanan ni Tandang Sora 3. Mistulang pugon ang lugar
nagdamdam ka na agad. ay kanyang pinagyayaman, bata na pinagdausan ng palatuntunan
6. Sayang lang ang pakiusap man o matanda, babae man o kaya’t kami ay hindi nagtagal.
mo, bato ang kalooban ng lalaki. Nalaman ng mga Kastila ang a. mainit
taong iyan. kabutihan ni Tandang Sora, kaya’t b. masikip
7. Mahal niya ang babaeng siya ay hinuli at ipinatapon sa pulo c. madilim
iyon kaya bigay na bigay ng Marianas. Bumalik lamang siya 4. Talak siya ng talak na
siya sa lahat ng hilingin nang ang Pilipinas ay nasa parang inahin mula umaga
nito. pamamamhala na ng mga hanggang gabi.
8. Bukas na aklat ang buhay Amerikano. Isa siyang matapang a. daing nang daing
ng ating mga bayani. na Pilipino. Binabasa ng mga b. tawa nang tawa
9. Mga kasamang driver, Pilipino ang talambuhay niya at c. daldal nang daldal
konting ingat, may butiki patuloy na babasahin. Babalikan 5. Tigre si Ginoong Cruz sa
sa poste sa bandang kaliwa ang isang panahong makasaysayan kaniyang mga kasamahan.
ng susunod na kanto. ng bawat salinlahi. a. mabagsik
Gamitin ang kokote sa Gawin Mo b. mapaghatol
pagtatrabaho nang maiwasan ang Punan ng wastong pandiwa ang c. matapat
pagkakamali at nang hindi patlang sa talataan. Isaalang-alang 6. Kasintaas ng poste ang
mapagalitan. ang iba’t ibang aspekto ng mga panganay niyang anak.
pandiwa ayon sa pagkakaganap a. matangkad na matangkad
ng kilos na isinasaad sa bawat b. matalino
pangungusap. c. nangangayayat
7. Parang kiti-kiti ang batang
Bago pa man (dating) __________ ito.
ang mga Español sa bansa, ang a. mapag-usisa
ating mga ninuno ay may sariling b. malakas kumain
wikang (gamit) __________. (Sabi) c. malikot at di mapirmi
__________ na ang Tagalog ang
may pinakamayamang katangian
sapagkat nagtataglay ito ng mga
katangian ng ibang wika sa
daigdig. Kabilang na ang Latin at
Kastila. (Lagay) __________na ito
ang dahilan kung bakit (pili)
_________ batayan ng Wikang
Pambansang Tagalog. (Sikap)
___________ ng pamahalaan na
(ganap) __________ ang
pambansang wika. (Gamit)
__________ ito sa iba’ ibang
Sangay. Patuloy itong (turo)
___________ sa mga paaralan
upang lalo itong mapagyaman.
G. Paglalapat ng aralin sa Panuto: Ibigay ang kahulugan ng Isapuso Mo A. Basahing mabuti ang mga Isulat ang mga detalye para sa . Sabihin ang mababasa
pang-araw-araw na buhay mga sumusunod na sawikain. Sumulat ng isang talata pangungusap. sumusunod na mga bahagi ng sa sumusunod na mga
Pagkatapos gamitin sa tungkol sa paboritong mong Kopyahin mo sa isang kuwaderno buhay ni Manuel Luis M. Quezon. bahagi ng
pangungusap. bayani gumamit ng angkop na ang mga salita o lipon ng mga salita Gawin ito bilang pangkatang pahayagan.
may gatas pa sa labi pandiwa ayon sa panahunan. na matalinghaga at ibigay ang Gawain.gumamit ng manila paper. 1. Editoryal
hulog ng langit kahulugan nito. ____________________
maykaya sa buhay 1. Patuka lang sa manok ang . Kapanganakan : ____________________
magsunog ng kilay suweldo ni Monica sa trabaho niya. _____________
nag-agaw buhay 2. Walang kuryente kagabi, kaya a. Lugar: ________________ ____________________
parang hinahabol ng plantsa ang b. Petsa: _______________ ____________________
aking damit. _____________
3. Dumadaing si Nanay, kawitang 2. Mga Magulang : ____________________
palakol daw ngayon. ____________________
4. Malaki na ang ipinagbago ni Kuya a. Nanay: _______________ _____________
Cenon, mataas na ang kanyang b. Tatay: ______________ 2. Kolum ng Manunulat
lipad. 3. Pag-aaral/ Paaralang pinasukan
5. Ingat na ingat akong kausapin si ____________________
Bb. Austria, balat-sibuyas kasi siya. a. Elementarya: ___________ ____________________
B. Ngayon naman gamitin mo sa c. Kolehiyo: _____________ _____________
sarili mong pangungusap ang mga b. Sekondarya: ____________________
napili mong matalinghagang salita. ______________________ ____________________
_____________
4. Mga Tungkulin sa Bayan ____________________
a._____________________ ____________________
c________________________ _____________
3. Pangunahing Balita
b.___________________ ____________________
d._______________________ ____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
4. Anunsyo
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
5. Balitang Pang-isports
____________________
____________________
_____________
____________________
____________________
_____________
____________________
____________________
_____________
H. Paglalahat ng Aralin Ano ang sawikain? Ano ang pandiwa? Ano ang tinatawag na Patnubayan ang mga bata sa Basahin ang Isaisip Mo
Paano nabibigyang-kahulugan ang Ano ang tatlong aspekto ng “matalinhagang” salita? pagbubuo ng paglalahat , Itanong: pah. 10
sawikain? pandiwa? Ang matalinhagang salita ay mga “ Ano ang anekdota?
salitang may malalim na kahulugan.
Ito ay kadalasang binubuo ng
tamabalang salita na ang kahulugan
ay naiiba sa kahulugan ng dalawang
salitang pinagtambal.
I. Pagtataya ng Aralin Panuto: Ibigay ang kahulugan ng Panuto: Gumawa ng dalawang Panuto: Buuin ang balangkas batay sa Piliin ang titik ng tamang
mga sawikaing nakasalungguhit. hanay sa sagutang papel: Hanay A Piliin mo ang titik ng detalye ng binasang anekdota. sagot sa sumusunod na
Piliin ang sagot sa loob ng at Hanay B. Isulat sa hanay A ang matalinghagang salita na tugma sa “ Ang Tala ng Baler” kalagayan.
panaklong. wastong pandiwang dapat sa isinasaad ng pangungusap. I. Sino si Manuel Luis M. Isulat ang sagot sa
1. Si Andres Bonifacio ay patlang at sa hanay B ang aspekto Isulat ang titik ng sagot sa sagutang Quezon? sagutang kuwaderno.
isang anak-pawis. ( ng pandiwang dapat sa patlang at kuwaderno. a.
sa hanay B ang aspekto nito. a. naniningalang pugad _______________________
mayaman, maramdamin, 1. (Gawa) __________ ng b. halik-hudas 1. Wala kang trabaho.
mahirap) ating malikhaing Ifugao ang c. kakaning-itik II. Ano-ano ang mga katangian Aling bahagi ng
2. Mahilig kumanta tuwing Hagdan-hagdang palayan sa d. taingang kawali ni Pangulong Manuel L.Quezon? pahayagan ang titingnan
umaga ang kapitbahay Banaue. e. isang kahig, isang tuka a. mo?
mo, e boses palaka 2. (Tibay) __________ nila f. bantay-salakay ______________________ a. Palaisipan
ang gilid ng bundok. 1. Binata na si Eric. Palagi siya sa b. Kolum ng mambabasa
naman. (sintonado,
3. . (Patag) __________ nila kapitbahay na si Thelma. Si Thelma b._______________________ c. Anunsyo
palaka ang tinig, ito upang magawang pinitak na ay dalaga. Si Eric ay III. Ano-ano ang mga nagawa d. Pangulong balita
maganda ang boses) taniman ng palay. _________________ na. niya sa bayan? 2. Ibig mong alamin ang
3. Hawak sa ilong ang lahat 4. Itang daang taon ang 2. Tawag nang tawag ang ina kay pananaw o pakahulugan
ng pulis sa nais ng pinuhunan ng masisipag nating Romy. Naririnig ni Romy ang tawag a.___________________________ ng publisher o
kanilang alkalde. mga ninuno bago (tapos) ngunit hindi siya sumasagot. _ palimbagan
( hinawakan ang ilong, _________ ang palayan sa Patuloy siya sa ginagawa at parang sa isyu tungkol sa unang
sunud-sunuran, may kabundukan. walang naririnig.Siya ay may b.__________________________ 100 araw ng Presidente.
sariling paninindigan) 5. Isa na ito sa kahanga- _____________________. _ Alin sa mga
4. Bakit kaya lagi na lang hangang tanawin sa mundo na 3. Gabi-gabi si Aling Linda ay sumusunod ang
butas ang bulsa ng (dayo) ___________ ng mga nawawalan ng paninda. Nagtataka sasangguniin mo?
kapitbahay kong turista. siya kung bakit nagkagayon, a. Pahinang pang-isport
negosyante? Parati na samantalang may pinagbabantay b. Kolum ng isang
naman siya. Naghihinala tuloy siya manunulat
lang sinasabing wala
na ang pinagbabantay niya ay isang c. Editoryal o pangulong
siyang pera tuwing ako’y ____________. tudling
manghihiram. 4. Matipid si Ana. Hindi siya palabili, d. Balitang
5. Kinain ng abo ang hindi siya namimili ng mamahaling pampamayanan
malaking bahay na bagay. Ang kita nila ay halos hindi 3. Ibig mong malaman
katatayo pa lamang na sumasapat sa kanilang gastos. Sila ang opinyon ng isang
pag-aari ng mag- ay ______________________ . indibidwal sa isyu
asawang drug-lord na 5. Sa lahat ng bata sa aming looban, tungkol sa
taga Pasil, Cebu City. kaawa-awa itong si Ramon. Kayang- brownout. Alin dito ang
( may abo ang bahay, nasunog, kaya siyang paiyakin ng kapuwa at babasahin mo?
pinagnakawan) siya ay laging tampulan ng a. Kolum na isang
panunudyo. Siya ay manunulat
_______________sa aming pook b. Balitang pandaigdig
c. Pahinang
pampalakasan
d. Editoryal
4. Aling bahagi ng
pahayagan ang
gagamitin mo upang
maaliw?
a. Balitang
pampamayanan
b. Pitak Palaisipan
c. Pangunahing Balita
d. Anunsyo
5. Pinakahuling balita
tungkol sa paboritong
laro ang mababasa sa
bahaging
ito. Aling pahina ito?
a. Pitak-artista
b. Mga anunsyo
c. Palakasan
d. Pandaigdig na balita
J. Karagdagang Gawain para Ibigay ang kahulugan ng mga Banghayin ang mga pawatas sa May mga matalinhagang salita sa Sumipi o magsaliksik ng isang
sa takdang aralin at sumusunod na sawikain tatlong aspekto ng pandiwa. loob ng kahon sa ibaba. Pumili ka anekdota ng buhay ng isang
remediation pabalat-bunga ng 4 at gamitiin mo ito sa sarili naging kapitan ng inyong
magtaingang-kawali Pawatas Naganap mong pangungusap. barangay. Isulat ito sa isang papel.
kuskos-balungos Nagaganap Magaganap agaw-buhay
magdalang-tao 1. awitin malamig ang kamay
taas ang noo 2. bumili bukas-palad
3. magluto utak-lamok
4. talunin magaan ang loob
5. puntahan basing-sisiw
6. maglaba
7. dumikit
8. kumanta
9. magsimba
10. itanim
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng 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 solusyonan sa
tulong ng aking punongguro
at superbisor?
G. Anong kagamitang
panturo ang aking nadibuho
na nais kong ibahagi sa mga
kapwa ko guro?
GRADE 6 School: Caingin Elementary School Grade Level: 6
Teacher: Rafael L.Gongon Learning Area: MAPEH
DAILY LESSON LOG

DANTE S. LIONGSON, Ph. D.


Teaching Dates and Time: SEPTEMBER 16-20, 2019 (WEEK 6)/ 2ND QUARTER Check by: Principal III

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


G. I. OBJECTIVES

A.Content Standards The learner understands the Demonstrates understanding of participation in and assessment of Demonstrates understanding of Demonstrates the
importance of keeping the school physical activities and physical fitness. shapes, space, colors, and the concept of melody by
and community environments principles of emphasis, harmony using intervals in the
healthy. and contrast in digital painting major scale and in the
and poster design using new minor scale.
technologies.
B.Performance Standards The learner demonstrates Participates and assess performance in physical activities. Applies concepts on the use of Applies learned
practices for building and Assesses physical fitness software in creating digital concepts of melody and
maintaining healthy school and paintings and graphic design. other elements to
community environments. composition and
performance.
C.Learning Competencies/Objectives Describes Proper Ways of Waste Assesses regularly participation in physical activities based on the Appreciates the elements and Sing and plays solo or
Disposal Philippines physical Activity Pyramid principles applied in lay outing with group, melodies/
H6CMH-IIf-6 PE6PF-IIb-h-18 A6PR-IIf songs in c major, G.
Observes safety precautions major, and f major
PE6GS-IIb0-h-3 MU6ME-IIa-3
Explains the nature background of the games
PE6-IIb-1
Describes the skills involved in the games
PE6GS-IIb-2
II.CONTENT Proper Waste Management Assessment of Physical Activities and Physical Fitness Digital Painting Graphic Melody
Invasion Game: Hopscotch (Piko)Chinese garter Design(Poster)
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages Misosa module 14
Module 3,4 and 6
3.Textbook pages Enjoying Life trhough Music, Arts, The 21st Century MAPEH in Action, p.206-207 Enjoying Life trhough Music, Arts,
Physical education and Health 6 Physical education and Health 6
pp.46-53 pp. 54-58
4.Additional materials from learning K to 12 basic education
resource (LR) portal curriculum Guide 6
B.Other Learning Resource LCD Projector, Netbook, LCD Projector, lapel, Netbook, Powerpoint, lapel, Chalk, pamato Projector, Powerpoint
Powerpoint, cut-outs, lapel presentation, netbook, gadgets
IV.PROCEDURES
A.Reviewing previous lesson or Recall the different types of What games have you played with What game have we played What was the most attractive
presenting the new lesson wastes. (Teacher should prepare your friends and classmates? yesterday? poster you have ever
cut-out letters for this activity.) What local materials did we seen?Explain what it looks like
Each group has jumbled words use? and why you like it?
that they should arrange as fast as How to play piko? What key is shown in
they could. The first group who the staff?
will do it correctly wins.
Ask: 1. How can we lessen the
wastes or garbage in our home? In
our school? In our community? What key if it has one
2. What are the practices that you sharp? Where is do
do? (Process all the answers) located?

What is the key


signature if there is one
flat ? Where in the staff
is flat located?

B.Establishing a purpose for the Show a picture of children playing Would you like to play another Show a sample of poster
lesson “Piko traditional game? What is the key
Can you guess this game? signatures

What do we call it? What


elements do you see in this
poster?

What is the key


signature of the song
What do you call this game?
Roses? Where is do
How to play this game?
located? What musical
Do you know how to play this
symbol can you see in
game?
the staff?
C.Presenting Examples/ instances of Let the pupils view a video on how Video watching: Show another sample of a poster, Let the pupils listen to
the new lesson to play piko. “Chinese garter” let them study the elements and the song as the teache3r
principles used
https://www.youtube.com/watch https://www.youtube.com/wat plays the recorder or
?v=6Od2e1I7Nzc ch?v=XCwVP8exQ-c lapel.
Pupils try to learn the
song.
D.Discussing new concepts and Show them pictures: What is Piko? How to play chinese garter? What is a poster?
practicing new skills #1 A How do we play piko? What do What localize material can we
we need in order to play Piko? use to play chinese garter? What elements and principles
What are the different rules to are used in lay outing this poster?
foloow in pkaying Piko? .
Why are posters
created?

B. What is the tilte of the


song? What key
signature?

Let the pupils describe each


container in the picture A and B.
(Annex 1)
Ask. Why do we need to put our
waste in the right container?
What can you say about the
E.Discussing new concepts and Rules to follow: Teacher prepares the playing Let the pupils design and create Listen as I play the song,
phrase “May Pera sa Basura”?
practicing new skills #2 Objective: To hop and jump on area and show actual a poster by using the MS then try to sing it by
each square using one or both feet demonstration of playing Publisher following the tune of
Teacher will post on the board
without stepping on the lines chinese garter. the song.
the terms:
 Biodegradable, Non-
Group the pupils into 4
biodegradable, Reuse,
then allow them to
Reduce and Recycle.
choose which song they
Describe the difference of each
are going to sing.
terms briefly.
Reduce- to make (something)
Give them ample time
smaller or lesser in amount.
to practice.
Examples: purchasing items with
less packaging, minimizing food
waste by planning every meal,
buying things that you only need.
Reuse – to use (something) again.
Examples: carrying eco-freindly
bags when buying product, using
reusable tumblers and food
containers.
Recycle- to make (something)
from things that have been used
before.
Examples: using food waste as
plant fertilizer (composting),
recycling high grade paper into
low-grade paper (news-print),
using tires/PET bottles as plant
pots. Warm up exercises
Biodegradable- capable of being Execution of the invasion game in
decomposed by bacteria or living outdoor.
organism. Instruct the learners to perform
Examples: animal and human warm-up exercises to prevent
wastes (manure), dry injury and muscle pain.
leaves/twigs, spoiled food, dead a.head bending
animals etc. b.neck twisting march in place
Non-biodegradable – type of c.arms stretch d.hands
waste that can’t be broken down shake
into its base compounds. e.knee rotation
Examples: radioactive material, f.feet shake
metal, rubber, needles, electronic
parts etc.
F.Developing Mastery Activity: “SINGING” Pupils execute the game while the Pupils perform the chinese Hands on! Group presentation
Song: Waste Disposal Method teacher supervises. garter as the teacher Teacher supervises
Tune: “Are you sleeping, brother supervises
John”
Waste disposal, waste disposal
Proper waste disposal
Reduce, reuse, recycle
Landfill and composting
Separation and combustion
G.Finding Practical application of What do you do to make your What instances can we relate in What skills did you develop Why do we need to sing
concepts and skills in daily living home, school, and community our daily life the game Piko? while playing the chinese listen to a song intently?
clean? Why should we not forget our laro garter? Why are songs
ng Lahi games? In what activity at home can important to us?
Why do we need to implement you apply these skills?
proper wastes disposal?
H.Making generalization and Describe the proper ways of Piko is a game where players play How is chinese garter being Purpose of a poster
abstraction about the lesson disposal? in a drawn rectangular-shaped box played? Is to communicate a message.
What are the benefits of with usually 10 sections. It can be
practicing proper waste disposal? played individually or by teams. Posters should be engaging
They need a stone (pamato) and enough to capture their attention
the enjoyment begins. because it is a powerful tool to
inform, persuade or promote.

Elements and principles used are


color, shape, form, texture, line,
emphasis, harmony and contrast

I.Evaluating learning Write T if the statement is true List down five(5) skills that you Did you enjoy the game? Use the rubrics in grading the Giving grade using
and F if the statement is false. developed in the game” Piko” What skills did you learn? output of each pupil rubrics to the group
__ 1. We can recycle the glass When you lose the game, what CRITER 5 3 1 presentation
bottles and jars. value did you show? IA
__ 2. Plastics can be reduced if Releva Very Rele Irrel
we use it properly. nce to relev vant evan
__ 3. Spoiled foods can be used the ant to t to
as fertilizer. theme to the the
__ 4. Junked papers like news the the the
papers are not recyclable. them me me
__ 5. Old clothes can be used as a e or or or
new one. topic topic topic
Creati Dem Dem Dem
vity onstr onst onst
ate rate rate
origin 3 0f 1
ality, 5 com
fluen com pone
cy, pone nts
flexib nts of
ility of creat
and creat ivity
elabo ivity
ratio
n
Visual Illustr Illust Illust
Impact ation ratio ratio
is n is n is
very clear uncl
clear and ean
and quit and
very e unre
realis reali alisti
tic stic c
J.additional activities for application Draw/ cut a picture of game Piko or Chinese garter then write a Continue the unfinished work Copy a song in C
or remediation simple explanation on how to play the game paste it in your portfolio Major,G Major and F
major place it in your
portfolio
V.MGA TALA
VI.PAGNINILAY
A.Bilang ng mag-aaral na nakauha ng ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move
80% sa pagtatayao. next objective. objective. next objective. next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery 80% mastery
B.Bilang ng mag-aaralna ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
nangangailangan ng iba pang Gawain additional activities for remediation activities for remediation additional activities for additional activities for remediation require additional activities
para sa remediation remediation for remediation
C.Nakatulong ba ang remedial? Bilang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ng mag-aaral na nakaunawa sa aralin. ____ 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
lesson lesson lesson lesson caught up the lesson
D.Bilang ng mag-aaral na ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
magpapatuloy sa remediation additional activities for remediation activities for remediation additional activities for additional activities for remediation require additional activities
remediation for remediation
E.Alin sa mga estratehiyang pagtuturo Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
ang nakatulong ng lubos?Paano ito ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Group collaboration ___ ___ Group collaboration ___ well:
nakatulong? Games ___ Power PointPresentation ___ Games Games ___ Group collaboration
___ Power PointPresentation ___ Answering preliminary ___ Power PointPresentation ___ ___ Power PointPresentation ___ ___ Games
Answering preliminary activities/exercises Answering preliminary Answering preliminary ___ Power
activities/exercises ___ Discussion ___ Case activities/exercises activities/exercises PointPresentation ___
___ Discussion ___ Case Method ___ Discussion ___ ___ Discussion ___ Case Answering preliminary
Method ___ Think-Pair-Share (TPS) ___ Case Method Method activities/exercises
___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ ___ Discussion
Rereading of Paragraphs/Poems/Stories Rereading of Rereading of ___ Case Method
Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery ___ Differentiated Instruction ___ Differentiated Instruction ___ ___ Rereading of
Role Playing/Drama ___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Paragraphs/Poems/Stories
Method ___ Lecture Method Why? Discovery Method ___ Lecture Method ___ Lecture Method ___ Differentiated
Why? ___ Complete Ims Method Why? Instruction ___ Role
___ Complete Ims ___ Availability of Materials ___ Why? ___ Complete Ims Playing/Drama ___
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group ___ Complete Ims ___ Availability of Materials ___ Discovery Method ___
Pupils’ eagerness to learn ___ member’s Cooperation in doing their ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Lecture Method
Group member’s Cooperation in tasks Pupils’ eagerness to learn ___ Group member’s Cooperation in Why?
doing their tasks Group member’s Cooperation in doing their tasks ___ Complete Ims
doing their tasks ___ Availability of
Materials ___ Pupils’
eagerness to learn ___
Group member’s
Cooperation in doing their
tasks
F.Anong sulioranin ang aking __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
naranasan na solusyunansa tulong ng __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
aking punungguro at superbisor? __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims behavior/attitude
__ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology __ Unavailable Technology __ Colorful Ims
Equipment (AVR/LCD) (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Science/ Computer
__Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of __Reading Readiness __Lack of Internet Lab
Interest of pupils Interest of pupils Interest of pupils Interest of pupils __ Additional Clerical
works __Reading
Readiness __Lack of
Interest of pupils
G.Anong kagamitang panturo ang Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
aking nadibuho nanais kong ibahagi __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
sa kapwa ko guro? __ Making use big books from views __ Making use big books from views __ Making use big books from __ Making use big books from views __ Making use big books
of the locality of the locality views of the locality of the locality from 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 as __ Recycling of plastics to
Instructional Materials Instructional Materials as Instructional Materials Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition Materials
__Flashcards __Flashcards __Flashcards __Flashcards __ local poetical
composition
__Flashcards
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of order of operations, ratio and proportion, percent, exponent, and integers
B. Performance Standard The learner is able to apply knowledge of order of operations, ratio and proportion, percent, exponent, and integers in mathematical problems and real-life situations
C. Learning Competencies / Gives the meaning of Evaluates an expression States, explains, and interprets Evaluate an expression with two Evaluate an expression with
Objectives exponent, and base involving exponents parenthesis, multiplication, division, different operations without more than 2 operations with
Describes the exponent and Gives the value of numbers addition, subtraction (PMDAS) or exponents and parenthesis/ exponents and
the base in a number expressed in exponential grouping, multiplication, division, grouping symbols parenthesis/grouping symbols
expressed in exponential notation. addition, subtraction (GMDAS) rule. M6NS-IIf-149 M6NS-IIf-149
notation. M6NS-IIf-147 M6NS-IIf-148
M6NS-IIf-146
II. CONTENT Exponent and base meaning of exponent and PMDAS and GMDAS Rule Evaluating expressions Evaluating an expression with
base more than 2 operations with
Evaluating expressions exponents and
involving exponents parenthesis/grouping symbols

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages Lesson Guide in Elem. Math Gr. Lesson Guide in Elem. Math Lesson Guide in Elementary . Math Textbook M6NS-IIf-149
6 p.6 Gr. 6 p.9 Mathematics Grade VI pages 14, 17, Curricilum Guide Math 6: Math Textbooks
DLP Gr. 6 Module 1 DLP Gr.4 Module 32 23-24, M6NS-IIf-149 Lesson Guide in Elem. Math
Curriculum Guide Math 6:. M6NS- Gr. 6 p.13, 17, 21, 25, 28
IIf-148

2. Learner’s Materials pages


3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Power point presentation Power point presentation Power point presentation Power point presentation Power point presentation
IV. PROCEDURES
A. Reviewing previous lesson Let the pupils describe the Drill A.Drill a. Activity 1 – Game on 1. Drill
or presenting the new lesson pattern shown. Game: Think and Try Evaluating the expression Numerical Expressions a. Activity 1 – Evaluating
Can you find a pair of numbers Mechanics: b. Activity 2 – Game on the Expression
whose sum is equal to their Form 4 groups of pupils. Naming the Word Expression b. Activity 2 –
product? The teacher flashes the cards with c. Review past lessons Completing the Evaluation
Fig. 1 Fig. 2 Fig. 3 Example: 2 + 2 = 2 x 2 = 4 expressions. (Refer to TG) (Refer to TG)
Expected Answers:
Let them draw the next figure 3 + 1.5 = 3 x 1.5 = 4.5 The groups are given 60 seconds to
in the pattern. 5 + 1.25 = 5 x 1.25 = 6.25 evaluate the expression.
How many squares are there in 11 + 1.1 = 11 x 1.1 = 12.1 One member of each group
the 2nd figure? in the 3rd simultaneously goes to the board
figure? and writes the answer.
Discover the rule in finding the The teacher checks the answer.
next figure? The group with the most number of
How many squares will be in correct answer wins
the fifth figure? Sample item:
a.3×4+1 = b.62+3 =
c. (6+3) + 2 = e. (15 + 3) × 2 =
d. (16 ÷ 4) × 3 =
B.Have a review on the divisibility
rules. Provide exercises written on
the flash cards.

B. Establishing a purpose for a) Show pictures of the Ask: What are the different Ask pupils about the Ask the pupils about the What do you observe when
the lesson map of the Philippines and of dreaded diseases? (TB, cancer, occupation of their parents. somebody in your home is
occupation of their
General Emilio Aguinaldo and etc.) Let them tell how they help sick? Does he take medicine?
let them read the following Today we are going to read parents. Let them tell how their parents earn a living. Is it liquid or tablets? How are
sentences. something about cancer cells. tablets kept?
they help their parents
1) General Emilio
Aguinaldo is the First President earn a living.
of the Philippine Republic.
2) The Philippines is in
Southeast Asia.
3) Most Filipinos
celebrate Christmas in the 10th
month of the year.
b) Ask them which
sentence is true or false. Let
them tell why.
c) If sentences can be
true or false, in mathematics
there are sentences that are
either true or false.
C. Presenting Activity 1: Present this problem Present the selection below Present the situation to Activity 1 – Use of Role Play in a. Activity 1 – Use of
Examples/Instances of new Rhoda has to sew a tablecloth In a particular clinical a Sari-Sari Store Flats and Longs
the class.
lesson 9 dm by 9 dm for their square- research, a special type of In a certain drugstore, the
shaped table in the living cancer cells affecting the skin Lulu comes from school with a heavy Jethro was helping his mother pharmacist daughter of the
room. How big is the area of was discovered to exist as a heart because of homework. Her in their store when a delivery owner helps her mother
the tablecloth? pair in the beginning and was elder brother gives her a helping man delivered 20 dozens of account the medicines for
found out to double every 24 hand. He has seen the following: eggs at 42 a dozen. If the fever. She finds specialized
hours. The table shows the Evaluate the expressions: delivery man gave him 160, square holders of tablets. She
listing of the number of cancer 12 – 3 + 18 ÷ 6 × 3 how much was his money? has recorded 4 groups of 10
cells present for the first 10 7×9–3+8 Was he right in asking for a layers of 10 tablets on each
days. 18 – 12 ÷ 6 + 7 change of 260, if his money side of the holders and 6 sets
9×9÷3–9+6 was 1,000? Why? of 10 tablets. Is she right in
16 ÷ 4 × 5 – 7 + 8 Ask the following questions: reporting that there are 40 060
Ask: What are the given data? Who helped mother in the tablets? Why?
What operations must be done first? store? 1) Ask the pairs of pupils
second? next? last? Why? Who delivered dozens of eggs? the questions below:
How many dozens of eggs were a) What is the profession of
delivered to them ? the daughter of the drugstore
If you were Jethro: owner?
will you help your family earn a b) What does the pharmacist
living? Why? do?
will you keep the change given c) What does she find?
by the delivery man? Why? d) If you were the pharmacist,
Have each pair of pupils act it will you also have a systematic
out using play money and ask arrangement of your
them to answer the following: medicines? Why?
What are the given data?
What are the operations to be
used?
.
D. Discussing new concepts and Answering questions about the What do you notice about the Encourage the pupils to work in Lead each pair of pupils to 2)Have each pair of pupils use
practicing new skills #1 problem cancer cells from day 1 to day pairs. Have each pair of pupils think of an expression related flats and longs to visualize the
How will you find the area of 10? (They are doubled each evaluate the expressions. to the problem. problem. Let them answer the
the table cloth? day.) Lead the pair of pupils to process Let them evaluate the following questions:
What number sentence will be How is this obtained? how to get the answer. expression they have a) What will you find in the
used to solve the problem? (The number of cancer cells in formulated. problem?
Are the two quantities equal? a given day is obtained by 160 + (20 x P42) b) What are the data given?
Write the equation about the multiplying the number of 160 + P840 c) What are the operations to
problem. (9 x 9 = 81) cancer cells present on the 1,000 money of Jethro be used?
How many times did you preceding day by 2 since the Require them to analyze the 3) Lead each pair of
multiple 9 to get 81? The cancer cells double daily.) operations they used in pupils to think aloud of a
product 9 x 9 can be written as If we try to rewrite this arriving at the exact change numerical expression about
power of 92 where 9 is the product in terms of the the problem.
base and 2 is the exponent. number of cancer cells (4 x 103) + (6 x 10)
present on the first day, we 4) Ask them to decide
The exponent tells how many will have the following table: on: Is she right in reporting
times the base is used as a that they have 40 060 tablets?
factor to form a product. Why? Have them evaluate the
The base is the factor which is expression as in:
to be multiplied by itself the (4 x 103) + (6 x 10)
number of times indicated in (4 x 1000) + (6 x 10)
4000 + 60
the exponent to obtain the 4060
product. 5) Draw from the pairs
of pupils through analysis
In the problem, how big is the which operation should be
tablecloth to be sewed by done first, second, next, and
Rhoda? last. Include also in the
Write the equation for the analysis the meaning of
problem in exponential parenthesis in the expression
notation of the problem. and the direction it gives when
Valuing: evaluating the expression.
a) Who has to sew a
tablecloth?
b) Where will she put
the tablecloth?
c) If you were Rhoda,
will you also sew a tablecloth?
Why?

E. Discussing new concepts and Pair-share: Activity 2 Let us focus our attention on After all the pairs process their Group Activity– Use of Test b. Activity 2 – Use of
practicing new skills #2 The side of a small cutout the expression that describes answers, ask: “How did you find the Items Illustration
square is 7cm. What is its area? the number of cancer cells in a activity? How were you able to come Tita was absent for a week Emma helps her mother
Write an expression about the given day in terms of cancer up with the correct answers? What because she was sick. When arrange the items in their
problem. cells present on the first day. did you do?” she went to school, she had to store. Her mother has
What is the equation? This is seen in the second Discuss with the take a test. Few of the items specialized square tray for
column of table 2. pupils the rules on how they were given are shown below. quail eggs. She finds 4 groups
Can you write 7 x 7 in another What can you say about how able to solve the order of operations. a) 2x3+4 of 5 rows with 5 quail eggs
way? How? the expression is written? Give more examples. b) 7x9–3 placed in trays and 3 groups
What do you call 7 in 72? 2 in Why? (It becomes tedious Solutions: c) 18 – 12  2 with 10 quail eggs. She
72? because we write the number d) 35 – 6 x 3 informs her mother that they
What is the exponent? base? repeatedly.) e) 3x2+4 have 1 030 quail eggs. Is she
It is for this reason that in f) 48  12 + 8 right? Why?
1637, Rene Descartes, a Can you answer these? Let us Have the pairs of pupils
French mathematician, try to answer the items. answer the following
introduced a system of writing Ask each pair of pupils to questions:
numbers indicating repeated answer the following Who helps her mother in the
multiplication. questions: store?
What can you say about Rene What facts are given? What does Emma do to help
Descartes? Do you want to be What operations are in each her mother?
like him someday? Why? problem? Which operations If you were Emma will you also
Now, here is another table, come first? Which operation arrange the items for sale in
let us study this table. will you do first? the store of your mother?
Guide each pair of pupils to Why?
evaluate the expressions
Discuss the presentation under Ask each pair of pupils the
Explore and Discover on LM Then, questions below. Use these
give the following exercises. illustrations. (Refer to TG)
Ask the pupils to perform the series What facts are given?
of operation. What are the processes to be
In general, if N is the number 1.(7 × 9) + (3 ×21) used?
of days the cancer cells have 2. (18 – 5) + 6 + 2
been present, then the 3. ( 3 + 5) × (42 ÷ 7) Guide them to think aloud of
expression for the number of 4. 36÷ 2 + 4×(4-2) the numerical expression that
cells present during the nth can best represent the
day is 2n. The letter n is called problem.
an exponent of base 2. Let them think critically: Is
In 22, what is the exponent? Emma right? Why?
What is the base? In 23? 24? Ask them to evaluate the
etc. What does the exponent numerical expression.
indicate? (4 x 52) + (3 x 10)
(It indicates the number of (4 x 25) + (3 x 10)
repeated multiplication.) 100 + 30
130
So, what does 23 mean? Have the pairs of pupils
(It means 2 x 2 x 2.) analyze which operation
How is it read? (“two to the should be used first, second,
third power” or “two with the next, and last to arrive at the
exponent three.” (Give some answer.
more examples).
F. Developing mastery Group Activity: Give the base Group Activity: Group Activity: Group Activity: Evaluate the c.Activity 3: Group Activity
(Leads to Formative and the exponent in each of Let us have 3 learning Ask pupils to work on items 1 to 5 expression. Bing asks her son to do his
Assessment) the following orally. stations. Do the activity in under Get Moving and items 1-5 a) 8+42 homework and looks at his
1.25 2. 42 3. 73 each learning station by under Keep Moving on LM Math b) 5x84 notebook. She finds the
8 4
4. 1 5. 6 group. Once you have c) 65 – 91  7 following:
Complete the equation. finished an activity, go to the d) 72  3 x 8 Evaluate the expressions:
next station and do the e) 67 + 33  25 1) 6 + (2 x 7 + 52)
activity indicated there. Do 2) 3 x (4 x 82) – 8
the activities as fast as you 3) 5 x [24  2 x (10 – 8)2
can.  10]
4) (15 – 6) + (4 – 1) x 23
5) 3 x [3 + 2 x (10 – 32)]
a) Ask each pair of pupils
to answer the questions
below:
1) What are the facts
given?
2) Which operation
should be done first? second?
third? last? Why?
b) Have each pair of pupils
evaluate the expressions.

G. Finding practical a. Rewrite each of the Based on tables 1, 2, and 3, Ask pupils to do items under Apply Write an expression about the Evaluate the ff. expressions:
applications of concepts and following using exponents. how many cancer cells have Your Skills on LM. problems. Then evaluate the a) (114 – 4) x (12  4)2 +
skills in daily living Determine the numerical grown on the fifteenth day? expression. 3
value. 1)In a certain eatery, there are b) 16 + 82  (4 + 4)
1. second power of 7 5 glass racks having 24 glasses c) (36 – 6) x (3 x 4)2 + 7
2. fourth power of 5 and 8 left over. The answer d) 122 x 30 + (890  2)
3. 2 x 2 x 2 x 2 x 2 x 2 says there are 130 glasses in e) 62 x 23 + (400  2)
4. 8 x 8 x 8 all. Is it right? Why?
5. 15 x 15 2)Use numbers less than 7
b. Write the >, < or = in the once to make the expression
box to make the statement right.
true. (Refer to TG)
1)52  25
2)72  3  2 (70) + 3
3)2(32 + 22)  82
4)32 + 32 + 32  3 (32)
5)6 (2 + 3)2  3 + 72
H. Making generalizations and What is an exponent? base? The exponent tells the Guide the pupils to give the How do we evaluate an How do we evaluate an
abstractions about the -The exponent tells how many number of times the base is following generalizations by asking: expression with two different expression with more than two
lesson times the base is taken as a used as a factor. What rule would you follow in order operations without exponents operations with exponents and
factor. The base is the number used to perform the order of operation? and parenthesis/grouping parenthesis/grouping
The base is the bottom part of as a factor. Rules in the Order of Operation: symbols? symbols?
anything. It is the number used Perform the operations within each
as the factor. pair of grouping symbols
(parenthesis, brackets, and braces)
beginning with the innermost pair.
Simplify the expression with
exponents.
Perform multiplication and division
as they occur from left to right.
Perform addition and subtraction as
they occur from left to right.
I. Evaluating Learning A. Evaluate A.Complete the following Evaluate the following expressions Evaluate the following 1.Evaluate the following
1.) 6  22 + 7 sentences: by following the rules: expressions. expressions:
2.) 3  72 + 5  52 1) In 53, _____ is the base and (9 – 2) + (3 × 21) 1) 4x3+8 a) (9 – 2) + (32 x 21)
3.) 92 - 72 + 10 ______ is the exponent. (18 + 14) ÷ (6 + 2) 2) 84  3 x 4 b) (18 + 14)  (6 + 2)
4.) 25  52 - 32  43 2) 62 is the exponential form (36 ÷ 22 + 4 × (4 – 2) 3) 76 – 8 + 5 c) 36  22 + 4 x (4 – 2)
5.) (10 + 2)2 - 102 of 6 x _____. (36 – 6) + [(3 × 42) + 7] 4) 53 + 7 – 20 d) (36 – 6) + [(3 x 42) + 7]
3) 144 is the ___ power of 12. (72+ 15) × 4 – (625 ÷125) 5) 3 x 5  25 e) (72 + 15) x 4 – (625  125)
B. Find the value of n to 4) 22 means 2 multiplied by _. 4 × (15 – 32) + 16 6) 7 x 8 + 130 f) 4 x (15 – 32) + 16
make the statement true 5)74 means _____ is multiplied (93 + 7) × 6 + 10 7) 195  3 x 5 g) (93 + 7) x 6 + 10
1.) 2n = 16 by itself four times. 12 × 30 +(890 ÷10) 8) 3 + 83 – 73 h) 12 x 30 + (890  10)
2.) 4  5n = 4  125 B.Give the value of the ff: [(144 ÷ 12) 2 × 3] ÷ 3 × 6 9) 76 – 8 x 9 i) [(144  12)2 x 3]  3 x 6
3.) 73 = n 1)63 = __ 4)92 = __ (16 + 82) ÷ (4 + 4) 10) 90 x 5  75 j) (16 + 82)  (4 + 4)
4.) 2  10n = 2 000 2)45 = __ 5)74 = ___ (Refer to TG for the 2.Evaluate the expression if:
5.) 3  2n = 192 3)27 = __ Continuation) a) R=2
C.Write the base, exponent, 2.[(6R + R x 8)  13] – 5 + R
value, equation, and the b) S=3
meaning of the following [(7S – S) x 6] + 6S – S x 5
expressions. Number 1 is done
for you.

J. Additional activities for Evaluate Fill in the blanks. Evaluate the following expressions 1. Evaluate the following 1. Evaluate the following
application and remediation 1) 9 = 3 x 3 = 3_ by following the rules: expressions. expressions:
2)16 = _____ x _____ = _____2 63 ÷ 7 + 5 + 2 – 6 + 3 (See TG) (34 – 4) x (75  52)
3)8 = 2 x 2 x 2 = 2- 6 + (2 × 7 + 5) (35 – 3) x 32 + 9
4)102 = 10 x 10 = _____ 3 × (4 + 82) – 8 (38 – 7) + 6  (2 x 3)
5)103 = _____ x _____ x 37 + 3 × 2 ÷ 6 2.Insert an operation symbol
Write the equation for this ______ = _____ 14 ÷ 2 – 3 + 2 × 2 and parenthesis to make a
problem. Enrichment whole number that is the:
Olive has some cookies. If she Evaluate the following expressions. highest possible answer
gave 5 cookies each to some (114 – 4) × ( 12 ÷ 4) + 3 least possible answer
girls, she would have 14 left. If 16 + 82 ÷ (4 + 4) 22  3  4  6
she gave 9 cookies each to (36 – 6) × ( 3 × 4) + 7 3.Write a problem. Make an
some girls, she would be short 122 × 30 + (890 ÷ 2) expression about it. Then
of 14 cookies. How many girls 6 × 23 + (400 ÷ 2) evaluate.
did Olive give the cookies to?
Ans. (5 x n) + 14 = (9 x n) - 14
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?

F. What difficulties did I


encountered which my
principal or supervisor can
help me solve?

G. What innovation or localized


materials did I use/discover
which I wish to share with
other teachers?
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-HE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


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 an d joy in learning the
lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into basics of food preservation
B. Performance Standards Preserves food using appropriate tools and materials and applying the basics of food preservation
TLE6HE-0f-10 3.1.1 conducts an inventory of foods that can be 3.1.3 explains the benefits derived from food
3.1 Explains different ways of preserved/processed using any of the processes on preservation/processing
C. Learning Competencies / Objectives
food preservation (drying, food preservation
Write the LC code for each
salting, freezing and 3.1.2 discusses the processes in each of the food
processing) preservation /processing methods
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of
III. LEARNING RESOURCES
concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Makabuluhang Gawaing
3. Textbook pages Pantahanan at Pangkabuhayan
(pages not available)
MISOSA-V Iba’t-ibang
Pamamaraan ng Pagiimbak (not
4. Additional Materials from Learning accessible)
Resource (LR)portal

Bantigue, R.M. and Pangilinan, Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and Bantigue, R.M. and
J.P. (2014) Growing up with Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) Pangilinan, J.P. (2014) Pangilinan, J.P. (2014)
Home Economics and Livelihood Growing up with Home Growing up with Home Growing up with Home Growing up with Home
B. Other Learning Resources Education. FNB Educational, Economics and Livelihood Economics and Livelihood Economics and Livelihood Economics and
Inc. QC. Education. FNB Education. FNB Education. FNB Livelihood Education.
Educational, Inc. QC. Educational, Inc. QC. Educational, Inc. QC. FNB Educational, Inc.
QC.
Preservation of Fruits and Preservation of Fruits and Preservation of Fruits and
Vegetables (1977). Bureau of Vegetables (1977). Vegetables (1977).
Plant Industry Bureau of Plant Industry Bureau of Plant Industry

https://en.m.wikipedia.or https://en.m.wikipedia.or
g/wiki/ salting g/wiki/ food processing

IV. PROCEDURES
If there is abundance for a certain Recap of the previous Recap of the previous Recap of the previous Recap of the lesson of the
period or even the whole year lesson. lesson. lesson. previous day.
round what needs to be done in Yesterday, food Yesterday, the discussion Food preservation was
order to ensure that there is no preservation was defined was on drying and salting as discussed and we learned Yesterday, we discussed
A. Reviewing previous lesson or wastage ? and we learned its about the definition of
a means of preserving food. the processes in food
presenting the new lesson importance.  Drying
Today we will learn about preservation. We also
One of the answers may be food freezing and processing.  Salting conducted an inventory of
preservation For today’s lesson, we will  Freezing food that can be
be identifying the four (4)  Processing preserved/processed .
ways of preserving food:
Ask the learners why food Ask the learner to bring out Ask the class if there are Today, we will learn the Ask the learners to bring
preservation is important – the the photos or drawings of cases when their mother, process for each type. out samples of preserved
benefits derived from food preserved food. aunt or grandmother comes The teacher will play a video food.
preservation/processing from the market , “What is clip of the four types of food
So we learned that food Group the class by row. The the usual scenario?” preservation. Prepare to share to the
preservation is important as one class will share how the food class how it was preserved;
of the ways to ensure that there is they brought was preserved. Ask the learners to identify and why that method was
no food wastage. We increase the There will be reporting of the the steps or the process used.
life of certain food items because group discussion . followed for each way of
of preservation. food preservation, based on
B. Establishing a purpose for the lesson the video.

Process the results of the


discussion by going through
the process for each type of
food preservation.
Original File Submitted and
Formatted by DepEd Club
Member - visit
depedclub.com for more
Define food preservation. Ask the learners of what they The purpose of freezing Bring out the photos of food Each learner will present to
Food preservation is the process think are the different types storage is to retain to as items which you were asked the class the preserved
of preparing food for future of food preservation based great as degree as possible to bring. foods they brought in
consumption by preventing its on what was discussed the properties of the fresh class.
spoilage. fruit, vegetable or other Group the class per row.
There are other types of food products. Each row will form a The learner will identify the
food preservation but for collage of the photos method of food
C. Presenting examples/ instances of the this lesson, the focus is on However, during freezing based on the type of food preservation, as well as the
new lesson the following: and thawing certain preservation. There will process
 Drying irreversible changes occur be a reporter for each
 Salting, that render the frozen and row.
 Freezing thawed product quite
 Processing different from the freshness
in texture and general
appearance.
.
.

Tips for freezing:


Ask the learners further why we Discuss Drying. Provide From the presentation, the
preserve food: examples. Meat, poultry and fish should teacher will ask the learners
 To prevent spoilage be placed in moisture-vapor if they agree or if they want
 To prevent wastage Drying – is one of the man’s proof packages so that to remove or add a food
 To retain the nutritive value, oldest methods of moisture is maintained and item to the presentation of
natural color and texture of the preserviing food. Drying discoloration is prevented their group members.
food preserves food by lowering because of oxygen in the air.
 To maintain the sanitary the moisture content below
quality of food at which microorganisms Most fruits have to be
 To contribute to better can grow and reproduce. packed with syrup or sugar.
D. Discussing new concepts and nutrition for the family
practicing new skills #1  To help increase family income Drying can be accomplished Vegetables need blanching
with the excess products that through: (brief heating in boiling
can be preserved and sold Sun - drying – utilizes the water or in a steam) to kill
 To help in the economic solar energy that circulates the bacteria and stop
development of the country around food materials laid enzyme action which can
because the farmers are out on trays and racks. cause spoilage.
encouraged to produce more There is also drying during
for others smoking. Smoking with
 To make food available warm fumes at 69 °C from
throughout the year which may burning wood results in
be used for events, like town drying besides imparting
fiestas and other occasions. the desired color and flavor
effect on cured meat and
fish.

Discuss Salting. Provide Discuss processing. Provide Ask them to comment on The other members of
Provide example for each of the examples. examples. the appropriateness of the the class will comment on
above items. method to the food. the presentation.
Salting is the preservation of Processing – transformation
food with dry edible salt. It of raw ingredients, by
is related to pickliing in physical or chemical means
general and more specifically into food, or of food into
in brining (preparing food other forms.
with brine, that is salty
water) and is one form of Food processing combines
curing. raw food ingredients to
E. Discussing new concepts and practicing new produce marketable food
skills#2 Pickling is the preservation of products that can be easily
food in brine or vinegar with prepared and served by the
or without bacterial consumer.
fermentation.
Food processing is any
The three important method used to turn fresh
constituents are: salt, foods into food producs.
vinegar and lactic acid. This can involve one or a
combination of the
following: washing,
chopping, pasteurising,
freezing, fermenting,
packaging and many more.
F. Developing mastery Is it possible to use two Give examples of processed
(Leads to Formative Assessment 3) ways of preservation in foods.
certain food items?
Provide examples.
G. Finding practical applications of concepts
and skills in daily living
H.Making generalizations and abstractions Mention the concept of food Mention that what they Mention that what was
about the lesson preservation and its benefits. have discussed are the four discussed this week was
ways of food preservation. food preservation, its
importance, the ways of
preserving food and
inventory of foods that
can be preserved.
I. Evaluating learning .

J. Additional activities for application or Bring at least ten (10) Bring actual samples of
remediation Bring photos of the preserved Read on the process of photos of foods which can preserved food. Prepare to
foods. Provide a caption for each Drying and Salting. be preserved. Also, bring share to the class how it
of the photo. cartolina, scissors and was preserved, and why
paste. that method was used.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
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.oflearnerswho earned80%onthe ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above above
formative assessment above
B. No.oflearnerswho ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
requireadditionalactivities forremediation.
C. Didtheremediallessons work? ___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
No.oflearnerswho havecaughtupwiththe lesson lesson lesson lesson lesson
lesson.
D. No.oflearnerswho continuetorequire ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation require remediation
remediation
E. Whichofmyteaching 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
strategiesworkedwell?Why didthesework? ___ Games ___ Games ___ Games ___ Games ___ Games
___ 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. WhatdifficultiesdidI encounterwhichmy __ 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
principalorsupervisorcan helpmesolve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ 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)
__ 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 materials did I Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover 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 __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used as
as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
School Caingin Elementary School Grade Level 6
GRADE 6 Teacher Rafael L.Gongon Learning Area TLE – ENTREPRENEURSHIP & ICT
DAILY LESSON LOG Teaching Dates and Time SEPTEMBER 17-21, 2018 (WEEK 6)2nd Quarter Check by:
DANTE S. LIONGSON, Ph. D.
Principal III

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


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
I. OBJECTIVES
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard Demonstrates knowledge Demonstrates knowledge and skills in performing advanced calculations on numerical data using an electronic
and skills in using online spreadsheet tool.
survey tools.
B. Performance Standard Conducts a survey using Processes and summarizes numerical data using advanced functions and formulas in an electronic spreadsheet
online tools. tool.
C.Learning  Process an online  Identify selected  Identify selected text  Identify selected  Create a
Competency/Objectives survey data. Math functions in and logical functions statistical functions spreadsheet
Write the LC code for each.  View and manage Excel. in Microsoft Excel. in Microsoft Excel.  Design
responses on an  Use selected math  Use selected text and  Use selected Spreadsheet.
online survey data functions in Excel. logical functions in statistical functions  Apply basic
TLEIE6-0f-11 TLEIE6-0f-11 Microsoft Excel. in Microsoft Excel. formulas on
TLEIE6-0f-11 TLEIE6-0f-11 spreadsheet.
TLEIE6-0f-11
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 SELECTED TEXT AND SELECTED STATISTICAL
PROCESSING AN SELECTED MATH FREE GUIDED
LOGICAL FUNCTIONS IN FUNCTIONS IN
ONLINE SURVEY DATA FUNCTIONS IN EXCEL ACTIVITY
MICROSOFT EXCEL MICROSOFT EXCEL
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and Entrepreneurship ICT and
pp. 60-63 pp. 66-73 pp. 74-79 pp. 81-88 Entrepreneurship
pp. 66-88
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
IV. PROCEDURES
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Review on how to create Review on the previous Review on the previous Review on the
presenting the new lesson and disseminate an online lesson about “Selected Math lesson about “Selected previous lesson
survey form. Functions in Excel”. Text and Logical Functions about
in Microsoft Excel”.  “Selected Math
Functions in
Excel”
 “Selected Text
and Logical
Functions in
Microsoft Excel”.
 “Selected
Statistical
Functions in
Microsoft Excel”
B. Establishing a purpose for the This is a free guided
lesson activity and let the
learners work and
finish their
spreadsheets on
their previous lesson
on spreasheets.
C. Presenting Present “Let’s” Study on Present “Let’s Study” on Present “Let’s Study” on Present “Let’s Study” on
examples/Instances of the page 60 of TX. page 66 of TX. page 74 of TX. page 81 of TX.
new lesson
D. Discussing new concepts and Discuss “Processing Discuss “Selected Math Discuss “Selected Text and Discuss “Selected
practicing new skills # 1 Online Survey Data” on Functions in Excel” on pp. Logical Functions in Statistical Functions in
pp. 60-63 of TX. 66-71. Microsoft Excel” on pp. 74- Microsoft Excel” on pp. 81-
79. 88.
E. Discussing new concepts and Group Activity: Let the Group Activity: Let the Group Activity: Group Activity:
practicing new skills # 2 learners View and learners do “Activity 4.1 I’m Let the learners do “Activity Let the learners do “Activity
Manage the responses of a Store Manager!” on page 4.2 I’m a Teacher!” on page 4.3 I’m a Statistician!” on
the Online Survey Form 72 of TX. 79 of TX. page 87-88 of TX.
that they have made from
the previous lesson.
F. Developing mastery Group Activity: Let
(leads to Formative Assessment the learners work on
3) the spreadsheets
they made on the
previous lesson. Let
them manage and
design their
spreadsheets with
the correct formula in
excel.
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and Let the groups tell
abstractions about the lesson what they have
learned in this
week’s lesson and
let them have a
reflection on about
their learnings
I. Evaluating learning 20 item quiz on
Microsoft Excel.
J. Additional activities for
application or remediation

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
VI. REFLECTION be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
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
above ___ of Learners who earned 80% above above 80% above
80% in the evaluation above
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught
work? No. of learners who lesson lesson lesson lesson up the 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
require remediation require remediation require remediation require remediation to require remediation
to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ 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 __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
other teachers? as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures
GRADE 6 School: Grade Level: VI
Teacher: Learning Area: TLE-I.A.
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21,2018 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
A. Content Standards Demonstrate an understanding of and skills in making electrical gadgets
B. Performance Constructs simple electrical gadgets with ease and dexterity.
Standards
C. Learning Identify materials and tools Identify materials and Identify the different Discuss the health and Explain the processes in making electrical gadgets.
Competencies / needed in making simple tools needed in making electrical gadgets and safety practices in
Objectives electrical gadgets. simple electrical gadgets. their uses. making electrical
Write the LC code for gadgets.
each

II. CONTENT Production/Repair of Simple Electrical Gadgets

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 88-90
pages
2. Learner’s Materials
pages
-Technology and Livelihood Education pp. 219-223
3. Textbook pages
(Author: Susana V. Guinea , Ma. Gilmina G. Sotoya , Randy R. Emen)
4. Additional
Materials from
Learning Resource
(LR)portal
B. Other Learning Pictures and charts Pictures and charts Pictures and charts Pictures and charts Pictures and charts
Resources
IV. PROCEDURES
A. Reviewing How do we compute our 1. What are the Give an example Enumerate the safety and health practices in making
previous lesson or different tools and 1. What are the
business income? Show sample of different electrical electrical gadgets.
presenting the new materials needed in health and safety
of computation of income from gadgets that we are using
lesson making electrical gadgets? practices in making
sales.
electrical gadgets?
2. What are their at home and in the 2. Why are these
uses? school? important?
What is the use
of each gadget?
Do you have appliances at home? 1. What electrical 1. Showing pictures How do you interpret 1. Showing a video doing simple repair.
How does it function? gadgets are we going to of health and safety this statement?
Where is it connected? use when we want to get practices. http://www.youtube.com/watch?v=MspNVXPUKR
What electrical materials were electricity in a distance? “Have a place 8&t=52s
used? for everything and http://www.youtube.cm/watch?v=qmQxQ1v85e0
B. Establishing a What kind of tools do we used in everything in its Can you say something about the video?
purpose for the lesson fixing those electrical materials? proper place” 2, Inspect the following furniture fixtures found in the
Listen to the pupil’s practice house or
interpretation of the classroom for broken parts: chair and table legs, hinges
statement. of cabinet doors,
extension cord, and sink.
What can you say about the chairs, tables etc?
1. Prepare videos and 1. Show picture or 1. What can you say 1. Show videos Present a situational problem about the
picture from the different tools chart of the different about the picture? or pictures showing effects of broken furniture and fixtures at home and in
and materials. electrical gadgets. safety measures in school.
2. Real objects found in (Extension cord, lamp making electrical What will happen if we ignore broken
the industrial arts room. shades, door bell, bulb gadgets. furniture and other gadgets?
C. Presenting
tester). 2. List down the
examples/
instances of the protocol.
new lesson

Activity 1: 1.What electrical gadgets 1. What are the Safety and health What are the parts of the table that need repair?
Discuss the importance of using have you seen in the health and safety practices measures that should What are the materials needed?
tools and materials in making picture? in making electrical be observed while What are the tools needed?
simple electrical gadget. 2.What are the uses of gadgets. working any electrical
What are the procedures in repairing broken table?
D.Discussing new concepts Activity 2: these electrical gadgets? project to avoid
and practicing new skills Identifying tools and materials Activity 1: Group Activity accidents.
1. Avoid contact Procedure for repairing broken table
#1 needed in making simple Group 1 – Give an electrical
with energized
electrical gadget. gadget and their uses at
electrical circuits. Usual defects of table are loosening of its fixing materials
TOOLS home.
2. Treat all such as nails, screws and bolts. This is caused by either loose
Combination pliers Group 2 – Give an of nail’s hole or the fixing material itself. Here’s how to fix it
electrical devices as if
Side cutter pliers electrical gadgets and their
. 1. Prepare all the materials and tools.
uses in school.
Long-nose pliers Group 3 – Give an electrical they are live or 2. Identify the materials and tools.
Tester gadget and their uses energized. 3. Find the loose part where fixing materials are placed or
Screw drivers inside the room. 3. Disconnect lost screws.
the power source 4. Either replace the broken part of the table or transfer
Hammer
before servicing or where to fasten.
Electrical knife
repairing electrical
Wire stripper 5. To fasten the part or parts thoroughly, place a brace to
equipment.
Soldering gun support the loosen
4. Use only tools
MATERIALS legs.
and equipment with
Lamp receptacle non-conducting
Convenience outlet handles when working
Male plug on electrical devices.
Female plug 5. Never use
metallic pencil or
Flexible pipe
rulers, when working
Plastic conduct pipe with electrical
G.I. conduct pipe equipment.
PVC connectors 6. Wear non-
C clamp conductive gloves,
Plastic molding protective clothes and
Fluorescent lamp shoes with insulated
Incandescent bulb soles.
7. Never handle
Starter
electrical equipment
Ballast
when hands, feet or
Battery (Dry cell, wet cell) body are wet or
Lamp holder perspiring or when
Electrical wires standing on a wet
Junction box floor.
Utility box 8. Do not store
Switch highly flammable
Push Button liquids near electrical
equipments.
Nails
9. Never touch
Screws
another person’s
equipment or electrical
control devices unless
instructed to do so.
10. When it is
necessary to touch
electrical equipment (
for example, when
checking over heated
motors or heating flat
iron) use the back of
the hand.

1. How are these Activity 2: Group Reporting Group Activity: 1. What are the Activity 1: Group Activity
materials and tools used? Group 1 – electrical gadget 1. Why is it safety measures to Gather data of the following:
Uses of tools: and their uses at home. important to follow the observe while making Group1 – Broken chair
a. Combination Pliers – Group 2 – an electrical health and safety an extension cord, Group 2 – Broken table
these are use to twist, cut, hold gadget and their uses in practices in making electric buzzer?
Group 3 – Loose Cabinet door
and pick electrical wire or tie school. electrical gadgets. Connect the wires on
Group 4 – Plug Cord of Flat Iron
wires. Group 3 – an electrical the terminal of the CO
b. Side cutter Pliers –use gadget and their uses inside first, then to the
to cut electrical wires or tie the room. terminal of the male Activity 2: Reporting
wires, also use in skinning small plug. If we connect the
wires. wire to the male plug
c. Long Nose Pliers – use first, maybe somebody
to hold, cut, twist or pick up will plug in and we
small objects in a limited space. might get electrocuted.
d. Tester – an instrument 2. What are the
used to test if there is a flow of safety precautions
electricity in the connection when doing electrical
E. Discussing new concepts
and practicing new skills#2 a made. repair at home?
Turn off the main
e. Screw Drivers – tools
switch first, then
used in tightening and loosening
proceed to the repair.
screws. It has 2 kinds: flat and
Philips.
f. Wire strippers/splicer –
use to take off a portion at the
end of the wire before it is
connected to terminals of other
electrical materials.
g. Soldering gun/iron - this
is used to join two tiny metallic
parts such as television and
radio spare parts.
h. Hammer – used to
fasten nail through the wood,
bamboo or concrete wall.
F. Developing mastery 1. What electrical tools I Matching type. Match 1. We have a Write True if the statement is about gathering data and False
(Leads to Formative
am going to use when I want to column A with column B 1. What will you do newly-made extension if it is not.
Assessment 3)
remove the plate of the A first when you replace a cord, what will you do
convenience outlet or switch? _____ 1. Extension cord blown out fuse? before using it? 1. Inspect the table.
2. I want to make an _____ 2. Lamp shade 2. What is the first Check the first by using 2. Knowing the tools needed.
extension cord, what electrical _____ 3. Bulb tester thing to do before you tester if the connection 3. Hammer and saw are not needed.
materials I am going to buy? replace tumbler switch? is correct.
_____ 4. Door bell 4. Measurement must be considered.
3. You are washing 2. You are going
B 5. Ignore the loose part of the table.
your clothes, and you to replace a simple
a. Gadget use to call need to plug in the pole switch, what will
the attention of the owner washing machine, what is you do first?
of the house. the best thing to do first? Turn off the main
b. Use in testing an
switch before replacing
incandescent bulb, starter,
the switch.
ballast.
c. Use as decoration
lamp inside the room.
d. A gadget use to
access electricity in our
appliances are far from the
convenient outlet.

G. Finding practical 1. Demonstrate the uses 1. We have school Write C if the What will you do when you observed one of your furniture
applications of of the different tolls and program outside, but there statement is correct at home has damage?
concepts and skills materials. is no available convenience and write W if the
in daily living 2. How do we take good outlet. statement is wrong.
care of them? 2. What electrical _____1. Always use
gadget are we going to use? tools with non-
conducting handles
when working on
electrical devices.
_____2. An
experienced
electrician can do
some repairs of
electrical appliances
even with wet hands.
_____3. To test the
hotness of an electric
iron, you can use
back part of your
hand.
_____4. Unplug the
equipment if water
spilled into it.
_____5. An electrical
current passes to the
person as you touch
a live wire
H. Making generalizations 1. What are the tools and 1. What are the How do you gather the data in repairing furniture?
and abstractions about materials needed in making 1. What are the importances of following What are the protocols What are the importance of gathering data before
the lesson simple electrical gadgets? benefits of using different the health and safety in making electrical repairing?
2. What are the electrical gadgets? practices in making gadget?
importance in using tools and electrical gadget?
materials in making electrical
gadgets?
I. Evaluating learning Choose the correct answer Identify the electrical Write S if the situation Fill in the blanks with Complete the diagram.
inside the box. gadgets that are commonly shows as safe practice, the correct answer.
used at home and school. writes U if it is an unsafe 1. Provide a
Tester male _____1. This is used to get practice. ___________________
plug electricity in a distance. ______1. Never use __ for the tools.
Combination pliers _____2. It has two kinds, equipment with frayed 2. Carefulness
screw driver the male and female plug cords, damaged insulation prevents
Electrical wires with two terminals or broken plugs. ___________________
holder _____3. Gadget used to ______2. Avoid water at _.
give light or decoration in a all times when working 3. Turn off the
room. with electricity. ______________
_____4. It is used to call ______3. Never touch or before doing electrical
attention of an individual try repairing any electrical repairs.
_____1. An electrical tool which inside the house. equipment or circuits with 4. Work in place
is used to twist or splice an _____5. It is used to test wet hands. where there is enough
electrical wire. any of the electrical ______4. If you are _______________ to
_____2. An instrument used to gadgets if it is functioning working on any receptacle avoid eye strain.
test if the gadget is functioning or not. at your home then always 5. Be sure to
or there is a flow of electricity turn off the main switch. ______________ your
in the connection made? ______5. Always use hands after working.
_____3. A part of a lamp that appropriate insulated
holds the fluorescent tube. rubber gloves and goggles
_____4. Tools used in tightening while working on any
and loosening screws. electrical circuit.
_____5. An electrical material
which is used as a connector or
path where electricity flows. It
can be duplex, solid or stranded.
_____6 . It is used to connect to
wire into the convenience
outlet.

J. Additional activities for List down the tools and materials List down some electrical 1. Make a project plan for Give the steps in Do the simple repair at home. Share your experience
application or used in making bulb tester. gadgets and their uses. lampshade. replacing a blown out tomorrow.
remediation 2. Make a project plan for fuse.
bulb tester.
3. Make a plan for a
buzzer circuit.

V. REMARKS
VI. REFLECTION
A. No.oflearnerswho ___ 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%
earned80%onthe
above
formative assessment
B. No.oflearnerswho ___ 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
requireadditionalactivitie activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
s forremediation.
C. Didtheremediallessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work? ____ of Learners who caught up the lesson ____ 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
No.oflearnerswho lesson lesson lesson
havecaughtupwiththe
lesson.
D. No.oflearnerswho ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
continuetorequire remediation require remediation remediation remediation remediation
remediation
E. Whichofmyteaching 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:
strategiesworkedwell? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why didthesework? ___ Games ___ Games ___ Games ___ Games ___ Games
___ 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 doing ___ Group member’s ___ 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 Cooperation in doing their tasks
F. WhatdifficultiesdidI __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounterwhichmy __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principalorsupervisorcan __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
helpmesolve? __ 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)
__ 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 Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from __ Making use big books from
to share with other views of the locality views of the locality views of the locality views of the locality views of the locality
teachers? __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials Instructional Materials Instructional Materials
__ 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: Grade Level: VI
Teacher: Learning Area: TLE - AGRICULTURE
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 1ST QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


OBJECTIVES Perform propagation of Trees and Fruit trees following agricultural standards set in the industry.

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 Perform plant propagation techniques based on scientific processes
C. Learning Competencies / TLE6AG0e-6 6.1 Perform systematic and 6.2.Perform proper procedures 6.3 Identify and explain the Observe healthy and safety
Objectives 6 Identify systematic and scientific ways of caring in preparing organic fertilizer importance and benefit of using measures in formulating
Write the LC code for each scientific ways of caring seedlings, trees and fruit trees and organic pest/insect control organic fertilizer and pest/insect organic fertilizer and pest
seedlings and orchard trees Cultivating control towards sustainable /insect control
and fruit trees Transplanting development
Watering
Applying organic fertilizer

II. CONTENT Systematic and scientific 6.1.1. Perform systematic and 6.2.1Introduction to Organic 6.3.1Advantages of organic 6.4.1 Proper labeling of
ways of caring seedlings and scientific ways of caring Agriculture fertilizer and pest/insect control prepared organic concoction
orchard trees and fruit trees seedlings, propagated trees and 6.2.2 Procedures in making
fruit trees organic fertilizer
Cultivating 6.2.3Steps and procedures in
Transplanting making organic pest and insect
Watering control
Applying organic fertilizer
6.1.2 Maintenance plan and
schedule in caring seedlings and
propagated plants

III. LEARNING RESOURCES


A.References Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6 Curriculum Guide for grade 6
agricultue pp 32 agriculturepp 32 agriculture pp 32 agriculture pp 32 agriculture pp 32
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Agricultural Crops Production, Agricultural Crops Production, Agricultural Crops Production, Wastong Pagtatanim Wastong Pagtatanim
from Learning Teachers Guide Teachers Guide Teachers Guide
Resource (LR) Portal
B. Other Learning Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual Charts, Pictures, Video, Actual
Resources object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet object, Guidebook, Internet

IV. PROCEDURES
A. Reviewing previous lesson Assign groups to report on Identify the proper ways of Students will report on Identification of different ways on Processes involved in
the characteristics of caring for propagated trees and different design and lay out of how to care and maintain the producing orchard products
seedlings fruit trees in the orchard an Orchard orchard farm
Presentation sample of
different Orchard lay out and
design

B. Establishing a purpose for the Identify the systematic and Perform the systematic and Apply proper use of organic Demonstrate health and safety in Provide documentation
lesson scientific ways of caring for scientific ways of caring for fertilizer and organic pest/insect handling organic products monitoring the day to day
seedlings, trees and fruit trees seedlings and propagated plants control status of propagated plant
with organic fertilizer and
pest/insect control

C. Presenting examples / Present actual sample of Video Presentation in Video presentation of the step Benefits derived from organic Present charts/video showing
instances of the new lesson seedlings, trees and Fruit Systematic and scientific ways of by step procedures in fertilizer and organic pest/insect proper storages of organic
trees done with different caring for seedlings propagated formulating organic fertilizer control products
plant propagation techniques trees and fruit trees and organic pest/insect control

D.Discussing new concepts and Storing and caring for Proper use of tools and Document the steps and Proper wearing of Personal Analyzing failed or un-
practicing new skills #1 seedlings, propagated plant equipment in caring for procedures in performing protective equipment successful formulation of
seedlings, propagated plants organic fertilizer and other organic fertilizer and organic
organic concoctions pest/insect control

E. Discussing new concepts and Safety practices in transplanting Introduction to Organic Proper ways in handling organic Proper ways of storing organic
practicing new skills #2 seedlings and propagated plants concoctions concoction concoctions

F. Developing Mastery Identification of systematic Write down the proper steps Identify the proper Do’s and Don’t while Proper Labeling and storing
(Leads to Formative and scientific ways of caring and procedures in caring for procedures in formulating formulation of organic fertilizer and of organic products .
Assessment 3) seedling and orchard trees seedlings and orchard trees and organic fertilizer and organic organic .
and fruit trees . fruit trees . pest/insect control .

G. Finding Practical applications When is the proper time to Bring samples/cuttings of Present before the class Demonstrate the proper ways of Present before the class
of concepts and skills transplant seedling and trees and fruit trees and Pictures of transplanted applying organic fertilizer and what are the ways of disposing
propagated trees and fruit seedlings ready for transplanting seedlings, trees and fruit trees organic pest/insect control to waste materials in the orchard
trees? that came from budding, seedlings and propagated plants
grafting, marcotting, pruning
H. Making generalizations and Importance of caring seedling, Functional tools used in caring The different procedures in Health and safety procedures in Proper storage and labeling of
abstractions about the lesson plant propagation in the for seedlings and propagated formulating organic fertilizer formulating organic fertilizer and organic concoctions
orchard plants and organic pest/insect control organic pest and insect control

I. Evaluating Learning Written examination. . Oral recitations. Reporting and presentation Group Presentation. Written Examination.
Demonstrations. Demonstrations. skills Role Play. Word Puzzle
Role Play Demonstration Direct Observation.
Ocular Inspection
J. Additional activities for Video presentation of some Create a data base of seedlings, Invite at least on practitioner Develop a documentation different Video presentation of proper
application or remediation best practices in caring for trees and fruit trees and their who can share his/her about systematic and scientific ways of storages and labeling of
seedlings and orchard care & maintenance schedule organic agriculture formulating organic products and organic concoctions
concoctions.
B. REMARKS
C. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80%
above ___ of Learners who earned 80% above above
80% in the evaluation
B. No. of learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
additional activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
additional activities for
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 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 require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to
require remediation remediation remediation remediation require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
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
___ 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
__ 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)
__ 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 innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ 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 __ 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
__ 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: Grade Level: VI
Teacher: Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG
Teaching Dates and Time: SEPTEMBER 17-21, 2018 (WEEK 6) Quarter: 2ND QUARTER

WEEK 6 LUNES MARTES MIYERKULES HUWEBES BIYERNES


I. Layunin
Naipamamalas ang mapanuring pag-unawa sa pamamahala at mg pagbabago sa lipunang Pilipino sa panahon ng kolonyalismong Amerikano at ng pananakop ng mga Hapon at
Pamantayang Nilalaman ang pagpupunyagi ng mga Pilipino sa makamtan ang kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang malayang nasyon at estado.
(Content Standard)

Nakapagpapahayag ng kritikal na pagsusuri at pagpapahalaga sa konteksto, dahlan, epekto at pagbabago sa lipunan ng kolonyalismong Amerikano at ng pananakop ng mga
Pamantayan sa Pagganap
Hapon at ang pagmamahal sa kontribusyon ng pagpupunyagi ng mga Pilipino namakamit ang gamit na kalayaan tungo sa pagkabuo ng kamalayang pagsasarili at pagkakakilanlang
(Performance Standard)
malayang nasyon at estado.
Naipapaliwanag ang motibo ng pananakop ng Hapon sa bansa.
Pamantayan sa Pagkatuto
P6KDP-IIf-6
(Learning Competencies)
Layunin (Lesson Objectives) 1. Natatalakay ang hangarin 1. Naipaliliwanag kahalaghan 1. Naipaliliwanag ang mga 1. Natatalakay ang mga pangyayari 1. Natutukoy ang mga kaganapan
ng bansang Hapon sa pagbuo ng pagkatatag ng dahilan sa pagbomba ng Pearl at epekto ng pagsiklab ng ng pagbagsak ng Bataan sa kamay
ng lapian sa mga bansang Greater East Asia Co- Harbor na naging hudyat sa Ikalawang Digmaang pandaigdig. ng mga Hapones.
Asyano. Prosperity Sphere pagsakop ng mga Hapon sa 2. Maipapahayag ang 2. Naibibigay ang mga saloobin
2. Naipapahayag ang 2.Nahihinuha ang layunin ng Pilipinas. damdamin/saloobin sa sa mga kaganapang ito.
damdaming tungkol sa pang- pagkatatag ng Greater East pangayaring ito. 3. Naisasadula ang mga
aabuso ng mga Hapon. Asia Co-Prosperity Sphere 2. Naibigay ang mga epekto sa 3. Makagawa ng : pictograph” na pangyayaring naganap sa
3. Nakakagawa ng graphic 3.Nakabubuo ng time-line ng pananakop ng mga Hapon. nagpapakita ng pagsilklab ng Pagbagsak ng Corregidor.
organizer tungkol sa mga pagkatatag ng Greater East Ikalawang Digmaang Pandaigidig.
pangyayari sa pananakop ng Asia Co-Prosperity Sphere 3. Nabigyang halaga ang mga
Hapon. naitulong ng mga Hapon sa
bansa.
Amg hangarin ng bansang Ang Pagbomba ng Pearl Harbor Ang Pagsiklab ng Ikalawang
Paksang Aralin Ang Pagkatatag ng Greater Ang pagbagsak ng bataan sa
Hapon sa pagbuo ng Isang Digmaang Pandaigidig.
(Subject Matter) East Asia Co-Prosperity Sphere Corregidor.
Lapian sa bansang Asyano.
Gamitang Panturo
PowerPoint Presentation
(Learning Resources)
Pamamaraan
(Procedure)
Bakit may nagaganap na hidwaan, Magpakita ng mga larawang
a. Balik-Aral sa nakaraang aralin -Ano ang Kasunduan ng Paris? digmaan sa iba’t ibang panig ng naganap noong panahon ng
Ano-ano ang mga hangarin ng
at/o pagsisimula ng bagong aralin Balik aralan ang mga mundo? Hapon.
bansang Hapon sa pagbuo ng
(Reviewing previous lesson/s or pangyayari sa pagbagsak ng -Bago dumating ang mga Hapon, Hayaang maglahad ang mga mag-
isang lapian ng mga bansang
presenting the new lesson) Corregidor sa Bataan. Sinong dayuhan ang sumakop sa aaral sa kanilang kaalaman batay
Asyano?
Pilipinas? sa kanilang pagsusubok.
Magpakita ng larawan ng Hayaang magpalitan ng kuru-kuro
b. Paghahabi sa layunin ng aralin a.Magpakita isang larawan ng Magpakita ng isang video clip pagbomba ng Pearl Harbor. Magpakita ng mga larawan sa ang mga mga-aaral batay sa
(Establishing a purpose for the pangyayaring naganap noong batay sa paksa Ikalawang Digmaang Pnadaigdig. mgakanilang pagsusubok.
lesson) panahon ng Hapon? Bakit isa ang Pilipinas ang isa sa
tinamaan n digmaang ito?
Mula sa napakitang larawan, Ano-ano ang nagging motibo ng
Pangkatang Gawain gumawa ng isang balangkas ng mga bansang nagpasiiklab ng
c. Pag-uugnay ng mga halimbawa Batay sa napanood,.Ano-ano
Magdaos ng palaisipan sa mga pangyayari mula sa digmaan? Ikumpara ang duloy ng mga
sa bagong aralin (Presenting ang mga layunin ng pagkatatag
mga bata gamit ang larawang pagbomba ng Pearl Harbor, sasakyan sa kakalsadahan noon
examples/ instances of the new ng Greater East Asia Co-
ipinakita na may kaugnayan epekto at ang kahalagahan nito at ngayon.Ano ang kaibahan?
lesson) Prosperity? .
sa panahon ng Hapon. sa mga mamamayang Pilipino.

Ang bawat grupo ay Isa-isahin ang mga dahilan,


d. Pagtalakay ng bagong Ang bawat grupo ay
magkaroon ng talakayan epekto at kahalagahan ng Ipabasa ang teksto. Ipabasa ang teksto.
konsepto at paglalahad ng magkaroon ng kanya-kanyang
tungkol sa tanong na ibinigay pananakop ng mga Hapon sa Magkaroon ng talakayan tungkol Magkaroon ang talakayan
bagong kasanayan #1 (Discussing presentasyon sa patnubay ng
ng guro pagkatapos basahin Pilipinas. sa mga dahilan ng digmaan. tungkol sa pagbagsak ng Bataan
new concept) guro.
ang teksto. noong Panahon ng Hapon.

Sa pamamagitan ng mga Palawakin ng guro ang mga


presentasyon ng mga bata, kaalaman na naibigay ng mga Ano-ano ang masamang epektong
e. Pagtalakay ng bagong konsepto kukuha ng ideya ang guro bata. naidulot ninyo sa mga
at paglalahad ng bagong upang maging gabay sa Pagkatapos ng presentasyon mamamayan at sa kanilang Ano-ano ang mga epektong
kasanayan #2 (Continuation of pagtalakay kung ano ang ang guro ang magbibigay ng kabuhayan naidulot sa mga Pilipino ng
the discussion of new concept) nangyari sa hangarin ng karagdagang impormasyon. Pagbagsak ng Bataan.
hapon sa pagbuo ng Isang
Lapian ng mga bansang
Asyano.
Gumawa ng pagninilay tungkol sa Bakit nagkaroon ng biglang Magbigay ng mga kilalang
f. Paglinang sa Kabihasaan (Tungo Himukin ang mga bata na
Himukin ang mga bata na pananakop ng Hapon. digmaan sa pagitan ng mga personalidad sa panig ng mga
sa Formative Assessment) gumawa ng Timeline tungkol
gumawa ng time line batay sa Amerikano at Hapones? Paano Pilipino,Amerikano at Hapones.
(Developing Mastery) sa pangayayri noong panahon
paksa. nadamay ang mga Pilipino? Ano ang nagging papel nila sa
ng Hapon.
digmaan?
g. Paglalapat ng aralin sa pang- Nakakatulong ba sa bansang Nakita mo ang masamang dulot ng Paano mo maipapakita ang
Tanong: Paano ninyo
araw-araw na buhay (Finding Pilipinas ang pananakop ng mga digmaang o sigalot, paano mo pagmamahal sa bayan na may
naipapakita ang pagiging Paano mo maipamalas ang
practical application of concepts Hapon? maipapakiat ang pag=iwas sa iba’t kaugnayan sa kagitingan ng mga
makabayan sa kasalukuyang iyong pagmamahal sa bayan?
and skills in daily living) ibang kaguluhan ngayon? Pilipinong namamatay sa
panahon?
digmaan?
h. Paglalahat ng Aralin (Making Gabayan ang mga bata na Ipabuod ang mga pangyayaring Sa pamamagitan ng
Ano ang layunin ng pagkatatag
generalizations and abstractions Ano ang naidudulot nito sa makabuo ng paglalahat batay sa naganap sa ikalawang Digmaang timeline,pagsunod-sunurin ang
ng Greater East Asia Co-
about the lesson) mga Pilipino? araling tinalakay. Pandaigidg. mga pangyayaring naganap sa
Prosperity Sphere
Pagbagsak ng Corregidor.
Ipatukoy sa mga mag-aaral ang Magpahulaan sa pamamagitsn ng
sumusunod na pangyayari kung “picture clue”. Idikit ang larawan
Pagsunod-sunurin ang mga Gumawa ng graphic organizer Sagutin ang “ Cycle Chart”. Punan
ito ay dahilan, epekto o sa parisukat na tinutukoy sa ibaba
i. Pagtataya ng Aralin (Evaluating pangyayaring nakasulat batay tungkol sa layunin ng hapon sa ng tamang sagot sa mga salitang
kahalagahan. nito.
learning) sa mga pangyayari noong pagkatatag ng Greater East nawawala ditto.
Halimbawa:
panahon ng Hapon. Asia Co-Prosperity Spher.
1. Paggamit ng wikang Filipino sa
pakikipagtalastasan.______
Makipanayam sa mga taong may Magsaliksik tungkol sa mshslsgsng
j. Karagdagang gawain para sa karanasan o may alam tungkol sa personalidad na nakilala noong
Magsaliksik tungkol sa motibo Magsaliksik pa ng karagdagang
takdang-aralin at remediation panahon ng mga Hapon. WWII.
ng mga Hapon sa Magsaliksik tungkol sa impormasyong makalap ninyo sa
(Additional Activities for Halimbawa: Msbuti ba o hindi ang kanilang
pagpapalawak ng kanilang Pagbomba ng Pearl Harbor. mga “ War Veteran” pahayagan
application or remediation) 1. Ano ang estado ng kanilang nagawa? Oo o Hindi? Ipaliwanag.
teritoryo. at sa internet. Isulat sa papel.
pamumuhay sa panahon ng mga
Hapon?
V. MGA TALÂ
VI. PAGNINILAY
a. Bilang ng mag-aaral na ___ mag-aaral na nakakuha ___ mag-aaral na nakakuha ___ mag-aaral na nakakuha ng ___ mag-aaral na nakakuha ng ___ mag-aaral na nakakuha ng
nakakuha ng 80% sa pagtataya. ng 80% sa pagtataya ng 80% sa pagtataya 80% sa pagtataya 80% sa pagtataya 80% sa pagtataya
b. Bilang ng mag-aaral na ___ mag-aaral na ___ mag-aaral na ___ mag-aaral na ___ mag-aaral na ___ mag-aaral na
nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang nangangailangan ng iba pang
gawain para sa remediation. gawain para sa remediation gawain para sa remediation gawain para sa remediation gawain para sa remediation gawain para sa remediation
c. Nakatulong ba ang ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
remedial? Bilang ng mag-aaral na ____ mag-aaral na ____ mag-aaral na nakaunawa ____ mag-aaral na nakaunawa sa ____ mag-aaral na nakaunawa sa ____ mag-aaral na nakaunawa sa
nakaunawa sa aralin. nakaunawa sa aralin sa aralin aralin aralin aralin
d. Bilang ng mga mag-aaral na ___ mag-aaral na ___ mag-aaral na ___ mag-aaral na magpapatuloy ___ mag-aaral na magpapatuloy ___ mag-aaral na magpapatuloy
magpapatuloy sa remediation. magpapatuloy sa remediation magpapatuloy sa remediation sa remediation sa remediation sa remediation
e. Alin sa mga istratehyang Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
pagtuturo nakatulong ng lubos? well: ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Paano ito nakatulong? ___ Group collaboration ___ Games ___ Games ___ Games ___ Games
___ Games ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary activities/exercises activities/exercises activities/exercises activities/exercises
activities/exercises ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ 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 ___ Group member’s ___ Group member’s Cooperation ___ Group member’s
Cooperation in doing their Cooperation in doing their in doing their tasks Cooperation in doing their
tasks tasks tasks
___ Group member’s
Cooperation in doing their
tasks
f. Anong suliranin ang aking __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
naranasan na solusyunan sa __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
tulong ang aking punungguro at __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
superbisor? Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
g. Anong kagamitang panturo Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
ang aking nadibuho na nais kong __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
ibahagi sa mga kapwa ko guro? __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
used as Instructional used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
Materials __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
GRADE 6 School Grade Level VI
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 17-21, 2018 (WEEK 6) Quarter 2ND QUARTER

WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES
The learners demonstrate understanding of different characteristics of vertebrates and invertebrates
A. Content Standards

The learners should be able to


B. Performance 1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
Standards 2. practice ways of caring and protecting animals
C. Learning Determine the distinguishing characteristics of vertebrates and invertebrates. S6mt-IIe-f-3
Competencies/
Objectives
Write the LC code
for each

Cite examples of Cite examples of invertebrates Describes ways on how to Suggest proper ways of Practice ways on how to take care
II. CONTENT vertebrates seen in the seen in the community take care of the animals caring animals of animals
community
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Science Links 6 pp.192-209 Science Links 6 pp. 210-222 Cyber Science 6 pp.144-148 Cyber Science 6 pp.144-148 Cyber Science 6 pp.144-148
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Mix and match written on What are vertebrate animals What are invertebrate How will you show your
previous lesson or the meta-card the different found in the community? animals found in the concern to your animals at
presenting the classification of vertebrates community? home? Cite some examples.
new lesson and on the other meta-card
the different characteristics
of vertebrates. The student
will match the vertebrates
from its characteristics.
B. Establishing a Have you gone in the field? If you are going to visit the Do you have a pet at home? Let the pupils watch a short How do you take care of your pets
purpose for the What are the different school garden, what animals Do you take care of them? video clip about proper ways at home?
lesson animals did see there? without backbones can be How do you take care of of taking care of the animals.
found there? your pet? Give your insight about the
video.
Why do we need to treat
animals properly?
C. Presenting See Activity Sheet See activity Sheet See Activity Sheet See Activity Sheet See Activity Sheet
examples/instance
s of the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
E. Discussing new What are the different What are the different How would you take care of What are some ways on how What are some practices you have
concepts and animals you have seen in animals found in the garden? the animals? to take care of the animals? at home when it comes to dealing
practicing new your filed trip? What do you call those Can you suggest proper ways with your pets? Cite examples on
skills #2 What do you call those animals? of caring animals? how do you practice it properly.
animals? What can you suggest?

F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding practical What will you do if you saw a If you were asked by your sister to
applications of man mistreating a dog/cat on take charge of her pet dog since
concepts and skills the street? How will you deal she’s leaving, what will you do?
in daily living with him?
H. Making What are the different What are the different How do you take care of How will you show proper How do you show your love and
generalizations animals that can be found invertebrate animals found in animals? caring for the animals? care for the animals?
and abstractions in our locality? your community?
about the lesson
I. Evaluating Direction: put a check ( ) Direction: put a check mark ( Personal Checklist on proper Suggest ways of proper Use Rubrics
learning mark if the vertebrate  ) if the invertebrate animal care of animals caring for the animals
animals can be found in the is can be found in the See Attachment
locality, if not put an ( X) community. If NOT put an (
----1. Rat X)
----2. Cow ----1. Snail
----3. Dog ----2. Earthworm
Proper
----4. Lion ----3. Tarantula caring
----5. Elephant -----4. Spider for
----6. Bat -----5. Scorpion animals
----7. Bird 6. Which of the following
----8. Cat invertebrate animals can be
9. Which of the following found in the community?
vertebrate animals can be a. earthworm
found in the community? b. scorpion
a. bat c. tarantula
b. rat d. leech
c. lion 7. Which of the following
d. tiger invertebrate animals is NOT
found in the locality?
10. Which of the following a. snail
vertebrate animals can b. earthworm
NOT be found in the c. spider
community? d. tarantula
a. elephant
b. dog
c. cat
d. bird
J. Additional List down vertebrate animals Cut out pictures of invertebrates Interview a pet owner Survey a family members for
activities for found in the community. found in the community. Put regarding the ways on how to some suggestions regarding
application or them in your portfolio. take care of animals. taking care of animals.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
DAY 1
Activity 1 Animals Hunt
I. Objective
Cite examples of vertebrate animals in the community.

II. Materials
Activity Notebook
Pen
III. Procedure
1. Make a 5 minutes filed trip in your locality.
2. List down all the animals that you can see in your field trip. Use the table below for your observation
List down of Vertebrate Animals in the Community

IV. Observation
1. What are the different animals in your list?
2. What do you call these animals? Why?
V. Conclusion
1. What are the different animals that can be found in our locality?

DAY 2
I. Objective
Cite examples of invertebrate animals in your community
II. Materials
Activity Notebook
Pen
School Garden
III. Procedure
1. Go to your school garden
2. List down the different animals that you can see in your school garden. Use the diagram below for your answer.
List of
animals in
the
Garden

IV. Observation:
1. What are the different animals in your list?
2. What do you these animals? Why?
V. Conclusion
What are the different invertebrate animals in your community?

DAY 3

I.. Objective
Describe ways on how to take care of the animals
II. Materials
Activity Notebook
Pen
Pictures that shows proper caring of animals provided by the teacher labelled A-E
III. Procedure.
1. Study the picture given by the teacher
2. Paste it on your activity notebook.
3. Draw a heart if the picture shows proper care for animals. If not put an ( X ) mark.
IV. Observation
1. Which pictures show proper care for animals? Why did you say so?
2. Which picture does not show proper care for animals? Why did you say so?
V. Conclusion.
Describe how will you take good care of your pet?

Evaluation
Personal checklist on proper care of animals Always Sometimes Never
1. I put my pet under the strong heat of the sun.
2. I leave my pet at home for 2 days without food.
3. I give water to my pet.
4. I play my pet during my free time.
5. I give nutritious food to my pet.
6. I take good care of my pet.
7. I bring my pet in the veterinary at least one a year
8. I groom my pet.
9. I protect my pet against strong heat of the sun
10. I whipped my pet whenever it commits mistakes.

DAY 4
I.. Objective:
Suggest proper ways of caring for animals
II. Materials
Used folders
Marker
Pictures that show proper/improper way of caring animals
III. Procedure
1. The teacher will group the class into 5.
2. Each group will be given a puzzled picture that shows proper/improper way of caring animals.
3. Collaborate with the members to form the picture assigned in your group.
4. Identify if the picture shows proper or improper way of taking care of animals.
IV. Observation:
1. Does the picture show proper way of taking care of the animals? Why? Why not?
2. How would you describe the proper ways of handling animals in the picture
V. Conclusion.
Make a conclusion on how will you show proper ways of caring animals.
DAY 5
Practice ways on how to take care of Animals
Do Your Task:

By Group: Select one of the following tasks based on your interest.

A. Make a multimedia presentation on how to practice proper way of taking care of animals.
B. Make a brochure on how to promote proper ways of dealing with animals
C. Compose a song, jingle or rap about the proper attitude towards animals.
D. Write a story about the life of an animal. Select a particular pet you liked most.
E. Compose a two-stanza poem about the ways to take care of animals

Rubrics

Criteria
1. Relevance of the topic
2. Show innovation in presenting the output
3. All the members of the group participated in presenting the output
4. Use materials found in the community
5. Finished the group work on time.
10- All the criteria are evident
8- 4 of the criteria are evident
6- 3 of the criteria are evident
4- 2 of the criteria are evident
2- 1 of the criteria is evident

Evaluation
1. Which of the following vertebrate animals can be found in the locality?
a. Bat c. rat
b. Lion d. tiger
2. The following vertebrate animals can be found in the community EXCEPT
a. Cat c. elephant
b. Dog d. rat
3. Which of the following invertebrate animals can be found in the community?
a. Earthworm c. scorpion
b. Leech d. tarantula
4. Which of the following invertebrate animals cannot be found in the community?
a. Snail c. spider
b. Earthworm d. tarantula
5. Which of the following shows proper care for animals?
a. Let the pet stay under the strong heat of the sun.
b. Give food and water for your pet
c. Hit your dog with wooden stick if its barking too loud
d. Don’t give food to your pet for two days.
6. The following are the proper care for animals EXCEPT
a. Give food and water to your pet
b. Visit the vet of your pet
c. Groom your pet
d. Leave your pet at home for one week without food and water
7. Which of the following does not show proper care for animals?
a. Give food and water to your pet
b. Visit the vet of your pet regularly
c. Groom your pet
d. Leave your pet at home for 2 days without food and water